Training Evaluation Essay Example

  • Category:
    Management
  • Document type:
    Assignment
  • Level:
    Undergraduate
  • Page:
    1
  • Words:
    725

Assessment involves identification of learners’ competence during or after training. It includes analysing trainees to see whether they have attained the intended outcomes of the training. Assessment is of importance to trainers, learners, employers, professional associations, and other learning institution among other stakeholders interested in knowing whether the intended outcomes of training programs have been achieved. A good assessment should be able to: measure what it intends to assess, be consistent in all learners and situations, treat all learners fairly and equally, accommodate all training modes and trainees’ needs and use sufficient evidence to come up with its conclusion.

For there to be effective measurement of competence, it is necessary to use both formative and summative assessments. Formative assessment involves the assessment of trainees at different stages within the training schedule. This assessment enables getting feedback in due course of the training and thus incorporating it into practice this helps in getting competence by learners. Summative assessment on the other hand involves final confirmation of competency at the end of the training (Lawlor and Tovey, 2011, p.175). Effective assessment should realise the measurement of attitude, skills and knowledge as true dimensions of competence (Lawlor and Tovey, 2011, p.191). This enables comparisons of outcomes before and after the training programs.

The first key process in assessment is the assessment preparation. At this stage, a review of qualities and behaviour of competent person is carried out, specific criteria of assessment is selected and preparation of table of specifications is undertaken in order to be able to get sufficient evidence. Analysis of the specifications and preparation of assessment activity matrix then follows. Assessment plan is then prepared, this is a schedule of the general aspects of the assessment. Selection of assessment tools or instruments then follows. If it is possible, a pilot test is conducted to see the effectiveness of the assessment items.

The next stage is the conduct of assessment. The first step of this stage is carrying out pre-assessment interview this will involve clarifying to the organisation and trainee requirements of assessment. Efficient and effective tools and techniques of the assessment are then settled-on. Trainees are then brief of the intended assessment, parties involved and reviews and appeals procedures. After this, the major area of this stage is the conduct of the assessment. Conduct of assessment may be during training, workplace assessments or after the training. Assessment is measure by looking at reaction of trainees to training, learning, behaviour, and change of results after the training (Kirkpatrick, 1987, p.302). Reaction is the measurement of trainees perceptions to the training offered (Noe, 2010, p.221). Coordinator and the trainees should undertake this assessment.

Assessment of learning involves assessing attitudes, skills and knowledge learned but does not include their on-the-job applications. Correlation of learning is undertaken by measuring attitudes, skills and knowledge before and after training, selecting control group and measuring for each trainee then using statistical analysis tools to come up with conclusions about learning acquired. Means like demonstrations, discussions, performance of skills taught, paper and pencil tests, standardized tests might be used to assess learning. Behaviour change effectiveness in terms of motivation and attitudes after training is measured. Measurement of results involves the analysis of the outcomes of the training in terms of increasing productivity and performance: assessed in terms of cost reduction, reduction in mistakes and grievances, increase in quality and quantity of production, improved morale among other positive changes. Outcomes should be reliable, relevant and be different among trainees (Noe 2010, p.227-228).

After conducting the assessment, recording of the measurements from the assessment and feedback provision to the assessed then follows. From these recordings, the information is evaluated to come up with conclusions from them. Validation of the all process should be done as the last stage.

Conclusion

Effective assessment processes and criteria are of great importance in measuring level of competence and outcomes of training. This helps in knowing the relevance of training programs and hence helps in future planning of training activities. Good undertaking of assessment preparation to the last stage of validation of the assessment results to effective assessment.

References

Kirkpatrick, D.L, . 1987. Training and Development Handbook. chapter 16, Third Edition 301- 319. NewYo rk: McGraw-Hill.

Lawlor. D and Tovey, M .2011. Training in Australia. chapter 5: Assess Training.

Noe, R.A .2010. Employee training and Development. Chapter 6: Training Evaluation.