Journal articles: '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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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. 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 challenges and impediments faced by retailers in conducting sales training evaluation. 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.

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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.

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Rahmawati, Siti, Masni Erika Firmiana, and Rochimah Imawati. "Kesadaran dan Pengetahuan untuk Penanganan Awal Anak Berkebutuhan Khusus di Lembaga PAUD Pesanggrahan Jakarta." JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 3, no. 2 (December 20, 2017): 169. http://dx.doi.org/10.36722/sh.v3i2.206.

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Abstrak - Lembaga Pendidikan Anak Usia Dini (PAUD) saat ini sudah semakin tersebar di seluruh Indonesia. Begitu pentingnya PAUD, sehingga menjadi salah satu tujuan penting dalam pembangunan di Indonesia. Seperti tercantum dalam Undang-Undang Dasar 1945 pasal 31 yang menyebutkan bahwa setiap warga negara berhak memperoleh pendidikan (Abdurrachman, 1994:2) termasuk juga anak-anak. Tidak hanya anak-anak yang berada dalam kondisi normal, bahkan juga anak yang memiliki keterbatasan atau biasa disebut Anak Berkebutuhan Khusus (ABK). Sayangnya belum semua pendidik PAUD memiliki pengetahuan dan keterampilan dasar untuk mengenali dan menangani ABK dengan benar. Untuk perlu pelatihan untuk meningkatkan pengetahuan dan keterampilan tersebut.Suran & Rizzo (dalam Mangunsong, 2008:3) menyatakan bahwa anak yang tergolong luar biasa atau memiliki kebutuhan khusus adalah anak yang secara signifikan berbeda dalam beberapa dimensi yang penting dari fungsi kemanusiaannya. Intervensi sosial didefinisikan sebagai tindakan yang bertujuan untuk membantu orang per orangan atau kelompok, atau keluarga, atau komunitas dalam konteks kehidupan sosial (Hardjomarsono, 2007: 1.4). Model evaluasi Kirkpatrick adalah model evaluasi pelatihan yang menggunakan empat level dalam mengkategorikan hasil-hasil pelatihan. Empat level tersebut adalah level reaksi, pembelajaran, perilaku dan hasil. (1959, dalam Kirkpatrick, 2006)Metode yang digunakan adalah kuantitatif, dengan menggunakan model evaluasi pelatihan KirkPatrick, dan pre-post treatment. Sebelum pelaksanaan pelatihan, para peserta akan diberikan pre-test dan setelah kegiatan, para peserta akan mengerjakan post test. Sumber datanya adalah para pendidik PAUD dalam lingkungan HIMPAUDI Kecamatan Pesanggrahan yang mengikuti kegiatan pelathan ini. Berdasar hasil Pre dan Post test diketahui bahwa persentase mean pre test adalah 68,78%, artinya nilai rata-rata pengetahuan peserta sebelum pelatihan adalah adalah 68, 78, sementara diperoleh hasil post test sebesar 90,68 % yang berarti bahwa nilai rata-rata pengetahuan peserta setelah pelatihan adalah 90,68. Hal ini berarti materi yang diberikan dapat diterima dengan sangat baik oleh peserta, terlihat dari peningkatan persentase rata-rata pengetahuan pre test – post testKegiatan pelatihan ini dapat disimpulkan berjalan dengan baik. Untuk kegiatan selanjutnya, diharapkan bisa melakukan semua tahapan dari KirkPaatrick, mempertimbangkan kalender akademik PAUD dan dilakukan dalam skala yang lebih besar dan bertahap. Kata Kunci – Training, Pendidikan Anak Usia Dini, Guru Pendidikan AUD, Anak Berkebutuhan Khusus Abstract - Early Childhood Education Institutions (PAUD) is now increasingly spread throughout Indonesia. Once the importance of early childhood, so it becomes one of the important goals in development in Indonesia. As stated in the 1945 Constitution article 31 stating that every citizen is entitled to education (Abdurrachman, 1994: 2) as well as children. Not only children who are in normal condition, even children who have limitations or so-called Children with Special Needs (ABK). Unfortunately not all PAUD educators have the basic knowledge and skills to recognize and handle the crew properly. To need training to improve the knowledge and skills.Suran & Rizzo (in Mangunsong, 2008: 3) states that children who are extraordinary or have special needs are children who are significantly different in some important dimensions of their humanitarian function. Social intervention is defined as an act aimed at helping an individual or group, or family, or community in the context of social life (Hardjomarsono, 2007: 1.4). Kirkpatrick's evaluation model is a training evaluation model that uses four levels in categorizing training outcomes. These four levels are the level of reaction, learning, behavior and results. (1959, in Kirkpatrick, 2006).The method used is quantitative, using the KirkPatrick training evaluation model, and pre-post treatment. Before the training, participants will be given pre-test and after the activity, the participants will do post test. The data source is PAUD educators in HIMPAUDI sub-district Pesanggrahan who follow this pelathan activity. The method used is quantitative, using the KirkPatrick training evaluation model, and pre-post treatment. Before the training, participants will be given pre-test and after the activity, the participants will do post test. The data source is PAUD educators in HIMPAUDI sub-district Pesanggrahan who follow this pelathan activity.Based on the results of Pre and Post test it is known that the mean pre test percentage is 68.78%, meaning that the average score of participants' knowledge before the training is 68,78 while the post test result is 90.68% which means that the mean participants' knowledge after training is 90.68. This means that the material given is very well received by the participants, as evidenced by the increase in the average percentage of pre - test - post test knowledgeThis training activity can be concluded to run well. For subsequent activities, it is expected to perform all stages of KirkPaatrick, consider the academic calendar of early childhood and be done on a larger and gradual scale. Keywords - Training, Early Childhood Education, Early Childhood Teacher, Special Needs Children

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Ying, Shenlv, Jiang, Hai-Hong, and Ai-hua Chen. "Effects of enterostomal therapists training: Evaluated with Kirkpatrick’s model." WCET Journal 39, no. 2 (July 2019): 28–33. http://dx.doi.org/10.33235/wcet.39.2.28-33.

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Objective To evaluate the effect of training for enterostomal therapists (ETs) based on Kirkpatrick’s Four Levels of Training Evaluation model. To understand ET trainees' work status after completing the Enterostomal Therapy Nursing Education Program (ETNEP) course as well as the ET students' satisfaction of teachers and studying conditions when completing the Wenzhou ETNEP. Methods One hundred and sixty-nine students who had completed the Wenzhou ETNEP were evaluated by Kirkpatrick’s Four Levels of Training Evaluation model from four perspectives, namely the Reaction, Learning, Behaviour and Result levels. Results The overall satisfaction of the Wenzhou ETNEP was high in the Reaction level. In the Reaction Level the average matrix score of training programs and teachers was: >1.4. In the Behavioural level, 103 ETs participated in stoma and wound clinics, with 99.2% of them actively promoting ET nursing knowledge and 18 ETs (13.2%) serving as teachers of ETNEP schools. One hundred and sixteen ETs (85.3%) conducted ET-related nursing courses for other nursing staff and 58.8% of ETs had conducted continued education courses. Of the ETs, 22.8% participated in the hospital’s outpatient or outreach stoma and wound care services. In the Result level, 58.8% of ETs participated in nursing research of the specialty, 29.4% of ETs had obtained scientific research funds and 136 ETs had published papers. Conclusion Students are satisfied with the ETNEP training they received. Their ability to work and function as ETs has improved on completion of their training. In addition, their professional standing has improved, with all ETNEP participants having achieved good results in the fields of specialised nursing, extended nursing, scientific research and teaching. However, in reviewing the survey results and aligning these with current standards of practice and employment of ETs in China, there is the need to modify parts of the ETNEP (such as raising the degree of ET students' entry criteria), standardise teaching materials and establish communication processes with mechanisms for exchanging ET teachers nationally and internationally, to ensure the quality of teaching and improve the quality of specialised ET nursing.

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Sim, J. "Using Kirkpatrick Four Level Evaluation model to assess a 12-week accelerated ultrasound intensive course." Sonography 4, no. 3 (July 14, 2017): 110–19. http://dx.doi.org/10.1002/sono.12116.

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Piryani, Rano Mal, Suneel Piryani, and Shital Bhandary. "Training teachers to teach bioethics: evaluation using Kirkpatrick model." Journal of Patan Academy of Health Sciences 5, no. 2 (December 30, 2018): 103–6. http://dx.doi.org/10.3126/jpahs.v5i2.24024.

