Master of Science in Education and Human Development

Prince Mohammed bin Fahad University

College of Arts and Sciences

Evaluation Model
Total Quality and Performance Management Training Program

HURD 5325 Quality Process Improvements

Dr. Ali Ghazo

By : Aisha Mohammed Al-Dossary

201102611
Fall 2014

 EVALUATION TRAINING PROGRAM

Content
Principles of Good Practice for Assessing Student Learning .

What is this Training Program about ....

Part 1 Defining Goals and Objectives ....

Appendix 1-A Goal Definition Worksheet ....

Appendix 1-B Objectives Worksheet ..... 7

Training evaluation model used .....
Part 2 Getting Started: What is Kirkpatrick evaluation model? ...

Part 3 Designing the Assessment Program ....

10

Level.1 Reaction Evaluation Model ..

11

Reaction analysis ...

13

Level.2 Learning Evaluation Model ..

14

Appendex 3.A Training worksheet pre-test & post-test ....

16

Learning Evaluation analysis ....

17

Level.3 Behavior Evaluation Model .. 18

Level.4 Results Evaluation Model ..... 20
Part 4 Analyzing, Reporting, and Using Results ... 21
References .

23

Appendix .......

24

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PRINCIPLES OF GOOD
PRACTICE FOR ASSESSING
STUDENT LEARNING
1.The assessment of student learning begins with educational values.
2.Assessment is most effective when it reflects an understanding of learning as
multidimensional, integrated, and revealed in performance over time.
3.Assessment works best when the programs it seeks to improve have clear, explicitly stated
purposes.
4.Assessment requires attention to outcomes but also and equally to the experiences that lead
to those outcomes.
5.Assessment works best when it is ongoing not episodic.
6.Assessment fosters wider improvement when representatives from across the educational
community are involved.
7.Assessment makes a difference when it begins with issues of use and illuminates questions
that people really care about.
8.Assessment is most likely to leas to improvement when it is part of a larger set of
conditions that promote changes.
9.Through assessment, educators meet responsibilities to students and to the public.
(Astin, et al., 1996)

 EVALUATION TRAINING PROGRAM

WHAT IS THIS TRAINING

PROGRAM ABOUT...
Part 1 Defining Goals and Objectives......................................

THE PRINCIPLES OF QUALITY

MANAGEMENT AND PERFORMANCE
SIX SIGMA YELLOW BELT TRAINING
Program overview
The principles of quality management and performance management TQPM, started in 2014
as a training workshop for five days, five hours/day. The program focuses on female
employees, their jobs related to HR or managerial positions. This training considered raising
the community awareness, knowledge and skills. However, it has been set in a governmental
institute with a fees and it is free of choice of any one who wants to participate. A female
trainer presented the program for two times in a year.

Defining goals and objectives

The training center started this course principles of quality management and performance
because it is one of the biggest and most powerful methodologies for the development of
operational strategies and the development of products and services. Also, it concedered as a
tool to improve the organization and quality management and its applied for more than 25
years in the largest companies arround the world. This program is a training level (Yellow
Belt) part from the Six Sigma training.
This program aims to familiarize set of concepts, principles and practical tools that are related
to application of quality by employing Six Sigma methodology in various projects in order to
help them achieve higher level of Six Sigma and effectiveness in organizational performance.

 EVALUATION TRAINING PROGRAM

Designing the plan

The training focused on using the Quality tools such as:
Process charter- fish bone Pareto chart affinity diagram Brain storming The root cause
Poka yoke .. etc.
The training based on lecturing, practical exercises, simulation and training games to
consolidate the concepts and deepen the knowledge gained.

Identifying assessment methods

At the beginning of the training program each one will define the goal of their organization
and list of three to five broad goals that describe what department manager believe should be
characteristics of employees in their department.
Worksheet.

