Cover Image
close this bookA Trainer's Resource Guide (Peace Corps, 1983, 199 p.)
close this folderTraining evaluation
View the documentTrainee assessment
View the documentEvaluating the overall training program
View the documentDaily assessment

Evaluating the overall training program

Evaluating a training program allows the training staff to know immediately how successful they were in meeting the trainee's needs. Equally it provides a basis on which to make recommendations on needed modifications for future training programs. A good evolution process will solicit feedback from the primary users-trainees as well as staff. The trainees experience the training program first hand and have a valid perception on its quality and or, the training staff's skills. Simply asking them what they thought of the program will lead to vague and usually useless information. Instead trainees should be given a clear concise questionnaire that allows them to share comments while also responding to specific questing regarding training materials, methodologies and experiences. Designing a questionnaire is time consuming and more difficult than it appears. There are, however, several questionnaires that have been used in numerous countries with a good deal of success. Attached you will find this questionnaire. It is offered as a model to which a country can add more specific materials and questions. What is done with the results of an evaluation is extremely important.

A quality evaluation can be extremely useful which everyone involve-feels the information is relevant and will impact on future training programs. Therefore care needs to be taken in introducing the questionnaire to trainees and i summarizing the data from the completed forms.

Accompanying the form is a reproting sheet that will help you summarize the data and be able to draw conclusions from the results.

The results should be included in the final report that is giver, to the in-country staff should be able to assess how training went and (e able to develo plans for future training programs.


Evaluation process

INSTRUCTIONS FOR USING, SCORING & INTERPRETING THE PRE-SERVICE TRAINING QUESTIONNAIRE

The attached Pre-service Training Questionnaire (PSTQ) may be useful in assessing and planning your pre-service training programs in-country, the instrument and procedures were developed as part of an overall country program review process which has now been pilot tested in Paraguay and Tonga. The agency's Training Group is also considering whether the attached questionnaire could be useful Peace Corps wide on an on-going basis. Results from this instrument can benefit both trainers in the field as well as for regional and OTMC staff in Washington.

To ensure that results are comparable over time and situations, it is important that everyone follow the same basic procedures when tallying and reporting results with this instrument. Detailed preliminary instructions are attached to the SCORING SPREAD SHEETS (these are designed to help you tally and record your results), and to the SUMMARY LEDGERS (these display key points about each of your training programs). (NOTE: Once you have actual completed questionnaires to work with, these detailed instructions will make more sense.)

If you do use the PSTQ, we would very much like to hear from you both about the results and the process itself. Modifications will be made after this initial distribution.

Major Steps for Using the PST Questionnaire:

1. Getting Started: The field staff person most responsible for supervising' monitoring in-country PST (the Training Manager, hereafter) should INTRODUCE the use of the PSTQ to training staff and other central staff involved in training. Enlist their cooperation in carrying out the assessment exercise for each and every training program.

2. Copies of the PSTQ: First determine how many copies will be needed to cover a country's annual round of PST programs, then REPRODUCE the needed number of PSTQ.

3. Administering the PSTQ: Administer the PSTQ to all trainees who complete a PST program (include those who leave the program early). If at all possible, do this at the very end of training, before the newly sworn-in PCVs go off to their sites, the Training Manager should introduce the PSTO to new PCVs and explain that it is being tried out to monitor and improve PST programs, Peace Corps wide, i.e., neither their PST nor their country is being singled out. All results are anonymous and will be useful both to in-country and Washington staff for assessing current PST efforts as well as to plan future training.

You generally will have a much better chance of getting a 100% return rate from PCVs if the PSTQ is given out at a group meeting where everyone is assembled and where the Qs can be filled out on-the-spot. If you relent and let people take them to “be returned when copulated", too many get lost, forgotten about in the general confusion of moving, etc. Also, stress that the PSTQ is meant to be strictly anonymous and that all completed Qs will be kept secure for eventual tallying, synthesizing, and that results will be provided later.

