Kirkpatricks Essay Download Pdf - Free Essay Example

Sample details Pages: 8 Words: 2355 Downloads: 4 Date added: 2017/06/26 Category Business Essay Type Analytical essay Did you like this example? Introduction Following the post-2008 worldwide economic slump, businesses have continued to keep a tight control on their costs and expenditure. At the same time, they have also sought to remain competitive in their markets by keeping abreast of the latest industry developments and progress. As such, senior executives have often come to see training and development, on the one hand, as one of a number of competing internal requests for investment. Don’t waste time! Our writers will create an original "Kirkpatricks Essay Download Pdf" essay for you Create order But, on the other hand, it is also the potential source of competitive advantage. As a result of this tension, HR business leaders are under increased pressure from senior managers to justify the value of training by providing supporting evidence, such as business cases and ROI forecasts. However, studies in recent years have suggested that fewer than five percent of organisations are able to provide any hard data on how their investment in learning and development has affected their bottom line (Bersin, 2013). Indeed, training managers in the corporate learning function have routinely identified measurement and evaluation as their top challenge (Bersin, 2006). This paper discusses the challenges of measuring the business impact of learning and development within organisations. It discusses the advantages and disadvantages of Donald L. Kirkpatricks four-level framework (1998) for evaluating the effectiveness of training programmes, before drawing conclusions about its relevance in to days economic environment. The tension between the benefit and cost of training also characterises the literature that investigates the relationship between training, human resource, employee performance and financial outcomes. Some argue that workplace learning is essential for an organisations competitiveness and believe that substantial investments should lead to improved performance and/or results (Salas Cannon-Bowers, 2001). Others, conversely, criticise training for not transferring to the job and being too expensive (Kraiger, 2003) and question the link between training and results criteria (Alliger et al, 1997). The contrasting opinions point strongly towards a lack of consensus, both practically and theoretically, about how to evaluate learning and development programmes. In order to understand the reasons for a lack of confidence in training evaluation, it is helpful to consider current practice. The best-known model for evaluating training programmes was developed by Donald Kirkpatrick in the late 1950s. A cursory glance at popular business websites today shows how his four-level framework continues to characterise training evaluation models today. The following section describes the model in more detail before discussing the benefits and disadvantages, which may underpin to the on-going cost-benefit debates. Kirkpatricks Four-Levels In his model, Kirkpatrick set out to evaluate the impact of training by assessing the following key areas: (1) reaction, or the extent to which learners were satisfied with the programme; (2) learning, or the extent to which learners took on board the course content; (3) behaviour, or the extent to which learners applied their knowledge in role; and (4) results, or the extent to which targeted outcomes were achieved, such as cost reduction, increased quality and productivity. Level One: Reaction Results at Level One are typically measured by means of post-training questionnaires which encourage participants to appraise criteria such as the topic, materials, and instructor. Reaction level evaluation is popular with training professionals as it is relatively easy to administrate and provides immediate information to managers and supervisors about how valuable participants found the programme. Indeed, Morrow et al (1997) describe how some professionals choose to rely solely on this level of evaluation. However, to use the reaction-level exclusively as an accurate measure of training effectiveness is to overlook its limitations. Smile sheets (Davis et al 1998) do not indicate the extent to which participants have internalised the programmes goals, nor do they offer direct insight into how the organisation will benefit from the investment. Indeed, participants subjective responses may be influenced by a wide variety of personal factors, from lack of interest in the topic, to pe rsonal problems and distractions. By responding to this level of feedback in isolation, organisations risk revising programmes needlessly (Aldrich, 2002). Clearly, organisations need to consider further, complementary levels of evaluation to generate a more holistic view of trainings impact. Level Two: Learning Learning results are frequently measured either by end-of-training examination, or by participants self-assessment about whether learning expectations have been met. Whereas the latter evaluation method remains open to criticism about participants subjectivity, the former does not necessarily indicate whether the participant can transfer and apply their classroom knowledge to the workplace. Indeed, research still quoted today suggests that only 10%-30% of training content