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Evaluation Process Report

Joann McKean

CUR/528

July 11, 2016

Michael Burnett
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Evaluation Process Report

Program description

The primary focus in designing the peer realistic call training for newly transferred

technicians is to make sure that they are being indoctrinated in the most appropriate way.

Designing a training model and program that delivers the most effective results is the underlying

intent. The realistic call training program has been designed, developed, and implemented with

marketing and company buy-in. The program strategies strive to showcase the importance of

how a successful peer realistic call training program empowers its learners. A successful

program is designed using multiple components and mixed methods to utilize new processes that

can be employed in a real-time work-related setting. Using tools such as e-learning, online

modules, face-to-face interaction, and written assessments will enhance engagement of

associates instead of depending on annual training modules for refreshing information and

realistic call practice. Course design for peer realistic call is the beginning step for information

and relative data to comprise a training module that will be beneficial to all learners, facilitators,

and evaluators involved.

Description of the problem

Incorporating lessons from a well-developed technical service support handbook will

enhance the training program. This would be a valuable resource outlining practical procedure.

Practical procedures deal with workplace and customer issues, building trust, creating healthy

work environments, and fostering cultures of welcomed creativity. The fact that there are real

problems in the company and with our products and services must be faced in order to be

effective towards the customers that are served. The company understands the need to find new

ways to fix old problems of ineffective technical service support training. Recommendations to
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focus first of new technician training is an effective way in developing employee time, resources,

and promote team diversity. As a society we need to test new ideas to combat old problems

(Royse, Thyer, & Padgett, 2010, p. 16).

Purpose of the evaluation

The purpose of evaluating the peer realistic call process is to assess the information that

is taught with mixed methods using quantitative, qualitative, formative and summative

assessments. Measuring and evaluating these is a constant process. When employees are on the

job, little outside the given annual review is regularly reviewed. A missing result is the

measurement of the call response training effectiveness. The impact of the training achieved by

the learner and not just the call records would be important. Program evaluation can be seen as

a subset of those activities labeled research, which itself has been simply defined as systematic

procedures used in seeking facts or principles (Barker, 2003, p. 368). Appropriate teacher

assessment is another component based on using the information from the formative and

summative assessment of participation in any given class or the underlying comprehension of the

class.

Data collection procedures

Program evaluation is applied research used as part of the managerial process.

Evaluations are conducted to aid those who must make administrative decisions about human

services programs (Royse, Thyer, & Padgett, 2010). The steps taken were a weekly check-in

concerning the exams content and to see if the information, questions, and practice were relevant

to the specific job. Questions about the exam were answered and placed into categories that

signified level of relevance. Once done, the final exam was rewritten from the subject matter

experts point-of-view relevant to practical and empirical standpoint. Conducting training

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assessments has been fair and reviewed for evaluation bias. Another aspect of survey and

assessment is to perform practical and empirical checkpoints to see where the learners are in the

training process. The new technical support employees are encouraged to shadow the current

employees and have hands-on experience to help in retaining information and process

acclimation.

Data collection can be interpreted in many ways, and is especially dependent upon the

person collecting and reading it. From a course standpoint, if an individual deems a class to be

hard or attempts to impart too much information, the evaluator may show bias by saying that

learner is simply lazy and does not want to apply himself or herself to the required level of

achievement. On the other hand, it could probably be said that the course material keeps the

learners occupied. The data collection should help verify either point of view.

Procedures for analyzing the data

With the aid of such instruments and references as realistic call training to allow

practicing delivery of new techniques, to allow writing a new service support manual, and to

enact Real-World Training Design, the journey of recreating training begins. Every training

endeavor faces the inevitable setbacks and problems of time, limited funding, and cost, quality,

and means of continuous education and implementation training. Data evaluation through a

neutral party is recommended to lessen the potential of biased results or of misreading the

implementation. The strategies, program solutions, Gap Analysis, proper technique design,

strategic development, and implementation/evaluation are all tools used to properly analyze the

peer realistic call training conducted with the new technical support force. The employment of

this process will help create and maintain an effective training program that will help achieve the

companys goals. Defective information that has been gathered will not be able to reveal
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tangible information that can be used to evaluate current instruction and/or courses. The

question is how to modernize teaching methodologies when the learners are still not

understanding and retaining and are not able to articulate the information. If instructors and

evaluators are not willing to change the teaching methodologies, disservice to learners continues.

Effective teaching and data gathering are only effective if the method and purpose are effective.

Results/finding

Incorporating various mixed methodologies of assessments and evaluation in training

portrays training as a proactive tool. The goal is to be innovative and not simply to have skilled

technicians. The intention is to move beyond a traditionally established training program while

upholding the mission and vision of the company. Peer realistic call training guides and enables

the Gap Analysis to fill goal timelines and achieve the mission. Remembering to include

examples of where the company wants to be in the analysis, methods and learning, and using

tangible timelines that are measurable and reasonable. Time must be spent in creation and

implementation, a good portion of this roll-out focuses on marketing the training and information

that is available to all customer support personnel. Different examples of learning in an

educational setting are scenarios for critical thinking, role play, relatable studied cases, live

demonstrations, visual aids and the deployment of social media aids. First and foremost, the aid

of reputable training material that lays out the tools and resources needed to write, implement

and train and efficient training program must be utilized.

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References

Barker, R. (Ed.). (2003). The social work dictionary (5th ed.). Washington, DC: NASW Press.

Royse, D., Thyer, B. A., & Padgett, D. K. (2010). Program evaluation: An introduction (5th ed.).

Belmont, CA: Wadsworth.