4. Tallying and Synthesizing the PSTQ: After the PSTQ has been completed for each PST program, they should be tallied, synthesized, and thoroughly reviewed as soon as possible by both key country and training staff, as well as by interested PCV Leaders or Coordinators. The latter can be especially helpful in interpreting results and for planning future PST programs as well as for in service training, which is not directly covered in the PSTQ.

Generally, the PSTQ is straightforward to tally. Simply keep a running count of the answers to each item, e.g., the number that respond "yes" or "no" or rate something a "1", "2", "3", "4", or "5". Mark down your tallies on a clean copy of the PSTQ on which you have written in large letters MASTER TALLY".

Once you have tallied all PSTQs on your Master Tally, calculate the percentage of responses as instructed (see the detailed instructions attached to the SCORING SPREAD SHEET). It is extremely important for comparability that everyone report their percentages exactly the same way each time. While there is no iron-clad "right way" to do this, everyone needs to follow the same procedures. These are spelled out in detail on the SCORING SPREAD SHEET.

5. Interpreting and Using the Results: It is essential that all results from the PSTQ be carefully reviewed by staff and interested PCVs. In particular, search for trends across training cycles and for items that strengthen hunches and information from other sources. Check for any inconsistencies among PSTQ items or with other sources. To help you synthesize and display your key results, a simple "SUMMARY LEDGER" of key results is attached. Detailed instructions for using this are attached to the LEDGER.

Once you have had an opportunity to gather and examine results from several programs, there needs to be careful discussion about what they mean, how programs compare and contrast over time and circumstances, what other information needs to be considered, etc. Gradually, a consensus should emerge on a number of recommendations and follow-up strategies. Put these into draft and use them for preparing future training programs, for the PST sections in your next OMPB exercise, for discussions with PCVs and staff at the next workshop or IST conference, far negotiating with host agencies, etc.

As you gain experience with the PSTQ, please keep both OTMC and PAMI staff informed about how you are using the PSTQ and how useful (or not useful) you are finding the process to be. We are particularly interested in your suggestions for improving the questionnaire, the procedures and these instructions. Please let us hear from you on how OTMC and PAMI staff can help.

NOTES ON USING THE PST TRAINEE QUESTIONNAIRE SCORING SPREAD SHEETS

Once you have tallied all PSTQs an your "Master Tally", calculate the percentage of responses for each item as outlined below and enter these numbers on the attached SCORING SPREAD SHEET. It is important for comparability that everyone report their percentages exactly the same way each time. Otherwise, some might chose to report "averages" far a particular item one time or place while others report might only those report the percentage who, fall "above" (or "below") some the mid-point. For consistency sake, as well as ease of interpretation, this SCORING SPREAD SHEET displays all items so that the HIGHER the number, generally the "BETTER" or more "POSITIVE" it reflects on PST.

- For all 5 point scale items: For any item, only report the percent of PCVs who rated any item above average (or the mid-point of "3"). This usually means (but not always) the percent who rated some item either a "4" or a "5". There are several items where the "positive", end is reversed, i.e., "1" and "2" are the positive end, in which case, report the percentage of "1"s and "2"s - for example, see item 7). In all instances, the percentage to be recorded is briefly noted under each item on the SCORING SPREAD SHEET (e.g., %4&5, %1&2). In calculating your percentage far each item, exclude the "N/A" (not applicable) category.

Some examples to illustrate:

- 868 of the PCTs reported that their staging "Informed them about PC Policy..

- 238 of the PCTs said they "Redid extra study outside of sessions".

- For other items (non-5 point rating items): Report the simple percentage for each response option. These percentages are noted on the SCORING SPREAD SHEET, e.g., %A, %PCV.

- 14% said they had had some "stateside technical training" and 3% had had 'third country training.

