Chief Learning Officer - August 2006 - (Page 36)

CO0806.qxd 7/19/06 10:09 AM Page 36 productivity Practical Tools Organizational Mark Morgan & Michael Abrams We 'r e all familiar with the classic questions we need to answer to measure the impact of training. D o n a l d K i r k p a t r i c k laid them out for us in the mid-1970s, a n d t h e y haven't changed since. L e v e l 1: D i d the trainees l i k e the training? Level 2: D i d the trainees learn what w e wanted them to learn? Level 3: D i d the trainees put n e w skills learned to use? Level 4: D i d the training have the desired impact on organizational results? Most organizations have a good grip on measuring at Levels 1 a vested interest in ensuring both that the and 2. But evaluating at Levels 3 and 4 is hard, almost impossi- impact of training car- ble, without organizational buy-in, so if your efforts are falling ries through to Level 4, somewhere short of optimal, it might not be entirely your and that the impact can fault. But it's still your job, and you'll need the infrastructure in be measured

Table of Contents for the Digital Edition of Chief Learning Officer - August 2006

Editor's Letter
Table of Contents
Taking the Lead
Best Practices
Learning Solutions
In Practice - U.S. GAO
In Practice - Army National Guard
CLO Profile
In Practice - PerkinElmer
Case Study
Human Capital
In Practice - Countrywide Financial Corp
In Practice - Siebel
Business Intelligence
Advertiser's Index
Editorial Resources
In Conclusion

Chief Learning Officer - August 2006