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EVALUATION
REPORT
For TESP Training Program
January, 2017
M&E Unit
Level 3 Evaluation/M&E/TESP/HEC
1. List of Abbreviations
HEC
HEI
IBA
IMS
IP
Implementation Partner
TESP
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Level 3 Evaluation/M&E/TESP/HEC
1 Table of Contents
1.
1.
Introduction .......................................................................................................................................... 2
4.1
4.2
4.3
4.4
4.5
4.6
Methodology................................................................................................................................. 4
4.7
Limitations..................................................................................................................................... 4
5.1.1
5.1.2
5.1.3
5.1.4
5.2
5.2.1
5.2.2
5.2.3
5.3
5.3.1
5.3.2
5.3.3
5.4
5.4.1
5.4.2
5.4.3
Comparison of IPs on weighted average score about improved performance as a result of
training 22
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5.4.4
5.5
5.5.1
5.5.2
Ability to transfer learning from the training to others, training theme wise .................... 28
5.5.3
5.6
5.7
Major Barriers that Hampered the Application of New Learning to Workplace ........................ 32
5.8
Conclusion ........................................................................................................................................... 36
Recommendations .............................................................................................................................. 37
Annexure A.......................................................................................................................................... 38
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2 List of Figures
Figure 1: Grade wise, profile of the respondents ......................................................................................... 8
Figure 2: Role wise, profile of the respondents ............................................................................................ 9
Figure 3: Role wise, profile of the respondents, disaggregated by training themes .................................. 10
Figure 4: Rating of relevance of training to work ....................................................................................... 12
Figure 5: Comparison of IPs on weighted average score about relevance of training ............................... 14
Figure 6: Rating of ability to apply learning to work................................................................................... 16
Figure 7: Comparison of IPs on weighted average score about application of learning ............................ 18
Figure 8: Rating of improved performance as a result of the training ....................................................... 20
Figure 9: Comparison of IPs on weighted average score about improved performance as a result of
training ........................................................................................................................................................ 22
Figure 10: Ability to transfer learning from the training to others ............................................................. 26
Figure 11: Ability to transfer learning from the training to others, IP wise................................................ 27
Figure 12: Ability to transfer learning from the training to others, training theme wise ........................... 28
Figure 13: Major enablers in applying the new learning to workplace ...................................................... 31
Figure 14: Major barriers that hampered the application of new learning to workplace .......................... 33
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3 List of Tables
Table 1: Number of training participants and respondents to the survey ................................................... 6
Table 2: Number of training participants and respondents to the survey, trained at IBA ........................... 7
Table 3: Number of training participants and respondents to the survey, trained at IMS .......................... 7
Table 4: Weighted score on relevance of training conducted by IBA ......................................................... 13
Table 5: Weighted score on relevance of training conducted by IMS ........................................................ 13
Table 6: Comparison of IPs on weighted average score about relevance of training ................................ 14
Table 7: Weighted score on the ability of respondents to apply the new learning from the training
conducted by IBA ........................................................................................................................................ 17
Table 8: Weighted score on the ability of respondents to apply the new learning from the training
conducted by IMS ....................................................................................................................................... 17
Table 9: Weighted score on improved performance as a result of the training, conducted by IBA .......... 21
Table 10: Weighted score on improved performance as a result of the training, conducted by IMS ....... 21
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Level 3 Evaluation/M&E/TESP/HEC
1. Executive Summary
This report is about the Level-3 Evaluation of the training program conducted by TESP Secretariat for the
HEC, Islamabad. The training program was conducted under eight thematic areas. The target participants
of the training were the administrative staff members of the HEIs from more than 70 public sector
universities of Pakistan. A total of 1735 participants attended the training program. Mostly, the
participants belonged to the higher and middle management of the HEIs with the portfolios such as Vice
Chancellor, Pro-Vice Chancellor, Registrar, Treasurer, Controller Examination, Dean, Director, Additional
Director, Deputy Director, Administrator, Assistant Director, Assistant Treasurer and Librarian. Some of
the participants belonged to the faculty members of the HEIs. Approximately 1100 participants were
contacted through email and 534 participants responded to the online questionnaire. 20% of the
respondents belonged to the higher management (grade 20 and above). 76% of the respondents belonged
to the middle management (grade 17-19).