- 36% felt there were "specific objectives" for "development training"

In the special case of items with subsets (where some answer "yes", while others answer "no" and skip to a different item), in order to avoid the awkward reporting of double percentages, simply report the numbers who responded and not the percentage. An example:

- Instead of reporting that “of the 258 who felt there were "qualification standards, 728 said staff discussed their progress with them-, indicate that "among the few who felt that there had been any qualification standards, 12 said that staff had discussed their progress with them".

- Where an item requests that a number (#) be written in (e.g., number of days, ratio of trainers-to-trainees), report the average (the mean) of the numbers provided. For example, item 10 asks for the ratio of trainers to trainees. Simply add up all the relevant non-zero numbers provided, divide by the number provided, and report the resulting average, e.g., "Trainees reported a Trainer/Trainee ratio of 4.5 for Language”.

For items calling for a number to be written in, ignore all bran! in calculating your averages. Simply add up all non-zero responses, divide by that number and report this as your average. For example, if only 4 new PCVs out of 10 report any numbers for the time they spent at their staging 3, 3, 6, and 8 the average should be 20 days divided by 4 for an average of 5.0 days, not 2.0 days.

N-COUNTRY PRE-SERVICE TRAINING QUESTIONNAIRE SCORING SPREAD SHEET

Country: _______________

Number of PCTs Beginning of Training __ PCTs

Training Program: ________

Number of new PCVs sworn in; _____ PCVs

PST Dates: ______ to _____

Number of new PCVs who completed Questionnaire: _

PART 1: Staging

1

2

3

4

5

TYPE STAGING

AVER DAYS STAGED

PC POLICY

HOST COUNTRY

LIVE HC

PCV ROLE

SUPPORT SYSTEM

HOW TO HELP

MEDICAL CONCERNS

PRESENT MATER'L

QUAL INFO

OUVER'L USEFUL

SEL'CTN PROCESS

WHO INVLD IN STAGING

%A

%B

%C


%4&5

%4&5

%4&5

%4&5

%4&5

%4&5

%4&5

%4&5

%4&5

%4&5

%4&5

# = yes
















PC St
















HCNs
















PST St

N-COUNTRY PRE-SERVICE TRAINING QUESTIONNAIRE SCORING SPREAD SHEET

PART 2: Training

6

7

8

9

10

11

OTHER PST?

FAC/ARRG

LENGTH OF PST

ATTEND SESSNS

ON TIME

OUT SIDE

EXTRA STUDY

LANG RATIO

TECH RATIO

CCT RATIO

DEV RATIO

LANG STAFF

TECH STAFF

CCT STAFF

DEV STAFF

# = yes

%1&2

%1&2

%4&5

%4&5

%4&5

%4&5

%4&5

Ave.

Ave.

Ave.

Ave.

%2

%2

%2

%2

SST =
















3rd =
















PART 2: Training (Continued):

12

13

LAND TRG

TECH TRG

CCT TRG

DEV TRG

LANG OBJ

TECH OBJ

CCT OBJ

DEV OBJ

# = yes

# = yes

# = yes

# = yes

%4&5

%4&5

%4&5

%4&5

PART 2: Training (Continued):

14

15

16

17

LAND TRG

TECH TRG

CCT TRG

DEV TRG

LANG OBJ

TECH OBJ

CCT OBJ

DEV OBJ

LANG MEANS

TECH MEANS

CCT MEANS

DEV MEANS

BEHAV MEANS

LANG MAT

TECH MAT

CCT MAT

DEV MAT

%4&5

%4&5

%4&5

%4&5

# = yes

# = yes

# = yes

# = yes

# = FT & WN

# = FT & WN

# = FT & WN

# = FT & WN

# = FT & WN

%4&5

%4&5

%4&5

%4&5





WT =

WT =

WT =

WT =














OT =

OT =

OT =

OT =














PT =

PT =

PT =

PT =










PART 2: Training (Continued):

