Adult Education and Training for Techniques-myassignmenthelp.com

Question: Discuss about theAdult Education and Training for Tools and Techniques. Answer: Introduction There are different methods for evaluation of training. The first one is using of learning theory which involves four levels, namely, reaction, learning, behavior, results. Then there are learner culmination and celebration formative evaluation, documentation and trainer reflection. For an effective training evaluation it must be suitable for the person as well as the situation. Sometimes evaluation of the personal development skills can extend beyond the necessary knowledge and skills of the organization, where effective personal development skills are taken into considerations (Arjovsky Bottou, 2017). Aims and methods Evaluation of learning session depends on certain factors. Usage of wrong tools can make the session monotonous and tiring. If a teacher asks the students to submit only positive feedback, the responses to the tools that were used should be true, helpful and give enlightenment (Phillips Phillips, 2016). It must be kept in mind that there are solid reasons which are good for evaluation. One must determine the cost as well as the benefit ratio of the program along with data collection which will help in future marketing programs. It is also important to recognize the strengths and weakness, decide the participants for future programs and who was the most or least beneficial from the training program. Educational aims and objectives have different benefits which help the trainers for course designing, communication, identification of resources and provide a guideline for evaluation and quality assurance. The feedback received from the stakeholders provides valuable information about th e strengths and weaknesses. Clear understanding of evaluation makes the participants more receptive towards the training method (Bhalla, 2014). The terms aims, objectives and learning outcomes are important teaching requirements which can be used for two purposes- what the trainer will do and what the trainees have learnt. Constructive feedback It is necessary to understand the importance of any information while using any evaluation tool. For instance, if questionnaire is used for evaluation, a collection of broader opinions can be helpful as it is not required by the organization. If the evaluation tool is not suitable for gathering information then a different tool will be used. One of the easy tools that can be used for gaining constructive feedback is to understand the main aspects of the learning process (Carpenter Dickinson, 2016). The main aspects include organizational priorities, measuring the aspects of training, and the impact of the training procedure. More the trainee will know about the organizational needs, better it will be to ensure about the usage of right tools for gathering information. Feedback is essential for the operation of an organization. A manager needs to perform the task of giving feedback time and again to let people know about their current situation and what they can do to attain the goal. It is an essential tool which indicates if things are going properly or if there is any problem. The situations which require the delivery of constructive feedback are- provide correct guidance, follow up on discussions, provide performance pointers, performance discussion and informing about the consequence of a behavior. Constructive feedback is needed when a participant asks about his own performance, persistence of complex situations and errors, not meeting up to the expectation of the employee performance and annoying work habit of the peer. While giving constructive feedback, description should be kept in mind and not judgment; observation and not interference; behavior and not the person; balance between the positive and negative feedback and being aware of the feedback overload (Goetsch Davis, 2014).The methods for giving constructive method include- clear purpose, observation, reaction, giving an opportunity to respond, specific suggestion and giving a gist as a support ( Punch Oancea, 2014). Results of evaluation Relevant data are produced after the effective evaluation of the adult learning session. Using right tools give a proper image of the success of learning evaluation. Selection of the accurate tool varies according to the information needs of the organization (Hale, Bevilacqua Viner, 2015). The outcome of the process of evaluation should be examined to take care of the questions of the organization and the success of the training. The primary objectives of the learning session are- to be clear about the training objectives, to have a specific plan for the facilitation of the training, to have a proper method for assessing the effectiveness of the training and to abide by the ethics, integrity and look into the benefits and improvement. If the process of evaluation describes the changes of evaluation as the most desired learning outcomes, then the above mentioned changes will have an impact on the evaluation process. The outcome received should be well analyzed after gathering. To ass ess the effectiveness of the training process against the set requirements that is relevant to the needs of the organization will be their attainable goal. Analysis is the major step in evaluation process and brings out the meaning of the data collected for evaluation. This process helps in finding documents and also remains accountable to the stakeholders. Before evaluation it must be kept in mind whether data analysis will be internal or external. A concrete plan for data analysis will enhance the situation of the organization and will be helpful for getting analysis from the external stakeholders. Interpretation of the gathered data will be helpful in assessing if the results are reasonable and what implications will it have on the training program (O'Neil, 2014). Positive results refer to the strength of the program and negative results modify the practices. Conclusion It can be concluded from the assignment that evaluation refers to the process of ascertaining the effectiveness of the training program. Information is provided which helps in modifying or amending the training session. The managers may want the evaluation to be conducted on the training as per the procedure for the betterment of the organization. Future trainings are also upgraded with material and content. If the current needs are met then there is a scope for training and assessment. Reference Arjovsky, M., Bottou, L. (2017). Towards principled methods for training generative adversarial networks.arXiv preprint arXiv:1701.04862. Bhalla, S. U. R. U. C. H. I. (2014). E-learning: tools, techniques and trends.Int. J. Eng. Sci. Invent. Res. Dev,1, 82-87. Carpenter, J., Dickinson, H. (2016).Interprofessional education and training. policy press. Goetsch, D. L., Davis, S. B. (2014).Quality management for organizational excellence. Upper Saddle River, NJ: pearson. Hale, D. R., Bevilacqua, L., Viner, R. M. (2015). Adolescent health and adult education and employment: a systematic review.Pediatrics,136(1), 128-140. O'Neil, H. F. (Ed.). (2014).Learning strategies. Academic Press. Phillips, J. J., Phillips, P. P. (2016).Handbook of training evaluation and measurement methods. Routledge. Punch, K. F., Oancea, A. (2014).Introduction to research methods in education. Sage.