Overall the evaluation showed very encouraging results of the training. 82% respondents found the
training highly relevant1 to their job assignments. 59% respondents highly agreed2 that they were able to
apply their new learning to their workplace. 63% of the respondents showed high agreement with having
improved their performance at the workplace as a result of the training and quoted a number of examples
of how their performance had improved. 84% respondents reported that they were able to transfer their
new learning to others. Most of the participants identified their colleagues as the best support in
application of the new learning to their work. The biggest factors in hampering the application of new
learning to the work were identified to be the financial, technological and human resource barriers.
The participants emphasized the continuation of such training programs in future. Also, they urged the
need to conduct such training programs at least once in every six months for all administrative staff of
HEIs, previously ignored in capacity building programs.
The evaluation finds the training program very successful and recommends to continue the training
program in future with emphasis on improving the nomination process to attract the most relevant
participants. Also, the evaluation recommends to monitor and evaluate both the training process and
outcomes for ensuring better performance and achieving the optimum results.
Highly relevant, here, means that the participants marked the option 4 or 5 on a Likert scale of 0-5, where 0
meant Not Relevant and 5 meant Very Relevant.
2
Highly agreed, here, means that the participants marked the option 4 or 5 on a Likert scale of 0-5, where 0 meant
Not at All and 5 meant Very Much. For further details and data break up, please see inside the report.
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4 Introduction
4.1 About Tertiary Education Support Project
Tertiary Education Support Project (TESP) has been supported by the World Bank to assist the government
of Pakistan in the implementation of Medium-Term Development Framework for Higher Education for
2011-15 (MTDF-HE II). The aim of the project is to support the government reforms in tertiary education
under two components: Component 1 - Program Financing, and Component 2 - Capacity Building, Policy
Design and Monitoring and Evaluation (M&E). The overall objectives of the project are to:
i.
ii.
iii.
iv.
In order to coordinate and provide operational support for carrying out different activities of the Project,
TESP Secretariat has been established at the Higher Education Commission (HEC). TESP Secretariat
coordinates with various Focal Persons from different organs of the HEC and reports the implementation
progress to the World Bank, on behalf of HEC.
Level-1: Reaction of participants to training facilitation, delivery and course contents etc.
Level-2: Learning of participants, measured through pre and post-test.
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Prior to the start of its next phase of capacity building of HEIs in 2016-17, the TESP Secretariat intended
to engage short-term services of a third party individual consultant to conduct Level-3 evaluation of the
above mentioned training programs. However, the senior management of HEC did not agree to the
proposal. Therefore, the evaluation was conducted in house by eh TESP M&E team.
To assess the relevance of the training contents with the requirements of HE sector and
professional needs of the participants.
To assess the effectiveness of training in terms of achieving its outcomes.
To assess the enablers and barriers to sustainably implement the learning of the trainings.
To explore the way forward to improve the relevance and effectiveness of future training
programs.
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4.6 Methodology
In order to obtain the answers to the above cited key questions, an online survey questionnaire was
designed. The survey questionnaire was pilot tested and important changes were made to it, before final
launch of the survey. The evaluation team contacted the participants through email and sent them the
link to Google Survey Form, attached at Annexure A. After a few days of launching the survey, the
participants were reminded through email and telephone to fill out the survey form. The survey was open
for responses for 14 days. The training was attended by 1735 participants. A total of 534 responses were
received that were analyzed through pivot tables to disaggregate data, training theme wise and IP wise.
There were three open ended questions to obtain qualitative responses. These ware thematically
analyzed.
The draft report was shared with the program implementation team. Their queries for further analysis
and disaggregation of data were noted and responded to. Also, their general feedback to improve usability
of the contents was incorporated in the final report.
4.7 Limitations
The study encountered certain limitations. First, all participants could not be contacted. The M&E team
had the contact information of around 1600 out of 1735 total participants. Data cleaning process was
initiated before contacting the participants. Some participants had not mentioned the email addresses.
