Evaluation is a major aspect that is used to determine the relevance and significance of a project. Each program, plan or project has its weaknesses and strengths, which are determined through evaluation. This can be done during (formative evaluation) or after implementation (summative evaluation). The aim of evaluation is to determine whether the executed program has achieved its goal. Based on the objective of the program evaluation program seeks to assess the main elements of the program and their role towards organization’s achievements. Therefore, this paper outlines the key aspects that are considered in the evaluation program following the introduction of a new training program for insurance personnel.
Evaluation is an important process that helps in determining the effectiveness and efficiency of a program (Arghode, 2012). This can be done during (formative) and at the end of the program (summative).The strategies used to evaluate a program will be discussed in this essay. It will also examine methods that are used by the company to evaluate the training program in the insurance company. They include data collection strategies, problem assessment and analysis of data obtained from the trainers and trainees.
The data collection tool that is being used by the investigator company in problem evaluation is the Likert scale. This is to help in assessing significance of various components of the training program on management staff, trainers and trainees (Arghode, 2012). This method will help in obtaining information that will determine the best components of training that the insurance company will use in retaining most of its agents after training. This design is the most appropriate in helping the insurance company not to lose its agents frequently after training. Likert is a self report that helps in collecting information from a quantified sample. This will help in accurate description of the things that are supposed to be implemented so as to reduce the agents from being fired from the company. This will also help the insurance company to improve its practices on hiring and training so as to prevent agents from being fired or quitting the job.
In this evaluation, opinions of the respondent will be measured to determine the level of their agreement with the existing program (Boler and Kisker, 2014). Cross section method will be used since its user friendly and not costly. This method takes less time among few representative samples. This method will help in collection of effective information which is useful to the company to enhance its practices. This will help it in retaining most of its employees at the early stage’. Though this strategy is reliable, it has its limitations too. Nevertheless, the researcher used it to collect data and analyze using his or her experience and knowledge. This becomes a success when s/he obtains information from both the primary and secondary sources of data. This is through interviewing the agents and instructors in the insurance company. The trainees and trainers are given tests at different durations then the results obtained from the two groups are correlated using the Karl Pearson’s product to find the correlation coefficient.
A sample population is portion of individuals or events with common observable characteristics from a whole population (Boler and Kisker, 2014). The sample populations in this study are the trainers, trainees and managerial staff of the insurance company. The choice of this target sample was based on their knowledge and experience with the training program. The sample populations will be asked on the ways of improving the practices of the company so as to stop them from quitting the job after a few days of employment.
Types of Data
Data from both secondary and primary sources were used. This is to help in integrating different components of the insurance company like the trainees, trainers and the managerial staff (Arghode, 2012). Also, it will help the insurance company to obtain information that will help the company to implement on the training skills. This information will help the employees of insurance company from quitting the job at an early stage of employment. In other words, it reduces the rate of employee turnover.
The main research instrument that will be used by the researcher in this study was interview and Likert scale. The research instrument tool used had five groups from strongly agree to strongly disagree (Arghode, 2012). Instructors and agents were interviewed by the insurance company managerial staff on the ways of improving their practices so as to prevent the agents from being fired and quitting from the job. Likert will be submitted to the agents and instructors and later collected after they had responded to. They administered their Likert to the respondents and collected them after a few days. The Likert is as shown below:
|Statements||Strongly agree||agree||Somehow agree||Strongly disagree||Disagree|
|The payment for the agents per week during training is low|
|The course duration is long|
|The skills offered are effective|
|The payment of agents for the first two weeks after training is very low|
|The companies spending on payment for the agents is low|
Data Collection Procedures
The evaluation will use primary and secondary sources to obtain data from respondents. The main primary source for this study was the use of Likert and interviews for the agents and instructors of insurance company. The questions were administered to the trainees and the trainers then obtained after a few days. This allowed the time to go through the question before they could answer. Thus, the data obtained had a high precision. The primary sources should mostly be used since it provides first hand information and it is not biased since it is not based on the writers’ objectives (Boler and Kisker, 2014). Journals and other reports offered the best sources of secondary data. Secondary data is important in this evaluation because it offer information for comparison and triangulation. The primary data obtained is used for comparison of the information obtained from the secondary sources of data.
Arghode, V. (2012). Qualitative and quantitative research: Paradigmatic differences. Global Education Journal, 2012(4), 155–163.
Boller, K., & Kisker, E. E. (2014). Reporting what readers need to know about education research measures: A guide. Regional Educational Laboratory, REL 2014–064.
Köksal, M. S., Ertekin, P., & Çolakoglu, Ö. M. (2014). How differences among data collectors are reflected in the reliability and validity of data collected by Likert-type scales. Educational Sciences: Theory and Practice, 14(6), 2,206–2,212.