1. Avelino, Frynx DY, CRISTALLE KASALA, LEA ANNE PACAPAC, CASSANDRA PADILLA, JOSEPH ANTHONY SALABAO, NORMANDY

2. 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.

3. 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.

4. 9-4 Evaluation Phase Input Process Output Evaluation Objectives Design Issues Organizational Constraints Evaluation Strategy and Design Process Measures Outcome Measures - Reaction - Learning - Behavior - Results

5. INTRODUCTION

6. … and how it is used for evaluation.

7. ..what is process data?..what is outcome data?

8. Compares the developed training to what actually takes place in the training program

9. Needs analysis Training objectives Training design

10. Training implementation – Trainer – Training techniques – Learning objectives

11. PUTTING IT ALL TOGETHER – More methods = better evaluation WHEN TO USE IT – Training department – Training program evaluation

12. Removes the connotation of pass or fail Puts the focus on improvement

14. 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

15. AFFECTIVE QUESTIONNAIRE measures general feeling about training UTILITY QUESTIONNAIRE beliefs about the value of training

16. 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

17. 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

18. 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

19. 1.Knowledge Outcomes a.Declarative Knowledge b.Procedural Knowledge c.Strategic Knowledge 2.Skills Outcomes a.Compilation b.Automaticity 3.Attitudes Outcomes

20. 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

21. 1.Interviews 2.Questionnaires (most preferred) 3.Direct Observation 4.Archival Records of Performance

22. Highest level in the hierarchy Effect on the company/organization

23. 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

25. 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.

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

27. 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.

28. U = (N)(T)(D T )(SD Y ) – C where: U = dollar value of improved performance N = number of trainees T = time the benefits will last D T = difference in performance in performance between trained and untrained groups (in standard deviation units) SD Y = dollar value of untrained group’s performance (in standard deviation units) C = total cost of training the trained group

30. Who is interested in the data? - CONSTITUENCES OR CUSTOMERS. -- THE TRAINERS -- TRAINING MANAGERS -- THE TRAINEES -- THE TRAINEES’ SUPERVISOR *a considerable amount of work is required to evaluate every program offered

31. - to those customers who requested to do so

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

33. OUTCOMEDATA R EACTION L EARNING B EHAVIOR R ESULTS TRAINING DEPARTMENT TRAINER Yesyes no OTHER TRAINERS perhaps no TRAINING MANAGER yes CUSTOMERS TRAINEES yes perhaps TRAINEES’ SUPERVISORnot reallyonly if no transfer yes UPPER MANAGEMENT no perhapsyes