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Bioethics helps define the values and guidelines governing decision making in health profession practice. Teaching ethics to medical students demand teachers trained in bioethics. With this aim, “Teachers Training Workshop on Bioethics” was arranged with the objective to get feedback from the participants on effectiveness of bioethics teaching. Twelve faculty members participated in four days Teachers Training Workshop on Bioethics during Dec 27-30, 2016, at Patan Academy of Health Sciences, Nepal. Sixteen thematic topics were chosen from UNESCO Bioethics Core Curriculum. There were four rounds of presentations, and each round had four topics. Small group discussions, presentations and case scenarios were main methods used in the training. Written feedback was taken on semi-structured questionnaire with items- four closed ended and three open ended. Descriptive analysis was done. The level of confidence of the participants after participation in training workshop enhanced for teaching Bioethics, taking ethical decision and resolving ethical dilemma. As per participants open ended responses, “Active participation of the participants” and “Interactive sessions” were good points whereas “More references required, not only of UNESCO curriculum” was the area for improvement. The training enhanced overall confidence level of the participants.

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Darmana, Ija, Nizwardi Jalinus, Ganefri, and Sukardi. "Identification of Implementation Program of Electricity Competency." MATEC Web of Conferences 248 (2018): 05005. http://dx.doi.org/10.1051/matecconf/201824805005.

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This study aims to identify the implementation of technical personnel competency testing program. This study applies the Kirkpatrick model at four levels, namely: 1) the level of satisfaction of participants in the implementation of the program; 2) the level of understanding of the subject by the participants; 3) changes in the professional behavior of the participants in the proficiency tests after their return to work; 4) the impact of changes in the professional behavior of the participants in the skills tests. The identification of assessment instruments for each level is obtained from bibliographic studies relevant to the program. The results of the study concluded that the application of the Kirkpatrick model in this study was as follows: 1) short-term skills testing program; 2) Kirkpatrick model widely used to evaluate program training programs

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Ismawanto, Ahmad Iqbal. "Keterlaksanaan Program Praktik Industri Program Keahlian Teknik Pemesinan Di SMK Muhammadiyah 1 Kepanjen Menggunakan Evaluasi Model Kirkpatrick." Jurnal Teknik Mesin dan Pembelajaran 3, no. 1 (November 2, 2020): 34. http://dx.doi.org/10.17977/um054v3i1p34-42.

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Abstract: This study aims to observe the implementation of industrial training program using Kirkpatrick evaluation model which focuses on the human source development. This study utilizes the Kirkpatrick four-level training evaluation model consisting of reaction, learning, behaviour, and result. The subjects of this study are students of mechanical engineering program and a few of industrial training tutors in SMK Muhammadiyah 1 Kepanjen. This study used questionnaires, tests, and documentations as the instruments. The results shows that in the reaction level, the level of performance of the trained students using indicators such as facilities, material, instructors, time, and infrastructure are within the good category. The results of pre-test and post-test of the learning aspects—with the mean value of 61,83 and mean value of 80,83—show that there is significant change to the performance. From behaviour level, referring to tutor assessments using indicators such as communication proficiency, intellectuality, cognitive and motoric strategy, as well as student behaviours are also within the good category. Result shows mean value of 83,7 (> Minimum Criteria of Mastery Learning 75) thus resulting in good category. Keywords: Evaluation, Industrial Training, Kirkpatrick, Program Implementation, SMK

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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." International Journal of Online Marketing 1, no. 3 (July 2011): 46–61. http://dx.doi.org/10.4018/ijom.2011070105.

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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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Wang, Mei-Ling. "Student Learning Outcomes Assessment for an Information Organization Curriculum Based on the Kirkpatrick Framework." Libri 68, no. 1 (March 26, 2018): 43–57. http://dx.doi.org/10.1515/libri-2017-0046.

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Abstract This study aimed to use the Kirkpatrick four-stage model to evaluate the learning outcomes of information organization (IO) courses. The study used the learning outcomes evaluation method and case studies; the evaluation method was used to transform the expected achievement and course goal according to cataloging competencies. The 3-credit “information organization” (IO) course at National Chengchi University and enrolled students during the 2016 fall semester were selected as the case study, with the study population consisting of 33 graduate students of two classes. Cataloging competencies were transformed into learning objectives and ten course units for the IO course, including information organization concept, descriptive cataloging, subject analysis, cataloging management and technology. The study used the four–stage Kirkpatrick model to evaluate student learning outcomes of the IO course, including evaluation of the level 1 reaction, level 2 learning, level 3 behavior and level 4 results. The empirical data collected from the course tasks was used to evaluate level 2 through three assignments, four tests and a final examination, while a questionnaire survey was used to evaluate levels 1, 3 and 4, with the student satisfaction score 4.51, shown with the IO course. As the average student achievement score was 83.48 points, the post-test scores of two classes’ graduate students were significantly higher than pre-test scores, with the study thus proving that all students made progress after taking the courses. Based on the Kirkpatrick model, the results provide favorable evidence for course effectiveness and its value, as well as illustrating that the students learned well on the information organization course.

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Jeon, Byeongjoo, and Hyunsoo Kim. "Assessment of Social Welfare Practicum Effects Based on the Kirkpatrick’s Four Level Evaluation Model and Its Implication : Focused on the Learning Types of Social Welfare Majors." Social Science Research Review 37, no. 2 (May 31, 2021): 209–38. http://dx.doi.org/10.18859/ssrr.2021.5.37.2.209.

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Wijaya, Adi, and Sumarno Sumarno. "Evaluasi dampak pendidikan dan pelatihan pengembangan keprofesian berkelanjutan guru Matematika di PPPPTK Matematika Yogyakarta." Jurnal Penelitian dan Evaluasi Pendidikan 21, no. 2 (December 30, 2017): 127–41. http://dx.doi.org/10.21831/pep.v21i2.10113.

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Penelitian ini bertujuan untuk mendeskripsikan dampak pendidikan dan pelatihan Pengembangan Keprofesian Berkelanjutan (PKB) guru matematika yang diselenggarakan di PPPPTK Matematika tahun 2013 dan 2014 terhadap perubahan perilaku alumni dalam melakukan kegiatan PKB yang meliputi: (1) bentuk kegiatan PKB setelah diklat, dan (2) kendala/hambatan dalam melakukan kegiatan PKB. Penelitian ini merupakan penelitian evaluasi dengan menggunakan model Empat Level Kirkpatrick. Sampel penelitian ini adalah alumni Diklat PKB Guru Matematika tahun 2013 dan 2014. Data dikumpulkan menggunakan kuesioner yang dikirimkan melalui pos, observasi, dan wawancara terstruktur. Data dianalisis menggunakan analisis statistik deskriptif. Hasil penelitian menunjukkan diklat PKB yang diselenggarakan PPPPTK Matematika belum berdampak banyak terhadap perubahan perilaku alumni. AN EVALUATION OF THE IMPACT OF EDUCATION AND TRAINING ON CONTINOUS PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS IN PPPPTK MATHEMATICS OF YOGYAKARTAAbstractThis study aims to describe the impact of education and training on Continous Professional Development (CPD) of mathematics teachers held by PPPPTK Mathematics of Yogyakarta in 2013 and 2014 which includes: (1) the form of CPD activities after training, and (2) the reason for not conducting CPD. This study is evaluation research using Kirkpatrick’s Four-Level Model. The sample was participants of education and training on Continous Professional Development (CPD) of mathematics teachers held by PPPPTK Mathematics of Yogyakarta in 2013 and 2014. The data were collected using questionnaires sent by mail and structured interviews, and analyzed using the descriptive analysis. The results show that education and training on Continous Professional Development (CPD) of mathematics teachers held by PPPPTK Mathematics of Yogyakarta in 2013 and 2014 do not have much impact on alumni’s behavioral change.

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Praslova, Ludmila. "Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education." Educational Assessment, Evaluation and Accountability 22, no. 3 (May 25, 2010): 215–25. http://dx.doi.org/10.1007/s11092-010-9098-7.

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Rouleau, Geneviève, Marie-Pierre Gagnon, José Côté, Julie Payne-Gagnon, Emilie Hudson, Carl-Ardy Dubois, and Julien Bouix-Picasso. "Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews." Journal of Medical Internet Research 21, no. 10 (October 2, 2019): e15118. http://dx.doi.org/10.2196/15118.

