|
uevsrInvolve trainees in setting post-
training performance goals.
|
Avoid unnecessary interruptions and distractions of
the programme.
|
Debrief trainees to discover what took place and
review learning application plans.
|
|
Provide rewards for the successful transfer of
skills to the job.
|
Transfer trainee duties to other employees on a
temporary basis.
|
Provide opportunity for trainees to practice new
skills and reward successes.
|
|
Encourage trainees to view training as potentially
beneficial to their jobs.
|
Take part in activities designed to encourage the
job transfer of new skills.
|
Reinforce efforts to use new skills and schedule
briefings with co- workers.
|
|
ries
|
Align training with the organisation’s needs,
goals and priorities.
|
Develop objectives that focus on what trainees
should do back on the job
|
Create expectations that success will resultfrom
efforts to apply learning.
|
|
Involve managers and trainees in assessing needs
and preparing training designs.
|
Help trainees make commitments to apply learning
and to visualise doing at work what they have
learned.
|
Follow-up through correspondence, calls, and on-
site visits to review results and help remove
obstacles.
|
|
Distribute pre-training readings and data gathering
to stimulate trainee readiness and interest.
|
Use performance aids to enhance learning retention
and to reinforce job application commitments.
|
Conduct evaluation surveys and refresher sessions
and feed results back to managers and trainees.
|
|
ries
|
Use any opportunity to provide input into programme
planning.
|
Participate actively and develop a plan for changes
in job performance.
|
Review training materials for improved retention of
knowledge and skills.
|
|
Anticipate the many opportunities for better
performance made possible by the training.
|
Compile a record of learning to avoid memory loss
back on the job.
|
Regularly review efforts to apply learning to job
improvement and assess the results.
|
|
Promote active participation in all planned
training events.
|
Oblige trainees to insist on applying what they
have learned.
|
Maintain contact with other trainees with whom
application commitments were made.
|
|
Interviews (series of oral
questions answered by a trainee or someone affected by the
training)
|
-
Personal
contact
-
Flexible
- permits follow-up questions
|
-
High
potential for reactive effect
-
High
cost; time consuming
-
Small
sample
|
|
Observation (organised
surveillance and appraisal of the behaviour of
others)
|
-
Eyewitness account
-
Low
potential for reactive effect
|
-
Human
error and bias
-
Difficult
to check sources of information for conclusions
|
|
Document Review (papers that
constitute the official record of agency
administration)
|
-
Honest.
originally not written for evaluative purposes
-
Low
Cost
-
Low
potential for reactive effect
|
-
Accuracy
difficult to determine
-
Incomplete due to haphazard record keeping
system
|
|
Project event history
documentation
|
-
Low
cost
-
Depicts
secondary and indirect effects which otherwise are not noticed or
connected to the training
-
Suitable
for a SWOT analysis
|
-
Not very
systematic and complete
-
Requires
constant discipline and a good network of information and
cooperation
|
