Donald Kirkpatrick developed a very popular evaluation model that has been used since the late 1950s by the training community. The focus is on four kinds of outcomes that result from training programs and identifies four levels of evaluation:
Level 1 Evaluation - 1st Reaction
Level 2 Evaluation - Learning transfer
Level 3 Evaluation – Behavioral change
Level 4 Evaluation – Positive, attributable results
Level 1— 1st Reaction
Here the goal is to measure participants’ reactions to the training program. You should measure their reactions immediately after the program. Level one evaluation should not just include reactions toward the overall program “Did you enjoy the program?” it can, and should, include measurement of participants’ reactions or attitudes toward specific components of the program, such as the relevance of topics, the style and structure, the schedule and participation.
Level one evaluation is the measurement of initial delegate satisfaction with the training experience.
Learning (Level two outcomes) and transfer of learning (Level three outcomes) are unlikely to occur unless participants have positive attitudes toward the training program. The measurement of specific aspects of the training program can provide important information about what aspects of the training program can be improved in the future.
The following point applies to all four levels of Kirkpatrick’s outcome evaluation. Evaluators should establish performance standards on outcomes, so that common evaluative judgments can be made on all four steps.
Finally level one evaluation is useful for immediate reaction to the events but does not signal improvement.
Level 2—Learning transfer
Level two evaluation is done soon after the training event to determine if participants gained the knowledge, skills, or attitudes. A couple of issues present themselves in leadership development:
1. How does a business measure knowledge, skills, and attitudes?
2. What instrument(s) can be used to determine improvement in level two outcomes?
It is here in the area of Leadership development that the Kirkpatrick model has less currency. Firstly: Should we try to measure things that are almost entirely subjective – improvement in attitude from one week to the next? Or secondly: Create such tenuous measurements and connections that the process takes more energy than making the improvements.
Ready & Conger (London Business School) in their review of training in the workplace, call these “make-believe metrics’ and suggest that trying to measure here is less cost effective that in later stages.
Level 3—Behavioral changes
Here your goal is to find out if training program participants change their on-the-job-behavior as a result of their having attended and participated in the training program. The level three question is,
“To what extent has the training had a positive effect on job performance?”
Level three evaluation specifically involves measuring the transfer of knowledge, skills, and attitudes from the training context to the workplace.
Learning is likely to transfer more effectively if the conditions in the work setting are favorable for transfer.
Here Ready & Conger identified 3 Key Success Factors
1. Managers at all levels accept joint responsibility for leadership and management development - Ownership is distributed, demand for change is established as a cultural requirement. The organizational culture and climate must change in order to support individual change.
2. Leadership Development should be based on the company’s own strategic drivers and requirements. These must be understood at the levels involved and communicated at the start of training.
3. Make believe Metrics – Already mentioned. Don’t spend resource measuring what continues to elude measurement. Attend to business outcomes and the development of common culture and practice. The training or learning is directly linked to workplace activity and outcomes; Project themes set and live business issues addressed using learning from the training. Provide real world examples and focus on actual experience performing and practicing the behaviors.
Level 4 – Positive and attributable results
Here your goal is to find out if the training program led to final business results that contribute to the “bottom line” (i.e., business profits). Level four outcomes are not limited to return on training investment, they can include other major results that contribute to the effective functioning of an organization. These include outcomes that most people would agree is “good for the business.” and can be changes in financial outcomes (such as positive ROI or increased profits) or changes in variables that should have a relatively direct effect on financial outcomes at some point in the future, for example:
• Improved quality of work. Higher productivity.
• Reduction in staff turnover, Improved quality of work life
• Improving human relationships
• Improved vertical and horizontal communication
• Fewer grievances. Lower absenteeism. Higher worker morale
• Fewer accidents. Greater job satisfaction
• Increased sales
And, as a result, increased profits.
Mitchell Phoenix Limited was established as providers of Leadership and Management development in 1988. Since then, more than 4000 managers worldwide have benefited from the unique blend of training, coaching and consultancy.
www.mitchellphoenix.com
Posts
No comments:
Post a Comment