level | evaluation type (what is measured) | evaluation description and characteristics | examples of evaluation tools and methods | relevance and practicability |
1 | reaction | ∙ reaction evaluation is how the delegates felt about the training or learning experience | ∙ eg., 'happy sheets', feedback forms ∙ also verbal reaction, post-training surveys or questionnaires | ∙ quick and very easy to obtain ∙ not expensive to gather or to analy |
2 | learning | ∙ exertlearning evaluation is the measurement of the increa in knowledge - before and after | ∙ typically asssments or tests before and after the training ∙ interview or obrvation can also be ud | ∙ acpirelatively simple to t up; clear-cut for quantifiable skills ∙ less easy for complex learning |
3 | behaviour | ∙ behaviour evaluation is the extent of applied learning back on the job - implementation | ∙ obrvation and interview over time are required to asss change, relevance of change, and sustainability of change | ∙ measurement of behaviour change typically requires cooperation and skill of line-managers |
4 | results | ∙ results evaluation is the effect on the business or environment by the trainee | ∙ measures are already in place via normal management systems and reporting - the challenge is to relate to the trainee | ∙ parliamentindividually not difficult; unlike whole organisation ∙ process must attributing clear accountabilities |
level | evaluation type (what is measured) | evaluation description and characteristics | examples of evaluation tools and methods | relevance and practicability |
1 | reaction | ∙ reaction evaluation is how the delegates felt, and their personal reactions to the training or learning experience, for example: ∙ did the trainees like and enjoy the training? ∙ did they consider the training relevant? ∙ was it a good u of their time? ∙ did they like the venue, the style, timing, domestics, etc? ∙ level of participation ∙ ea and comfort of experience ∙ level of effort required to make the most of the learning 2012年网络流行语∙ perceived practicability and potential for applying the learning | ∙ typically 'happy sheets' ∙ feedback forms bad on subjective personal reaction to the training experience ∙ verbal reaction which can be noted and analyd ∙ post-training surveys or questionnaires ∙ online evaluation or grading by delegates ∙ subquent verbal or written reports given by delegates to managers back at their jobs | ∙ can be done immediately the training ends ∙ exclusivelyvery easy to obtain reaction feedback ∙ feedback is not expensive to gather or to analy for groups ∙ important to know that people were not upt or disappointed ∙ important that people give a positive impression when relating their experience to others who might be deciding whether to experience same 位置英文 |
2 | learning | ∙ learning evaluation is the measurement of the increa in knowledge or intellectual capability from before to after the learning experience: ∙ did the trainees learn what what intended to be taught? ∙ did the trainee experience what was intended for them to experience? ∙ what is the extent of advancement or change in the trainees after the training, in the direction or area that was intended? | ∙ typically asssments or tests before and after the training ∙ interview or obrvation can be ud before and after although this is time-consuming and can be inconsistent ∙ methods of asssment need to be cloly related to the aims of the learning ∙ measurement and analysis is possible and easy on a group scale ∙ reliable, clear scoring and measurements need to be established, so as to limit the risk of inconsistent asssment ∙ hard-copy, electronic, online or interview style asssments are all possible | ∙ relatively simple to t up, but more investment and thought required than reaction evaluation ∙ highly relevant and clear-cut for certain training such as quantifiable or technical skills ∙ less easy for more complex learning such as attitudinal development, which is famously difficult to asss ∙ cost escalates if systems are poorly designed, which increas work required to measure and analynitromethane |
3 | behaviour | ∙ behaviour evaluation is the extent to which the trainees applied the learning and changed their behaviour, and this can be immediately and veral months after the training, depending on the situation: ∙ did the trainees put their learning into effect when back on the job? ∙ were the relevant skills and knowledge ud ∙ was there noticeable and measurable change in the activity and performance of the trainees when back in their roles? ∙ was the change in behaviour and new level of knowledge sustained? ∙ would the trainee be able to transfer their learning to another person? ∙ is the trainee aware of their change in behaviour, knowledge, skill level? | 静安外国语小学∙ obrvation and interview over time are required to asss change, relevance of change, and sustainability of change ∙ arbitrary snapshot asssments are not reliable becau people change in different ways at different times ∙ asssments need to be subtle and ongoing, and then transferred to a suitable analysis tool ∙ asssments need to be designed to reduce subjective judgement of the obrver or interviewer, which is a variable factor that can affect reliability and consistency of measurements ∙ the opinion of the trainee, which is a relevant indicator, is also subjective and unreliable, and so needs to be measured in a consistent defined way ∙ 360-degree feedback is uful method and need not be ud before training, becau respondents can make a judgement as to change after training, and this can be analyd for groups of respondents and trainees the origin of the world ∙ asssments can be designed around relevant performance scenarios, and specific key performance indicators or criteria ∙ online and electronic asssments are more difficult to incorporate - asssments tend to be more successful when integrated within existing management and coaching protocols ∙ lf-asssment can be uful, using carefully designed criteria and measurements | ∙ measurement of behaviour change is less easy to quantify and interpret than reaction and learning evaluation ∙ simple quick respon systems unlikely to be adequate ∙ cooperation and skill of obrvers, typically line-managers, are important factors, and difficult to control ∙ management and analysis of ongoing subtle asssments are difficult, and virtually impossible without a well-designed system from the beginning ∙ evaluation of implementation and application is an extremely important asssment - there is little point in a good reaction and good increa in capability if nothing changes back in the job, therefore evaluation in this area is vital, albeit challenging ∙ behaviour change evaluation is possible given good support and involvement from line managers or trainees, so it is helpful to involve them from the start, and to identify benefits for them, which links to the level 4 evaluation below |
4 上海禽流感最新消息 | results | ∙ results evaluation is the effect on the business or environment resulting from the improved performance of the trainee - it is the acid test ∙ measures would typically be business or organisational key performance indicators, such as: ∙ volumes, values, percentages, timescales, return on investment, and other quantifiable aspects of organisational performance, for instance; numbers of complaints, staff turnover, attrition, failures, wastage, non-compliance, quality ratings, achievement of standards and accreditations, growth, retention, etc. | ∙ it is possible that many of the measures are already in place via normal management systems and reporting ∙ the challenge is to identify which and how relate to to the trainee's input and influence ∙ therefore it is important to identify and agree accountability and relevance with the trainee at the start of the training, so they understand what is to be measured ∙ this process overlays normal good management practice - it simply needs linking to the training input ∙ failure to link to training input type and timing will greatly reduce the ea by which results can be attributed to the training ∙ for nior people particularly, annual appraisals and ongoing agreement of key business objectives are integral to measuring business results derived from training | ∙ individually, results evaluation is not particularly difficult; across an entire organisation it becomes very much more challenging, not least becau of the reliance on line-management, and the frequency and scale of changing structures, responsibilities and roles, which complicates the process of attributing clear accountability ∙ also, external factors greatly affect organisational and business performance, which cloud the true cau of good or poor results |
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