A training evaluation process determines whether the investment of time and resources in the activity was worthwhile. In the case of a course on “Transitioning from staff to supervisor”, an assessment should determine not only whether participants found it to be enjoyable and informative, but whether it resulted in better transitions for staff who were taking on additional responsibilities in front-line management. Such transitions can be challenging because they disrupt our social identities, but training can ease the transition by clarifying expectations and the new role (Derven, 2009). The training program had a number of different components, including lectures, interactive activities in groups and hands on application of concepts. The target audience for this training were employees who had been selected for a promotion to supervision. They represented a range of ages, backgrounds and experiences. There was a considerable amount of networking between the participants, which can ultimately be seen as a component or positive side effect of the training. The training was needed because there is a different perspective and approach which must be taken as a supervisor, and making the expectations clear will ideally facilitate the transformation that is needed. The outcomes of the training are a more effective and seamless transition from the role of employee to that of supervisor. Because of this, the assessment of whether the training was effective would not be useful until it was possible to evaluate the transition and time to put the training into action.
A survey immediately after the training to assess participant satisfaction, followed by another survey after 2-4 months that assesses the transition as reported by the participant and whether workshop lessons were found to be useful would be an appropriate method for evaluating the training program. Another approach which would complement the surveys of participants would be to look at the outputs from the perspectives of management, who would provide feedback regarding how well the participant was able to put their training into action (Bushnell, 1990).
- Bushnell, D. S. (1990). Input, process, output: A model for evaluating training. Training & Development Journal, 44(3), 41-44.
- Derven, M. (2009). Navigating the transition to supervisor. Training and Development, 63(11), 50-53.
