These metrics or performance goals will help the team allocate and prioritize resources, confirm or change current policy or program directions to meet those goals, and to report on the success in meeting those goals.  In other words, the project needs a clear and cohesive performance measurement framework that is understood by the entire partnership and that supports the objectives and the collection of results.

IJI and its college partners have extensive experience developing and utilizing metrics associated with standard training effectiveness, end of class learning, workplace productivity and post-training retention.  For this project, IJI and college partners will use two levels of evaluation for metrics data: 

Level 1: Reaction (Smile Sheets or End of Course Evaluations)

• IJI and colleges measure course participants' reactions using written comment sheets that have been designed to obtain the desired reactions. The comments are also tabulated and quantified. 

Level 2: Learning (Difference between pre-test and post-test)

• It is important to IJI and colleges to determine objectively the amount of learning that takes place in training courses. (“Learning” is defined as what principles, facts, and techniques were understood and absorbed by trainees.

IJI and college partners also have extensive knowledge about adult learning styles and extensive experience using varied instructional modes to accomplish learning objectives. One of IJI's unique competitive advantages as a training provider is being able to offer extraordinarily strong adult learning expertise to its customers, which is especially important for workplace skills training