training programme evaluation - training measurement techniques, examples, tip... - The Diigo Meta page

• 28 Sep 16
  

  Rhys Lutsky

  "For effective training and learning evaluation, the principal questions should be:
  
  To what extent were the identified training needs objectives achieved by the programme?
  To what extent were the learners' objectives achieved?
  What specifically did the learners learn or be usefully reminded of?
  What commitment have the learners made about the learning they are going to implement on their return to work?
  And back at work,
  
  How successful were the trainees in implementing their action plans?
  To what extent were they supported in this by their line managers?
  To what extent has the action listed above achieved a Return on Investment (ROI) for the organization, either in terms of identified objectives satisfaction or, where possible, a monetary assessment."

  evaluation training

  • For effective training and learning evaluation, the principal  questions should be: 

     
     
    •   To what extent were the identified training needs objectives  achieved by the programme? 
     
    •   To what extent were the learners' objectives achieved? 
     
    •   What specifically did the learners learn or be usefully reminded  of? 
     
    •   What commitment have the learners made about the learning they  are going to implement on their return to work? 
     
     

      And back at work, 

     
     
    •   How successful were the trainees in implementing their action  plans? 
     
    •   To what extent were they supported in this by their line  managers? 
     
    •   To what extent has the action listed above achieved a Return on  Investment (ROI) for the organization, either in  terms of identified objectives satisfaction or, where possible, a monetary  assessment.
  • responsibility for the evaluation of  training

  • The 'Training Evaluation Quintet' advocated consists of: 

     
     
    •   senior management 
     
    •   the trainer 
     
    •   line management 
     
    •   the training manager 
     
    •   the trainee 
     
     

      Each has their own responsibilities, which are detailed next.
  • training programme basic validation approach
  • The first is the reactionnaire which seeks the views,  opinions, feelings, etc., of the learners about the programme. This is not at a  'happy sheet' level, nor a simple tick-list - but one which allows realistic  feelings to be stated.
  • seeks a  score for each question against a 6-point range of Good to Bad, and also the  learners' own reasons for the scores, which is especially important if the  score is low.
  • Reactionnaires should not be automatic events on every course or  programme. This sort of evaluation can be reserved for new programmes (for  example, the first three events) or when there are indications that something  is going wrong with the programme.
  • Sample reactionnaires are available in the set of free training evaluation tools.
  • The next evaluation instrument, like the action plan, should be  used at the end of every course if possible. This is the Learning Questionnaire  (LQ), which can be a relatively simple instrument asking the learners what they  have learned on the programme, what they have been usefully reminded of, and  what was not included that they expected to be included, or would have liked to  have been included.
  • alternative to the LQ called the Key Objectives LQ (KOLQ) which seeks the  amount of learning achieved by posing the relevant questions against the list  of Key Objectives produced for the programme.
  • total evaluation process
  • a note about ROI  (return on investment) in training
  • Attempting financial ROI assessment of training is a controversial  issue. It's a difficult task to do in absolute terms due to the many aspects to  be taken into account, some of which are very difficult to quantify at all, let  alone to define in precise financial terms.
  • If ROI-type measures are required in areas where reliable financial  assessment is not possible, it's advisable to agree a 'best possible' approach,  or a 'notional indicator' and then ensure this is used consistently from  occasion to occasion, year on year, course to course, allowing at least a  comparison of like with like to be made, and trends to be spotted, even if  financial data is not absolutely accurate.
  • ind something that  will provide a useful if notional indication. For example, after training sales  people, the increased number and value of new sales made is an indicator  of sorts. After motivational or team-building training, reduced absentee  rates would be an expected output. After an extensive management  development programme, the increase in internal management promotions  would be a measurable return

  13 more annotations...

• 01 Aug 16
  
  • workplace training, development and evaluation
  • People can be switched off the whole idea of learning and  development very quickly if they receive only negative critical test results  and feedback.
  • evaluation is not just for the trainer or  teacher or organisation or policy-makers - evaluation is absolutely vital for  the learner too,
  • Leslie Rae has written over 30 books on training and the evaluation of  learning - he is an expert in his field

  2 more annotations...

• 24 Jun 15
  

  Robin Hurst

  Evaluation is such an important part of designing and developing programs for adult learners. This site may be helpful.

  evaluating

• 19 Dec 13
  

  luiscaals

  training assessment tools

• 05 Dec 12
  

  jay dee

  "training and learning evaluation, feedback forms, action plans and follow-up"

  evaluation forms training

• 04 Nov 12
  

  rodriguezringach

  training

• 15 Jun 12
  

  Greame Taylor

  evaluation education

• 12 Apr 11
  

  Sarah Horrigan

  evaluation programme learning training uoslets education teaching skills

• 17 Oct 10
  

  wendy_lin

  security

• 29 Jul 10
  

  Lisa Johnson, Ph.D.

  eLearning Professional_Development

• 16 Jul 10
  

  Pradyumn Sharma

  This section begins with an introduction to training and learning evaluation, including some useful learning reference models. The introduction also explains that for training evaluation to be truly effective, the training and development itself must be a

  training

• 26 Jun 10
  

  J.Randolph Radney

  evaluation training learning

• 28 Apr 10
  

  Padraig Hyland

  training evaluation resource

• 12 Mar 10
  

  Rafael Savi

  avaliação

• 10 Aug 09
  

  ted bongiovanni
• 19 Aug 08
  

  miz minh

  evaluation programme measurement VoRTCS learning training

• 21 Jul 08
  

  Aart Staartjes

  Training and learning evaluation, feedback forms, action plans and follow-up

  training evaluation

• 15 Jul 08
  

  power base

  H3

• 26 Jun 08
  

  Heather Sullivan
• 05 Jun 08
  

  Ludger Thomas

  evaluation programme training

  • So always remember - evaluation is not just for the trainer or  teacher or organisation or policy-makers - evaluation is absolutely vital for  the learner too, which is perhaps the most important reason of all for  evaluating people properly, fairly, and with as much encouragement as the  situation allows.
  • Teaching, training and learning must be aligned with individual  potential, individual learning styles, and wider life development needs,  and this wide flexible individual approach to human development is vital for  the workplace, just as it is for schools.
  • Research published the UK's British Learning Association in May 2006  found that 72% (of a representative sample) of the UK's leading  learning professionals considered that learning tends not to lead to  change.
  • Only 51% of respondents said that learning and training was  evaluated several months after the learning or training intervention.

  2 more annotations...

• 02 Feb 08
  

  kerryyoga Isabela12

  evaluation leslie rae training

• 19 Apr 07
  

  nicola_h

  evaluation links

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