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  • Skills Development Act amendment 15 Dec2017
    by TUCT on January 18, 2018 at 12:02 pm

    The minister of Higher Education published a proposal to change the Skills Development Act, comments due before the 31st of January 2018. Some highlights of these amendments propose to: The good: 1.   Remove SETA regional offices and create one central sharing system/office to be more effective. 2.   Sharing of resources, such as IT and HR. 3.   SETAs to … Continue reading "Skills Development Act amendment 15 Dec2017" […]

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The functions of an Assessment Quality Partner - AQP

An Assessment Quality Partner must, in respect of the qualifications and part qualifications specified in the Service Level Agreement; recommend the external assessment specifications document for approval by the QCTO; recommend the external assessment specifications document for approval by the QCTO; develop and maintain a national data-bank of instruments for external assessments;publish exemplars of external assessments;recommend to the QCTO the accreditation and withdrawal of accreditation of skills development providers for the knowledge and/or practical skills component using criteria and guidelines provided by the QCTO; register assessors and moderators for the external assessments;develop c[...]

Evaluating current learning and material

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It is important to think about how you are going to evaluate your learning and development activities at the planning stage and build this into your Training Needs Analysis.

Evaluation helps demonstrate the value of training and learning and will help you plan future training and learning activities.

The Kirkpatrick model is widely used and identifies four levels of evaluation:

Level 1: Reaction

This asks learners how they felt about the learning they took part in. It is usually assessed using a course evaluation questionnaire or ‘happy sheet’.

There are alternatives to questionnaires. For example, you could end a training session by asking people to jot down answers on post-it notes to questions such as what I liked, what could be improved, what I learnt, what else do I need to learn. You can then collate these on a flipchart.

Level 2: Learning

This assesses what has been learnt and the ways you assess this will depend on what participants should have learnt at the end of the training (the learning objective).

For example, if the learning objective was particular information about health and safety policies, then this could be tested with a quiz. If the learning objective was to learn to perform a particular task such as producing a spreadsheet or chairing a meeting, then this can be tested and observed in the workplace.

Level 3: Behaviour

This evaluates the effect that taking part in the training or learning has on an individual’s behaviour in their job. This can be assessed by reviewing changes in their knowledge, skills and competence as part of their supervision and appraisal process.

Level 4: Results

This looks at the impact of the learning on the organisation’s performance as a whole.

If the learning objectives are clearly linked to organisational objectives, then data linking learning to organisational changes will be easier to obtain and analyse.