Some of them had attended multiple trainings and the duplicate emails were removed. Finally, around
1100 participants could be contacted through emails. This caused a considerable missing data to analyze
the effects of the training. Second, among those who were contacted, 534 participants responded. This
causes the self-selection bias. There is always a possibility that those who self-selected to respond to the
questionnaire might have performed better than those who did not self-select themselves. Third, as per
the initial activity plan, Level -3 Evaluation was to be conducted by a third party, after a maximum of six
months of the training. However, the administrative process for approval took a considerable time and
finally the evaluation was conducted in house after one year of conducting the training. The delay might
have made it difficult for the participants to recall the training contents and its relevance to their work.
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5 Key Findings
5.1 Profiles of the Respondents
7.1
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Total Participants
Total Respondents
Percentage
275
94
34%
235
71
30%
216
90
42%
d) Financial Management
227
54
24%
189
76
40%
229
51
22%
259
49
19%
105
49
47%
1735
534
31%
Total
A total of 1735 participants attended the training programs, organized under eight thematic areas. TESP
contacted around 1100 participants with valid email addresses. 534 participants responded to the survey,
making the overall response ratio 31% that is very encouraging and is helpful in understanding the
usefulness of the training program in improving the performance of the participants at workplace. The
ratio of respondents in relation to the number of participants, under each thematic area of training, is
also quite encouraging as there are a minimum of 49 respondents and the minimum ratio is 19%.
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IBA
Training Name
Total Participants
Total Respondents
Percentage
130
44
34%
90
38
42%
111
39
35%
d) Financial Management
102
31
30%
95
33
35%
100
21
21%
100
18
18%
0%
728
224
31%
Table 3: Number of training participants and respondents to the survey, trained at IMS
Training Theme
IMS
Training Name
Total Participants
Total Respondents
Percentage
145
50
34%
145
33
23%
105
51
49%
d) Financial Management
125
23
18%
94
43
46%
129
30
23%
159
31
19%
105
49
47%
1007
310
31%
Total
As the training was imparted by two different IPs, it was important to compare and analyze the
effectiveness of training programs imparted by two different IPs. Therefore, the data of respondents has
been segregated IP wise. Although both the IPs trained different number of participants, their ratio of
respondent remained the same i.e. 31%.
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27%
26%
24%
12%
8%
3%
1%
14
16
17
18
19
20
21
It is encouraging to find that 20% of the respondents belonged to the higher management (grade 20-21)
of the HEIs and 76% of the respondents belonged to the middle management (Grade 17-19) of HEIs.
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21%
Admin
Faculty
The training program was primarily meant for the administrative staff of the HEIs. However, it is surprizing
to find that as many as 21 % of the respondents were found to belong to the faculty staff.
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The following chart shows the training theme wise disaggregated data of administrative staff and faculty
memebrs.
100%
90%
80%
93%
92%
92%
84%
79%
70%
60%
86%
61%
60%
50%
40%
40%
30%
21%
16%
20%
10%
39%
7%
8%
14%
4%
0%
Admin. Staff
Faculty Members
The chart illustrated above reveals that the training on Intellectual Property Rights had 40% particpants
from faculty and the training on Developing and Assessing Proposals had 61% particpants from faculty.
The optimum level participation from administrative staff could not be attractied to the two training
themes, highlighted above, because the nomination was left to the higher management of the relevant
HEIs (including the VC and the Regisrar). There is need to improve the nomination process so that only
the most relevant particpants can be attracted to the training.
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Section 2
7.2
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Not relevant
Very relevant
37%
12%
1%
0
2%
3%
An overwhelming majority (82%) of the respondents found the training highly relevant to their job
assignments, marking the option 4 & 5. This shows the overall positive perceptions of participants about
the relevance of the training.
