Facilitator’s Guide - Philippines · DILG Message Hon. Ronaldo V. Puno Secretary, DILG. 4 Facilitator’s Guide Module 5 Message LGA Message Marivel Sacendoncillo, CESO III Executive

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MODULE 5KNOWING YOUR 4 LEVELSOF EVALUATION

Facilitator’s Guide

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Facilitator’s GuideModule 5

Foreword

This Facilitator’s Guide on Powerful AlternativeLearning Strategies or PALS is designed for theuse of local government training practitioners andindividuals in delivering highly-effective andlearner-centered training programs, including butnot exclusive to the actual training for the newlyelected officials (NEOs). These practitionersinclude local government operations officers(LGOOs) from the regional, provincial, city andmunicipal level.

The guidebook aims to reinforce the substanceand content of training modules for the country’sNEOs; the workbook on the first one hundreddays in office and the task list for these localchief executives (LCEs). It provides usefulinsights and techniques that facilitators canemploy in training LCEs on the crucial tasks ofpublic service and in disseminating vitalinformation on local governance.

This guidebook is a by-product of the arduousefforts of the Local Government Academypersonnel who underwent the training intensiveon PALS, through the auspices of thePhilippines-Australia Human ResourceDevelopment Facility(PAHRDF)--an AustralianGovernment-AusAID initiative.

This publication, developed in the advent of theNational Government’s New Philippines Agendamay be seen as an emerging paradigm forgreater innovation and creativity amongfacilitators and trainers in responding to thechallenge of transformative training.

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Message

DILG

Message

Hon. Ronaldo V. PunoSecretary, DILG

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Message

LGA

Message

Marivel Sacendoncillo, CESO IIIExecutive Director

Local Government Academy

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Message

AUSAID

Message

The Australian Agency for International Development (AusA!D)through the Philippine Australia Human Resource DevelopmentFacility (PAHRDF), extends its greetings to the staff of the LocalGovernment Academy (LGA) for their participation at the recentlyconducted Training on Powerful Alternative Learning Strategies(PALS).

We commend the bold efforts of LGA in the institutionalizationof Alternative Learning Strategies as a training standard for localgovernment trainers and officials in the Philippines. The roll-outof PALS to Newly Elected Officials accross the country isa asignificant step towards the realization of our shared goal ofmore effective and responsive Local Government Units.

It is our hope that LGA will continue to play a key role in improvinggovernance at the local level through the introduction of innovativetraining strategies such as PALS. AusAID remains committedto working with our local partners for good governance leadingto improved prospects for economic growth.

Mabuhay

Angus BarnesActing CounsellorAusAID

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Message

PAHRDF

The Australian Agency for International Development (AusA!D)through the Philippine Australia Human Resource DevelopmentFacility (PAHRDF), congratulates the Local GovernmentAcademy (LGA) for recognizing a change paradigm to enhancetheir expertise in the design, management and conduct of highquality training programs for the local government.

It is truly admirable to note the speed of application that thecore learners of LGA have demonstrated as they embark toadopt a refreshing Powerful Alternative Learning Strategies(PALS) to ensure a delivery of first class workplace training andimproved customer service delivery to its huge stakeholders.

Congratulations for a job well done.

Milalin S. JavellanaPAHRDF, Facility Director

Message

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Technical andIntellectual Property

ConsiderationsThe materials of the Powerful Alternative Learning Strategies(PALS) modules are designed to assist the facilitator in deliveringthe PALS curriculum in the most appropriate and effective way.Included in the compendium of materials is a manual and acompact disc which contains the facilitator’s manual,presentation slides including related multimedia materials.

The curriculum materials contained in this manual weredeveloped in partnership with the eight (8) participants of thePAHRDF Capacity Building Workshop in Alternative LearningStrategies for Effective Workplace Training:

! Lizbeth Jalimao! Marciana Obispo! Leah Marie Sanchez! Myra Gabito! Jose Gonzalo Ablay! Oliver Larion! Elmo Dimaano! Liza Megia

The PALS facilitator will need the following additional resourcesto be able to utilize these materials:

1. Audio-video room2. Multimedia projector3. Computer/Laptop with CD Drive4. Microsoft Powerpoint software or Powerpoint

Viewer5. Windows Media Player or Real Player6. Internet connection

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No part of this manual may be used commercially, or bereproduced in any manner whatsoever outside of local governancetraining purposes, without written permission from the LGA andPAHRDF.

Technical andIntellectual Property

Considerations

To access and use the slide presentations, including embeddedmedia, facilitator must first “unpack” or copy the module foldersinto the hard drive of the computer to be used. Failure to performthis initial procedure may result in inaccessible media orincomplete presentation. Module folders include PowerpointViewer in case host computer does not have MS Powerpointinstalled.

