Kirkpatricks Evaluation Of Training Management Essay

Kirkpatricks Evaluation Of Training Management Essay Kirkpatricks model of evaluation is being applied. This model consists of four levels of evaluation. The first level is the reaction level in which the reactions of the trainees are understood to mean the way in which they perceive and subjectively evaluate the relevance and quality of the training. It attempts to answer questions regarding the participants perceptions Did they like it? Was the material relevant to their work? This type of evaluation is often called a smileysheet. According to Kirkpatrick, every program should at least be evaluated at this level to provide for the improvement of a training program. At this level, evaluation measures the satisfaction of the people who followed the training. In conjunction with that, positive reactions are of critical importance in creating sufficient learning motivation. In this sense, the participants reactions have important consequences for learning (level two). Although a positive reaction does not guarantee learning, a negative reaction almost certainly reduces its possibility. Learning can be described as the extent to which the attitudes of the participants change, their knowledge increases or their skills are broadened as a consequence of the training. This is a second level of evaluation of learning behavior whereby evaluation is intended to measure the progress made in terms of knowledge, skills or attitudes. In other words, evaluation tests the participants to see whether new skills have been acquired. At this point, evaluation can relate to the method used to transfer the knowledge, skills and attitudes. To assess the amount of learning that has occurred due to a training program, level two evaluations often use tests conducted before training (pretest) and after training (post test). Assessing at this level moves the evaluation beyond learner satisfaction and attempts to assess the extent students have advanced in skills, knowledge, or attitude. Measurement at this level is more difficult and laborious than level one. Methods range from formal to in formal testing to team assessment and self-assessment. If possible, participants take the test or assessment before the training (pretest) and after training (post test) to determine the amount of learning that has occurred. A third evaluation level is that of changes in job behavior or performance. This involves studying the change in job behavior which takes place as a result of the training. Evaluating at this level attempts to answer the question Are the newly acquired skills, knowledge, or attitude being used in the everyday environment of the learner? At this point, evaluation sees whether tasks are performed differently before and after the training. In order for positive reactions and learning effects actually to lead to changed job behavior, the transfer of acquired skills to the work situation must especially be ensured. The quality of this transfer is strongly dependent on the support the participant receives after the training, especially from his immediate supervisor or coach. From a study by Bergenhenegouwen, which explain the low effectiveness of training courses, are found in this area in which immediate bosses who have more of a discouraging effect, who themselves do not set a satisfact ory example or provide insufficient supervision. For many trainers this level represents the truest assessment of a programs effectiveness. However, measuring at this level is difficult as it is often impossible to predict when the change in behavior will occur, and thus requires important decisions in terms of when to evaluate, how often to evaluate, and how to evaluate. Level four evaluation attempts to assess training in terms of organizational results. At this point, evaluation checks how the results are evaluated at the end of the training initiatives. An evaluation of the results therefore measures the progress made at organizational level. Frequently thought of as the bottom line, this level measures the success of the program in terms that managers and executives can understand increased production, improved quality, decreased costs, reduced frequency of accidents, increased sales, and even higher profits or return on investment (ROI). From a business and organizational perspective, this is the overall reason for a training program, yet level four results are not typically addressed. Determining results in financial terms is difficult to measure, and is hard to link directly with training. According to Kirkpatrick, the subject of evaluation or the level at which evaluation takes place is dependent on the phase during which the evaluation takes place. In Kirkpatricks four- level model, each successive evaluation level is built on information provided by the lower level. Assessing Training Needs often entails using the four-level model developed by Donald Kirkpatrick. According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next levels evaluation. Thus, each successive level represents a more precise measure of the effectiveness of the training program, but at the same time requires a more rigorous and time-consuming analysis. 3.2. Transfer of Training Training transfer generally refers to the use of trained knowledge and skills back on the job. Baldwin Magjuka mentioned that for transfer to occur, learned behavior must be generalized to the job context and maintained over a period of time on the job. Meanwhile, Saks Haccoun views training transfer is the generalization of knowledge and skills learned in training on the job and the maintenance of acquired knowledge and skills over time. According to the transfer of training framework by Saks Haccoun, the transfer of training activities could be segregated into three phases which is before, during, and after training to facilitate and improve the transfer of training. However, for the purpose of this study, only transfer of training after training is being applied. In this case, the management must ensure that trainees have immediate and frequent opportunities to practice and apply what they learn in training on the job. The management should also encourage and reinforce trainees application of new skills on the job. There are many other things that managers do to facilitate transfer such as develop an action plan with trainees for transfer and show support by reducing job pressures and workload, arrange practice sessions, publicize transfer successes, give promotional preference to employees who have received training and transfer, and evaluate employees use of trained skills on the job. The trainer should conduct follow-up or booster sessions following a training program. Trainers should maintain their involvement in the training and transfer process by conducting field visits to observe trainees use of trained skills, provide and solicit feedback and provide continued support and assistance to trainees. Trainees should be able to use new knowledge and skills on the job as soon and as often as possible. At the same time, trainees should meet with their supervisor to discuss opportunities for transfer. Trainees might also establish a network of peers who also attended a training program that can provide assistance and support each other for using their trained skills on the job. Trainees should also set goals for practicing their newly acquired skills on the job. 3.3. Factors Influencing the Effectiveness of Training and Development In the real world, there are some other factors that influence the effectiveness of training and development in an organization. One of them that have been identified by Haywood is the human resource policy of training and development. He mentioned that too many training program place emphasis on ease and the very purpose behind the design of programs namely, learning, skill development and behavioral change, has defeat the original purpose and goals of training are lost and the means all too readily becomes the end. Furthermore, the human resource policy would determine a clear link between training and an organizations career development and reward system in which training might leads to recognition and advancement. Indeed, the trainers capabilities as a subject matter expert would determine the effectiveness of training and development. Training programs can be trivialize if the organization hiring unqualified trainers that could defect the transfer of learning to the employees. In addition, employees attitude and motivation are one of the factors that might influence the effectiveness of training and development. Therefore, the positive attitude should be foster through the constant emphasis on team building program to enhance the employees motivational effort. In relation to this, the employees motivation in transfer and transfer climate are crucial to ensure the effectiveness of training and development. Finally, the commitment of top management to the training and development is critical to its success. Organizations whose top management view training as a way to meet organizational goals by making sure that employees take an active part in the delivery of training and in the planning of training objectives; and by maintaining a financial commitment to training.

