Academic literature on the topic 'Kirkpatrick's four-level model'
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Journal articles on the topic "Kirkpatrick's four-level model"
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Jumas, Dwifitra Yenti, Vivi Ariani, and Asirini Asrini. "Effectiveness of Competency-Based Training for construction Labor in West Sumatra." Jurnal Rekayasa Sipil (JRS-Unand) 17, no. 1 (July 3, 2021): 52. http://dx.doi.org/10.25077/jrs.17.1.52-63.2021.
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The issuance of Minister Regulation of Public Works and Public Housing (PUPR) No. 24/ PRT/ M/ 2014 concerning Competency-Based Training Guidelines in the Construction Services Sector is a strong effort by the government to increase the capacity of sustainable construction human resources in order to produce productive and competent human resources. Therefore, the workforce must-have requirements and a series of specific competencies to carry it out effectively and efficiently. Moreover, these competencies must be under the work they will do. The Kirkpatrick Model is used to evaluate the results of training and learning programs and rates against four levels of criteria: reaction, learning, behavior, and results. This research aims to find out what variables affect the effectiveness of competency-based training based on Kirkpatrick's four levels and see whether the competency training activities effectively increase human resources in construction services. A total of 64 questionnaires were then distributed to relevant respondents who attended the competency-based training held in West Sumatera during the 2017-2018 periods. From the results, there are 4 Kirkpatrick level variables that affect the effectiveness of training, namely the level of reaction (21 indicators), learning (6 indicators), behavior (7 indicators), and results (11 indicators). The variable that shows the most effective results is the variable level of learning as much as 47.51%, followed by results (44.56%), learning (47.51%), and behavior (29.27). It can be concluded that the workforce competency training conducted in West Sumatera from 2017 to 2018 was still less effective.
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Gessler, Michael. "The correlation of participant satisfaction, learning success and learning transfer: an empirical investigation of correlation assumptions in Kirkpatrick's four-level model." International Journal of Management in Education 3, no. 3/4 (2009): 346. http://dx.doi.org/10.1504/ijmie.2009.027355.
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Izzah, Dwi Khusniatul. "Tingkat Keberhasilan Program Pendidikan Pengguna (User Education) di Perpustakaan Institut Teknologi Sepuluh Nopember Bagi Mahasiswa Tingkat Akhir." Palimpsest: Jurnal Ilmu Informasi dan Perpustakaan 12, no. 1 (June 18, 2021): 28. http://dx.doi.org/10.20473/pjil.v12i1.26819.
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The user education program is one of the university library's efforts in improving the information literacy skills of users, especially students. The user education program aims to guide students so that they can take advantage of the library and carry out information searches effectively and efficiently. In general, user education programs in university libraries are intended for all users, but some programs are intended for students, including final-year students. This research uses a descriptive quantitative research method, with purposive random sampling method as the sampling method, and final-year students of the Institut Teknologi Sepuluh Nopember as the research population. The research was conducted using Kirkpatrick's program effectiveness model, in which the effectiveness of a program can be determined through four levels, namely reaction, learning, behavior, and results. The results showed that three of the four levels were in the high category, while there was one level that was in the medium category, to be specific the behavior level. On the whole, the user education program at the Library of Institut Teknologi Sepuluh Nopember has been effective, but there is attention needed to service accessibility so that what users have learned in the program can become a habit and have a high level of behavior as an
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Prilianti, Ratna. "EVALUASI LEARNING PENYELENGGARAAN DIKLAT TEKNIS SUBSTANTIF MULTIMEDIA BAGI GURU MADRASAH ALIYAH DI BALAI DIKLAT KEAGAMAAN SEMARANG." Jurnal PROGRESS: Wahana Kreativitas dan Intelektualitas 5, no. 1 (February 14, 2018): 25. http://dx.doi.org/10.31942/pgrs.v5i1.1973.