See Appendix 1-A Goal Definition

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Appendix 1.A

Goal Definition Worksheet

Each trainee should complete this worksheet. All trainees will
set down together to compare notes and discuss results. The
final answers will be a list of 3 to 5 broad goals that describe
what should be the characteristic of organizational success.
1. List any department goals that you know. This information
can most likely be found in the course catalog, program
brochure, or department mission statement.
2. Describe your ideal employee in terms of strengths, skills,
knowledge and values, and identify which of these
characteristics are the result of the program experience.
3. Keeping this ideal employee in mind, ask what the employee
a. knows
b. can do
c. cares about
4. What program experiences can you identify as making the
most contribution to producing and supporting the ideal
student?
5. What should every graduate of your program know?
6. What career achievements of your alumni are you most
proud of?

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Then another worksheet may help them and others in the department develop specific
instructional objectives from the goals they have identified. This also will help the employees
to know their responsibilities and reach consensus on desired objectives and outcomes.
objective is the specific learning behavior that the employee should demonstrate in the
context of achieving the goal. They may end up with more than one objective for each goal.
See Appendix 1-B Objectives Worksheet.
Appendix 1-B

Objectives Worksheet.

Program Goal

Objective

1.

(a)
(b)
(c)

2.

(a)
(b)
(c)

3.

(a)
(b)
(c)

4.

(a)
(b)
(c)

5.

(a)
(b)
(c)

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TRAINING EVALUATION
MODEL USED
Part 2 Getting Started: What is Kirkpatrick evaluation mode..

Kirkpatrick Model of Evaluation

As an HRD specialist choosing Kirkpatrick model because it is originally developed for

assessing training programs and the impact of technology integration and implementation in
organization. However, Kirkpatricks successive four-level model of evaluation is a
meaningful way of measuring the reaction, learning, behavior and results to determine the
programs effectiveness.
Applying this evaluation as a tool of evaluation will be in a four-level model concentrating on
level one and four.
The first level Reaction, measures the relevance of objectives of the program and its
perceived value and satisfaction from the viewpoints of users.
The second level Learning, evaluates the knowledge, skills and attitudes acquired during
and after the program. It is how participants change attitudes, improve their knowledge, or
increase their skills as a result of the program or intervention.
The third level Behavior, of the users in terms of whether the newly acquired skills are
actually transferred to the working environment or whether it has led to a noticeable change
in users behavior. It also includes processes and systems that reinforce, monitor, encourage
and reward performance of critical behaviors and ongoing training.

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Finally, the Result level measures the success of the program by determining increased
production, improving quality, decreased costs, higher profits or return on investment ROI
and whether the desired outcomes are being achieved. (Adedokun-Shittu & Shittu, 2013)

Starting Evaluation Questions

The right way to evaluate
Start with the questions we need to answer:
Is female training worth the investment?
Then ask, We need to know how much this training costs, and how much it gain us?
Next ask, How much this training important to women in this society?
Next ask, Okay, how do we measure that?
Then ask, What data do they have available?
Then ask, How do we collect that data?
Then from these questions I have an evaluation plan ..
(Pearlstein, 2008)

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TRAINING EVALUATION
MODEL USED
Part 3 Designing the Program Evaluation .. ...>>>..
>>....
Each successive level of evaluation builds upon the evaluations of the previous level. Each
successive level of evaluation adds precision to the measure of effectiveness but requires
more time consuming analysis and increased costs. (Croes, 2014)
Kirkpatricks four levels of training evaluation
This grid illustrates the basic Kirkpatrick structure at a glance. The second grid, beneath this
one, is the same thing with more detail.
Level

Evaluation description and

characteristics

Reaction

Reaction evaluation is how the

delegates felt about the training or
learning experience.

'Happy sheets',
Quick and very easy to
feedback forms.
obtain.
Verbal reaction, postNot expensive to gather
training surveys or
or to analyze.
questionnaires.

Learning evaluation is the

measurement of the increase in
knowledge - before and after.

Typically assessments
Relatively simple to set
or tests before and
up; clear-cut for
after the training.
quantifiable skills.
Interview or
Less easy for complex
observation can also
learning.
be used.

Behavior evaluation is the extent of

applied learning back on the job implementation.

Observation and
interview over time
Measurement of
are required to assess
behavior change
change, relevance of
typically requires
change, and
cooperation and skill of
sustainability of
line-managers.
change.