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Background E-learning is rapidly growing as an alternative way of delivering education in nursing. Two contexts regarding the use of e-learning in nursing are discussed in the literature: (1) education among nursing students and (2) nurses’ continuing education within a life-long learning perspective. A systematic review of systematic reviews on e-learning for nursing and health professional students in an academic context has been published previously; however, no such review exists regarding e-learning for registered nurses in a continuing education context. Objective We aimed to systematically summarize the qualitative and quantitative evidence regarding the effects of e-learning on nursing care among nurses in a continuing education context. Methods We conducted a systematic review of systematic qualitative, quantitative, and mixed-studies reviews, searching within four bibliographic databases. The eligibility criteria were formulated using the population, interventions, comparisons, outcomes, and study design (PICOS) format. The included population was registered nurses. E-learning interventions were included and compared with face-to-face and any other e-learning interventions, as well as blended learning. The outcomes of interest were derived from two models: nursing-sensitive indicators from the Nursing Care Performance Framework (eg, teaching and collaboration) and the levels of evaluation from the Kirkpatrick model (ie, reaction, learning, behavior, and results). Results We identified a total of 12,906 records. We retrieved 222 full-text papers for detailed evaluation, from which 22 systematic reviews published between 2008 and 2018 met the eligibility criteria. The effects of e-learning on nursing care were grouped under Kirkpatrick’s levels of evaluation: (1) nurse reactions to e-learning, (2) nurse learning, (3) behavior, and (4) results. Level 2, nurse learning, was divided into three subthemes: knowledge, skills, attitude and self-efficacy. Level 4, results, was divided into patient outcomes and costs. Most of the outcomes were reported in a positive way. For instance, nurses were satisfied with the use of e-learning and they improved their knowledge. The most common topics covered by the e-learning interventions were medication calculation, preparation, and administration. Conclusions The effects of e-learning are mainly reported in terms of nurse reactions, knowledge, and skills (ie, the first two levels of the Kirkpatrick model). The effectiveness of e-learning interventions for nurses in a continuing education context remains unknown regarding how the learning can be transferred to change practice and affect patient outcomes. Further scientific, methodological, theoretical, and practice-based breakthroughs are needed in the fast-growing field of e-learning in nursing education, especially in a life-learning perspective. Trial Registration International Prospective Register of Systematic Reviews (PROSPERO) CRD42016050714; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=50714

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Susanto, Wibowo Hanafi Ari, Wibowo Hanafi Ari Susanto, and Wibowo Hanafi Ari Susanto. "The Evaluation Of The Implementation Of Preceptorship Model Training In Blud Rsud Nabire With Kirkpatrick Approach." Jurnal Ners dan Kebidanan Indonesia 6, no. 3 (July 26, 2019): 35. http://dx.doi.org/10.21927/jnki.2018.6(3).35-42.

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Background: Preceptorship model is a continuous learning system that involves the role of nurses as role models and students in the clinical setting, the goal of preceptorship model learning is to form students to become professional nurses, having full sense of responsibility and knowledgeable, so that it will be able to improve the quality of nurses especially in the clinical setting as evidenced by accountability in the work, competence, therapeutic communications in the clinical setting. Preceptorship training is an activity to improve preceptor knowledge about nursing science development so that it can be implemented on the practice ground or guidance process. The effectiveness of a training program can be evaluated on the training process. Evaluating the training program is the last stage in the training itself. Kirkpatrick divides four levels in evaluating the process. There are reaction, learning, behavior and result of training.Objective: To analyze the evaluation of the implementation of the preceptorship model training at the BLUD RSUD Nabire with a Kirkpatrick approach.Method: The research method used was a descriptive quantitative. The total sample size was 14 respondents with a total sampling technique. Respondents were given intervention in the form of training of preceptorship modelResult: The reaction level showed a high positive reaction to the training of 86,83%, Knowledge level showed improvement in third measurement with a good category of 100% and attitude showed a positive category of 100%, behavior level showed the implementation of learning in a good category of 71 , 4% and the result level showed the result of B+ of 50%Conclusion: There was an influence of the implementation of Preceptorship Model training on reaction, learning, behavior and result. It was expected that clinical learning method could be integrated into nursing education curriculum. Keywords: Precepthorship Model; Training; Kirkpatrick

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Nurhayati, Yetti. "Penerapan Model Kirkpatrick untuk Evaluasi Program Diklat Teknis Subtantif Materi Perencanaan Pembelajaran Di Wilayah Kerja Provinsi Kepulauan Riau." Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 6, no. 2 (December 31, 2018): 170–87. http://dx.doi.org/10.36052/andragogi.v6i2.63.

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Evaluasi yang mengunakan Model evaluasi Kirkpatrick dengan 4 level (Kirkpatrick Four Levels Evaluation Model) dilakukan bertujuan untuk mengetahui efektivitas program Diklat Teknis Subtantif Materi Perencanaan Pembelajaran di Wilayah Kerja Provinsi Kepulauan Riau. Data diperoleh melalui instrumen observasi, wawancara, dan dokumentasi serta dianalisis menggunakan teknik deskriptif kualitatif. Wawancara dilakukan kepada peserta diklat, atasan peserta diklat yakni kepala madrasah, dan teman sejawat peserta diklat yakni guru. Hasil evaluasi ini adalah bahwa penilaian pada level 1 reaksi, hasil reaksi peserta terhadap panitia penyelenggara dan narasumber sangat tinggi. Hanya perlu perhatian persiapan bahan materi pelajaran perlu disiapkan di awal diklat dan perlengkapan ATK (alat tulis kantor) seperti flashdisc perlu di cek kembali. Pada level 2 belajar, kemampuan kompetensi sikap, pengetahuan, dan keterampilan peserta sangat signifikan penilaiannya. Pada level 3 perilaku, pelaksanaan evaluasi dilakukan setelah peserta kembali ke tempat kerjanya masing-masing. Ada peningkatan perubahan perilaku dari alumni diklat dari sebelum diklat dan setelah diklat. Perubahan perilaku seperti kedisiplinan kehadiran, cara berpakaian, memotivasi teman sejawat, berkomunikasi dengan baik, serta ketepatan dan kecepatan menyelesai tugas-tugas sehari-hari. Pada level 4 dampak, ada peningkatan kinerja alumni diklat. Alumni mampu membimbing dan mendesiminasi ilmu yang telah didapat dari diklat kepada sesama teman sejawatnya, mampu mengembangkan metode dan media pembelajaran dalam proses belajar mengajar, dan pembuatan Rancangan Program Pembelajaran (RPP) menjadi lebih baik.

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Wartenweiler, Thomas. "Serious Play in Education for Social Justice - A Mixed-Methods Evaluation." Journal of New Approaches in Educational Research 7, no. 1 (January 15, 2018): 61–69. http://dx.doi.org/10.7821/naer.2018.1.260.

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Fair Battles is a 12-week Swiss education for social justice program with the goal of sensitizing high school students about the impact of their consumer habits on society. The pedagogical concept of Fair Battles is to employ the tool of serious play to enhance students’ social empathy, which then leads to service learning projects. This exploratory mixed-methods study examined the impact of the program by using pre- and post-program student surveys (n=16) and post program semi-structured qualitative student interviews (n=10). The survey data were analyzed using SPSS and the interview data were analyzed using template analysis. The results were organized according to Kirkpatrick’s four-level evaluation model. The quantitative results show a statistically significant increase in the post-program survey scores for the learning and behavior level. The qualitative results suggest that the program had a positive impact on students on all four of Kirkpatrick’s levels. The conclusions are that the Fair Battels program is impactful, that social justice education needs to be holistic and that the combination of serious play and service learning elements seems to be effective for social justice education. Further research in the area of social justice education and serious play is recommended

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Ridwan, Ihwan, and Yoyon Suryono. "Evaluasi program pelatihan vokasi di sanggar kegiatan belajar Ujung Pandang Kota Makassar." Jurnal Pendidikan dan Pemberdayaan Masyarakat 2, no. 2 (November 10, 2015): 145. http://dx.doi.org/10.21831/jppm.v2i2.6330.

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Penelitian ini bertujuan untuk: mengetahui kepuasan peserta pelatihan, mengetahui pemahaman peserta pelatihan, mengetahui implementasi program pelatihan, menganalisis dampak program pelatihan, mengetahui manfaat program pelatihan, dan merekomendasikan perbaikan program. Dengan menerapkan empat model evaluasi pelatihan Kirkpatrick yaitu: tingkat kepuasan, tingkat pemahaman, tingkat implementasi, dan tingkat dampak untuk mengetahui hasil dari ketiga pelatihan vokasi, yaitu: pelatihan menjahit, hantaran, dan tata risa pengantin. Hasil penelitian menunjukkan bahwa peserta puas mengikuti pelatihan, peserta paham atas materi yang diberikan, peserta mampu mengimplementasikan program di tempat kerja, program pelatihan berdampak baik bagi peserta dan lembaga, manfaat yang didapatkan: peserta mampu membuka lapangan pekerjaan serta mampu bekerja di perusahaan, dan rekomendasi perbaikan program: memberikan asuransi kecelakaan kerja serta memberikan materi kewirausahaan.Kata Kunci: evaluasi program, pelatihan vokasi, dan model evaluasi Kirkpatrick. Evaluation of Vocational Training Program in Learning Activity Atelier in Ujung Pandang, Makassar MunicipalityAbstractThis study aims to: determine the satisfaction of trainees, determine the understanding of the trainees, to find out the implementation of the training programs, to analyze the impact of the training programs, to understand the benefits of the training programs and to recommend the improvement programs. By applying the four evaluation model by Kirkpatrick, that are : The Satisfaction level, the level of understanding, the level of implementation, and the impact level of the training in order to determine the outcome of the three vocational training, that are : Sewing, Delivery, and Bridal make up training. The result showed that all the participants satisfied with the training, the participants understand the material provided, the participants be able to implement the program in the workplace, the training program give benefit for both the participants and institutions, the benefits obtained are; the participants were able to create jobs and be able to work in the company, and the recommendation programs for improvements are; provides the insurance for occupational accident and also material of entrepreneurship.Keywords: evaluation program, vocational training, Kirkpatrick evaluation model

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Blum, Elizabeth R., Terese Stenfors, and Per J. Palmgren. "Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis." Journal of Medical Internet Research 22, no. 7 (July 8, 2020): e17318. http://dx.doi.org/10.2196/17318.

