*Presentation is not mine*

1. ORGANIZATION AS SOCIOORGANIZATION AS SOCIO
TECHNICAL SYSTEMTECHNICAL SYSTEM

2. Organization DevelopmentOrganization Development
A planned change effort involving theA planned change effort involving the
total system managed from the toptotal system managed from the top
to increase organizationalto increase organizational
effectiveness through plannedeffectiveness through planned
interventions using behavioralinterventions using behavioral
science knowledgescience knowledge
(Richard Beckhard)(Richard Beckhard)

3. Organization DevelopmentOrganization Development
A process of planned organizationalA process of planned organizational
change which centers around achange which centers around a
change agent who in collaborationchange agent who in collaboration
with a client’s system attempts towith a client’s system attempts to
apply valued knowledge from theapply valued knowledge from the
behavioral sciences to clientbehavioral sciences to client
problems (Warren Bennis)problems (Warren Bennis)

4. Planned ChangePlanned Change
– Systemic diagnosis of the organizationSystemic diagnosis of the organization
– Development of a strategy for plannedDevelopment of a strategy for planned
improvementimprovement
Total system effortTotal system effort
– OD effort is related to a total companyOD effort is related to a total company
changechange

5. Top Management involvementTop Management involvement
– Actively participates by its commitmentActively participates by its commitment
to the goals of the program and supportto the goals of the program and support
the methods used.the methods used.
Increased organizationalIncreased organizational
effectiveness and healtheffectiveness and health
– Work is managed against goals andWork is managed against goals and
plans for achievement of set objectivesplans for achievement of set objectives

6. Relationship of OD to other ChangeRelationship of OD to other Change
effortsefforts
Human Resource Development- seriesHuman Resource Development- series
of organized activities, conductedof organized activities, conducted
within a specified time and designedwithin a specified time and designed
to produce behavioral changeto produce behavioral change

7. Training – Designed to enable theTraining – Designed to enable the
employee to function moreemployee to function more
effectively on the jobeffectively on the job
Education – Designed to prepare theEducation – Designed to prepare the
individual for future but fairly well-individual for future but fairly well-
defined job.defined job.

8. Development – Designed to open theDevelopment – Designed to open the
individual to new jobs andindividual to new jobs and
performance pattern based on theperformance pattern based on the
possible future directions of thepossible future directions of the
organizationsorganizations

9. Human Resource Utilization (HRU) –Human Resource Utilization (HRU) –
recruitment, selection, placement,recruitment, selection, placement,
appraisal and compensationappraisal and compensation
Human Resource DevelopmentHuman Resource Development
(HRD) – various kinds of learning(HRD) – various kinds of learning
experiences which contribute toexperiences which contribute to
individual and organizationalindividual and organizational
effectivenesseffectiveness

10. LEARNING PRINCIPLESLEARNING PRINCIPLES
Executive DevelopmentExecutive Development

11. Learning is an experience activatedLearning is an experience activated
by and occurring with the learner.by and occurring with the learner.
– Learners are not “taught”Learners are not “taught”
– Motivated to seekMotivated to seek
KnowledgeKnowledge
SkillsSkills
BehaviorBehavior

12. Learning is an experience activatedLearning is an experience activated
by and occurring with the learnerby and occurring with the learner
Learning is the discovery of personalLearning is the discovery of personal
meaning and relevancemeaning and relevance

13. Learning is sometimes a painfulLearning is sometimes a painful
processprocess
Learning results from experienceLearning results from experience
Learning habits richest resources isLearning habits richest resources is
the learner’s SELFthe learner’s SELF

14. Learning is both unique andLearning is both unique and
individualindividual
Learning is both an emotional andLearning is both an emotional and
intellectual processintellectual process

15. Learning is a cooperative andLearning is a cooperative and
collaborative processcollaborative process
Learning is an evolutionary processLearning is an evolutionary process