18

19

20

21

22

21

24

LANGUAGE TRNG

TECHNICAL TRNG

CROSS-CULTRL TRNG

DEVELOP TRNG

FDBKACK

PROBS

LANG QUAL

TECH QUAL

CCT QUAL

DEV QUAL

MNGT QUAL

%4&5

# = "+"

%4&5

# = "+

%4&5

# = "+

%4&5

# = "+

# = yes

% = 1

%4&5

%4&5

%4&5

%4&5

%4&5

A


A


A


A


SCH







B


B


B


B









C


C


C


C


CNT







D


D


D


D









E


E


E


E


CMP







F


F


F


F









G


G


G


G









H















I















J















K















PART 2: Training (Continued):

25

26

27

LANG STF

TECH STF

CCT STF

DEV STF

MNGT STF

HST LNG

TECH WRK

C/P STRS

C/S REL

LIV CND

NEW FOOD

HLTH PROB

DIFF CULT

# = E

# = E

# = E

# = E

# = E

%4 & %5

%4 & %5

%4 & %5

%4 & %5

%1 & 2

%1 & 2

%1 & 2

%1 & 2

N-COUNTRY PRE-SERVICE TRAINING QUESTIONNAIRE SCORING SPREAD SHEET

PART 3: Assessment During Training

28

29

30

31

QUAL STND

STAFF DISC

SUIT CHAR

ASSMT FAIR

% = yes

# = yes

#

% 4 & 5



1




2




3




4




5




6




7


NOTES for USING the PST TRAINEE QUESTIONNAIRE SUMMARY LEDGER

To help you synthesize and interpret your PST Questionnaire results, it is strongly suggested that you use the attached simple "SUMMARY LEDGER". It is meant to help you focus on potentially important strengths/weaknesses for each successive training programs.

The SUMMARY LEDGER displays those points where most new PCVs agree (either positively or negatively) about some aspect of each PST program, or have provide de evaluative "descriptor" of training (something that is neither positive no negative inherently, e.g., the backgrounds of staff, days of stateside training ,etc.).

For consistency's sake, place all percentages 65% or higher in the "PLUSES" of your LEDGER and those 35% or lower in the "ISSUES/CONCERNS" side. Place the "descriptor" items on the "PLUSES/DESCRIPTORS" side of your LEDGER. This LEDGER then serves as a "working document" that summarizes key points for your training programs, as seen by the trainees who complete each one. Some examples follow:

PLUSES/DESCRIPTORS

ISSUES/CONCERNS

- Positive about TECNICAL & LANGUAGE OBJECTIVES

- Need for IMPROVED TECHNICAL TRAINING

- Highly positive about LANGUAGE TRAINING & LANGUAGE STAFF

- Need clearer CCT OBJECTIVES

- ALMOST ALL PST occurs in-country

- QUALITY of staging materials needs improving

After collecting data from several training programs, a country training "profile" will emerge against which you can then compare individual training programs and demonstrate areas where specific programs have been particularly strong or weak. This can help you judge better where improvements have occurs and where renewed efforts may yet be needed.

Discuss your LEDGERS with staff and volunteers. What do the various patterns mean? How do programs compare and contrast over time and circumstances? What other information needs to be considered? Etc. Gradually, a consensus should reached on a number of recommendations and follow-up strategies. These should be put into written drafts and used in a variety of important ways. Some examples:

- for preparing future training programs,
- for the PST sections in your next CMPB exercise,
- for discussions with PCVs and staff at the next workshop or IST conference
- far negotiating with host agencies, etc.

