CVA – ACFP

Articles Tags Evaluation – training

Creating a Post-Training Evaluation Plan

With a strategy in place, you can get to Kirkpatrick’s Level 3 and Level 4—and demonstrate the value of your program.
http://www.kirkpatrickpartners.com/Portals/0/Resources/Articles/Creating%20a%20Post-Training%20Evaluation%20Plan%20T%20D%20June%202013.pdf
See also Are you REALLY Using the Four Levels?
http://www.kirkpatrickpartners.com/Portals/0/Are%20you%20REALLY%20using%20the%20four%20levels%203%2009.pdf

USA. Developing Effective Clinical Trainers: Strategies to Enhance Knowledge Translation

Continuing education and training provides a means to improve performance among health care professionals (HCP). Research shows, however, that continuing professional education activities have inconsistent effects on HCP competence, performance, and patident health outcomes. Furthermore, the trainer’s role as a facilitator of knowledge translation (KT) has been understudied. Creating an effective training, one that leads to transfer, requires active planning, communication, and command of the training topic by skilled trainers.
http://sgo.sagepub.com/content/2/2/2158244012448486.full

What Are We Learning from Business Training and Entrepreneurship Evaluations around the Developing World?

Business training programs are a popular policy option to try to improve the performance of enterprises around the world. The last few years have seen rapid growth in the number of evaluations of these programs in developing countries. We undertake a critical review of these studies with the goal of synthesizing the emerging lessons and understanding the limitations of the existing research and the areas in which more work is needed.
http://ftp.iza.org/dp6895.pdf

Nigeria. Impact assessment of cluster in-service training programme for electrical teachers in secondary schools in Niger state, Nigeria

This study determined the impact of the Cluster in-service training programme on the teaching skills of Electrical/Electronics teachers that participated in the training scheme in Niger State, Nigeria. Specifically, the study determined the impact of the programme on the teaching skills of the Electrical/Electronics teachers; how well the programme components were being implemented; and ascertained the constraints of the programme.
https://docs.google.com/document/d/1bPszk2KnhdbqwbRJ3gAJXeUD_Dlr012nRy6atZumUdg/edit
Contribution of Adamu M. Jebba, Lecturer Niger state college of education in Minna, Nigeria Email: adamujebba@gmail.com

UK. Defining and measuring training activity

The research shows that whilst employers do not use the descriptors of ‘on-the job’ and ‘off-the-job’ training themselves, they understand and were able consistently to apply these definitions to their own workplaces. The research tested a number of alternative formulations of the training questions but there was not one which generally thought to be more useful and easier to apply to their workplace. Because of this we are reassured; the data we produce on training accurately reflect the training position amongst UK employers.
http://dera.ioe.ac.uk/10075/1/evidence-report-29-defining-and-measuring-training.pdf

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