The PALS Training Manual and CD are properties of the LocalGovernment Academy (LGA) and the Philippines-AustraliaHuman Resource Development Facility (PAHRDF).

The Cover

The PALS cover design depicts the essence of alternativelearning—its recognition of the multiple intelligences, the spiritof fun, learner-centered teaching and its transformative value toboth learner and teacher.

Interpreted and rendered by LGA Artist Iris Alegro-Igrobay, thecover design is an original image-illustration developed in AdobePhotoshop.

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MODULE 5KNOWING YOUR4 LEVELS OFEVALUATION

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Topic: Introduction and Background

(Slide 1 - 4)

o Materials needed: Laptop, LCD and PowerpointSlides

Presentation:

1. Slide 1: Explain the core concept andexpected outcome

i. Core Concept:

Client/customersatisfaction

ii. Outcome:

Appreciate the importance oftraining evaluation

2. Slide 2: Discuss the learning objectives ofthe module

i. Learning Objectives:

• Define training evaluation• Explain the purpose of training

evaluation• Select appropriate methods to use

for evaluating training• Choose an appropriate model on

which to base training evaluation• Gather appropriate data on which to

base conclusions on the efficacyof the training intervention

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ii. Additional notes on the objectives

1.Looking at what the training projectintended to achieve – whatdifference and impact did it wantto make?

2.Assessing its progress towardswhat it wanted to achieve, itsimpact targets.

3.Looking at the strategy of theproject. Was it effective in theuse of the strategy? If not, whynot?

4.Looking at how it worked. Wereresources used efficiently andeffectively?

3. Slide 3: Discuss the definition and purposeof training evaluation

i. Definition and Purpose

Evaluation means the worth orvalue of the training course inrelation to the aims and objectivesfor which it was developed.

You may ask why we doevaluation. Training is evaluatedbecause a number of questionsneed to be answered about theefficacy of training in addressingorganizational concerns that are

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perceived to be essentially caused bythe inadequate level of knowledge andskills of the job incumbents..

4. Slide 4: Discuss the Importance of TrainingEvaluation

i. Why is training evaluationimportant

Phillips (1983) states that trainingevaluation is undertaken for twoprimary purposes: 1) to improvethe human resource development(HRD) process; and 2) to decidewhether or not to continue thetraining intervention .

There are 9 purposes and uses ofevaluation:

1. To determine whether atraining program isaccomplishing itsobjectives

2. To identify the strengthsand weaknesses in theHRD process

3. To determine the cost/benefit ratio of an HRDprogram

4. To decide who shouldparticipate in futureprograms

5. To identify whichparticipants benefited themost or the least from theprogram

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6. To reinforce major pointsmade to the participant

7. To gather data to assist inmarketing future programsto prospective participants

8. To determine if theprogram was appropriatein addressing trainingneed

9. To establish a data basewhich can assistmanagement in makingdecisions on futuretraining interventions

Activity:

Buzzer Beater

(Slide 5 – 6)

Materials Needed:

o LCD, laptop, buzzer and timer

! Group the participants into 4 (5 members each sub-group)

! Distribute buzzer to each sub-group! Any member of the sub-group who is ready to answer

the question should buzz first before answering thequestion.

! Do not buzz until the Quiz master has finishedreading the question. .

! The sub- group that gave the most number of correctanswer wins (Give Prize)

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Presentation:

1. The facilitator will read the question and theparticipants will choose the answer presented on theslide

a. It is a record of the feelings, thoughts andreactions of the learner about the course, thetrainer and the training environment. (Ans: HappySheet)

b. It is undertaken to identify the strengths andweaknesses of the training program. (Ans:Evaluation)

c. It is a measurement of what a person knowsor can do after training. (Ans: Achievement)

d. It is linking learning outcomes to objectives andproviding a form of quality control.(Ans.Feedback)

e. He developed a four-level model of assessingtraining effectiveness. (Ans.Donald Kirkpatrick)

f. True or False

1. Evaluation is something you do after atraining program is completed. (Ans:FALSE)

2. Training evaluation has a much broaderscope or meaning than testing. (Ans:TRUE)

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Topic:

4 Levels of Evaluation(Slide 7 – 16)

Materials needed:o Laptop, LCD and powerpoint slides

Presentation:

1. The facilitator may say “Perhaps the best knowntraining evaluation methodology is Kirkpatrick’s FourLevel Evaluation Model (1994)

2. Discuss Reaction as the first level of evaluation

i. Level 1 – Reaction: Evaluation at thislevel measures how the learners react tothe training. This level is often measuredwith attitude questionnaires that arepassed out after most training classes.This level measures one thing: thelearner’s perception of the course

ii. Discussion may include the following:

! How well did they like the trainingactivities? Do they think these areappropriate towards achieving theprogram objectives?

