Learning assessment and evaluation

LEARNING ASSESSMENT AND EVALUATION
Akeem Akinfenwa
Chief Learning Officer
Purdue
Centre for Management Development, Shangisha, Lagos
April 30, 2014
Financial Literacy for All@

Learning Outline
 Learning Objectives
 Training Evaluation – What it is, Difference, Common Myths
 Reasons for Evaluation
 What Should Be Evaluated
 Key Questions To Ask in Evaluation
 Effective Evaluation
 Stages & Methods of Evaluation
 Exercise 1
 Exercise 2
 Conclusion
2
Financial Literacy Train the Trainers Workshop – April 30, 2014 @ CMD

Learning Objectives
 Why do we evaluate training programmes?
 Discuss the main stages of effective evaluation and
how the problems in the stages should be eliminated
 Prepare simple evaluation forms that can serve the
needs of your organization
3

What is Training Evaluation?
 Process of systematically collecting and analysing
information about the result of a trainee’s encounter
with a learning experience
4
Financial Literacy Train the Trainers Workshop – April 30, 2014 @
CMD

The Difference
5

Common Myths about Evaluation
 Evaluation has to be large-scale
 Evaluation has to be sophisticated
 Evaluation must involve some outside agent or
organization
 Evaluation is a threat to the learner
 Evaluation is difficult
 Evaluation means a lot more work
 Evaluation is merely an academic exercise
6

Reason for Evaluating Training
 To assess the degree of achievement of training objectives
 To assess the effectiveness of trainers
 To justify the expenses on training
 To improve contents/structures of similar future programme
 To decide if other persons may be exposed to similar
programmes in future
 To identify which trainee benefited the most/the least from
the programmes
 To reinforce important points for trainees
 To create advance expectations in the mind of trainees
(through pre-test)
 To aid learning
7

What should be evaluated?
 The Training
 Usefulness of subject matter
 Methods of presentation
 Involvement of trainers
 Resources
 The Trainer
 The Administrative System
8

Questions
 Did the trainees achieve the objectives set for the
course?
 What did the trainees think of the course, the
organization, the training?
 What improvements can be made to the course
design?
 How efficient is the administration system?
9

Effective Evaluation
 Link course objectives, teaching methods and evaluation
strategies
 The cost of evaluation should be reasonable to the cost
of the programme being evaluated
 The timing of every evaluation should be
administratively convenient for all person who will get
involved in the exercise
 Every method used should be;
 Reliable by consistently indicating a trainee's degree of
learning
 Valid by measuring the extent to which learning objectives
have been achieved
10

Stages and Methods of Evaluation
Stages
1. Reaction or training level
2. Immediate outcome or learning level
3. Behaviour or intermediate outcome level
4. Functioning or ultimate outcome level
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1. Reaction or Training Level
Method
 Observing the interactions of trainees
 Trainees reaction to training – their opinion and
attitudes to
 The trainer
 The method and style of presentation
 Usefulness and interest in the subject matter
 Participation/involvement
12

A more Comprehensive Approach
13

…Reaction or training level
Benefit
 Indicate parts of programme trainees enjoyed
 Indicate parts of the programme, which require
improvement
 Enables trainers improve on course content /method
Problems
 sometimes unreliable
 Some trainees can influence others
 Some trainees develop prejudices, which influence their
assessments
14

…Reaction or training level
Solutions/How to Overcome Problem
 Determine what you plan to find out
 Use comment forms
 Make forms anonymous
 Design forms so that stated reactions can be easily
tabulated and quantifies
15

2. Immediate outcome or learning level
 Evaluation at the end of training to determine the
amount of learning acquired by trainees
Method
 Questionnaire or tests
 Course review form
 Supply missing items
 True or false
 Multiple choice
Benefit
 Helps trainee to identify areas of training needs
 Helps trainer determine effectiveness and efficiency
of method/style
16

…Immediate outcome or learning level
Problem
 It does not indicate trainees ability to use or apply
knowledge in everyday life
 Evaluate skills practically and by role play
 Engage! Engage!! and Engage!!!
 One minute check with your neighbour after every
critical learning point is delivered
17

3. Behaviour or intermediate outcome level
Purpose: to find out something after training whether or not
a trainee’s knowledge, skills or behaviour has changed
Method:
 Appraisal of on-the-job performance on a before-and-after basis
 Appraisal or on the job performance by one ore more of the following;
 Trainees
 Trainee’s superior(s)
 Trainee’s subordinates
 Trainee’s peers or neutral persons familiar with job
 Observation
 Feedback forms
Comparison of trainee’s performance with that of control group (those who
did not receive training)
18

… Behaviour or intermediate outcome level
Benefit
 To know if training had impacted on the trainee within the
established evaluation period
 Helps to justify (or otherwise) of training expenses
 Helps determine the expertise or otherwise of the training
company
Problem
 Determining an appropriate evaluation period
 Training Company Vs Trainee?
19

… Behaviour or intermediate outcome level
 Determine minimum standard of behaviour
 Determine trainee’s level of behaviour before training to
establish benchmark against standard
 Determine gap between expected and actual level of
behaviour
 Communicate findings to employee (trainee) and document in
appraisal file
 Monitor performance after training
20

4. Functioning or ultimate outcome level
 To measure the effect of trainee’s job behaviour on
his/her productivity
Methods
 Check for cost reduction
 Review profitability attributable to trainee
 Increase in quality
 Reduction in the number of defects/rejects
 Reduction in the amount of complaints
 Productivity as a result of the multiplier effect on the team that
works directly with trainee
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Exercise – Discuss for 5 minutes
22

…Functioning or ultimate outcome level
Benefits
 Helps justify investment in training
 Helps in corporate and business strategic planning
 Helps training professionals in TNA
Problems
 There are often no comprehensive alignment at the onset between training
objectives, actual outcome and actions/remedial actions
 Trainers often lose what is learnt due to work environment and non
availability of opportunity to practice what is learnt
 Trainee did not approach training with the ultimate objective but rather tee-
off as a way to get away from the office, earn estacodes, etc
23

 Linking TNA with Evaluation
 Ensure trainees have IPD plan
 Align IPD with Corporate goals
 Evaluate! Evaluate!! And Evaluate!!!
24

25

Exercise – 5 minutes – Break into groups
 You have just finished training a group of 219
students on character education in the 21st Century
for 3 hours
 Develop a one page post training evaluation form
to determine the effectiveness of your training. It
should encompass key aspects of the programme.
26

Conclusion
A Practical Definition
What Gets Paid for Gets Measured and
What Gets Measured Gets Done
Anonymous
27

Evaluation Lesson 101:
Please adapt and label the three stages above as it relates to assessment and evaluation
28

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Learning assessment and evaluation

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