PEACE CORPS PRE-SERVICE TRAINING QUESTIONNAIRE

TRAINING PROG: _________

Dates of PST: ________ to ___________

Number of PCVs who answered PSTQ: ____

Response Rate: ____________ %

SUMMARY LEDGER

PLUSES/DESCRIPTORS (65% & Higher and Descriptors)

ISSUES/CONCERNS (35% & Lower)

STAGING:








TRAINING:








ASSESSMENT DURING PST:








DATE: mo/day/yr

COUNTRY: _________________

IN-COUNTRY PRE-SERVICE TRAINING

TRAINEE Questionnaire

Country staff are interested in reviewing the overall effectiveness of training programs. Since you have just completed an in-country Pre-Service Training program, we would like your reactions and recommendations to help us improve future efforts. This questionnaire is anonymous. It is divided into three parts: STAGING, TRAINING, and ASSESSMENT.

PART 1: STAGING

1) Prior to the beginning of training, all prospective volunteers go through some kind of stateside "Staging" event. Which of the following TYPES of staging events did you attend? (Please circle either A , B or C below

A) A staging held IMMEDIATELY before the beginning of training (there was no opportunity to return home beforehand).

B) A staging which occurred about 4 WEEKS BEFORE the beginning of training had the opportunity to return home).

C) I went directly to a stateside technical training program without attending any staging.

2) Whichever kind of staging you attended, about how MANY DAYS were you there?

_______ DAYS

3) To what extent did your STAGING ...


NOT AT ALL

VERY LITTLE

SOME WHAT

QUITE A BIT

GREAT DEAL

NOT COVERED NOT APPLICABLE

A) ... INFORM you about PC POLICY?

1

2

3

4

5

NA

B) ... INFORM you about HOST COUNTRY?

1

2

3

4

5

NA

C) ... PREPARE you to LIVE in new CULTURE?

1

2

3

4

5

NA

D) ... HELP you UNDERSTAND what befog a PCV

1

2

3

4

5

NA

E) ... CREATE SUPPORT SYSTEMS Among STAGEES?

1

2

3

4

5

NA

F.) ... HELP you UNDERSTAND how to HELP PEOPLE as a PCV?

1

2

3

4

5

NA

4) Please RATE your staging on the:


VERY POOR

BELOW AVERAGE

AVERAGE

GOOD

EXCELLENT

NOT APPLICABLE

A) Ability of staging staff to PRESENT MATERIALS?

1

2

3

4

5

NA

B.) QUALITY of information provided?

1

2

3

4

5

NA

C) OVERALL USEFULNESS of staging to prepare you for PCV SERVICE?

1

2

3

4

5

NA

D) SELECTION PROCESS (IF ANY) used to determine who should be invited to training?

1

2

3

4

5

NA

5) To your knowledge, was anyone DESELECTED by staff at your staging?

__________ NO (Please go to item 6)

__________ I DON'T KNOW (Please go to item 6)

__________ YES ( IF "YES":

A) How many people did staff deselect during your staging? __________

B) Was there anyone who V86 deselected who you now believe should NOT have been DESELECTED?

__________ YES ( IF "YES", how many? __________) __________ NO ________ I DON'T KNOW

6) was there anyone who attended your STAGING and began training with you who you now believe SHOULD HAVE BEES DESELECTED during staging?

__________ NO (Please go to item 7)

__________ I DON'T KNOW (Please go to item 7)

__________ YES ( If "YES":

A) How many people should have been deselected? __________

B) Were any of these same people deselected by STAFF during TRAINING ?

__________ YES __________ NO __________ I DON'T KNOW

C) Did any of these same people terminate on their own initiative during training ?

__________ YES __________ NO __________ I DON'T KNOW

PART 2: TRAINING

7) In addition to your in-country training, did you receive any other training

a) STATESIDE technical training? __________ Yes __________ No

b) THIRD COUNTRY training? __________ Yes __________ No

THE REST OF PART 2 REFERS TO YOUR IN-COUNTRY TRAINING ONLY

8) How did the PHYSICAL ARRANGEMENTS/FACILITIES at your IN-COUNTRY TRAINING site effect training?

__________ 1. Greatly enhanced training.

__________ 2. Slightly enhanced training.

__________ 3. Had no bearing on training

__________ 4. Proved slightly detrimental to training

__________ 5. Proved very detrimental to training.

9) The LENGTH of your in-country training was...