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ABSTRAKPenelitian dilakukan dengan tujuan untuk mengetahui hasil belajar peserta diklat (Learning) pada penyelenggaraan Diklat Multimedia bagi Guru Madrasah Aliyah Di Balai Diklat Keagamaan Semarang. Penelitian ini merupakan penelitan deskriptif kuantitatif dengan metode survai. Model evaluasi yang digunakan adalah menggunakan Model Kirkpatrick yang memiliki kelebihan karena sifatnya yang menyeluruh, sederhana, dan dapat diterapkan dalam berbagai situasi pelatihan. Menyeluruh dalam artian model evaluasi ini mampu menjangkau semua sisi dari suatu program pelatihan. Dikatakan sederhana karena model ini memiliki alur logika yang sederhana dan mudah dipahami serta kategorisasi yang jelas dan tidak berbelit-belit. Sementara dari sisi penggunaan, model ini bisa digunakan untuk mengevaluasi berbagai macam jenis pelatihan dengan berbagai macam situasi. Dalam model Kirkpatrick, evaluasi dilakukan melalui empat level yaitu reaction, learning, behaviour dan impact. Pada penelitian ini hanya dilakukan untuk evaluasi level 2. Hasil belajar peserta diklat (Learning) pada aspek sikap dalam kategori sangat baik dengan rata-rata 88,54, aspek pengetahuan dalam kategori baik dengan rata-rata 82,07 dan pada aspek ketrampilan dalam kategori sangat baik dengan rata-rata 85,68. Hasil belajar (learning) peserta diklat dapat ditingkatkan lagi dengan menggunakan metode tutor sebaya. Evaluasi pelaksanaan diklat juga perlu dilakukan untuk level 1 (reaksi), level 3 (perilaku kerja) dan level 4(dampak) melalui kegiatan evaluasi pasca diklat.Kata kunci : Evaluasi kickpatrick, learning, diklat ABSTRACTThe study was conducted in order to determine the satisfaction of training participants (Reaction) to the educational aspect, the aspect of facilities, service aspects and determine learning outcomes of education and training (Learning) on the implementation Multimedia Training for Teachers Madrasah Aliyah In Balai Diklat Keagamaan Semarang. This research is descriptive quantitative research with survey method. Evaluation model used is using the Kirkpatrick model which has advantages because it is comprehensive, simple, and can be applied in a variety of training situations. Comprehensive evaluation model in the sense that it is able to reach all sides of a training program. Is said to be simple because this model has a logic flow that is simple and easy to understand and categorization clear and straightforward. In terms of usage, this model can be used to evaluate various types of training with a variety of situations. In Kirkpatrick's model, the evaluation was conducted through four levels, namely reaction, learning, behavior and impact. In this research is only done for the evaluation of level 1 and 2. Satisfaction of training participants (Reaction) to the educational aspects of the implementation Multimedia Training in both categories with a value of 87.62, aspects of the facility in the categories of both the value of 87.63, and service aspects in both categories with an average value of 89.38. Learning outcomes of education and training (Learning) on aspects of attitude in the excellent category with an average of 88.54, aspects of knowledge in both categories with an average of 82.07 and in the aspect of skill in the excellent category with an average of 85.68. In order satisfaction (reaction) participants in education and training can fit in either category it is necessary plus the frequency for extracurricular activities, set the menu to be more varied consumption and use the same software between training participants and trainers. Results of learning (learning) training participants can be increased further by using peer tutors. Evaluation of the implementation of the training are also needed for level 3 (work behavior) and 4 (impacts) through post-training evaluation activities.Keywords : kickpatrick evaluation, reaction, learning
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Tan, Kim, and Eric Newman. "Sales Force Training Evaluation." Journal of Business & Economics Research (JBER) 10, no. 2 (January 23, 2012): 105. http://dx.doi.org/10.19030/jber.v10i2.6790.
