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Evaluation of Knowledge Based Training Programs Using Repertory Grid
Determine if a knowledge-based training program changed an individual and what change was achieved.
The Repertoire Grid Interview is an ideal process for determining developmental change because the process maps a person’s knowledge, experience, and attitudes. Since the goal of training and development is to improve that person’s knowledge and experience and sometimes to change their attitudes, a before and after interview chart can show the extent of the change. This facilitates a managerial assessment of value for money.
If an interview is conducted before a development intervention, interns can get a head start. The interview process itself, the development of the cognitive map prior to training or development, helps a trainee focus on the topic and provides greater awareness of any gaps they have in knowledge or skill. development and prepares the trainee to get the most out of the training.
Training evaluation
Improvement in knowledge-based training is very simple to determine. The enrichment of knowledge consists of:
- Know more facts
- Learn more about the facts
- Knowing what is actually right or wrong.
For example, you might expect a student of dairy farm economics, at the end of a course on cattle breeds, to know more breeds of dairy cattle, to know more about breeds, and to know more about how they compare in terms of dairy farm economics.
I assume here that you already know the directory grid and the meaning of the terms construct, qualifier and element. If you need to review these terms, you can visit the Inquire Within website at http://www.enquirewithin.co.nz/site_map.htm
Thus, to test the effectiveness of the training, we would conduct evaluation interviews before and after the course using dairy cattle breeds as elements. The student would name as many races as possible to use as elements. Then, using the repertoire grid process, a series of two-to-one comparisons of the items (breeds) would be made using qualifiers to focus responses such as “…in terms of suitability for different climates or different terrains , feed conversion, profitability, etc. For example “How are Jersey and Hereford cows similar to but different from Holsteins in terms of feed conversion efficiency? » The compare and contrast process using different combinations of races would continue using scale and contrast until the student could produce no more constructs.
Results analysis
Obviously, we would expect the student to be able to name many more breeds after the lesson than before.
We would consider what the student considered a breed of dairy cow. The analyst might be unhappy with the inclusion of beef breeds only when the economy of dairy breeds was considered. To be proficient, the student may need to clearly distinguish between dairy cattle and beef cattle breeds.
Additionally, we would like to know the number of dimensions used to distinguish the races. The number of builds produced should be much higher after the course. (In the pre-course test, the student would become very aware of their inability to distinguish between races — knowledge gaps — and would therefore be much more focused during the course).
We would also consider on what dimensions does the student evaluate cattle breeds? The pre-course interview can show that builds are largely contextual (where they can be purchased, how much they cost, etc.) and personal (how they look). After the course, one would expect more constructions on their suitability for different climates and terrains, the degree of skill needed to manage them, and the flexibility of use to produce different dairy products (cheese, city milk, butter) , etc. the number and quality of builds produced increased.
We would look for factual errors in the Grid and expect these to be reduced.
The process can be used for many types of job training, product knowledge, job training, management training, sales training, technical training, etc., but not procedural training or training where it there are relatively few possible constructions.
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