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Background Massive open online courses (MOOCs), as originally conceived, promised to provide educational access to anyone with an internet connection. However, the expansiveness of MOOC education has been found to be somewhat limited. Nonetheless, leading universities continue to offer MOOCs, including many in the health sciences, on a number of private platforms. Therefore, research on online education must include thorough understanding of the role of MOOCs. To date, studies on MOOC participants have focused mainly on learners’ assessment of the course. It is known that MOOCs are not reaching the universal audiences that were predicted, and much knowledge has been gained about learners’ perceptions of MOOCs. However, there is little scholarship on what learners themselves gain from participating in MOOCs. Objective As MOOC development persists and expands, scholars and developers should be made aware of the role of MOOCs in education by examining what these courses do offer their participants. The objective of this qualitative synthesis of a set of MOOC evaluation studies was to explore outcomes for MOOC learners, that is, how the learners themselves benefit from participating in MOOCs. Methods To explore MOOC learners’ outcomes, we conducted a qualitative synthesis in the form of a deductive thematic analysis, aggregating findings from 17 individual studies selected from an existing systematic review of MOOC evaluation methods. We structured our inquiry using the Kirkpatrick model, considering Kirkpatrick levels 2, 3, and 4 as potential themes in our analysis. Results Our analysis identified six types of Kirkpatrick outcomes in 17 studies. Five of these outcomes (learning/general knowledge, skills, attitudes, confidence, and commitment) fit into Kirkpatrick Level 2, while Kirkpatrick Level 3 outcomes concerning behavior/application were seen in four studies. Two additional themes were identified outside of the Kirkpatrick framework: culture and identity outcomes and affective/emotional outcomes. Kirkpatrick Level 4 was not represented among the outcomes we examined. Conclusions Our findings point to some gains from MOOCs. While we can expect MOOCs to persist, how learners benefit from the experience of participating in MOOCs remains unclear.

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Nielsen, Caroline Albrecht-Beste, Lars Lönn, Lars Konge, and Mikkel Taudorf. "Simulation-Based Virtual-Reality Patient-Specific Rehearsal Prior to Endovascular Procedures: A Systematic Review." Diagnostics 10, no. 7 (July 20, 2020): 500. http://dx.doi.org/10.3390/diagnostics10070500.

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Patient-specific rehearsal (PsR) is a new concept whereby a procedure can be rehearsed virtually using the exact patient’s anatomical data prior to performing the real procedure. The aim of this study was to ascertain if endovascular virtual-reality PsR simulation enhanced performance in real life. This was done by performing a systematic review following the preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines. A literature search was conducted in PubMed, Embase, The Cochrane Library and Web of Science concerning PsR in endovascular procedures. All publications were handled using Covidence. Reference lists were also screened. Data extracted from the studies were realism rating, procedure time, fluoroscopy time, contrast volume, number of angiograms and reduction of errors. Kirkpatrick’s four-level model for measuring the efficiency of training was used for guidance of the relevance of studies. The search yielded 1155 results after the exclusion of duplicates, and 11 studies were included. Four studies had a control group, including one randomized trial; the remaining seven were feasibility studies. The realism was rated high, and overall, the studies showed improvements in procedure time, fluoroscopy time and contrast volume after PsR. One study assessed and confirmed the reduction in errors after PsR. Only two studies included more than 15 patients in their cohort. Kirkpatrick’s model was applied to all studies, with one study reaching level 4. All studies found the concept of PsR to be feasible and realistic. The studies with a control group showed a reduction of overall procedure time, radiation exposure and potential errors in endovascular procedures following PsR.

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Haratua Gultom, Chandra S., R. Madhakomala, and Hamidah. "Evaluation Of The Effectiveness Of The Initial Flight Attendant Training Program In Garuda Indonesia Training Center." Journal of Business and Behavioural Entrepreneurship 4, no. 2 (December 21, 2020): 47–65. http://dx.doi.org/10.21009/jobbe.004.2.05.

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The purpose of this study is to evaluate the training effectiveness on GITC by applying the four levels Kirkpatrick model consisting of reaction, learning, behavior & Results. This study is cross sectional, primary data was collected through interviews from different batches representing different levels of the Kirkpatrick model. Effectiveness of training at the different levels was being evaluated through construct/theme developed on the basis of literature review. For level one evaluation interviews were conducted from employees who had recently completed their training; for level 2,3&4 the respondents, who had completed same training about 3 months, 6 months and year earlier respectively. The results indicated that reaction of the participants were positive for training except duration was too short, secondly they have applied skills & knowledge which they had learnt from training. A positive consequence of the training is that most of the participants got promoted from their current designation with the improvement in their pay scales. Thus, the soft skills trainings were effective with the participants desiring more opportunities to attend soft skills training session at least quarterly basis, to further improve their skills and enhance their knowledge.

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JUANDA, JUANDA. "PROGRAM EVALUATION ON JOB TRAINING FOR PRE POSITION LEVEL III." Jurnal Evaluasi Pendidikan 2, no. 1 (March 14, 2011): 29. http://dx.doi.org/10.21009/jep.021.03.

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The objective of this research is to explore the effectiveness of the third level civil servant pre-service training. This research was conducted at Balai Diklat Keagamaan Jakarta, involving 800 pre-service teachers of MORA’s school. This research uses Kirkpatrick’s model of evaluation. The research presented four conclusions. Firstly, only 43% of the instructors’ performances are good. Secondly 64% of the materials are not correlative with the participants’ requirements. Thirdly, the equipments of the training are good rate. The fourth, the goal of the training as to improve the participants’ knowledge and skill that related to their job are very low (36%), but attitudes changed due to the training are good (60%).

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Roshonah, Adiyati Fathu, Tjahjo Suprajogo, Agus Yuniawan Isyanto, and Diah Andika Sari. "Dampak Pelatihan “Count Me In” Bagi Penguatan Kerelawanan (Volunteering) dalam Civil Society Organization (CSO)." AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 7, no. 1 (June 16, 2020): 15–27. http://dx.doi.org/10.53627/jam.v7i1.3923.

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Public education has a strategic position in developing human resources and encouraging the improvement of the quality of education through the principle of lifelong education. Although the scope is not as intensive as formal education, its role cannot ignore in the effort to educate the nation's life. Community education involves many individuals in Civil Society Organizations (CSO). One way to increase the capacity and capability of human resources in organizations is through training activities (training). NICE Foundation Indonesia has filled out Count Me In Training for volunteers who have been contributing to community education. This study conduct to evaluate the Count Me In Training of 10 (ten) CSOs using the Kirkpatrick & Kirkpatrick Four Level Evaluation Model. The results showed objectives Count Me In Training achieved as evidenced by an increase in knowledge and changes in the behaviour of participants, as well as an increase in individual and organizational performance in volunteerism management

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Sahoo, Malabika, Sumita Mishra, and Sasmita Mishra. "Influence of Group Composition on Participant Reactions to Training: A Study in an Indian Power Transmission Organization." Management and Labour Studies 43, no. 3 (April 19, 2018): 141–55. http://dx.doi.org/10.1177/0258042x18768306.

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Investments in organizational training and its evaluation is important in recent times. One of the most popular models of training evaluation is the four-level model developed by Kirkpatrick. It includes participant reactions (Level I), extent of learning (Level II), the extent of transfer of training through appropriate behaviour (Level III) and improvement in organization performance (Level IV). Despite its overwhelming use in the industry, organizations have frequently gathered data on Level I of this model only. While extant literature researched on factors affecting participant reactions; group composition influences merited scant attention. To address this gap, the current study conducted at an Indian power transmission organization, focused on the influence of group composition on participant reactions to training of a programme titled ‘Empowering Self for Better Performance’. Reaction data were collected from all the 120 participants who attended the programme. Data analyses pointed out to significant resultant differences in perception on two major dimensions of reaction—programme content and programme duration among participants with differences in age, organizational tenure, job position and educational qualifications. Our results not only provide empirical credence to the importance of group composition in influencing participant reactions but also bear implications for training design of millennials and soft skills programmes in heterogenous groups.

