Jun 212011
 

Training Evaluation: Managing the Evaluation Function – Blog 2: Work Processes Part 1 of 2

Training Evaluation: Posted by Dave Basarab, V.A.L.E Consulting,  Mon, Jun 20, 2011

Now that we have the Training Evaluation function’s mission, vision, and values established we turn our attention to its work processes – how will we get the work done.  These processes are the collection of related, structured activities or tasks that produce a specific training evaluation service. They often can be visualized with a flowchart as a sequence of activities.  The key here is to establish the processes that will deliver on the mission and vision and be supportive of the function’s values.  While you can have as many processes as you feel are necessary, I am including the ones that I believe are essential for managing Training Evaluation.

  • End of course evaluations (Level 1).  This process is most common in training evaluation.  First, you will need to design the data collection form to be used.  Note: most likely you will need two forms – one for classroom sessions and one for alternate delivery methods (e.g., e-learning).  See my process for designing an expert training evaluation form.  Next document how data are collected, analyzed, and reported.  Finally, establish the success gate – what results you consider representing and successful course delivery.
  • Predictive Evaluation (PE).  Consider watching my archived webinar on Predictive Evaluation.
    • What courses will predict training’ value?  I believe that unless a course is mandated by government regulations, then all new courses should predict the value of training.  This will aid in a go or no-go decision for the course and sets the groundwork for the rest of the PE model.  The Impact Matrix is the tool for this effort.
    • Intention Evaluation – you will need to decide whether you add Intention Evaluation to what courses.  If you predicted training’s value, then the Intention Goals and Beliefs have been created. You will need to set the Intentions success gate, create the action plan form to collect participant goal and belief data, build time into the course to collect data, judge goals as acceptable or not, create your Intentions Dashboard, and finally determine if any corrective actions are needed.  To me, all courses (classroom or alternative delivery) should conduct an Intention Evaluation.
    • Adoption Evaluation – what courses will have an Adoption Evaluation conducted?  You will need to decide this. The criterion I use are (1) the course will produce definable on-the-job behaviors, (2) the Adoptive Behaviors have been predicted, and (3) time and budget are available to conduct the evaluation (I usually set aside 15-20 hours per course for an Adoption Evaluation).
    • Impact Evaluation – finally you need to decide what courses will have an Impact Evaluation.  The criteria I use (although there is no perfect answer here) is to look at your curriculum and determine which courses are most aligned with the company’s goals and have the opportunity to deliver the highest return.  I usually estimate approximately 40 hours for an Impact Evaluation although it may increase based upon the number if interviews you conduct.

In next week’s blog (part 2 of Work Processes for Training Evaluation), I will discuss integrating evaluation with design, development, and delivery along with the standards by which all these processes need to be performed.

http://www.evaluatetraining.com/blog/bid/38933/Managing-the-Evaluation-Function-Blog-2-Work-Processes-Part-1-of-2

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