The Fashoda Incident and the Berlin Conference

The Fashoda Incident The Fashoda Incident, also known as Fashoda Crisis, was the climax of a dispute between France and Britain, who were vying for territory in Africa, and both claimed control over a Sudanese outpost. At the end of the nineteenth century, the European powers were competing for control of Africa, hoping to extend their territory into the Sudan and the Great Lakes region. As the French extended eastward from the Congo, the British expanded south from Egypt.The disputes arose from the common desire of each country to link up its disparate colonial possessions in Africa. Great Britain’s aim was to link Uganda to Egypt via a railway from the Cape of Good Hope to Cairo, while France, by pushing eastward from the west coast, hoped to extend its dominion across Central Africa and the Sudan. In July 1898, a French expedition arrived at the Sudanese outpost of Fashoda on the Nile. After British General Herbert Kitchener's victory at Omdurman, he proceeded to Fashoda on orders from the British prime minister.Kitchener claimed the entire Nile valley for Great Britain, and, after several days, both parties withdrew peacefully. The solution to the conflicting claims was later worked out by diplomats in Britain and France, and it reflected the fact that Britain had an army in Khartoum, while France had no appreciable forces in the vicinity. France renounced all rights to the Nile basin and the Sudan in return for a guarantee of its position in West Africa. The Fashoda incident is seen as the high point of Anglo–French tension in Africa. Berlin conferenceA conference held in Berlin, Germany in 1884 to 1885 in order to regulate the trade and European colonialism in Africa during the New Imperialism period. The conference was held following a request by Portugal and organized by Otto von Bismarck, the first Chancellor of the German Empire. During the 70s and 80s of the 19th century, the European powers were interested in Africa to get trades right s and access to the valuable resources, such as gold, timber, land markers and labor powers. The major competition was between the British, Portuguese, French and Belgians.The participant countries at the Conference were: Germany, Austria – Hungary, Belgium, Denmark, France, UK, Italy, Netherlands, Portugal, Russia, Spain, Sweden – Norway and The Ottoman Empire. They wanted to work out policy for the division of Africa. The US was against the Berlin Conference because it didn’t want to be considered as a colonial power. The main points achieved were: – To end slavery and the slave trades. – The Congo Free States came under King Leopold’s control (Belgium). – All the European powers were given trade rights in the Congo Basin and other territories. The Niger River and Congo River were to be free for ship traffic. – If any of the participants claimed a part of the African coast, they had to notify the other participant. -The princ iple of Effectivity was one of the outcomes of the Berlin Conference. According to this principle each colonial power had to : – have treaties with the local leader – fly their flag – establish an administration -create a police force As a consequences of the Berlin Conference â€Å"The scramble for Africa† speeded up.

