Relating Training to Business Performance
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Relating Training to Business Performance
The Case for a Business Evaluation Strategy – William J. Tarnacki II
We will continue to analyze appropriate measures of reaction, learning and confidence. You will also design progress reports that include measures and reports that describe acceptance of an evaluation system or scorecard. In week seven, you will also analyze the importance of using the evaluation process for decision-making and determine the future challenges that the organization might face as they relate to evaluation. I look forward to all your comments!
To prepare for this Discussion, pay particular attention to the following Learning Resources:
- Review this week’s Learning Resources, especially:
- The Role of an Evaluator – See pdf
- Read Week 7 Lecture – See Word doc .
- 5 Steps – See doc. 5 Steps – See pdf
- Unconscious bias – See pdf –
Assignment:
Respond to two or more colleagues, “See listed below” in the following way:
- Propose two suggestions on your colleague discussion
- Provide a rationale for your suggestions based on your experience and the Learning Resources for the week.
1st Colleague – Susan Christmas
Susan Christmas
Week 7 Discussion
Top of Form
The discussion thread for Week 7 is about the role of an evaluator and the necessary steps for becoming an evaluator. Based on our learnings from the week, we are tasked with deciding if we would make a strong evaluator. We are to list the qualifications that we would look for in choosing an evaluator and demonstrate the need for an evaluator for our organization. Finally, we are asked to justify how the addition of an evaluator might improve productivity within the workplace.
Would I make a strong evaluator?
After reading through Chapter 20 of our eBook, I cannot say whether I would make a strong evaluator, but I can say I would have no desire to be a full-time evaluator. Moseley and Dessinger (2010) explain that a full-time evaluator typically does not start their work until after implementation of a project. The evaluator then reconstructs the project and measures the impact of the project initiatives. However, a part-time evaluator starts at the beginning of the project and takes measurements of current levels and desired levels (Moseley & Dessinger, 2010). I think I would be stronger as a part-time evaluator since I would be able to start at the beginning instead of at the end and reconstruct.
Qualifications for Choosing an Evaluator
When choosing an evaluator for my organization, I would be looking for someone with experience in the process of evaluating and someone that has primarily focused on evaluations (a full-time evaluator). Ideally it would be nice if the evaluator was part of a national or international evaluation association because, in theory, they would have a good handle on standards for conducting evaluations (Moseley & Dessinger, 2010).
Need for an Evaluator in our Organization
Using a past employer once again, Echo Bluff State Park, an evaluator was needed so they could come in and analyze the situation, maybe even complete some audits, then report the findings so performance could be improved.
Justification for an Evaluator Improving Productivity
An evaluator might improve productivity because it provides the necessary information that can guide the decision-making process. An evaluation cannot be completed if information is not gathered first. Productivity should eventually improve once decisions are made regarding changes that need to take place.
References
Moseley, J. & Dessinger, J. (2010). Handbook of Improving Performance in the Workplace, Measurement and Evaluation (Volume 3) Hoboken: Wiley.
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2nd Colleague – Susan Christmas
Piper Stewart
Week 7
Top of Form
Evaluator Qualifications
Evaluator qualifications are critical to a successful evaluation that will strengthen the program’s level of evidence. A single evaluator or a team of evaluators is fine, so long as all the necessary skills are covered. When selecting an evaluator, it helps if the evaluator has worked with similar programs and has demonstrated experience in conducting the specific type of evaluation described in your evaluation plan. When selecting an external evaluator, focus on the program evaluator and the evaluator’s background and qualifications. What is the extent of the evaluator’s experience with both the content area and the type of evaluation you are planning? Identify the evaluator’s experience with similar interventions and with the type of RCT or QED that the evaluation is using (e.g., an RCT in which schools, rather than students, are randomly assigned to treatment or control). List the key people designing and overseeing the evaluation and ensuring its quality along with their education/training and type and years of experience. Verify that the evaluator can handle the scale and size of the proposed evaluation. Provide at least one example of an evaluation that is similar in size, complexity, and number of sites. Discuss the experience the evaluator has in managing similar evaluation protocols (e.g., this type of sampling, data collection, analysis). If relevant, does the evaluator have the capacity to conduct an evaluation with multiple sites across a broad geographic area? You should talk about whether or not there are conflicts of interest related to the evaluation. Conflicts of interest could be related to a part of the program, the evaluator, or the relationship between the two. For example, has the evaluator played a role in designing the program, or is the person supervising the evaluator also responsible for program implementation and success? If there are conflicts of interest, they should be disclosed and measures to mitigate them discussed.
Evaluator Qualifications and Independence Overview. (n.d.). Retrieved from https://americorps.gov/sites/default/files/document/2013_0~1.PDF
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RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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