E-learning Instructional Design Guidelines - Human Factors ...

HFIDTC/WP2.1.5/2
Version 2/ 30 April 2006
A e-learning evaluation strategy
should state:
Which stages should be applied
to each training activity on the
basis of defined criteria
The frequency and timing with
which each evaluation stage
should be applied
The sources of evaluation data
to be used
Where evaluation data should be
recorded
Who and how data analysis will
be performed
The types and structure of
reports raised
Who will act on report
recommendations
All individual training
(including e-learning) is subject
to DSAT Evaluation Stages 1 - 4
DTSM4
1.7.a
1.7.b
1.7.d
1.7.e
1.7.e
1.7.f
1.7.g
1.9
Recommendations for implementation
The evaluation stages to be applied to each
training activity.
The frequency with which each evaluation
stage should be applied.
The sources from which information will be
obtained.
The methods of data recording and analysis.
The methods of data recording and analysis.
The reports that will be raised.
The staffing chain for addressing report
recommendations.
All individual training should be subject to
DSAT QS stages 1 – 4 of evaluation but stages
5 and 6 should be more focused in their
application.
7.2 DSAT Stage 2 – Identify Training Needs
DSAT Stage 2 - Identify
Training Needs Source Comment
Training Performance Indicators
(TPIs) and Key Targets (KTs)
are established and documented
TPIs and KTs are articulated in
performance, conditions and
standards format and are
measurable
DSAT QS
6.2.1.
8.1.2.a)
6.2.2.
8.1.2.
Mandatory Requirements
Management shall ensure that TPIs and KTs,
including those needed to meet requirements
for the trained output, are established for
relevant functions and levels within the
organization.
[The organisation shall determine as
appropriate:]
TPIs and KTs
The TPIs and KTs shall be measurable and
consistent with the training quality policy.
[The organisation shall determine as
appropriate:]
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