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Rating level
Weighted
Sum
Sum of
Responses
Average
Score
19
23
194
44
4.4
16
18
164
38
4.3
c) Information Technology
Management
d) Financial Management
16
12
150
39
3.8
12
14
131
31
4.2
14
12
135
33
4.1
10
82
21
3.9
74
18
4.1
N/A
930
224
4.2
Sum of
Responses
Average
Score
Rating level
0
Weighted
Sum
25
14
199
50
4.0
12
13
133
33
4.0
19
26
222
51
4.4
10
94
23
4.1
23
172
43
4.0
13
10
116
30
3.9
11
16
136
31
4.4
13
31
221
49
4.5
1293
310
4.2
1
2
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f)
Develop
ing and
Assessi
ng
Proposa
ls
g)
Project
Plannin
g
Implem
entatio
n and
Evalua
IBA
4.4
4.3
3.8
4.2
4.1
3.9
4.1
IMS
4.0
4.0
4.4
4.1
4.0
3.9
4.4
h)
Quality
Assuran
ce in
Higher
Educati
on
4.5
The participants trained at IBA on Information Technology and Management scored lower, compared to
other trainings at the same place, in terms of relevance of the training to their work. The qualitative
responses also endorse the same as some of the participants of the IT training at IBA Karachi complained
that the training was of very basic level and irrelevant.
Similarly, the participants trained at both IBA and IMS, on Developing and Assessing Proposals, scored
lower, compared to other trainings, in terms of relevance of the training to their work. This is further
explained by the qualitative responses where some respondents have complained the training on
Developing and Assessing Proposals was too basic for the professionals already engaged with proposal
development.
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7.3
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Not at all
Very much
50%
43%
45%
40%
35%
30%
27%
25%
20%
16%
15%
8%
10%
5%
2%
3%
0%
2
59% respondents highly agreed (by marking the option 4 &5) that they were able to apply their new
learning from the training to their workplace.
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Table 7: Weighted score on the ability of respondents to apply the new learning from the training conducted by IBA
IBA
Type of training
0
22
163
Sum of
Response
s
44
12
14
142
38
3.7
c) Information Technology
Management
d) Financial Management
14
11
138
39
3.5
19
118
31
3.8
16
117
33
3.5
71
21
3.4
65
18
3.6
814
224
3.6
Rating levels
Weighted
Sum
Average
Score
3.7
Table 8: Weighted score on the ability of respondents to apply the new learning from the training conducted by IMS
IMS
Type of training
Rating level
0
22
22
175
Sum of
Response
s
50
10
12
116
33
3.5
16
23
181
51
3.5
79
23
3.4
Weighted
Sum
Average
Score
3.5
11
20
140
43
3.3
10
97
30
3.2
12
117
31
3.8
31
182
49
3.7
1087
310
3.5
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Weighted Score
3.9
3.8
3.7
3.6
3.5
3.4
3.3
3.2
3.1
3.0
c)
a)
b)
Informa
d)
e)
Leaders Human
tion
Financi Intellect
hip and Resourc
Technol
al
ual
Change
e
ogy
Manage Propert
Manage Manage
Manage ment y Rights
ment
ment
ment
f)
Develop
ing and
Assessi
ng
Proposa
ls
g)
Project
Plannin
g
Implem
entatio
n and
Evalua
IBA
3.7
3.7
3.5
3.8
3.5
3.4
3.6
IMS
3.5
3.5
3.5
3.4
3.3
3.2
3.8
h)
Quality
Assuran
ce in
Higher
Educati
on
3.7
When the data is further analyzed under the thematic areas of the training and IP wise, there is a clear
indication that the training provided by IBA on Financial Management met the highest satisfaction of
the respondents. Also, the IMS received relatively lower satisfaction of the participants on the trainings
on Intellectual Property Rights and on Developing and Assessing Proposals. On the latter, IBA also
received relatively lower satisfaction.
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7.4
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Not at all
Very much
50%
45%
45%
40%
35%
30%
27%
25%
18%
20%
15%
10%
5%
7%
1%
3%
0%
0
Overall, 63% of the respondents showed high agreement with having improved their performance at the
workplace as a result of the training, by marking the options 4 & 5.
