Strong experimental evidence at lower levels in the training evaluation model was used to support the less direct and less conclusive evidence at the higher levels of the model.

Represents the task of evaluating the effectiveness of training programs.

Can be summarized by Kirkpatrick’s 4-level training evaluation model: reactions, learning, behavior, results.

Allow the training evaluation to be conducted in such a way as to help rule out alternative explanations for any observed improvements in learning.

The assessment of results, often considered the most important level of evaluation.

Pre-experimental Design

they follow basic experimental steps but fail to include a control group.

Quasi-experimental Design

An experimental design that offers more control than pre-experimental designs due to its inclusion of a control group. But, its lack of randomization is a major drawback

(ROI) Return on Investment

A profitability ratio that can be utilized as an objective measure of effectiveness of a training program. It can be calculated by dividing the “return” of the training by the “investment” costs of the training.

The random assignment of participants of an experiment to a control or training group.

Reactive Effects of Pretesting

The act of taking the pre-test itself may actually influence final results either positively or negatively for both experimental and control groups.

The likelihood of a trainee to overstate the degree to which he or she has transferred the learning back to the job.

An internal measure used to gather participant reactions and feelings relative to training content and context – “Individualized”.

A quasi-experimental design which has no control group. There is multiple measures taken before and multiple measures taken after over time.

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C235 - Topic 7

Term	Definition
Build-up Approach	Strong experimental evidence at lower levels in the training evaluation model was used to support the less direct and less conclusive evidence at the higher levels of the model.
Evaluation	Represents the task of evaluating the effectiveness of training programs.
Evaluation Criteria	Can be summarized by Kirkpatrick’s 4-level training evaluation model: reactions, learning, behavior, results.
Experimental Designs	Allow the training evaluation to be conducted in such a way as to help rule out alternative explanations for any observed improvements in learning.
Level 4 Evaluation	The assessment of results, often considered the most important level of evaluation.
Pre-experimental Design	they follow basic experimental steps but fail to include a control group.
Quasi-experimental Design	An experimental design that offers more control than pre-experimental designs due to its inclusion of a control group. But, its lack of randomization is a major drawback
(ROI) Return on Investment	A profitability ratio that can be utilized as an objective measure of effectiveness of a training program. It can be calculated by dividing the “return” of the training by the “investment” costs of the training.
Randomization	The random assignment of participants of an experiment to a control or training group.
Reactive Effects of Pretesting	The act of taking the pre-test itself may actually influence final results either positively or negatively for both experimental and control groups.
Self-serving Bias	The likelihood of a trainee to overstate the degree to which he or she has transferred the learning back to the job.
Smiles Sheets	An internal measure used to gather participant reactions and feelings relative to training content and context – “Individualized”.
Time Series	A quasi-experimental design which has no control group. There is multiple measures taken before and multiple measures taken after over time.

Created by: lissmisstree

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