APPROACHES OF TRAINING EVALUATION

Ø   TYPES OF TRAINING EVALUATION AND VARIOUS APPROACHES TO TRAINING EVALUATION
TRAINING AND DEVELOPMENT

TRAINING AND DEVELOPMENT

Ø  TYPES OF TRAINING EVALUATION

1. FORMATIVE EVALUATION:-SOMETIME REFERRED TO AS INTERNAL IS A METHOD FOR JUDGING THE WORTH OF PROGRAM WHILE THE PROGRAM ACTIVITIES ARE FORMING(IN PROGRESS). IT TAKES PLACE  BEFORE OR DURING A PROJECT’S IMPLEMENTATION WITH THE AIM OF IMPROVING THE PROJECT’S DESIGN AND PERFORMANCE. IT COMPLEMENTS SUMMATIVE EVALUATION AND ESSENTIAL FOR TRYING TO UNDERSTAND WHY A PROGRAM WORKS OR DOES NOT AND WHAT OTHER FACTORS ARE AT WORK DURING A PROJECT’S LIFE.
2. SUMMATIVE ASSESSMENT REFERS TO THE ASSESSMENT OF PARTICIPANTS WHERE THE FOCUS IS ON THE OUTCOME OF THE PROGRAMME. THE BASIC PURPOSE FOR SUMMATIVE EVALUATION IS TO PROVIDE A SUMMARY REPORT OF THE TRAINING RESULTS. FINDING FROM THE FORMATIVE PROCESS DIRECTLY AFFECT THE DECISION MADE IN THE SUMMATIVE ASSESSMENT PROCESS

Ø  APPROACHES TO TRAINING EVALUATION

1. KIRAPATRICK MODEL
2. CIRO MODEL
3. COST BENEFIT ANALYSIS
4. CIPP MODEL
5. ROI OF TRAINING
6. KRAIGER,FORD AND SALAS MODEL
7. BRINKERHOFF MODEL

Ø  KIRKPATRICK MODEL

Ø  IS THE BEST KNOWN MODEL FOR ANALYZING AND EVALUATING THE RESULTS OF TRAINING AND EDUCATIONAL PROGRAMS.

Ø  GIVEN BY DONALD KIRKAPATRICK

Ø  IT TAKES INTO THE ACCOUNT ANY STYLE OF TRAINING BOTH FORMAL OR INFORMAL TO DETERMINE THE APTITUDE BASED ON FOUR LEVEL CRITERIA

1. LEVEL REACTION:-MEASURES HOW PARTICIPANT REACT TO THE TRAINING(SATISFACTION)
2. LEVEL 2 LEARNING ANALYZES IF THEY TRULY UNDERSTOOD THE TRAINING. INCREASE IN KNOWLEDGE,SKILL OR EXPERIENCE
3. LEVEL 3 BEHAVIOR:-MEASURED TO DETERMINE WHETHER THEY ARE UTILIZING WHAT THEY HAVE LEARNED
4. LEVEL 4 RESULTS: MONITORING THE ORGANIZATIONAL IMPROVEMENT IN TERMS OF COST SAVING,WORK OUTPUT CHANGES

Ø  CIRO MODEL

Ø  DEVELOPED BY WARR,BIRD AND RACHAM

Ø  STANDS FOR CONTEXT,INPUT,REACTION AND OUTPUT.

Ø  IT IS DIFFERENT FROM KIRKPATRICK’S MODEL BECAUSE IT FOCUS ON THE MEASUREMENT TAKEN BEFORE AND AFTER THE TRAINING HAS BEEN CARRIED OUT.

Ø  CONTEXT:-THIS IS ALL ABOUT IDENTIFYING AND EVALUATING THE TRAINING NEEDS. TRAINING OBJECTIVES CAN BE SET AT THREE LEVELS:-

1. THE ULTIMATE OBJECTIVE:-THIS ELIMINATES THE PARTICULAR ORGANIZATION DEFICIENCY
2. THE INTERMEDIATE OBJECTIVE TO ACHIEVE THE ULTIMATE OBJECTIVE AND CHANGE IN EMPLOYEE’S WORK BEHAVIOR IS NECESSARY
3. THE IMMEDIATE OBJECTIVE:-BY ACQUIRING THE SKILL,NEW KNOWLEDGE

Ø  INPUT:_INVOLVES ANALYZING THE RESOURCES AVAILABLE AND DETERMINING HOW THEY SHOULD BE DEPLOYED TO ACHIEVE THE MAXIMUM OBJECTIVES.

