EVALUATING TRAINING; TALENT DEVELOPMENT Assignment Overview Final Section-Evaluation You are just about to complete the four part assignments in this class. Congratulations on preparing, section by section, one large project. You are practicing what you have learned by planning and conducting a training program following the ADDIE model. Section 4Evaluation ( Assignment Continue with the training topic FROM ASSIGNMENT 82146956. (ATTACHED) (The ADDIE steps are explained in the Gardner videos presented on each of the Background pages). Walk through, step by step, the Evaluation phase of the ADDIE model, covering everything in detail. Be as specific as possible. If there is unknown information, make logical assumptions to fill in the information needed and include a section in your paper showing the assumptions you made. Bring in at least one source found outside of your course materials to help build your paper (be sure to cite sources). Phase: Evaluation a. Formative Evaluation b. Summative Evaluation o Apply the four steps of the Kirkpatrick model. o Figure and discuss the components of ROI of your training program. Background EVALUATING TRAINING; TALENT DEVELOPMENT Measuring Effectiveness: Kirkpatrick’s Four-Level Evaluation Model After we have completed the training, we want to make sure our training objectives were met. One model to measure effectiveness of training is the Kirkpatrick model developed in the 1950s. While most people refer to the four criteria for evaluating learning processes as levels, Kirkpatrick never used that term, he normally called them steps. In addition, he did not call it a model, but used words such as, techniques for conducting the evaluation (Craig, 1996). Kirkpatricks evaluation process has four levels: 1. Reaction: 2. Learning: To what extent did participants improve knowledge and skills? 3. Behavior: Did behavior change as a result of the training? 4. Results: What benefits to the organization resulted from the training? Each of the levels can be assessed using a variety of methods. We will discuss those next. Figure 1: Kirkpatricks Four Levels of Training Evaluation Review the performance of the employees who received the training, and if possible review the performance of those who did not receive the training. For example, in your orientation training, if one of the learning objectives was to be able to request time off using the company intranet, and several employees who attended the training come back and ask for clarification on how to perform this task, it may mean the training didnt work as well as you might have thought. In this case, it is important to go back and review the learning objectives and content of your training to ensure it can be more effective in the future. Many trainers also ask people to take informal, anonymous surveys after the training to gauge the training. These types of surveys can be developed quickly and easily through websites such as SurveyMonkey. Another option is to require a quiz at the end of the training to see how well the employees understand what you were trying to teach them. The quiz should be developed based on the learning objective you set for the training. For example, if a learning objective was to be able to follow OSHA standards, then a quiz might be developed specifically related to those standards. There are a number of online tools, some free, to develop quizzes and send them to people attending your training. Once developed by the trainer, the quiz can be e-mailed to each participant and the manager can see how each trainee did on the final quiz. After you see how participants do on the quiz, you can modify the training for next time to highlight areas where participants needed improvement. Kirkpatrick’s concept is quite important as it makes an excellent planning, evaluating, and troubling-shooting tool. However, with all the new technology advances, these evaluation steps are sometimes criticized for being too old and simple. Yet, almost six decades after its introduction, there has not been a viable option to replace it. It can be easy to forget about the evaluation step in the training process because usually we are so involved with the next task to complete. We sometimes forget to ask questions about how something went and then take steps to improve it. One way to improve effectiveness of a training program is to offer rewards when employees meet training goals. For example, if budget allows, a person might receive a pay increase or other reward for each level of training completed. Phase 5 of the ADDIE Model: Evaluation Click on the video for an overview of the Evaluation phase. Gardner, J. [jclarkgardner]. (2011, October 8). The ADDIE evaluation phase [Video file]. Retrieved from https://www.youtube.com/watch?v=CBoI0wBo4vw. Standard YouTube license. As discussed in the video, evaluation is the process of examining what’s working, what’s not, and why. Evaluations are normally divided into two categories: formative and summative. Formative A formative evaluation is a method for judging the worth of a program while the program activities are forming (in progress). This evaluation can be conducted at any phase of the ADDIE process. Formative evaluation focuses on the process and are basically done on the fly. In this type of evaluation learning materials, student learning and achievements, and instructor effectiveness are all under examination. This permits the designers, learners, instructors, and managers to monitor how well the instructional goals and objectives are being met. Its main purpose is to catch deficiencies ASAP so that the proper learning interventions can take place that allow the learners to master the required skills and knowledge. Summative A summative evaluation is a method of judging the worth of a program at the end of the program activities. The focus is on the outcome. All assessments can be summative but only some have the additional capability of serving formative functions. Data are collected via questionnaires, surveys, interviews, observations, and testing. The data collection method should