Learning

Behavior

Results

(KIRKPATRICK'S, 2014)

Examples of
evaluation tools and
methods

Evaluation type (what

is measured)

Relevance and
practicability

Measures are already

Individually not
in place via normal
Results evaluation is the effect on the
difficult; unlike whole
management systems
business or environment by the
organization.
and reporting - the
trainee.
Process must attribute
challenge is to relate
clear accountabilities.
to the trainee.

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Level 1: Reaction
While most workplace learning and performance professionals are familiar with my four
levels of evaluation, some still dont know how to implement them into their training
programs. I have put together some guidelines for each of the four levels and suggestions for
how to apply them.By Donald L. Kirkpatrick
At the beginning I apply reaction level which revel to what degree participants react
favorably to the training and their satisfaction with the training. What worked, what didnt
from participants perspectives? (Pearlstein, 2008)
Kirkpatrick called this level as a measure of customer satisfaction. In the reaction level there
is a New world additions as:
Engagement: The degree to which participants are actively involved in and contributing to
the learning experience.
Relevance: The degree to which training participants will have the opportunity to use or
apply what they learned in training on the job. (Partners, 2010)
Measuring this level is important as the top managements decisions possibly based on what
they have heard about the training program. Therefore, it is important for the HR department
to have factual data that reactions are favorable because if the participants reactions are
negative, probably they will not be motivated to learn (Kirkpatrick& Kirkpatrick, 2006).
Also, in this level its measures the evaluation shows how participant this training program
react regarding to their perceptions and improve training. We can gain knowledge in this
evaluation about whether the participants liked the training ad if it was relevant to their work.
However, the negative reaction reduces the possibility of learning. (Mohamed & Sarlis Alias , 2011)
Guidelines for Evaluating Reaction:
Determine what you want to find out.
Design a form that will quantify reactions.
Encourage written comments.
Get 100% immediate response..
If desirable, get delayed reactions.
Develop acceptable standards.
Measure future reactions against the standard.

(Kirkpatrick, IMPLEMENTING KIRKPATRICKS FOUR

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LEVELS, 2005)

Evaluation tools:
Program evaluation sheets
Face-to-face interviews
Participant comments throughout the training
Ability of the course to maintain interest
Amount and appropriateness of interactive exercises
Ease of navigation in Web-based and computer-based training
Participants' perceived value and transferability to the workplace This type of evaluation is
inexpensive and easy to administer using interaction with the participants, paper forms and
online forms. (Croes, 2014)
In my evaluation for the first level Reaction I choose program evaluation sheet Happy
face to evaluate the reaction of the trainees. Questions used to collect information on how
the participants felt about the training they received. A positive reaction would mean that the
participants were happy and satisfied with the training program and more likely to use the
skills and knowledge. (Mohamed & Sarlis Alias , 2011)

Directions: Please choose one face
I feel __________ about the training in overall

I especially liked _______________________________________________________
It might be better if ____________________________________________________
Other suggestions and comments includes __________________________
Questions I still have ___________________________________________________

Thank you J

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13

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14

Reaction Evaluation analysis

At the reaction level for the training program done in January, 11 evaluation sheet where
distributed to measure the satisfaction of participant upon the training program.
On the overall program evaluation, 145 choose Great, 29 choose Good and 13 choose
OK.
The comments where concerned with the organization of the training such as :
-

Inform us if there is any change in the training.

Low of A/C temperature

Be on time

Comparing it with the reaction of the other group how attend the same training program in
May, 20 evaluation sheet where distributed to measure the satisfaction of participant upon the
training program.
On the overall program evaluation, 246 choose Great, 69 choose Good and 17 choose
OK, 6 choose Fair and 2 choose Poor.
The comments where concerned with the organization of the training such as :
-

No First aid medical kit

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Level 2: Learning
Learning is defined as the acquirement of knowledge, behavioral change, skills and
attitudes. (Knowles et al. 1988, in Ehlers & Schneckenberg, 2010).
In the second level I apply my evaluation to see how does participants acquire the intended
knowledge, skills, confidence, attitudes and commitment based on their participation in
training event.
Knowledge

I know it.

Skill

I can do it right now.

Attitude

I believe this will be worthwhile to do on the job.

New World Additions:

Confidence

I think I can do it on the job.

