ERIC Number: ED399435
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Evaluating Workplace Education Program Effectiveness.
This guide, which is intended for project directors, coordinators, and other professional staff involved in developing and delivering workplace education programs, explains the workplace education evaluation process, the main approaches to evaluation, and considerations in selecting appropriate evaluation instruments. Discussed first are the importance of program evaluation and measurable outcomes. Special attention is paid to the importance of evaluating "soft skills" training and elements business wants from evaluation (those which involve key players, use multiple evaluation measures, incorporate continuous feedback, use evaluation findings to review/revise training as needed, assess program outcomes through measurable outcomes). The similarities and differences between formative and summative evaluation are detailed, and several noninstructional factors that may influence training outcomes are mentioned. Described next are the four levels of Donald L. Kirkpatrick's model for evaluating training, which entails measurement of the following: training participants' reactions to training at the time of training; their learning of the training materials' content; their use of new skills on the job; and observable business results (the return on investment as a result of training). The strengths/weaknesses of using student reaction, student learning, student performance, and organization results as measures of program effectiveness are weighted. Contains 10 informational resources. (MN)
Publication Type: Guides - Non-Classroom; Reports - Evaluative
Education Level: N/A
Authoring Institution: Colorado State Dept. of Education, Denver. State Library and Adult Education Office.