This document introduces the Taxonomy of Training and Development Outcomes (TOTADO) evaluation framework. TOTADO integrates previous models to define a taxonomy of outcomes from training and development activities. It evaluates outcomes at four levels - individual, team, organizational, and societal. At each level, outcomes are categorized into affective, cognitive, behavioral, instrumental/physical dimensions. The framework provides a comprehensive and theoretically grounded approach to assessing the diverse impacts of training and development.
A promoção da área da saúde nas redes sociaisAline Corso
O documento discute o potencial das redes sociais para promover a área da saúde. Apresenta exemplos de redes focadas em saúde e destaca a importância da colaboração e inteligência coletiva nessas redes para compartilhar informações entre profissionais e usuários. Também discute o papel das redes oficiais do SUS em promover a aprendizagem colaborativa entre trabalhadores.
Employee Engagement Calendar Team Management Gantt Chart Marking Weekly Organ...SlideTeam
The document contains a 6-month employee engagement calendar for a company that lists various events planned each month such as group discussions, brainstorming sessions, on-site visits, and projects. It includes calendars for January through June 2020 that schedule these events on specific dates. There are also calendars showing a daily, weekly, and monthly format for engagement events. The calendars provide an overview of the company's planned employee engagement activities for the period.
Palestra Semelhanças e diferenças entre Freud e Jungtacio111
Freud e Jung abordaram semelhanças e diferenças entre a psicanálise e a psicologia analítica. Enquanto Freud focou no inconsciente, libido e complexo de Édipo, Jung estudou o inconsciente coletivo, complexos, individuação e transcendência. Embora compartilhem o objetivo de tratar neuroses, Freud via a repressão e Jung via a dissociação como sua origem, e cada um propôs métodos diferentes como a associação livre e a atividade criativa.
The document summarizes a literature review on the benefits of training and development for individuals, teams, organizations, and society. It finds that training can improve job performance and develop other skills for individuals and teams. For organizations, benefits include increased productivity, profitability, and reduced turnover. At a societal level, training supports economic growth and workforce development. The benefits are maximized through needs assessment, effective training design, evaluation of impact, and ensuring transfer of skills to the job. Future research opportunities are identified in measuring cross-level benefits and assessing training holistically.
This document summarizes a study investigating how employee perceptions influence the effectiveness of training programs. The study draws on a case study of a financial services organization to explore how trainee attitudes and work environment factors impact training transfer and effectiveness. The key findings were that management practices, trainee perceptions of the work environment, and systems of reward explained behavioral changes after training.
Reflect on and explore the reasons why evaluation is critical to tra.docxlaurieellan
Reflect on and explore the reasons why evaluation is critical to training success. Discuss the reasons evaluation is critical to effectiveness of training. Explain the connection between organizational improvement and training effectiveness.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Six Lecture
Training Evaluation
Evaluation should not be underestimated as part of the training process. However, as Blanchard and Thacker (2013) point out, “many rationalizations for not evaluating training continue to exist, and evaluation of training is often not done” (p. 315). This is often because training managers are resistant to the process of evaluation for reasons that Blanchard and Thacker (2013) have delineated in the course text, as well as for myriad other fears related to their own sense of self-efficacy and/or job security. However, it is important to note, that the evaluation process should be considered from the very beginning of the training process.
Figure 1: Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall
When a training needs analysis is conducted, it is wise to begin considering all of the aspects of the training process as well as the intended outcomes of the training process. As an example, consider the layout of Chapter Nine of the Blanchard and Thacker (2013) text. It begins with a graphic that depicts the evaluation phase of training. Then the learning objectives are stated, clearly, succinctly, and achievably (SMART). They are:
Describe the pros and cons of evaluation and indicate which way to go on the issue.
Explain what process evaluation is, and why it is important?
Describe the interrelationships among the various levels of outcome evaluation.
Describe the costs and benefits of evaluating training.
Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
Describe the various designs that are possible for evaluation and their advantages and disadvantages.
Define and explain the importance of internal and external validity (Appendix 9-1).
As you review the learning objectives and then do the same with the chapter, it becomes increasingly evident that Blanchard and Thacker (2013) have laid out precisely what they intend to do. They have followed through, with as many examples and means of addressing diverse learning styles as they perceive necessary toward design and delivery of the material for purposes of learning effectiveness and efficiency. It is obvious that their goal – as well as your instructor’s goal (which is in alignment) – is to ensure you learn about ways you can successfully impart transferrable skills to others. The goal is for you to learn valuable information that teaches how to evaluate the effectiveness of future training sessions that you design a.
Unit II Upon completion of this unit, students should be abl.docxmarilucorr
Unit II
Upon completion of this unit, students should be able to:
5. Describe traditional training methods, computer-based training methods, and e-learning, including appropriate uses for each.
UNIT II STUDY GUIDE
Training Design and Development
Abernathy, D. J. (1999). Thinking outside the evaluation box. Training & Development, 53(2), 18-20.
Beck, N., & Kieser, A. (2003). The complexity of rule systems, experience and organizational learning. Organization Studies, 24(5), 793-814.
Ketter, P. (2010). Evidence-based training methods: Toward a professional level of practice. T+D, 64(4), 54-58.
Price, J. F., Jr. (2013). Strategic distraction: The consequence of neglecting organizational design. Air & Space Power Journal - Africa and Francophonie, 4(4), 48-56.
Wagner, C. G. (1991). The fifth discipline: The art and practice of the learning organization. The Futurist, 25(5), 41.
Unit Lesson
There are numerous methods for training, and each organization must choose the one that works best for them. As you read about the training methods, consider how you could implement them. What makes them effective or possibly ineffective?
Consider this statement: If you cannot measure it, you cannot improve it. We know that is not always true, but how does one know if the process does improve? The importance of the training and development process can only be shown through educating the organization on the concept of the learning organization and being able to measure that impact. Peter Senge (1990), in his book The Fifth Discipline, discusses the characteristics of a learning organization. The learning organization is a systems-based process in which the organization can better adapt to changes in its environment. A learning organization can provide a quick response to experiential lessons by changing organizational behavior. In a learning organization, change is embraced, and there is more toleration of risk where failure and blame turn into opportunities to learn. For example, all employers are in a global marketplace where change comes quickly, and the organization must be willing to adapt to those changes to survive.
The learning organization is different from organizational learning. This is where learning occurs on different levels in the organization. In most organizations, learning occurs on three levels: individual, team, and organizational learning. Individual learning may occur through self-study courses or online courses. Team learning can occur by acquiring new skills and knowledge for the team, such as how to brainstorm orproblem-solve as a team. Organizational learning is at a much higher level and includes teamwork in addition to learning the changes in policies or strategies.
Consider that you are a manager of a medium-sized office, and you will be implementing a new policy that will require employees to learn a new skill. This is a positive move because it will give the employees more experience and skills that are valuable ...