translates to the workplace knowledge and skills (Ford Weissbein, 1997). As Wisher et al (2001) point out , data sources need to be unbiased, understandable and immune to irrelevant influences if they are to indicate accurately a training sessions effectiveness. Thus, Level Two, like Level One, remains a useful source of information, but is not substantiated by hard facts and therefore cannot be relied on exclusively as a measure of effectiveness. Level Three: Behaviour Kirkpatricks third level aims to measure the continuity between learning and practice by assessing how training participants apply their new knowledge and skills in the workplace. Traditionally, this would have been measured subjectively by supervisors, whose evaluation skills and working relationships with the employee would inevitably vary greatly. However, increasingly, technological solutions are used to assess objectively and consistently whether a participant can apply their knowledge and skills to perform tasks, take actions and solve problems (Galloway, 2005). As technology advances, it is likely that these indicators of proficiency and competency will become more sophisticated and accurate. Thus, Level Three evaluation attempts to address the barriers to transfer that Levels One and Two both neglect. In doing so, it contributes to an organisations understanding of the strengths and weaknesses of its training and development process. It permits the identification of success ful participants one the one hand, and, on the other, creates the opportunity to reinforce important points to those who have not grasped them. As such, Level Three evaluation begins to indicate how well training is aligned with certain organisational goals and the likelihood of achievement (Phillips, 1994). Level Four: Results Evaluation at Kirkpatricks fourth level aims to produce evidence of how training has a measurable impact on an organisations performance. Hard data, such as sales, costs, profit, productivity, and quality metrics are used to quantify the benefits and to justify or improve subsequent training and development activities. For business leaders, this is arguably the most important level of evaluation. Yet, it is also the most difficult level to understand, define and execute well. As Wile (2009) points out, the challenge is to connect the results specifically to the training. Not only is it necessary to identify the most relevant measures, but it is also essential to attribute any change in those measures to the intervention of training. Discussion Kirkpatricks model is relatively simple to understand and presents a useful taxonomy for considering the impact of training programmes at different organisational levels. As discussed above, there are risks and weaknesses to using the individual levels in isolation. However, Kirkpatrick did not mean for the framework to be so used. Rather, each level of evaluation is intended to answer whether a fundamental requirement of the training program was met, with a view to building up a picture of the whole-business impact of the training. All levels are important as they contain diagnostic checkpoints for their predecessors enabling root cause analysis of any problems identified. For example, if participants did not learn (Level Two), participant reactions gathered at Level One (Reaction) may reveal barriers to learning that can be addressed in subsequent programmes. Thus, used correctly, the evaluation framework can benefit organisations in a number of ways. Firstly, the evaluation f ramework can validate training as a business tool. Training is one of many options that can improve performance and profitability. Proper evaluation allows comparisons and informed selection in preference to, or in combination with, other methods. Secondly, effective evaluation can justify the costs incurred in training. When the money is tight, training budgets are amongst the first to be sacrificed. Only by thorough, quantitative analysis can training departments make the case necessary to resist these cuts. Thirdly, the right measurement and feedback can help to improve the design of training. Training programmes need continuous improvement and updating to provide better value and increased benefits. Without a formal evaluation, the basis for change is subjective. Lastly, systematic evaluation techniques can allow organisations to make informed choices about the best training methods to deliver specific results. A variety of training approaches are available at different prices w ith different outcomes. By using comparative evaluation techniques, organisations can make evidence-based decisions about how to get the most value for money, and thereby minimise the risk of wasting resources on ineffective training programmes. Despite its popularity, Kirkpatricks model is not without its critics. Some argue that the model is too simple conceptually and does not take into account the wide range of organisational, individual, and design and delivery factors that can influence training effectiveness before, during, or after training. As Bates (2004) points out, contextual factors, such as organisational learning cultures and values, support in the workplace for skill acquisition and behavioural change, and the adequacy of tools, equipment and supplies can greatly influence the effectiveness of both the process and outcomes of training. Other