16. Learning ConditionsLearning Conditions
An environment of active peopleAn environment of active people
A climate of respectA climate of respect
A climate of acceptanceA climate of acceptance
An atmosphere of trustAn atmosphere of trust

17. A climate of self-discoveryA climate of self-discovery
A non-threatening psychological climateA non-threatening psychological climate
A climate of opennessA climate of openness
An emphasis on the unique, personalAn emphasis on the unique, personal
nature of learningnature of learning

18. A climate in which differences isA climate in which differences is
determined to be good and desirabledetermined to be good and desirable
A climate which recognizes individuals toA climate which recognizes individuals to
make mistakesmake mistakes
An atmosphere that tolerates ambiguityAn atmosphere that tolerates ambiguity
An emphasis on cooperative evaluationAn emphasis on cooperative evaluation
and self evaluationand self evaluation

19. Training ProcessTraining Process
Contextualization of Training GoalsContextualization of Training Goals
and Needsand Needs
– Identify sources of training needs, bothIdentify sources of training needs, both
proactive and reactive (vision, mission,proactive and reactive (vision, mission,
strategy and plansstrategy and plans
Validation of Training NeedsValidation of Training Needs

20. Training ProcessTraining Process
Formulate Training Goals andFormulate Training Goals and
ObjectivesObjectives
Provide Training ContentProvide Training Content
Design Training InterventionDesign Training Intervention

21. Training ProcessTraining Process
Training DeliveryTraining Delivery
Evaluation of Training ProgramEvaluation of Training Program

22. Conduct Training
Needs Analysis
Develop Training
Objectives
Design Training
Curriculum
Design/ Select
Training Methods
Design Training
Evaluation
Approach
Implement/Conduct
Training Program
Measure Training
Results
•Job Analysis
•Trainee Analysis
• Training Needs AssessmentDetermine Training
Objectives

23. Conduct of Training NeedsConduct of Training Needs
Training Need – may be described asTraining Need – may be described as
existing; an actual condition thatexisting; an actual condition that
differs from a desired condition indiffers from a desired condition in
the human or “people” aspect ofthe human or “people” aspect of
organization performanceorganization performance

24. Conduct of Training NeedsConduct of Training Needs
more specifically when a change inmore specifically when a change in
present human knowledge, skills orpresent human knowledge, skills or
attitudes can bring about the desiredattitudes can bring about the desired
performanceperformance

25. STEPS in conducting NEEDSSTEPS in conducting NEEDS
AssessmentAssessment
Perform a “GAP” AnalysisPerform a “GAP” Analysis
– To check the actual performance of ourTo check the actual performance of our
organizations and our people againstorganizations and our people against
existing standards, or to set newexisting standards, or to set new
standards.standards.
Current situationCurrent situation: Determine the current: Determine the current
state of skills, knowledge, and abilities ofstate of skills, knowledge, and abilities of
our current and/or future employees. Theour current and/or future employees. The
analysis should examine our organizationalanalysis should examine our organizational
goals, climate, internal & externalgoals, climate, internal & external
constraintsconstraints

26. STEPS in conducting NEEDSSTEPS in conducting NEEDS
AssessmentAssessment
Desired or necessary situationDesired or necessary situation: Identify the: Identify the
desired or necessary conditions fordesired or necessary conditions for
organizational and personal success. Thisorganizational and personal success. This
analysis focuses on the necessary jobanalysis focuses on the necessary job
tasks/standards, as well as the S, K, Atasks/standards, as well as the S, K, A
needed to accomplish. Must also distinguishneeded to accomplish. Must also distinguish
our actual needs from our perceived needs,our actual needs from our perceived needs,
our wants.our wants.