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<span style="font-family: Times New Roman; font-size: small;"> </span><p style="margin: 0in 0.5in 0pt; text-align: justify; mso-pagination: none;" class="MsoNormal"><span style="font-family: Times New Roman;"><span style="font-size: 10pt; mso-bidi-font-style: italic;">An important indicator of an effective sales force training program is the evaluation of whether or not the training has directly impacted professional selling in retail organizations as defined by sales volume, sales personnel performance as well as other bottom line metrics<strong>. </strong>Despite spending thousands of dollars training their sales force every year, retail organizations often fail to follow through in evaluating the effectiveness of their training programs, thereby not allowing corrective actions for improvements to take root. This article investigates the importance of sales training evaluations and provides insights into the </span><span style="font-size: 10pt;">challenges and impediments faced by retailers in conducting sales training evaluation<span style="mso-bidi-font-style: italic;">. This study essentially propose utilizing Kirkpatrick's Four-Level Training Evaluation Model (Donald Kirkpatrick, 1994) to examine the interrelationships among its four levels of training evaluation (reaction, learning, behavior change, and organizational outcomes) and how they can be applied in determining sales training effectiveness in retail organizations. Future research emphasis and implications are then discussed that may help retailers better evaluate their sales training provisions while developing effective and accountable sales training efforts that will increase overall sales force productivity.</span></span></span></p><span style="font-family: Times New Roman; font-size: small;"> </span>
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Abdullah, Makmun. "EVALUASI COACHING MENGGUNAKAN KERANGKA MODEL KIRKPATRICK DALAM PELATIHAN KEPEMIMPINAN ADMINISTRATOR DAN PENGAWAS DI PUSAT PENGEMBANGAN SUMBER DAYA MANUSIA APARATUR, KEMENTERIAN ENERGI DAN SUMBER DAYA MINERAL." JURNAL APARATUR 4, no. 2 (May 1, 2020): 20–35. http://dx.doi.org/10.52596/ja.v4i2.10.
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Coaching has become an integral part of organizing leadership training to improve learning effectiveness and generate self-awareness and individual change so they are ready to face organizational challenges. Coaching should be able to support the effectiveness of training so that it can achieve the desired learning goals in the curriculum. Although recognized as important, until now the evaluation ofthe implementation of coaching in leadership training has not been carried out comprehensively. This research is expected to answer questions about the extent of the the effectiveness of coaching that has been carried out by Coach (Widyaiswara) to the participants of the Leadership Training at PPSDM Apparatus so far. Coaching evaluation will use the Kirkpatrick's four levels of evaluation model framework as a basis that is complemented by a multidimensional approach that considers all aspects that will influence. This research uses a descriptive quantitative approach through the study of literature and the distribution of questionnaires to respondents, namely alumni and coaches in the Leadership Training of Administrator and Supervisor (Diklatpim Level III and IV) in the Ministry of Energy and Mineral Resources in 2018. Theresults showed that the training participants were satisfied and had felt the benefits and impacts of learning through coaching that has been done during the training. ABSTRAKCoaching telah menjadi bagian integral dari penyelenggaraan pelatihan kepemimpinan untuk meningkatkan efektivitas pembelajaran dan menimbulkan kesadaran diri serta perubahan individu sehingga siap menghadapi tantangan organisasi. Pelaksanaan coaching seharusnya mampu menunjang efektivitas pelatihan sehingga mampu mencapai tujuan pembelajaran yang diinginkan dalam kurikulum. Meskipun diakui penting, sampai saat ini evaluasi pelaksanaan coaching pada pelatihan kepemimpinanmasih belum dilakukan secara komprehensif. Penelitian ini diharapkan mampu menjawab pertanyaan tentang sejauh mana tingkat efektivitas coaching yang telah dilaksanakan oleh Coach (Widyaiswara) terhadap para peserta Pelatihan Kepemimpinan di PPSDM Aparatur selama ini. Evaluasi coaching ini menggunakan kerangka Model evaluasi empat level Kirkpatrick sebagai basis yang dilengkapi dengan pendekatan multidimensi dengan mempertimbangkan semua aspek yang berpengaruh. Penelitian ini menggunakan pendekatan kuantitatif deskriptif melalui studi literatur dan penyebaran kuesioner kepada responden, yaitu alumni dan coach pada Pelatihan Kepemimpinan Administrator dan Pengawas (Diklatpim Tingkat III dan IV) di KESDM Tahun 2018. Hasil penelitian menunjukkan bahwa para peserta pelatihan merasa puas dan telah merasakan manfaat serta dampak pembimbingan melalui coaching yangtelah dilakukan selama pelatihan.