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Rating level
Weighted
Sum
Sum of
Responses
Average
Score
21
10
165
44
3.8
16
10
145
38
3.8
12
14
143
39
3.7
16
123
31
4.0
12
10
115
33
3.5
67
21
3.2
67
18
3.7
825
224
3.7
Sum of
Responses
Average
Score
c) Information Technology
Management
d) Financial Management
Table 10: Weighted score on improved performance as a result of the training, conducted by IMS
IMS
Type of training
Rating level
0
Weighted
Sum
22
21
172
50
3.4
19
122
33
3.7
12
28
194
51
3.8
12
83
23
3.6
1
1
11
23
154
43
3.6
12
94
30
3.1
11
11
115
31
3.7
10
25
10
186
49
3.8
1120
310
3.6
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5.4.3 Comparison of IPs on weighted average score about improved performance as a result of
training
4.2
4.0
3.8
3.6
3.4
3.2
3.0
c)
a)
b)
Informa
d)
e)
Leaders Human
tion
Financi Intellect
hip and Resourc
Technol
al
ual
Change
e
ogy
Manage Propert
Manage Manage
Manage ment y Rights
ment
ment
ment
f)
Develop
ing and
Assessi
ng
Proposa
ls
g)
Project
Plannin
g
Implem
entatio
n and
Evalua
IBA
3.8
3.8
3.7
4.0
3.5
3.2
3.7
IMS
3.4
3.7
3.8
3.6
3.6
3.1
3.7
h)
Quality
Assuran
ce in
Higher
Educati
on
3.8
Figure 9: Comparison of IPs on weighted average score about improved performance as a result of training
Further probe in the data, thematically and IP wise, reveals that the participants of the training on
Developing and Assessing Proposals reported a relatively lower satisfaction. This stands true for both the
IPs. The highest satisfaction is reported by the participants of the training on Financial Management at
IBA. These results are consistent with the previous comparison of the IPs on ability of the participants to
apply the learning from the training. In the following section, the qualitative data further confirms and
explains the findings of the above figure.
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7.5
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The participants were asked whether they were able to pass on their learning to others. In response 84%
of the participants responded in affirmative.
16%
No
Yes
84%
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90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
No
Yes
IBA, Karachi
Total
15%
85%
No
Yes
Figure 11: Ability to transfer learning from the training to others, IP wise
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5.5.2 Ability to transfer learning from the training to others, training theme wise
Furthermore, the ability of the participants to transfer leaning was also analyzed training theme wise.
90%
88%
84%
86%
82%
83%
83%
76%
Figure 12: Ability to transfer learning from the training to others, training theme wise
The participants of the training on Human Resource Management reported the highest ability to transfer
their learning to others. On the other hand, the participants of the training on Developing and Assessing
Proposals reported the lowest ability to transfer their learning to others. This comes as no surprise, if
finding is compared with the previous two section where the participants reported the lowest rating and
satisfaction about the training on Developing and Assessing Proposals.
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2. Some best practices were also observed from the respondents responses, which are as below.
Addition of new Unit on Quality Assurance in Higher Education for B.Ed. (Hons,)
program
Inclusion of an exclusive session on Intellectual Property Rights in Research
Methodology Workshops.
Shifting of single entry system to double entry system in accounting management
practices
Developing inventory management system which was non-existent before training.
Increased level of interest in developing new project proposals.
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7.6
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The participants were asked about the major support they had in applying new learning to their work.
The participants had the option to select multiple enablers in response. The following figure describes
the major enablers:
Not applicable (in case you were not able to
apply the new learning to your work)
58
My supervisor
144
My colleagues
297
92
114
53
Most of the participants identified their colleagues as the best support in application of the new learning
to their work.
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5.7 Major Barriers that Hampered the Application of New Learning to Workplace
7.7
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The participants were asked about the major barriers that hampered the application of their new
learning to their job assignments. The participants had the option to select multiple barriers in response.
The following graph explain the major barriers:
Not applicable (in case you faced no barriers
in applying the new learning to your work)
147
My supervisor
My colleagues
42
20
139
132
167
Figure 14: Major barriers that hampered the application of new learning to workplace
The biggest factors in hampering the application of new learning to the work were identified to be the
financial, technological and human resource barriers.
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7.8
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In addition to the specific questions about the training, the participants were also invited for open
comments and suggestions to improve the future training program. Their responses have been
thematically analyzed and arranged according to the training cycle.
Nomination process should be improved to ensure that only relevant staff attends the
training.
The training outlines should be shared with the participants in advance.
The trainees should be arranged in homogenous groups with similar level of skills and
knowledge.
The trainer must have relevant practical experience of their theoretical area of expertise.
