A. What are the driving forces behind this training (why is it being given)? Training programs are usually a crucial part of the development function of human resources in diverse organizational settings. In the hospital setting, as one’s work environment, the driving forces behind the training program are the ensure that substandard work performance are effectively addressed; to increase productivity; to prevent wastage or high expenses and costs in the utilization of the organization’s resources; to prevent high accident rates; to comply with safety and security standards in the organizational setting; to develop the personnel’s career paths for future professional growths; and to tap potentials that are promising in the health care setting.
In this regard, for non-clinical staff, the safety fair training program provided the crucial information that would enhance health practitioners to apprise oneself on safety standards posed by the Occupational Safety and Health Administration (OSHA) and other state and government agencies (TJC, State Board of Health; CMS). B. Do they contract externally for any of their training? Management has opted not to conduct external training because competency and experience in this field of endeavor is mostly specialized.
The needs and demand for training are appropriately determined by in-house human resources personnel and appropriate training programs are designed and implemented, as needed. C. Do a critical review of the training program you reviewed or attended and answer the following questions about it: Was it scheduled at appropriate times for the employees? Yes, the training was scheduled at appropriate times for the employees and was conducted within a stipulated time frame of 90 minutes. Was the curriculum appropriate with a front, middle, and end? Yes, the curriculum was appropriate for all levels as the comprehensiveness and applicability of the information provided are on the crucial and significant level that all the hospital employees (employees, managers, and directors) must be included. Was the program sequenced properly?
Yes, the program was sequenced properly and effectively to ensure that no disruption in daily operations and in responsibilities would occur. Was transfer of training built into the program? Regrettably, no transfer of training was built into the program; meaning, for new personnel or for those who missed it; they must directly be oriented on the safety requirements on an individual or group basis. Were different methods of instruction employed?
Likewise, no diversity in methods of instruction for the training was employed. Was it active training for the participants? Apparently, the training program was not an effective medium for active training of participants. Was there an ice breaker or opening exercise? Since the program was given online, there was not utilization of ice breaker nor opening exercises. How often is this training given? The training was given online, on a need to know basis; meaning if supervisors note that there is a need to be more oriented on safety standards and requirements, then, the program would be recommended for viewing. Who conducted the training?
As an online training program, it necessitated a self-study mode. What training media and equipment were used? The training media and equipment used for this purpose is the personal computer. What was the cost of the training? Since the program is installed online, no apparent incidental training costs were incurred. D. How would you change the program to improve it? As it is, the safety fair training program was comprehensive and the method used was preferred by health care practitioners so the one could access it at the prescribed time.
Improvements could be made by updating the program to incorporate new developments on safety and precautionary techniques, as announced by health agencies nationwide. Likewise, one strongly believes that this type of training must be reinforced by other training programs that would determine if trainees effectively absorbed the information provided in the training compendium. As suggested, management could conduct regular training assessment through surprise tests or post-tests to verify if the personnel have indeed understood the contents relayed by the training program. Review of an Evaluation Tool of a Training Program A.
What type of tool is it (i. e. use of surveys, focus groups, interviews, pre-test post-test, etc. )? As specified, post-tests are used as evaluation tools for the training program. The test results would determine the level and extent of comprehension and absorption of information by the trainees. B. Give a general overview of the training event that this tool was used to evaluate, listing the goal/s and objectives. The goal of the safety fair training program was indicated as providing relevant and crucial safety information relative to the requirements of various health agencies, as noted above: OSHA, TJC, State Board of Health; CMS.
Therefore the evaluation would determine if the learning objectives were met and if the key components of the training information were appropriately imbibed. There is a success and failure measure that would indicate if the trainee fail in test, then the course must be repeated and the test re-taken. A successful mark would be generated when the trainee reached 60% of 100% mark. Also, this training program I think is met level two (learning) of the four levels of evaluation. C.
Which level(s) is the evaluation tool designed to measure according to Kirkpatrick’s model (1-4)? Of the four levels of evaluation, according to Kirkpatrick’s model, the evaluation tool designed measured level two (learning). At this level, the participants learning were measured in terms of improved knowledge, change in attitudes about safety, and increased skills in areas focused on the training program. D. Summarize the data or results gathered by this tool from a previous training event.
Illustrate deficiencies found (provide data), training/teaching areas that need improvement, organizational or procedural problems, equipment needs, or areas of program/unit improvement. As the results of the posttest reveal, trainees who failed the test would be required to go through the training program in another scheduled time to enable the trainee to focus on the areas of weaknesses. As such, the trainee would be able to identify from the test results which portions need to be improved or which skills need to be honed to pass the posttest requirement. Only when the trainee passes the posttest criteria would the personnel be deemed competent in the subject of safety management, pursuant to the standards required by the health agencies and by the organizational setting. Reference Healthstream Learning Center.
(2012). Safety Fair 2011 For Non-Clinical Staff. Healthstream, Inc.