Systematic performance improvement – refining the space between learning and results

Abstract

Planned learning can be applied to a range of education and training interventions and events in an organization. Its value can be directly measured through observable performance improvement of trainees in job contexts following the planned learning highlighting transfer of learning. More specific and directly connected organizational metrics need to be identified. The connections should be both to the trainee performance and learning and to the broader organizational performance. Reports a redefinition of training evaluation resulting from the authors work with members of a global manufacturing training department. The effort was undertaken to create a process for the department to demonstrate the impact of planned learning on key organizational performance measures. The value‐added from training was established when the direct relationships between training (planned learning) and systematic job performance improvements were observed that were drawn from and directly linked to broader organizational productivity and performance metrics. From those successful field experiences and the training evaluation literature, proposes a refinement within the traditional four‐level evaluation process akin to a new level 3.5 – performance impact, to fit between Kirkpatrick’s model of level 3 (behavior) and level 4 (results).

Citation

Burrow, J. and Berardinelli, P. (2003), "Systematic performance improvement – refining the space between learning and results", Journal of Workplace Learning, Vol. 15 No. 1, pp. 6-13. https://doi.org/10.1108/13665620310458776