Developing a Training Evaluation Plan
Order Instructions:
Develop an evaluation plan for your training program, including the following:
• Write two or more of Kirkpatrick’s evaluation levels (reaction, learning, behaviors, and results) into your training program plan.
• Explain how each of the evaluation levels will be measured. For example, will you use a sample questionnaire, an observer checklist, or a test?
• Describe the methodology you would use in the evaluation process. For example, would you use a pre-post training evaluation, a post-training evaluation, or a control group that does not receive the training but serves as a comparison group for evaluation?
• Justify your training program’s evaluation plan.
SAMPLE ANSWER
Developing a Training Evaluation Plan – week 7
Training evaluation process could be divided into 5 main steps: identifying evaluation purposes, selecting evaluation methods, designing tools for evaluation, collecting data, and analysing and reporting results. In this paper, a number of Kirkpatrick’s evaluation levels are described and included into the training program plan. Moreover, how each of these evaluation levels would be measured is explained exhaustively. Lastly, the methodology that would be used in the process of evaluation is described. A justification for the evaluation plan for the training program is provided.
The evaluation levels of Kirkpatrick’s 4 levels of evaluation model that would be utilized are reaction of student, learning, behaviour, and results. Reaction of student level: this level of training evaluation is used in measuring how the trainees reacted to the training. The trainer would obviously want the people being trained to feel that the training was actually a valuable experience. The trainer would also want the trainees to feel good about him, about the topic of the training, about the material’s presentation, and the venue of the training. All in all, measuring reaction is of major importance since it will help the instructor to realize how well the provided training was received by those who were trained (Kirkpatrick & Kirkpatrick, 2015). In addition, measuring reaction will help the instructor in improving the training for those who would be trained in future, including identifying significant topics or areas which are absent from the current training.
This evaluation level would be measured through the use of questionnaires or employee satisfaction surveys; that is, post-training surveys. Moreover, the reaction level could be measured by watching the body language of the trainees throughout the training sessions and getting verbal feedback by asking them directly regarding their experience. After this information is gathered, it would be examined carefully. Next, any changes that could be made would be thought about basing upon the suggestions and feedback from the trainees (Dewhurst et al., 2015). In measuring reaction, the following questions would be addressed: did the trainees think that the training program was successful? Did they think that the training program was actually worth their time? What were the training program’s biggest weaknesses and biggest strengths? Did the training program accommodate the trainees’ personal styles of learning? Did the trainees like the presentation style and the training venue?
Learning level: this level entails the instructor measuring what the people being trained have learned. The instructor will seek to find out how much the trainees’ knowledge has increased on account of the training program. When the training program is planned, the instructor hopefully begins with a listing of particular learning objectives. These learning objectives have to be the basis for the measurement. It would be important for the instructor to remember that depending on these objectives and on whether or not the instructor is interested in changes to attitude, skills, or knowledge, learning could be measured in dissimilar ways. It is of major importance to measure this since knowing what the people being trained are learning and what they are not learning would help in improving training session in the future (Smidt et al., 2011).
This evaluation level would be measured through the use of verbal assessments or interviews. Tests or assessments can be conducted prior to and following the training; pre-tests and post-tests. Observation could also be utilized. In measuring learning, the instructor would begin by identifying what he wants to evaluate for instance changes in attitudes, skills, or knowledge. Wells (2010) reported that it is usually useful to measure these areas both prior to the training program and after it. As such, prior to the commencement of the training, the trainees would have to be tested to establish their attitudes, knowledge, as well as skill levels. The moment the training program is completed, the trainees are tested for the second time to measure what they have learned or gauge learning using verbal assessments and interviews (Wells, 2010).
Behaviour level: this level entails evaluating how far the people being trained have actually changed their behaviour basing upon the training which they received. In particular, this level will look at how the people who were trained apply the information (Kennedy et al., 2014). In essence, it is vital to realize that behaviour could only change if there are favourable conditions. For example, assume that measurement was skipped at the reaction level and behaviour level, and when looking at the behaviour of the trainees, it is determined that no change in behaviour has occurred. As such, the instructor assumes that the people who were trained have not learned anything and that the training program was futile and not effective. Even so, just because there is no behaviour change does not necessarily imply that those who were trained have not learned anything (Griffin, 2014). Maybe their supervisor will not allow them to apply their new knowledge, or perhaps the trainees have learned everything that the instructor taught them, but they lack the desire or are not interested in applying the knowledge themselves.
