Abstract
This contribution illustrates the training evaluation system developed within the Master’s Program in Family and Community Mediation at Università Cattolica del Sacro Cuore in Milan. This is an interim evaluation which focuses on the training process and which considers the collaboration with the subjects of the training to be fundamental. The peculiarity of this work concerns the possibility of inserting research within the training process, following a logic of mutual enrichment both in terms of content and learning. The contribution illustrates in detail the outcome and the process evaluation system, defining the perspective, the objectives, and the methodology of implementation. In particular, the outcome evaluation focuses on the distal and proximal outcomes of the training, while the process analysis focuses on the dynamics within the group of participants. Preliminary findings from 33 participants highlighted that the majority of participants (19) have a “regular” profile, that is, they appreciate both the theoretical contents, as well as the practical activities proposed during the training program. As for the process, the findings showed the importance of reflexivity as a major factor of change. Although these findings are referred to the specific experience of a particular group, and so further evaluations involving different training groups and other training processes are needed, this training evaluation system sheds light on both the topic and the context in which training is delivered. The integration between different points of view and several levels of analysis allows the researchers to deepen the individual path of each participant as well as to obtain feedbacks on the progress of the training group as a whole and allows participants to better understand their contexts of work thanks to the use of reflexivity. This can guarantee a sustainable growth both at individual and interpersonal level.
Highlights
Defining Our StandpointWhat does it mean to assess training processes? what does evaluating such processes in a professionalizing environment that involves a stable group of participants over a long period of time mean? These questions are the starting point of the research that will be illustrated hereafter
Undertaking a training evaluation means pursuing sustainable growth, as it enables an optimization of the assets while at the same time reducing potential costs or wastes due to ineffective or unsuccessful training
Training evaluation was found to be associated with transfer of training in organizations, being related to improvements in training programs and creating greater accountability among stakeholders for training outcomes [7,8,9]
Summary
What does it mean to assess training processes? what does evaluating such processes in a professionalizing environment that involves a stable group of participants over a long period of time mean? These questions are the starting point of the research that will be illustrated hereafter. It seems important to underline that the goal of training is that of producing significant change within the trainees’ expertise and knowledge; in our case, such change implied the development of a set of professional clinical and relational skills For such reason, we decided to investigate our topic by embracing the longstanding and consolidated research tradition on the evaluation of clinical interventions. Thanks to this standpoint, the research becomes useful as it provides an understanding on how interventions work while allowing the involvement of a third perspective—distinct from the one adopted by those who operate on the field- and granting an ongoing meta-reflection on one’s work Starting from these premises, in this contribution we will present the training evaluation model developed by our research team with the main aim of evaluating the outcome and process of the Master’s program in family and community mediation. Other research data will be presented in a following contribution
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