HR APPLICATION 4 WEEK 6
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2 years ago 10
TranscriptofTrainingEvaluationKIRKPATRICKSMODEL.docx
HRAPPLICATION4WEEK6.docx
TranscriptofTrainingEvaluationKIRKPATRICKSMODEL.docx
Training evaluation is possibly the most important step in the training process. One of the most enduring ideas about evaluation is Kirkpatrick’s model of 4 levels of outcomes.
It’s important to note, the levels are usually presented in this order, but that doesn’t mean they have to happen in a particular order, or that there is any special hierarchy. Better to understand them in terms of how much effort is needed at each level.
Reaction – what did trainees think of the training? Reaction evaluation is generally measured with a survey or questionnaire, but could be as easy as asking trainees for feedback during or after the training. This is relatively easy to do, but still important so that the trainer can make the training better for next time.
Learning – what did trainees learn from training? Learning evaluation is measured through assignments or tests, either written or practical. Still relatively easy, and gives a quick snapshot of whether the trainees learned as expected. Remember, this is not the same as Behavior – actually performing the trained behaviors in the workplace – just because you get 100% on the driving test doesn’t mean you are going to be a good driver.
Behavior – how will trainees change their behavior based on training? Behavior evaluation is best measured by observation and performance evaluation, watching the newly trained employees do their tasks in the work environment. This can be challenging because it takes time. Typically we want to know about long term behavior – are the employees still doing tasks the way they were taught after 6 days, 6 weeks, 6 months?
Results/ROI – how will trainees contribute to the organizational bottom line? Even the cheapest trainings cost something. Results or ROI is measured by the training’s impacts on revenues or costs. This is the most challenging because it can be tough to determine if improved sales, or service levels, or decreased waste are because of training, or other factors such as a busy season, competitor prices, or better quality parts from a new vendor. One of the best ways to measure Results is to compare key performance outcomes between the training group and a similar group that did not go through training – if the training group sells more, builds better, or does more efficient work, the training probably had something to do with it.
HRAPPLICATION4WEEK6.docx
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This assignment will be submitted to Turnitin™. |
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Instructions |
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Now that the new inventory system training is coming to an end, it is time for training evaluation! (Of course you've been thinking about this the whole time, which is why you carefully completed TNA, created learning objectives, and implemented training over the past few weeks). Deliverables: Create a narrative report to present your plan for evaluation of the inventory system training. Focus on what actions and initiatives you would recommend to evaluate training, and incorporate all 4 levels of Kirkpatrick's model: Reaction / Learning / Behavior / Results or ROI Be sure to elaborate on details such as who, what, where and when employees will be evaluated. Include examples questions from Reaction and Learning evaluation tools such as surveys or tests (create your own or be sure to cite your source!). It may be helpful to refer back to the learning objectives from previous assignments. Expect to take 2-3 pages (double-spaced 12 point font) for your plan. |
Rubric Name: HRA Written Assignment Rubric
|
Criteria |
Exceeds Expectations 10 points |
Meets Expectations 8 points |
Level 1 5 points |
Criterion Score |
|
CONTENT - Addressing the assignment, answering all the questions, following instructions. |
Position, plan, or thesis is very credible, logical, research sources are credible and sufficient to support arguments |
Position, plan, or thesis is credible, sources are credible; portions of the assignment may not be fully addressed |
Position, plan or thesis lacks credibility, arguments are not clear or not well supported, sources are not credible or do not support arguments; portions of the assignment are not addressed at all |
Score of CONTENT - Addressing the assignment, answering all the questions, following instructions., / 10 |
|
CLARITY - Organization and flow, the writing is complete while also concise |
Concepts presented are clearly organized and easy to understand, early information leads to later information, coherently summarized |
Concepts presented are not organized logically, no coherent summary |
Concepts presented are unclear or difficult to understand, paper is disorganized and does not follow logical progression |
Score of CLARITY - Organization and flow, the writing is complete while also concise, / 10 |
|
CREATIVITY - Writing is interesting, considers old ideas in new ways, includes illustrative examples |
Presents new ideas and/or old ideas in interesting ways, writing style is formal but maintains interest, includes real-world applications |
Presents widely accepted ideas or discusses topics that are already well known without much attention to original content or reader interest |
Presents ideas that are clichéd or imitative, does not make topic interesting for reader |
Score of CREATIVITY - Writing is interesting, considers old ideas in new ways, includes illustrative examples, / 10 |
|
CRITICAL THINKING - identifying fact vs. opinion, action and consequence, recognizing multiple perspectives on issues |
Clearly identifies assumptions, considers all implications and consequences of outcomes, and includes more than one point of view on the topic |
Treats some assumptions as fact, and/or considers some implications but not others, and/or does not fully consider point of view |
Fails to identify assumptions, and/or does not consider implications of outcomes, and/or is fixed on a single point of view without any opposing information |
Score of CRITICAL THINKING - identifying fact vs. opinion, action and consequence, recognizing multiple perspectives on issues, / 10 |
|
CORRECTNESS - Grammar, spelling, punctuation, formatting and academic writing style |
Grammar is appropriate, spelling, punctuation & formatting accurate, follows APA style guidelines if appropriate |
Grammar is appropriate, some spelling, punctuation or formatting errors, missing elements of APA style guidelines |
Grammar, spelling, punctuation and/or formatting are inappropriate, incorrect and unprofessional, no APA style guidelines |
Score of CORRECTNESS - Grammar, spelling, punctuation, formatting and academic writing style, / 10 |
TranscriptofTrainingEvaluationKIRKPATRICKSMODEL.docx
Training evaluation is possibly the most important step in the training process. One of the most enduring ideas about evaluation is Kirkpatrick’s model of 4 levels of outcomes.
