Posted: February 1st, 2023

dq3-2 hector

 
reply to the students’ response and not the question  in 150 words minimum and provide 1 reference. Respond to the students response as though you are talking to them, use name 
question
 How can training achieve all four levels of training evaluation (re: Kirkpatrick’s model p. 182 in Noe) 
Student response
 
According to Alliger, G. M. (1989) “Each category was termed a step. Step 1 was termed reactions and defined as trainees “liking of” and “feelings for” a training program. Note that a reaction measure is conceived in attitudinal rather than behavioral terms. Step 2, learning, was defined as  “principles, facts, and techniques understood and absorbed.” by the trainees. Step 3 was behavior, defined as  “using [learned principles and techniques] on the job”. Step 4, results, was spoken as simply as the ends, goals, or “results desired… reduction of costs; reduction of turnover and absenteeism; reduction of grievances; increase in quality and quantity of production; or improved morale.” Kirkpatrick’s model may not be effective in all training scenarios but in order to accomplish the end goal, trainers must be innovative in their training programs. Some suggests that you work backwards which makes a ton of sense, identifying what needs to be accomplished before creating a plan on how to deliver seems critical. All of these evaluations seem to be measured at the end but my questions is why can’t some of these be measured during training? I feel that levels 1 and 2 can be controllable (to an extent) and measured during the training by utilizing real time feedback and having practical application exams and/or written exams. The latter steps may be impossible to gauge during training but past trainings can be measured as the training techniques change. Utilizing managers and gaining the feedback on transfer of training is a part of that manager motivation piece we talked about on the last discussion. Observing is a huge piece in identifying success in levels 3 and 4 and holding these individuals accountable may be as well. 
In order to accomplish all 4 levels, after you’ve identified what you’d like the outcome to be one must prioritize all levels. In a sense I feel these all are intercorrelated, in that all learning is accomplished by the trainee’s attitudes and or feelings. With that being said targeting the step 1 in creating a comfortable safe environment where these individuals feel confident to contribute as well as encouraging feedback, can allow the trainer to make every effort to adjust which in turn may be impactful. Then focus on step 2 which is learning, Being able to conduct practical examinations and/or written exams will help identify what is being retained and may even allow you to focus on a few things before moving forward (this is where the innovation can come in). I feel that it is vital to be successful in these two steps because what is retained and how the trainee felt is important to the end goal. Leveraging managers  throughout and after training may be vital in the accomplishment in steps 3 and 4 (Transfer of Training). Managers have the ability to keep the trainee accountable to the things that were covered and in the utilization of those skills that were taught, this is where the using “learned principles and techniques” come in. According to Noe, R. E. (2017) “To maximize transfer of training, trainers need to achieve the highest level of support possible. Managers can also facilitate transfer through reinforcement (use of action plans).” (Page 232). 
REFERENCES
Alliger, G. M., & Janak, E. A. (1989). Kirkpatrick’s levels of training criteria: Thirty years lat. Personnel Psychology, 42(2), 331. Retrieved from https://nuls.idm.oclc.org/login?url=https://search-proquest-com.nuls.idm.oclc.org/docview/220127362?accountid=25320 
Noe, R. E. (2017). Employee Training and Development 7e. NY: McGraw Hill.

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