detractors criticise the models assumptions of linear causality, which assumes that positive reactions lead to greater learn ing, which in turn, increases the likelihood of better transfer and, ultimately, more positive organisational results (Alliger et al, 1997). Training professionals also criticise the simplicity of the Kirkpatrick model on a practical level. Bersin (2006) observes how practitioners struggle routinely to apply the model fully. Since it offers no guidance about how to measure its levels and concepts, users often find it difficult to translate the models different initiatives. They are often obliged to make assumptions and leaps of logic that leave their cost-benefit analyses open to criticism. Most are able to gather Level 1 and Level 2 feedback and metrics with relative ease, but find the difficulty, complexity and cost of conducting an evaluation increases as the Levels advance and become more vague. Bersin claims that only five per cent of organisations measure ROI (and they do so for a small percentage of their programs) and fewer than ten per cent regularly measure business imp act. Paradoxically, therefore, it is precisely the elements that Heads of Learning and Development want to measure, that they end up measuring the least. On a more fundamental level, some have taken issue with the content of Kirkpatricks model. Philips (1994), for example, adds a fifth level to the framework in order to address the recurring need for organisations to measure return on investment in training and development activity. Bersin (2006) goes further still and calls into question the overall relevance of Kirkpatricks framework as a means of measuring the business impact of training. He argues that the model fundamentally overlooks the role of learning and development as a business support function. Whilst it is appropriate for business critical lines to be measured according to the outputs for which they are directly accountable, e.g. revenue, profit or customer satisfaction, it is not reasonable to measure HR and Training by the same means. Since these non-revenue-gener ating functions exist to support strategic initiatives and to make business lines run better, their business impact needs to be measured differently. Since Kirkpatricks model overlooks this, practitioners who attempt to apply it to their business activity end up spending large amounts of time and energy trying to evaluate direct business impact, where there is only indirect responsibility. Conclusion Kirkpatricks four-level framework is a simple, flexible and comprehensible means of evaluating the business impact of training. Its enduring influence on evaluation methods used by training professionals today is a testament to its adaptability and practicality. However, evidence suggests that most organisations succeed only partially in executing all levels of measurement. By focussing on the reaction and learning levels, they rely on subjective participant-related feedback at the cost of assessing the full impact at the organisation-level. Confusion about precisely what to measure at the higher levels, and how to do so, further detracts from evaluation. Thus, although Kirkpatrick provides a useful point of reference for evaluating the business impact of learning and development, its limitations are evident from training professionals on-going call for a simple, repeatable, standardised measuring process that is more flexible, scalable and business orientated. References Aldrich, C. (2002) Measuring success: In a post-Maslow/Kirkpatrick world, which metrics matter? Online Learning 6(2), 30-32 Alliger, G. M., Tamnenbaum, S. I. ; Bennett, W. Jr. ; Traver, H. and Shotland, A (1997) A meta-analysis on the relations among training criteria. Personnel Psychology 50, 341-358 Bates, R. (2004) A critical analysis of evaluation practice: the Kirkpatrick model and the principle of beneficence Evaluation and Program Planning 27, 341-347 Bersin J., (2006) High-Impact Learning Measurement: Best Practices, Models, and Business-Driven Solutions for the Measurement and Evaluation of Corporate Training. [Online] Available from https://www.bersin.com Bersin by Deloitte. (2013) The Corporate Learning Factbook 2013. [Online] Available from https://www.bersin.com Davis, A., Davis, J., Van Wert, F. (1998) Effective training strategies: A comprehensive guide to maximising learning in organisations. Philadelphia: Berret-JKoehler Ford, J. K. Weissbein, D . A., (1997) transfer of training: An updated review and analysis. Performance Improvement Quarterly 10(2), 22-41 Galloway, D. L. (2005) Evaluating distance delivery and e-learning: Is Kirkpatricks Model Relevant?. Performance Improvement 44(4), 21-27 Kirkpatrick, D. L. (1998) Evaluating training programmes. The four levels. Philadelphia: Berrett-Koehler Kraiger, K. (2003) Perspectives on training and development. In W. C. Borman, D. R. Ilgen, R. J. Klimoski (eds.), Handbook of Psychology: Industrial and Organisational Psychology (pp. 171-192) Hoboken: Wiley Morrow, C. C., Jarrett, M. Q. Rupinski, M. T. (1997) An investigation of the effect and economic utility of corporate-wide training. Personnel Psychology 50, 91-119 Phillips, J. J., (1994) Measuring return on investment, Alexandria: American Society for Training and Investment Salas, E. Cannon-Bowers, J. A. (2001) The science of training: A decade of progress. Annual Review of Psychology 52, 471-499 Wile, N. (2009) Kirkpatrick four level evaluation model. In B. Hoffman (ed.) Encyclopaedia of educational technology. [Online] Available from https://eet.sdsu.edu Wisher, R. A. , Curnow, C. K., Drenth, D. J. (2001) From student reactions to job performance: A cross-sectional analysis of distance learning effectiveness. Proceedings of the 17th Annual Conference on distance teaching and learning. (pp. 399-404) Madison: Wisconsin University

