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Anzeige evaluation by jyoti k

  1. Evaluation of Training Presented by:- Jyoti k
  2. 'Training Evaluation “The systematic analysis of training to demonstrate whether it has met its objectives in an effective and efficient manner”.
  3. Formative Evaluation Formative evaluation (also known as internal) is a method of judging the worth of a program while the program activities are forming (in progress). This part of the evaluation focuses on the process.
  4. Summative The summative evaluation (also know as external) is a method of judging the worth of a program at the end of the program activities (summation). The focus is on the outcome.
  5. The Ten Factors of Developing a Training Program 1. Determine needs 2. Set objectives 3. Determine subject content 4. Select qualified applicants 5. Determine the best schedule
  6. The Ten Factors of Developing a Training Program 6. Select appropriate facilities 7. Select qualified instructors 8. Select and prepare audiovisual aids 9. Co-ordinate the program 10. Evaluate the program
  7. Reasons for Evaluating 1.“To justify the existence of the training department by showing how it contributes to the organizations’ objectives and goals.” 2. “To decide whether to continue or discontinue training programs.” 3.“To gain information on how to improve future training programs.” (Kirkpatrick, 1994, )
  8. Donald Kirkpatrick  Kirkpatrick developed a model of training evaluation in 1959.  Arguably the most widely used approach. Simple, Flexible and Complete 4-level model.
  9. Kirkpatrick Levels of Training Evaluation
  10. Why Evaluate?  Should the program be continued?  How can the program be improved?  How can we ensure regulatory compliance?  How can we maximize training effectiveness?  How can we be sure training is aligned with strategy?  How can we demonstrate the value of training?
  11. The Four Levels of Evaluation  Level I: Evaluate Reaction  Level II: Evaluate Learning  Level III: Evaluate Behavior  Level IV: Evaluate Results  Fifth level was recently “added” for return on investment (“ROI”) but this was not in Kirkpatrick’s original model
  12. Reaction - What Is It? How favorably participants react to the training (“Customer satisfaction”) • Collects reactions to instructor, course, and learning environment • Communicates to trainees that their feedback is valued • Can provide quantitative information
  13. This level measures how your trainees (the people being trained), reacted to the training. Obviously, you want them to feel that the training was a valuable experience, and you want them to feel good about the instructor, the topic, the material, its presentation, and the venue. It's important to measure reaction, because it helps you understand how well the training was received by your audience. It also helps you improve the training for future trainees, including identifying important areas or topics that are missing from the training.
  14. Learning - What Is It?  Knowledge  Skills  Attitudes
  15. At level 2, you measure what your trainees have learned. How much has their knowledge increased as a result of the training? When you planned the training session, you hopefully started with a list of specific learning objectives: these should be the starting point for your measurement. Keep in mind that you can measure learning in different ways depending on these objectives, and depending on whether you're interested in changes to knowledge, skills, or attitude. It's important to measure this, because knowing what your trainees are learning and what they aren't will help you improve future training.
  16. Learning - What It Looks Like  Media used to measure learning: • Text • Voice • Demonstration  Methods used to measure learning: • Interviews • Surveys • Tests (pre-/post-) • Observations • Combinations
  17. Behavior - What Is It?  Transfer of knowledge, skills, and/or attitude to the real world.  Measure achievement of performance objectives.
  18. At this level, you evaluate how far your trainees have changed their behavior, based on the training they received. Specifically, this looks at how trainees apply the information. It's important to realize that behavior can only change if conditions are favorable. For instance, imagine you've skipped measurement at the first two Kirkpatrick levels and, when looking at your group's behavior, you determine that no behavior change has taken place. Therefore, you assume that your trainees haven't learned anything and that the training was ineffective. However, just because behavior hasn't changed, it doesn't mean that trainees haven't learned anything. Perhaps their boss won't let them apply new knowledge. Or, maybe they've learned everything you taught, but they have no desire to apply the knowledge themselves.
  19. Results - What Is It?  Assesses “bottom line,” final results.  Definition of “results” dependent upon the goal of the training program.
  20. At this level, you analyze the final results of your training. This includes outcomes that you or your organization have determined to be good for business, good for the employees, or good for the bottom line.
  21. CIRO MODEL OF TRAINING EVALUATIO The four-stage CIRO (Context, Input, Reaction, and Output) model of training evaluation designed by war et al. (1970) focuses on the achievement of organization objectives through training. Through these four stages, the model in a true sense helps the trainer to understand what requires change, what procedure can bring change and what evidences are there that the change has occurred. Contextual evaluation helps in determining the training needs and objectives. Input evaluation helps to identifying the training resources and choosing of alternative inputs to training. Reaction evaluation tracks trainee’s reaction to effect improvement in training. Finally, outcome evaluation collects immediate and ultimate training outcomes for future improvement of training. In the USA, the CIRO model is most extensively used.
  22. Cost-benefits of training Most of the training decisions taken by organizations are incremental . Business heads evaluate the cost- effectiveness of training courses by assessing the cost and effect within their own business domain. However, with the incremental approach to training, the ROI is no longer adequate. The net present value of ROI needs to be considered, which can also be measured based on the learning curve experience.
  23. Phillips’ Five-level ROI Model Phillips’ five-level ROI model (1997) extends Kirkpatrick's framework making the process of evaluation more specific. Level Brief Descriptio 1. Reaction and Placement Measures participants reaction to the programme and outlines specific plans for implementation. 2. Learning Measures skills, knowledge, attitude categories. 3. Job applications Measures change in behaviour on the job and specific application of the training material. 4. Business results Measures business impact of the programme. 5. ROI Measures the monetary value of the results and
  24. Although the suggested training evaluation model of Phillips has those above five listed stages, his ROI framework requires consideration of evaluation, process model, case applications and practice, operating standards and philosophy and finally implementation. Phillips suggested that all these five major elements need to be considered for calculating the ROI from training.
  25. Evaluation ensures accountability - Training evaluation ensures that training programs comply with the competency gaps and that the deliverables are not compromised upon. Check the Cost - Evaluation ensures that the training programs are effective in improving the work quality, employee behaviour, attitude and development of new skills within the employee within a certain budget. Since globally companies are trying to cut their costs without compromising upon the quality, evaluation just aims at achieving the same with training. Feedback to the Trainer / Training - Evaluation also acts as a feedback to the trainer or the facilitator and the entire training process. Since evaluation accesses individuals at the level of their work, it gets easier to understand the loopholes of the training and the changes required in the training methodology. Benefits of Training evaluation
  26. Sources:- Google seaching (http://www.managementstudyg ( es/article/kirkpatrick.htm) mjoy/kirkpatrick-levels-of- training-evaluation-33483066 Training and development (theories and applications) Dipak Kumar Bhattacharyya