Mokhtarzadegan Maryam, Amini Mitra, Takmil Farnaz, Adamiat Mohammad, Sarveravan Pooneh
Shiraz University of Medical Sciences, Shiraz, Iran;
Education Development Center, Quality Improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran;
J Adv Med Educ Prof. 2015 Apr;3(2):77-83.
Nowadays, the employees` in-service training has become one of the core components in survival and success of any organization. Unfortunately, despite the importance of training evaluation, a small portion of resources are allocated to this matter. Among many evaluation models, the CIPP model or Context, Input, Process, Product model is a very useful approach to educational evaluation. So far, the evaluation of the training courses mostly provided information for learners but this investigation aims at evaluating the effectiveness of the experts' training programs in SUMS and identifying its pros and cons based on the 4 stages of the CIPP model.
In this descriptive analytical study, done in 2013, 250 employees of SUMS participated in in-service training courses were randomly selected. The evaluated variables were designed using CIPP model and a researcher-made questionnaire was used for data collection; the questionnaire was validated using expert opinion and its reliability was confirmed by Cronbach's alpha (0.89). Quantitative data were analyzed using SPSS 14 and statistical tests was done as needed.
In the context phase, the mean score was highest in solving work problems (4.07±0.88) and lowest in focusing on learners' learning style training courses (2.68±0.91). There is a statistically significant difference between the employees` education level and the product phase evaluation (p<0.001). The necessary effectiveness was not statistically significant in context and input level (p>0.001), in contrast with the process and product phase which showed a significant deference (p<0.001).
Considering our results, although the in-service trainings given to sums employees has been effective in many ways, it has some weaknesses as well. Therefore improving these weaknesses and reinforcing strong points within the identified fields in this study should be taken into account by decision makers and administrators.
如今，员工在职培训已成为任何组织生存与成功的核心要素之一。遗憾的是，尽管培训评估至关重要，但用于此事的资源却只占一小部分。在众多评估模型中，CIPP模型即背景、投入、过程、产出模型，是一种非常有用的教育评估方法。到目前为止，培训课程评估大多为学习者提供信息，但本调查旨在评估SUMS专家培训项目的有效性，并根据CIPP模型的四个阶段确定其优缺点。
在这项2013年开展的描述性分析研究中，随机选取了250名参加SUMS在职培训课程的员工。使用CIPP模型设计评估变量，并使用研究者自制的问卷收集数据；该问卷经专家意见验证，其信度通过克朗巴哈系数（0.89）得到确认。定量数据使用SPSS 14进行分析，并根据需要进行统计检验。
在背景阶段，解决工作问题的平均得分最高（4.07±0.88），关注学习者学习风格培训课程的得分最低（2.68±0.91）。员工教育水平与产出阶段评估之间存在统计学显著差异（p<0.001）。在背景和投入层面，必要有效性无统计学显著差异（p>0.001），而过程和产出阶段则显示出显著差异（p<0.001）。
综合我们的研究结果，虽然给予SUMS员工的在职培训在很多方面是有效的，但也存在一些弱点。因此，决策者和管理人员应考虑改进这些弱点，并加强本研究确定领域内的优点。