27. Identify priorities and importance.Identify priorities and importance.
Examine the “needs” in view of theirExamine the “needs” in view of their
importance to your organizationalimportance to your organizational
goals, realities and constraints.goals, realities and constraints.
– Cost-effectivenessCost-effectiveness
– Legal MandatesLegal Mandates
– Executive pressureExecutive pressure
– PopulationPopulation
– CustomersCustomers

28. Identify causes of performanceIdentify causes of performance
problems and / or opportunitiesproblems and / or opportunities
– Are our people doing their jobsAre our people doing their jobs
effectively?effectively?
– Do they know how to do their job?Do they know how to do their job?

29. Identify possible solutions andIdentify possible solutions and
growth opportunitiesgrowth opportunities
– If people are doing their jobs effectively,If people are doing their jobs effectively,
perhaps we should leave well enoughperhaps we should leave well enough
alone. (“If ain’t broke, don’t fix it!”)alone. (“If ain’t broke, don’t fix it!”)
– Some training and other interventionsSome training and other interventions
might be called for if sufficientmight be called for if sufficient
importance is attached to moving ourimportance is attached to moving our
people and their performance into newpeople and their performance into new
directionsdirections

30. But if our people ARE NOT doingBut if our people ARE NOT doing
their jobs effectively…their jobs effectively…

31. Determining Training NeedsDetermining Training Needs
1.1. INTERVIEW – an interview revealsINTERVIEW – an interview reveals
feelings, and causes of and possiblefeelings, and causes of and possible
solutions to problems. It extendssolutions to problems. It extends
maximum opportunity for themaximum opportunity for the
expression of opinion and giving ofexpression of opinion and giving of
suggestions.suggestions.
– Informal or FormalInformal or Formal
– Nondirective or DirectiveNondirective or Directive

32. Determining Training NeedsDetermining Training Needs
2. QUESTIONNAIRES – useful tools for2. QUESTIONNAIRES – useful tools for
gathering information from whichgathering information from which
training needs may be derived.training needs may be derived.
They give employees anThey give employees an
opportunity to express their feelingsopportunity to express their feelings
anonymously, without any of theanonymously, without any of the
embarrassment or anxiety whichembarrassment or anxiety which
can accompany the more personalcan accompany the more personal
technique.technique.

33. Determining Training NeedsDetermining Training Needs
– Employee Attitude SurveyEmployee Attitude Survey
– Supervisory Improvement NeedsSupervisory Improvement Needs
SurveySurvey
– Slip Survey TechniqueSlip Survey Technique

34. Determining Training NeedsDetermining Training Needs
3. TESTS – are useful as diagnostics3. TESTS – are useful as diagnostics
tools to identify specific areas oftools to identify specific areas of
deficiencies. It is helpful indeficiencies. It is helpful in
determining whether the cause of adetermining whether the cause of a
recognized problem is a deficiencyrecognized problem is a deficiency
in knowledge, skill or attitudein knowledge, skill or attitude

35. Determining Training NeedsDetermining Training Needs
– Performance or achievement testsPerformance or achievement tests
– Aptitude testsAptitude tests
– Practical testsPractical tests
– Trade information testsTrade information tests
– Supervisory Judgment testsSupervisory Judgment tests

36. Determining Training NeedsDetermining Training Needs
4. Group Problem Analysis – where4. Group Problem Analysis – where
supervisors, managers orsupervisors, managers or
executives analyze together theexecutives analyze together the
problems of their organizationsproblems of their organizations

37. Determining Training NeedsDetermining Training Needs
5. Records and Reports Analysis –5. Records and Reports Analysis –
Management records and reportsManagement records and reports
can also provide valuable data tocan also provide valuable data to
training needstraining needs
– Organizational plansOrganizational plans
– Supervisory Selection policySupervisory Selection policy
– Employee RecordsEmployee Records
– Management AuditsManagement Audits

38. Determining Training NeedsDetermining Training Needs
6. Job Analysis and Performance6. Job Analysis and Performance
ReviewReview
– Determine the specific duties of the jobDetermine the specific duties of the job
– Evaluate the adequacy with which theEvaluate the adequacy with which the
employee performs each of theseemployee performs each of these
dutiesduties
– Locate significant improvements thatLocate significant improvements that
can be made by trainingcan be made by training

