Principles of Evaluation

Principles of Evaluation

Principles of Evaluation– Suchman, E.A. describes evaluation as an integral part of an operating system meant to aid trainers/training managers to plan and adjust their training activities in an attempt to increase the probability of achieving the desired action or goals. In order to integrate training practices with business policy and objectives evaluation has to be based on sound principles such as:

  • Trainer/ Evaluator must be clear about the purpose of evaluation to be able to set the standards and criteria.
  • For an objective evaluation, the methodology and criteria of evaluation should be based on observable and as far as possible measurable standards of assessment which have been agreed upon by the evaluators and the users of the training system.
  • Evaluation has to be accepted as a process than an end product of training.
  • As a process, it has to be continuous. The ‘one-spot’ assessment cannot guide trainers for improving subsequent programmers, therefore it has to begin before the actual training activity and end much after the conclusion of visible training activity.
  • The training objectives should be an outcome of overall organizational goals to permit tangible evaluation of training results.
  • Data should be directive rather than conclusive. It must be comprehensive enough to guide trainers in the collection of information that will enable them to comment on current training effectiveness and to improve subsequent training.
  • A good system is tailor-made and should provide specific data about its strength and weakness. Generalizations drawn from one training activity may be in-applicable for training across different levels and to meet different standards. Besides, they should refrain from using single instances for conclusions and generalizations.
  • A good evaluative system should provide sufficient scope for self- appraisal by the trainer/evaluator.
  • The Evaluative data should try to balance quantitative and qualitative information.
  • Role of the evaluator needs tone based on sound working relationship with the participants, trainers, senior line managers and policy makers. Normally a researcher or a fresher is attached to the trainer to carry out end of the course evaluation. This evaluator may have the expertise of developing and designing-evaluative tools and techniques but it would be insufficient in promoting utilization of evaluation results. Evaluator’s acceptance by the participants and interpersonal sensitivity and trust for frank sharing of feedback is a must. This would modify their role as one of giving and receiving feedback rather than just receiving feedback. They have to be proactive than argumentatative.
  • Effective communication and coordination are essential. Training and evaluation plans should be discussed so that there is commonality of purpose amongst the trainers, the evaluators and those sponsoring the trainees.

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