! Typically it is administered at theend of training

! Smile sheet – training materialsand handouts, the instructor,

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audio-visual aids, venue, and thetraining experience itself.

iii. Typically, this level uses a Likert scaleand surveys to determine participantsatisfaction with the just concludedprogram. Often referred to as smile sheets,these instruments measure theparticipants’ reaction to the material, theinstructor, and the training experience itself.They do not however, measure if learningactually took place. Kirkpatrick believesthis is a very necessary step in the processof determining the value of training. Ifparticipant’s reaction to the training isnegative, chances are participants may nothave learned new skills. If reactions arepositive though, learning is more likely tohave taken place. Organizations that onlymeasure reaction are making theassumption that just because the opinionmeter may be positive that new knowledgeand skills will be applied on the job.

3. Slide 11: Discuss Learning as the secondlevel of evaluation

i. Level 2 – Learning: This is the extent towhich participants change attitudes,improve knowledge, and increase the useof a skill as a result of participating in thetraining program. It addresses thequestion; Did the participants learnanything? The learning evaluation requirespost-testing to ascertain what skills werelearned during the training. It is only valid

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when combined with pre-testing, so thatyou can differentiate between what theyalready knew prior to training and what theyactually learned from the training program.


! “What principles, facts, techniqueswere understood and absorbed bythe trainees?”

! “To what extent did participantsimprove knowledge, skills andchange attitudes as a result oftraining?”

iii. This level requires the training team toactually measure each participant’sknowledge and skills through testing. Testscan be administered that are directlyrelated to the material presented andfocused on job competencies. More andmore professions are requiring workers tobecome certified, usually by passing acompetency-based exam, as a conditionof employment. To effectively measure iflearning took place, pre and post tests canbe administered to participants to gaugewhat skills were learned. The skill maybedemonstrated during the learning sessionand a feedback checklist will measure howwell the skill was used. Comparative datafrom this level can be very helpful to trainersas they continuously improve their deliveryof the material. It is important to realizehowever, that even though people may learnnew skills, it doesn’t necessarily mean

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they will demonstrate these skills back onthe job.

4. Slide 12: Discuss Behavior as the third level ofevaluation

i. Level 3 – Behavior: This evaluation involvestesting the students capabilities to performlearned skills while back on the job, ratherthan in the classroom. It determines if theexpected performance is now occurringby answering the question, “Do people usetheir newly acquired learnings on the job?”


! To what extent did participantsimprove knowledge, skills andchange attitudes as a result oftraining?

! Is there disparity between behaviorchanges demonstrated duringtraining and the behaviordemonstrated when they are backon the job?

iii. Level three Evaluation addresses theissue of Behavior. As a result of aparticipant’s positive reaction to the trainingand assuming that learning took place, arethey changing their behavior on the job?In order to determine if behavior haschanged, the training and development staffmust observe specific tasks being

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performed before and after training so thata comparison of behavior can be made.Or the immediate supervisor/manager willobserve him/her on the job. This can beeasily accomplished when teaching “hard”skills. For example, an organization whowants its employees to start utilizing morefeatures of its spreadsheet software canmeasure employees’ behavior before thetraining event occurs. They can gather dataon how many spreadsheets are produced,or what spreadsheet features are beingutilized by the employees. They can alsomeasure the same behavior after thetraining to determine if employees areproducing more or better spreadsheets.For “soft” skills such as customer service,this can be more difficult, but notimpossible. The use of behavioralchecklists before and after a training eventhas been found to be very effective inmeasuring behavioral change in the properdemonstration of these skills.

5. Slide 13: Discuss Results as the fourth level ofevaluation

i. Level 4 – Results: It measures thetraining program’s effectiveness, that is,“What impact has the training achieved?”These impact can include such items asefficiency, employee morale,organizational pride, teamwork, etc.


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! What organizational benefits resultfrom the training?

! Reduction of costs, loweremployee turnover andabsenteeism, fewer or zerogrievances; judicious use ofcompany resources

! Increase in quality and quantity ofwork output

iii. The final level of evaluation is anapproach which looks at results before andafter training. This level of evaluationmeasures the organization’s results andthe individuals. As a result of a positivereaction, learning taking place and behaviorchange,.What is the result that affect theorganization? Is it improved efficiency inyour work processes? Is it improvedcustomer satisfaction? Is it improvedfinancial success or a reduction of cycletime or reduced costs? Level fourevaluation require the training professionalto conduct a comparative analysis of thesemeasures and correlate them to thetraining material.

