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eLearning for Canadian Law Enforcement /Public Security. Project Overview. The Canadian Police Knowledge Network contracted The Competency Group to develop a strategy to evaluate the long-term effects of their eLearning courses on workplace performance and organizational return on investment.

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Presentation Transcript

Project overview
Project Overview

The Canadian Police Knowledge Network contracted The Competency Group to develop a strategy to evaluate the long-term effects of their eLearning courses on workplace performance and organizational return on investment.


Project activities
Project Activities

  • Reviewed existing CPKN pre- and post-test methodologies.

  • Reviewed existing CPKN general course satisfaction surveys.

  • Completed Kirkpatrick Evaluation Level 3 of several eLearning courses

  • Completed phone surveys with course participants

  • Compared effectiveness of RADAR classroom training to online RADAR training

  • Developed framework for future Kirkpatrick Evaluation Level 4


Kirkpatrick model of evaluation
Kirkpatrick Model of Evaluation

  • Level One: Student Reaction

  • Level Two: Student Learning

  • Level Three: Change in Behaviour

  • Level Four: Organizational ROI


Course evaluations

The Results

Course Evaluations


Courses
Courses

  • Conducted evaluation of the following CPKN eLearning courses:

    • Critical Incident Stress Management / Critical Incident Stress Management – First Responders

    • Preventing First Responder-involved Collisions / Preventing Officer-involved Collisions

    • RADAR Refresher Training: Stationary / RADAR Refresher Training: Stationary/Moving




Student reaction
StudentReaction

  • 85.2% of all survey respondents either strongly agreed or agreed with the statement:

I want to take more CPKN eLearning courses in the future.


Level two

Student Learning

Level Two



Level three

Change in Behaviour

Level THREE





Preventing officer involved collisions preventing first responder involved collisions
Preventing Officer-involved Collisions/Preventing First Responder-involved Collisions

Participants: 627


Radar refresher training stationary and stationary moving
RADAR Refresher Training: Stationary and Stationary/Moving Responder-involved Collisions

Participants: 48


Radar refresher training e learning vs classroom
RADAR Refresher Training: Responder-involved CollisionsE-learning vs. Classroom


Radar refresher training e learning vs classroom1
RADAR Refresher Training: Responder-involved CollisionsE-learning vs. Classroom


Radar refresher training e learning vs classroom2
RADAR Refresher Training: Responder-involved CollisionsE-learning vs. Classroom


Radar refresher training e learning vs classroom3
RADAR Refresher Training: Responder-involved CollisionsE-learning vs. Classroom


Radar refresher training e learning vs classroom4
RADAR Refresher Training: Responder-involved CollisionsE-learning vs. Classroom


Radar refresher training e learning vs classroom5
RADAR Refresher Training: Responder-involved CollisionsE-learning vs. Classroom


Level four

Organizational Return on Investment Responder-involved Collisions

LeveL FOUR


Level four evaluation framework
Level Four Evaluation Framework Responder-involved Collisions

  • Conduct quantitative measurement of performance targets and savings

  • Estimate project dollar value of performance management

  • Conduct quantitative assessment based on learning objectives

  • Conduct mathematical cost-benefit analysis


Conclusions
Conclusions Responder-involved Collisions

  • 84% of survey respondents agreed or strongly agreed that eLearning courses are an effective way to learn.

  • 85.2% of survey respondents would be willing to take additional online courses offered by the Canadian Police Knowledge Network.


Thank you

Thank you! Responder-involved Collisions


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