【正文】 d correct weakness, and build in strengths. It is vital for keeping the trainer and the training effort on target. 4. For the continued survival of the training function Finally, evaluation is important for the ultimate survival of the training function in a pany. Organizations need to know whether their investments in training are worth their time, money and effort. Your ability to give management specific results, in the language management speaks, will enhance your credibility and the credibility of your training program. Only a thorough evaluation program can measure the effectiveness and worth of the training function, and for you, that’s the bottom line. I Reaction The first span in the Evaluation Bridge is the measurement of employee reaction to the training which has just taken place. This measurement is concerned with the emotional reaction of the employee, or in measuring the “heartresponse.” Reaction can be defined as how well the trainee liked a particular training program. It does not include a measurement of any learning which may have taken place. Reaction is usually measured with participant endofcourse questionnaires, sometimes called “happiness sheet.” Since reaction is relatively easy to measure, nearly all training directors use them, despite several drawbacks. First, it’s difficult to obtain meaningful and unbiased assessment of the usefulness and effectiveness of the training program with a single, multiplechoice questionnaire. Second, the reaction form often invites generous ratings of the training sequence. And third, the forms are usually administered to participants at the end of an exhausting training experience, resulting in lessthanplete responses. However, reaction sheets can be an effective evaluation tool of properly constructed. Let’s look more closely at the pitfalls to avoid and guidelines to follow when drafting a reaction questionnaire. Pitfalls to Avoid There are five mon pitfalls to avoid when designing your reaction sheet: 1. Too plex rating scale 2. Unclear wording 3. Incorrect assumptions 4. Questions which affect response 5. Complex questions Management Support Cost – Time Energy Reaction Learning Behavior Change Organization Results Training Results 1. Tooplex rating scale Refer to Slide 3 The onetonine or onetoseven rating system, as shown in Illustration 1, are mon forms of evaluation, yet they have several disadvantages. The plex scale asks for fine distinctions. The difference between “strongly agree” and “very strongly agree” may not be clear in the participant’s mind. Be careful not to ask your trainees to make too fine a distinction, especially for very general questions such as “Rate the teaching techniques used.” A fivepoint scale, from “5” (high degree) to “1” (low degree) is often a better measurement. 2. Unclear wording The wording of the questions is important, because it can often affect the participant’s response. For example, the second question in Illustration 1 refers to “high expectations.” However, not all participants may have begun with high expectation. They may be unsure as to how high a “high expectation is. The third question in Illustration 1 would also affect the participant’s response. There is no definition given for “teaching techniques.” Does it include clarity, humor, use of audio or visual aids? Define or explain any terms which may influence trainee response. 3. incorrect Assumption Always doublecheck the assumptions that underlie your questions. As yourself, “Is this really what I want to ask?” For example, in Illustration 1, the first question has an assumption that could be stated: “It’s the trainer’s job to make this course interesting, because the participants can’t be counted on to be interested in the materials on their own.” That assumption will cloud how the question is answered. The second question assumes that participants arrived with high expectations. Expectations can vary greatly – one person’s high hopes could be moderate interest on the part of another. It’s unreasonable to generalize about expectations. The third question assumes that participants have a background in education or traiing. Just because you’re a student, doesn’t make you an expert on how to teach. To rate teaching techniques, the trainee should be able to know and pare various teaching techniques. Don’t assume participants have attended other workshops or been involved in similar programs. 4. Questions which affect response Refer to slide 4 Please circle one High degree Low degree 1. Did this workshop meet your needs and objective? 5 4 3 2 1 2. Was the instructor knowledgeable about the topic? 5 4 3 2 1 3. Will you be able to apply the content directly to your job? 5 4 3 2 1 4. Would you remend this course to a friend, coworker, or supervisor? 5 4 3 2 1 5. Were the meeting facilities satisfactory? 5 4 3 2 1 Please circle one High degree Low degree 1. Did this workshop meet your needs and objective? 5 4 3 2 1 2. Was the instructor knowledgeable about the topic? 5 4 3 2 1 3. Will you be able to apply the content directly to your job? 5 4 3 2 1 4. Would you remend this course to a friend, coworker, or supervisor? 5 4 3 2 1 5. Were the meeting facilities satisfactory? 5 4 3 2 1 Please circle one High degree Low degree 1. Did this workshop meet your needs and objective? 5 4 3 2 1 2. Was the instructor knowledgeable about the topic? 5 4 3 2 1 3. Will you be able to apply the cont