A promoção da área da saúde nas redes sociaisAline Corso
O documento discute o potencial das redes sociais para promover a área da saúde. Apresenta exemplos de redes focadas em saúde e destaca a importância da colaboração e inteligência coletiva nessas redes para compartilhar informações entre profissionais e usuários. Também discute o papel das redes oficiais do SUS em promover a aprendizagem colaborativa entre trabalhadores.
Employee Engagement Calendar Team Management Gantt Chart Marking Weekly Organ...SlideTeam
The document contains a 6-month employee engagement calendar for a company that lists various events planned each month such as group discussions, brainstorming sessions, on-site visits, and projects. It includes calendars for January through June 2020 that schedule these events on specific dates. There are also calendars showing a daily, weekly, and monthly format for engagement events. The calendars provide an overview of the company's planned employee engagement activities for the period.
Palestra Semelhanças e diferenças entre Freud e Jungtacio111
Freud e Jung abordaram semelhanças e diferenças entre a psicanálise e a psicologia analítica. Enquanto Freud focou no inconsciente, libido e complexo de Édipo, Jung estudou o inconsciente coletivo, complexos, individuação e transcendência. Embora compartilhem o objetivo de tratar neuroses, Freud via a repressão e Jung via a dissociação como sua origem, e cada um propôs métodos diferentes como a associação livre e a atividade criativa.
The document summarizes a literature review on the benefits of training and development for individuals, teams, organizations, and society. It finds that training can improve job performance and develop other skills for individuals and teams. For organizations, benefits include increased productivity, profitability, and reduced turnover. At a societal level, training supports economic growth and workforce development. The benefits are maximized through needs assessment, effective training design, evaluation of impact, and ensuring transfer of skills to the job. Future research opportunities are identified in measuring cross-level benefits and assessing training holistically.
This document summarizes a study investigating how employee perceptions influence the effectiveness of training programs. The study draws on a case study of a financial services organization to explore how trainee attitudes and work environment factors impact training transfer and effectiveness. The key findings were that management practices, trainee perceptions of the work environment, and systems of reward explained behavioral changes after training.
Reflect on and explore the reasons why evaluation is critical to tra.docxlaurieellan
Reflect on and explore the reasons why evaluation is critical to training success. Discuss the reasons evaluation is critical to effectiveness of training. Explain the connection between organizational improvement and training effectiveness.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Six Lecture
Training Evaluation
Evaluation should not be underestimated as part of the training process. However, as Blanchard and Thacker (2013) point out, “many rationalizations for not evaluating training continue to exist, and evaluation of training is often not done” (p. 315). This is often because training managers are resistant to the process of evaluation for reasons that Blanchard and Thacker (2013) have delineated in the course text, as well as for myriad other fears related to their own sense of self-efficacy and/or job security. However, it is important to note, that the evaluation process should be considered from the very beginning of the training process.
Figure 1: Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall
When a training needs analysis is conducted, it is wise to begin considering all of the aspects of the training process as well as the intended outcomes of the training process. As an example, consider the layout of Chapter Nine of the Blanchard and Thacker (2013) text. It begins with a graphic that depicts the evaluation phase of training. Then the learning objectives are stated, clearly, succinctly, and achievably (SMART). They are:
Describe the pros and cons of evaluation and indicate which way to go on the issue.
Explain what process evaluation is, and why it is important?
Describe the interrelationships among the various levels of outcome evaluation.
Describe the costs and benefits of evaluating training.
Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
Describe the various designs that are possible for evaluation and their advantages and disadvantages.
Define and explain the importance of internal and external validity (Appendix 9-1).
As you review the learning objectives and then do the same with the chapter, it becomes increasingly evident that Blanchard and Thacker (2013) have laid out precisely what they intend to do. They have followed through, with as many examples and means of addressing diverse learning styles as they perceive necessary toward design and delivery of the material for purposes of learning effectiveness and efficiency. It is obvious that their goal – as well as your instructor’s goal (which is in alignment) – is to ensure you learn about ways you can successfully impart transferrable skills to others. The goal is for you to learn valuable information that teaches how to evaluate the effectiveness of future training sessions that you design a.
Unit II Upon completion of this unit, students should be abl.docxmarilucorr
Unit II
Upon completion of this unit, students should be able to:
5. Describe traditional training methods, computer-based training methods, and e-learning, including appropriate uses for each.
UNIT II STUDY GUIDE
Training Design and Development
Abernathy, D. J. (1999). Thinking outside the evaluation box. Training & Development, 53(2), 18-20.
Beck, N., & Kieser, A. (2003). The complexity of rule systems, experience and organizational learning. Organization Studies, 24(5), 793-814.
Ketter, P. (2010). Evidence-based training methods: Toward a professional level of practice. T+D, 64(4), 54-58.
Price, J. F., Jr. (2013). Strategic distraction: The consequence of neglecting organizational design. Air & Space Power Journal - Africa and Francophonie, 4(4), 48-56.
Wagner, C. G. (1991). The fifth discipline: The art and practice of the learning organization. The Futurist, 25(5), 41.
Unit Lesson
There are numerous methods for training, and each organization must choose the one that works best for them. As you read about the training methods, consider how you could implement them. What makes them effective or possibly ineffective?
Consider this statement: If you cannot measure it, you cannot improve it. We know that is not always true, but how does one know if the process does improve? The importance of the training and development process can only be shown through educating the organization on the concept of the learning organization and being able to measure that impact. Peter Senge (1990), in his book The Fifth Discipline, discusses the characteristics of a learning organization. The learning organization is a systems-based process in which the organization can better adapt to changes in its environment. A learning organization can provide a quick response to experiential lessons by changing organizational behavior. In a learning organization, change is embraced, and there is more toleration of risk where failure and blame turn into opportunities to learn. For example, all employers are in a global marketplace where change comes quickly, and the organization must be willing to adapt to those changes to survive.
The learning organization is different from organizational learning. This is where learning occurs on different levels in the organization. In most organizations, learning occurs on three levels: individual, team, and organizational learning. Individual learning may occur through self-study courses or online courses. Team learning can occur by acquiring new skills and knowledge for the team, such as how to brainstorm orproblem-solve as a team. Organizational learning is at a much higher level and includes teamwork in addition to learning the changes in policies or strategies.
Consider that you are a manager of a medium-sized office, and you will be implementing a new policy that will require employees to learn a new skill. This is a positive move because it will give the employees more experience and skills that are valuable ...
Training Effectiveness Top Premier Essays.pdfstudywriters
This document discusses the importance of evaluating training effectiveness. It provides an overview of several frameworks for evaluating training, including Kirkpatrick's four levels of evaluation (reaction, learning, behavior, results), Kaufman's five levels of evaluation, and Phillips' five-level return on investment framework. Evaluation is important for assessing whether training has achieved its intended outcomes, both for individuals and the organization. It should be considered from the beginning when designing training and include measuring reaction, learning, application of skills, business impact, and return on investment. Done effectively, evaluation provides feedback to improve future training programs.