The Pomegranate Tree in The Kite Runner Essay - 1313 Words

The Kite Runner is a novel of a Sunni Muslim, Amir, and a Hazara boy, Hassan. Hassan is the son of Amir’s father’s servant. Amir and Hassan spend their childhood days playing with one another in the streets of Kabul. Amir’s father, Baba, as referred to in the novel, loves both of the boys equally. Although, Amir believes that Baba loves Hassan more than himself. Amir struggles to find understanding from Baba for killing his wife during childbirth. Amir strives to make him proud. The Hazara boy, Hassan, finds himself often in trouble protecting Amir, and questioning whether Amir would do the same for him. Over twenty years after Amir left Kabul, and his childhood friend, Hassan, Amir returns to Kabul to find his brother dead by the†¦show more content†¦28). As Amir read Hassan stories, their bond became greater because they both shared the love for the enchantment of the words that the books provided. They never shared a physical relationship, b ecause the words that they shared is what filled their bond as friends. As Amir and Hassan’s relationship grew, so did the pomegranate tree because the tree was given plenty of nutrients by the healthy soil. The boy’s relationship also grew by the â€Å"nutrients† provided by the stories. This motif is used differently in this part of the novel because it is the building, and unchanging evidence of their friendship, â€Å"Amir and Hassan, the sultans of Kabul,† they once carved into the pomegranate tree (pg. 27). I believe that this was the moment when the boy’s relationship became parallel to the life of the pomegranate tree. This was the moment when the motif was proven evident to their friendship, and the sustainability of it, and the health of the tree. Amir and Hassan’s friendship is flourishing as they share the stories told by Amir. Their relationship was spiritual in the way that they never fought, but kept their hands to one another and supported each other in a non-physical way. In the middle of The Kite Runner, Amir is in the process of throwing the pomegranate fruits at Hassan, hoping that Hassan would react and throw them back as well. HassanShow MoreRelatedEssay On The Pomegranate Tree In The Kite Runner735 Words   |  3 PagesThe sultans of Kabul, Amir, and Hassan, a bond that gets overturned by societal conflicts. In the novel The Kite Runner, the author Khaled Hosseini portrays the life of Amir and Hassan in Afghanistan. Hosseini explores how Amir neglected Hassan as a friend, and it wasn’t until when Hassan died, he noticed then what he had lost. Suggesting that friendships shouldn’t be taken for granted as it can create a loss. 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Coaching in the Workplace Free Essays

DEVELOPING COACHING SKILLS FOR THE WORKPLACE ACTIVITY 1 Introduction In this report I will describe two types of coaching and how coaching can be directive and non-directive. Also, I will explain two differences between coaching and other learning and development methods. I will identify 3 benefits of coaching to the organization and an explanation of 3 ways that coaching can be used to meet organization objectives. We will write a custom essay sample on Coaching in the Workplace or any similar topic only for you Order Now Moreover, I will explain the meaning of coaching culture and therefore 2 options for developing it within an organization. And in conclusion, I will identify 3 advantages and 3 disadvantages of developing in house coaching. 2 types of coaching * Sports Coaching: This is what many people think of when they hear the word â€Å"coach†. A â€Å"player† is helped to develop their skills by a â€Å"coach†. On the other hand, the term sports coach encompasses a wide range of roles and approaches, from the football manager on the touchline, through one-to-one coaches for athletes and players, to specialist coaches for fitness and health. There are also coaches who focus on the ‘mental game’, helping sports players fine-tune their psychological preparation for high-pressure events. * Executive coaching: is a form of business coaching which is typically aimed at developing senior managers, directors and key players within a business setting. It may enhance current performance, taking skills and abilities to a new level and help individuals adapt to new situations or it may address poor performance. This type of coaching may also be termed Leadership Coaching or Performance Coaching as it tends to target the same audience and similar issues. How coaching can be directive and non directive? 1. Directive: Is where the coach offers you solutions, tools and techniques for moving forward. You may like to be offered solutions however the danger is that the solution may not be appropriate for your situation and consequently may not feel fully committed to the solution provided. 