be a carefully designed and executed step-by-step procedure. Questionnaires are the least expensive procedure for summative evaluations and can be used to collect large samples. The questionnaires should be tested before use to ensure the recipients understand their operation the way the designer intended. In designing questionnaires, the most important feature is the guidance given for its completion. All instructions should be clearly stated. Kirkpatricks model of training course evaluation, first introduced in 1959) and discussed above is an excellent example of summative evaluation. Figuring the Return on Investment of Training Read the following to learn what is involved in evaluating the ROI of training efforts: Shepherd, C. (2017). Assessing the ROI of training. Retrieved from https://www.fastrak-consulting.co.uk/tactix/Features/tngroi/tngroi.htm#Making%20ROI%20work%20for%20you Bullen, D. (2014). How top companies make the ROI case for employee training. Talent Development Career Development Programs Another important aspect to developing talent is career development programs. A career development program is a process developed to help an individual employee manage his/her career, learn new things, and take steps to improve personally and professionally. Sometimes career development programs are called professional development plans. Aspects of this planning include employee goal setting, identifying training needs and training costs, completion date expected, and supervisors or managers notes and suggestions. Figure 2: Career Development Planning Process Career development programs are necessary in todays organizations for a variety of reasons. First, with a maturing baby-boomer population, newer employees must be trained to step in. Second, if an employee knows a particular path to career development is in place, this can increase motivation. A career development plan usually includes a list of short- and long-term goals that employees have pertaining to their current and future jobs and a planned sequence of formal and informal training and experiences needed to help them reach the goals. The organization can and should be instrumental in defining what types of training, both in-house and external, can be used to help develop employees. To help develop this type of program, managers should consider the steps outlined in the following reading: Heathfield, S. (2016). Steps to create a career development plan. Retrieved from There are many tools on the web, including templates to help employees develop their own career development plans. Many organizations, in fact, ask employees to develop their own plans and use those as a starting point for understanding long-term career goals. Then hopefully the organization can provide them with the opportunities to meet these career goals. Meet individually with employees to identify their long-term career interests (this may be done by human resources or the direct manager). Identifying and developing a planning process not only helps the employee but also can assist the managers in supporting employees in gaining new skills, adding value, and motivating employees. Fortune 500 Focus It takes a lot of training for the Walt Disney Company to produce the best Mickey Mouse, Snow White, Aladdin, or Peter Pan. In Orlando at Disneyworld, most of this training takes place at Disney University. Disney University provides training to its 42,000 cast members (this is what Disney calls employees) in areas such as culinary arts, computer applications, and specific job components. Once hired, all cast members go through a two-day Disney training program called Traditions, where they learn the basics of being a good cast member and the history of the company. For all practical purposes, Traditions is a new employee orientation. Training doesnt stop at orientation, though. While all positions receive extensive training, one of the most extensive is especially for Disney characters, since their presence at the theme parks is a major part of the customer experience. To become a character cast member, a character performer audition is required. The auditions require dancing and acting, and once hired, the individual is given the job of several characters to play. After a two-week intensive training process on character history, personalities, and ability to sign the names of the characters (for the autograph books sold at the parks for kids), an exam is given. The exam tests competency in character understanding, and passing the exam is required to be hired. While Disney University trains people for specific positions, it also offers an array of continuing development courses called Disney Development Connection. Disney says in 2010, more than 3,254,596 hours were spent training a variety of employees from characters to management. The training doesnt stop at in-house training, either. Disney offers tuition reimbursement up to $700 per credit and pays for 100 percent of books and $100 per course for cost of other materials. In 2010, Disney paid over $8 million in tuition expenses for cast members. Disney consistently ranks in Americas Most Admired Companies by Fortune Magazine, and its excellent training could be one of the many reasons. Wrap-Up: In this final assignment of HRM402, we examined the importance of taking the time to evaluate the training we have implemented. Why offer training if it is not going to benefit the organization? Sources used to develop this section: Chapter 8: Training and development. In Beginning of Human Resources (). Retrieved from CC BY license. Craig, R. L. (1996). The ASTD Training: Development Handbook. New York: McGraw-Hill, p. 294. Kirkpatrick D. L. (1959). Techniques for evaluating training programs. Journal of American Society of Training Directors. 13(3): 2126. Kirkpatrick, D. L. (1994). Evaluating Training Programs. San Francisco: Berrett-Koehler Publishers, Inc. The Walt Disney Company. (2011). Disney workplaces: Training and development. In 2010 Corporate citizenship report. Retrieved from
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