Training Needs Assessment, Training and Developing Staffpaperpublications3
Abstract: The aim of the study was to establish whether the Ministry trained and developed its staff at the Embassy in Washington D.C. and the two offices in Los Angeles and New York. The study also looked at ways that the Ministry can use in training and developing these diplomats and consular staff. In her study, the researcher found out that majority of the staff at the Embassy preferred their training needs assessment carried out from time to time. This was because there were those who would have liked to move up the ladder and this could only happen if this exercise was carried out in order to generate data that would provide Management with information regarding actual performance and what is required to successfully execute the strategic work plan of the Ministry. It, therefore, means that the Ministry of Foreign Affairs will need to carry out an exercise of Training Needs Assessment in order to gather information on performance gaps.
Week 6 - Weekly LectureWeek Six LectureTraining Evaluation.docxmelbruce90096
Week 6 - Weekly Lecture
Week Six Lecture
Training Evaluation
Evaluation should not be underestimated as part of the training process. However, as Blanchard and Thacker (2013) point out, “many rationalizations for not evaluating training continue to exist, and evaluation of training is often not done” (p. 315). This is often because training managers are resistant to the process of evaluation for reasons that Blanchard and Thacker (2013) have delineated in the course text, as well as for myriad other fears related to their own sense of self-efficacy and/or job security. However, it is important to note, that the evaluation process should be considered from the very beginning of the training process.
Figure 1: Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall
When a training needs analysis is conducted, it is wise to begin considering all of the aspects of the training process as well as the intended outcomes of the training process. As an example, consider the layout of Chapter Nine of the Blanchard and Thacker (2013) text. It begins with a graphic that depicts the evaluation phase of training. Then the learning objectives are stated, clearly, succinctly, and achievably (SMART). They are:
1. Describe the pros and cons of evaluation and indicate which way to go on the issue.
2. Explain what process evaluation is, and why it is important?
3. Describe the interrelationships among the various levels of outcome evaluation.
4. Describe the costs and benefits of evaluating training.
5. Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
6. Describe the various designs that are possible for evaluation and their advantages and disadvantages.
7. Define and explain the importance of internal and external validity (Appendix 9-1).
As you review the learning objectives and then do the same with the chapter, it becomes increasingly evident that Blanchard and Thacker (2013) have laid out precisely what they intend to do. They have followed through, with as many examples and means of addressing diverse learning styles as they perceive necessary toward design and delivery of the material for purposes of learning effectiveness and efficiency. It is obvious that their goal – as well as your instructor’s goal (which is in alignment) – is to ensure you learn about ways you can successfully impart transferrable skills to others. The goal is for you to learn valuable information that teaches how to evaluate the effectiveness of future training sessions that you design and deliver.
Figure 2: Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall
Just as Blanchard and Thacker (2013) have described levels of learning that are expected of you as a result of engaging with the chapter, your training should begin with a TNA, and then progress with design and delivery that will enable participants’ learning to be evaluated at the appropriate levels necessary for them to use .
MODELLING TRAINING EFFECTIVENESS AND ITS IMPACT ON DEVELOPMENT OF MANAGERS IN...IAEME Publication
The study made attempt to evaluate the effectiveness of training provided and its impact in the manager’s development. The banking employees designated as managers, branch managers, asst. Branch managers are consider for this study. A draft Questioner was consists of 6 different set of question. They are personal and demographic profile (6), Training session (6), training content (5), and training aspects (5), transfer of learning (6), manager’s development (8). The conceptual questions are anchored with 7 point linker scale and the Questionnaire was issued to the managers randomly to collect a primarily information as the results were good. Finally, the data analysis with statistical namely IBM SPSS 22 and IBM SPSS AMOS 22. At first frequency table was tabulated for personal and demographic profile. Secondly structure equation model was applied to evaluate the impact of training effectiveness in manager development.
3.1 Analysis, Design, Development, Implementation, Evaluation
Effectively designed training programs need to improve employee performance, but they must also align with the organization's business and performance needs (Jones, 1993; Kirkpatrick, 2009; Noe, 2012; Piskurich, 2010; Robinson & Robinson, 1996; Rummler & Brache, 1990). Programs must also align with specific work processes and tasks, as well as with the employees' understanding of the big picture.
Aligning training programs with the company's strategies is more difficult than you may think. Consider this: According to Kaplan and Norton (2001), only 7% of employees fully understand their company's business strategies and know what the company expects of them to achieve its goals. Therefore, not only is a well-thought-out, well-designed training program essential, it can also limit these risks:
incorrectly assuming that training is always the solution to a performance problem,
needlessly expending funds on training programs that do not align with the business strategy,
having training programs with incorrect or irrelevant content, and
adopting training programs just because of what Clark (2010) called "training fads and fiction" (p. 7).
Fortunately, a systematic process is available to ensure that a training program not only improves workplace performance but also aligns with organizational goals—this training or instructional design process is known as ADDIE.
ADDIE is an acronym that stands for "analysis, design, development, implementation, and evaluation." This model has been used in workplace training and development for decades. It was originally created in 1975 by the Center for Educational Technology at Florida State University and ultimately was adapted by all the U.S. armed forces (Mayo & DuBois, 1987).
Today ADDIE is not without its critics, however. (See Figure 3.1.) Some practitioners argue that the ADDIE process can be a very time-consuming, cumbersome, and expensive (Hodell, 2011). Because ADDIE tends to be a linear process, others assert that ADDIE limits creativity and what Piskurich (2010) called design artistry with its opportunities for the flexibility to think outside the instructional design box. As a result, a proliferation of alternative instructional development models has emerged (Molenda, Pershing, & Reigeluth, 1996), including the successive approximation model (Allen & Sites, 2012) and Dick, Carey, and Carey's systematic instructional design model (Dick, Carey, & Carey, 2009).
However, these other models tend to be distinctions without a real difference to the ADDIE methodology, and more often than not, failed training programs were usually due to malpractice in the use of the ADDIE model, not the model itself.
Figure 3.1: ADDIE model: Analyze
Though not without its critics, the ADDIE training design model has been the principal framework used in the training and development field for decades.
Where Is ADDIE in the HRD System?
As Section 1.1 discussed, .
This document discusses different approaches to measuring the effectiveness of training programs. It describes Ralph Tyler's early work emphasizing the importance of training objectives. It then explains Kirkpatrick's four-level model for evaluating training effectiveness, including reaction, learning, behavior, and results. Finally, it discusses the input-output model for evaluating whether training delivers short-term and long-term benefits to organizations.