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Moehead, Anne, Kathryn DeSouza, Karen Walsh, and Sabrina W. Pit. "A Web-Based Dementia Education Program and its Application to an Australian Web-Based Dementia Care Competency and Training Network: Integrative Systematic Review." Journal of Medical Internet Research 22, no. 1 (January 22, 2020): e16808. http://dx.doi.org/10.2196/16808.

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Background Dementia education that meets quality and safety standards is paramount to ensure a highly skilled dementia care workforce. Web-based education provides a flexible and cost-effective medium. To be successful, Web-based education must contain features that promote learning and support knowledge translation into practice. The Dementia Care Competency and Training Network (DCC&TN) has developed an innovative Web-based program that promotes improvement of the attitudes, knowledge, skills, behavior, and practice of clinicians, regardless of their work setting, in order to improve the quality of life for people living with dementia. Objective This review aims to (1) determine the key features that are associated with an effective and functional Web-based education program—an effective and functional Web-based program is defined as one that measures results, is accessible, is user friendly, and translates into clinical practice—and (2) determine how these features correlate with the DCC&TN. Methods Six electronic databases—Medline, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), AusHealth, Nursing@Ovid, and Google Scholar—were searched for articles published between 2009 and 2018 using the following keywords: Education, Distance, Continuing, Learning, Online, Web-Based, Internet, Dementia, Program Evaluation, Validation Studies, Outcome and Process Assessment Healthcare, Nursing, Assisted Instruction, and Facilitated. The Critical Appraisal Skills Programme (CASP) and Kirkpatrick’s model for the evaluation of training were used to ensure quality and rigor of the analysis. Results A total of 46 studies met the inclusion criteria. In total, 14 key features were associated with an effective Web-based learning environment, which enabled the environment to be as follows: self-directed, individualized, interactive, multimodal, flexible, accessible, consistent, cost-effective, measurable with respect to participant satisfaction, equitable, facilitated, nurturing of critical thinking and reflection, supportive of creating a learning community, and translated into practice. These features were further categorized into five subgroups: applicability, attractiveness, functionality, learner interaction, and implementation into practice. Literature frequently cites Kirkpatrick’s four-level model of evaluation and application in the review of education and training; however, few studies appeared to integrate all four levels of Kirkpatrick’s model. Features were then correlated against the DCC&TN, with an encouraging connection found between these features and their inclusion within the content and structure of the DCC&TN. Conclusions A total of 14 key features were identified that support an effective and functional Web-based learning environment. Few studies incorporated Kirkpatrick’s salient elements of the model—reaction, learning, behavior, and results—in their evaluation and clinical application. It could, therefore, be considered prudent to include Kirkpatrick’s levels of training evaluation within studies of dementia training. There were few studies that evaluated Web-based dementia education programs, with even fewer reporting evidence that Web-based training could increase staff confidence, knowledge, skills, and attitudes toward people with dementia and be sustainable over time. The DCC&TN appeared to contain the majority of key features and is one of the few programs inclusive of hospital, community, and residential care settings. The 14 key features can potentially enhance and complement future development of online training programs for health sciences education and beyond. The DCC&TN model could potentially be used as a template for future developers and evaluators of Web-based dementia training.

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Muhammad Fadhil, Dr. Neti Karnati, M. Pd, and Dr. Matin, M. Pd. "EVALUASI PROGRAM PELATIHAN PENGOLAHAN BAHAN PUSTAKA DI PUSDIKLAT PERPUSTAKAAN NASIONAL RI." PARAMETER: Jurnal Pendidikan Universitas Negeri Jakarta 32, no. 2 (December 26, 2020): 99–114. http://dx.doi.org/10.21009/parameter.322.02.

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This research was intended to see how the Kirkpatrick four level evaluation model is applied in the Library Material Processing training program organized by the Education and Training center of National Library of Indonesia. This evaluation research uses the Kirkpatrick evaluation model (Reaction, Learning, Behavior, Result). The subject of this research is training organizers, training instructors and training participants in the processing of library materials. Data collection techniques in this study used observation, documentation and interviews. Data validity test is done using triangulation of sources and methods. The results of this study show that the implementation of the Library Material Processing Training program has not gone well based on the aspect that being evaluated. 1) In the Reaction evaluation aspect, the implementation of training at this stage goes well. It can be seen from the results of the evaluator's last evaluation score which has a score of 93.88 or very satisfied and the last evaluation score of the instructor who has a score of 90.66 or very satisfied. 2) In the aspect of learning evaluation, the training process goes well according to the plan that was made before. This can be seen from the final score of all participants who have a score above the least limit. 3) in the Behavior aspect, the training organizers have not carried out observations of the participants' behavior after the training. 4) Then in the Result aspect, the training organizers also have not carried out observations on the participants' contributions or the use of participant's knowledge of the library performance. Keywords: Program Evaluation, Library Material Processing Training, Kirkpatrick Evaluation Model

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Liao, Pei Wen. "EXPERIENTIAL LEARNING IS AN EFFECTIVE TRAINING MODEL TO IMPROVE SELF-ESTEEM." Humanities & Social Sciences Reviews 7, no. 5 (September 28, 2019): 165–73. http://dx.doi.org/10.18510/hssr.2019.7521.

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Purpose: Professional training is critical to organizational success. Experiential learning was defined as a method for actively engaging trainees in learning processes. That must complete all four stages of the experiential learning model. Kolb’s model requires four abilities for successful learning: concrete experience, reflective observations, abstract conceptualization, and active experimentation. Base on, this research aims to assess experiential learning as a method to improve employees’ self-esteem. Methodology: We assessed employees who participated in experiential learning training for 4 months between March and June 2017. This research was used to measure 37 organizational units employee’ self-esteem scale before and after the experiential learning training. Main Findings: The research found a significant positive effect on trainees' self-esteem with a 4.98 point improvement in reaction, learning, behavior, and organizational results. The result was used for summative evaluation of the effectiveness of experiential learning by Kirkpatrick four-level framework have a contribution. Implications/Applications: The proposed experiential learning offers a chance to upgrade the correspondence between confidence and viable relational abilities, which thusly can support students' trust in their scholarly potential. The ramifications of encouraging expanded confidence emphatically sway scholarly achievement, yet in addition build up an establishment of self-administrative conduct that can serve the students for the duration of their lives, in academic and vocation situated undertakings.

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PRATIWI, NINI, and ILHAM SUPIANA. "EVALUASI PROGRAM PEMBERDAYAAN PEREMPUAN MELALUI PELATIHAN MENJAHIT DI SANGGAR KEGIATAN BELAJAR (SKB) UJUNG PANDANG." GANEC SWARA 15, no. 1 (March 6, 2021): 935. http://dx.doi.org/10.35327/gara.v15i1.194.

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This study was aimed to describe evaluation results of: (1) participants’ level of satisfaction, (2) participants’ level of understanding of the material, (3) participants’ post-training level of implementation, (4) improved success of participants due to the training. The research type was evaluation research using Kirkpatrick’s Four Level model, which consisted of: Reaction, learning, behavioral, and result levels. The research samples were 20 former training participants. Data was collected by questionnaire, observation, and unstructured interview. Quantitative data was processed with the help of SPSS 21.0 for Windows. Validity of instrument at reaction, learning, behavioral, and result levels used Corrected Item-Total Correlation. Reliability calculation used Alpha formula. The research result showed that: 1) evaluation of reaction level: the satisfaction to sewing making training in terms of material, tutor, facility, and training method by PAP and PAP was “satisfying” 2) evaluation of learning level: understanding of material of the participants of making training sewing in terms of understanding of training material by PAP and PAN was “Mastering” 3) evaluation of behavioral level: participants’ implementation after training sewing of making in terms of post-training behavioral aspect by PAP and PAN was “implementing” 4) evaluation of result level: improved resulting competence due to training sewing of making by PAP and PAN was “poorly improved”.

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Sitthidah, Brenda, and Justin St-Maurice. "Comparing Training Methods for a New Interactive Whiteboard." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 5, no. 1 (June 2016): 15–18. http://dx.doi.org/10.1177/2327857916051001.

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The successful implementation of health information systems can be affected by various barriers ranging from technological, human, and organizational. Training is one of the most cited factors for successful implementation. The goal of this study was to evaluate the effectiveness of various training methods. The first two levels Kirkpatrick’s Four-Level Training Evaluation model were utilized to evaluate the training approaches for four groups: No training (control), training through an instructional booklet, training through a video tutorial and super-user training. Following training, participants answered a questionnaire about their impressions of the training and were asked to complete an exercise with an interactive whiteboard. The questionnaire suggested that users preferred super-user training. Based on the results of the exercise, there was a statistically significant difference between training methods in terms of the number of correctly answer questions. Super-user and video training were significantly better compared to the control group. There were no statistically significant differences in the amount of time it took to complete the exercise. Based on these results, super-user training is recommended.

