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Nine Strategies for Growing into Kirkpatrick's Model International Society for Performance Improvement Journal (October, 1998) Sometimes, it's money; sometimes, it's the system; sometimes, it's management. Whatever the reasons, implementing the application levels of a training evaluation model can be so daunting, we simply lack the will. We can, however, gather data now--quickly, and painlessly--that can provide the documentation we need to justify the costs of levels 2 and 3 evaluations. First, identify your goals for the next six months and manage your training by exception--spend resources only on those efforts which are the subject of customer complaints. We offer nine strategies you can start using tomorrow to gather data on the effectiveness of your training. Included are: end-of-course evaluations (level 1), post cards, e-mail, and the telephone to gather basic information. Then use mail, your HR department, and focus groups to gather more detailed information on the issues identified by the first feedback request.
Eleven Techniques to Jump-Start Performance Dialogue International Society for Performance Improvement Journal (January, 1998) The typical questions about performance issues and training put managers on the defensive by reflecting poorly on their competency to select and manage people. We need a model with verbal techniques to identify necessary performance information in a nonconfrontational manner. As performance consultants we must treat the manager as a customer to whom we are marketing a benefit. By using open-ended and probing questions such as "Just suppose" and "Just imagine," we invite the manager to envision a perfectly functioning organization. By asking the manager to determine the measurement of our success with an intervention, we make the manager the expert in his or her own unit's performance. By interviewing top performers, we give the manager credit for good performers. By using pre- and post-tests, we provide the manager with objective feedback. The way we ask our questions and the way we respond to answers determine our success in designing effective performance interventions.
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