40. TNA TechniquesTNA Techniques
Survey Technique – ranges from aSurvey Technique – ranges from a
one page yes or no sheet to highlyone page yes or no sheet to highly
sophisticated methods requiring asophisticated methods requiring a
multi-disciplinary approach from themulti-disciplinary approach from the
felt needs response of thefelt needs response of the
participants to the carefulparticipants to the careful
constructed questionnaires whichconstructed questionnaires which
scientifically cross-checks thescientifically cross-checks the
responses two or more timesresponses two or more times

41. TNA TechniquesTNA Techniques
Types of Survey:Types of Survey:
– Employee Attitudes SurveyEmployee Attitudes Survey
– Slip Survey Technique/ Problem SurveySlip Survey Technique/ Problem Survey
– Customer SurveyCustomer Survey
– Delphi TechniqueDelphi Technique

42. Delphi TechniqueDelphi Technique
– A method of systematically soliciting,A method of systematically soliciting,
collecting, evaluating, and tabulatingcollecting, evaluating, and tabulating
expert opinions usually in long-rangeexpert opinions usually in long-range
forecastingforecasting
– It is conducted anonymously in order toIt is conducted anonymously in order to
reduce distorting factors common inreduce distorting factors common in
committee decisions such as thecommittee decisions such as the
willingness to contradict publiclywillingness to contradict publicly
expressed opinionsexpressed opinions

43. Delphi TechniqueDelphi Technique
– Based on a combination of experience,Based on a combination of experience,
judgment and a sort of intuitivejudgment and a sort of intuitive
perception-perception-
– It is conducted anonymously in order toIt is conducted anonymously in order to
reduce distorting factors common inreduce distorting factors common in
committee decisions such as thecommittee decisions such as the
willingness to contradict publiclywillingness to contradict publicly
expressed opinionsexpressed opinions

44. Delphi TechniqueDelphi Technique
– In terms of assessing training needs, itIn terms of assessing training needs, it
would probably be most useful forwould probably be most useful for
forecasting future needs in relation toforecasting future needs in relation to
long-range company plans or objectiveslong-range company plans or objectives

45. Delphi TechniqueDelphi Technique
– An opinion is asked on a particular question orAn opinion is asked on a particular question or
problem. The statistical results are then gatheredproblem. The statistical results are then gathered
indicating the distribution of responsesindicating the distribution of responses
– The results are then again distributed to theThe results are then again distributed to the
respondents who are asked to reconsider theirrespondents who are asked to reconsider their
answers and revise them if they want to.answers and revise them if they want to.
– The results of the second survey are gathered. TheThe results of the second survey are gathered. The
reasons for the extreme answers are also summarizedreasons for the extreme answers are also summarized
and presentedand presented
– The results are redistributed a third time andThe results are redistributed a third time and
respondents are asked to revise their opinions oncerespondents are asked to revise their opinions once
they choose. The median of the final responsesthey choose. The median of the final responses
gathered is taken to represent the group consensusgathered is taken to represent the group consensus

46. TNA TechniquesTNA Techniques
Organizational Audits – managementOrganizational Audits – management
records and reports can also providerecords and reports can also provide
valuable data to training needs andvaluable data to training needs and
excellent clues to trouble spots; it isexcellent clues to trouble spots; it is
advisable to study audit and inspectionadvisable to study audit and inspection
reports, personnel record (grievances,reports, personnel record (grievances,
turnover, absenteeism…) costs and otherturnover, absenteeism…) costs and other
records; they are best used asrecords; they are best used as
supplements to and checks on other kindssupplements to and checks on other kinds
of need determinationof need determination

