Post-Course Assessment and Reporting Tool for Trainers and TIM Responders Using the SHRP 2 Interdisciplinary Traffic Incident Management Curriculum (2014) / Chapter Skim
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6This section of the report presents major findings from the research efforts. The team began with an analysis of business needs and continued with the specification, design, development, and testing of the TIM assessment tool.
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7 questions based on the TIM training material from Projects L12 and L32A include the following: • Using the definition of a TIM timeline in Figure 3.2, what student behavioral changes were implemented or observed to shorten the duration of each phase? • Were student behavioral changes implemented or observed to 44 Better communicate locations of incidents?
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8To achieve optimal assessment results, the following may need to be adjusted: • Duration of the evaluation period (the research team used a 6-month period to obtain assessment data within the project's time frame) ; and • When the evaluation period starts -- as stated previously, behavioral changes take time, and those changes need to be observed before evaluating organizational results.
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9 Table 3.1 provides a summary of critical success factors and input data sources at each evaluation level. The balance of this section provides further discussion on when and how to assess the TIM training programs based on Kirkpatrick's four-level evaluation model.
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10 again immediately or shortly following the completion of the TIM training. Inputs Table 3.3 contains the origin and format of the expected Level 2 input data.
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11 knowledge transfer activities at other agencies and organizations. The team also interviewed professionals from various aspects of the responder community with supervisory and management experience; these individuals provided useful input into training assessment.
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12 Table 3.4. Sources of SHRP 2 Project L32C Literature Review and Lessons Learned Source Description AASHTO American Association of State Highway and Transportation Officials (AASHTO)
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13 (continued on next page) National Volunteer Fire Council This organization offers a range of training focused on health and safety subjects at http://www.nvfc.org/training/ education/health-and-safety-training.
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14 NTED The Federal Emergency Management Agency (FEMA) National Training and Education Division (NTED)
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15 Fire service professional This senior professional is experienced with managing and training fire and rescue personnel. During his discussion with the team, • He stressed the vital importance of supervisor and management participation in any Level 3 or 4 assessment process and ensuring that individuals responding to any survey that measures strategic outcomes (i.e., Level 4, Results)
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16 • Analysis and reporting -- assessing various dimensions of performance from a programwide perspective.
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17 • Analysis and reporting -- used to enable program staff as well as participating agencies to analyze and report on training participation, needs, effectiveness, and so on. Figure 3.5 shows the use case framework in terms of these three blocks of functionality.
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18 Figure 3.5. Use case framework.
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19 Table 3.9. Student Takes Pretraining Assessment Test Step Main Success Scenario Alternate Scenarios 1 Student logs into the system.
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20 Table 3.13. Agency Management Submits Results Survey (Level 4)
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21 Table 3.20. Integration Requirements Requirement ID Description INT-1 The Survey Management component shall provide survey access information (such as a URL)
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22 Data and Integration Models Information about TIM stakeholders is managed in Sales force.com. A simplified view of the core Salesforce.com data model applicable to this project is shown in Figure 3.7.
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23 Functional Specifications The functional specifications for the TIM assessment tool fall into two broad categories: user-visible functions and the design of the reporting and analysis database. Each category is discussed in the following sections.
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24 Figure 3.8. Accounts home screen.
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25 Figure 3.10. Accounts detail screen.
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26 Table 3.22. UC02: Administrator Captures/Modifies Contact Topic Specifications Description This function is used to add, change, or delete information about any person who participates in the TIM training program.
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27 Figure 3.12. New contact screen.
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28 Figure 3.13. Contacts detail screen.
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29 Figure 3.14. Campaigns home screen.
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30 Table 3.23. UC03: Student Takes Pretraining Assessment Test Topic Specifications Description This function allows the TIM training program to assess a student's knowledge before he/she participates in a training course or module.
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31 Figure 3.16. Level 1 reaction survey.
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32 Table 3.25. UC05: Student Takes Posttraining Learning Test (Level 2)
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33 Figure 3.17. Level 2 learning survey.
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34 Table 3.26. UC06: Student's Supervisor/Agency POC Submits Behavior Survey (Level 3)
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35 Figure 3.18. Level 3 behavior impact survey.
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36 Table 3.27. UC07: Student's Agency Management/POC Submits Results Survey (Level 4)
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37 Figure 3.19. Level 4 online survey example.
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38 Table 3.28. UC08: TIM Program Staff/Agency Personnel Perform Data Analysis Topic Specifications Description This function allows TIM program staff or agency personnel to perform analysis on data collected via Level 1 through Level 4 surveys.
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39 Figure 3.21. Sample assessment report.
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40 Figure 3.22. Authoring and editing surveys.
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41 Table 3.30. UC10: Administrator Authors/Modifies Analysis Reports Topic Specifications Description This function allows the training program manager or business analyst to create new assessment reports and to modify or delete existing reports.
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42 Figure 3.24. Report design.
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43 Table 3.32. Contacts Table Design Column Name Description Contact ID (PK)
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44 Table 3.33. Responses Table Design Column Name Description Survey type Level 1, Level 2, Level 3, or Level 4 Survey collector (PK)
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