Effektmätning av ett utbildningsprogram : Genom lärande utvärdering

Abstract Titel Effektmätning av ett utbildningsprogram – genom lärande utvärdering Engelsk titel Effect Measurement of a Training Program – through Learning by Evaluating Handledare Lars Holmstrand Examinator Magnus Söderström Datum Juni 2011 Antal sidor 77 Nyckelord utvärdering, lärande, effektmätning, lärande utvärdering, formativ utvärdering Keywords evaluation, learning, effect measurement, learning by evaluating, formative evaluation The aim of this study was to investigate which effects a competence development effort has had on individuals and group, as well as in which way formative elements of evaluation possibly could have contributed to learning. The target group of the study was employees (eleven), their managers (seven) as well as co-ordinators (two) of a maintenance department at a nuclear power plant. The training program lasted from December 2009 to May 2010. The study was in progress as of September 2009 when a decision was made at the maintenance department’s training board to carry out the evaluation. The study is a comprehensive normal evaluation study focusing on learning by evaluation. As development model the Kirkpatrick, D.L & Kirkpatrick, J.D. (2005) ―Four level evaluation model‖ was chosen. The collected input consisted of interviews, documents, notes from meetings, surveys and dialogues. The dialogue situation has mainly taken place between the evaluator, the participants, the manager and others on the subject of the evaluation. The result showed that learning by evaluation may contribute to learning. The prerequisites are that managers are involved in the evaluation process in order to create the prerequisites for a good learning environment. What also is required is that there is a co-operation between the evaluator and the persons involved in the evaluation throughout the whole evaluation process. A prerequisite is also that the result of the evaluation is received and utilized. The driving force for the participants in order to transfer the learning to everyday life was mainly motivation and willingness which appeared in the interviews, but the prerequisites for enabling this to continue to develop is the engagement of the management and the support in the form of a good learning environment. This entails time for reflection and also that the organisation supports the learning process. For the management to gain the understanding of the competence which the training provides and thus to provide the prerequisites for support, it is required that they themselves participate in the training. For the individuals the competence development effort has among others led to results in the form of a strengthened self-confidence, a wider view on maintenance as well as an understanding of other human beings and professions. For the group it is yet too early in order to be able to see any results in a wider perspective. The solution to reach this is that 7 many more must participate in the training before results might be attained. In groups with more than one participant there are however tendencies towards an increase in output within the group. Different activities within the learning by evaluation showed that learning has taken place throughout the whole evaluation process in different ways. Different corrective actions and measures have been carried out continuously in order to attain the best possible learning process. The reviews after the examinations, which were led by some of the managers, gave an excellent example of how learning may take place for different persons involved through co-operation and dialogue. Uncertainties were clarified and taken care of during these meetings. Also a learning process took place concerning the development model itself, as well as its pros and cons. The result also showed the importance of the management’s engagement in order to stimulate the learning