Week 10

YOU Might need theses materials for reading 

https://www.youtube.com/watch?v=4nmsbbtv9ZE

2.  Read: Chapter 6 (Transfer to the Job and the Environment)

https://books.google.com/books?id=GqIOVVis8yYC&printsec=frontcover&dq=Evaluation+Basics+(ASTD+Training+Basics)&hl=en&sa=X&ved=0ahUKEwj4mf7m77TKAhVC42MKHQVbDeQQ6AEIMDAA#v=onepage&q=Evaluation%20Basics%20(ASTD%20Training%20Basics)&f=false

3.  Watch: video on the timing of level 3 evaluation. People are sometimes confused about the timing of a level 3 evaluation so I have put together a quick (13m) presentation talking through how people learn to hopefully help you think about the timing for level 3 evaluations.

https://www.youtube.com/watch?v=BabUWAYYy0w

Assignment 1 

Complete one of the two Level 3 Evaluation Assignments 

As we discussed earlier in the semester, not all of you work in environments where is makes sense to do a level 3 evaluation.  This is primarily true of those of you who work in K-12 or higher education.  Unless you have a clinical or laboratory-type setting where students can do the job as they interact with real customers/clients (i.e. a clinical practicum setting, auto repair lab, food service outlet, salon, etc.), you generally do not have the opportunity to see students in a work setting where they can apply what they have learned.  Because of that, we have two assignments this week: one assignment is for those of you who have case studies where you can use a level 3 evaluation. The other assignment is for those of you who have case studies where it does not make sense to use a level 3 evaluation. 

This week you will do the one one of the assignments listed below based on your case study.

   Handout: Level 3 Evaluation Bonus Assignment to Use With Your Case Study  ( in the attachment )

     Handout: Level 3 Evaluation Bonus Assignment--Fictitious Case Study (only use this if your case study does not use a level 3 evaluation)  (? in the attachemnt )

Forum Discussion

Use the following questions as a start (but not an exhaustive list) for your discussions this week: 

• What are the advantages and disadvantages of a level 3 evaluation?
  
  
• Who needs to be involved and what processes/behaviors need to exist in the workplace for a level 3 evaluation to be viable?  How can you get these people involved and the processes/behaviors in place?
  
  
• Who benefits from the information from a level 3 evaluation?  Why do each of these stakeholders benefit from the information?
  
  
• Have you ever used a level 3 evaluation (or see one used)?  Describe what was done, who was involved and the benefit for the organization.
  
  
• If your organization has used level 3 evaluations, why do you think they have used them?  If your organization has not used level 3 evaluations, why do you think they have not used them?  What is the impact fory our organization of using/not using level 3 evaluations?
  
  
• Chapter 6 describes several level 3 evaluation tools. Which of these could you see yourself using (or could you see used in your organization)? Why?
  
  
• As you think of yourself as an evaluator, what strengths do you have that you can use as you create/conduct level 3 evaluations?  What skills/behaviors do you still need to develop to be an effective level 3 evaluator?
  
  
• Continue with anything else you want to discuss about level 3 evaluations...

RESPONSE to these two disscusion ( use "you" not apsent verb)

First disscusion 

I found video very enlightening.  I was thinking that I wouldn't be able to do any level 3 evaluations because I teach in a high school professional technical education setting and the level 3 evaluation would be when my students enter the workforce.  The video about Evaluation timing talked about a learning curve.  I realized, I can use level 3 evaluations to evaluate students who take my AUTO 100 class and then return to take the level 200 and 300 classes.  

In the video, it talks about how students require time to work with their new knowledge and how sometimes, our performance goes down with new knowledge until we've had a chance to practice.  I can evaluate my students when they return after summer break and see how much from their level 100 class really sunk in.  An easy way for me to do this would be to give them their previous final exam as a kind of pre-test but I think a more student-centered evaluation would be to get my students into the shop and have them perform specific procedure while explaining what they are doing.  

Second disscusion 

I have always considered the teaching profession as a manufacturing industry, we make a product that is consumed by customers. I teach diesel mechanic at Idaho State University, the product that we are making is the training of people to work on diesel engines and equipment that is associated them.  With this said, the people that are hiring the students coming out of my class or school are the customers. Here is where I see that level 3 evaluation can be used to see if the people coming out of my class is able to do what they are trained for. 

Right now we have an advisory committee that is made up from people in industry, and they are in constant communication with us. This is where level 3 evaluation can be used, I just need to figure out ways to get this information to be used.