Commitment

I intend to do it on the job. (Partners, 2010)

If changes in knowledge and attitudes are being measured, a pretest should be made for the
program content. The post-test should be identical to the pretest. The post-test should
measure the same type of presentation and again be evaluated by the expert. This needs to be
done for each person. (Ketter, 2010)
From Learning evaluation the results showed that there is increase in knowledge, improving
skills and change attitudes. However, from the pre-test and post-test the results measures
what knowledge was learned, their knowledge was increased, skills have improved and their
attitude toward their organization have changed then it is considered that learning has taken
place. (Mohamed & Sarlis Alias , 2011)

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In this level I conducted the evaluation before the raining (Pre-test) and after training (PostTest) to assess the amount of learning that has occurred due to TQPM training program. (Croes,
2014)

Guidelines for Evaluating Learning

Measure before and after attitudes, knowledge, and/or skills.
Use a paper and pencil test for knowledge and attitudes.
Use a performance test for skills.
Get 100% response.
Communicate the amount of learning to the appropriate people.
(Kirkpatrick, IMPLEMENTING KIRKPATRICKS FOUR LEVELS, 2005)

Evaluation tools:
Individual pre- and post-training tests for comparisons
Assessment of action based learning such as work-based projects and role-plays
Observations and feedback by peers, managers and instructors . (Croes, 2014)

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Training Worksheet Pre-test and Post Test

Please circle the number that best indicates how much you agree with each statement BEFORE
participating in this w orkshop and AFTER participating in this w orkshop.
1=Strongly Disagree, 2=Somewhat Disagree, 3=Neutral, 4=Somewhat Agree, 5=Strongly Agree

Before

I know the relationship between the TQPM and

continuous improvement
I can apply the Six sigma o n my work to improve the
overall Quality of my organization
I am familiar with the Six Sigma methodology and
how to apply it

After

participating in

participating in

this workshop

this workshop

I understand the management role in my organization

and my role in supporting the TQPM in my
organization
I am confidant in prevent costs loss, and improve
productivity
I know the vision, mission and goals of my
organization
We are engaged in improving the quality of our
organization.

2- Please rate the objectives ,instructors, materials, and overall training program. (circle the
response that best applies)

TRAINING OBJECTIVES
INSTRUCTOR AND WAYS OF TRAINING
ORGANIZATION AND MANAGEMENT
TRAINING MATERIAL AND OVER ALL PROGRAM

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Learning Evaluation analysis

Individual pre- and post-training tests for comparisons showed a real improvement in the
material presented. The evaluation as follows:
TRAINING OBJECTIVES, 55 strongly agree with the clarity and specific of the material presented, the
relation between the subject and the goal of the training program, the training goals and objectives meet
my needs, and the time is adequate with the objective satings of the training. 18 choose somewhat agree,
4 where neutral, 2 somewhat disagree and 1 strongly disagree.

INSTRUCTOR & WAYS OF TRAINING, 85 strongly agree on the academic level of the instructor that
matches the training objectives, coaching interaction with the trainees and answer the questions, follow the
methodology and flow of the training material, the balance between the practical and theoretical part of the
training methods, and the training critical thinking. 21 choose somewhat agree, 11 where neutral, 2
somewhat disagree and 1 strongly disagree.

ORGANIZATION AND MANAGEMENT 73 strongly agree on the availability of training material on time,
the overall environment of the class, timing , management and organization, the coordination of the
supervisors through the training program. 24 choose somewhat agree, 1 where neutral, 2 somewhat
disagree and 0 strongly disagree.

TRAINING MATERIAL AND 33 strongly agree on the structure of the training was developed to meet the
goals and objectives, and the overall training evaluation. 6 choose somewhat agree, 1 where neutral, 0
somewhat disagree and 0 strongly disagree.

OVER ALL PROGRAM 246 was strongly agree with all evaluation aspects, 69 was somewhat agree, 17
where neutral, 6 somewhat disagree and 2strongly disagree.