Adopt case study method. Develop local case studies for training.
Discuss real time scenario.
The examples discussed in the training should be relevant to university not to the corporate
sector.
Discuss relevant success stories and failures.
The training should be more practical than theoretical and should add value to the knowledge
and skills of the professionals at their work place.
Should be more interactive. More space time should be allocated for discussion.
The timing of sessions should be reduced and the number of training days should be
enhanced.
Conduct field visits to other institutions where to show the best practices.
Make cascading arrangements of the training at university level.
Such trainings should be arranged more frequently, at least twice a year.
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6 Conclusion
Overall, the evaluation finds the training program very successful based on the feedback of the
respondents. 82% respondents found the training highly relevant to their job assignments. 59%
respondents highly agreed that they were able to apply their new learning to their workplace. 63% of the
respondents showed high agreement with having improved their performance at the workplace as a result
of the training and quoted a number of examples of how their performance had improved. 84%
respondents reported that they were able to transfer their new learning to others. Most of the
participants identified their colleagues as the best support in application of the new learning to their work.
The biggest factors in hampering the application of new learning to the work were identified to be the
financial, technological and human resource barriers.
Other than analyzing the overall data, the evaluation also separately analyzed the rating of the individual
training themes conducted by the two IPs. It turns out that the respondents expressed lower level of
relevance about the training on IT Management, conducted by IBA. Similarly, the respondents gave a
lower rating on relevance, improved performance and ability to transfer learning to others about the
training on Developing and Assessing Proposals, conducted by both IBA and IMS. The qualitative data
also confirms the above as some participants considered the training too basic for the professionals
already engaged with proposal development and IT management.
The participants admired the TESP for organizing the training program. Many of the participants requested
to hold such training programs more frequently, at least after every six months. This informs us of the
importance of this training program and the need to continue it in future.
The evaluation noted that nomination process has room for improvement. The intended participants were
the higher and middle management of HEIs. However, 21% of the respondents were faculty members and
4% of the respondents were even below grade 17.
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7 Recommendations
The nomination process needs to be improved for future training programs. The nominating authority
should be clearly informed about the training contents and the intended participants so that only the
intended and relevant administrative staff is trained by TESP.
Contact information, including email address and phone number, from the training participants, for follow
up and assessment of utility of the training is important and should be collected more carefully. Other
than the official email, which is subject to change with the change of position, personal email address
should also be obtained. This will reduce the bias in the future researches caused by missing data.
The evaluation recommends to monitor and evaluate both the training process and outcomes for ensuring
better performance and achieving the optimum results. In case the IP fails to meet the quality standards
and satisfaction of the participants, the contract should have certain provisions to penalize the IP.
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8 Annexure A
Google Survey Form
Skip to question 1.
Profile
1. Your Designation *
2. Grade/Equivalent to Grade *
(In case you attended multiple training programs, please select only one that is the most relevant to
your work) Mark only one oval.
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d) Financial Management
e) Intellectual Property Rights
f)
Training Outcomes
6. How do you rate the relevance of the training to your work? * Mark only one oval.
Not relevant
Very relevant
7. How much were you able to apply the new learning from the training to your work?
Not at all
Very much
8. How much has your performance improved as a result of the training? * Mark only
one oval.
0
Not at all
5
Very much
9. Could you please give an example of how the training resulted in improved
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10. Were you able to pass on your learning from the training to others? * Mark only
one oval.
Yes
No
11. If you were able to pass on your learning from the training to others, please briefly
Not applicable (in case you were not able to apply the new learning to your work)
My supervisor
My colleagues
Availability of human resource
Availability of financial resource
Availability of technological resource
Other:
12. What were the major barriers that hampered the application of your new learning to your job
assignment?
Check all that apply.
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Not applicable (In case you faced no barriers in applying new learning to your work)
My supervisor
My colleagues
Lack of human resource
Lack of financial resource
Lack of technological resource
Other:
13. Any other comments/suggestions to improve the training programs in future?
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TESP SECRETARIAT
Higher Education Commission, Islamabad
Top Floor, HRD Building, H-8, Islamabad, Pakistan
Contact: asadkhan@hec.gov.pk; Phone: +92-51-90808140