__________ 1. Much too short

__________ 2. Slightly too short

__________ 3. About right

__________ 4. A little too long

__________ 5. Much too long

10) Please circle the FREQUENCY with which you did any of the following during your in-country training....


NEVER

SELDOM

SOMETIMES

OFTEN

ALWAYS

A) ATTENDED training sessions?

1

2

3

4

5

B) was on TOME for sessions?

1

2

3

4

5

C) Completed assignments to be done OUTSIDE of sessions?

1

2

3

4

5

D) Did EXTRA STUDY outside of sessions?

1

2

3

4

5

11) what was the approximate Trainee-to-Trainer RATIO for each of your in-country, training components (do not include guest trainers, outside speakers, etc.):

LANGUAGE Training: ______________________ Trainees per Trainer

TECHNICAL Training/Orientation: _____________ Trainees per Trainer

CROSS-CULTURAL Training: ________________ Trainees per Trainer

DEVELOPMENT Training (e.g., madmen in development, the role of PCVs in development, community development) ______________________ Trainees per Trainer

12) Was this NUMBER of staff for each of your training components:


TOO FEW?

JUST RIGHT?

TOO MANY?

NOT APPLICABLE

LANGUAGE Training Staff

1

2

3

NA

TECHNICAL Training Staff

1

2

3

NA

CROSS-CULTURAL Training Staff

1

2

3

NA

DEVELOPMENT Training Staff

1

2

3

NA

13) Here there SPECIFIC OBJECTIVES for each of your training components?


YES?

NO?

DON'T KNOW?

LANGUAGE Training

1

2

DK

TECHNICAL Training/Orientation

1

2

DK

CROSS-CULTURAL Training

1

2

DK

DEVELOPMENT Training

1

2

DK

IF you answered NO to all of the ABOVE items in Question 13, please go to item 17.

14) How clearly were these OBJECTIVES presented in your training in:


TOTALLY UNCLEAR

VAGUE

SOME WHAT

QUITE CLEAR

TOTALLY CLEAR

N/A

LANGUAGE?

1

2

3

4

5

N/A

TECHNICAL?

1

2

3

4

5

N/A

CROSS-CULTURAL?

1

2

3

4

5

N/A

DEVELOPMENT?

1

2

3

4

5

N/A

15) Rate how well you feel you MET the Training Objectives in the followed areas:


NOT AT ALL

BELOW AVERAGE

AVERAGE

ABOVE AVERAGE

OUT-STANDING

NOT APPLICABLE

LANGUAGE?

1

2

3

4

5

N/A

TECHNICAL?

1

2

3

4

5

N/A

CROSS-CULTURAL?

1

2

3

4

5

N/A

DEVELOPMENT?

1

2

3

4

5

N/A

16) Belong, please indicate which, if any, of the following METHODS were user to judge your progress towards meeting TRAINING OBJECTIVES in:

METHODS:

LANGUAGE

TECHNICAL

..CROSS-CULTURE

DEVELOPMENT


YES

NO

YES

NO

YES

NO

YES

NO

WRITTEN TESTS?

1

2

1

2

1

2

1

2

ORAL TESTS (e.g., FSI Interview)?

1

2

1

2

1

2

1

2

PERFORCE TASKS (e.g., order a meal, lesson plans, etc.)

