Background Predictive Evaluation (PE) uses a four-step process to predict results then designs and evaluates a training intervention accordingly. In 2012, the Sustainable Management Development Program (SMDP) at the Centers for Disease Control and Prevention used PE to train Stop Transmission of Polio (STOP) program volunteers. Methods Stakeholders defined specific beliefs and practices that volunteers should demonstrate. These predictions and adult learning practices were used to design a curriculum to train four cohorts. At the end of each workshop, volunteers completed a beliefs survey and wrote goals for intended actions. The goals were analyzed for acceptability based on four PE criteria. The percentage of acceptable goals and the beliefs survey results were used to define the quality of the workshop. A postassignment adoption evaluation was conducted for two cohorts, using an online survey and telephone or in-person structured interviews. The results were compared with the end of workshop findings. Results The percentage of acceptable goals across the four cohorts ranged from 49% to 85%. In the adoption evaluation of two cohorts, 88% and 94% of respondents reported achieving or making significant progress toward their goal. A comparison of beliefs survey responses across the four cohorts indicated consistencies in beliefs that aligned with stakeholders’ predictions. Conclusions Goal statements that participants write at the end of a workshop provide data to evaluate training quality. Beliefs surveys surface attitudes that could help or hinder workplace performance. The PE approach provides an innovative framework for health worker training and evaluation that emphasizes performance.
The Predictive Evaluation (PE) model is a training and evaluation approach with the element of prediction. PE allows trainers and business leaders to predict the results, value, intention, adoption, and impact of training, allowing them to make smarter, more strategic training and evaluation investments. PE is invaluable for companies that struggle to define the success of training, fight to justify its value, or view training as an expense rather than an investment with predicted return.
Often companies diagnose a performance gap, selecting training as the solution. Isolated training events that do not take a complete training approach produce less results, including value to the business, than a more comprehensive and integrated approach. What follows is a success story describing how Larson‐Juhl used a learning to performance approach to combine learning, leadership, and change management competencies to produce documented and sustainable results that added value.
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