Ø  REACTION:-INVOLVES OBTAINING AND USING INFORMATION ABOUT PARTICIPANT’S REACTION TO IMPROVE THE HRD PROCESS.

Ø  OUTCOME:-THE EVALUATION OF OUTCOME IS DONE IN TERMS OF WHAT ACTUALLY HAPPENED AS A TRAINING RESULT.THE OUTCOME IS MEASURED ON FOUR LEVEL:-

1. THE LEARNER’S LEVEL
2. THE WORK PLACE LEVEL
3. THE TEAM OR DEPARTMENT LEVEL
4. THE BUSINESS LEVEL

Ø  COST BENEFIT ANALYSIS

Ø  PROCESS OF QUANTIFYING COST AND BENEFITS OF  TRAINING PROGRAMS

Ø  DETERMINING THE TRAINING COSTS

Ø  IDENTIFY POTENTIAL BENEFITS

Ø  COMPUTE POTENTIAL SAVING

Ø  CONDUCT COST AND BENEFIT ANALYSIS

Ø  ROI OF TRAINING

Ø  LEVEL 5

Ø  HELPS ASSESS IF THE GAIN FROM THE TRAINING IS MORE THAN THE COST INCURRED

Ø  POSITIVE ROI WHEN IMPACT IS HIGHER THAN THE COST INCURRED

Ø  CAN BE CALUCULATED BY MONETISING THE GAIN AND DIVIDED BY THE COST

Ø  CIPP MODEL

Ø  DEVELOPED BY DANIEL STUFFLEBEAM COLLEAGUES IN 1960

Ø  IS AN ACRONYM FOR CONTEXT,INPUT,PROCESS AND PRODUCT

Ø  IS AN EVALUATION MODEL THAT REQUIRES THE EVALUATION MODEL THAT REQUIRES THE EVALUATION OF CONTEXT,INPUT,PROCESS AND OUTPUT IN JUDGING A PROGRAM’S VALUE.

Ø  IS DESIGNED TO SYSTEMATICALLY GUIDE BOTH THE EVALUATORS AND STAKEHOLDERS IN POSING RELEVANT QUESTIONS AND CONDUCTING ASSESSMENT AT THE BEGINNING OF A PROJECT WHILE IT IS IN THE PROGRESS AND AT ITS END.

Ø  SEEKS TO IMPROVE AND ACHIEVE ACCOUNTABILITY IN EDUCATIONAL PROGRAMMING THROUGH A LEARNING BY DOING APPROACH

Ø  CIPP MODEL

Ø  THE FOUR ASPECTS OF CIPP(CONTEXT,INPUT,PROCESS AND OUTPUT) ASSIST AT DECISION MAKER TO ANSWER FOUR BASIC QUESTIONS:-

Ø  WHAT SHOULD WE DO?---PLANNING DECISION

Ø  HOW SHOULD WE DO IT?___-STRUCTURING DECISIONS

Ø  ARE WE DOING IT AS PLANNED?------IMPLEMENTING DECSIONS

Ø  DID THE PROGRAM WORK-------RECYCLING

Ø  BRINKERHOFF MODEL

Ø  BRINKERHOFF’S SUCCESS CASE METHOD IS A RELATIVELY NEW APPROACH FOR TRAINING EVALUATION.

Ø  DEVELOPED BY ROBERT O BRINKERHOFF IN 2003

Ø  CONSIST OF SIX STAGES GROUPED INTO THE FOLLOWING:

1. PERFORMANCE ANALYSIS
2. DESIGN
3. IMPLEMENTATION
4. EVALUATION

Ø  SIX STAGES:-

1. GOAL SETTING
2. PROGRAM DESIGN
3. PROGRAM IMPLEMENTATION
4. IMMEDIATE OUTCOMES
5. INTERMEDIATE OUTCOME
6. IMPACT AND WORTH

Ø  KRIAGER,FORD AND SALAS MODEL

Ø  SUGGESTED THAT TRAINING EVALUATION SHOULD FOCUS ON THE LEARNING OUTCOME

Ø  LEARNING DURING TRAINING MAY BE CLASSIFIED INTO ONE OF THREE TYPES OF OUTCOMES:-

1. COGNITIVE
2. SKILL BASED
3. AFFECTIVE

Ø  IN ADDITION EACH TYPE OF OUTCOME PARTICULAR CATEGORIES AND FOCUS OF MEASUREMENT

1.    LEARNING OUTCOME THROUGH DIFFERENT PERSPECTIVE

2. EXAMINING THE GOALS OF TRAINING
3. IDENTIFYING THE INSTRUCTIONAL STRATEGIES
4. EXAMINING THE PERFORMANCE DOMAIN