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Badu, Syamsu Qamar. "IMPLEMENTASI EVALUASI MODEL KIRKPATRICK PADA PERKULIAHAN MASALAH NILAI AWAL DAN SYARAT BATAS." Jurnal Penelitian dan Evaluasi Pendidikan 16 (January 14, 2013): 102–29. http://dx.doi.org/10.21831/pep.v16i0.1108.
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Penelitian ini bertujuan untuk mendapatkan gambaran tentang implementasi Evaluasi Model Kirkpatrick pada Program Pembelajaran Matakuliah Masalah Nilai Awal (MNA) dan Syarat Batas. Dari empat level untuk Evaluasi Model Kirkpatrick masing-masing dilakukan penilain dengan alat penilaian yang berbeda. Penilaian kinerja digunakan untuk menilai hasil kerja atau proyek mahasiswa. Metode penelitian ini adalah penelitian deskriptif kualitatif. Sampel dalam penelitian ini adalah mahasiswa Jurusan Pendidikan Matematika Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Gorontalo berjumlah 58 orang. Data dalam penelitian ini dijaring menggunakan angket dan dilakukan pengujian reliabilitas dengan Crombach’s Alpha. Evaluasi belajar mahasiswa diperoleh dengan menggunakan rubrik penilaian kinerja. Hasil penelitian menggambarkan Evaluasi Model Kirkpatrick pada Program Pembelajaran Matakuliah Masalah Nilai Awal (MNA) dan Syarat Batas sangat efektif.Kata Kunci: Evaluasi Model Kirkpatrick, Asesmen Kinerja, Masalah Nilai Awal dan Syarat Batas ______________________________________________________________THE IMPLEMENTATION OF KIRKPATRICK’S EVALUATION MODEL IN THE LEARNING OF INITIAL VALUE AND BONDARY CONDITION PROBLEMSAbstract This research is aimed at describing the implementation of the implementation of Kirkpatrick’s evaluation model in the learning of Initial Value and Bondary Condition Problems. Four each of the four different levels in the model, an evaluation was conducted using different instruments. A performance evaluation was to assess the students’ product or project. This was a qualitative descriptive study involving 58 students of Mathematics Department, Faculty of Mathematics and Natural Sciences, State University of Gorontalo as the sample. The data were collected by questionnaire; the reliability was tested through Cronbrach’s alpha. Students’ learning achievement was scored using a performance rubric. The study shows that Kirkpatrick’s Evaluation Model for the learning program for Initial Values and Boundary Condition Problems is very effective.Keywords: Kirkpatrick’s Evaluation Model, Performance Assessment, Initial Value and Boundary Condition Problems
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Alsalamah, Aljawharah, and Carol Callinan. "Adaptation of Kirkpatrick’s Four-Level Model of Training Criteria to Evaluate Training Programmes for Head Teachers." Education Sciences 11, no. 3 (March 11, 2021): 116. http://dx.doi.org/10.3390/educsci11030116.