A Case Study Approach For Evaluation Of Employee Training Effectiveness And D...Stacy Taylor
The document presents a case study evaluating the effectiveness of an employee training program at a multinational company using Kirkpatrick's four-level model of training evaluation. It discusses the model's levels of reaction, learning, behavior, and results. A questionnaire was administered to employees assessing their reactions to the training, learning, application of skills on the job, and impact on performance. Statistical analysis found the training was effective as employees reported positive reactions and the four levels had a significant impact on the program's effectiveness. The study aims to help organizations continuously improve training programs by understanding their impact.
The Impact Of Compansation Systemand Career Planning On Organizational Commit...inventionjournals
The purpose of the study is to analyse the impact of compensation and career plannng on organzational commitment. This study uses survey method to 113 lecturers as respondents. The data is then processed by multiple regression.The results showed that the Compensation, Career Planning, on Organizational Commitment. It can be concluded to encourage lecturers to do research publication it is necessary to apply the system of compensation based on the performance appraisal system elements of research faculty and careers to include research as compulsory elements that must be met lecturers to improve his career. With the compensation system and a good career planning can ultimately increase organizational commitment.The conclusion of this study is compensated significantly influential on organizational commitment at the 90% confidence level
The document discusses two common hierarchies of evidence used to evaluate clinical interventions: the 6S pyramid model and the evidence pyramid. The 6S model ranks evidence from most specific (patient information) to least (basic science) moving down the pyramid. Similarly, the evidence pyramid ranks evidence from systematic reviews and randomized controlled trials at the top to case reports and expert opinion at the bottom. Both models depict stronger evidence types at the top of the pyramid to guide decision-making about clinical interventions.
7(E)valuation of Training and Development RidofranziStoc.docxalinainglis
7(E)valuation of Training and Development
Ridofranz/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
• Differentiate between formative and summative evaluations.
• Use Kirkpatrick’s four-level evaluation framework.
• Compute return on investment.
• Explain why evaluation is often neglected.
One of the great mistakes is to judge policies and programs by their intentions rather
than their results.
—Milton Friedman, Economist
Introduction Chapter 7
Pretest
1. It is possible for organizations to try out trainings before they are launched.
a. true
b. false
2. Assessing whether trainees enjoyed training is important only as an evaluation of the
trainer’s competence.
a. true
b. false
3. Return on investment should be calculated after every training session to determine
whether it was cost-effective and benefited the company as a whole.
a. true
b. false
4. Fewer than 25% of organizations perform formal evaluations of training effectiveness.
a. true
b. false
5. Failure to evaluate trainings may be not only unprofessional but also unethical.
a. true
b. false
Answers can be found at the end of the chapter.
Introduction
We seek to answer one overarching question in the final, evaluation phase of ADDIE: Was
the training effective? (See Figure 7.1.) In particular, we assess whether we realized expected
training goals—as uncovered by our analysis phase—specifically, whether the trainees’ post-
training KSAs improve not only their performance, but also the organization’s performance.
As we will see, the process of training evaluation includes all of these issues, as well as decid-
ing which data to use when evaluating training effectiveness, determining whether further
training is needed, and assessing whether the current training design needs improvement.
Ultimately, evaluation creates accountability, which is vital given the significant amount
organizations spend on training and developing employees—approximately $160 billion
annually (ASTD, 2013). This significant investment makes it imperative that organizations
know whether their training efforts yield a positive financial return on training invest-
ment (ROI).
Formative Evaluation Chapter 7
Figure 7.1: ADDIE model: Evaluate
In this final phase of ADDIE, we evaluate how effective the training has been. From assessing
any improvement in the KSAs of the trainees to the financial return on the training
investment, the evaluation phase appraises the effectiveness of not only our prior analysis,
design, development, and implementation, but also of the training in totality.
f07.01_BUS375.ai
Design Develop ImplementAnalyze Evaluate
7.1 Formative Evaluation
Although evaluation is the last phase of ADDIE, it is not the first time aspects of the training
program are evaluated. When it comes to training evaluation, we assess the training through-
out all phases of ADDIE, using first what is known as a formative evalua.
Analysis of Performance Appraisal Systems on Employee Job Productivity in Pub...inventionjournals
Universities appraisal system is meant to enhance the performance of employees by integrating an individual’s goal with those of the organization. Despite the Universities Management having an appraisal system, performance in public universities in the country remains relatively poor. The purpose of the study was to analyze performance appraisal systems on employee job productivity in public universities. The main objective of the study was to determine the effect of self-assessment on the performance of employees in Public Universities. The research study was carried out in four universities namely Masinde Muliro University of Science and Technology, Maseno, Moi and Jaramogi Oginga Odinga University of Science and Technology. Data collection instruments used was mainly questionnaire. Both content and construct reliability was carried out through engagement of experts in preparing the questionnaire. Piloting was done in Laikipia University College, though the results were not used in the study. To ensure that the instrument is reliable, a Cronbach’s Alpha of Coefficient of 0.876, was attained, which is far way above the recommended 0.7 in social sciences. The study employed descriptive survey research design. The target population consisted of 11,296 employees and 4 Registrars in charge of Administration. Purposive sampling was used to select the four universities and four registrars. Data analysis was done using the statistical Package for Social Science (Version 20). Both descriptive and inferential statistics were used in data analysis. The results were presented in form of tables, charts and cross tabulations. From the findings, self-assessment was an important section in performance appraisal as it contributed to improvement in employee job productivity. The findings will contribute to the pool of knowledge in the field of Human Resource Management and will form the basis of reference by interested parties in future. The management of public universities will use the findings of this study to guide them in performance management. Furthermore, the findings will be a source of reference for academicians who intend to carry out studies in relation to the subject of performance appraisal systems.
Difference between training needs assessment and training needs identificationTanuj Poddar
Training needs identification focuses on determining what training employees require to improve productivity, rather than desires. It is important to identify if training will impact productivity and profits, determine each employee's specific needs to enhance job performance, and ensure individual goals align with organizational objectives. Training needs identification should be conducted at the organizational, group, and individual levels to understand performance standards and how training can help the organization, teams, and individuals meet goals.
The document discusses need analysis and organizational analysis. It defines need analysis as identifying the gap between actual and expected job performance to determine if training is needed. The need assessment process involves determining agency benefits, planning, and conducting an assessment to identify performance problems, critical behaviors, and whether training is the best solution. Organizational analysis appraises an entity's growth, personnel, operations, and work environment to identify weaknesses and solutions. Various models for organizational analysis are described, including SWOT, strategic triangle, rational, McKinsey 7S, natural system, and cognitive models.
Dr. Fred C. Lunenburg 1]. organizational development implementing planned cha...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com - Over 5,000 professors published since 1983.