2. Non-Directive: Is coaching in the true sense of the word where the coach simply asks you questions to allow you to find your own solutions. A on-directive coach will certainly not offer you advice and rarely even give you suggestions, although through skillful questioning they will help you to see your situation from a different perspective, gain clarity, uncover options, challenge inconsistencies and hold you accountable to your actions. 2 differences between coaching and other learning and development methods Other learning and development method chosen has been counseling that it means to give advice to someone. It’s a process in which a per son is helped to explore the situation and find solution or answers for a problem. Therefore, counseling can be used to address psychosocial as performance issues and coaching does not seek to resolve any underlying psychological problems. It assumes a person does not require a psycho-social intervention. By counseling, the goal is to help people understand the root causes of long-standing performance problems and issues at work and by coaching, the goal is to improve an individual’s performance at work. 3 benefits of coaching * Greater aware about the company objectives * Better communication within teamwork Gives the purpose and vision to go ahead to the good way 3 ways that coaching can be used to meet organizational objectives * An improvement of the personal performance improves organizational performance with an increase of benefits * Improved cross functional interaction and efficiency. People do business with people and that means a better result of sales. * Greater efficiency through less fractious relationships and sulking and that improves staff r etention and a creation of a great place to work. Many people would like to work to the company. Coaching Culture * It’s an organizational setting in which not only formal coaching occurs, but also, most or a large segment of individuals in the organization practice coaching behaviors a means of relating to, supporting and influencing each other 2 options for developing a coaching culture within an organization: * Training and developing house coaching: deliver training entirely in house or through fund payment of a consultant to deliver training to some employees as coaches. Basically it’s the internal coaching creates and designed in the company. Buying in coaching expertise: deliver coaching through external coaches’ experts and independents of the company. 3 advantages of developing in house coaching * Cost and available resources (cheaper) * Knowledge of business and industry (vision of the company goals, about what’s going on) * Can be flexible (any moment and any situation) 3 disadvantages of developing in house coaching * Confidentiality (with out prejudice to the good faith contract of the company) * Willingness to open up (no feel comfortable) * Qualifications and experience (risk bad coaching habits) How to cite Coaching in the Workplace, Papers

Charles Mingus and Civil Rights free essay sample

Minus was one of the most Influential and groundbreaking Jazz musicians and composers of the sass and sass. The virtuoso bassist gained fame in the sass and sass working with such jazz greats as Louis Armstrong, Duke Longtime, Charlie Parker, Art Datum, and many others. His compositions pushed harmonic barriers, combining Western-European classical styles with African-American roots music.While examining his career Is valuable from musical standpoint, his career also provides a powerful view of the attitudes of African-American jazz musicians (and Black America as a whole) towards the racial inequalities in America during that mime. In addition to being a successful musician, Minus was a very outspoken social commentator. Through his music, Minus expressed the frustrations of African- Americans and supported Black Nationalism. Racial prejudice began to affect Minus at a very young age. Minus grew up in the racially diverse Watts area of Los Angels.HIS father was half-black, half white and his birth mother was half-black and half-Chinese. We will write a custom essay sample on Charles Mingus and Civil Rights or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Minus had very light colored skin, which made him a target for prejudice from the darker African-Americans, the Latino, and the whites. Los Angels during the sass and sass experienced a sort f segregation that was not too unlike the situation in the Deep South. Minings father denounced his own Black Identity and attempted to run his family In a respectable manner that conformed to white standards. One of the ways his father attempted to keep his family respectable was to require that his children study classical music.Minus played trombone briefly and then moved on to the cello. The young Minus proved to be very talented and eventually Joined the Los Angels Jar. Philharmonic. He aspired to play for the Los Angels Philharmonic and to become a classical composer. Unfortunately, the music Industry was not Immune to the racial inequalities of the sass. It was nearly impossible for an African-American to land a spot in a major symphony orchestra or to find studio work during this time. Noticing his extreme talent, an experienced African-American musician told Minings father: Why dont you get him a bass?Because at least a black man can get employment with a bass, because he can play our music (Cantors, 200). The man