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Training programmes are evaluated to verify their effectiveness, assess their ability to achieve their goals and identify the areas that require improvement. Therefore, the target of evaluators is to develop an appropriate framework for evaluating training programmes. This study adapted Kirkpatrick’s four-level model of training criteria published in 1959 to evaluate training programmes for head teachers according to their own perceptions and those of their supervisors. The adapted model may help evaluators to conceptualise the assessment of learning outcomes of training programmes with metrics and instruments. The model also helps to determine the strengths and weaknesses of the training process. The adaptation includes concrete metrics and instruments for each of the four levels in the model: reaction criteria, learning criteria, behaviour criteria and results criteria. The adapted model was applied to evaluate 12 training programmes for female head teachers in Saudi Arabia. The study sample comprised 250 trainee head teachers and 12 supervisors. The results indicated that the adapted Kirkpatrick evaluation model was very effective in evaluating educational training for head teachers.
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Jhang, Y., S. Luu, and Y. Yang. "(P1-31) The Determinants of Competency for Emergency Medical Technician-II in Taiwan." Prehospital and Disaster Medicine 26, S1 (May 2011): s108—s109. http://dx.doi.org/10.1017/s1049023x11003633.
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BackgroundThe formal training for Emergency Medical Technician (EMT) in Taiwan was legislated by Emergency Medical Care Services Act in 1995. Very little research discusses the competency of EMTs. The purpose of this study was to assess the determinants of competency for the EMT-II in Taiwan.MethodIn June 2005, a cross-sectional survey was targeted on firefighters with EMT-II certificate and having a minimum work experience of three months in central Taiwan. Kirkpatrick's (1994) four-level model guided the development of conceptual framework and questionnaire. Structural Equation Modeling (SEM) was adopted for the analysis.ResultsOne thousand and seventy-three EMT-IIs were included in the study. Majority of them were male (99.4%) with an average age of 34.46 years old. Among them, 96.5% were careered EMTs with 130.33 months of field experiences. The competency of EMT-II was measured by 4 indicators of error reduction, quality improvement, achievement orientation, and efficiency improvement. The construct of ‘Capability Enhancement’ dominated EMT-IIs' ‘Competency’, followed by ‘Length of Time for Field experience’, ‘Instructor Expertise’, ‘TA Expertise’, and ‘Willingness to Learn’. Both ‘Age’ and ‘Total Course Time’ had a negative effect on ‘Competency’. ‘Capability Enhancement’ was mainly influenced by ‘Practice Absorption’ and ‘Theory Absorption’, followed by “Willingness to Learn”, ‘Instructor Expertise’, ‘Total Course Time’, ‘TA Expertise’, ‘Self Confidence’ and ‘Practicum Time in Ambulance Station’. However, the construct of ‘Teaching Technique” imposed a negative effect on ‘Capability Enhancement’.ConclusionThe SEM model explains 75.7% of the variances in competency for EMT-IIs. The ‘Competency’ is dominated by ‘Capability Enhancement’. Improving the quality of course, instead of time, and recruiting younger EMT-IIs may advance the competency. Modification of ‘Teaching Technique’ may enhance the capability of EMT-IIs.
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Lin, Ya-Wei, and Oleg Bazaluk. "Using Brain Science Theory to Analyze the Unity between Language Input and Output: Methodology Improvement Substantiation." PSYCHOLINGUISTICS 27, no. 1 (April 16, 2020): 195–218. http://dx.doi.org/10.31470/2309-1797-2020-27-1-195-218.
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Introduction. Based on the brain science theory of “how people learn” and in order to modernize the methodology of psycholinguistic research, this research used documentary analysis and addressed the standpoint that the 4MAT Teaching and Learning Model can be subsumed into or superimposed on the Kirkpatrick Four-Level Evaluation Model, and vice versa. Meanwhile, the phase of language input and output is analyzed on the basis of the two Models above. In the end, some implications arise so as to provide reference for prospective researchers and practitioners in psycholinguistics.
The aim of the study. The 4MAT Teaching and Learning Model and the Kirkpatrick Four-Level Evaluation Model are both widely applied, so a deliberate literature review to clarify the integration and the unity between them is conducted that expects to make some theoretical references inspired by the unity available to a wide range of linguistic teaching design and learning performance evaluation.