47. TNA TechniquesTNA Techniques
– Efficiency and Production RecordsEfficiency and Production Records
– Personnel RecordsPersonnel Records
TurnoverTurnover
Absence RateAbsence Rate
Accident RateAccident Rate
Grievance RateGrievance Rate
Performance Appraisal RatingsPerformance Appraisal Ratings
– Functional AuditsFunctional Audits
– Skills InventorySkills Inventory
– Manpower Planning DataManpower Planning Data
– Annual Personnel InventoryAnnual Personnel Inventory

48. TNA TechniqueTNA Technique
Individual Needs Determination – the endIndividual Needs Determination – the end
result of this approach is the design of aresult of this approach is the design of a
developmental plan or activity for adevelopmental plan or activity for a
specific personspecific person
– InterviewInterview
– Training Needs QuestionnaireTraining Needs Questionnaire
– Needs Analysis Rating MethodNeeds Analysis Rating Method
– TestsTests
– Performance Appraisal DataPerformance Appraisal Data
– Observation and Measurement of BehaviorObservation and Measurement of Behavior

49. Needs AnalysisNeeds Analysis
Determine Training needs consist ofDetermine Training needs consist of
the process/procedures used tothe process/procedures used to
locate those elements in the worklocate those elements in the work
situation that present obstacles insituation that present obstacles in
the way of orderly and effectivethe way of orderly and effective
achievement of individual, group orachievement of individual, group or
organization objectivesorganization objectives

50. Needs AnalysisNeeds Analysis
It is the investigation of aIt is the investigation of a
management problem to determinemanagement problem to determine
to what lack of knowledge, skills orto what lack of knowledge, skills or
improper attitudes, and habits are aimproper attitudes, and habits are a
contributing factorcontributing factor

51. Needs AnalysisNeeds Analysis
ASK concept (Attitude, Skills andASK concept (Attitude, Skills and
Knowledge)Knowledge)
ASK – required in the jobASK – required in the job
minus ASK - present in the employeesminus ASK - present in the employees
ASK - difference (training needs)ASK - difference (training needs)

52. Needs AnalysisNeeds Analysis
In order that people will be moreIn order that people will be more
productive in their present jobs and beproductive in their present jobs and be
ready for advancement, needs ofready for advancement, needs of
individual employees must beindividual employees must be
considered and met within aconsidered and met within a
framework of the needs. This requiresframework of the needs. This requires
a study of organizational anda study of organizational and
operating problems as well as theoperating problems as well as the
appraisal of performance andappraisal of performance and
potentials of individualspotentials of individuals

53. Needs AnalysisNeeds Analysis
Educational, training and developmentEducational, training and development
programs should be a response to aprograms should be a response to a
need,need, not merely a reaction to anot merely a reaction to a
problemproblem. When a problem has been. When a problem has been
identified, the next step is to developidentified, the next step is to develop
alternative solutionsalternative solutions

55. What is a Training Objective?What is a Training Objective?
““If you are not certain of where you areIf you are not certain of where you are
going… you may very well end up …going… you may very well end up …
SOMEWHERE ELSE.SOMEWHERE ELSE.
(and not even know it)!”(and not even know it)!”
It is a statement of theIt is a statement of the Terminal BehaviorTerminal Behavior
required of a trainee, or group of trainees,required of a trainee, or group of trainees,
following a period of training.following a period of training.

56. Determining Training Objectives…Determining Training Objectives…
Characteristics of EffectiveCharacteristics of Effective
Objectives:Objectives:
– SSpecificpecific
– MMeasurableeasurable
– AAttainablettainable
– RResult-orientedesult-oriented
– TTime-boundime-bound

57. General Objectives…General Objectives…
Skills – abilities, techniques,Skills – abilities, techniques,
approaches, strategies, methodsapproaches, strategies, methods
Knowledge – concepts, theories,Knowledge – concepts, theories,
constructs, models, rules, principles,constructs, models, rules, principles,
guidelines, procedures, frameworkguidelines, procedures, framework
Attitudes- personality, characteristics,Attitudes- personality, characteristics,
traits and behaviortraits and behavior
Orientation – values/belief, philosophiesOrientation – values/belief, philosophies

