BUS 680 Week Replies Needed

Required Resources

Text

Blanchard, P. N., & Thacker, J. W. (2013).  Effective training: Systems, strategies, and practices  (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.

· Chapter 9: Evaluation

Articles

Kirkpatrick, J. & Kirkpatrick, W.K. (2013, June 8).  Creating a post-training evaluation plan (Links to an external site.). TD Magazine. Retrieved from http://www.astd.org/Publications/Magazines/TD/TD-Archive/2013/06/Creating-a-Post-Training-Evaluation-Plan

Kirkpatrick, D.L. (2006, August). Seven keys to unlock the four levels of evaluation. Performance Improvement, 45(7), 5-8. Retrieved from ProQuest database.

Kirkpatrick, D. (2005, November). Managing change. Leadership Excellence, 22(11), 15-16. Retrieved from ProQuest database.

Miller, C. (2005, November). Measure learning. Leadership Excellence, 22(11), 16. Retrieved from ProQuest database.

Rossett, A. (2007, February). Leveling the levels. T + D, 61(2), 49-54. Retrieved from ProQuest database.

Tan, K, & Newman, E. (2013, June). The evaluation of sales force training in retail organizations: A test of Kirkpatrick's four-level model. International Journal of Management, 30(2), 692-703. Retrieved from ProQuest database.

Yacovelli, S. (2012).  How to effectively evaluate e-learning (Links to an external site.). TD Magazine. Retrieved from http://www.astd.org/Publications/Magazines/TD/TD-Archive/2012/07/How-to-Effectively-Evaluate-E-Learning

Discussion 1

Training Evaluation

What is the relationship among Kirkpatrick’s four levels of evaluation? Would you argue for examining all four levels, even if your boss suggested you should look only at the last one (results) and, that if it improved, you would know that training had an impact? Provide at least one example (e.g., tool, device, etc.) that would be used to gather evaluation data at each level.

Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.

Respond to two other posts regarding items you found to be compelling and enlightening. To help you with your reply, please consider the following questions:

· What did you learn from the posting?

· What additional questions do you have after reading the posting?

· What clarification do you need regarding the posting?

· What differences or similarities do you see between your initial discussion thread and your classmates' postings?

Your reply posts should be a minimum of 150-250 words each.

Reply to Brian Thompson post

Kirkpatrick's four levels of evaluation

Level 1 – Reaction

Level 2 – Learning

Level 3 – Behavior

Level 4 - Results

 

Kirkpatrick's four levels build upon each other.  Level One, the reaction, is observing the behaviors of the audience and their response to the subject.   Are they smiling, nodding their head in agreement?  Kirkpatrick (2006) refers to the level as a "happiness rating," referencing the emotion of the audience and did they enjoy the training. In theory, trainers want participants to be happy and enjoy training. This relates to several motivational theories that if you enjoy something, you will continue to do it.  So, if you enjoy training, you will be more motivated to learn, and knowledge transfer will occur. In some training, this is the only feedback that will happen. The knowledge that someone liked the training and left with a smile.  This information can be gathered either through observation or a questionnaire.

The second level is Learning. This level is related to the first level in that one needs to be motivated to learn. If someone is distracted or not interested in learning, there will be a limited transfer of knowledge. According to Blanchard and Thacker (2013), learning evaluation should rely on the same criteria that the initial TNA was based on.  The initial TNA will set the baseline for what learning can be judged against if the training objective is to decrease waste during production by 5% by improving technical knowledge.  Analyzing the amount of production waste post-training will answer if learning was accomplished.

Level three refers to a change in behavior.  The trainee's direct supervisor best judges this. Behavior change from training will only happen if there is a learning transfer. If a participant attends training but does not learn anything, then there will be no behavioral change. 

The fourth level concerns evaluating the results.  This is the highest level of evaluation, which looks at the outcome of the training and how it affects the organization.  The original TNA produced objectives built upon KSA's that were lacking.  For example, attrition rates increased to over 10% in the accounting department. The results level looks at the amount of attrition after training to see how practical training was.  The results level is directly dependent on success in the prior three levels. If anyone of the previous three levels is lacking, it will have a direct reflection on results.

Examining all four levels

Kirkpatrick's four levels are not relevant to everyone.  The importance is determined by how the training is viewed.  For example, a manager who identified the performance gap is most likely only interested in level four.  Depending on the level of the manager,  they will probably not care if the person enjoyed the training or the amount that was learned – only that the bottom line results changed.   The direct manager of the trainee will pay more considerable attention to levels four and three. Not only that, results changed but also that behavior has changed.  The direct manager will want to monitor the behavior to ensure that the trainee does not slip back into their "old" behavior.  The trainer's manager will be interested in all four levels.  She will want to use levels one and two to evaluate the trainer's performance and levels three and four to make sure that the training objectives were met.  The trainer is mostly interested in levels one and two, which is what they have more control over.  The trainer will have an interest in levels three and four but to a lesser extent.  I would argue against evaluating all four levels unless you are the training manager.

 

References:

Blanchard, P. N., & Thacker, J. W. (2013).  Effective training: Systems, strategies, and practices  (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.