It’s important to note, the levels are usually presented in this order, but that doesn’t mean they have to happen in a particular order, or that there is any special hierarchy. Better to understand them in terms of how much effort is needed at each level.
Reaction – what did trainees think of the training? Reaction evaluation is generally measured with a survey or questionnaire, but could be as easy as asking trainees for feedback during or after the training. This is relatively easy to do, but still important so that the trainer can make the training better for next time.
Learning – what did trainees learn from training? Learning evaluation is measured through assignments or tests, either written or practical. Still relatively easy, and gives a quick snapshot of whether the trainees learned as expected. Remember, this is not the same as Behavior – actually performing the trained behaviors in the workplace – just because you get 100% on the driving test doesn’t mean you are going to be a good driver.
Behavior – how will trainees change their behavior based on training? Behavior evaluation is best measured by observation and performance evaluation, watching the newly trained employees do their tasks in the work environment. This can be challenging because it takes time. Typically we want to know about long term behavior – are the employees still doing tasks the way they were taught after 6 days, 6 weeks, 6 months?
Results/ROI – how will trainees contribute to the organizational bottom line? Even the cheapest trainings cost something. Results or ROI is measured by the training’s impacts on revenues or costs. This is the most challenging because it can be tough to determine if improved sales, or service levels, or decreased waste are because of training, or other factors such as a busy season, competitor prices, or better quality parts from a new vendor. One of the best ways to measure Results is to compare key performance outcomes between the training group and a similar group that did not go through training – if the training group sells more, builds better, or does more efficient work, the training probably had something to do with it.
HRAPPLICATION4WEEK6.docx
|
This assignment will be submitted to Turnitin™. |
|
|
Instructions |
|
|
Now that the new inventory system training is coming to an end, it is time for training evaluation! (Of course you've been thinking about this the whole time, which is why you carefully completed TNA, created learning objectives, and implemented training over the past few weeks). Deliverables: Create a narrative report to present your plan for evaluation of the inventory system training. Focus on what actions and initiatives you would recommend to evaluate training, and incorporate all 4 levels of Kirkpatrick's model: Reaction / Learning / Behavior / Results or ROI Be sure to elaborate on details such as who, what, where and when employees will be evaluated. Include examples questions from Reaction and Learning evaluation tools such as surveys or tests (create your own or be sure to cite your source!). It may be helpful to refer back to the learning objectives from previous assignments. Expect to take 2-3 pages (double-spaced 12 point font) for your plan. |
Rubric Name: HRA Written Assignment Rubric
|
Criteria |
Exceeds Expectations 10 points |
Meets Expectations 8 points |
Level 1 5 points |
Criterion Score |
|
CONTENT - Addressing the assignment, answering all the questions, following instructions. |
Position, plan, or thesis is very credible, logical, research sources are credible and sufficient to support arguments |
Position, plan, or thesis is credible, sources are credible; portions of the assignment may not be fully addressed |
Position, plan or thesis lacks credibility, arguments are not clear or not well supported, sources are not credible or do not support arguments; portions of the assignment are not addressed at all |
Score of CONTENT - Addressing the assignment, answering all the questions, following instructions., / 10 |
|
CLARITY - Organization and flow, the writing is complete while also concise |
Concepts presented are clearly organized and easy to understand, early information leads to later information, coherently summarized |
Concepts presented are not organized logically, no coherent summary |
Concepts presented are unclear or difficult to understand, paper is disorganized and does not follow logical progression |
Score of CLARITY - Organization and flow, the writing is complete while also concise, / 10 |
|
CREATIVITY - Writing is interesting, considers old ideas in new ways, includes illustrative examples |
Presents new ideas and/or old ideas in interesting ways, writing style is formal but maintains interest, includes real-world applications |
Presents widely accepted ideas or discusses topics that are already well known without much attention to original content or reader interest |
Presents ideas that are clichéd or imitative, does not make topic interesting for reader |
Score of CREATIVITY - Writing is interesting, considers old ideas in new ways, includes illustrative examples, / 10 |
|
CRITICAL THINKING - identifying fact vs. opinion, action and consequence, recognizing multiple perspectives on issues |
Clearly identifies assumptions, considers all implications and consequences of outcomes, and includes more than one point of view on the topic |
Treats some assumptions as fact, and/or considers some implications but not others, and/or does not fully consider point of view |
Fails to identify assumptions, and/or does not consider implications of outcomes, and/or is fixed on a single point of view without any opposing information |
Score of CRITICAL THINKING - identifying fact vs. opinion, action and consequence, recognizing multiple perspectives on issues, / 10 |
|
CORRECTNESS - Grammar, spelling, punctuation, formatting and academic writing style |
Grammar is appropriate, spelling, punctuation & formatting accurate, follows APA style guidelines if appropriate |
Grammar is appropriate, some spelling, punctuation or formatting errors, missing elements of APA style guidelines |
Grammar, spelling, punctuation and/or formatting are inappropriate, incorrect and unprofessional, no APA style guidelines |
Score of CORRECTNESS - Grammar, spelling, punctuation, formatting and academic writing style, / 10 |