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Avelino, Frynx DY, CRISTALLE KASALA, LEA ANNE PACAPAC, CASSANDRA PADILLA, JOSEPH ANTHONY PowerPoint PPT Presentation


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Avelino, Frynx DY, CRISTALLE KASALA, LEA ANNE PACAPAC, CASSANDRA PADILLA, JOSEPH ANTHONY SALABAO, NORMANDY. RULES. Turn off your cellular phones. Listen to the one who is talking or reciting. No eating while in session. No going to the comfort room unless necessary. TRAINING OBJECTIVES.

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Avelino, Frynx DY, CRISTALLE KASALA, LEA ANNE PACAPAC, CASSANDRA PADILLA, JOSEPH ANTHONY

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Avelino, Frynx

DY, CRISTALLE

KASALA, LEA ANNE

PACAPAC, CASSANDRA

PADILLA, JOSEPH ANTHONY

SALABAO, NORMANDY


RULES

  • Turn off your cellular phones.

  • Listen to the one who is talking or reciting.

  • No eating while in session.

  • No going to the comfort room unless necessary.


TRAINING OBJECTIVES

  • To learn the importance of making an evaluation form.

  • To understand the purpose of evaluation.

  • To know the difference and when to use process and outcome evaluation.


Evaluation Phase

Process

Output

Input

Process

Measures

Evaluation Strategy and Design

Evaluation Objectives

Outcome

Measures

- Reaction

- Learning

- Behavior

- Results

Organizational Constraints

Design Issues

9-4


INTRODUCTION

by Cassandra Pacapac


Process Data

Process Data

…and how it is used for evaluation.

by Cristalle Geraldine Dy


...what are the types of Evaluation Data collected?

Process Data

Process Data

..what is process data?

Outcome Data

Outcome Data

..what is outcome data?


Process Data

Process Data

  • Compares the developed training to what actually takes place in the training program


Process BEFORE Training

Process BEFORE Training

  • Needs analysis

  • Training objectives

  • Training design


Process DURING Training

Process DURING Training

  • Training implementation

    • Trainer

    • Training techniques

    • Learning objectives


Process Data

Process Data

  • PUTTING IT ALL TOGETHER

    • More methods = better evaluation

  • WHEN TO USE IT

    • Training department

    • Training program evaluation


..why include Process Evaluation?

..why include Process Evaluation?

  • Removes the connotation of pass or fail

  • Puts the focus on improvement


OUTCOME DATA

3

1

2

4

BEHAVIOR

REACTION

LEARNING

ORGANIZATIONAL RESULTS

by Lea Anne Kasala


1

REACTION

  • Trainee’s perceptions, emotions, and subjective evaluations of the training experience

  • Important because favorable reactions create motivation to learn

  • Social Learning Theory – first part of learning is getting their attention


REACTION QUESTIONNAIRE

AFFECTIVE QUESTIONNAIRE

measures general feeling about training

UTILITY QUESTIONNAIRE

beliefs about the value of training


REACTION QUESTIONNAIRE

  • Do not assess learning but rather the trainees’ attitudes about and perceptions of the training

  • Considerations:

    • Training relevance

    • Training materials and exercises

    • Reactions to the Trainer

    • Facilities and procedures

    • Timing


2

LEARNING

  • How well the learning objectives and the over-all training objective were achieved

  • Learning Objectives – specify the types of outcomes that will signify that training has been successful

  • Evaluation of learning should use the same measurement techniques as in the TNA


2

LEARNING

  • The person analysis serves as the pre-training measure of the person’s KSAs. These results can be compared with a post-training measure to determine whether learning has occurred


THREE TYPES OF LEARNING OUTCOMES

  • Knowledge Outcomes

    • Declarative Knowledge

    • Procedural Knowledge

    • Strategic Knowledge

  • Skills Outcomes

    • Compilation

    • Automaticity

  • Attitudes Outcomes


3

BEHAVIOR

  • Degree to which the learned behavior has transferred to the job

  • Methods for measuring job behavior in the TNA should be used in measuring job behavior after the completion of training


PRIMARY SOURCES OF DATA

  • Interviews

  • Questionnaires (most preferred)

  • Direct Observation

  • Archival Records of Performance


4

ORGANIZATIONAL RESULTS

  • Highest level in the hierarchy

  • Effect on the company/organization


Relationship Among Levels of Outcomes

Organizational ResultsExternal environment of the organization:

(Economy, regulations, suppliers, etc.)

Internal environment of the organization:

(Policies, procedures, systems)

Employee performance, KSAs, and needs

Job Behavior Transfer of Training

Motivational forces in the job setting

Opportunity to apply training on the job

KSAs

LearningTrainee readiness for the course

Trainee motivation to learn

Design, materials, and contents

Trainer(s) behavior

ReactionsPerceived match between trainee expectations and what training provided


Evaluating the COSTS OF TRAINING

by Joseph Anthony Padilla


Evaluating the COSTS OF TRAINING

..was the training cost worth the results?

1. Cost/benefit evaluation- compares the monetary cost of training with the nonmonetary benefits.

2. Cost-effectiveness evaluation- compares the monetary costs of training with the financial benefits accrued from training.


Cost Effectiveness EVALUATION

  • Cost savings analysis (Results Focus)- a calculation of the actual cost savings, based on the change in “results”.


Cost Effectiveness EVALUATION

b.Utility analysis- an examination of value of overall improvement in the performance of the trained employees.

- permits us to estimate the overall value to the organization of the supervisors’ changes in behavior.


General Approach to Utility

U = (N)(T)(DT)(SDY) – C

where:

U = dollar value of improved performance

N = number of trainees

T = time the benefits will last

DT = difference in performance in performance between trained and untrained groups (in

standard deviation units)

SDY= dollar value of untrained group’s performance (in standard deviation units)

C = total cost of training the trained group


WHEN and WHAT TYPE

of EVALUATION to USE

Evaluation

by Normandy Salabao


WHEN and WHAT TYPE

of EVALUATION to USE

*a considerable amount of work is required to evaluate every program offered

Who is interested in the data?

- CONSTITUENCES OR CUSTOMERS.

-- THE TRAINERS

-- TRAINING MANAGERS

-- THE TRAINEES

-- THE TRAINEES’ SUPERVISOR


What customer (if any)

is interested with the information?

- to those customers who requested to do so


What and when to evaluate should the trainer evaluate?

-- depends on the organization and attitudes and beliefs of upper management


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