The authors argue that the references interconnect teaching design and learning performance evaluation in light of language input and output and therefore help linguistic teachers/trainers with a whole and valid scheme at the very beginning of student learning, and this is the unity that also corresponds to Kirkpatrick & Kirkpatrick’s standpoint: “The end is the beginning”.
Research methods. The study was conducted using the semantic differential scaling and the method of documentary analysis.
Results. A combination of brain science theory and Fractal Information Theory has verified initially how the 4MAT Teaching and Learning Model and the Kirkpatrick Four-Level Evaluation Model subsume and superimpose in terms of the theoretical framework, i.e., the unity between a teaching theory and a learning performance evaluation theory. Such integration not only originates from the inherent unity verified by a thoughtful literature review but also receives theoretical support from interdisciplinary studies. Meanwhile, this integration is intertwined with language input and output in a psycholinguistic/neurolinguistic manner.
Conclusions. A primary investigation using brain science theory and other theories to analyze the integration between the 4MAT Teaching and Learning Model and the Kirkpatrick Four-Level Evaluation Model shows the unity between both models. This investigation led to achieving the purpose of the study: modernizing the methodology of psycholinguistic research. With implementing the components/stages of language input and output as this article proposed, it is expected to be promising in extending and applying both models theoretically and practically in linguistics and other relevant areas in the future. As it comes to studies, it is recommended that the two Models be connected to analyze more teaching models and/or learning performance evaluation models for unity, inquire performance evaluation in collaborations with scenarios in practice, or even associate other disciplines under the implementation of Fractal Information Theory. A possible suggestion for psycholinguistic researchers is to design curricular and lessons based on the Unified Models (Figure 1 & 2) proposed in this study and evaluate instructional efficacy and student learning performance. Another potential research direction is to use each quadrant of the Unified Models and analyze related components in more specific language input and output phases: listening, reading, speaking, writing, and even smaller components in the four types of language skills. As it comes to practice, especially in psycholinguistics and/or other relevant disciplines, the key to apply the two target Models simultaneously depends on how to regulate respective quadrants/levels pro rata as well as the wholeness between them to simultaneously achieve “dynamic equilibrium” in the 4MAT Teaching and Learning Model and “The end is the beginning” in the Kirkpatrick Four-Level Evaluation Model.
Dissertations / Theses on the topic "Kirkpatrick's four-level model"
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Haupt, G., and S. Blignaut. "Uncovering learning outcomes: explicating obscurity in learning of aesthetics in design and technology education." International Journal of Technology and Design Education, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001284.
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Abstract
Education and training interventions can be evaluated through the success of learning
outcomes. Kirkpatrick's four-level model is a widely accepted and highly popular
evaluation tool. However, some criticise the model's shortcomings. This article will
examine the extent to which the four-level model can evaluate design and technology
students' learning about aesthetics after an intervention by reporting our use of an
augmented version of the four-level model. We examine the results in terms of students'
reaction to the intervention, their long-term learning and their behaviour changes by
studying their visual analyses and drawings through segment codes. We found that, in
order to uncover the obscurities imbedded in aesthetics and to explicate the complexities,
we could not use the four-level-model on its own, but had to revert to a more augmented
version.
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Nukunah, Chimese Nkouamou Tankou Epse. "An evaluation of the BankSETA certificate in management development programme using Kirkpatrick's four-level model." Diss., 2016. http://hdl.handle.net/10500/25222.
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To date, there has been little, if any, holistic evaluation of one of the BankSETA programmes that bank employees are nominated to attend, the Certificate in Management Development (CMD). The programme began in 2010 with the aim of increasing the pool of skills in entry-level management occupations in the banking and micro-finance sector (BankSETA, 2016). In order to verify whether the CMD programme has achieved the purpose for which it was instituted by the BankSETA, it is important that a programme evaluation be conducted.