6. Slide 14: Discuss Return on Investment (ROI) as asub-topic of the fourth level of evaluation

i. Measures the Contribution – The ROI willshow how the benefits, expressed inmonetary value, outweighs the costs ofconducting the training interventon. It will

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determine if the program made a positiveand quantifiable contribution to theorganization. In other words, level 4 willshow if training was indeed a goodinvestment.

ii. Focuses on Results - The ROI process isa process that focuses on the results ofall consulting interventions, even for thosenot targeted for ROI calculation. Theprocess requires consultants and supportgroups to concentrate on measurableobjectives (what the training attempts toaccomplish). Thus, this process has theadded benefit of improving the effectivenessof all consulting interventions.

iii. Improves the Training Process – Aswith any evaluation technique, an ROIimpact study provides a variety of data thatcan be used to make adjustments andchanges to the training process. Becausevarious data are collected at differentlevels, from many sources, the opportunityfor improvement is significant.

7. Slide 15: Discuss Measuring Intangibles as a sub-topic of the fourth level of evaluation

i. The following are samples of intangiblesthat may be included in the discussionare::

! Knowledge base! Level of employee Job satisfaction! Employee’s level of commitment to

organizational goals! Work climate

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! Employee complaints andgrievances

! Request for transfers to anotherdepartment or work site

! Customer complaints, Customerresponse time,Customer satisfaction/Dissatisfaction

! Community image of theorganization

! Image of the organization tostakeholders

8. Slide 16: Present slide as additional samplesand discussions on MeasuringIntangibles

Activity

Buttons and Zippers Activity

Materials needed

o Jacket that is zipped up or blouse/shirt that is allbuttoned up This is a six (6) minute activity.

Presentation

1. Divide the class by asking participants to count of A-B, A-B

2. Persons A will stand across Person B.3. Each pair of A and B will have either a jacket or

blouse/shirt resting on the table. The jacket orblouse/shirt will face Person B right side up.Persons A will teach persons B on how to unzip orunbutton so they can eventually put on the jacket orblouse/shirt.

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Person B will behave like he/she has NEVER seen ajacket with a zipper or a blouse/shirt with buttons inhis entire life so he/she has zero knowledge aboutthis kind of apparel and how to wear it...This meanshe/she does not know terms like zipper, zipperhandle, button hole, button, arm hole, collar, and thelike.

Person “A” will decide how to instruct Person B.Person B all throughout will be totally dependent onPerson A to complete the process of unzipping orunbuttoning to finally putting the jacket or blouse/shirt on and zipping or buttoning it closed

Unless Person A accurately describes the part of thejacket or shirt/blouse, Person B should not doanything. Person B has to consistently behave likehe/she does not know what the terms mean.

4. If Person B can successfully wear the apparel withinten minutes, then Person B gave the instructionscorrently.

5. After ten minutes, announce that the activity is overwhether or not the task of putting on the jacket orblouse/shirt is done. t

For 2 minutes Person B will give feedback on how clearor unclear were the instructions of Person A. How well didPerson B ask for clarificatory questions while the activity wasgoing on? What does Person A need to do different to enablePerson B to get the job done right within 6 minutes?

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Topic:

What to Evaluate?

Materials Needed:

o Easel Paper, marker

Preparation:o Form sub-groups with maximum of six (6)

participants per sub-groupo Distribute easel paper and marker to each

sub-groupo Discuss the procedure:

Presentation:

1. Slide 19: Present slide as an introduction to whatare the items that may be evaluated

i. The facilitator may say the followingstatement as introduction on the itemsto evaluate:

“You can evaluate a large number ofthings but your choices will be influencedby the funds you have available, youraccess to information and the time youhave available to complete the study.”

a. Let’s assume that you have thefunds to evaluate the PALS programfrom Level 1 to Level 2. For 10minutes discuss:

• What elements in thelearners’ side should weevaluate

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• What elements in thetrainers’ side should weevaluate

• What elements in thecourse design should weevaluate

b. After the discussion, share theoutput of your sub-group in theplenary. Each sub-group has three(3) minutes to present.

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Topic:

Designing an Evaluation

(Slide 21 – 32)

Materials Needed:

Laptop, LCD and Powerpoint Slide

Presentation:

1. Slide 24: Discussion on Designing anEvaluation

i. The facilitator may say the following tostart the discussion

! “Designing an evaluation is not adifficult process provided you adopta systematic approach to it. Rushingin to evaluate this and that will notprovide a good overall picture of whatis happening. The succeeding slideswill walk us through in developing anevaluation strategy.”

