Training is a process, not an event. It begins by changing behaviors, which support a change in perspectives. When this does not occur, the training has failed. The transfer of training can be achieved through a variety of approaches that make training memorable, reinforcing retention. For example, real-life issues and experiences integrated into the curriculum are much more relevant and meaningful than those not integrated into the curriculum and motivate trainees to utilize their newly learned behaviors and skills when they are back on the job.
To ensure transfer of learning, training objectives must be strategically aligned to organizational goals and objectives and training participants must be supported in the transfer-of-learning process. Moreover, organizations should undertake training initiatives only after comprehensive business and performance analyses have been conducted and other performance improvement interventions have been examined.
The primary purpose of the evaluation is to ensure that the goals of the training process are aligned with business needs and performance standards while producing the desired levels of performance. Correctly done, evaluations can positively impact the organization by improving the efficiency and effectiveness of training content and methods, employee performance, organizational productivity, and the return on investment (ROI).
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- For this discussion, evaluate Kirkpatrick’s four levels of evaluation using peer-reviewed articles.
- Discuss the strengths and shortfalls of this model. Explain how this model could be improved.
- Bringing the aspect of training and development full circle, discuss how evaluation models align with the analysis, design, development, implementation, evaluation (ADDIE) or analysis, research, design, development, implementation, evaluation (ARDDIE) model of development and how each may strengthen the other when taken into consideration through the training and development cycles.