Evaluation Programs
Promotion-orientated workers and supervisors contribute individuating
character development, moral judgment, interpersonal relating, participation,
impulse control, self-concept, and formulaic actions within the culture. As
these factors are dynamic, organizations need to conduct task analysis, personal
analysis, and competency assessments for completing analysis of individual
employee performance.
- Task analysis identify tasks are involved in the job. Knowing what tasks are
involved in a job will precede identifying employee competencies.
- A Personal analysis examines an individual employee to determine knowledge
and skill at practice of the work. Next, review task performance to determine
how much the employee still needs to learn.
- A competency assessment is a test of ability to learn the skills needed for
the job, not of performance measures. Knowing what an employee can do well is
essential for evaluating qualified workers.
Knowing the training needs for each employee, focus
on choosing the right methods and materials for individualized and group
training.
Design Questions
- Are the exemplary characteristics present in the design before use?
- Can training content produce a learner-centered, competent and
promotion-orientated workers and supervisors?
- Does design incorporate and model good instructive practices that accomplish
training goals?
- Does the training technology enable learning?
- Does an assessment process allow gathering evidence needed for evaluation,
development, research, and development?
Program Implementation
Are exemplary characteristics evident in the implementation?
Perceptions & Attitudes: What content, practices, and technology
do workers and supervisors perceive that they are learning?
Knowledge & Skill: Is training producing knowledge and skills
individuating for promotion-oriented content, practices, and technology?
Application: Do workers and supervisors demonstrate the attitudes,
knowledge, skills, and application of departmental goals?
Departmental Implementation
Are workers and supervisors able to implement exemplary characteristics in
their own practice?
Over time, do the implementations demonstrate a concern for learner-centered,
competent and promotion-oriented practice?
Are the workers and supervisors able to progress to full participation in the
culture?
Does the implementation actually lead to the type of worker and supervisor
participation and growth needed in the culture?
Characteristics of Good Assessment Plans
- A good assessment plan should be based on principles that are defined at the
highest level to achieve specific objectives and initiatives. Among these
principles is the key understanding of the differences between assessment and
evaluation.
- Assessment planning development should be tied to these objectives and
initiatives with ample time for review, carrying through themes related to
outcomes.
- Assessment should be part of the ongoing “business” of every department,
not only a priority during review cycles or prior to budget constraints.
- Assessment activities should encompass workers, supervisors, and management;
inputs, process, and results.
- Assessment can stand on it's own, but to be optimally effective department
level efforts need to be valued and supported in the culture.
- Assessment needs to become part of the culture slowly, implemented in
carefully orchestrated steps over time.
- Assessment must stay on a practical level with implications obvious to
supervisors and workers.
- Assessment data and information must feed back into the system, both on the
highest level and at departmental level.
