Avelino, Frynx DY, CRISTALLE KASALA, LEA ANNE PACAPAC, CASSANDRA PADILLA, JOSEPH ANTHONY

1. Avelino, Frynx DY, CRISTALLE KASALA, LEA ANNE PACAPAC, CASSANDRA PADILLA, JOSEPH ANTHONY SALABAO, NORMANDY

2. RULES • Turn off your cellular phones. • Listen to the one who is talking or reciting. • No eating while in session. • No going to the comfort room unless necessary.

3. TRAINING OBJECTIVES • To learn the importance of making an evaluation form. • To understand the purpose of evaluation. • To know the difference and when to use process and outcome evaluation.

4. Evaluation Phase Process Output Input Process Measures Evaluation Strategy and Design Evaluation Objectives Outcome Measures - Reaction - Learning - Behavior - Results Organizational Constraints Design Issues 9-4

5. INTRODUCTION by Cassandra Pacapac

6. Process Data Process Data …and how it is used for evaluation. by Cristalle Geraldine Dy

7. ...what are the types of Evaluation Data collected? Process Data Process Data ..what is process data? Outcome Data Outcome Data ..what is outcome data?

8. Process Data Process Data • Compares the developed training to what actually takes place in the training program

9. Process BEFORE Training Process BEFORE Training • Needs analysis • Training objectives • Training design

10. Process DURING Training Process DURING Training • Training implementation • Trainer • Training techniques • Learning objectives

11. Process Data Process Data • PUTTING IT ALL TOGETHER • More methods = better evaluation • WHEN TO USE IT • Training department • Training program evaluation

12. ..why include Process Evaluation? ..why include Process Evaluation? • Removes the connotation of pass or fail • Puts the focus on improvement

13. OUTCOME DATA 3 1 2 4 BEHAVIOR REACTION LEARNING ORGANIZATIONAL RESULTS by Lea Anne Kasala

14. 1 REACTION • Trainee’s perceptions, emotions, and subjective evaluations of the training experience • Important because favorable reactions create motivation to learn • Social Learning Theory – first part of learning is getting their attention

15. REACTION QUESTIONNAIRE AFFECTIVE QUESTIONNAIRE measures general feeling about training UTILITY QUESTIONNAIRE beliefs about the value of training

16. REACTION QUESTIONNAIRE • Do not assess learning but rather the trainees’ attitudes about and perceptions of the training • Considerations: • Training relevance • Training materials and exercises • Reactions to the Trainer • Facilities and procedures • Timing

17. 2 LEARNING • How well the learning objectives and the over-all training objective were achieved • Learning Objectives – specify the types of outcomes that will signify that training has been successful • Evaluation of learning should use the same measurement techniques as in the TNA

18. 2 LEARNING • The person analysis serves as the pre-training measure of the person’s KSAs. These results can be compared with a post-training measure to determine whether learning has occurred

19. THREE TYPES OF LEARNING OUTCOMES • Knowledge Outcomes • Declarative Knowledge • Procedural Knowledge • Strategic Knowledge • Skills Outcomes • Compilation • Automaticity • Attitudes Outcomes

20. 3 BEHAVIOR • Degree to which the learned behavior has transferred to the job • Methods for measuring job behavior in the TNA should be used in measuring job behavior after the completion of training

21. PRIMARY SOURCES OF DATA • Interviews • Questionnaires (most preferred) • Direct Observation • Archival Records of Performance

22. 4 ORGANIZATIONAL RESULTS • Highest level in the hierarchy • Effect on the company/organization

23. Relationship Among Levels of Outcomes Organizational Results External environment of the organization: (Economy, regulations, suppliers, etc.) Internal environment of the organization: (Policies, procedures, systems) Employee performance, KSAs, and needs Job Behavior Transfer of Training Motivational forces in the job setting Opportunity to apply training on the job KSAs LearningTrainee readiness for the course Trainee motivation to learn Design, materials, and contents Trainer(s) behavior Reactions Perceived match between trainee expectations and what training provided

24. Evaluating the COSTS OF TRAINING by Joseph Anthony Padilla

25. Evaluating the COSTS OF TRAINING ..was the training cost worth the results? 1. Cost/benefit evaluation- compares the monetary cost of training with the nonmonetary benefits. 2. Cost-effectiveness evaluation- compares the monetary costs of training with the financial benefits accrued from training.

26. Cost Effectiveness EVALUATION • Cost savings analysis (Results Focus)- a calculation of the actual cost savings, based on the change in “results”.

27. Cost Effectiveness EVALUATION b. Utility analysis- an examination of value of overall improvement in the performance of the trained employees. - permits us to estimate the overall value to the organization of the supervisors’ changes in behavior.

28. General Approach to Utility U = (N)(T)(DT)(SDY) – C where: U = dollar value of improved performance N = number of trainees T = time the benefits will last DT = difference in performance in performance between trained and untrained groups (in standard deviation units) SDY= dollar value of untrained group’s performance (in standard deviation units) C = total cost of training the trained group

29. WHEN and WHAT TYPE of EVALUATION to USE Evaluation by Normandy Salabao

30. WHEN and WHAT TYPE of EVALUATION to USE *a considerable amount of work is required to evaluate every program offered Who is interested in the data? - CONSTITUENCES OR CUSTOMERS. -- THE TRAINERS -- TRAINING MANAGERS -- THE TRAINEES -- THE TRAINEES’ SUPERVISOR

31. What customer (if any) is interested with the information? - to those customers who requested to do so

32. What and when to evaluate should the trainer evaluate? -- depends on the organization and attitudes and beliefs of upper management