This document discusses the development of a questionnaire to assess work unit performance. It begins by outlining the need for a standardized work unit performance measure that can be used across different types of organizations. It then reviews existing measures of organizational performance and their limitations. Next, it discusses models of organizational effectiveness, focusing on the systems approach and a time-dimension model incorporating both financial and non-financial measures at the short, medium, and long-term levels. Finally, it examines the validity of non-financial performance measures and their potential to predict future financial performance. The overall goal is to develop a generic work unit performance questionnaire that addresses limitations of existing measures.
Towards integrated learning and development for improving bottom line--a prac...learnonline4
This document discusses integrated learning and development practices adopted by companies in India to achieve business excellence. It analyzes 11 companies that received the BM Munjal Award for business excellence through learning and development between 2009-2013. The key findings are:
1) Companies focused on a combination of leading and lagging business excellence indicators, including financial performance, customer satisfaction, and environmental/social commitments.
2) Winning companies implemented systematic, integrated learning models involving training needs assessments, multi-level training programs, and measuring the impact of training on business goals.
3) Advanced practices included linking learning to talent management, career planning, and leadership development to prepare employees to achieve improved business results.
Training involves organized learning activities to improve individual performance through changes in knowledge, skills, and attitudes. It is important for meeting job requirements, updating skills, career development, and addressing deficiencies. Training helps improve quality, productivity, and organizational objectives.
There are several steps in the training process. First, performance problems are analyzed to identify the causes. Then, training needs are identified by analyzing the organization, jobs, and individuals. Objectives are prepared stating what learners will be able to do. Tests are developed based on the objectives to evaluate learning. Various instructional methods are selected and training is delivered. The transfer of learning back to the job is evaluated.
This document provides a literature review and proposes a performance appraisal model for
implementing in a Student Affairs division of a large institution of higher education. It discusses the
rationale for performance appraisals being important for business and human resource policy. The
model aims to collect employee performance information systematically and provide feedback to
integrate into the organization's performance management process. The review covers objectives of
performance appraisals like focusing on performance not personalities, reaching agreements on areas
for improvement, and identifying training needs. It also discusses pitfalls to avoid in conducting
appraisals and legal implications around ensuring appraisal systems are valid and fairly administered.
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This document discusses the importance of evaluating training effectiveness. It provides an overview of several frameworks for evaluating training, including Kirkpatrick's four levels of evaluation (reaction, learning, behavior, results), Kaufman's five levels of evaluation, and Phillips' five-level return on investment framework. Evaluation is important for assessing whether training has achieved its intended outcomes, both for individuals and the organization. It should be considered from the beginning when designing training and include measuring reaction, learning, application of skills, business impact, and return on investment. Done effectively, evaluation provides feedback to improve future training programs.
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Week Six Lecture
Training Evaluation
Evaluation should not be underestimated as part of the training process. However, as Blanchard and Thacker (2013) point out, “many rationalizations for not evaluating training continue to exist, and evaluation of training is often not done” (p. 315). This is often because training managers are resistant to the process of evaluation for reasons that Blanchard and Thacker (2013) have delineated in the course text, as well as for myriad other fears related to their own sense of self-efficacy and/or job security. However, it is important to note, that the evaluation process should be considered from the very beginning of the training process.
Figure 1: Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall
When a training needs analysis is conducted, it is wise to begin considering all of the aspects of the training process as well as the intended outcomes of the training process. As an example, consider the layout of Chapter Nine of the Blanchard and Thacker (2013) text. It begins with a graphic that depicts the evaluation phase of training. Then the learning objectives are stated, clearly, succinctly, and achievably (SMART). They are:
1. Describe the pros and cons of evaluation and indicate which way to go on the issue.
2. Explain what process evaluation is, and why it is important?
3. Describe the interrelationships among the various levels of outcome evaluation.
4. Describe the costs and benefits of evaluating training.
5. Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
6. Describe the various designs that are possible for evaluation and their advantages and disadvantages.
7. Define and explain the importance of internal and external validity (Appendix 9-1).
As you review the learning objectives and then do the same with the chapter, it becomes increasingly evident that Blanchard and Thacker (2013) have laid out precisely what they intend to do. They have followed through, with as many examples and means of addressing diverse learning styles as they perceive necessary toward design and delivery of the material for purposes of learning effectiveness and efficiency. It is obvious that their goal – as well as your instructor’s goal (which is in alignment) – is to ensure you learn about ways you can successfully impart transferrable skills to others. The goal is for you to learn valuable information that teaches how to evaluate the effectiveness of future training sessions that you design and deliver.
Figure 2: Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall
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3.1 Analysis, Design, Development, Implementation, Evaluation
Effectively designed training programs need to improve employee performance, but they must also align with the organization's business and performance needs (Jones, 1993; Kirkpatrick, 2009; Noe, 2012; Piskurich, 2010; Robinson & Robinson, 1996; Rummler & Brache, 1990). Programs must also align with specific work processes and tasks, as well as with the employees' understanding of the big picture.
Aligning training programs with the company's strategies is more difficult than you may think. Consider this: According to Kaplan and Norton (2001), only 7% of employees fully understand their company's business strategies and know what the company expects of them to achieve its goals. Therefore, not only is a well-thought-out, well-designed training program essential, it can also limit these risks:
incorrectly assuming that training is always the solution to a performance problem,
needlessly expending funds on training programs that do not align with the business strategy,
having training programs with incorrect or irrelevant content, and
adopting training programs just because of what Clark (2010) called "training fads and fiction" (p. 7).
Fortunately, a systematic process is available to ensure that a training program not only improves workplace performance but also aligns with organizational goals—this training or instructional design process is known as ADDIE.
ADDIE is an acronym that stands for "analysis, design, development, implementation, and evaluation." This model has been used in workplace training and development for decades. It was originally created in 1975 by the Center for Educational Technology at Florida State University and ultimately was adapted by all the U.S. armed forces (Mayo & DuBois, 1987).
Today ADDIE is not without its critics, however. (See Figure 3.1.) Some practitioners argue that the ADDIE process can be a very time-consuming, cumbersome, and expensive (Hodell, 2011). Because ADDIE tends to be a linear process, others assert that ADDIE limits creativity and what Piskurich (2010) called design artistry with its opportunities for the flexibility to think outside the instructional design box. As a result, a proliferation of alternative instructional development models has emerged (Molenda, Pershing, & Reigeluth, 1996), including the successive approximation model (Allen & Sites, 2012) and Dick, Carey, and Carey's systematic instructional design model (Dick, Carey, & Carey, 2009).
However, these other models tend to be distinctions without a real difference to the ADDIE methodology, and more often than not, failed training programs were usually due to malpractice in the use of the ADDIE model, not the model itself.
Figure 3.1: ADDIE model: Analyze
Though not without its critics, the ADDIE training design model has been the principal framework used in the training and development field for decades.
Where Is ADDIE in the HRD System?
