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It can be assured from evaluating what was in the program, whether or not it met all the standards but the only way to know for sure that the information was absorbed is to in some way ask, and a post test answers those questions. Secondly, it is needed to know whether or not the instructors established a rapport with the audience (Griscli & Jacono, 2007). This can be known early by assigning someone to watch the reaction of the audience during the education. If the speaker does not engage the audience, they will not appreciate and learn the material involved. This is also very important in participant satisfaction.
Other things that need to be determined are participant satisfaction, whether the participant felt that the objectives were met, and participant relevance. These thing can be best determined by a survey given to the participants at the end of the program asking questions directly related to this (Chambers, 2008). It is a good idea to not give the credit for attendance until the test and survey are completed. This will give you better information.
The one item that is difficult to evaluate is "are they able to take this information back to their units and put it into practice?" Leaders are finding this to be the most difficult answer to get. There are some ideas, such as having supervisors evaluate the use of the information or evaluating practice to determine if the newer ideas have been added. Any of these things are quite difficult and quite controversial at this time, however. This leads us to the recommendation that there be more concentrated study on how to insure that educational programs are used as well as learned. Though our program has traditional objectives, there may be a need to change how those objectives are written (buinesstraining) and how they are evaluated.
In conclusion, evaluation of educational
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