Evaluating Training and Educational Programs: A Review of the Literature

Mattoon, Joseph S.

doi:10.21236/ada258149

Cited by 4 publications

(5 citation statements)

References 45 publications

(35 reference statements)

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“…In these questionnaires, several researchers identified seven question dimension areas that trainers most frequently used: satisfaction with the instructor, instructional methods and activities, learning objectives, logistical matters, topics and content, planned action and transfer, and course materials (Cangelosi, 1991;Mattoon, 1992;Pershing & Pershing, 2001;Sanderson, 1995). A reaction evaluation serves as a formative evaluation tool to improve the quality of training programs and instruction; however, the causal relationships between the reaction evaluation and training transfer have not been empirically studied in summative evaluations, even though trainees' satisfaction with training program has been considered one of the potential variables influencing training transfer (Baldwin & Ford, 1988;Alliger & Janak, 1989;Pershing & Pershing, 2001).…”

Section: Training Transfer Variablesmentioning

confidence: 99%

Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer

Lim

Morris

2006

Human Resource Development Quarterly

265

225

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Section: Training Transfer Variablesmentioning

confidence: 99%

Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer

Lim

Morris

2006

Human Resource Development Quarterly

265

225

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“…There are a number of legitimate dimensions to consider. For professional development courses, these usually include participant reactions to course content, instructional materials, instructional methods, instructional activities, the classroom or laboratory environment, the course instructor or facilitator, logistical or administrative matters associated with a course, the degree to which course objectives are met, and planned actions or expectations for transfer of course content to future courses or performance on the job (Cangelosi, 1991;Forsyth, Jolliffe, and Stevens, 1995;Mattoon, 1992;Sanderson, 1995).…”

Section: Examples Of Directionsmentioning

confidence: 99%

Ineffective reaction evaluation

Pershing

2001

Human Resource Development Quarterly

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This article summarizes a research project that evaluated fifty reactionnaire forms that are regularly administered by a prestigious medical school. Four areas of survey design and development were examined. Results indicated that a thorough assessment of currently used reactionnaire forms is likely to locate weaknesses and that appropriate revisions would benefit evaluators, instructors, and learners.

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“…In addition to the complexity of SpR training placements, there are also difficulties intrinsic to the process of evaluation (Mattoon 1992). These include, among many others, establishing values that will be used to judge the placement; in this case, what should count as the ‘quality indicators’ for SpR training placements?…”

Section: Introductionmentioning

confidence: 99%

Accident and emergency medicine specialist registrars’ perceptions of the ‘essential’ aspects of a training placement

Stewart¹,

Bregazzi²,

O’Halloran

2003

Learn Health Soc Care

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This study set out to identify the important aspects of training placements as perceived by specialist registrars (SpRs) in accident and emergency medicine (A&EM). These data were to be used to gain greater insight into the collective wishes of this group in order to inform the development of quality assurance systems. A self‐administered questionnaire was developed from repertory grid data and was used to identify what were the ‘essential’, ‘useful’ and ‘not needed’ aspects of A&EM training placements. The questionnaire covered ‘the job’, ‘the department’, ‘clinical experiences’, ‘support for learning’ and ‘training’. SpRs were also asked how frequently they wished certain activities to take place. The questionnaire was completed by 16 of the 17 A&EM SpRs (94%) training in the Northern Deanery. Of the 82 statements submitted to the SpRs, 40% (33) were marked as ‘essential’ by 75% or more of the registrars. Aspects classed as ‘essential’ by the highest number of SpRs were concerned with the recognition of their role as learners within a service environment and with how their learning was supported. SpRs felt it was essential to be integrated into the work team with a clear role that was understood to combine ‘education’ and service provision. Although there was consensus, the findings also showed the SpRs’ individuality in terms of their learning and support needs. The study illustrates the complexity of defining quality indicators for evaluating training processes in work placements and suggests that quality lies not just in the components of a system for managing education but also in the flexibility of its application and in aspects of the ‘learning culture’.

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Evaluating Training and Educational Programs: A Review of the Literature

Cited by 4 publications

References 45 publications

Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer

Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer

Ineffective reaction evaluation

Accident and emergency medicine specialist registrars’ perceptions of the ‘essential’ aspects of a training placement

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