Abstract
The assessment paper reveals that post-evaluation of the training programs is critical, as it contributes to the continuous improvement and increases the efficiency of the subsequent training programs. This aspect is crucial, as the training advances the competences of the workforce while driving the development of creative ideas.
As for the solutions to improve the effectiveness of the programs, the learning and development plan has to be introduced, as it establishes the set of measures and activities, which can be utilized to monitor success. In this case, the four-level strategy can be applied as an additional constituent since it assesses the program from dissimilar angles and considers learning, satisfaction, results, and behavior.
Main
Group work is a critical component, which is used to enhance the creativity, improve the atmosphere in the organization, and propose innovative solutions (Volkov & Volkov, 2015). Meanwhile, the training has similar advantages while prioritizing the expansion of the competences of the workforce (Saks, Haccoun, & Belcourt, 2010).
Nonetheless, the effectiveness of some training programs is questionable, as it is difficult to measure the compliance of the real results with the initial goals and outcomes of the setting. In this instance, despite the significance of the initial activity, the post-program evaluation has to be considered to determine the compliance of the outcomes with the principal goals and objectives of the training program to evaluate its effectiveness.
Consequently, the primary aim of the paper is to describe the necessity of post-program evaluation while questioning where the satisfaction and positive attitudes are another for the successful completion of the workshop.
In turn, the strategies to ensure the achievement of the different levels of goals and objectives have to be introduced and propose the efficacious measurement systems to determine the success of the applied program. In the end, the conclusions are drawn to summarize the outcomes and findings of the assessment.
Necessity of Evaluation
Firstly, it is crucial to provide a rationale for the importance of the post-program evaluation to the overall success. In this case, it has to be mentioned that the critical goal of the post-evaluation is to determine the overall effectiveness of the program and define whether it was able to reach the objectives and goal successfully (Barnett & Vance, 2012).
In this case, the measurement of the program effectiveness will contribute to the definition of the return of inputs on outputs while determining the necessity to implement a similar program in future. Meanwhile, another benefit of the post-measurement is the continuous improvement of training (Kirkpatrick & Kirkpatrick, 2007).
It could be said that this approach contributes to the analysis of the program while depicting its strengths, weaknesses, and opportunities, and this strategy will assist in the enhancement of the quality of the subsequent programs in future.
In the end, this procedure remains a necessity, as it contributes to the rise in the domination of the principles of the continuous learning improvement while taking the advantage of growing possibilities and benefits and eliminating the impact of threats.
Recommendations for Effective Measurement
As it was revealed previously, the evaluation has to be viewed as a critical component of the program’s effectiveness to define the ability to reach the required goals.
It has to be mentioned that the satisfaction of the participants is a critical element to determine the success of the setting, but it does not illustrate the overall image of the process and guarantee the efficiency. Nonetheless, the measurement of the results is a complicated process, and the primary goal of this section is to highlight the appropriate tactics to ensure the efficiency.
One of the approaches is the introduction of Learning and Developing program, which will propose the standardized measures related to proficiency, beneficial impact on the learners’ education, effectiveness, acquired knowledge, behavior by using qualitative and quantitative surveys and indicators such as ROE (return on expectations) to assure the compliance with the initial outcome, efficiency, and effectiveness statements (Barnett & Vance, 2012; Kickpatrick & Kickpatrick, 2010).
Meanwhile, the reports have to be used on the regular basis while depicting the ability of the participants to meet deadlines, the results of the tests, and frequency and popularity of the particular learning methods applied (Barnett & Vance, 2012). It could be said that his strategy helps determine the critical stages of planning to ensure the continuous evaluation of the program and its efficiency.
In turn, it is essential to differentiate participants by types and evaluate the success of each group separately, as this approach assists in understanding the necessity of development of dissimilar strategies for the teams with various characteristics and definers of effectiveness (Brinkerhoff, 2006).
This aspect will help understand the essentiality to modify the teaching principles for the particular groups. Furthermore, evaluation of the external environment will have a beneficial effect on the understanding of the drivers of the success of the training program. The outcomes of the training have to be compared with the inputs to define the overall efficiency while employing Success Case Method (SCM) (Brinkerhoff, 2006).
The last aspects, which cannot be underestimated is the utilization of four-level system to evaluate components at different levels such as reaction, learning, behavior, and results (Kirkpatrick & Kirkpatrick, 2007). The first qualitative measure implies the necessity to access the attitude of the participants about the course while the next stage focuses on the achievement of the learning outcomes (Kirkpatrick & Kirkpatrick, 2007).
The subsequent levels determine the modifications in the trainees’ behavior, their ability to apply knowledge into practice, and the evaluation of the outcomes (Kirkpatrick & Kirkpatrick, 2007). It remains apparent that these matters are interdependent, and the effectiveness of one is dependent on the quality standards of previous stages.
In the end, it could be said that the four-level measurement strategy has to be utilized as a part of the learning and development plan, as it ensures the effectiveness of the program at different levels while highlighting that the participant’s satisfaction is one of the critical components.
Conclusion
In the end, the paper contributes to the understanding that the post-evaluation is an essential procedure, which cannot be underrated. The assessment assists in conducting the sufficient analysis of the program while highlighting the potential opportunities for improvement while considering the viewpoints of the participants and results acquired from the indicators.
Despite the vitality of the opinion of learners, the sophisticated qualitative and quantitative measures have to be used to portray the situation from dissimilar angles and ensure the agreement of the results with the original objectives.
As for the recommendations to improve the efficiency of the programs, the learning and development plan has to be introduced while defining goals and using the four-level system for assessment of the results. In this case, the simultaneous application of quantitative and qualitative measures will assist in acquiring the overall image of the training program.
References
Barnett, K., & Vance, D. (2012). TDRp white paper: Talent development reporting principles.
Brinkerhoff, R. (2006). Telling training’s story: Evaluation made simple, credible, and effective. San Francisco, CA: Berrett-Koehler.
Kirkpatrick, D., & Kirkpatrick, J. (2007). Implementing the four levels: A practical guide for effective evaluation of training programs. San Francisco, CA: Berrett-Koehler.
Kickpatrick, D., & Kickpatrick, W. (2010). ROE’s rising star why return on expectations is getting so much attention. T+D, 64(8), 34.
Saks, A., Haccoun, R., & Belcourt, M. (2010). Managing performance through training and development. Mason, OH: South-Western Cengage Learning.
Volkov, M., & Volkov, A. (2015). Teamwork benefits in tertiary education: Student perceptions that lead to the best practice assessment design. Education & Training, 57(3), 262-278.