Training Development and Training Evaluation

Question 1

List and describe the 4 levels of training evaluation discussed in the Alliger/Kirkpatrick framework.

Answer 1

1. Reaction: Trainee reactions to the training program usually collected on a survey
   • Satisfaction with the training
   • Evaluations of amount learned
   • Clarity of objectives
   • Evaluation of length and content
   • They may have nothing to do with how much was learned.
2. Learning: Measure of the trainee’s learning measured by learning objectives
   • Linked to teaching knowledge, skills and attitudes
   • Often assessed by a post training test
   • Text guide, pictorial guide, description and online tutorial
3. Behavior: On-the-job performance
   • Training for a better performance
   • Several problems: Problems with lack of transfer of training, measuring aspects of performance not related to training, focus measures on changes, training is focused on very low base rates difficult to measure
4. Results: organizational outcomes (e.g. morale, cost, turnover, shrinkage)
   • Organizations invest in training to get good things for the organization: increase employee satisfaction, increase revenue, reduce accidents
   • Represent questions for training effectiveness

Question 2

Define negative transfer of training and give an example.

Answer 2

The situation where training actually interferes with specific aspects of job performance. An example would be when you learn something prior to getting a different system, so what you learned is no longer helpful, and may interfere with performance. For example training to use a certain keyboard layout but some keys have changed spots.

Question 3

Describe two methods for determining training needs. Give a brief example of how it might be used.

Answer 3

• Cognitive Task Analysis (CTA): Specify the difference between expert and novice performance. We can use CTA by having experts and novice talk aloud a procedure. We can then use the differences between them in specifying goals, mental models, and using cognitive resources to then describe factors of effective performance. This helps us find determinants of performance seeing which ones related to experts and which determinants are missing in novice for training to be done.
• Critical Incident Method: Use samples from incumbents and from management. This can help see information that workers can’t, and we can use the results to decide which training needs to teach

Question 4

What are the 6 stages of instructional systems design (also called the training development process)?

Answer 4

1. Determining training needs
2. Specifying training objectives
3. Specifying training content
4. Specifying instructional methods and training media
5. Deliver training
6. Training evaluation