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Validation & evaluation

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S
Shruti

This document discusses validation, evaluation, and auditing of training programs. Validation ensures training outcomes match goals. Evaluation assesses effectiveness, efficiency, and outcomes through analysis and interpretation of program information. Evaluation should be planned, verifiable, continuous, quantitative, and cost-effective. Common evaluation tools include questionnaires, interviews, tests, and observations. Evaluation data can include individual, system-wide, economic, process, and organizational performance. A training auditor diagnoses training quality and identifies areas for improvement.

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VALIDATION AND EVALUATION OF TRAINING
Validation  It is the verification of the programmes by means of tests which demonstrate whether actual behaviour of a fully representative sample of the target population at the end of the training programme is commensurate with the stipulated criterion of behaviour.
Evaluation  Evaluation is the collection of analysis and interpretation of information about any aspects of a programme of education or training as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have.
Need for Evaluation  Providing: whether the right thing was done, well done, worth the cost  Improving: the future content or programme become better than present  Learning: process of learning and developement
Evaluation Principles Evaluation must be :  Planned  Verifiable  Continuous  Specific  Quantitative  Feasible  Cost effective
Evaluation Criteria  Significance  Approach  Feasibility  Data  Personnel  Budget
Evaluation Instruments  Questionnaire or Survey  Interview  Test  Focus Groups  Observation of Participants  Performance Records
Types of Evaluation Data  Individual Performance  System wide performance  Economic data Nick Blanchard :  Process data  Outcome data  Job Behaviour Data  Organisational results Data
Evaluation Designs  Longitudinal Design  Ex post facto design  Comparative survey Design  Matched Group Design
Models of Training Evaluation  Reaction of Trainee  Learning  Behaviour  Results
Training Audit  Diagnostic tool, not a prescriptive tool.  Helps to identify what is missing, or what needs improvement  Does not tell us the course of action which needs to be taken.
Functions of Training Audit  To assess the health of the training activities.  To assess the degree to which the training needs of the company are met.  To serve as a catalyst for review and discussion among the trainers while evaluating their activities.
Levels of Training Audit  Programme level  Department level  Organisation level
Steps in Training Audit  Familiarisation  Auditing the Client  Auditing the Programme  Auditing the Programme organiser or Facilitator/Trainer  Auditing the Consumer  Presenting the Report  Taking Action Agencies
Qualities of Training Auditor  Well versed in training technology.  Skills in designing data collection instruments, problem diagnosis.  Sound interpersonal skills  Familiar with organisation.  Capable of taking up different roles.

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Validation & evaluation

  • 2. Validation  It is the verification of the programmes by means of tests which demonstrate whether actual behaviour of a fully representative sample of the target population at the end of the training programme is commensurate with the stipulated criterion of behaviour.
  • 3. Evaluation  Evaluation is the collection of analysis and interpretation of information about any aspects of a programme of education or training as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have.
  • 4. Need for Evaluation  Providing: whether the right thing was done, well done, worth the cost  Improving: the future content or programme become better than present  Learning: process of learning and developement
  • 5. Evaluation Principles Evaluation must be :  Planned  Verifiable  Continuous  Specific  Quantitative  Feasible  Cost effective
  • 6. Evaluation Criteria  Significance  Approach  Feasibility  Data  Personnel  Budget
  • 7. Evaluation Instruments  Questionnaire or Survey  Interview  Test  Focus Groups  Observation of Participants  Performance Records
  • 8. Types of Evaluation Data  Individual Performance  System wide performance  Economic data Nick Blanchard :  Process data  Outcome data  Job Behaviour Data  Organisational results Data
  • 9. Evaluation Designs  Longitudinal Design  Ex post facto design  Comparative survey Design  Matched Group Design
  • 10. Models of Training Evaluation  Reaction of Trainee  Learning  Behaviour  Results
  • 11. Training Audit  Diagnostic tool, not a prescriptive tool.  Helps to identify what is missing, or what needs improvement  Does not tell us the course of action which needs to be taken.
  • 12. Functions of Training Audit  To assess the health of the training activities.  To assess the degree to which the training needs of the company are met.  To serve as a catalyst for review and discussion among the trainers while evaluating their activities.
  • 13. Levels of Training Audit  Programme level  Department level  Organisation level
  • 14. Steps in Training Audit  Familiarisation  Auditing the Client  Auditing the Programme  Auditing the Programme organiser or Facilitator/Trainer  Auditing the Consumer  Presenting the Report  Taking Action Agencies
  • 15. Qualities of Training Auditor  Well versed in training technology.  Skills in designing data collection instruments, problem diagnosis.  Sound interpersonal skills  Familiar with organisation.  Capable of taking up different roles.