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Level 3: Behavior
if learning does not transfer to the job, then it cannot have any impact to the job and
organization. Kirkpatrick
In this level of evaluation it concerned with the transformation of knowledge to the
workplace. It attempt to answer the question of whether the training has been transferred back
to the job on not. This evaluation represents the truest assessment of a programs
effectiveness but is costly. It is often impossible to predict when changes in behavior will
occur. This evaluation is typically performed three to six months after training. However in
this level I would likely ask questions such as :
Are the newly acquired knowledge, skills or attitude being used in the environment of the
learner?
It is important in this level of evaluation to make a carful planning decision in terms of when
to evaluate, how often to evaluate.
New World Addition:
Required Drivers
Processes and systems that reinforce, encourage and reward performance of critical
behaviors on the job.
Evaluation questions:
Did the trainees put their learning into effect when back on the job?
Were the relevant skills and knowledge used
Was there noticeable and measurable change in the activity and performance of the trainees
when back in their roles?
Was the change in behavior and new level of knowledge sustained?
Would the trainee be able to transfer their learning to another person?
Is the trainee aware of their change in behavior, knowledge, skill level?
Did the representative open each telephone customer dialog using his or her name and
department?
Was the representative able to describe to you and categorize the customer's objections as
either misinformation or valid?
Did the representative use the appropriate model answer in response to each objection?
Did the representative close each sales call with a request for purchase?
If the prospect did not make a purchase, did the representative end the call with specific
future action steps?
Did the representative complete call history records that include summaries of who, what,
where, when, and why?

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Guidelines for Evaluating Behavior

Measure on a before / after basis if practical
Allow time for behavior change to take place (perhaps 3 -6 months)
Get 100% response or a sampling
Repeat at appropriate times
Consider cost vs. benefits
(Kirkpatrick, IMPLEMENTING KIRKPATRICKS FOUR LEVELS, 2015)
Evaluation tools:
Individual pre- and post-training tests or surveys
Face-to-face interviews
Observations and feedback from others
Focus groups to gather information and share knowledge. (Croes, 2014)
However, there are other conditions that may influence the transfer of training of the
participants. For instance, there are four important conditions for change to occur, which are:
(i) The person must have a desire to change;
(ii) The person must know what to do and how to do it;
(iii) The person must work in the right climate; and
(iv) The person must be rewarded for changing.
Obviously, a training program can do the first two conditions by giving the required
knowledge and skills. However, the third and fourth conditions are depending on the
immediate supervisors and the top management. For instance, if a manager has learned about
how to conduct an effective employment selection interview, the manager cannot apply the
learning until an interview is carried out. (Mohamed & Sarlis Alias , 2011)

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Level 4: Results
This level of evaluation measures the success of the training program in term that managers
and executives can understand. It affects the business resulting from the improved
performance of the participants. In this level I seek to determine whether the learning
impacted the business by providing more profit, high sales and reducing numbers of
customers complaints.
Asking these question:
What tangible benefits have the organization received for all the money they have spent on
training programs on TQPM?
How much did productivity increases after this training program?
However, in this level I tried to measure to what degree targeted outcome occur as a result of
the training.
New World Addition:
Leading Indicators
Short-term observations and measurements suggesting that critical behaviors are on track to
create a positive impact on desired results. (Partners, 2010)
Guidelines for Evaluating Results
Measure on a before and after basis
Allow time for possible results to take place (suggest 6 - 12 months)
Repeat at appropriate times
Use a control group if practical
Consider cost vs. benefits (ROI)
Consider Evidence if Proof not possible. (Kirkpatrick, IMPLEMENTING KIRKPATRICKS FOUR
LEVELS, 2005)

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ANALYZING, REPORTING, AND

USING RESULTS
1. Who is the audience for this report?.....................................................
The audience was female employees, their jobs related to HR or managerial positions.
2. What do they want to know?
With the rabid change in the social and economy in Saudi Arabia creates an opportunities for
womens to work and reach a leadership positions. They join the training program to improve
their knowledge and awareness on total and performance management in the organization.
Which will enable them to achieve competency through developing, improving, innovation
and change to reach customer satisfaction. Also, raise the quality of services and product
beside the performance of the employee beside all Quality and performance management
aspects discussed in this training program.
3.What did you do?
Starting a training program for two time in a row, seeking for employees who in relation to
HR role, management and executive or employee to share the knowledge of improving the
quality and performance. This training program sponsored by institution and any one
interested to the training subject can join the training program. Setting a training program that
shade the light on an important topic in the modern management and introducing the society
to these key aspect of total quality and performance management.
4.Why did you do it?
Creating a training program that raise the quality of services and performance in our country,
which will have a great impact on improving the economy and wealth. It is improve the
knowledge , skills and attitude for the workers to reach to organization goals and
competitiveness.

