培训评估之柯氏四级培训评估模式.pptVIP

Kirkpatricks four-levels treats evaluation as an end of the process activity. Whereas the objective should be to treat evaluation as an ongoing activity that should begin during the pre-training phase. Actually, this criticism is inaccurate. For example, The ASTD Training — Development Handbook (1996), edited by Robert Craig, includes a chapter by Kirkpatrick with the simple title of “Evaluation.” In the chapter, Kirkpatrick discusses control groups and before and after approaches (such as pre and post-tests). He goes on to discuss that level-four should also include a post-training appraisal three or more months after the training to ensure the learners put into practice what they have learned. Kirkpatrick further notes that he believes the evaluations should be included throughout the training by getting evaluations not only during each session or module, but also after each subject or topic. The four-levels of evaluations mean very little to the other business units One of the best training and development books out is The Six Disciplines of Breakthrough Learning by Wick, Pollock, Jefferson, — Flanagan (2006). They offer perhaps the best criticism that I have seen — “Unfortunately, it is not a construct widely shared by business leaders, who are principally concerned with learnings business impact. Thus, when learning leaders write and speak in terms of levels of evaluation to their business colleagues, it reflects a learning-centric perspective that tends to confuse rather than clarify issues and contribute to the lack of understanding between business and learning functions.” There are three problematic assumptions of the Kirkpatrick model: 1) the levels are not arranged in ascending order, 2) the levels are not causally linked, and 3) the levels are positively inter-correlated (Alliger and Janak, 1989). The main problem with the paper is that it puts no limits on what is training and what is not training. For example, they include spirit-building, incul