As Section 1.1 discussed, .
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7(E)valuation of Training and Development
Ridofranz/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
• Differentiate between formative and summative evaluations.
• Use Kirkpatrick’s four-level evaluation framework.
• Compute return on investment.
• Explain why evaluation is often neglected.
One of the great mistakes is to judge policies and programs by their intentions rather
than their results.
—Milton Friedman, Economist
Introduction Chapter 7
Pretest
1. It is possible for organizations to try out trainings before they are launched.
a. true
b. false
2. Assessing whether trainees enjoyed training is important only as an evaluation of the
trainer’s competence.
a. true
b. false
3. Return on investment should be calculated after every training session to determine
whether it was cost-effective and benefited the company as a whole.
a. true
b. false
4. Fewer than 25% of organizations perform formal evaluations of training effectiveness.
a. true
b. false
5. Failure to evaluate trainings may be not only unprofessional but also unethical.
a. true
b. false
Answers can be found at the end of the chapter.
Introduction
We seek to answer one overarching question in the final, evaluation phase of ADDIE: Was
the training effective? (See Figure 7.1.) In particular, we assess whether we realized expected
training goals—as uncovered by our analysis phase—specifically, whether the trainees’ post-
training KSAs improve not only their performance, but also the organization’s performance.
As we will see, the process of training evaluation includes all of these issues, as well as decid-
ing which data to use when evaluating training effectiveness, determining whether further
training is needed, and assessing whether the current training design needs improvement.
Ultimately, evaluation creates accountability, which is vital given the significant amount
organizations spend on training and developing employees—approximately $160 billion
annually (ASTD, 2013). This significant investment makes it imperative that organizations
know whether their training efforts yield a positive financial return on training invest-
ment (ROI).
Formative Evaluation Chapter 7
Figure 7.1: ADDIE model: Evaluate
In this final phase of ADDIE, we evaluate how effective the training has been. From assessing
any improvement in the KSAs of the trainees to the financial return on the training
investment, the evaluation phase appraises the effectiveness of not only our prior analysis,
design, development, and implementation, but also of the training in totality.
f07.01_BUS375.ai
Design Develop ImplementAnalyze Evaluate
7.1 Formative Evaluation
Although evaluation is the last phase of ADDIE, it is not the first time aspects of the training
program are evaluated. When it comes to training evaluation, we assess the training through-
out all phases of ADDIE, using first what is known as a formative evalua.
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TOTADO paper and templates Birdi (2011).DOC
1. .
THE TAXONOMY OF TRAINING AND DEVELOPMENT
OUTCOMES
(TOTADO)
EVALUATION FRAMEWORK
Dr Kamal Birdi
Institute of Work Psychology
Management School
University of Sheffield
Sheffield S10 2TN
United Kingdom
Email: K.Birdi@Sheffield.ac.uk
Tel: +44 (0)114 222 3288
This document contains a description of the TOTADO training and development
evaluation framework and two tools to help with its implementation and data
collection.
1. A paper summarising the TOTADO framework
2. A TOTADO evaluation strategy planning template
3. A TOTADO evaluation interview schedule
1
2. .
THE TAXONOMY OF TRAINING AND DEVELOPMENT OUTCOMES (TOTADO):
A NEW MODEL OF TRAINING EVALUATION
Kamal Birdi
Institute of Work Psychology, University of Sheffield
Paper presented at the Annual BPS Division of Occupational Psychology Conference, 13th-15th
January 2010, Brighton, UK.
INTRODUCTION
The effectiveness of training and development activities can be assessed by the extent to which those
activities produce desirable outcomes and reduce undesirable ones. Despite organisations expending a
great deal of effort setting up training and development programmes, comparatively less attention is
paid to systematically evaluating their effectiveness (Sadler-Smith, 2006). This lack of assessment
may be partly due to the extra cost and effort involved but it also seems that many Human Resource
practitioners are unaware of how and what to evaluate (Bates, 2004). The objectives of this paper are
therefore to briefly review and critique past models of evaluation and then offer a new model of
evaluation (the Taxonomy of Training and Development Outcomes – TOTADO) which addresses
these shortcomings.
A review of the literature indicates that three types of approaches can be described when considering
how outcome evaluation has been previously addressed. First, the predominant traditional training
evaluation approach (e.g. Kirkpatrick, 1959; Warr et al., 1970) offers a practical framework for
assessing outcomes in terms of trainee reactions, learning of knowledge and skills, on-the-job
behaviour and organisational performance. Although popular in organisations, these models tend to
be theoretically and practically vague in their specification of different types of learning outcomes,
work behaviours and organisational performance criteria (Phillips & Phillips, 2001). A second
approach is illustrated by Kraiger et al. (1993), who have proposed a classification scheme for
individual learning outcomes (cognitive, skill-based or affective) based on psychological theory. This
framework is useful for defining the specific types of criteria which indicate learning and it allows
theoretical rationales to be developed when choosing predictors of learning outcomes. However, this
second approach has rarely been used in subsequent research studies (Beech & Leather, 2006) and,
since it only focuses on learning outcomes, it also needs to be incorporated into the wider frameworks
offered by Kirkpatrick (1959) and Warr et al. (1970). Finally, the employee development literature
(e.g. Benson et al., 2004; Maurer et al., 2002) has empirically assessed experienced or perceived
development outcomes from different types of learning and development activities. The findings from
these studies indicates that such activities can lead to changes in a variety of areas not considered by
traditional training evaluation approaches, such as changing employees’ status, relationship to
colleagues or even health. A broader perspective on types of outcomes beyond individual learning of
knowledge and skills, work behaviour and organisational performance is therefore needed if training
and development effectiveness is to be accurately assessed. The Taxonomy of Training and
Development Outcomes (TOTADO) attempts to do this (see Figure 1) and will be outlined.
2
3. .
DESCRIPTION OF THE TAXONOMY OF TRAINING AND DEVELOPMENT OUTCOMES
TOTADO integrates and elaborates on previous evaluation approaches to define a taxonomy of
outcomes that allows us to capture and describe the diverse range of outcomes experienced from
participation in both training and other development activities. The research described earlier revealed
that although the impact of development activities can be assessed at differing levels, much of the
work has concentrated on the individual. Kirkpatrick’s model of evaluation has been mainly used to
consider the individual level of analysis from Level 1 to Level 3; Kraiger et al.’s (1993) taxonomy
considers solely individual level learning outcomes; most studies from the employee development
literature have used surveys to assess the impact of training and development activities on their
participants. Consequently, the outcomes described in the previous section refer predominantly to the
individual, whereas other levels of outcomes are equally important. Within the TOTADO framework,
it is therefore said that outcomes can be measured at four basic levels: individual, team (or work
group), organisational and societal.
Figure 1. The Taxonomy of Training and Development Outcomes (TOTADO)
Framework.