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5. What did you find?

most of the participants were eligible to absorb the main point of the TQPM methodologies
and give some examples in their work environment and how they deal with it and how they
will change their way of thinking after this training program. It is a skill that the participants
should practice more than learning. But unfortunately due to shortage in time for this report I
couldnt measure their transformation of knowledge in work environment.
6. What is your evaluation of the assessment plan itself?
Starting with this question Was it worth the investment?
Since Kirkpatrick established his original model, other theorists (for example Jack Phillips),
and indeed Kirkpatrick himself, have referred to a possible fifth level, namely ROI (Return
On Investment). In my view ROI can easily be included in Kirkpatrick's original fourth level
'Results'. The inclusion and relevance of a fifth level is therefore arguably only relevant if the
assessment of Return On Investment might otherwise be ignored or forgotten when referring
simply to the 'Results' level. (Kirkpatrick's, 2014)

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REFERENCES

Adedokun-Shittu, N. A., & Shittu, A. K. (2013, December 29). ICT Impact Assessment Model: An Extension of
the CIPP and Kirkpatrick Models. Retrieved October 26, 2014, from hetl.org: https://www.hetl.org/hetl-
research/
Astin, A. W., Banta, T. W., Cross, K. P., El-Khawas, E., Ewell, P. T., Hutchings, P., et al. (1996, July 25). AAHE
ASSESSMENT FORUM. Retrieved October 28, 2014, from academicprograms:
http://www.academicprograms.calpoly.edu/pdfs/assess/nine_principles_good_practice.pdf
Croes, S. (2014, october 27). Kirkpatrick's Four Levels of Evaluation. Retrieved from Masterminds-ink:
www.Masterminds-ink.com
Ketter, P. (2010, December 01). THE BEST OF MEASURING & EVALUATING LEARNIN. Retrieved October
20, 2014, from ddiworld: http://www.ddiworld.com/DDIWorld/media/articles/Best-of-TD-Measuring-
and-Evaluating-Learning.pdf
Kirkpatrick, D. D. (2005, January 01). IMPLEMENTING KIRKPATRICKS FOUR LEVELS. Retrieved December
27, 2014, from astd2007.astd.org:
http://astd2007.astd.org/pdfs/handouts%20for%20web/handouts%20secured%20for%20web%205-
15%20thru%205-16/tu101.pdf
Kirkpatrick, D. D. (2015). IMPLEMENTING KIRKPATRICKS FOUR LEVELS. Retrieved from
astd2007.astd.org:
http://astd2007.astd.org/pdfs/handouts%20for%20web/handouts%20secured%20for%20web%205-
15%20thru%205-16/tu101.pdf
Kirkpatrick's, D. L. (2014, April 01). kirkpatrick's learning and training evaluation theory. Retrieved
October 28, 2014, from businessballs:
http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm
Mohamed , R., & Sarlis Alias , A. A. (2011, May 22). 1 Evaluating the Effectiveness of a Training Program
Using the Four Level Kirkpatrick Model in the Banking Sector in Malaysia. Retrieved October 17, 2014, from
eprints.oum.edu: http://eprints.oum.edu.my/717/1/evaluating_rosmah.pdf
Partners, K. (2010, June 21). The New World Kirkpatrick Model. Retrieved December 02, 2014, from
kirkpatrickpartners:
http://www.kirkpatrickpartners.com/OurPhilosophy/TheNewWorldKirkpatrickModel/tabid/303/Defau
lt.aspx
Pearlstein, R. B. (2008, April 06). Using Kirkpatricks Four Levels of Evaluation in Real-World
Organizations . Retrieved October 30, 2014, from Performancexpress.org:
http://performancexpress.org/0804/Images/Evidence-Based_Eval_Chain.pdf
Winfrey, E.C. (1999). Kirkpatrick's Four Levels of Evaluation. In B. Hoffman (Ed.), Encyclopedia of
Educational Technology. Retrieved March 24, 2005, from
http://coe.sdsu.edu/eet/Articles/k4levels/start.htm

