Impact-Based Training Evaluation Model (IBTEM) For School Supervisors in Indonesia

Sutarto Sutarto,Husaini Usman,Amat Jaedun

doi:10.5539/ies.v9n2p149

Sutarto Sutarto, Husaini Usman + Show 1 more

Open Access

https://doi.org/10.5539/ies.v9n2p149

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Abstract

<p class="apa">This article represents a study aiming at developing: (1) an IBTEM which is capable to promote partnership between training providers and their client institutions, easy to understand, effective, efficient; and (2) an IBTEM implementation guide which is comprehensive, coherent, easy to understand, effective, and efficient. The method used in the study was Research and Development (R &amp; D) suggested by D. Gall, P. Gall, and Borg (2007) that was simplified into three phases: pre-development, development, and validation phases. The pre-development phase was used to review related theories, interview resource persons, and collect relevant documents. The result of this phase was an IBTEM draft. The development phase was used to organize a focus group discussion (FGD) attended by participants from the Yogyakarta Education Quality Assurance Institute, Regional Offices of Education, school supervisors, principals, and teachers. The result of this phase was a revised IBTEM draft. The validation phase consisted of internal and external validations. The internal validation was done through a Delphi technique. The team in the Delphi involved experts in educational evaluation, educational management, and vocational education. The result of the internal validation phase was a theoretical IBTEM that was then validated externally. The external validation was conducted by carrying out limited field testing of the theoretical IBTEM involving three institutions: the Center for Development and Empowerment for Arts Teachers, Center for Development and Empowerment for Mathematics Teachers, and the Yogyakarta Education Quality Assurance Institute. The external validation phase resulted in a final IBTEM. The study results confirm that: (1) the developed IBTEM is capable to promote partnership between training providers and their client institutions, easy to understand, effective, and efficient; and (2) the developed IBTEM implementation guide which is comprehensive, coherent, easy to understand, effective, and efficient.</p>

Highlights

Becker (1993) states that education and training can raise the level of one’s earning and productivity that eventually improves her/his income over the cost of the training s/he might have spent. Noe (2010) is in line with Becker in that educational institutions nowadays have developed training models to innovatively improve the participants’ financial performance than those who have not participated in the trainings
Impact-based training evaluation model (IBTEM) offers some promising innovations in promoting the training participants capacity to improve their level of contribution of institutional productivity
The primary resource persons are from Yogyakarta Educational Quality Assurance Institute (YEQAI) as the responsible agency for organizing national training to strengthen school supervisor competence

Summary

Introduction

Becker (1993) states that education and training can raise the level of one’s earning and productivity that eventually improves her/his income over the cost of the training s/he might have spent. Noe (2010) is in line with Becker in that educational institutions nowadays have developed training models to innovatively improve the participants’ financial performance than those who have not participated in the trainings. Noe (2010) is in line with Becker in that educational institutions nowadays have developed training models to innovatively improve the participants’ financial performance than those who have not participated in the trainings. Both statements will come true provided that the trainings are properly designed as to meet the expected outcomes. In this perspective, impact-based training evaluation model (IBTEM) offers some promising innovations in promoting the training participants capacity to improve their level of contribution of institutional productivity. In IBTEM frame, evaluation is to be done in class by the training provider and at the workplace by the client’s institution under collaboration with or guidance from the training provider

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