【正文】 ent 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 Questions can be structured in such a way that the trainee’s response will be influenced. In the above illustrations, for example, the five monly asked usually result in a tendency to choose answers from the same range of numbers. If you give question one a low rating, for example, you will probably respond with a low rating for the following questions as well. This response pattern is illustrated in above second example. What these results tell you is that you are not getting an object answer to all questions and that you have no way of telling whether or not the answers have been given much thought. 5. Complex Questions A quick response to a plex question will tell you little. For example, in second illustration, questions one asks “ Did this workshop meet your needs and objectives?” What this questions is really asking is :”1.) Evaluate your personal needs and objectives and, 2.) rate how the workshop measured up to those needs.” How should the trainee respond of he doesn’t know his own needs? How should she respond of she hasn’t had time to properly assess the workshop? When learning new information, people need time to think through their new ideas. Do not expect participants to be able to make immediate transference of new information to a present job situation – however much you would like to have that kind of information. Do not ask participants for evaluations they cannot be expected to make. It will only result in incorrect or inadequate feedback. Guidelines to Follow You evaluation goal is to obtain the truest measure possible of the initial reaction to your training session. Skillfully designed questions can give you that measurement. There are four guidelines to consider when drafting your reaction evaluation: 1. Cover both training process and impact。How to Evaluate your pany’s Training efforts Page Introduction The evaluation bridge –a model The importance of evaluation Section I – Reaction Pitfalls to avoid Guidelines to follow Summary Section II – Learning How to measure Learning Classroom performance Paper amp。 pencil tests Summary Section III – Behavior Change Acquisition of new behavior Maintenance of new behavior How to evaluate behavior change Behavior evaluation methods Summary Section IV – Organizational Results How to assign value to a training effort How to use your value calculations Summary Section V – Management Support Guidance How to measure current management mitment How to increase management mitment How to increase supervisory support Conclusion INTRODUCTION This guide is designed to help you answer the very simple question, “How do I know my training program’s working?” You’ve developed a pretty good employee development program. You’re trying to meet the training needs of all levels of employees and you’ve gotten enthusiastic response to the sessions you’ve held so far. But us your training program really working? How do you know your program is on target? How do you know it’s meeting the needs of all employees? And how do you begin to justify tge cost to upper management? Only an effective evaluation program can lead you to those answers. Only evaluation can bridge the gap between training and the results of training, and direct you toward areas which need improvement or change. But between those two shores of training and known results, lies the rough water of expensive evaluation surveys, statistical analyses and employee questionnaires. The waves of time and energy crash against your feet. How do you cross safely without drowning in inconclusive summaries and irrelevant data? The Evaluation Model – A “Bridge over Trouble Water” Management Support Cost – Time Energy Reaction Learning Behavior Change Organization Results This guidebook is designed to provide the bridge across the rough water of employee training evaluation. As the Evaluation Model illustrates, evaluation is like a bridge built in four spans, each span following upon the one before it. It begins with employee reaction, then follows with evaluation of learning, behavior change and finally, anizational change. You can incorporate one, two, or even three spans into your evaluation process. But only the bination of all four spans together will bring you to the results you need. The Evaluation Bridge is built on a sure foundation – management support and guidance. Without this foundation – no evaluation and no training program – can stay above water. This guide will show you how to measure the support you now have and how to increase management mitment to your training effort. Measuring the evaluating employee training can be a challenging task. But, by using the tolls in this guide, you too can bridge your trouble waters to a more targeted and effective training effort. THE IMPORTANCE OF EVALUATION Everyone agrees that evaluation is necessary following a training session, yet how much evaluation effort is necessary? Why go beyond asking “Did you like the seminar?” Measuring trainee reaction, the first span on the Evaluation Bridge is the easiest evaluation to do, but it may be the least valuable to the anization. A brief questionnaire at the end of the training session can tell you the group liked the program. It can’t tell you the dollar savings to the pany which will result from increased employee productivity. Only a