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APPENDIX
Goal Definition Worksheet
Each trainee should complete this worksheet. All trainees will
set down together to compare notes and discuss results. The
final answers will be a list of 3 to 5 broad goals that describe
what should be the characteristic of organizational success.
1. List any department goals that you know. This information
can most likely be found in the course catalog, program
brochure, or department mission statement.
2. Describe your ideal employee in terms of strengths, skills,
knowledge and values, and identify which of these
characteristics are the result of the program experience.
3. Keeping this ideal employee in mind, ask what the employee
a. knows
b. can do
c. cares about
4. What program experiences can you identify as making the
most contribution to producing and supporting the ideal
student?
5. What should every graduate of your program know?
6. What career achievements of your alumni are you most
proud of?

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Objectives Worksheet.

Program Goal

Objective

1.

(a)
(b)
(c)

2.

(a)
(b)
(c)

3.

(a)
(b)
(c)

4.

(a)
(b)
(c)

5.

(a)
(b)
(c)

26

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Training Worksheet Pre-test and Post Test

Please circle the number that best indicates how much you agree with each statement BEFORE
participating in this w orkshop and AFTER participating in this w orkshop.
1=Strongly Disagree, 2=Somewhat Disagree, 3=Neutral, 4=Somewhat Agree, 5=Strongly Agree

Before

I know the relationship between the TQPM and

continuous improvement
I can apply the Six sigma o n my work to improve the
overall Quality of my organization
I am familiar with the Six Sigma methodology and
how to apply it

After

participating in

participating in

this workshop

this workshop

I understand the management role in my

organization and my role in supporting the TQPM in
my organization
I am confidant in prevent costs loss, and improve
productivity
I know the vision, mission and goals of my
organization
We are engaged in improving the quality of our
organization.

2- Please rate the objectives ,instructors, materials, and overall training program. (circle the
response that best applies)

TRAINING OBJECTIVES
INSTRUCTOR AND WAYS OF TRAINING
ORGANIZATION AND MANAGEMENT
TRAINING MATERIAL AND OVER ALL PROGRAM

 EVALUATION TRAINING PROGRAM

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Directions: Please choose one face

I feel __________ about the training in overall

I especially liked _______________________________________________________
It might be better if ____________________________________________________
Other suggestions and comments includes _________________________
Questions I still have ___________________________________________________

Thank you J

Executive Report
SUBJECT MATTER
This evaluation report provides an analysis and evaluation of the training program success &
effectiveness and through applying Kirkpatrick four levels of evaluation.
METHODS OF ANALYSIS
Methods of analysis include four level of evaluation, through Reaction level which evaluate
participants felt about the training and learning experience using Happy sheets, feedback
forms. Secondly, Learning level which measures the increasing in knowledge before and after
the training program through using pre- and post test and observation. Then measuring the
behavior level to know the extent of applied learning back on the job and implementation,
through observation, interview. Finally Results level of evaluation, that measures the effect
on the business by the trainee, through finding and reports from the organization mangers and
CEOs to compare the effect of knowledge in the organization productivity.
Findings
Results of data analysis shows that the overall program evaluation was excellent and the
improvement in the second training program get more satisfactory rate than the first one. In
relation to Kirkpatrick model it shows that the training program met the setting goals and
objectives.
CONCLUSIONS
The evaluation finds the training program need to improve in some areas with the instructor
strategies. The major areas of weakness require further investigation and improvements by
institution management.
RECOMMENDATIONS DISCUSSED INCLUDE
Improve the training methods and strategies.
Improve and increase safety in the training hall.
LIMITATIONS OF THE REPORT
The report also investigates the evaluation analysis conducted has limitations. Some of the
limitation includes:
Time was the major limitation in this research project due to the course time and my
obligation in full day work. Also, level three and four of Kirkpatrick module needs from 3-6
month to collect the data of applying knowledge and observe the change in behavior.