NCJ Number
57413
Date Published
1978
Length
8 pages
Annotation
TO PROVIDE MORE USEFUL EVALUATION OF TRAINING PROGRAMS, A FOUR-LEVEL EVALUATION SYSTEM IS PROPOSED IN THIS ARTICLE. RECOMMENDATIONS ARE MADE ON HOW TO ADAPT THIS IDEAL SYSTEM TO PRACTICAL SITUATIONS.
Abstract
THE FIRST LEVEL OF THIS SYSTEM ASSESSES THE TRAINEES' ATTITUDES ABOUT THE TRAINING IN TERMS OF THE NECESSITY, COHERENCY, RELEVANCY, EFFECTIVENESS, AND APPROPRIATENESS OF THE TRAINING, TECHNIQUES, AND SETTING. TWO FORMS USED BY THE ILLINOIS CORRECTIONS TRAINING ACADEMY TO COMPILE THIS INFORMATION ARE INCLUDED. THE SECOND LEVEL MEASURES THE AMOUNT OF INFORMATION AND/OR SKILLS LEARNED BY THE TRAINEE IN TERMS OF THE BEHAVIORAL OBJECTIVES ESTABLISHED AT THE BEGINNING OF TRAINING. A PRETEST AND TWO POSTTESTS SHOULD BE USED AT THIS LEVEL. THE SECOND POSTTEST WOULD MEASURE LONG-TERM RETENTION OF INFORMATION. MEASUREMENT OF WHETHER INFORMATION ACQUIRED BY TRAINING IS BEING USED IN THE JOB WOULD BE CONDUCTED ON THE THIRD LEVEL. TWO TYPES OF TESTS ARE RECOMMENDED ON THIS LEVEL. FINALLY, EVALUATION SHOULD BE MADE OF THE IMPACT (IF ANY) THE TRAINING HAS HAD ON THE SYSTEM. IT IS RECOGNIZED THAT TIME AND PERSONNEL CONSIDERATIONS MAY MAKE IT DIFFICULT TO USE ALL FOUR LEVELS OF EVALUATION. HOWEVER, MANY OF THESE LEVELS CAN BE COMBINED INTO SPECIFIC EVALUATION INSTRUMENTS. EVALUATION OF THE IMPACT OF TRAINING CAN HELP SHAPE FUTURE TRAINING PROGRAMS AND PROVIDE MANAGEMENT AND TRAINERS WITH A CLEARER PERSPECTIVE ON HOW TRAINING FITS INTO THE TOTAL ORGANIZATION. NO REFERENCES ARE PROVIDED.