The main aim of this study was to undertake a holistic evaluation of the CMD programme to determine students’ perceptions, their increase in knowledge, their ability to apply on-the-job learning and the impact of the programme on the organisation. It also aimed to identify any barriers or obstacles and to provide recommendations to the BankSETA.
Kirkpatrick’s (1996) four-level model of reaction, learning, behaviour and results was used as the theoretical framework for this study. A convergent parallel design was used to gather and analyse the data. The convergent design allowed the researcher to use quantitative and qualitative data-collection methods simultaneously, prioritising the methods equally and keeping each phase independent during analysis, and to then mix the results during the overall interpretation of the findings.
The findings of this study highlight the importance of programme evaluation and how indispensable this practice is to the success of any programme. Even though positive results were conveyed at every phase of the study, there are certain areas that can be improved upon in order to maximise the outcomes of the CMD programme.Business Management
M. Com. (Business Management)
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Liu, Shu-fen, and 劉淑芬. "An empirical study on the application of enterprise training evaluation-Based on the theory of the Kirkpatrick four-level model." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/01017012403455175842.
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博士國立中正大學
成人及繼續教育所
95
As human resource has become one of the most important resources for running businesses in the 21st century, training has also become one way to promote businesses’ competitive advantages. Training may cost time, money and other input; therefore, companies will be looking for ways to more effectively understand how training programs are being evaluated and perceived regarding the value that the programs bring to the organization. The four-level evaluating framework proposed by Donald L. Kirkpatrick has dominated thinking and practice of training evaluation; however few studies investigate the model itself. The present study focused on examining questions about the application of the Kirkpatrick model and the relationship between the cognition of its importance, the cognition of its difficulties and its application. Based on the Kirkpatrick model, a questionnaire survey was applied and 190 valid samples were collected from the top 1000 Taiwanese companies. By using statistic methods of Pearson’s correlation, t-test, multiple regression, and ANOVA, several important results were found. First, all levels of the four-level evaluation were peceived to be important, although the higher level was recognized as comparatively more important. Second, the difficulty of implementing four-level evaluation negatively influences its application, and a shortage of evaluation experts and a shortage of feasible methods are the major difficulties. Third, owning an independent training department was the only company attribute that positively affected the applicaton of the four level evaluation, while the number of employees, style of businesses and proportion of inhouse training didn’t have a significant effect. Based on the results of this study, several recommendations are made for practical application and future related research.
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Tseng-Hsiu-Tzu and 曾綉姿. "A Study on the Effectiveness of a Leadership Development Program which in One National Enterprise-based on the Theory of Kirkpatrick Four-level Model." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/79973543639697306787.
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HSIAO, YU-FEN, and 蕭玉芬. "A Study of Using Kirkpatrick`s Four-Level-Evaluation Model to Explore the Effectiveness of the Middle Age and Aging Learners to Participate in Pre-retirement Educational Program." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/45202436128297055974.
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博士國立中正大學
成人及繼續教育研究所
101
This study was designed to examine questions about the application of the Kirkpatrick model to explore the effectiveness of the middle age and aging learners to participate in pre-retirement educational program. Kirkpatrick's four levels is a long standing training evaluation for evaluating training that has been used in evaluating performance improvement initiatives. Although it was never designed for the middle age and aging learners to participate in pre-retirement educational program. This inquiry used descriptive statistics、document analysis、thematic analysis to examine the data of questionnaire survey、performance assessment and semi-structured interviews from middle age and aging learners in pre-retirement educational program . Based on the results of this single case study, several recommendations are made for practical application and future related research.
Books on the topic "Kirkpatrick's four-level model"
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Konopasek, Lyuba, Marcy Rosenbaum, John Encandela, and Kathy Cole-Kelly. Evaluating communication skills training courses. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0062.
