Week 8 Discussion 1: Evaluation Methods Please Respond To Th

Week 8 Discussion 1evaluation Methods Please Respond To The Followin

Assume that you are the Director of Training for a large organization (school district, non-profit, or corporation) that has purchased a new network system with new programs for all staff to use. You have designed and developed (or purchased) four technology skills courses to support the new system. Discuss reasons for or against using a reaction survey following the training. Recommend at least two other effective ways to measure the effectiveness of the training. Provide a rationale to support your response.

In evaluating the effectiveness of training programs, particularly in a corporate or organizational setting, choosing the appropriate methods is crucial to ensure that training objectives are met and that staff can effectively utilize new systems or skills introduced. One common method used immediately following training sessions is the reaction survey. While reactions surveys provide quick insights into participants' satisfaction and perceived relevance of the training, they have limitations that can impact their overall utility.

Using a reaction survey immediately after training can be advantageous as it captures initial impressions, engagement levels, and perceived usefulness. Positive reactions often correlate with a higher motivation to implement learned skills and can help identify areas where the training content or delivery might be improved. For example, if staff express dissatisfaction or confusion about the new network system, the organization can promptly address these issues to facilitate better implementation.

However, there are also significant reasons against relying solely on reaction surveys. Primarily, they measure participants' feelings or perceptions rather than actual skill acquisition or behavioral change. Participants may report high satisfaction without truly understanding or being able to apply the new information, leading to a false sense of confidence in training effectiveness. Furthermore, immediate reactions may be influenced by extraneous factors such as trainer charisma or presentation style, which do not necessarily reflect long-term training success.

To obtain a more comprehensive evaluation of training effectiveness, organizations should consider additional methods beyond reaction surveys. One effective approach is the use of post-training assessments, such as quizzes or practical exercises, to measure knowledge retention and skill development. These assessments can be administered immediately after training and again after some time has passed to evaluate retention and application.

Another valuable method is behavioral observation or on-the-job performance evaluations. This involves observing staff as they apply new skills in their work environment or collecting supervisor feedback on their performance changes. Such observations provide concrete evidence of whether training has translated into improved job performance, which is the ultimate goal of most training initiatives.

Both assessment methods serve to create a more balanced view of training success, addressing the limitations of reaction surveys by focusing on actual learning and behavioral change. Combining these methods with reaction surveys ensures a comprehensive evaluation process that not only gauges participant satisfaction but also measures knowledge application and performance improvements over time.

In conclusion, while reaction surveys are useful for capturing immediate participant reactions, organizations should supplement them with assessments of knowledge retention and behavioral changes. This comprehensive approach allows for a more accurate evaluation of training effectiveness, ultimately supporting continuous improvement and successful implementation of new systems or skills within the organization.

References

• Blanchard, N. E., & Thacker, J. (2013). Effective Training: Systems, strategies & practice (5th ed.). Upper Saddle River, NJ: Pearson.
• Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The Four Levels. San Francisco: Berrett-Koehler Publishers.
• Noe, R. A. (2017). Employee Training and Development (7th ed.). McGraw-Hill Education.
• Guskey, T. R. (2000). Evaluating Professional Development. Corwin Press.
• McGehee, W., & Thayer, P. (1961). Training methods: A review and bibliography. D.C. Heath.
• Phillips, J. J., & Phillips, P. P. (2016). Handbook of Training Evaluation and Measurement Methods. Routledge.
• Birch, R. H. (2004). Training Evaluation: A Guide to the Evaluation of Training and Learning. Kogan Page.
• Baldwin, T. T., & Ford, J. K. (1988). Transfer of Training: Evidence for Invalidity of "Good" Training Criteria. Academy of Management Journal, 31(3), 470-486.
• Reardon, R., & Buchanan, J. (2017). Training Evaluation and Measurement: A Systematic Approach. Journal of Workplace Learning, 29(7), 526-540.
• Choo, C. W., & Kumar, S. (2017). Evaluative Techniques in Training Programmes. International Journal of Training and Development, 21(4), 347-362.