Abstract
Program evaluation extends the understanding of the subject being evaluated to include the "inputs", processes and objectives of the program, and sometimes its context. This approach is based on the assumption that the evaluation function is to determine the degree of achievement of the stated goals or objectives of the program.
Details about the ethnic and demographic guise, features of economic activity, family and social life of illustrate tribes’ diversity comprising Alaska Native, American Indian, or Native Homesteads. The variety, a large palette of specific features and ethno-cultural phenomena shows that many manifestations and cultural phenomena of these minorities were perceived as a national specific, but thy were local manifestations of more general models. One of the key purposes of the National Resource Center on Native American Aging (NRCNA) was creation of a certain linguistic classification, then researchers investigated and found numerous respective ethno-cultural differences and peculiarities. However, it is often underestimated number of factors and circumstances that contributed to the similarities in the culture of the peoples: the genetic roots of the ecological niche similar conditions and economic activities, common historical destiny and ethnic and cultural contacts. The motive for the creation of such structures is generally the desire to keep up with advances in information technology, help to maintain the spirit of a learning organization and to ensure continued professional education and lifelong learning. In this paper we will use program evaluation as a logical model. In this model, the research perspective sees its task as using more reliable methods to determine whether a certain program brings the expected effects. As part of this program are considered as prospects for cases of organized social engineering, which aims to achieve specific results. Here we will analyze the effectiveness of ethnography of Alaska Native, American Indian, or Native Homesteads in the NRCNA.
In contrast to the academic educational institutions, such centers have purely researchgoals: as the main source researchers use the data obtained by direct observation of contemporary life of the people. Comparison the previous material evidence with modern facts presents the historical development of the life and culture of a people or group of people. Ethnography inherent in a comprehensive approach to the subject of the study and use of the data obtained related disciplines that are closely related. Andragogical training (adult education) effectively constructed only when there is a problem before the man, that can not solve with its existing expertise. The same is true for the organization as a whole, where there is a problem field, which are formed on the basis of the goals and objectives of research of Indian socio-economic conditions.
Inputs are resources such as finance, human resources, equipment, books, or computers that are used in the program; evaluation of resources often requires resources inventory and evaluation of the real use of various resources in the program. Compliance with the objectives originally laid down and received training actually results is one of the key moments of educational evaluation. Forming expanded feedback system within the evaluation of the effectiveness of training allows to make timely adjustments and to perform ongoing monitoring of the educational process.
Participatory researchers require training to do a high-quality job. In terms of the results obtained in the course of desk research, in assessing the effectiveness of corporate programs may add performance indicators such as:
- dynamics of competition for admission,
- assessment of data collection.
Processes are the real ways of using resources in the program. Process evaluation helps to look inside the "black box" to better understand the mechanisms for receiving the results of the program. Scientific discussions on many issues continue today, which is a prerequisite of modern science. As a result, new theories are created to help mankind more precisely know his story about modern of Native Americans.
How to increase the efficiency of the research as a consequence of the passage of the training? The result can be presented in a radical change of working processes, interaction with external institutions, improvement of performance indicators. The development and implementation of evaluation of the effectiveness of research training is to improve the quality of corporate training to achieve strategic and operational objectives of the organization, increase its flexibility, success and increase the return on investment in staff development. Implementation of this system will provide:
• Increase the return on investment in training;
• Assessment of educational programs in terms of achieving the strategic objectives and key performance indicators;
• Definition of long-term economic benefits of education.
. The specificity of the developed model has been the allocation of various projections in the evaluation of the effectiveness of training, so that it has acquired a multidimensional structure. Thus, we propose to consider the process of evaluating the effectiveness of training, at least in three dimensions: 1. Evaluation of the educational process and others accompanying it, their input and output parameters, as well as ongoing monitoring. 2. Communication system of education and other levels of management of the company through the evaluation of the effectiveness of training (including training KPI). 3. Evaluation of the economic effectiveness of the training.
The centre proposes to expand the boundaries of the consideration of the learning process, and adding processes accompanying the core curriculum. Education in the NRCNAA is different from the traditional teaching a number of additional, through processes and expanded feedback system. So, in addition to the basic training process are important processes of translation of scientific culture, team building, management, graduation project, translation of researchknowledge, and educational and methodical work of the teaching staff. Graduation projects are often an attestation papers written formally. The responsibility of pupils can be substantially increased by the appointment of curators of the organization, as it provides the requirements for the relevance of the projects and their compliance with the dynamics of the current situation in the company, as well as control the timing of operations and evaluation of professionalism.
In this regard, the evaluation unit control system graduation project consists of the following elements:
• Evaluation of the request from the NRCNAA to develop innovative projects that demonstrate the relevance of these projects at the level of the organization.
• Evaluation of the analysis of the problem field, strategic gaps and production objectives of the company, the results of which form the theme projects.
• Evaluation of the organization to support the project development and the allocation of resources under their subsequent implementation.
• Evaluation of the developed project requirements.
• Final project evaluation implies the degree of novelty designs, designing new models or adapt existing ones, conceived regulatory documentation for the project, the calculations of economic efficiency, the pilot implementation of recommendations for large-scale implementation.
The objective of the training in the NRCNAA implies the transformation in the real diploma work projects that will be of value for the research about and American Indian populace will be the implementation phase. Collaboration extends the experimentation with the existing tools and methods and helps improve them. The objective of the training center is the transformation in the real diploma work projects that will be of value for the company and will be the implementation phase.
"Strong" evaluation of training is always associated with certain difficulties. Firstly, they are rarely expressed in easily measurable quantitative indicators, such as increased speed or cost savings (although it happens). In most cases, the results are expressed in changing the quality of work processes in the appearance or disappearance of the "events", which indirectly affect the profits and turnover. Second, measurement and consolidation of learning outcomes requires some effort on the part of the leaders (primarily at the stage of clarifying learning objectives and task trainers). However, if the researchers in the NRCNAA manage how to define the expected results, the problem of measuring and fixing turns into a technologically solved problems.
In conclusion, let's say that the above evaluation system is a complex and large-scale development, so its introduction to the work of the NRCNAA training center requires a fairly long period of time (12-14 months) and the development of close cooperation with domestic experts, the leadership of the organization, students, alumni and country educational programs. Of course, it can be successfully implemented, and the individual blocks of the system depending on the request training center. The proposed model is a multi-dimensional evaluation of the effectiveness of corporate training allows to assess, firstly, how the process of learning as well as through a number of processes that accompany it, their input and output parameters, to build a comprehensive system of feedback, to take into account the strategic goals of the organization, and secondly, the relationship system of training and other levels of management of the company, and to evaluate the cost-effectiveness of long-term corporate training.
References
Ambron, S. R., Dornbusch, S. M., Hess, R. D., Hornik, R. C., Phillips, D. C., Walker, D. F., & Weiner, S. S. (1980). Toward reform of program evaluation. San Francisco: Jossey-Bass Publishers.
Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2004). Program evaluation: Alternative approaches and practical guidelines.
Posavac, E. J., & Carey, R. G. (1997). Program evaluation: Methods and case studies . Prentice-Hall, Inc.
