Step 1: Identify Business Goals.
When meeting first with a manager or supervisor, it is important to provide an overview of the training development process. Part of this discussion includes a description of the evaluation component. Evaluation is important for managers / supervisors / clients because it will bind training to performance in their work. In short, the evaluation strategy will determine if participants are satisfied with the training (level 1), how much they learned (level 2), and how well they have applied their new knowledge to their work performance (level 3).
Step 3: Assessing Needs
Step 4: Perform Instructional Analysis
Step 4: Conduct Student Analysis
Student analysis is to identify the characteristics of who will be trained. Client / manager / supervisor will work with training personnel to identify target audience / participants for training or program courses. Together they will also identify the existing student skills, behaviors, and general level of ability of each participant. This information will help explain the parameters of the planned training. Identifying the motivation of the participants, how well interested, attitude, and learning preferences will help determine how the training will be conducted.
In some instances, Prestest may be awarded to determine the competency level of the participants. The outcome of pretest can affect whether a person is released from taking a course or from some course component. It can also mark content areas that may be included in the training.
Step 6: Develop Assessment Instruments
At this point in the process, the Training Team has worked with the client to provide performance goals. At the same time, level 2 and 3 evaluation will be developed. Performance goals reflect the behavioral goals of the training. Level 2 assessment simply determines whether the learner has mastered this goal. Level 3 simple assessment determines whether the learner has transferred his new knowledge, abilities, or attitudes to his work. For most training organizations, it assumes that a previous level 1 assessment has been developed. However, if the other is not available, then it will be well developed. Two different types of level 2 assessments have been provided
Step 7: Develop Instructional Strategies.
From previous inputs collected from student analysis, performance objectives, and assessments, instructional strategies can be developed. Instructional strategies contain details of how the training will be delivered. Factors to consider include duration, location, delivery method, and materials provided.
After the instructional strategy has been determined and all the assessments have been provided and will "sign" them. The Assessment Signing Form has been developed to function as an approval sheet (See Figure 20.4).
Management also marks the assessment and works with the training team to develop together the corresponding grade 3 rating items. It has been decided that a level 3 assessment will be conducted with the direction of the trainer in the sheet of the informal interview within a few weeks after the training. Furthermore, it has been decided that this time will also be used to determine the next course of action if there are any shortcomings found in the transfer from training to the workplace.
Step 10: Program evaluation.
Training has been given. Level 1 (Reaction) and 2 (Learning) evaluation will be done immediately after the training. Feedback from evaluation will be provided to business owners. Time will be established to manage level 3 (Behavior) evaluations to business owners or candidates. The purpose of level 3 evaluation is simply to determine if it has transferred from the classroom training to the job performance. This date will be sufficient after the end of the training for the supervisor to determine if the skills learned in the course have been transferred into the workplace. Staff training will be conducted level 3 evaluation on the date after the end of training. Staff training will meet with business owners to review level 3 results, get approval signatures, and determine next steps.
Bibliography:
Donald L. Kirkpatrick, J. D. (1994). Evaluating
Training Programs.
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