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Ritonga, Ramayana, Asep Saepudin, and Uyu Wahyudin. "PENERAPAN MODEL EVALUASI KIRKPATRICK EMPAT LEVEL DALAM MENGEVALUASI PROGRAM DIKLAT DI BALAI BESAR PELATIHAN PERTANIAN (BBPP) LEMBANG." Jurnal Pendidikan Nonformal 14, no. 1 (March 14, 2019): 12. http://dx.doi.org/10.17977/um041v14i1p12-21.

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Abstract: In Improving Human Resource Development (PSDM), the Lembang Center for Agricultural Training (BBPP) is the right place to carry out technical training and functional training in agriculture. It has been proven that BBPP Lembang has printed a lot of skilled workers in the field of agriculture, this can be used as an indicator of the success of this training institution, not only that, the welfare of the farmers has also increased. BBPP Lembang is one of the places that can be used as a job that helps reduce the number of people who do not get jobs. To improve the ongoing training and on target BBPP Lembang always conducts evaluation activities that aim to see the success of the programs that have been held and follow up on the weaknesses that were obtained when the evaluation process took place both at the beginning of the program and at the end of the program. The application of the Kirkpatrick Four Level Evaluation Model is used as a frame of reference for evaluating programs, where evaluations at levels 1 and 2 will produce information for the organization about conducting training both in the middle and the end. Whereas levels 3 and 4 produce information that focuses on the impact of training for organizations and trainees. Abstrak: Dalam Meningkatkan Pengembangan Sumber Daya Manusia (PSDM), Balai Besar Pelatihan Pertanian (BBPP) Lembang menjadi tempat yang tepat sasaran untuk melaksanakan pelatihan teknis dan pelatihan fungsional di bidang pertanian. Sudah terbukti BBPP Lembang banyak sekali mencetak tenaga yang handal dibidang pertanian, hal ini bisa dijadikan sebagai indicator keberhasilan dari lembaga diklat ini, bukan hanya itu, kesejahteraan para petani pun sudah meningkat. BBPP Lembang menjadi salah satu wadah yang bisa dijadikan sebagai lapangan kerja yang membantu mengurangi jumlah warga yang tidak mendapatkan pekerjaan. Untuk meningkatkan pelatihan berkelanjutan dan tepat sasaran BBPP Lembang senantiasa melakukan kegiatan evaluasi yang bertujuan melihat keberhasilan program yang telah diselenggarakan dan menindaklajuti kelemahan-kelemahan yang didapat ketika proses evaluasi berlangsung baik di awal program dan maupun diakhir program. Penerapan Model Evaluasi Kirkpatrick Empat Level dugunakan sebagai kerangka acuan untuk mengevaluasi program, dimana evaluasi pada level 1 dan 2 akan mengasilkan informasi untuk organisasi tentang penyelenggaraan pelatihan baik diwal-tengan dan akhir. Sedangkan pada level 3 dan 4 menghasilkan informasi yang berfokus pada dampak pelatihan bagi organisasi dan peserta pelatihan

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Wood, Angela J., Kathy Grudzinskas, Julie-Anne Ross, Sarah Bailey, Gail E. Gordon, Christopher Burton, and Laurelie R. Wishart. "Strengthening teamwork capability in allied health: implementation of a team development program in a metropolitan health service." Australian Health Review 44, no. 3 (2020): 443. http://dx.doi.org/10.1071/ah19055.

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ObjectiveCollaborative practice is critical to optimising patient outcomes in contemporary healthcare settings. Evidence suggests interprofessional learning is an effective way to develop teamwork capabilities, yet these skills are traditionally developed in professional silos, or not at all. This study evaluated the implementation of a team development program, the Team Management Systems (TMS) program, for allied health staff within a large metropolitan health service. MethodsA mixed-methods audit–quality improvement study was conducted, using Kirkpatrick’s four-level evaluation model to structure evaluation of the program. Semistructured questionnaire and workforce survey data were retrieved immediately, 6 months and 1–2 years after training and applied to each level of the model (Reaction, Learning, Behaviour, Results). ResultsIn all, 886 staff participated in the TMS program from 2014 to 2018. High satisfaction with the program was observed. Knowledge of what constitutes effective teamwork improved significantly (P=0.008) in TMS participants compared with a matched untrained cohort. Participants reported positive behaviour change and continued engagement with TMS principles 6 months after training. Perceived impact of the program on patient and/or organisational outcomes was evident, although less compelling than the changes to knowledge and behaviour. ConclusionsThe TMS program yielded positive effects on staff satisfaction, knowledge, team dynamics and team behaviours. These findings demonstrate the significant value of such initiatives to enhance the capability and effectiveness of interdisciplinary healthcare teams. What is known about the topic?Complex conditions, increasing comorbidities, specialisation and scarcity of resources mean healthcare workers need to work effectively in teams to achieve quality, safe, person centred patient care. There is some evidence of the effect of teamwork initiatives on knowledge or behaviour in specific clinical specialities, single services or single professions, but limited research is available regarding the effects of teamwork programs across multiple professions, including allied health professions, and on patient and organisational outcomes. What does this paper add?This paper describes the effect of a large-scale teamwork program implemented across multiple professions, including enablers and barriers. It presents outcomes at all four levels of Kirkpatrick’s evaluation model, including the less studied behaviour and results levels. What are the implications for practitioners?This paper supports health service leaders to consider developing and implementing interprofessional teamwork programs to foster essential teamwork capabilities. Learning together about teamwork, across professional silos, will lead to collaborative, patient-centred care, which leads to safe, quality patient outcomes.

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Opletalová, Alena. "Evaluation of Teacher Education With a Focus on Its Effectiveness." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 164. http://dx.doi.org/10.11114/jets.v6i11a.3813.

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The basis of the project is the current trend of lifelong learning and individual personality development, as well as the requirement to increase the quality of education programmes for Further Teacher Education (FTE). The research project has been carried out based on the findings of D. L. Kirkpatrick and his four-level model of training effectiveness evaluation. The main methods employed in the research are a questionnaire survey and standardized interviews with heads of schools sending their teachers to these programmes. The main objective of the research is to apply the method for FTE effectiveness evaluation at the Faculty of Education of Palacký University Olomouc and verify the method in practice. Tentative research objectives involve determining how the programme is evaluated by its graduates, analysing and interpreting the results of the research in FTE evaluation, and suggesting possible measures for further improvement and innovation regarding implementation of the particular programme.

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Nurbudiyani, Iin. "EVALUASI PROGRAM PENDAMPINGAN KEPALA SEKOLAH OLEH PENGAWAS SEKOLAH BAGI PENINGKATAN KUALITAS PEMBELAJARAN DI PALANGKARAYA." Anterior Jurnal 16, no. 2 (June 1, 2017): 129–37. http://dx.doi.org/10.33084/anterior.v16i2.44.

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This study aims to evaluation of training programs mentoring principals by school supervisors to improving the quality of learning in Palangkaraya. This study included evaluation using descriptive analytic method. Instrument data collection using questionnaires, tests, review of documents, and focus group discussion. This research target is 8 supervisors who each cultivate 3-5 schools that amounted to 35 schools. Evaluation model used in this study are four levels of Kirkpatrick, reaction, learning, behavior and results. Itis concluded that (1) This training has relevance level of 85.14% (good categories), (2) The training has the effectiveness rate of 92.57% (excellent categories), and the effect size of 2.0832 category great because of greater than 0.8, (3) training is a positive impact on: (a) implementation of the management of the school curriculum with an average score of 84.13 (good categories), (b) implementation of lesson preparation, implementation of learning and learning outcomes with an average score of 82.91 (good categories), so the overall impact with an average of 83.52 (good categories).

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Fauziarti, Benni Farida, and FX Soedarsono. "EFEKTIVITAS PELATIHAN KURIKULUM PENDIDIKAN ANAK USIA DINI DI KECAMATAN GRABAG." Jurnal Pendidikan dan Pemberdayaan Masyarakat 1, no. 2 (November 1, 2014): 174. http://dx.doi.org/10.21831/jppm.v1i2.2687.

