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11. Taking Action

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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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5. Evaluating Learning

Kirkpatrick, Donald Berrett-Koehler Publishers PDF

Chapter 5

Evaluating Learning

here are three things that instructors in a training program can teach: knowledge, skills, and attitudes. Measuring learning, therefore, means determining one or more of the following:

T

What knowledge was learned?

What skills were developed or improved?

What attitudes were changed?

It is important to measure learning because no change in behavior can be expected unless one or more of these learning objectives have been accomplished. Moreover, if we were to measure behavior change

(level 3) and not learning and if we found no change in behavior, the likely conclusion would be that no learning took place.This conclusion may be very erroneous. The reason no change in behavior was observed may be that the climate was preventing or discouraging, as described in Chapter 3. In these situations, learning may have taken place, and the learner may even have been anxious to change his or her behavior. But because his or her boss either prevented or discouraged the trainee from applying his or her learning on the job, no change in behavior took place.

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23. Evaluating an Information Technology Skills Training Program: The Regence Group

Kirkpatrick, Donald Berrett-Koehler Publishers PDF

Chapter 23

Evaluating an Information

Technology Skills Training

Program

This evaluation will be of special interest to readers who are looking for concepts, principles, techniques, and forms that they can adapt to similar programs.The case study measures the effectiveness of the program by evaluating at level 1 (reaction), level 2 (learning), and level 3

(behavior).The Questionmark Corporation provided software to assist in the evaluation. Be sure to read the “Summary” and “Recommendations” for ideas you may find useful.

The Regence Group

James C. Baker, e-Learning Specialist, Organizational

Development

Portland, Oregon

The Regence Group is the largest affiliation of health-care plans in the Pacific Northwest/Mountain State region. It includes Regence

BlueShield of Idaho, Regence BlueCross BlueShield of Oregon,

Regence BlueCross BlueShield of Utah, and Regence BlueShield (in

Washington). Collectively, these four plans serve nearly three million people in four states, with more than $6.5 billion in combined revenue as of January 2004.

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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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4. Evaluating Reaction

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Chapter 4

Evaluating Reaction

valuating reaction is the same thing as measuring customer satisfaction. If training is going to be effective, it is important that trainees react favorably to it. Otherwise, they will not be motivated to learn. Also, they will tell others of their reactions, and decisions to reduce or eliminate the program may be based on what they say.

Some trainers call the forms that are used for the evaluation of reaction happiness sheets. Although they say this in a critical or even cynical way, they are correct.These forms really are happiness sheets. But they are not worthless. They help us to determine how effective the program is and learn how it can be improved.

Measuring reaction is important for several reasons. First, it gives us valuable feedback that helps us to evaluate the program as well as comments and suggestions for improving future programs. Second, it tells trainees that the trainers are there to help them do their job better and that they need feedback to determine how effective they are.

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