1. Individual-level outcomes
3
4. .
With TOTADO we extend previous evaluation models by elaborating five different types of
individual-level outcomes where the trainee is the unit of analysis: Affective (e.g. participant reactions
to training, motivation, self-efficacy, attitudes, mental well-being); Cognitive (verbal knowledge,
knowledge representation); Behavioural (off-the job task performance, on-the-job task performance);
Physical (e.g. health, fitness, injuries): and Instrumental (events, actions or status changes resulting
from participation in training and development activities that are work intrinsic (increased job control),
work extrinsic (pay rise, promotion) or work relational (forming new relationships or networks)).
2. Team-level outcomes
With the increasing implementation of teamworking in the workplace, there has been a concurrent rise
in team training and development activities (Wilson et al., 2007). For example, many organisations
send work groups on external “outward-bound” courses where team members are required to co-operate
and work closely to achieve given objectives. Evidence to date of the impact of such activities
tends to be anecdotal, unsystematic and, in particular, ignores whether there is any change in team
functioning back in the workplace (Salas et al., 2004). Hence, we need to consider using the team or
work group as the unit of analysis for assessing the impact of these types of opportunities. The
majority of the outcomes which will be described for individuals can also be applied by aggregation to
the team context, although there is more focus on measuring interpersonal behaviours and group
cognition and affect. The four dimensions of impact here where the team or group is the unit of
analysis are therefore: Affective (e.g. changes in average team identity or trust); Cognitive (verbal
knowledge, knowledge representation in terms of shared cognition); Behavioural (team task processes,
intra-team processes); and Instrumental (events, actions or status changes for the team as a whole
such as increased team autonomy or gaining team bonuses).
3. Organisational-level outcomes
The next level takes the unit of analysis to be the organisation, or major functional components of it
(e.g. departments) and outcomes relate to those directly involved with the organization in a
transactional format (e.g. employees, customers, shareholders). Although individual- or team-level
outcomes can be aggregated to provide organisational-level outcomes (e.g. proportion of company
employees with a certain technical qualification), some variables can only be measured at the
organisational level (e.g. company profitability, share values). This is the domain that Kirkpatrick
(1959) refers to as Level 4 or Business Results, although he remains vague in terms of what aspects
should be included in this level. It would be conceptually very helpful to identify key categories into
which we can place organisational-level outcomes, much as was done with the individual and team
levels. The organisational effectiveness literature highlights the complex nature of measuring
performance but does attempt to provide some broad criteria. We therefore draw on the work of
management researchers (Cameron, 1980; Kaplan & Norton, 1996; and Richard et al., 2009) to specify
four dimensions of organisational performance outcomes: Financial (e.g. turnover, profit, share price);
Outputs (quantity, quality, variety of components, products or services); Processes (how well the
4
5. .
organisation functions e.g. time to complete tasks, stoppages, communication system efficiency); and
Resources (human and non-human).
4. Societal-level outcomes
The final level is rarely considered but relates to the impact of training beyond the organisational level
where the area or group outside the organisation is the unit of analysis (Watkins et al, 1998). The
majority of past models focus solely on impacts within the organisation, yet a wider perspective is
sometimes needed. For example, training employees in carbon-friendly practices within a
manufacturing company may translate to decreased waste and pollution levels for surrounding
communities. At this level, we can therefore also assess the impact of training on a sectoral, regional
or even national bases. For instance, does training all Job Centre Plus staff in coaching techniques to
help the long-term unemployed significantly improve regional employment rates? The five broad
dimensions of societal impact we can consider are therefore: Economic (e.g. £ investment in region);
Health and Welfare (e.g. mortality rates from heart disease); Educational (e.g. level of qualifications of
local populations); Law and Order (e.g. local crime rates): and Environmental (e.g. pollution levels).
DISCUSSION
The TOTADO framework therefore presents an approach which integrates and enhances past models
of evaluation by presenting multiple levels of impact and specifying within each level the
key dimensions of outcome change. Key features worth noting include:
· It acknowledges that the effectiveness of training and development participation should be
assessed on a number of levels and using a range of relevant criteria within each level. Conceptually,
it integrates the focused view of the traditional Kirkpatrick training evaluation approach with the wider
evaluation perspective offered by other literatures. By using the taxonomy in the early stages of
developing an evaluation strategy, researchers and practitioners can become fully aware of the variety
of salient outcome criteria that may need to be measured.
· The taxonomy clearly distinguishes between individual, team, organisational and societal
measures of organisational effectiveness. Approaches such as Kirkpatrick’s have tended to remain
vague about measures of individual work behaviour and organisational results and seemed to have
ignored team-level analysis altogether.
· The nature of the taxonomy also allows detailed and comparative examination of the types of
outcomes produced by different learning activities. For instance, how much impact does participation
in formal training compared to work-based development activities have on employees’ general job
satisfaction? In situations where several studies have examined the same development activity but
assessed different types of outcomes, the taxonomy provides a framework to integrate the findings in
order to provide a more complete overview of the impact of that activity. It would also highlight
which types of outcomes had not yet been assessed and hence drive future research to address those
gaps.
5
6. .
· Since the framework is a taxonomy, it does not make any claims of causality between outcomes.
Although Kirkpatrick (1996) claims that his framework is solely a taxonomy, it has widely been
interpreted as a training effectiveness model which specifies causal linkages between individual and
organisational outcomes (Alliger et al., 1997). If we are truly to identify the factors that influence
training outcomes, just considering other outcomes is clearly insufficient. Previous research has
consistently shown that a wide range of individual, training-related and organisational factors can also
have an impact on different types of outcomes (Noe, 2008). Such factors need to be included in any
good training effectiveness model. The evaluation taxonomy presented here, however, does provide
the building blocks for creating models which propose causal linkages between different types of
outcomes and other types of variables.
· Finally, the evaluation taxonomy provides a common format for assessing learning and
development impact from a diverse range of theoretical approaches. For example, cognitive scientists
conducting laboratory studies on learning complex tasks can be regarded as examining learning
effectiveness in terms of individual-level cognitive or behavioural outcomes that are measured in an
off-the-job context. Field studies conducted by occupational psychologists examining the transfer of
training to the workplace may focus on individual work behavioural outcomes. Team researchers can
be considered as assessing the impact of development activities in terms of changes in team
behaviours such as communication and co-operation. Organisational researchers go beyond individual
and team levels and relate the amount of training offered by companies to organisational-level goal-directed
outcomes such as sales or turnover (Wright et al., 2005). The framework should therefore be
flexible enough to cater for a wide variety of paradigms where learning effectiveness is to be assessed.
The presentation will illustrate the utility of TOTADO by providing examples from research
conducted by the author including:
· An evaluation study which shows how three types of creativity training programme run within a
government department can generate different levels of individual-level affective, cognitive and
behavioural outcomes for participants.
