Building A Training Program

Building A Training Program

In this assignment, you will evaluate various approaches to evaluating a training program and then create an implementable posttraining evaluation form to evaluate your results. To help you design your evaluation, here is some background information: The program is titled Basic Manufacturing Skills for New Employees. The class size is one hundred new employees with basic skills including mathematics, engineering, language, and reading. The class is a combination of lecture and practical application. Basic skills are required for immediate impact on the production floor. Intermediate skills are required for advancement to more complex quality control functions. Advanced skills are required for supervisory positions to train new employees. Tasks include writing a 2- to 3-page paper including responses to the following points: identify the process that you would use to plan and implement a good training evaluation, support your response with a rationale. As a part of your paper, create a posttraining evaluation form (in a Microsoft Word document) consisting of specific measurable areas with a valid rating scale.

Paper For Above instruction

Effective evaluation of a training program is crucial to determine its success, identify areas for improvement, and ensure that training objectives are met. In designing a comprehensive evaluation process for the "Basic Manufacturing Skills for New Employees" program, I would adopt a systematic approach rooted in Kirkpatrick's Four-Level Training Evaluation Model. This model provides a structured way to assess training effectiveness across reactions, learning, behavior, and results, ensuring a holistic understanding of the training’s impact.

The first step in planning and implementing a robust training evaluation is to clarify the training objectives and desired outcomes. For this program, objectives encompass enhancing basic skills like mathematics, engineering, language, and reading; fostering immediate application on the production floor; preparing employees for intermediate roles through skill development; and equipping potential supervisors with advanced skills. Clear, measurable learning objectives aligned with these goals are essential for developing relevant evaluation methods and tools.

Next, the evaluation process should encompass both formative and summative assessments. Formative assessments are conducted during the training to provide ongoing feedback and make real-time adjustments. These could include feedback surveys, quizzes, or practical exercises to gauge participants’ understanding and engagement. Summative assessments occur after the training completion and evaluate the overall effectiveness. These assessments include standardized tests to measure knowledge acquisition, skills demonstration, and supervisor assessments of behavioral change in the workplace.

A vital component of the planning process is selecting appropriate data collection methods. Combining quantitative and qualitative data offers a comprehensive picture of training effectiveness. Quantitative data could be gathered through objective tests, practical skill assessments, and rating scales, while qualitative data could include trainee feedback, interviews, and supervisor observations. Using multiple data sources enhances the validity and reliability of evaluation results.

Creating a posttraining evaluation form is central to this process. The form should include specific, measurable areas aligned with desired outcomes, such as knowledge retention, skill application, and behavioral change. A valid rating scale, such as a Likert scale ranging from "Strongly Disagree" to "Strongly Agree," allows for quantifiable analysis of trainee perceptions and performance. The evaluation form can also include open-ended questions to gather detailed feedback for continuous improvement.

Implementing the evaluation involves informing trainees about the importance of honest feedback, ensuring anonymity, and systematically collecting and analyzing data. Results should be reviewed collaboratively with stakeholders, including trainers and supervisors, to identify gaps and plan follow-up actions. Regularly reviewing and updating the evaluation process ensures its ongoing relevance and effectiveness.

In summary, an effective training evaluation process for this program involves defining clear objectives, employing a mix of formative and summative assessments, utilizing reliable data collection methods, and designing a measurable evaluation form. This systematic approach ensures the training's success can be accurately gauged, facilitating continuous improvement and alignment with organizational goals.

Posttraining Evaluation Form

Measurable Areas:

• Knowledge Acquisition: Participants' understanding of basic and intermediate manufacturing skills.
• Skill Application: Ability to apply learned skills on the production floor.
• Behavioral Change: Observation of improved performance and teamwork post-training.
• Satisfaction with Training: Trainee feedback on training relevance and delivery.
• Training Impact: Effect on productivity and quality metrics.

Rating Scale (Likert 1-5):

• 1 - Strongly Disagree
• 2 - Disagree
• 3 - Neutral
• 4 - Agree
• 5 - Strongly Agree

Sample questions include:

• I have a clear understanding of the basic manufacturing skills taught in this training.
• I can confidently perform the practical tasks demonstrated during the training.
• My behavior in the workplace has improved as a result of this training.
• I am satisfied with the training content and delivery.
• The training has positively impacted my productivity and quality of work.

References

• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
• Kirkpatrick, D., & Kirkpatrick, J. (2016). The four levels of training evaluation. ATD Press.
• Noe, R. A. (2017). Employee training and development. McGraw-Hill Education.
• Dowling, P. J., Festing, M., & Engle, A. D. (2017). International human resource management. Cengage Learning.
• Phillips, J. J., & Phillips, P. P. (2016). Handbook of training evaluation and measurement methods. Routledge.
• Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63–105.
• Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2019). Fundamentals of human resource management. McGraw-Hill Education.
• Sonnentag, S., & Frese, M. (2003). Performance concepts and performance theory. In W. C. Borman, D. R. Ilgen, & R. J. Klimoski (Eds.), Handbook of psychology: Industrial and organizational psychology (pp. 23–52). John Wiley & Sons.
• Goldstein, I. L., & Ford, J. K. (2002). Training in organizations: Needs assessment, development, and evaluation. Wadsworth/Thomson Learning.
• Biech, E. (2014). Training and development for dummies. John Wiley & Sons.