58. Specific Objectives…Specific Objectives…
Specific objectives are derived from theSpecific objectives are derived from the
prioritized lists of general objectives, thusprioritized lists of general objectives, thus
becoming the Training objectives of thebecoming the Training objectives of the
particular Training Design.particular Training Design.
Being clear about the specific objectives willBeing clear about the specific objectives will
help designers select/create the type ofhelp designers select/create the type of
activities and inputs desired and needed, on aactivities and inputs desired and needed, on a
session by session basissession by session basis

59. Specific Objectives…Specific Objectives…
Well written training objectives will provide aWell written training objectives will provide a
trainer with observable behavioral indicatorstrainer with observable behavioral indicators
of the success of a training program- which inof the success of a training program- which in
effect, becomes the evaluation tool that willeffect, becomes the evaluation tool that will
help answer the following question:help answer the following question:
Is the training program achieving itsIs the training program achieving its
objectives and are learners attaining theirobjectives and are learners attaining their
learning goals?learning goals?

60. Specific categories:Specific categories:
Skills – what participants will be sayingSkills – what participants will be saying
or doing individually and interpersonallyor doing individually and interpersonally
at the end of the programat the end of the program
Knowledge- theories, concepts orKnowledge- theories, concepts or
principles used as input that will aid inprinciples used as input that will aid in
developing the skillsdeveloping the skills

61. Specific categories:Specific categories:
Attitude / Orientation – outlook, valuesAttitude / Orientation – outlook, values
useful to develop skillsuseful to develop skills
On-the-job or on-site behavior-actualOn-the-job or on-site behavior-actual
behavior change apparent or communitybehavior change apparent or community
sitesite

62. An objective is a precise statementAn objective is a precise statement
that answers the question:that answers the question:
– What does the participant have to do inWhat does the participant have to do in
order to show that he has learned?order to show that he has learned?
– What you want him to learn? It will help toWhat you want him to learn? It will help to
give direction to your efforts.give direction to your efforts.

63. Essential steps in writingEssential steps in writing
objectives…objectives…
Start with the phrase: “At the end of theStart with the phrase: “At the end of the
session/ training program, participants willsession/ training program, participants will
be able to…”be able to…”
Follow the phrase with an action verb thatFollow the phrase with an action verb that
describes a specific behavior or activity bydescribes a specific behavior or activity by
the learner:the learner:
…… namename
…… makemake
…… comparecompare

64. Essential steps in writingEssential steps in writing
objectives…objectives…
Add to the action verb a contentAdd to the action verb a content
reference that describe the subjectreference that describe the subject
being treatedbeing treated
End with the performance standardEnd with the performance standard
that indicates the minimumthat indicates the minimum
acceptable accomplishment inacceptable accomplishment in
measurable termsmeasurable terms

66. COURSE DESIGNCOURSE DESIGN
Is the concept paper that describesIs the concept paper that describes
what a specific training program is allwhat a specific training program is all
about and how it will be conductedabout and how it will be conducted

67. COURSE DESIGNCOURSE DESIGN
It is used:It is used:
– To show management soundness of theTo show management soundness of the
programprogram
– To show participants the purpose andTo show participants the purpose and
mechanics of the programmechanics of the program
– To facilitate negotiation for securing resourceTo facilitate negotiation for securing resource
from management and understand and acceptfrom management and understand and accept
target participationtarget participation

68. COURSE DESIGN must be:COURSE DESIGN must be:
Flexible / Brief/ ConciseFlexible / Brief/ Concise

69. Details of the Course Design:Details of the Course Design:
RationaleRationale
ObjectiveObjective
Course ContentCourse Content
MethodologyMethodology
Operating detailsOperating details
Work ProgramWork Program
Budgetary requirementBudgetary requirement
Evaluation schemeEvaluation scheme

