1.

Kirk Patrick Evaluation Model:

Level 1: Reaction
The first level is learner focused. It measures if the learners have found the training to be relevant to their
role, engaging, and useful.
There are three parts to this:
1. Satisfaction: Is the learner happy with what they have learned during their training?
2. Engagement: How much did the learner get involved in and contribute to the learning experience?
3. Relevance: How much of this information will learners be able to apply on the job?
Reaction is generally measured with a survey, completed after the training has been delivered. This survey
is often called a ‘smile sheet’ and it asks the learners to rate their experience within the training and offer
feedback.
Some of the areas that the survey might focus on are:
• Program objectives
• Course materials
• Content relevance
• Facilitator knowledge

Tips for Implementing Level 1: Reaction

• Use an online questionnaire.
• Set aside time at the end of training for learners to fill out the survey.
• Provide space for written answers, rather than multiple choice.
• Pay attention to verbal responses given during training.
• Create questions that focus on the learner’s takeaways.
• Use information from previous surveys to inform the questions that you ask.
• Let learners know at the beginning of the session that they will be filling this out. This allows them
to consider their answers throughout and give more detailed responses.
• Reiterate the need for honesty in answers – you don’t need learners giving polite responses rather
than their true opinions!

Level 2: Learning
This level focuses on whether or not the learner has acquired the knowledge, skills, attitude, confidence, and
commitment that the training program is focused on. These 5 aspects can be measured either formally or
informally. For accuracy in results, pre and post-learning assessments should be used.

Tips for Implementing Level 2: Learning

• Conduct assessments before and after for a more complete idea of how much was learned.
• Questionnaires and surveys can be in a variety of formats, from exams, to interviews, to
assessments.
• In some cases, a control group can be helpful for comparing results.
• The scoring process should be defined and clear and must be determined in advance in order to
reduce inconsistencies.
• Make sure that the assessment strategies are in line with the goals of the program.
• Don’t forget to include thoughts, observations, and critiques from both instructors and learners –
there is a lot of valuable content there.

Level 3: Behavior
This step is crucial for understanding the true impact of the training. It measures behavioral changes after
learning and shows if the learners are taking what they learned in training and applying it as they do their
job. It also looks at the concept of required drivers. That is, “processes and systems that reinforce,
encourage and reward the performance of critical behaviors on the job.”

The results of this assessment will demonstrate not only if the learner has correctly understood the training,
but it also will show if the training is applicable in that specific workplace. This is because, often, when
looking at behavior within the workplace, other issues are uncovered. If a person does not change their
behavior after training, it does not necessarily mean that the training has failed. It might simply mean that
existing processes and conditions within the organization need to change before individuals can successfully
bring in a new behavior.

Tips for Implementing Level 3: Behavior

• The most effective time period for implementing this level is 3 – 6 months after the training is
completed. Any evaluations done too soon will not provide reliable data.
• Use a mix of observations and interviews to assess behavioral change.
• Be aware that opinion-based observations should be minimized or avoided, so as not to bias the
results.
• To begin, use subtle evaluations and observations to evaluate change. Once the change is noticeable,
more obvious evaluation tools, such as interviews or surveys, can be used.
• Have a clear definition of what the desired change is – exactly what skills should be put into use by
the learner? How is mastery of these skills demonstrated?
• Other questions to keep in mind are the degree of change and how consistently the learner is
implementing the new skills. Will this be a lasting change?
• Evaluations are more successful when folded into present management and training methods.

Level 4: Results
This level focuses on whether or not the targeted outcomes resulted from the training program, alongside the
support and accountability of organizational members. For each organization, and indeed, each training
program, these results will be different, but can be tracked using Key Performance Indicators. Some
examples of common KPIs are increased sales, decreased workers comp claims, or a higher return on
investments.

This level also includes looking at leading indicators. These are “short-term observations and measurements
suggesting that critical behaviors are on track to create a positive impact on desired results.”

Tips for Implementing Level 4: Results

• Before starting this process, you should know exactly what is going to be measured throughout, and
share that information with all participants.
• If possible, use a control group.
• Don’t rush the final evaluation – it’s important that you give participants enough time to effectively
fold in the new skills.
• It is key that observations are made properly, and that observers understand the training type and
desired outcome.
• You can ask participants for feedback, but this should be paired with observations for maximum
efficacy.
• Especially in the case of senior employees, yearly evaluations and consistent focus on key business
targets are crucial to the accurate evaluation of training program results.

