The Process of Evaluation

 

Actually, the process of evaluation begins as soon as you start constructing a training plan. For the purpose of convenience and better understanding, it has been described in the following steps.

 

1.Define what you aim to achieve through training

 

Having identified the targets, quantify the results and outcomes you expect, as specifically as possible. In many processes this can be relatively easy to define, for example:

  • Use an application package
  • Operate an equipment safely
  • Launch a website, etc.

 

When training is supposed to lead to imponderable changes in the behavioral pattern of trainees, without quantifiable objective changes, then achievements of training may not be so easy to evaluate. Such training sessions may be aiming to impart continued learning.

 

Fundamental to development is the building up of knowledge and experience in a specific area though it is difficult to quantify. But you must do whatever is possible - for example, handling customers the way you want it to be done or learning skills and building up knowledge that you can demonstrate.

 

2.Frame objectives out of targets

 

Make a schedule of what objectives are to be achieved and by when. They should be Parts.

 

Ponder able- Achievable - Realistic - Timely - Specific
  • A training objective should relate directly and realistically to what the trainee can do or know as a result of the training.
  • If it is a skill that is to be built or enhanced, the measurability aspect could be, for example, in a Telephone exchange within two weeks' time the trainee will be able to handle subscribers' complaints and eliminate each complaint within two days.
  • The use of the word ‘understand' should be avoided in case of knowledge, as it is not measurable. Words like, ‘state', ‘describe' or ‘explain' are more appropriate as they are verifiable and the trainee will need to have absorbed the knowledge in order to meet the objective. Thus, one can assess the effectiveness of training against the satisfaction level of working atmosphere.

 

3. Make sure everyone is aware of the objectives

 

  • By suddenly exposing trainees to training sessions, training may not be as effective as expected because a degree of mental preparedness must exist amongst the trainees.
  • This implies that the trainees should know the objectives in the information received by them. These objectives can be explained by their manager through personal briefings and/or through any published material of the organization.
  • If the training has been arranged on behalf of other departments, their respective managers should be made aware of the objectives so that they know what their staff should be able to do as a result of the training.
  • The awareness of objectives among the trainers may sound obvious, but they need to design the training with emphasis on what it should achieve rather than the areas in which training is to be given.
  • The trainers' personal potential shouldn't alone decide the text of training. It should be need based.

 

4. Evolve schemes and ways for comparing results with objectives

 

  • This can be achieved by getting people together to come up with one agreed and consistent approach. Methods like use of questionnaires, checklists, opinion-forms, observation, interviews/meetings, feedback procedures or statistical data can be used to arrive at this.

 

Questions could be asked to achieve the result

How does this job impact on the performance of the organization?

What are (or should be) the critical accomplishments and how is each critical?

What tasks are required to produce the critical accomplishments?

What knowledge and skills are required to perform these critical tasks?

 

  • The key point here is that the assessment procedures must be designed beforehand. Time period over which the effectiveness of training is being assessed must be realistic.
  • Though immediate feedback is important, assess performance improvements over a practical time span. This provides time for application and practice of training, leading to the actual outcomes you want to evaluate.

                   

5.Appraise the input

 

  • Something like the ‘exit polls' can be conducted after training sessions where the trainees talk about the experience of the event of training. The trainees often do so through short questionnaires called ‘happy sheets'.
  • ‘Happy sheets' are forms containing training related questions to get a picture of the effectiveness of the actual training experience. Sometimes, events as insignificant as a noisy or stuffy room, long training sessions, tawdry handouts, etc. have massive disproportionate impact on the effectiveness of the event itself.
  • In the wider picture of objectives, after having a clear idea about the aspects to be measured and how and when, the actual process of evaluation/appraisal is a matter of comparing outcomes with expectations.

 

6.Interpretation and application of results

 

  • The outcome of evaluation must contribute to improvements in training session.
  • Evaluation provides with information that is critical in restarting the training cycle, planning for needs that are to be tackled next year and developing methods of doing so.
  • Learning from experience, evaluation unearths key facts and measures of progress in a much better way than any sort of gut reaction or guesswork.