was referring to jazz and blues. While black jazz musicians had to conform to white standards to become financially successful, Jazz as still something that belonged to African-American culture. Minus picked up the bass and began studying jazz and continued to study classical music. The sass marked the start of his professional career as a Jazz bassist. He got his first big playing with the Barney Bigger Big Band in 1942. Minus was just 20 years old. Soon Minus was touring with Louis Armstrong and playing with Lionel Hampton. Even though he had turned Tacoma to avoid segregation, it was still affecting his career. Segregated musicians unions In California reserved the better paying nightclub gigs for white musicians. This decade also marked the beginning of Minings political activism. Minus was a member of the desegregated branch of the Los Angels segregated and denied membership to non-whites. Minus fought to integrate this branch during the sass. The two branches merged into a single, non-segregated branch in 1953 due to his efforts. In 1952, Minus started an independent record label called Debut with drummer Max Roach. The idea behind the label was to have greater control over their own artistic production and to free themselves from the white controlled industry. By the sass, mainstream media dominated American ultra. This media preached white, suburban values and minorities were expected to conform to them. Starting his own record label and recording studio was a sort of declaration of independence for Minus. Debut allowed Minus to fully express himself.He saw Jazz as not merely popular dance music, but as a legitimate art-form in the same vein as classical music. He begins to interweave the two genres. His music featured written out structures, composed solos, and counterpoint mixed with jazz melodies and rhythms. He was criticized for tainting African-American Jazz with white classical music. However, his philosophy was that music is one2 and it need not be labeled or have racial connotations. One of his first releases on Debut was a song entitled Eclipse. This was a social-commentary piece, inspired by Billie Holidays Strange Fruit. The lyrics describe the troubles an inter-racial couple experience: Eclipse, when the moon meets the sun, Eclipse, these bodies become as one. People go around, Eyes look up and frown, For its a sight they seldom see. Some look through smoked glasses Hiding their eyes, Other think its tragic, Sneering as dark meets light. But the sun doesnt care And the moon has no fear For destiny making her choice. Eclipse, the moon has met the sun. Eclipse, these bodies have become one. (Minus, 1992) Minings piece differs from Holidays, however. Strange Fruit deals with segregation and Jim Crow laws. Eclipse speaks more about white, suburban conformity and how the couple is looked down upon merely because theyre breaking the norm. The way this piece blends classical and Jazz elements is a metaphor for the couple in the lyrics. It is also an effort by Minus to eliminate racial inequality in music and in society in general. The arrest of Rosa Parks on December 1st, 1955 was one of the most critical moments in the Civil Rights Movement. It might not be such a coincidence that Minus releases his most socially relevant album only 2 months later. Deader. The title track on this album is meant to be a commentary on race relations in the US during that time. It is also the beginning of Minings shift towards Black- Nationalism. Let is a metaphor for the African-American struggle for equality. The structure of the tune was very experimental for the time. The piece alternates from structured material and chaotic improvisation. The tune is broken into 3 sections; A, B, and C. The A section features composed melodies, played in unison, and it follows classical European harmonistic.The B section breaks from this structured idea and goes into a collective improvisation and brings out blues inspired inflections. The C section goes into complete chaos with wild, atonal improve meant to mimic human screams and animal calls. The A section is meant to represent a tyrant oppressor and his attempts to suppress his enslaved subjects. The B section represents the empowerment of the enslaved and their attempts at freedom. The chaos of the C section is meant to imply the destruction of the oppressor by the no free slaves.The premise behind this tune goes in line with the political consciousness of the Jazz community and their contributions to the Civil Rights Movement. Jazz musicians used their music as a form of non-violent protest that adhered to the ideals of the Civil Rights Movement. Minus felt it was his duty as a Jazz musician to speak out against injustice through his music and speech. Minus Ah Jim (1959) marks the point when Minus drops all white, classical influence from his music. This album draws all its inspiration from the very roots of African-American music.Minus brings out Negro spirituals, gospel music, and work songs on this album. His goal for this album was to give Jazz back to African-Americans. He wanted to strip it of all white influences and make it a purely black art form. He had become so disheartened with the racial situation in America that he had to abandon his previous philosophy of music is one. This album features Minings most politically charged tune. Fables of Faustus comments on Arkans