· A study of 500 UK organisations showing the relationship between organisations’ use of
individual training and development practices and different organisational performance outcomes.
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Bates, R. (2004). A critical analysis of evaluation practice: the Kirkpatrick model and the
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Beech, B., & Leather, P. (2006). Workplace violence in the health care sector: A review of
staff training and integration of training evaluation models. Aggression and Violent
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Benson, G. S., et al. (2004). You paid for the skills, now keep them: Tuition reimbursement
and voluntary turnover. Academy of Management Journal, 47(3), 315-331.
Cameron, K. (1980). Critical questions in assessing organizational effectiveness.
Organizational Dynamics, Autumn, 66-80.
Kaplan, R., & Norton, D. (1996). Linking the balanced scorecard to strategy. California
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Kraiger, K., et al. (1993). Application of cognitive, skill-based and affective theories of
learning outcomes to new methods of training evaluation. Journal of Applied
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Maurer, T. e al. (2002). Perceived beneficiary of employee development activity:A three-dimensional
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8. .
TOTADO EVALUATION STRATEGY FRAMEWORK
NAME OF TRAINING / DEVELOPMENT PROGRAMME:
Level Dimension of
effectiveness
Type of information Methods of collecting
information
Who provides
the information
When to collect information
TIME 0 TIME 1 TIME 2 TIME 3
period before
at the start of
at the end of
the course
the course
the course
period after
the course
INDIVIDUAL
Affective Reactions, attitudes, motivation,
self-efficacy, mental well-being
Cognitive Verbal Knowledge,Knowledge
Representation
Physical Health, Fitness, Injuries
Behavioural Off-the-job, on-the-job task
performance
Instrumental Work intrinsic, work extrinsic,
work relational, nonwork
TEAM
Affective Shared team attitudes
Cognitive Shared cognition
Behavioural Team performance, team
interaction processes
Instrumental Work intrinsic, work extrinsic,
work relational,
8
10. .
TOTADO INTERVIEW SCHEDULE
“In the following interview, I shall be asking you to describe any changes that you think have
arisen because of programme X.”
A. INDIVIDUAL OUTCOMES
GENERAL LEAD IN
As a result of taking part in X, how do you think you have changed?
AFFECTIVE
How has taking part in the X changed the way you FEEL about things?
COGNITIVE
What type of things have you LEARNED as a result of taking part in X?
PHYSICAL
How has taking part in the X changed your LEVELS OF HEALTH AND FITNESS?
BEHAVIOURAL
What can you DO now that you couldn’t do before taking part in X?
How has taking part in X changed your JOB PERFORMANCE?
INSTRUMENTAL
Has taking part in X led to any changes in the type of work you do?
Has taking part in X led to any changes in your job status or conditions of employment?
Has taking part in X helped you form new relationships at work or changed existing
relationships?
Has taking part in X led to any other changes in your work that we haven’t discussed yet?
Has taking part in X led to any changes for you outside work?
IDENTIFYING BARRIERS TO CHANGE IN INDIVIDUAL OUTCOMES
Has anything in particular stopped or hindered you changing personally the way you wanted
after the training / taking part in Programme X?
Is there anything that could be changed about Programme X, your organisation or other
aspects that could help you achieve these desired changes?
10
11. .
B. TEAM / GROUP OUTCOMES
GENERAL LEAD IN
As a result of taking part in the X programme, how do you think your team has changed?
AFFECTIVE
How has taking part in the X changed the way your team FEELS about things?
COGNITIVE
What type of things has your team LEARNED as a result of taking part in X?
BEHAVIOURAL
What can your team DO now that you couldn’t do before taking part in X?
How has taking part in X changed your team’s WORK PERFORMANCE?
INSTRUMENTAL
Has taking part in X led to any changes in the type of work your team does?
Has taking part in X led to any other changes in the type of work your team does?
Has taking part in X helped your team form new relationships at work or changed existing
relationships?
Has taking part in X led to any other changes in your team’s work that we haven’t discussed
yet?
IDENTIFYING BARRIERS TO CHANGE IN TEAM/GROUP OUTCOMES
Has anything in particular stopped or hindered your team or teams changing the way that was
wanted after the training / taking part in Programme X?
Is there anything that could be changed about Programme X, your organisation or other
aspects that could help you achieve these desired changes?
11
12. .
C. ORGANISATIONAL OUTCOMES
GENERAL LEAD IN
As a result of running the X programme, how do you think your organisation has changed?
OUTPUTS
Has running X led to any changes in your organisation’s outputs e.g. its productivity, quality
levels, variety of products/sevices offered etc.?
RESOURCES
Has running X led to any changes in your organisation’s employees e.g. their performance,
morale, absenteeism?
Has running X led to any changes in your organisation’s material resources e.g. reductions in
wastage?
PROCESSES / OPERATIONS
Has running X led to any changes in your organisation’s efficiency or the way work is carried
out e.g. speed of production, turnaround on project times?
FINANCIAL
Has running X led to any changes in your organisation’s financial performance e.g. its
profitability, balancing of budgets?
Has taking part in X led to any other changes in your organisation that we haven’t discussed
yet?
IDENTIFYING BARRIERS TO CHANGE IN ORGANISATIONAL OUTCOMES
Has anything in particular stopped your department or organisation changing the way that was
wanted after the training / taking part in Programme X?
Is there anything that could be changed about Programme X, your organisation or other
aspects that could help you achieve these desired changes?
12
13. .
D. SOCIETAL OUTCOMES
GENERAL LEAD IN
What types of general impact would you say the X programme has had on communities or
groups outside the organisation?
ECONOMIC
What types of general impact would you say the X programme has had on the economy in
your region ?
e.g. £ investment in geographic region, unemployment rates in area
HEALTH AND WELFARE
What types of general impact would you say the X programme has had on the health or
welfare of the community in your region?
e.g. no. of deaths from heart disease, alcohol-related illnesses in local population
EDUCATIONAL
What types of general impact would you say the X programme has had on the education
levels of the community in your region ?
e.g. level of qualifications of local population, % social inclusion of minorities
LAW AND ORDER
What types of general impact would you say the X programme has had on law and order
issues in the community in your region?
e.g. no. of robberies in the area, % reduction in drug crime
ENVIRONMENTAL
What types of general impact would you say the X programme has had on the geographical
environment of your region?
e.g. pollution and waste levels in the region
Has taking part in X had any other impacts on the local or national community that we haven’t
discussed yet?
IDENTIFYING BARRIERS TO CHANGE IN SOCIETAL OUTCOMES
Has anything in particular stopped or hindered your organisation’s impact on the community
or society in the way you wanted after the training / taking part in Programme X?
Is there anything that could be changed about Programme X, your organisation or other
aspects that could help you achieve these desired changes?
13