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| refers to the evaluation of training that takes place during program design and development. |
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Helps to ensure that
1.) the training program is well organized and runs somoothly
2.) trainees learn and are satisfied with the program |
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| provides information about how to make the program better; it usually involves collecting qualitative data about the program. |
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| include opinions, beliefs, and feelings about the program. |
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| refers to an evaluation conducted to determine the extent to which trainees have changed as a result of participating in the training program. |
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| may also include measuring the monetary benifits (also known as return on investment) that the company receives from the program. |
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| usually involves collecting quantitative (numercal data throught tests, ratings of behavior, or objective measures of performance such as volume of sales, accidents, or patents. |
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| Kirkpatrick's Four-Level Framework Level 4 |
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| Criteria is focused on results and the focus is on business results achieved by trainees |
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| Kirkpatrick's Four-Level Framework Level 3 |
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| Criteria is focused on Behavior and the focus is on improvement of behavior on the job. |
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| Kirkpatrick's Four-Level Framework Level 2 |
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| Criteria is focused on Learning and the focus is on acquisition of knowledge, skills, attitudes, behavior. |
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| Kirkpatrick's Four-Level Framework Level 1 |
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Definition
| Criteria is focused on Reactions and the focus is on Trainee satisfaction |
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Definition
used to determine the degree to which trainees are familiar with principles, facts, techniques, procedures, or processes empasized in the training program
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| measure what knowledge trainees learned in the program. |
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| Appropriate training outcomes |
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Definition
| need to be relevant, reliable, discriminative, and practical. |
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| refers to the extent to which training outcomes are related to the learned capabilities empahsized in the training program. |
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| the learned capabilities required to succeed in the training program should be the same as those required to be successful on the job. |
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| The outcomes collected in training should be as similar as possible to what trainees learned in the program. |
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| outcomes need to be valid measures of learning |
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| choose outcomes based on the learning objectives for the program |
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| show expected action, the conditions under which the trainee is to perform, and the level or standard of performance (choose outcomes for the program based on this) |
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| the extent that training outcomes measure inappropriate capabilities or are affected by extraneous conditions. |
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| refers to the failure to measure training outcomes that were emphasized in the training objectives. |
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| the degree to which trainees' performance on the outcome actually reflects true differences in performance. |
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| the ease with which the outcome measures can be collected |
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| factors that will lead an evaluator to question the believability of the study results or the extent to which the evaluation results are generalizable to other groups of trainees and situations |
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| adapting learning for the use in similar but not identical situations |
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| the believability of study results. |
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| internal treats to validity |
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Definition
- relate to characteristics of the company (history)
- the outcome measures (instrumentaion, testing,)
- persons in the evaluation study
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| trainers are also interested in the generalizability of the study results |
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| external threats to validity |
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Definition
| relate to how study participants react to being included in the study and the effects of multiple types of training. |
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Term
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Definition
design combines the pretest/posttest comparison group and the posttest-only control group design.
In this design, a training group and a comparison group are measured on the coutcomes both before and after training. Another training group and control group are measured only after training. This design controls for most threats to internal and external validity.
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Term
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Definition
| design refers to an evaluation design in which only postraining outcomes are collected |
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| Pretest/Posttest with comparison group |
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Definition
Refers to an evaluation design that includes trainees and a comparison group. Pretraining and postraining outcome measures are collected from both groups. If improvement is greater for the training group than the caparison group, this finding provides evidence that training is reponsible for the change. This type of design controls for most of the threats to vlidity. |
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Term
| Pretest/Posttest with comparison group |
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Definition
Refers to an evaluation design that includes trainees and a comparison group. Pretraining and postraining outcome measures are collected from both groups. If improvement is greater for the training group than the caparison group, this finding provides evidence that training is reponsible for the change. This type of design controls for most of the threats to vlidity. |
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