V Skill HF-D6.4-003 transversal 8 umiejętności
Evaluating learning outcomes
Establishes what a learning activity produced, compares the outcome with the stated objective and draws a conclusion about next steps from that.
W jaki sposób serwis hrmforce to mierzy
- Metoda oceny
- Work sample test · rho 0.33 (SD 0.09)
- hrmforce narzędzie
- Knowledge test (client-specific), Pulse Survey
- Kompetencje (50-ramowe)
- Progress monitoring
- Możliwość szkolenia
- high
- Prognoza popytu na lata 2026–2030
- rising
The candidate performs a representative work sample under standardised conditions.
Kotwice behawioralne
| Poziom | Zachowanie na tym poziomie |
|---|---|
| N1 Guided | Fills in the evaluation after a training and names what was and was not learned. works under supervision and follows instruction · routine, one variable at a time · own task |
| N3 Proficient | Measures with tests, observation and work results whether objectives were met and adjusts the follow up programme to those outcomes. sets own approach and seeks input proactively · several variables, some ambiguity · own team or process |
| N5 Leading | Determines how the organisation measures learning results, chooses indicators up to effect on performance and accounts for that to the board. sets the standard and the policy · strategic, under high uncertainty · organisation, value chain or profession |
N2 i N4 celowo nie zostały przypisane do konkretnych punktów odniesienia. Oceniający umieszczają je pomiędzy punktami odniesienia, zgodnie z konwencją O*NET.
Podstawowe umiejętności
Umiejętności te dziedziczą ścieżkę oceny oraz punkty odniesienia behawioralne tej konstrukcji.
| T | Umiejętności | Definicja | Prognoza popytu na lata 2026–2030 |
|---|---|---|---|
| V | Evaluating learning with Kirkpatrick Kirkpatrick evaluation | Assesses a learning activity on reaction, learning, behaviour at work and effect on results. | rising |
| V | Running pre and post measurement Pre post measurement | Measures knowledge or skill before and after a learning activity and compares both outcomes. | rising |
| V | Designing an evaluation form Evaluation form design | Formulates questions that say something about learning result and application, not only satisfaction. | stable |
| V | Interpreting assessment results Assessment interpretation | Reads scores per component and determines where the material or the instruction fell short. | rising |
| V | Measuring behaviour change after training Behaviour change measurement | Tests with observation, feedback or files whether participants really use the learned behaviour at work. | rising |
| V | Substantiating the return on training Training ROI | Sets training cost against returns such as fewer errors, shorter lead time or lower turnover. | rising |
| V | Turning evaluation into adjustment Iterating on evaluation | Adjusts content, method or guidance of the next programme on the basis of the evaluation. | rising |
| V | Surveying participant satisfaction Participant satisfaction | Asks participants shortly after a training about usefulness, pace, trainer and methods. | declining |