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This chapter describes strategies for designing programme evaluation for communication skills training courses. It draws on the communication literature to demonstrate evaluation approaches including use of control groups, validated instruments, and observation methods. The logic model is introduced as a tool to ensure that evaluation is aligned with programme plans. Kirkpatrick’s four levels of programme evaluation are used to analyse training outcomes. Kirkpatrick’s Level 1 evaluates learners’ reaction to training. Level 2 evaluates changes in the learners’ attitudes, such as self-efficacy, knowledge and skills, including assessment by standardized patients. Level 3 assesses change in communication behaviours in the context of patient care, and Level 4 measures changes in patient outcomes, including patient satisfaction. Examples of each Kirkpatrick level are provided in this chapter, along with their strengths and limitations.
Book chapters on the topic "Kirkpatrick's four-level model"
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Van Wingerden, Christina. "What College Students Gained Serving on Hiring Committees for Student Job Openings." In Handbook of Research on Education and Technology in a Changing Society, 418–40. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch032.
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The value of student participation in hiring committees at the college level is the focus of this chapter. Students, identified as “selectors,” participated in all aspects of hiring toward a “best” candidate. Student selectors, from two types of student employees within the structure of a university student union, and two hiring processes are assessed (referred to as student activities and facilities). A guided questionnaire is used to investigate skill development gained, used, and eventually transferred to experiences after graduation. Two models frame the plan. Surveys and focus groups are based on Kirkpatrick's and Kirkpatrick's (2006) The Four Levels. The development of a systematic evaluation plan is based on Caffarella's (2002) Interactive Program Planning Model. Exploring the value of experiential learning in student employment settings is a key to the assessment approach. An appraisal of the student experience, when environments are intentionally created to give students the chance to practice, use, and build skills in real life scenarios, had not been evidenced previously in a formal way. Furthermore, an inquiry of transfer of learning post-graduation is examined.
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Rozar, Norlinda Binti Mohd, Abdullah Bin Ibrahim, and Muhammad Ashlyzan Bin Razik. "Comparing Effectiveness of E-Learning Training and Traditional Training in Industrial Safety and Health." In Transdisciplinary Marketing Concepts and Emergent Methods for Virtual Environments, 214–29. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1861-9.ch015.
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In response to the demanding change in work environments, most companies not only depend on traditional training, but also on e-learning and emphasizing it in safety and health. The benefits and cost effectiveness of the benefits of e-learning training are trusted. Nevertheless, accidents still happen at the workplace. This has become an issue to be studied, especially on the effectiveness of e-learning training in comparison to traditional training. In this study, a framework to measure comparative effectiveness between these two learning environments was developed based on Kirkpatrick’s four-level evaluation model and a case study was applied to test all the levels of the framework. These four levels include participant reaction, learning, achievements, behavior of employees, and results. The interview results indicated that there is no difference in the rating of the effectiveness of the two training methods based on Kirkpatrick’s model.
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"Evaluating and Assessing the Quality and Impact of Coaching Services." In Coaching for Student Retention and Success at the Postsecondary Level, 133–42. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5948-1.ch006.
Full textAbstract:
This chapter offers best practices, methods, and strategies for evaluating and assessing coaching services once they have been implemented. In order to determine the extent to which the coaching services that have been implemented are impacting retention, a comprehensive assessment combined with thoughtful analysis of the assessment data must be undertaken on a regular and continuous cycle. The Kirkpatrick and Kirkpatrick (2006) four-level assessment model to evaluate the impact and effectiveness of the selected coaching program on an annual basis, for either an outsourced coaching service or an internal coaching unit or department, is the recommended approach detailed in this chapter. The four levels of the assessment are as follows: Level 1 of the assessment will measure student reactions to the coaching services; Level 2 will assess student learning through the use of pre- and post-coaching assessments; Level 3 will assess transfer of knowledge and skills; and Level 4 will assess the impact and results as a result of the coaching program. The chapter provides advice and discussion about when to conduct each level of the four-part assessment model and a comprehensive sample assessment that can be modified to fit the needs of a wide variety of programs and institutions.