Question

3.In B&B Café, a two-day workshop on effective feedback skills will be given to 20 managers. It is focused primarily on performance reviews. To ensure that the training program can achieve its objectives, you are required to:

a. explain how the training program should be evaluated throughout the training process and

b. describe four types of evaluation outcomes after training with an example each.

4.The increasing number of competitors, which leads to the decline in the business profits of ABC Restaurant, has been brought to the attention of a senior manager. He believes that training should be given to regain the market lead in a highly competitive market. You, as a training manager, are approached by him for assistance. In a meeting with him, you are required to:

a. discuss the type of training needs analysis relevant to the situation and

b. elaborate how data are collected to analyse the training needs.

Answer 1

Thanks for your question

3. a)

There are five steps to the training evaluation process:

1. Step 1: Identify the Purposes.
2. Step 2: Select Evaluation Method.
3. Step 3: Design Evaluation Tools.
4. Step 4: Collect Data.
5. Step 5: Analyze and Report Results.

b) The four types of training evaluation are :-

• Formative
  • Definition
    • Evaluates a program during development in order to make early improvements
    • Helps to refine or improve a program
  • Uses
    • When starting a new program
    • To assist in the early phases of program development
  • Examples
    • How well is the program being delivered?
    • What strategies can we use to improve this program?
• Summative
  • Definition
    • Provides information on program effectiveness
    • Is conducted after the completion of the program design
  • Uses
    • To help decide whether to continue, end, or expand a program
  • Examples
    • Should funding continue for this program?
    • Should service expand to other after-school programs in the community?
• Process
  • Definition
    • Focuses on program implementation
    • Determines whether specific program strategies were implemented as planned
  • Uses
    • To determine why an established program has changed over time
    • To address inefficiencies in program delivery
    • To accurately portray program operations to outside parties (e.g., for replication elsewhere)
  • Examples
    • Did your program meet its goals for participant recruitment?
    • Did participants receive the specified number of service hours?
• Outcomes
  • Definition
    • Focuses on the changes in comprehension, attitudes, behaviors, and practices that result from program activities
    • Can include both short- and long-term results
  • Uses
    • To decide whether an activity affected participants’ outcomes
    • To establish and measure clear benefits of the program
  • Examples
    • Did your participants report the expected changes after completing a program cycle?
    • What are the short- or long-term results observed among (or reported by) participants?
• Impact
  • Definition
    • Focuses on long-term, sustained changes as a result of program activities, both positive and negative and intended and unintended
  • Uses
    • To influence policy
    • To see impact in longitudinal studies with comparison groups
  • Examples
    • What changes in your program participants’ behaviors are attributable to your program?
    • What effects would program participants miss out on without this program?