2. Slide 25: Discussion on the first step ofdesigning an Evaluation

i. Step 1 explanation:

• The audience for your evaluation willinfluence the techniques you use andthe approach you take. For example,if the evaluation is primarily for thecourse designer/developer then thetype of information to collect andevaluate will be different from what you

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would gather if the user is theaccountant and Finance Officer.Likewise, the information which linemanagement will want will differ fromthat required by the Training manager.Therefore be very clear about why youare writing the report, who will read thereport and what they might do with theinformation.

3. Slide 26: Discussion on the second step ofdesigning an Evaluation


• It is not always possible to evaluateall parts of the training and often youmay have to decide which parts willgive you the most information. Youmight choose to evaluate thelearner’s impression, the programitself, the outcome of the training,the transfer of the learning to theworkplace and the results or impactfor the organization.

• There are a number of considerationsyou will need to think about whendeciding on what to evaluate. Theseinclude factors like who to involve inthe implementation of the evaluation.Should the training people be theonly ones involved, or do we includeline managers, subject matterexperts or learners? It will be a goodidea to involve those who are in thebest position to add to your credibilityand help spread the good news ofthe worth of the training intervention..

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4. Slide 27: Discussion on the third step of designing anEvaluation


• Do not make the mistake of thinkingyour only customers are the yourtraining participants. Your customersrange from the learners to the Directorsof your organization. You need toestablish what your customers aregoing to do with the information youprovide because this will directly affectthe data you need to collect. It mayalso influence the technique you willuse to gather the data.

5. Slide 28: Discussion on the fourth step of designing anEvaluation


• You need to implement a strategy soyou will know when to evaluate andto set up processes to gather data.

• Your strategy will also act as atimetable and a plan of action for theimplementation of the evaluation.

• Decide which aspects of the systemyou are going to evaluate. Identifythe specific issues you want toaddress.

• You may wish to know how thetrainer performed as a facilitator, thequality of the board work and thepowerpoint slides, and the

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appropriateness of learningexercises

• It is too late to decide what toevaluate if you do this only after theprogram has run.

6. Slide 29: Present slide as an introduction for the nextdiscussion, the techniques in evaluation

i. The facilitator may say the followingstatement as introduction on theTechniques of Evaluation:

“Before you can choose a technique youneed to match possible techniquesagainst areas where you might evaluate.The technique chosen must be suitablefor the purpose for which it is intended.”

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1. Slide 30: Present slide as matching techniques toevaluation areas

i. The facilitator may say the followingstatement to start a discussion onevaluation techniques.

• “This matrix provides a summary ofsuitable techniques to use for specificevaluation areas. This was provided byANTA (Australian National TrainingAssociation)”

2. Slide 31: Discussion on Tips in Preparing theTraining Evaluation Form (TEF)

3. Slide 32: Present slide for the continuation on thediscussion on Tips in Preparing the TrainingEvaluation Form (TEF)

Topic:

Surfing the Net

Materials Needed:

Computer with internet connection

Preparation:

! Connect computer to the internet! Enter the web site flash on the screen

Presentation:

1. Slide 36: Present slide as an introduction to the“Surfing the Net Activity”

! From there, the evaluation tips can be viewed! Give the participants 10 minutes to scan .

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MODULE 5KNOWING YOUR4 LEVELS OFEVALUATION

Presentation Slides

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Powerful Alternative Learning Strategies: Facilitator’s GuideModule 5 – Knowing Your 4 Levels of Evaluation

Copyright © 2007 Local Government Academy (LGA)

All rights reserved. No portion of this book maybe copied or reproduced inbooks, pamphlets, typewritten, xeroxed, or in any other form for distribution

or sale, without permission from the Academy.

ISBN No. : 978-971-0383-36-8

Printed and bound in Manila, Philippines.

Published by:

Local Government Academy,Department of the Interior and Local Government

8/F Agustin I Building, F. Ortigas Jr. Road (formerly Emerald Avenue),Ortigas Center, Pasig City, 1605 Philippines

Tel. No. (632) – 634-8430 / 634-8436www.lga.gov.ph

This project was undertaken in collaboration with the Philippines Australia Human Resource Development Facility-

An Australian Government, AusAID Initiative

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Documents

Facilitator’s Guide - Philippines · DILG Message Hon. Ronaldo V. Puno Secretary, DILG. 4 Facilitator’s Guide Module 5 Message LGA Message Marivel Sacendoncillo, CESO III Executive