Training Evaluation Mistake #2

April 24, 2013

Thank you to the 947 people who have completed the Knowledge of Training Evaluation Strategy quiz. If you missed it, you can still take it now and see your results at the conclusion.

This week, we continue to address each question in the quiz and provide background information.

Training Evaluation Mistake #2: Not Concerning Yourself with On-the-Job Performance and Subsequent Results

Only 3% of the quiz respondents were fooled by the question on this topic. Nearly all of you realize that the role of training doesn’t end when the program or formal learning ends. In fact, that’s when the most critical time begins for creating and demonstrating organizational value.

Kirkpatrick Foundational Principle #4 says:

Value must be created before it can be demonstrated

Research suggests that as much as 90% of training resources are spent on the design, development and delivery of training events that yield 15% on-the-job application (Brinkerhoff, 2006). Reinforcement that occurs after the training event produces the highest level of learning effectiveness, followed by activities that occur before the learning event.

Currently, learning professionals are putting most of their resources into the part of the training process that produces the lowest level of business results. They are spending relatively little time on the pre-training and follow-up activities that translate into the positive behavior change and subsequent results (Levels 3 and 4) that organizations seek.

Formal training is the foundation of performance and results. To create ultimate value and ROE, however, strong attention must be given to Level 3 activities. To create maximum value within their organizations, it is therefore essential that learning professionals redefine their roles and extend their expertise, involvement and influence into Levels 3 and 4.

Practical Ideas for Getting Involved in On-the-Job Performance

  • Talk with managers during training program design to find out exactly what they want training graduates to be able to do on the job, in specific and measurable terms.
  • Talk about roles and responsibilities for support and accountability after training, which are typically shared by training and the business unit.
  • Set up a system of support and accountability after training while you are building the training program.
  • Discuss on-the-job expectations with training participants during the program, and explain what assistance will be available and how their performance will be monitored.
  • Ask training participants how they feel about performing the new behaviors when they return to work.
  • Check performance and progress towards goals on a regular schedule.
  • Make adjustments to the program and support as needed.

We would love to hear strategies you’ve used to get involved. Log in to leave a comment below.

Additional resources:

Kirkpatrick Four Levels® Evaluation Certification Program
Kirkpatrick Four Levels® Evaluation Certificate Program
Training on Trial
The Brunei Window Washer: Bringing Business Partnership to Life
Kirkpatrick Then and Now
Getting to Kirkpatrick Levels 3 and 4 (recorded webinar)
Roe’s Rising Star
Three Steps to Effectiveness

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