Eseryel and Kirkpatrick, A Comparison of Training Theories
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Despite more than $100 billion spent annually by industries in the United States, in Approaches to Evaluation of Training Deniz Eseryel (2002) maintains not more than "10 percent of these expenditures actually result in transfer to the job" (p. 4). Because of this there is a need to adopt more comprehensive programs of evaluation of training that use automated expert systems and take into account the need for multiple levels of evaluation in a collaborative process. One of the models of evaluation of training that is gaining considerable attention is the theory of evaluation developed by Kirkpatrick that extends goal-based evaluation models and "translates into four levels of evaluation...known as reaction, learning, behavior, and results" (Eseryel, 2002, p. 2). Kirkpatrick's goal-based, four-level model of evaluation of training is in contrast to modern systems approaches to evaluation of training that include the Context, Input, Process, Product (CIPP) Model and the Training Validation System (TVS) Model (Eseryel, 2002). This analysis will compare and contrast the CIPP and TVS Models systems approaches to evaluation of training with Kirkpatrick's goal-based, four-level Model. A conclusion will address the situational or contextual nature of utilizing evaluation of training models. In today's business environment, more focus than ever is being put upon evaluating the effectiveness of training and learning in the workplac
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or, "at best," at the learning level (p. 3). Research supports this contention related to the four-level goal-based model of evaluation of training. In a survey conducted by the American Society for Training and Development (ASTD), results showed that overall 93% of training courses are evaluated at Level One, 52% percent are evaluated at Level Two, 31% are evaluated at Level Three, and 28% are evaluated at Level Four (Eseryel, 2002).
Within the Kirkpatrick goal-based model there are four levels of evaluation, each growing more complex than the previous with various stakeholders involved at each level of the evaluation process. Kirkpatrick's model, developed in the late 1950s, provides a framework for evaluation of training across the following four levels:
1. Reaction; To gather data on participants' reactions at the end of a training program.
2. Learning: To assess whether the learning objectives for the program are met.
3. Behavior: To assess whether job performance changes as a result of training.
4. Results: To assess costs v. benefits of training programs.
(Eseryel, 2002, p. 3)
The final step, level four, is designed to measure organizational impac
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Approximate Word count = 1477
Approximate Pages = 6 (250 words per page)
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