Posted: August 12th, 2013


Course Work





Course Work

Evaluating Training Outcomes

After a comprehensive training process, it is always advised that the success of this training be evaluated. Evaluation is done by laid out evaluation mechanisms that could be qualitative or quantitative. Qualitative evaluation emphasizes on the ideas that could have been gathered or nurtured during the training. Quantitative training on the other side emphasizes on measuring the outcome of the training by gathering statistical evidence using questionnaires, for example, to gather data. The four levels of training outcome are reaction, learning, behavior and results (Kirkpatrick 1998). These different levels seek to examine the different sets of knowledge that were imparted on the trainees during the process. They seek to identify certain different aspects of what the trainee gathered.

Levels of Outcome Evaluated In Specific Topics

Different levels of outcome are evaluated in different topics that were covered during the training period. This difference in level is employed to maximize on gauging the trainee’s grasp of training content and material. The trainee’s reaction for instance is covered in the orientation to company policies topic of the training. It is expected that the trainees will react positively to being oriented to company policies in this first time. Positive reaction indicated by the trainees approving the company policies as correct and suitable is very essential. This helps improve future training sessions. (Kirkpatrick 1998). A successful training outcome in this level could also help identify areas that are missing from the orientation to company policies.

The history of the organization, understanding of the Kareco product line, design and trouble shooting of the wheel chair power-pack and electric wheelchair parts are topics that will be covered in the learning topic of the training evaluation process. These topics require that the trainee pay attention and master the techniques and processes to be followed in executing these tasks. The history of the organization is taught through actual sit in sessions or through general information handouts for the trainees to read for themselves. The level of outcome in this topic is such that if the trainee has not mastered the history of the organization by a specific time, s/he will be required to undertake this training once more.

Wheelchair housing and primary wheel base assembly also done under the learning outcome level entail showing trainees the process and technique used in assembling a wheel chair from different constituent parts. The trainee is required to master the process and technique, and carry it out severally before the trainer. Likewise, if the trainee fails to accomplish the task in a set time during testing, s/he will be required to learn the process again. Design and trouble shooting of the wheelchair power-pack is also evaluated in the learning level of training outcome. If the learner cannot design and troubleshoot comfortably after the training period, they will be subjected to further training (Phillips 1983). The trainee also has to learn the manufacturing and plant safety protocols to be able to proceed in training.

Specific Criteria Used In Measuring Training Outcomes

Outcome evaluation seeks to establish if the desired results of training were obtained. In this situation, qualitative methods will be employed to evaluate the outcome of the training. Trainees will be required to express their ideas on how to solve current manufacturing problems and create new consumer products. The criteria will involve asking the trainees to create new product ideas, seek additional information about the company from other workers in the company, identify possible problem areas in their company surrounding and to define these problems plus their solutions. Trainees will be required to identify possible additions to the Kareco product line.

Training Methods Used For Different Topics

In choosing the method to be used in training, consider the number of people to be trained, what the training entails and the duration of the training (Bloch 1979).

History of the organization. This will be taught through learning manuals distributed to the trainees. Learning manuals will be papers containing a detailed account of when the company was officially opened, the company’s state back then and the progress the company has made to its current status. Contained in these manuals will be names of past management teams, images of past company state and data objects displaying gains made in the years.

Orientation to company policies. This topic will also be carried out through learning manuals. These manuals will contain an outline of company policies well explained and elaborated. After the learning manuals have been issued, practical teaching could be employed to further explain the policies.

Kareco product line. Training for this topic will be carried out through a combination of leaflet manuals, practical displays and practical demonstrations. The trainees will be shown the product line in the manual then demonstrated to by the trainer.

Manufacturing plant safety controls. Training for this topic will also be done through a combination of learning manuals and practical demonstrations. Demonstrations on how to wear protective gear will be done after the trainees will have been introduced to the protective gear on leaflets provided.

Training on electric wheelchair parts. This topic will be covered through learning manuals and practical demonstrations. Leaflets will have images of the different parts. Practical demonstrations by the trainer will demonstrate how to join parts to constitute the whole wheel chair.

Training on wheelchair housing and primary wheel-base assembly. Practical demonstrations will be used to show the trainees how to house and assemble a primary wheel-base. For additional training, learners could be issued with relevant leaflets containing assembling manuals for the wheel-base.

Training on the design and troubleshooting of wheel chair power pack. This will be done through practical demonstrations by the trainer. If need be, additional learning manuals could also be given to the learners. To further enhance understanding of long processes being taught, power point slides and videos could be used. (Danzinger 2005). These videos that can be played more than one time are extremely important when demonstrating long processes or concepts.

Training on electric wheel chair functions and controls (for quality testing). Learning manuals, PowerPoint slides and practical demonstrations will be used in this training. Functions of the electric wheelchair could be written on leaflets and issued to the learners as take away material for mastering. Power point slides could be used for class sessions.

Utilizing Technology and Audio-Visual Aides in Training

            In applying technology and audio-visual aides in training, Advanced Manufacturing Technology (AMT) tools and techniques will be employed. These include conscious raw material processing; Computer Aided Design, reverse engineering, simulations, prototyping and Computer Integrated Manufacturing (CIM). An example of an audio-visual aide is the use of audio slide shows to complement practical demonstrations. Projectors, audio players and slide machines could also be used to improve the trainees learning experience. These aides simplify the work of the trainer.



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