BUS FPX 4047 Assessment 4 Developing a Training Evaluation Plan

Student Name

Capella University

BUS-FPX4047 Employee Training and Development

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Date

Introduction

The development of an effective training plan is crucial for organizations aiming to cultivate successful employees. Moreover, establishing a robust evaluation plan for the training program is essential to determine its effectiveness. By evaluating the efficacy of a training program, companies can gain insights into areas of success and areas needing improvement, potentially leading to significant time and resource savings in the future. Donald Kirkpatrick’s evaluation model provides a structured approach with four levels to facilitate the assessment of training program success.

Kirkpatrick’s Evaluation Model

Developed by Dr. Donald Kirkpatrick in the 1950s, the Kirkpatrick Evaluation Model comprises four levels: reaction, learning, behavior, and results (Bates, 2004). Although some trainers may mistakenly begin with desired results, this can be rectified by reviewing each level in depth.

BUS FPX 4047 Assessment 4 Developing a Training Evaluation Plan

Level 1 – Reaction

This level assesses participants’ enjoyment, engagement, and perceived relevance of the training program to their roles. Observation checklists and verbal feedback are commonly employed in this evaluation phase (Blanchard & Thacker, 2013). Sample questions for trainers include assessing engagement, relevance to job responsibilities, and overall enjoyment of the training.

Level 2 – Learning

Here, the focus shifts to participants’ knowledge, attitudes, and skills acquired during the training. Pre- and post-training surveys play a pivotal role in evaluating whether the program’s objectives were met (Smidt et al., 2009). By comparing participants’ knowledge before and after the training, trainers can gauge the program’s effectiveness.

Level 3 – Behavior

This level determines participants’ ability to apply acquired skills in their work environment. Evaluation methods such as one-on-one interviews or group sessions are effective in assessing behavioral changes (Blanchard & Thacker, 2013). Sample questions may include inquiries about the application of learned skills in job performance.

Level 4 – Results

The final level evaluates the broader organizational impact of the training program. This assessment compares actual learning outcomes against predefined objectives (Bates, 2004). Analyzing these outcomes helps identify areas for improvement and expansion of the training program.

How Evaluation Will Be Measured

To measure the training program’s efficacy, focus will be placed on levels 2 and 3 of the Kirkpatrick model. Utilizing pre- and post-training surveys will provide insights into participants’ knowledge growth and behavioral changes. Observing behaviors such as relevant conversations, active engagement, and confidence in applying learned skills will further assess program effectiveness.

By leveraging levels 2 and 3 of the Kirkpatrick model, relevant information can be communicated to employees, fostering application of learning in their daily work. Failure to observe behavioral improvements post-training may indicate the need for program adjustments or additional training sessions.

References

Bates, R. (2004). A critical analysis of evaluation practice: The Kirkpatrick model and the principle of beneficence. Evaluation and Program Planning, 27(3), 341-347.

Blanchard, N. P., & Thacker, J. (2013). Effective training (5th ed.). Prentice Hall.

Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. A. (2009). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal of Intellectual & Developmental Disability, 34(3), 266-274.

BUS FPX 4047 Assessment 4 Developing a Training Evaluation Plan