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Penelitian bertujuan untuk mengetahui keefektifan pelatihan kurikulum PAUD dilihat dari empat variabel, yaitu reaksi peserta terhadap pelatihan, pemahaman materi, perubahan perilaku, dan dampak di lembaga asal. Jenis penelitian adalah evaluasi dengan menerapkan model evaluasi Kirkpatrick. Populasi penelitian meliputi seluruh peserta pelatihan sebanyak 43 peserta. Teknik sampling yang digunakan adalah teknik sensus, yakni meliputi seluruh ang-gota populasi. Teknik pengumpulan data yang digunakan adalah inventori, wawancara, observasi, dan dokumentasi. Untuk mengetahui validitas dan reliabilitas instrumen, digunakan analisis faktor, uji koefisien Alpha, dan reliabilitas kombinasi linier. Teknik analisis data adalah analisis deskriptif dan analisis jalur. Hasil penelitian menunjukkan bahwa pelatihan kurikulum efektif. Keefektifan tersebut ditunjukkan oleh hasil kontribusi tiga level terhadap level akhir dan skor tinggi yang diperoleh para peserta pada semua variabel penelitian serta didukung oleh hasil wawancara dan observasi. Namun variabel yang memberikan kontribusi secara signifikan terhadap dampak di lembaga hanyalah variabel pemahaman materi sebanyak 15,6% dan variabel perubahan perilaku sebesar 9,5%.Kata kunci: efektivitas pelatihan THE EFFECTIVENESS OF THE TRAINING OF EARLY CHILDHOOD EDUCATION CURRICULUM IN GRABAG DISTRICTAbstractResearch aims to know effectiveness of of the training of early childhood education curriculum viewed from four variables, namely reaction participants against training, understanding matter, behavior modifications, and impact in an institution origin.The kind of research is evaluation by applying model evaluation kirkpatrick. Population research over all the trainees 43 participants. Sampling techniques used is technique census, namely covering all members of the population.Technical data used is inventori, interview observation, and documentation.To know validity and reliabilitas instrument, used of factor analysis, test coefficient alpha, and reliabilitas combination linear. The technique of data analysis were descriptive analysis and path analysis.The result showed that training curriculum is effective. The effectiveness is showed by the contribution of three levels to the last level and based on the high scores obtained by the participants on all study variables and also supported by interview and obervation results. However, the variables that provide the significant impact on the institution is only the variables of understanding the material as much as 15.6% and the variable of behavior change by 9.5%.Keywords: the effectiveness of training

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Et. al., Iswan Elmi,. "Evaluating Kpk – Bpkp Coordination and Supervision Join Program in Corruption Prevention in the Mining Sector (Kirkpatrick Model Approach)." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 1568–82. http://dx.doi.org/10.17762/turcomat.v12i4.1413.

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This study focuses on the corruption prevention strategy implemented by Korsupgah (Coordination and Supervision for Corruption Prevention) within the mining sector by giving emphasize on the process of reactions, learning, and behavioral changes in anti-corruption which aimed at reducing the corruption level as the result of the program. The research evaluates Korsupgah program by describing the importance of corruption prevention and measuring the effectivenss of Korsupgah Program (in the form of EPK Indices) in the mining sector reflected by anti-corruption behavioral changes of the mining actors. Herewith, the EPK indices are used as one of the criteria and indicator for corruption prevention program implementation. The study population consists of the Civil State Apparatus (ASN) in the provincial government units which are the Office of Environmental, Office of Energy and Mineral Resources (ESDM), Inspectorate, and Integrated One-Stop Service Center (Pelayanan Terpadu Satu Pintu abbreviated as PTSP) in Bangka Belitung, South Kalimantan, and South Sumatra, as well as Coordination and Supervision for Corruption Prevention (Korsupgah) Team in BPKP which in total amounting of 251 persons. The study employs a Structural Equation Model using SEM AMOS Ver. 24. The study concludes that: 1) The korsupgah capability positively and significantly affects case handling; 2) the program implementation positively and significantly affects case handling; and 3) the program implementation positively and significantly affects the capability. The study evaluates four stages of Kirkpatrick Model and confirms that: 1) Reaction: the study shows that mining actors’ response towards special purpose audit (Audit Tujuan Tertentu abbreviated as ATT) is adequate (prevention); 2) Learning: the study shows that learning process of Korsupgah Program (prevention) has been already in progress. 3) Behavior: the study shows that the behavioral change to follow up on the finding result of ATT Korsupgah has been observed. 4) Result: the study shows that the Corruption Perception Index is still low, Public Complains and corruption cases in mineral and coal mining still exist.

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Cooley, Sam Joseph, Jennifer Cumming, Mark J. G. Holland, and Victoria E. Burns. "Developing the Model for Optimal Learning and Transfer (MOLT) following an evaluation of outdoor groupwork skills programmes." European Journal of Training and Development 39, no. 2 (February 16, 2015): 104–21. http://dx.doi.org/10.1108/ejtd-06-2014-0046.

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Purpose – This paper aims to evaluate the perceived efficacy of outdoor groupwork skills programmes for the undergraduate and postgraduate students, and the factors that influence its success. It also illustrates the use of Kirkpatrick’s (1994) 4-level model of training evaluation as a framework for qualitative investigation of learning and transfer, from the perspective of key stakeholders. Design/methodology/approach – Over 24 hours of recorded data were collected using a video diary room, one-to-one interviews and focus group discussions. Participants were current students (n = 66), alumni (n = 12), outdoor education instructors (n = 6) and academic staff (n = 5). The data were transcribed, and then analysed by conducting conventional content analysis. Prolonged engagement, triangulation, peer debriefing and referential adequacy were used to establish the trustworthiness and reliability of the analyses. Findings – Outdoor groupwork skills programmes were widely viewed as being effective for developing interpersonal skills, attitudes and knowledge that were then further developed and applied during degree courses and later in the workplace. Four of the main perceived benefits were increased social integration amongst peers, academic success, personal development and employability. A range of psychological and environmental factors were reported to influence the extent of skill development and transfer, and are presented in the Model for Optimal Learning and Transfer. Practical implications – This study supports outdoor groupwork skills programmes as an effective method of groupwork skills training during higher education, and offers recommendations for promoting learning and transfer following training courses. Originality/value – This is the first study to systematically evaluate the long-term impact of outdoor groupwork skills programmes in higher education. A novel methodological approach is also demonstrated, which can be replicated in other contexts of training evaluation.

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Meilya, Ika Rizqi, and Ibnu Syamsi. "Evaluasi program pelatihan in-house training pembelajaran paket C di sanggar kegiatan belajar Jawa Tengah." Jurnal Pendidikan dan Pemberdayaan Masyarakat 2, no. 2 (November 3, 2015): 156. http://dx.doi.org/10.21831/jppm.v2i2.6353.

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Tujuan penelitian ini adalah mendeskripsikan hasil evaluasi tingkat: (1) kepuasan; (2) pemahaman materi; (3) implementasi perilaku; dan (4) peningakatan kompetensi peserta pelatihan. Jenis penelitian ini adalah penelitian evaluasi menggunakan model Empat Level Kirkpatrick. Hasil penelitian menunjukkan: (1) kepuasan peserta terhadap penyelenggaraan pelatihan menggunakan Penilaian ber-Acuan Patokan (PAP) dan Penilaian ber-Acuan Norma (PAN) masuk kategori “puas”. (2) pemahaman peserta pada materi standar isi pembelajaran paket C menggunakan PAP masuk kategori “tidak menguasai”, sedangkan menggunakan PAN masuk kategori “menguasai”; pemahaman peserta pada materi standar proses pembelajaran paket C menggunakan PAP dan PAN masuk kategori “menguasai”; pemahaman peserta pada materi standar penilaian pembelajaran paket C menggunakan PAP masuk kategori “tidak menguasai”, sedangkan menggunakan PAN masuk kategori “menguasai”. (3) implementasi perilaku peserta pascapelatihan terkait materi standar isi, proses, dan penilaian pembelajaran paket C berdasarkan persepsi tutor dan peserta didik menggunakan PAP dan PAN masuk kategori “mengimplementasikan”; (4) peningkatan kompetensi peserta disebabkan oleh pelatihan menggunakan PAP dan PAN masuk kategori “mengalami peningkatan”.Kata Kunci: evaluasi, pelatihan, in-house training, pembelajaran paket C In-house training program evaluation of packet C learning in sanggar kegiatan belajar of Central Java ProvinceAbstractThis study aimed to describe an evaluation results level of: (1) satisfaction; (2) material understanding; (3) behavior implementation; and (4) the improvement of participants’ competence. The type of this study was evaluation research using Four Levels of Kirkpatrick model. The result of this study indicates the following. (1) the participants’ satisfaction toward the implementation of training using Standard Referenced Assessment (PAP) and Normative Referenced Assessment (PAN) was included in the category of “satisfied”. 2) the participants’ understanding of content standard material learning using PAP was included in the category of “not mastering”, while using PAN was included in the category of “mastering”; the participants’ understanding of process standard material learning using PAP and PAN was included in the category of “mastering”; (3) the participants’ understanding of assessment standard material learning using PAP was included in the category of “not mastering”, while using PAN was included in the category of “mastering”. (3) the implementation of participants’ behavior after training of content, process, and assessment standard material based on tutor’s and student’s perception using PAP and PAN was included in the category of “implementing”. (4) participants’ competence improvement resulting from the training using PAP and PAN was included in the category of “improving”. Keywords: evaluation, training, in-house training, packet C learning

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Van Dam, Griffin, Reeves, Prior, Paton, Verma, Giles, Kirkwood, and Peterson. "Learning in Practice: Collaboration Is the Way to Improve Health System Outcomes." Healthcare 7, no. 3 (July 9, 2019): 90. http://dx.doi.org/10.3390/healthcare7030090.

