You dun good.
Few things in the field of human resource development create as much controversy or discussion as does the word evaluation. Serious trainers will always agree on the need for critical appraisal and improvement; we seldom, however, agree on the best method of evaluation.
This chapter will discuss the process of evaluation and offer several field-tested models and techniques for such review.
A basic premise underlying our entire approach to evaluation is that it is a continuing process. We must always be asking our peers and ourselves: "How can I make my next session even better?" If we indeed believe that education is a continuing process, it would seem to follow that we should always be learning and benefiting from our own mistakes of omission and commission.
Let's first ask why we need to evaluate in the first place. These few responses will answer that inquiry:
Mandate. If your organization, like most, requires some type of evaluative response to training from participants and instructors, that's not a bad reason in itself; in other words, "My boss told me I had to!"
Improvement. We should always strive to make tomorrow's sessions better than today's. Certainly we want to continue to improve our own performance, and participants' and colleagues' critiques can be used constructively to aid us in that effort.
Justification. There are many times when we are called upon to defend or justify the continuation of a certain class or program. If we can produce objective