70. RationaleRationale
An overview of the training programAn overview of the training program
which states the reason forwhich states the reason for
undertaking the activity andundertaking the activity and
management expectations on themanagement expectations on the
outcome of the program which willoutcome of the program which will
ultimately meet the organizationalultimately meet the organizational
goalgoal

71. MethodologiesMethodologies
Refers to the various ways by whichRefers to the various ways by which
the dissemination ofthe dissemination of
concepts/ideas/knowledge and skillsconcepts/ideas/knowledge and skills
can be affected.can be affected.
This may include the definition ofThis may include the definition of
instructional media and the materialsinstructional media and the materials
to be used as aids in facilitating theto be used as aids in facilitating the
learning processlearning process

72. Operating DetailsOperating Details
ParticipantsParticipants
VenueVenue
ScheduleSchedule
Resource PersonResource Person

73. Budgetary RequirementBudgetary Requirement
MealsMeals
AccommodationAccommodation
Supplies, materials and costSupplies, materials and cost
TransportationTransportation
CommunicationsCommunications
Honoraria/ stipend/ feeHonoraria/ stipend/ fee
Reproduction, printing, handoutsReproduction, printing, handouts

74. DOING THE PLAN for eachDOING THE PLAN for each
SESSIONSESSION
Grade the content – check theGrade the content – check the
sessions to avoid an informationsessions to avoid an information
overload:overload:
– What the traineesWhat the trainees must knowmust know (essential(essential
elements/ key points)elements/ key points)
– What traineesWhat trainees should know (should know ( reason forreason for
doing: clearer understanding)doing: clearer understanding)
– What the traineeWhat the trainee could knowcould know
(( additional, supplementary info/additional, supplementary info/
knowledge)knowledge)

75. ““ Present a littlePresent a little
and present itand present it
well”well”

76. Arrange the contentArrange the content
– Identify the current knowledge of theIdentify the current knowledge of the
traineestrainees
– Presenting the new information in easilyPresenting the new information in easily
“digested” steps“digested” steps
– Moving from the “known” to theMoving from the “known” to the
“unknown”. When the “unknown”“unknown”. When the “unknown”
becomes “known” move on to the nextbecomes “known” move on to the next

77. Select resourcesSelect resources
Select Training techniquesSelect Training techniques
– Structured Learning ExperienceStructured Learning Experience
Estimate TimeEstimate Time

78. Training EvaluationTraining Evaluation
A means of identifying the strengthsA means of identifying the strengths
and weaknesses of a particularand weaknesses of a particular
activity or program with the aim ofactivity or program with the aim of
making decision about it.making decision about it.

79. Training EvaluationTraining Evaluation
Reaction EvaluationReaction Evaluation
Learning EvaluationLearning Evaluation
Performance EvaluationPerformance Evaluation
Impact EvaluationImpact Evaluation

80. Other Evaluation tools…Other Evaluation tools…
Anecdotal Record FormAnecdotal Record Form
Expert Review ChecklistExpert Review Checklist
Focus Group ProtocolFocus Group Protocol
Formative Review LogFormative Review Log
Implementation LogImplementation Log
Interview ProtocolInterview Protocol
QuestionnaireQuestionnaire

81. 1.What is / was the significance of the1.What is / was the significance of the
subject in your profession/ worksubject in your profession/ work
2.What insights did you gain (from our2.What insights did you gain (from our
discussion) that might assist you in your:discussion) that might assist you in your:
– WorkWork
– CareerCareer
– Personal LifePersonal Life

82. 3.Based on the learning/ insights you3.Based on the learning/ insights you
got: What concrete actions…got: What concrete actions…
– I will start…I will start…
– I will continue…I will continue…
– I will stop…I will stop…
4.Comments/ Suggestions4.Comments/ Suggestions