Human Resource Development: The New Trainer's Guide

By Edward E. Scannell; Les Donaldson | Go to book overview

CHAPTER 18
Evaluation

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.


Why Evaluate?

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

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Human Resource Development: The New Trainer's Guide
Table of contents

Table of contents

  • Title Page *
  • Contents v
  • Acknowledgments xi
  • Preface xiii
  • Introduction 1
  • Chapter 1 - So You're Going to be a Trainer 4
  • Chapter 2 - Designing Effective Training Programs 14
  • Chapter 3 - Determining Training Needs 20
  • Chapter 4 - Instructional Objectives 32
  • Chapter 5 - Lesson Planning 40
  • Chapter 6 - Methods of Instruction 49
  • Chapter 7 - Audiovisuals in Training 59
  • Chapter 8 - Computer-Assisted Training 72
  • Chapter 9 - Communication 80
  • Chapter 10 - Principles of Learning 93
  • Chapter 11 - Motivation 101
  • Chapter 12 - Facilitation Skills 114
  • Chapter 13 - Presentation Skills 120
  • Chapter 14 - Planning a Meeting 129
  • Chapter 15 - Conducting a Meeting 140
  • Chapter 16 - Experiential Learning Activities 153
  • Chapter 17 - Problem Participants 161
  • Chapter 18 - Evaluation 165
  • Chapter 19 - The All-Star Trainer 183
  • Selected References 192
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