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Kirkpatrick Quick Tip Vol. 2 #29

Many training professionals wonder if their evaluation forms are asking the best possible questions to obtain the information they need to make good decisions. In fact, this is one of the most common reasons that people contact us.

Read on for practical tips on asking the "right" questions of your training graduates.

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Kirkpatrick Quick Tip Vol. 2 #28

Most training professionals do not question the importance and use of training evaluation data. Professionals vary widely, however, in terms of the quantity of data they gather.

How much data do you really need? Read this brief quick tip for some practical pointers.

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Kirkpatrick Quick Tip Vol. 2 #27

In this three-minute quick tip, Jim and Wendy explore the difference between trainer and learner-centered questions and how to shape your content to get honest responses from participants.

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By Jim and Wendy Kirkpatrick, T+D Magazine September 2012 Thanks to our contributors Rob LaVanway and Billy McLeod for their efforts to implement t...

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Kirkpatrick Quick Tip Vol. 2 #26

Honest evaluation data is critically important for accomplishing the three purposes of training evaluation: improving the program, improving on-the-job performance and contributing to organizational results.

Do you get the whole truth in your evaluations? Listen to these six sign that may indicate that you're not getting complete and honest feedback from your program participants.

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Kirkpatrick Quick Tip Vol. 2 #25

Missed Parts 1-5? Read them here

The training is complete and participants have returned to their jobs.

Do you let out a sigh of relief and turn your attention to the next training class? No! Training is the beginning, not the end.

After training, it's time to ensure that the required drivers that you and your stakeholders agreed upon during the planning phase get activated.

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Kirkpatrick Quick Tip Vol. 2 #24

Missed Parts 1-4? Read them here

Think about the last training class you attended.

  • Did the instructor create a clear vision of "what success will look like" if you learned and applied the content (Level 4 Results)?
  • Was it clear exactly what you were supposed to do as a result of attending the training (Level 3 Behavior)?
  • Did you know what support you would have when you got back to your job and attempted to apply your learning (Required Drivers)?
  • Were you told how your performance would be monitored and evaluated (Level 3 evaluation)?
In the same way that a civil engineer designs the signage and lighting surrounding a bridge, training professionals should show training participants exactly what is expected of them during and after training, and what support systems will be in place.

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Kirkpatrick Quick Tip Vol. 2 #23

Missed Part 1, Part 2 or Part 3? Read them all here

In the last quick tip we talked about performing a good needs analysis before diving in and developing training content. In this quick tip we discuss the importance of creating a plan for what will happen not just during training, but before and after it as well.

The phrase "training needs analysis" is dangerous, because it sets the expectation that the intervention will always be training. We prefer to say needs analysis, and use it in the context of a broader initiative or solution.

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