Evaluating the Effectiveness of Leadership Development Program

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Evaluating the Effectiveness of Your Training
Kirkpatricks 4 Levels
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Is the training program a quality program? Does
it follow...

• The Principles and Process of Good Training
  Development Delivery
• Training Needs Assessment
• Establish Learning Objectives
• Content
• Delivery
• Evaluation

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National Institute of Corrections
ModelInstructional Theory Into Practice (ITIP)
Training Cycle
Needs Assessment
Evaluation
Set Performance Objectives
Deliver Training
Design Training
Train Instructors
Pilot Test
Revise
Evaluation
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Assessment of Training Needs

• In order to be effective, a training must be
  based on the needs of the trainees, and the
  needs or goals of the organization.
• Identify The Gap -- between what skills
  employees actually have --and what they should be
• Who should determine need for training?
  Management, trainees themselves, co-workers,
  specialists in the field,

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Needs Assessment Sample Questionnaire
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Establishing Learning Objectives

• Skills-based or competency-based objectives
• Knowledge-Based objectives more likely to
  include what the learner will understand or be
  able to explain
• Attitudes individual attitudes needed to fully
  perform

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Learning Objectives

• Competency goals should be
• Behaviorally anchored
• Observable
• Forward-thinking
• Discrete
• User-friendly
• Example Supervisor frequently gives accurate and
  specific feedback to subordinates about their
  performance.

Hackett
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Training Content

• Does content meet best practices established by
  leading organizations in the field of juvenile
  confinement? (NIC, NJDA, CJCA, NCCHC)
• Does the content cover the needs of staff?
• Does it accurately reflect local policies and
  procedures?
• Is the content timely? Does it reflect current
  research and theory?

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Training Delivery

• Meets the needs of all learning styles
  active/kinetic, visual, social, audio
• Covers all parts of the learning cycle
  perceiving, reflecting, applying, creating
• Organized presentation
• Positive learning environment
• Empathetic, knowledgeable, professional trainers
• Et cetera

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Training Evaluation Does the training actually
work?

• Does the training leave your staff feel more
  motivated, more confident, more knowledgeable?
• Does the training affect the way staff do their
  job? How are youth affected by the change?
• Is it causing the change in staffs performance
  that we want? To the degree that we want?

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Evaluating Training Effectiveness Kirkpatricks
4 levels

• Level 4 Results

Level 3 Behavior Change
Level 2 Learning
Level 1 Reaction
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Level 1 Evaluation Reaction

• Training Evaluation
• Did you like this training?
• Was the material relevant to your job?
• Was the trainer knowledgeable?
• What do you think was the most important thing
  you learned?
• Are the handouts helpful?
• Comments _______________

A positive reaction does not guarantee learning,
but a negative reaction almost certainly reduces
its possibility.
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Level 2 Evaluation Learning
Other methods can be less formal, such as trainer
observations during practice, team assessments,
or self-assessments.
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Level 3 Evaluation Behavior Change on the Job

• Guidelines
• Use a control group if practical
• Evaluate both before and after the training if
  possible
• Survey and/or interview people who can observe
  the behavior
• Get 100 percent response or a random sampling
• Repeat the evaluation at appropriate times
  including after allowing a time lapse

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Level 3 Evaluation continued Example questions
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Level 4 Evaluation Organizational Impact

• Measures broad-based changes in areas that are
  important to the agency as a whole, such as
• decreased legal costs
• Safety improvements
• Increased arrests
• Compare measures before and after training.
• Complicated and Expensive

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Sample results of a Level 4 Evaluation

• Change in use of physical restraints as measure
  of Behavior Management training

Number of incidents