Kirkpatrick, D. L. (2006). Seven keys to unlock the four levels of evaluation. Performance Improvement, 45(7), 5-8. Retrieved from https://search-proquest-com.proxy-library.ashford.edu/docview/237231546?accountid=32521

Reply to Falana Kimbrough post

Kirkpatrick’s four-level training evaluation model is essential in measuring the effectiveness of a training program. Notably, the four levels of training evaluation, including reaction, learning, behavior, and results, interact to provide an objective analysis of the impact of training, including the level of learning achieved by trainees and identifying ways of enhancing their future learning. The reaction level is valuable in assessing the level of trainees’ engagement, contribution, and reaction to gain an understanding of their reception of the training. The learning level is useful in assessing what trainees have and have not learned in a training session to determine the skills, knowledge, and attitudes that the training has imparted on them. The behavior level is essential in assessing the application of the skills, knowledge, and attitudes acquired during training in the real-world environment. Lastly, the results level is useful in assessing the overall outcomes of training that would be beneficial to an organization and the trainees.

Despite my boss’s request to only examine the last level of evaluation, I would argue for examining the four levels since I feel that the results obtained from the first three levels are related and cumulatively inform the final results. In particular, the results of trainees’ reactions to the training, the level of learning, and their ability to apply the skills, attitudes, and knowledge acquired in training in the real business setting enable an individual to decide which training outcomes are good for business and the trainees. Notably, I would argue that each of the results obtained in the three levels would make the last level less cumbersome and more effective in measuring training impacts.

A survey questionnaire is one tool that would be effective in gathering evaluation data at each level. This questionnaire would contain crucial questions for gauging the impact of training on trainees. The questions in these questionnaires would also be useful in guiding the interviews of trainees and observations of the evaluator during trainee assessments.

References

Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.

Discussion 2

Training Effectiveness

Reflect on and explore the reasons why evaluation is critical to training success. Discuss the reasons evaluation is critical to effectiveness of training. Explain the connection between organizational improvement and training effectiveness.

Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.

Respond to two other posts regarding items you found to be compelling and enlightening. To help you with your reply, please consider the following questions:

· What did you learn from the posting?

· What additional questions do you have after reading the posting?

· What clarification do you need regarding the posting?

· What differences or similarities do you see between your initial discussion thread and your classmates' postings?

Your reply posts should be a minimum of 150-250 words each.

Reply to Erica Causby post

It is important when thinking of the evaluation process, to remember the evaluation does not start at the point of implementation but at the point of the design. There is a process to the design of the training in being sure the training will be effective. Evaluating training is important within a business to help implement some of the practices taught. However, most of what is taught only partially become part of what the businesses practice. Evaluation is important because though the training content may be the same, the atmosphere and trainers are different. Not only are the trainers different, but the characteristics of the participants. All of these points play a role in doing an evaluation. When doing an evaluation, it is important to have to right tools and information in place. The evaluation will show if newly learned behaviors have occurred and will determine the feel for the training.

It is important the purpose of the evaluation is to evaluate the knowledge, skills, and attitudes of the participants prior to, during, and after the training. The evaluation of learning should measure the same things in the same way as in TNA (Blanchard & Thacker, 2013. The analysis can be pretest and determine the “gain” from the learning. The connection between organizational effectiveness and training effectiveness is they each want a level of result. The organization wants a measurement, but when measuring the impact of training, most impacts are small and true studies can take up to a year to get a full impact result. Also, training may change the measurement of outcomes even if it does not change the outcomes themselves (McKenzie & Woodruf,2014). To be an effective organization you have to have effective training. They each correlate and are needed to help both be successful.

Blanchard, P.N.; & Thacker, J.W. (2013). Effective Training: Systems, Strategies, and Practices. (5th ed). Upper Saddle River, NJ: Pearson Education, Inc.

McKenzie, D. & Woodruff, C. (2014). What are we learning from business training and entrepreneurship evaluations around the developing world? World Bank Research Observer 29(1). 48-82. Retrieved from https://ashford.library.edu

Reply to Zakeeyah Rahim post

Evaluation is critical to training success for at least a few different reasons. Training can be a time-consuming and costly practice that requires the procurement of equipment and resources and compensation for trainers. In some cases, training is outsourced to a third party, which can be hey costly process. Without connecting specific return on investment to these costs, organizational leaders may be throwing money out the window without realizing it. On the other hand, evaluation of financial return connected to new KSAs associated with training can provide reinforcement and validation that the decision to implement training was the right choice (Blanchard & Thacker, 2013). Training also needs to be evaluated in order to identify if there are critical employee needs that need to be addressed. Training should be evaluated in order to identify ways that training has improved learning and behavior. High-performing organizations have to be built on the backs of employees who value continuous improvement and who have high professional aspirations.

Evaluating training can either ensure that this exists within an organization or identify specific gaps in knowledge that need to be filled. Evaluation also supports training effectiveness. An evaluation that reveals training that has not met established benchmarks can help leaders work with trainers to develop new training content or processes. This provides a formative assessment that can help sharpen the focus of training to meet more specific needs and provide employees with a larger toolkit. This is a fundamental process for continuous organizational improvement. Without evaluating training outcomes, it might be impossible to truly achieve continuous organizational improvement.

Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th Ed). Upper Saddle River, NJ: Pearson Education, Inc.