Evaluation And Assessment of Training

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Regional Symposium on Excellence in
Training Management of Training and Training
Establishments
Panel Discussion (Session 2) Evaluation and
AssessmentofTraining and Training
Establishments Prof. (Dr.) Sanjiv M.
Sansgiri MS and PhD, Mechanical Engineering,
USAFIE, CEng, LMIAENG, LMISTE www.sansgiri.com M
ay 16, 2016
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Terminology

• Three Key Processes
• Evaluation
• Leveraging specific customized criteria for
  judging and qualifying performance, output or
  pertinent learning outcome
• Assessment
• Gather information and/or feedback to help
  stakeholders (trainee included) interpret data
  and arrive at learning efficiency/effectiveness
• Assessment Goal is to make improvements not
  simply judge
• Measuring
• Grading quality of performance (Grade
  percentage, letter, number, etc)
• Focus is on Trainee, Trainer, Content,
  Infrastructure, System etc.

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Evaluation Steps
Define TestObjective/Purpose
Set STANDARD
Measure PerformanceorAdminister Test
Compare Performanceto STANDARD
1. Do Evaluation2. Share and Publish
Firm up1. Lessons Learned2. Best Practices
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Assessment Strategies

• Assessment of Training
• Purpose Report through summative evaluation
• Use training evidence to judge trainee
  performance, in relation to
• Goals
• Standards
• Learning Outcomes

Assessment for Training Purpose Guide training
through formative feedback Draw inferences about
training and progress from ongoing data and
impact training
Assessment as Training Purpose Develop and
support trainee metacognition through
reflection Reflection by trainees on training and
progress, to closely monitor their training
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Evaluation and Assessment Methods

• Surveys/Interviews Planned sequence of questions
  (exchange of ideas)
• Homework/Case studies Formal tools (usually
  Formative)
• One-on-one/Observe/Discuss/Home-rooms Informal
  tools
• Do-it-yourself Tasks Focus on the Journey
  (usually Formative)
• Presentation/Demos/Fieldwork Implementation and
  Maturity
• Project/Product Assignments have impressions
  (usually Summative)
• Portfolios Formal/Informal collection of
  outcomes (shows growth pattern)

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Evaluation and Assessment Development

• What knowledge and/or skills to highlight?
• Outcome objectives
• Meaningful feedback
• Is outcome for formative or summative purposes?
• What are instructional objectives and delivery
  methods?
• Class size and the optimum route to effectively
  assess all trainees
• Repeatability and reusability

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Example Leadership Development by Level
Top Management
Middle Management
Bottom Management
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Practices and Success Factors
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Success Factors Translated across Levels
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Case Charting Potential
An example of Success Factors mapped for a
manager in Middle Management level having
potential for Senior Management level
Middle Senior Top
People Development People Development People Development
Stimulates and supports a learning culture Reviews organizational capability and fosters talent Builds future capability
Certainly Now good sense of Some grasp of
Functional Excellence Functional Excellence Functional Excellence
Learns and uses knowledge for operational excellence Learns and uses knowledge for business innovation Learns and uses knowledge for creating strategy
Yes Discusses understands Not really creating yet
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Focus for Maximizing Efficiency

• Standard work
• Goal/target orientation
• Performance measurement system
• Innovation, Structured and Non-improvisation
• Brand and Branding (Organization/Department
  Reputation)
• Accountability and connection with core
  department
• Best practices and lessons learned ? Lead to next
  generation standard work
• Stakeholder focus
• Identify organization Nodes and Hubs
• Checks and "What if" scenarios
• Peer reviews
• Internal and external Audits
• Beyond stakeholder satisfaction ? Stakeholder
  delight

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