1

2

1

2

1

2

1

2

OTHER:

1

2

1

2

1

2

1

2

17) Below, please indicate which MEANS staff used to keep you INFORMED about your progress in each area listed (check all that apply):

TRAINING AREAS

I Was Never Informed

Told Informally

By Formal Interview

By Written Notice

Other (Specify:)

LANGUAGE






TECHNICAL






CROSS-CULTURE






DEVELOPMENT






BEHAVIOR/COMPORTMENT






18) RATE the overall ADEQUACY of the training MATERIALS supplied to you during training in the following areas (i.e., books, equipment, etc.):


POOR

BELOW AVERAGE

FAIR

ABOVE AVERAGE

EXCELLENT

HAD NO MATERIALS

HAD NO TRAINING

LANGUAGE

1

2

3

4

5

NM

NT

TECHNICAL

1

2

3

4

5

NM

NT

CROSS-CULTURE

1

2

3

4

5

NM

NT

DEVELOPMENT

1

2

3

4

5

NM

NT

19) Below is a list of TECHNIQUES which may have been used during your LANGUAGE training. Please indicate how often each technique was used.


NEVER

SELDOM

SOME TIMES

OFTEN

ALWAYS

A) Oral Repetition Drills

1

2

3

4

5

B) Written Repetition Drills

1

2

3

4

5

C) Memorization of Rotten Materials

1

2

3

4

5

D) Dictation by Teacher

1

2

3

4

5

E) Open Conversation during class

1

2

3

4

5

F.) Songs & Games

1

2

3

4

5

G) Tape Recorders &/or Language labs

1

2

3

4

5

H.) Exclusive use of host language for full day ("immersion")

1

2

3

4

5

I) Structured chances to use language with host people outside class

1

2

3

4

5

J) Homework

1

2

3

4

5

K) Other:

1

2

3

4

5

Now, please rate the effectiveness of the above techniques by placing a "l" in front of those you felt were most effective and a "3" in front of those least effective.

20) Now often were each of the following techniques used in your TECHNICAL training/orientation?


NEVER

SELDOM

SOME TIMES

OFTEN

ALWAYS

A) Lectures

1

2

3

4

5

B) Group discussions

1

2

3

4

5

C) Case Study

1

2

3

4

5

D) Simulation/role play

1

2

3

4

5

E) Field experience (e.g., practice teaching, hands-on tech trolling)

1

2

3

4

5

F) Laboratory

1

2

3

4

5

G.) Other:

1

2

3

4

5

Now, please rate the effectiveness of the above techniques by placing a "I" in front of those you felt were most effective and a "3" in front of those least effective.

21) How often were any of the following used in your CROSS CULTURAL training ?


NEVER

SELDOM

SOME TIMES

OFTEN

ALWAYS

A) Lectures

1

2

3

4

5

B) Group discussions

1

2

3

4

5

C) Case Study

1

2

3

4

5

D) Simulation/role play

1

2

3

4

5

E) Field experience (e.g., rural live-in)

1

2

3

4

5

F) Laboratory

1

2

3

4

5

G.) Other:

1

2

3

4

5

Now, please rate the effectiveness of the above techniques by placing a "l" in front of those you felt were most effective and a 3 in front of those least effective.

22) How often were any of the following used in your DEVELOPMENT training ?


NEVER

SELDOM

SOME TIMES

OFTEN

ALWAYS

A) Lectures

1

2

3

4

5

B) Group discussions

1

2

3

4

5

C) Case Study

1

2

3

4

5

D) Simulation/role play

1

2

3

4

5

E) Field experience (e.g., rural live-in)

1

2

3

4

5

F) Laboratory

1

2

3

4

5

G.) Other:

1

2

3

4

5

Now, please rate the effectiveness of the above techniques by placing a "l" in front of those you felt were most effective and a "3 in front of those least effective.

23) Did training staff solicit FEEDBACK from you on the effectiveness of any of the following:


YES

NO

...SCHEDULING of training activities?

1

2

...CONTENT of materials and training sessions?

1

2

...COMPETENCE of trainers?

1

2

24) If you talked to staff about PROBLEMS with the training program, which of the following reflects their most typical response?

