Models of Evaluate Training

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Models of evaluating Training are as follows : A. Kirkpatrick (1959) 1. Reaction: to gather data on participants reactions at the end of a training program 2. Learning: to assess whether the learning objectives for the program are met 3. Behavior: to assess whether job performance changes as a result of training 4. Results: to assess costs vs. benefits of training programs, i.e., organizational impact in terms of reduced costs, improved quality of work, increased quantity of work, etc. B. CIPP Model (1987) 1. Context: obtaining information about the situation to decide on educational needs and to establish program objectives 2. Input: identifying educational strategies most likely to achieve the desired result 3. Process: assessing the implementation of the educational program 4. Product: gathering information regarding the results of the educational intervention to interpret its worth and merit C. IPO Model (1990) 1. Input: evaluation of system performance indicators such as trainee qualifications, availability of materials, appropriateness of training, etc. 2. Process: embraces planning, design, development, and delivery of training programs 3. Output: Gathering data resulting from the training interventions 4. Outcomes: longer-term results associated with improvement in the corporation’s bottom line- its profitability, competitiveness, etc. D. TVS Model (1994) 1. Situation: collecting pre-training data to ascertain current levels of performance within the organization and defining a desirable level of future performance 2. Intervention: identifying the reason for the existence of the gap between the present and desirable performance to find out if training is the solution to the problem 3. Impact: evaluating the difference between the pre- and post-training data 4. Value: measuring differences in quality, productivity, service, or
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