Confirmative evaluation of a training program...from analysis to evaluation.

1. By Tiffany Simmons
Strayer University
September 9, 2011

2. Executive Summary
 A confirmative evaluation is a means to ascertain
program effectiveness and current and future needs.
 The following confirmative evaluation will detail what
needs to be done and how.
 The goal is to create a effective, healthy program in
which learners will obtain optimal learning outcomes.

3. Project Description-Introduction
• The alumnae chapter of Alpha Beta Gamma Sorority devotes
considerable time to training and grooming undergraduate
members for leadership and good citizenship on their campuses.
• What to teach and train them for and the cost-benefit of having
done so is a consideration.
• Every undergraduate member should complete training on
sorority rules, regulations, customs, and operations as a
prerequisite to completing activities and membership drives on
their respective campuses.
• The training is assurance that each members knows and
understands everything they are being trained on so that they
can follow them well and be prepared to communicate them,
when appropriate.

4. Project Description-Type of
Organization
 Alpha Beta Gamma is an incorporated non-profit organization
under 501(c)3 regulations.
 Management style is cooperative and collaborative, with each
paid, active member receiving one vote in national, regional, and
local officer elections, where applicable.
 The national organization employs ten full-time staff members,
including an executive director and a membership services
coordinator.
 Alpha Beta Gamma is represented in all 50 states and over 20
foreign countries.
 In Kentucky, Alpha Beta Gamma has eight undergraduate
chapters and two alumnae chapters.
 The local chapter, based in Lexington, KY, is responsible for
training and development of four undergraduate chapters.

5. Project Description-Description of
Training
 Training is held annually in the month of September.
 Undergraduate chapters rotate locations so that each
can have a turn at hosting duties.
 The training covers chapter management, sorority
image, and membership requirements.
 Goals of the training: sorority members will manage
their chapters in an orderly, professional manner at all
times; sorority members will project positive images
on their respective campuses at all times; and sorority
members will communicate and enforce membership
requirements at all times.

6. Project Description-Description of
Learners
 Members are female students in non-management
positions, although they may or may not hold an office
in their chapters.
 Members will have 0-3 years of sorority experience and
little to extensive knowledge in sorority rules,
regulations, customs, and operations.
 Average age of learners is 18-22, with some learners
preparing for graduation or will have graduated and
looking to transfer into an alumnae chapter at a later
date.

7. Project Description-Instructional
and Motivational Methods
 The instructor focused on creating an inclusive
environment through icebreakers and introductions.
 To create the right attitude toward training, the
instructor explained the purpose of the training and
what learners can be expected to know as a result.
 To enhance meaning, the instructor encouraged
sharing of experiences and expressing their concerns.

8. Project Description-Next Steps
 Soliciting feedback from participants to assess
whether learning outcomes were achieved.
 The feedback will determine if additional training is
needed and if targeted training for specific groups is
best.
 Previous trainings were not conducted, but they will
for all trainings going forward.
 This is to assure that the trainings meet the needs of
all participants and continue to be effective.

9. Confirmative Evaluation Pre-Plan
 The purpose of the training is to assure that
undergraduate members are receiving the current,
most up-to-date information available.
 Alumnae chapter provides their time and expertise
free of cost to all participants.
 Confirmative evaluation is needed to keep the quality
of membership high and the integrity of the sorority
intact.

10. Confirmative Evaluation Pre-Plan
 All stakeholders and their needs have been duly identified and
addressed within the context of the training.
 The undergraduates want to improve their reputations on their
respective campuses, increase their membership rolls, and learn
more about the sorority’s rules, regulations, customs, and
operations in order to be more effective on their campuses.
 The alumnae advisors want to see improved chapter
management and operations throughout the course of the year.
 The alumnae chapter president (and possibly the financial
offers) wants to know if the benefits of the training justify the
cost.
 The campus advisor wants to know if the training results in
improved reputation of the chapter on the campus and if the
chapter’s operations have improved.

11. Confirmative Evaluation Pre-Plan,
Cont’d
 Intended program duration is one year-from one
training to the next.
 The program goals are clear and well-defined,
achievable, align with business goals, and are critical
to meeting organizational needs (Dessinger &
Moseley, 2004).
 The budget for this event is not very large, as alumnae
members use their own resources to conduct the
training.

12. Assessment Tool
 Data will come from two sets of respondents-the
undergraduate participants and the alumnae advisors
and president-a total of thirty-seven respondents.
 They will offer feedback on the effectiveness of the
training event and any suggestions for improvement.
 The questionnaire used will define survey objectives,
identify sampling group, writing the questionnaire,
administering the questionnaire, and interpreting the
results (Stasko, 1997).

13. Assessment Tool Cont’d
 The objective of the questionnaire is to determine if training objectives were
communicated clearly and met learning needs.
 Two groups will be sampled: the undergraduate chapter members and the
alumnae chapter members. Both groups will have a separate set of questions
relevant to their needs.
 The questionnaire will contain five questions, specifically geared toward their
issues and concerns.
 These questions will be made available 24 hours after the conclusion of
training online. The link will be emailed to each undergraduate and alumnae
chapter and will stay open for seven days afterward. Afterward, the survey will
be analyzed and results communicated to each group within seven days.
 The questionnaire helps research the effectiveness of undergraduate chapters
in representing the sorority on their respective campuses. The evaluator must
plan the training objectives in support of the questionnaires; otherwise, the
survey will not do what it is supposed to do.

14. Matrix to Focus and Plan Data
Collection
 The matrix to focus and plan data collection “helps the
data collector stay focused on the intended evaluation
outcome and evaluation question and is helpful for
communicating with stakeholders” (Dessinger &
Moseley, 2004).
 For the Alpha Beta Gamma Sorority, the matrix to
focus and plan data collection will help the data
collector communicate confidently and effectively with
both trainees and alumnae chapter members.
 Everyone will understand their part in the plan and
what is needed to make everything work.

15. Conclusion
 Confirmative evaluations are a means to assess the overall
health and strength of an organization’s programs and
services.
 For that reason, confirmative evaluations are time-
intensive and are often omitted in favor of quicker
assessment measures.
 However, confirmative evaluations are needed as part of a
full-scope evaluation that will foster improve program
outcomes and garner better results.
 Alpha Beta Gamma is committed to being the leading
sorority for women on the campuses in which it is
represented, and a confirmative evaluation is a way to help
sorority members meet that goal.

16. References
 Dessinger, J. C. and Moseley, J. L. (2004).
Confirmative evaluation: practical strategies for
valuing continuous improvement. San Francisco, CA:
Wiley.
 Stasko, J. (1997, Winter). Questionnaire Design.
Georgia Tech College of Computing. Retrieved from
http://
www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest
/
 Wlodkowski, R. J. (2008). Enhancing adult motivation
to learn: a comprehensive guide for teaching all adults
(3rd ed). San Francisco, CA: Wiley.