Going beyond Kirkpatrick's Training Evaluation Model: The role of workplace factors in distance learning transfer

Abstract

This article emanates from a longitudinal study of the impact of a distance education programme for teacher training on graduates' job performance, in which the authors built on the findings of a previous pilot study. After using Kirkpatrick's Training Evaluation Model in a previous study, one of the authors found there to be a strong relationship between graduates' completion of the programme and their performance at school. However, the model does not probe factors that impede on transfer of learning. Quite a number of the graduate participants indicated that they were faced with this problem. In order to further probe this phenomenon, the authors fused Baldwin's Transfer of Training Model with the second level of Kirkpatrick's model by using a mixed-methods enquiry. It became clear that the organizational climate of schools has a strong influence on the transfer of learning in the workplace. Suggestions are presented on how educators and school managers can work together effectively.

Transfer of Learning in a Distance Education Programme in South Africa

“…Overall, Khan, Mufti, and Nazir (2015) particularly cautioned that although many empirical research studies have been conducted in the field, researchers need to adhere to standard methodological principles and procedures (irrespective of the design)emphasis mine. 2017In the next section, the author discusses a suggested model, which emanated from previous research she has conducted in the field (Aluko 2009;Aluko and Shonubi 2014).…”

“…In the earlier study conducted by the author of this chapter, a strong call was made for a separate neutral study into the extent of support given to educators by their principals after their study and what opportunity trainees are provided with to put the experience they have gained to use (Aluko and Shonubi 2014). Evidence from literature then and at the time of writing this chapter shows the transfer of training remains a huge challenge for graduates (Aluko and Shonubi 2014;Baldwin et al 2017). Coupled with this is the dearth of literature and research into this aspect (CHE 2014;Baldwin et al 2017).…”

Measuring the Remode Entreprenurship Training Programme at Behaviour Level of Kirkpatrick Model in Aquaculture Industry

“…Thus, behaviour level is often complicated to evaluate because of time factor (Kong, 2016). On the other hand, reaction of Level 1 and learning of Level 2 are measures directly after the training event (Aluko, 2014, Al Shamsi & Alsinani 2018).…”

Evaluation of an Associate Degree Distance Program Based on Students’ Perceptions of the Program Components

“…Various researchers and educators have proposed different classifications and approaches on program evaluation (Erturk, 2013;Fitzpatrick, Sanders and Worthen, 2004;McNeil, 1996;Ornstein and Hunkins, 2004;Posner, 2004;Stake, 1967;Stufflebeam, 1971;Tyler, 2013;Usun, 2012;Yuksel and Saglam, 2014). For example, the Kirkpatrick model, one of the most well-known and used frameworks for the classification of program evaluation activities (Aluka and Shonubi, 2014;Tamkin, Yarnall and Kerrin, 2002), consists of four steps: Reactions, Learning, Behaviors (Attitudes) and Results (Sercek-Ozaltas, 2014). On the other hand, Fitzpatrick, Sanders and Worthern (2004) categorize the approaches to program evaluation in six groups: objectives-oriented, management-oriented, consumer-oriented, expertise-oriented, adversaryoriented, and participant-oriented approaches.…”