Capratek Leadership Training Case Study
Evaluating CapraTek’s Leadership Training Program CapraTek is preparing for its upcoming leadership training, however there are several tasks still not completed. Our next step is to develop a plan to measure the effectiveness of leadership training. Define by Noe, training effectiveness refers to the benefits that the company and the trainees receive from training (Noe, p. 247). There are several reasons why employers evaluate training; furthermore, companies invest in training because learning creates knowledge, often this knowledge that distinguishes successful companies from one another, hence a competitive advantage. Based on Noe, “he believes a training evaluation provides a way
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There are six typology levels that employers used to develop a training outcome. The most popular level is the reaction outcome. In the reaction outcome, trainees’ perceptions of the program are measured based on the trainer, context, and the learning environment; additionally, reactions are useful for identifying what trainees thought was successful or what inhibited learning (Noe, p.252). For leadership training, behavior and skill-based outcomes will be used to evaluate training. The skill-based outcome is level three in Kirkpatrick’s framework for evaluation. Before level three can occur, level one and two must occur; additionally, when learning objectives are met and performance ratings offer good results the transfer of knowledge into behavior may not occur. For change to occur Kirkpatrick suggest these four conditions must happen: 1. The person must have a desire to change, 2. The person must know what do to and how to do it, 3. The person must work in the right climate, 4. The person must be rewarded for changing (Rouse, 2011). In this learning level, the development of technical and motor skills is the focus. Within this outcome, the characteristics of skill development include a goal orientation and linking of behaviors in a sequentially and hierarchically organized manner (Kraiger et. al., 1993). Ideally, trainees will be observed on their skill development in work samples, such as role play and
There are six typology levels that employers used to develop a training outcome. The most popular level is the reaction outcome. In the reaction outcome, trainees’ perceptions of the program are measured based on the trainer, context, and the learning environment; additionally, reactions are useful for identifying what trainees thought was successful or what inhibited learning (Noe, p.252). For leadership training, behavior and skill-based outcomes will be used to evaluate training. The skill-based outcome is level three in Kirkpatrick’s framework for evaluation. Before level three can occur, level one and two must occur; additionally, when learning objectives are met and performance ratings offer good results the transfer of knowledge into behavior may not occur. For change to occur Kirkpatrick suggest these four conditions must happen: 1. The person must have a desire to change, 2. The person must know what do to and how to do it, 3. The person must work in the right climate, 4. The person must be rewarded for changing (Rouse, 2011). In this learning level, the development of technical and motor skills is the focus. Within this outcome, the characteristics of skill development include a goal orientation and linking of behaviors in a sequentially and hierarchically organized manner (Kraiger et. al., 1993). Ideally, trainees will be observed on their skill development in work samples, such as role play and