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6. Evaluating Behavior

Kirkpatrick, Donald Berrett-Koehler Publishers PDF

Chapter 6

Evaluating Behavior

hat happens when trainees leave the classroom and return to their jobs? How much transfer of knowledge, skills, and attitudes occurs? That is what level 3 attempts to evaluate. In other words, what change in job behavior occurred because people attended a training program?

It is obvious that this question is more complicated and difficult to answer than evaluating at the first two levels. First, trainees cannot change their behavior until they have an opportunity to do so. For example, if you, the reader of this book, decide to use some of the principles and techniques that I have described, you must wait until you have a training program to evaluate. Likewise, if the training program is designed to teach a person how to conduct an effective performance appraisal interview, the trainee cannot apply the learning until an interview is held.

Second, it is impossible to predict when a change in behavior will occur. Even if a trainee has an opportunity to apply the learning, he or she may not do it immediately. In fact, change in behavior may occur at any time after the first opportunity, or it may never occur.

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26. Evaluating the Four Levels by Using a New Assessment Process: Army and Air Force Exchange Service (AAFES)

Kirkpatrick, Donald Berrett-Koehler Publishers PDF

Chapter 26

Evaluating the Four Levels by

Using a New Assessment

Process

This case study describes a new process for upgrading data collection methods for level 1 (reaction) and level 3 (behavior). It uses a team approach with a more structured and uniform approach to the assessment process. The approach will be used to evaluate all classroom courses; the exhibits will be of particular interest.

Army and Air Force Exchange Service (AAFES)

Steven Jablonski, Educational Support Manager

Dallas, Texas

The Army and Air Force Exchange Service (AAFES) brings a tradition of value, service, and support to its 11.5 million authorized customers at military installations in the United States, Europe, and in the

Pacific. For 109 years, AAFES has provided support to troops serving around the world. In recent years, it has provided support to the military fighting horrific forest fires in the continental United States, to our troops working the Olympic Games in Utah, and to U.S. and allied troops participating in Operation Enduring Freedom, Operation Joint Guardian, Operation Joint Forge, and Operations Northern and Southern Watch. AAFES was in the shadow of the impact site at the Pentagon and at Ground Zero in New York City supporting rescue efforts in the wake of the September 11 attacks. In 2003 through the present, AAFES has provided unfaltering support to our service

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Contents

Kirkpatrick, Donald Berrett-Koehler Publishers PDF
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11. Taking Action

Kirkpatrick, Donald Berrett-Koehler Publishers PDF

Taking Action

167

5. Put these first four steps together into an action plan. Get input from others. Do a good job of preparing it in the form of a business plan. Present it to senior executives, gain their enthusiastic approval (one hopes), and get to it.

TOP TEN MISTAKES

We thought it might be helpful to include the top ten mistakes leaders make when trying to transfer learning to behavior. Watch out for them as you develop and implement your action plan.

Number 10: Not linking and aligning incentives to desired behavior and subsequent results.

Number 9: Trying to do too much and not focusing efforts on mission critical behavior.

Number 8: Having the wrong kind of leaders, or the right kind in the wrong positions.

Number 7: Not providing adequate technology and system support.

Number 6: Not providing a balance of accountability and support.

Number 5: Not providing clear direction—vision, strategy, and expectations.

Number 4: Promoting a culture of employees who are discouraged from learning.

Number 3: Not developing action plans from a business consulting approach.

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13. Evaluating a Training Program for Nonexempt Employees: First Union National Bank

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Evaluating a Training Program for Nonexempt Employees

125

solidations, employees have the pressures that all this change has brought to bear. CARE is a one-day program devoted to the bank’s largest population, the nonexempt employees who have shouldered major responsibilities throughout this growth cycle at First

Union.

CARE is an acronym for Communication, Awareness, Renewal, and Empowerment.The learning objectives are:

• Increase self-awareness by use of self-assessment tools and group feedback.

• Increase understanding of communication styles and develop

flexibility in one’s own communication style.

• Increase communication effectiveness by exposure to and practice in assertiveness concepts and skills.

• Understand and implement the steps of goal setting as a tool in career renewal.

Input from employee focus groups was instrumental in developing the course design.

The program is offered on an ongoing basis for new employees.

The majority of CARE I training occurred in 1991. More than

10,000 employees have attended CARE I.

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