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Evidence suggests that it is challenging for universities to develop workplace-relevant content and curricula by themselves, and this can lead to suboptimal educational outcomes. This paper examines the development, implementation, and evaluation of Australia’s first tertiary graduate course in healthcare redesign, a partnership initiative between industry and university. The course not only provides students with an understanding of person-centered sustainable healthcare but also the skills and confidence to design, implement, and evaluate interventions to improve health service delivery. Increasing students’ application of new knowledge has been through work-integrated learning, a pedagogy that essentially integrates theory with the practice of workplace application within a purposely designed curriculum. The specific aim of this study was to examine the outcomes of the course after two years, utilizing an anonymous online survey of graduates. Sixty-two graduates (48%) completed the survey. Kirkpatrick’s four-level evaluation model was used to analyze the data. The analysis revealed high satisfaction levels in relation to the course content and delivery. Through successful completion of the innovative course, students had increased their knowledge of health system redesign methods and, importantly, the ability to translate that knowledge into everyday practice. Graduates of the clinical redesign course reported that they had been able to transfer their skills and knowledge to others in the workplace and lead further improvement projects.

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Widiasih, Triani Widiasih, Riana Sahrani, and Raja Oloan Tumanggor. "Evaluasi Program Pilar Karakter dalam Meningkatkan Respect pada Siswa SD X di Depok." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 1, no. 1 (May 10, 2017): 183. http://dx.doi.org/10.24912/jmishumsen.v1i1.348.

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Program pilar karakter merupakan character building yang dilaksanakan di SD X bertujuan membentuk karakter baik pada siswa. Program ini mengacu pada 9 pilar karakter. Pengembangan karakter berasal dari muatan moral individu. Salah satu dasar moralitas yang utama dan berlaku secara universal adalah sikap respect. Dalam program pilar karakter, sikap respect merupakan salah satu sikap yang diaplikasikan di kegiatan program. Sikap respect tersebut belum muncul secara konsisten pada seluruh siswa yang telah mengikuti program pilar karakter. Penelitian bertujuan untuk memberikan gambaran evaluasi program pilar karakter dalam meningkatkan respect pada siswa SD X. Jenis penelitian yang digunakan evaluation research dengan model evaluasi Kirkpatrick Four Levels Evaluation Model. Empat level tersebut yaitu level reaction, learning, behavior, dan result. Subyek penelitian diambil dengan purposive sampling sebanyak 4 dari 75 siswa berdasarkan skor tertinggi dari kuesioner respect yang telah diadaptasi. Pengumpulan data menggunakan teknik observasi dan wawancara. Observasi dilakukan pada kegiatan belajar di sekolah, focus group discussion (FGD) dan simulasi. Teknik wawancara berdasarkan teori respect terhadap 4 subyek serta guru, kepala sekolah dan orangtua sebagai triangulasi data. Hasil penelitian menunjukkan program pilar karakter dapat meningkatkan kekonsistenan respect siswa SD X. Sikap respect yang semakin konsisten ditunjukkan dengan perilaku hormat dan patuh ketika berbicara kepada orang yang lebih tua, mau berkawan dengan siapa saja, dapat menggunakan bahasa yang baik untuk menyampaikan pendapat/keinginannya, suka membantu orang yang membutuhkan, menjadi pendengar yang baik, mau mematuhi dan melaksanakan perintah orangtua ataupun guru, dan dapat menerima adanya perbedaan.Kata kunci : evaluation research, program, pilar karakter, respect, sekolah dasar

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Garside, Joanne, Rowan Bailey, Moira Tyas, Graham Ormrod, Graham Stone, Annie Topping, and Warren Peter Gillibrand. "Developing a culture of publication: a joint enterprise writing retreat." Journal of Applied Research in Higher Education 7, no. 2 (September 14, 2015): 429–42. http://dx.doi.org/10.1108/jarhe-07-2014-0065.

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Purpose – Many students irrespective of level of study produce excellent course work which, if given support and encouragement, could clearly be of a publishable standard. Academic staff are expected to produce quality publications meeting peer-review standards although they may be relatively novice authors. All are engaged in some aspects of academic writing practices but not as frequently involved in co-production of publications emanating from student work. This activity is still at the margins of much of the student experience. The paper aims to discuss these issues. Design/methodology/approach – Mindful of these issues, the authors designed and offered a writing programme including a writing retreat. This brought together undergraduate and postgraduate students from a range of applied disciplines (health and art, design and architecture) and their supervisors with the aim of co-producing publications and participating in a community of scholarly practice. The project was delivered over nine months. It involved four days “compulsory” attendance and included a preparatory workshop, a two day off-campus writing retreat and a dissemination event. Student and supervisors applied to participate as a team. Kirkpatrick’s (2006) four-stage classic model: reaction, learning, changes in behaviour and real world results was used as a framework for the educational evaluation. Findings – Key findings organised thematically were: supervisor-supervisee relationships; space and time; building confidence enabling successful writing and publication. Originality/value – This paper will provide an overview of the design, content and approaches used for successful delivery of this innovative project. It will draw on examples that illustrate the different types of joint enterprise that emerged, illuminate experiences of co-production and co-authorship along with recommendations for future ventures.

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Kazemi Shishavan, Maryamalsadat, and Mahasti Alizadeh. "Evaluation of a research methods course for clinical residents." Research and Development in Medical Education 8, no. 2 (December 30, 2019): 124–30. http://dx.doi.org/10.15171/rdme.2019.022.

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Background: Residency programs generally carry out various educational interventions to improve residents’ publication records. Since an intervention may not produce the same effect in different locations, evaluating the effectiveness of individual interventions is essential for examining progress in this field of study. Authorities at the Tabriz University of Medical Science (TUOMS) proposed a research training program targeting a rise in residents’ scholarly activity and publications; this study aimed to evaluate the program and share the findings and experiences. Methods: Questionnaires were sent to 182 residents and the heads of all clinical departments. Evaluators used Kirkpatrick’s four-level model and Stufflebeam’s Context, Input, Process and Product model for data gathering and analyzing. Focus group discussions (FGDs) and in-depth semi-structured interviews were done with faculty members, executive staff, and residents to complement the survey results. Data were summarized and categorized using quantitative and qualitative analysis. Results: The participation rate for residents and heads of departments were 76 (41.7%) and 14(70%), respectively. At the end of the course, residents assessed their knowledge and research skills as weak or medium in most of the subjects. A total of 182 (100 %) residents prepared thesis proposals. Only 82 (49.1%) residents completed their thesis, and 19 (11.3%) published papers.Generally, participants were not satisfied with the course. Barriers noted were: mandatory topics for theses, an intensive course with a one-month duration, a lack of consideration of practical subjects, high cost of the course, and failure to achieve an increase in publications. Conclusion: The Self-assessment results of increased knowledge and research skills did not indicate improvement. Mandatory participation in the course did not result in the expected publication increase.

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Roberts, Toni. "Simulation to Teach Safe Patient Handling and Mobility for Home Caregivers." Home Health Care Management & Practice 32, no. 4 (June 1, 2020): 206–10. http://dx.doi.org/10.1177/1084822320925801.

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Safe patient handling and mobility (SPHM) programs are needed in the home care environment. As patient-lifting technology and devices become more widely available for use in the home setting, caregivers need opportunities to learn how to properly use these devices. Nonmedical caregivers employed by personal support services agencies (PSSAs) and home caregivers have very limited access to opportunities for SPHM training in rural areas of Tennessee. Safe patient handling and mobility training utilizing simulation with an interprofessional approach was developed and provided to 17 nonmedical and family home caregivers. The training was evaluated utilizing Kirkpatrick’s Four-Level Training Evaluation Model. Participants completed anonymous surveys immediately following the training and 4 to 6 weeks after the training. Survey I (n = 17): Respondents indicated increased knowledge of safe patient handling (94%) and applied knowledge of safe patient handling in training (90%). Survey II (n = 6): Most respondents (67%) indicated that they had applied the knowledge and skills that they had learned in the training. Two respondents (33%) indicated that they had not yet had the opportunity to apply the knowledge and skills they learned. The survey also showed that all respondents believed that the knowledge and skills they had learned helped to decrease the risk of personal injury and injury to patients. Safe patient handling and mobility training utilizing simulation with an interprofessional approach was effective in promoting safety of nonmedical and family caregivers in the home setting. Based on the success of this program, more training opportunities should be implemented to improve patient and caregiver safety.

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Journal articles on the topic 'Kirkpatrick's four-level model'

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