Boosting Training Effectiveness--Enabling Transfer of Learning
Kirkpatrick's and Jack Phillips's models of corporate training evaluation are widely used to assess the effectiveness of training programs.
These models consist of five levels, each with its own focus. Level 1 to 4 are typically considered traditional, while Level 5 (ROI) is less commonly applied due to its complexity.
1. Level 1 - Reaction/Satisfaction: This level evaluates learners’ satisfaction and perceptions of the training's quality. This information is gathered through surveys and feedback forms.
2. Level 2 - Learning: At this level, the focus is on assessing the knowledge and skills gained during the training. Assessments, tests, and other evaluations are used to measure the extent to which participants have acquired new competencies.
3. Level 3 - Behavior/Application: Level 3 evaluates the extent to which participants apply what they've learned in the workplace. Many training programs fail to effectively bridge the gap between learning and practical application.
4. Level 4 - Impact/Result: At this level, the focus is on assessing the impact of the training on organizational outcomes. This could include improved performance, increased productivity, reduced errors, or other relevant metrics.
5. Level 5 - ROI (Return on Investment): This is the highest level and it measures the financial return on investment from the training program. It calculates whether the benefits gained from the training outweigh the costs.
Level 3 is often seen as the weakest link due to the challenges in transferring learned skills to the workplace. It often stems from inadequate opportunity, motivation, or support for learners to transfer their newly acquired skills to their daily work.
To enable skills transfer, organizations can use a learning log to establish a performance contract and subsequent performance review between the learners and their respective immediate supervisors after training. The steps are as follows:
1. Performance Contract: The learner and their immediate supervisor jointly develop a performance contract. This document outlines specific performance goals related to the training and the expected application of new skills.
2. Regular Check-Ins: The learner and supervisor schedule regular check-in meetings to review progress. These meetings provide an opportunity to discuss the learning log, address obstacles, and make any necessary adjustments to the performance contract.
3. Feedback and Support: The supervisor plays a crucial role in providing feedback, guidance, and support to the learner. They can identify specific areas where the learner needs help and offer resources or coaching.
4. Performance Review: At the end of the agreed-upon period, a formal performance review takes place. For this review, the learner needs to produce tangible evidence of work done based on the performance contract.
The evidence can include reports, projects, completed tasks, or any other relevant work-related artifacts that demonstrate the application of the skills learned during training.
This review can help assess the success of skills transfer and make necessary adjustments for future training initiatives.
By implementing this method, organizations can strengthen the link between training and workplace application, making Level 3 more robust and ensuring that employees effectively utilize their newly acquired skills in their job roles.