Evaluation and monitoring of training

Equipo #6.
Karina Iveth de la Riva Carrillo.
Alicia Helena Kuhliger Pérez.
EVALUATION AND
MONITORING OF
TRAINING.
 Evaluation.
 The establishment of practices, must be monitored
by the trainer introducing tactics of control. To
evaluate the training, the trainer should monitor the
implementation of three training quality control
tactics, which
 are the inspection, review and evaluation
 of the training.
Forms of evaluation.
Pretest:
Has as objective to investigate the level of
knowledge or information that the trainees have in
relation to the course.
The pretest can be presented in the following
modalities:
 Writing.
 Verbal.
 Practice.
Interface or evaluation during the
process.
This evaluation is carried out during the training
process and serves to detect the level of
knowledge that students are achieving.
 This evaluation can be carried out by:
 Questionnaires.
 Interrogative technique.
 Informal conversation with the participants.
 in particular during breaks.
 Coordinator's comments.
Postest.
Is a final evaluation that is done in relation to
knowledge and attitudes, at the end of the course .
 Monitoring.
In this phase, the training system implemented is
evaluated in an integral way and the impact of the
course can be evaluated in the labor scenario. This is
where the benefit evaluation of a course is actually
carried out, depending on how the trainees apply the
knowledge gained and can be carried out in different
ways.
Tracking techniques.

Are tools that help to evaluate the

behavioral changes of the trainees.
Tutorials.
One or more persons of the company are appointed
to supervise the correct application of the knowledge
acquired in the training.
Scheduled follow-up meetings
Description:
Meetings will be held in order that the participants of
a course express their experiences and knowledge
applied and exchange them.
Development.
Individual or collective interviews with participants

These types of interviews may be formal and

informal.
 The personal perception of the participants
regarding the topics covered in the course,
as well as the application of the knowledge
acquired.
 Topics that may be included in future
 courses
Individual or collective interviews with users or
clients.

Description:
Is to interview clients of a user or service.
Development.
Review of performance standards
before and after the training program.
 Itis one of the most used techniques for
monitoring. With this technique
we can determine how
well defined the
parameters for the development
of skills within the courses.
Interview and questionnaire with immediate
bosses.

Description:
Consists of conducting formal and informal
interviews to know the opinion of the bosses about
the quality and opportunity of work .
Development.
Participation quality control
 In order to guarantee high levels of capacity in the
performance of the functions of the trained
personnel, it is not only necessary to acquire them
within a course, but also to create confidence and
security, essential ingredients for the trained
persons to improvise in their work contexts.
Model of the evaluation of the training.

To elaborate it we must identify what we are going to

evaluate, as well as its importance, for example:
attitudes, learning, behavior and results.
Evaluation of attitudes.

Determines the fun or boredom of employees with the

training program.To record responses one can use the
one-to-five likert scale to measure participants'
responses; Each point on the scale must have a value.
for example:
The course seemed to 1 2 3 4 5
him:
Excellent good regular bad Very bad
Evaluation of learning.

It is aimed at identifying the skills, knowledge, skills

and attitudes that the participant acquires in the
teaching-learning process.
Behavioral assessment.

Is presented after the training received. In this phase

the participants must demonstrate new behaviors,
which were developed in the training program.
Evaluation of the results.

This evaluation relates the results of the program to

the improvements of the company. The results of a
training program can be expressed in terms such as:
cost reduction, increase in quality and quantity of
production, reduction of personnel changes.
Types of evidence.

Are a central instrument in the evaluation process.

The tests are classified as follows:
Oral.
The trainee verbalizes his knowledge about a
specific topic.
Practices.
The trainer performs a specific task. The most
frequent ways of carrying them out are the
following:
 Performing tasks.
 Management of three-dimensional
models.
 Use of maps.
Written.
The trainee plasters their knowledge in some format. The
test has two basic forms of application:
 Closed:in which the questionnaires are found. For
example:
1-Subatomic particle that participates in the formation of
chemical bonds.
A) Neutron
B) Proton
C) Electron
 Open: It consists of analysis, synthesis,
criticism or summary.
Types of reagents.
Open or unstructured:
They are those where the opportunity to freely express
themselves about the knowledge requested is offered, for
example: What do you think about the education of Mexico?
Closed or structured.
They are those where a specific short response is
expected, for example, mention who discovered
America.
Multiple choice.
They are those where several options are offered so
that the trained one analyzes them and identifies the
correct answer, for example, What is the capital of
Spain?
A) Rome
B) Lisbon
C) Madrid
Complete the sentence.
It consists of an unfinished sentence, where you must
place the word or phrase that completes the idea, for
example:
Oranges are beneficial to the body because it
contains vitamin _______
Column relationship.
It consists of two parallel columns, one containing premises and
the other possible answers. The task of the trainer in identifying
the items that have conceptual relation. For example:
List the following literary works with their author.
1.Shakespeare. ( 2 ) The Divine Comedy.
2. Dante. ( 3 ) One Hundred Years of Solitude.
3. García Márquez. ( 1 ) Hamlet.
False-true.
Are short-answer reactives where the trainer must
discriminate with certainty the affirmations. It is
complemented by a question that demands the
explanation of why. For example:
Repression forms part of defense mechanisms.
False ( ) true ( )
Explain why:
Of attitude.
Are responses that the person gives based on their
perception of an event. for example:
The free trade agreement is an opportunity for
Mexicans.
A) Agree
B) In disagreement
Of Hierarchy.
The person has to sort the sentences. According to the
instructions it is hierarchized upwards or downwards. For
example:
Place in order of importance the characteristics that you
take into account when buying clothes in ascending form:
( ) Brand
( ) Price
( ) Color
( ) Style
( ) Size