Positive And Negative Outcomes Of Economic Globalization

In this article, I review the literature on the positive and negative outcomes of economic globalization, and the impact on developed and developing nations. The findings indicate a strong trend in the belief that developed countries dominate in the world of international trade, as there resources ensure a competitive advantage over poorer undeveloped nations. In addition, it can be concluded that the great benefits of free trade, defined broadly as â€Å"free movement of goods, services, and capital across national boundaries (what I will call â€Å"economic interdependence† or â€Å"globalization†) is made possible by lower costs of transportation and telecommunications and the gradual liberalization of markets as countries negotiate reductions in tariffs, quotas, subsidies, and other barriers to trade†(Paul, 2015, pg 3), are mostly but not solely enjoyed by developed nations. However, there is a basic expectation in economic theory, that international trade wi ll allow for increased competition worldwide, thus will lead to greater productivity, higher wages and reduction in extreme poverty (Haase, 2012). Which arguably will benefit all nations, with developing nations being no exception. In stating this, there are many drawbacks of economic liberalisation that cannot be ignored: poverty, inequality, manipulation and closing of local industry. The studies highlight the positive and negative impacts globalisation and free trade have on both developed and developing nations. InternationalShow MoreRelatedThe North American Free Trade Agreement897 Words   |  4 Pagestook full swing and focused on an open economic market, and the creation of institutions. 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How to Avoid Scams and Choose Safe Online GED Classes

The old adage that you get what you pay for doesn’t necessarily apply to online GED certificates and online high school equivalency diplomas. There are scads of websites out there just waiting to take hundreds or even thousands of your dollars for a piece of paper with a foil star on it that no college or university is going to recognize. You will have paid your hard-earned dollars for something that’s good only for hanging on your wall or throwing in a drawer. GED Online GED is a test you can take to earn a high school equivalency diploma if you didnt take four years of high school classes. There are plenty of GED-related websites out there, but how do you know which online GED websites are trustworthy? Its actually pretty simple. Just follow these guidelines: Check out your library and state education department website to find recommended online GED prep sites. There are  real GED sites with free courses  and  practice tests  that are absolutely worth your while.  Be aware that while you may legitimately choose to pay a little extra for personal online support -- but you should never have to pay a prep site more than $25 a month at the absolute most.Be aware that the cost of taking the actual GED test is never more than about $150.Know that no legitimate site will offer a chance to take the actual  GED test online. Yes, there are computer-based sections of the test, but the test is ONLY offered at in-person testing sites. High School Diplomas Online There are a great many legitimate high school courses and accredited online high schools. Some of them are available to state residents free of charge, and you can learn about your local options through your states education departments website. You can also pay some accredited online schools and earn your high school diploma.There are some interested virtual schools out there that use gamified teaching tools, and some are both fun and legitimate. Its worth taking a look at whats available, but be absolutely sure your school of choice is accredited. It is important to know that websites like Kahn Academy offer terrific academic resources -- but do not necessarily offer actual diplomas. This means that while you might use their sites to help you learn, you will probably need to go elsewhere to earn your actually high school degree. GetEducated.com There is a website designed to help you determine which online learning sites are legitimate. GetEducated.com was founded in 1989 by Vicky Phillips, a psychologist, and educator. Her site includes a Diploma Mill Police page that allows you to check on any online institution you’re thinking about attending. Phillips also has a school finder and a page on financial help. Phillips says, â€Å"Don’t get ripped off. Get educated!† The Most Important Guideline to Remember Its important to realize that while you can study online for your GED/HSE, and take practice tests online, you cannot take the test online. Dont be scammed here. In 2014, the test was updated to computer-based, but this should not be confused with online. You still need to go to a certified testing center and take your test there, on a computer.