Chapter 11 Part One: Assessing Learning Outcomes

Throughout the semester our class has engaged in how to present, develop, and assess a training plan. The process of training and development may almost seem complete; however chapter 11 will engage in understanding assessment and justifying the outcomes of the training session. In the beginning of the chapter it discusses a term called the “training assessment” which is similar to needs assessment, but it allows us to evaluate the outcomes of training session at the end of the session. For example, the Model of Assessment assures trainers that they have developed learning objectives, measured learning outcomes, and interpret assessment information. This model is a cycle and continuously repeats each stage in order to analyze room for improvement during a training session. Another important factor in understanding assessment is for two reasons. First, it ensures survival of the fittest. Survival of the fittest is basically what it implies; if a trainer cannot show value in the organization then they will not survive within that organization. Competition is always vast and low cost or laying-off employees is some organizations choice of survival to reach their accomplishments. Second, assessment is important for trainers to ensure quality remains consistent with organizational cultures and contemporary management philosophies. The second factor includes an important philosophy term totally quality management. Total quality management explains that doing the job is more efficient when there is a steady pace versus doing the job quickly and inadequately. If the training was not effective and the trainees did not learn the need of the session Kirkpatrick’s Level of Assessment reiterates four levels to evaluate starting from level one to four: reaction, learning, behavior, and results. Domain of learning is also important in understanding assessment. Affective learning focuses on: if the trainees valued the training content, new behaviors, the trainer, and did they like it enough to imply the new content and skills. All of these factors help trainers analyze if the training was effective and what tools helped motivate the trainees to learn the content and imply the new skills to the job. The tools for motivational and effective learning are both formal and informal. Formal tools would be the instrument use of surveys and questionnaires. Informal tools would be used more efficiently for a multiday program. A few other tools that can be used for feedback at the end of the training session is a flipchart page (to list likes on one side and changes on the other), sticky notes, index cards(ask participants to rate one to seven on the session of the day), and use text messages (to indicate work was well or changes he/she would like to see). Cognitive learning also need to be assessed in order to see if the trainees learned the need of the session. The domain of cognitive learning highlights the key point at the end of the training session, that trainees should leave new knowledge that can help them make better decisions. Cognitive learning assesses three domains that are important to training: Assess if trainees understand training content, if trainees can analyze and synthesize training content, and if trainees can evaluate the training content. Tools also must be acquired to assess cognitive learning. The following are tools that can be used to assess cognitive learning: multiple-choice exam items, matching exam items, and essay items. The cognitive tools help measure the outcomes and focus on the task the trainees are trying to achieve in the training session in different formats. By: Heather Plyler The following link is the article: Kirkpatrick's Four-Level Training Evaluation Model http://www.mindtools.com/pages/article/kirkpatrick.htm