1. They would try to correct the problem immediately.

2. They would appear receptive, but usually took no real corrective actions.

3. They would react in a hostile manner.

4. Other: ___________________________________

5. Not applicable; I never talked to them about problems.

25) Below, please rate the overall QUALITY of your in-country:


VERY POOR

BELOW AVERAGE

AVERAGE

ABOVE AVERAGE

EXCELLENT

N/A

...LANGUAGE Training

1

2

3

4

5

NA

...TECHNICAL Training/Orientation

1

2

3

4

5

NA

...CROSS-CULTURAL Training

1

2

3

4

5

NA

...DEVELOPMENT Training

1

2

3

4

5

NA

...Training MANAGEMENT (Adorn, Logistics)

1

2

3

4

5

NA

26) Please indicate what percent of your TRAINING staff in each area below you feel have been either: 1) "POOR" or 2) "EXCELLENT" overall.


% RATED -POOR"

% RATED -EXCELLENT''

...LANGUAGE Staff

____ %

____ %

...TECHNICAL Staff

____ %

____ %

...CROSS-CULTURAL Staff

____ %

____ %

...DEVELOPMENT Staff

____ %

____ %

...ADMINISTRATIVE Staff

____ %

____ %

27) Now that your in-country pre-service training is completed, how PREPARED do you feel you are with regard to the following demands of your service:


NOT AT ALL

ONLY MINIMALLY

SOMEWHAT

QUITE WELL

VERY WELL PREPARED

...HOST LANGUAGE(S)?

1

2

3

4

5

...TECHNICAL Work Requirements?

1

2

3

4

5

... CULTURAL/PSYCHOLOGICAL Stresses?

1

2

3

4

5

... COUNTERPART/SUPERVISOR Relations?

1

2

3

4

5

28) To what extent have you had DIFFICULTIES...


NOT AT ALL

SELDOM

SOME TIMES

OFTEN

CONSTANTLY

...Adjusting to new LIVING CONDITIONS?

1

2

3

4

5

...Adjusting to new FOOD?

1

2

3

4

5

...With HEALTH problems?

1

2

3

4

5

...Adjusting to a DIFFERENT CULTURE?

1

2

3

4

5

PART 3: ASSESSMENT DURING TRAINING

The process by Which staff assess individual trainee performance often varies from country to country. We vent to know what your experiences have been during your recent training.

29) Were there any QUALIFICATION STANDARDS which you were told that you had to meet before you could be sworn in as a Peace Corps Volunteer?

______ YES (If YES, Please go to item 30)

______ I Think So, But I'm Not Sure (If so, Please go to item 30)

______ NO (If NO, Please go to item 31)

______ I Do Not Know (If so, Please go to item 31)

30) If you were aware of any qualification standards, did staff DISCUSS your progress towards meeting these standards during training?

______ NO

______ YES (If "YES":

A) How many TIMES did staff speak with you? ______

B) Did you generally UNDERSTAND the process? ______ Yes ______ NO

31) As far as you could tell, were any of the following general CHARACTERISTIC; used by staff to access your SUITABILITY for Peace Corps service during training (Check all that apply)?

______ 1. Motivation

______ 2. Technical Competence

______ 3. Emotional Maturity

______ 4. Social Sensitivity (e.g., Respect, Empathy, Cultural Awareness, Interaction Skills)

______ 5. Language Ability

______ 6. Other: ______

______ 7. I Do Not Know, It Was Too Vague to Tell

32) Here there TRAINEE(S) in your training group who you felt were NOT SUITABLE for Peace Corps service, but who were sworn in anyway?

______ YES

______ NO

______ I AM NOT SURE

33) Here there trainee(s) who were DESELECTED by staff from your training group, who you felt would have probably made good volunteers?

______ NOT APPLICABLE (No one was deselected)

______ I DO NOT KNOW

______ YES

______ NO

THANK YOU FOR COMPLETING THE QUESTIONNAIRE. PLEASE USE THE REST OF THIS PAGE AND THE BACK FOR ANY COMMENTS AND SUGGESTIONS YOU WOULD LIKE TO
SCARE, EITHER ABOUT YOUR TRAINING OR THIS QUESTIONNAIRE.