This evaluation level would be measured by conducting interviews as well as observations over time. Measuring behaviour effectively could be somewhat tricky since it is a longer-term activity which must occur months or weeks following the completion of the initial training. The questions that must be considered are as follows: are the people who were trained aware that they have changed their behaviour? Can they teach their new attitudes, skills, or knowledge to other persons? Did they put any of their new learning to use? (Kirkpatrick & Kirkpatrick, 2015). It would be important to note that behaviour would change only if there are favourable conditions. For example, effective learning could have occurred during the training program but if the culture of the organization is not set up for any behaviour changes, then the people who were trained may be unable to put what they have learned into practice.
Results level: this level entails analyzing the final results of the training program. In essence, this includes outcomes that the instructor or the company has determined to be good for the staff members, for the business, or for the company’s bottom line (Wells, 2010). With regard to measurement, a control group can be utilized. In essence, measures are already in place through regular management systems and reporting. Nonetheless, the challenge is relating to the trainee. Measuring the final outcomes of the training program is the most time consuming and expensive of all the evaluation levels. The main challenges are to identify which final results, benefits, or outcomes are most closely connected to the training program, and developing an effectual way of measuring these results over the long term (Smidt et al., 2011). Depending on the training program’s objectives, some of the outcomes that should be considered include increased sales, higher employee morale, less staff complaints, increased retention of employees, higher quality rating, reduced waste, increased production, and increased customer satisfaction (Wells, 2010).
In the process of evaluation, the methodology that would be used is pre-post training evaluation. Conducting pre-post course evaluations of competencies would entail the use of a multi-item assessment which relates to the main content of the training program. The trainee would complete the same self-evaluation at the start of the training program and at the training’s end. A score would then be derived by comparing pre-training evaluation and post-training evaluation. In essence, in the pre-evaluation the trainees would rank themselves in terms of the knowledge and skills they have at the start. At the ending of the training program, they would rank their levels of knowledge and skills post-training (Dewhurst et al., 2015). This would provide 2 self-evaluation data point – before the start of the training program and following the training program. A final report would enable the organization to assess competency gains in particular content areas, both for the organization in general and for employees.
Kennedy et al. (2014) stated that pre-evaluations and post-evaluations are significant in assessing training programs in terms of knowledge improvement of the trainee. The same tests could be utilized for pre-tests and post-tests in comparing scores prior to and following the training respectively. Regarding the justification, the evaluation plan of the training program is important since it would measure the success of the training program. It helps to determine how effective the training program really was. The evaluation helps to develop people. Evaluation is also important to the learner as it is critical to the confidence of the learner.
Conclusion
To sum up, Kirkpatrick’s evaluation levels included into the training program plan are reaction of the trainee, learning, behaviour, and results. Post-training surveys and questionnaire would be used to measure reactions. Learning level would be measured by using verbal assessments or interviews. Behaviour level would be measured by conducting interviews as well as observations over time. Results level would be measured using a control group. The training evaluation is important since it would measure the success and effectiveness of the training program.
References
Dewhurst, D., Harris, M., Foster-Bohm, G., & Odell, G. (2015). Applying the kirkpatrick model to a coaching program. Training & Development (1839-8561), 42(2), 14-15.
Griffin, R. (2014). Donald Kirkpatrick (1924-2014). Training Journal. pp. 10-12.
Kennedy, P. E., Chyung, S. Y., Winiecki, D. J., & Brinkerhoff, R. O. (2014). Training professionals’ usage and understanding of Kirkpatrick’s Level 3 and Level 4 evaluations. International Journal Of Training & Development, 18(1), 1-21. https://www.doi:10.1111/ijtd.12023
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2015). Creating a post-training evaluation plan. Training & Development (1839-8561), 42(2), 12-13.
Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. A. (2011). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal Of Intellectual & Developmental Disability, 34(3), 266-274.
Wells, J. B. (2010). How Rigorous Should Your Training Evaluation Be?. Corrections Today, 70(5), 116-118.
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