At all levels within the Kirkpatrick Model, you can clearly see results and measure areas of impact. This
analysis gives organizations the ability to adjust the learning path when needed and to better understand the
relationship between each level of training. The end result will be a stronger, more effective training
program and better business results.

2. Collective Bargaining
Collective bargaining is a process through which the union and employer exchange proposals, share ideas,
mutually solve problems, and reach a written agreement.

Preparing for Bargaining

The union’s bargaining team is usually selected through a process outlined in the union’s constitution and
by-laws, while the employer designates the management team.
Each team analyzes the current collective bargaining agreement to identify areas they want to improve.
Ideally the local will reach out to community partners, parents, and other stakeholders to seek input on
issues for potential proposals.

Conducting Negotiations
• Negotiations usually take several rounds of bargaining. The union and management sides express the
rationale behind their proposals.
• Some contract provisions remain predominantly the same from contract to contract while others,
such as salary, are bargained with each contract. The parties may modify some sections, and either side may
propose a new bargaining topic.
• State law and court cases determine the mandatory, permissive, and prohibited subjects of
bargaining.

Ratifying the Contract

When the union and employer teams reach a tentative contract agreement, they review the proposed contract
with their respective constituency groups.
The union holds a ratification meeting where employees ask questions and offer opinions on the tentative
contract agreement. Individuals are then asked to vote on the tentative agreement, usually by secret ballot. A
majority of votes determines if the contract is ratified (accepted) or rejected.
The management team generally seeks approval from the school board or other governing body. If both
sides ratify the tentative agreement, then the parties have a new (or successor) collective bargaining
agreement. If the tentative contract agreement is rejected—by either party—the teams usually return to the
bargaining table and continue to negotiate until they reach a new tentative agreement for a vote.

Resolving a contract dispute

If the parties cannot reach an agreement, state law generally specifies how the dispute can be resolved.
Usually, the parties can use mediation, arbitration, and/or a strike or lockout to reach an agreement. Strikes
(and lockouts) are infrequent in public education but are allowable in several states.

Changing or clarifying the contract

With the agreement of both parties, any section of a ratified contract can be revised during the term of the
contract. In many districts, labor and management representatives meet regularly during the term of the
contract to talk about and resolve issues of mutual concern, often through an established joint labor-
management committee.
In addition, either at the bargaining table or during the life of a contract, the parties can bargain a
memorandum of understanding (MOU) related to a specific issue. The benefit of an MOU is that it allows
the parties to reach an agreement on a new or unforeseen issue that is important to both the union and the
employer.

3. Objectives & Process of Career Planning:

Career planning aims at matching individual potential for promotion and individual aspirations with
organizational needs and opportunities. Career planning is making sure that the organization has the right
people with the right skills at the right time. It indicates what training and development would be necessary
for advancing in the career, altering the career path or staying in the current position. Its focus is on future
needs and opportunities and removal of stagnation, obsolescence, and dissatisfaction of the employee. In the
process, it opens avenues for growth to higher levels of responsibilities for every employee of the organization
through hierarchy of position, and training and development activities to equip the individuals with the
requisites for succession.

The principal objectives of career planning are:

1. to secure the right man at the right job and at the right time.
2. to maintain a contended team of employees.
3. to provide adequate career avenues to employees to higher levels of responsibilities; and
4. to strengthen the retention programme of the organization.

An effective career management plan takes care of an individual’s interest, aptitude, specialization and
expertise while deciding on the placement. An organization which believes in a sound career management
programme is not only committed to and conscious of the development of human resources but also
provides structural facilities for manpower research, manpower training and development.

Career Planning Process:

Career planning is the process of setting individual career objectives and devising developmental activities
necessary to achieve them. It is, in the broadest sense, the personal process of planning one’s future work. In
this process, an individual analyses his or her interest, values, goals, and capabilities. From the management
viewpoint, career planning and development should remain an individual responsibility. However, many
individuals lack the insight, skills, or initiative to determine their own career progress effectively. Among
the techniques to aid individual career planning are career counseling, career and life planning, and self-
development activities.

Career planning involves four fundamental elements which, when taken together, represent the career
planning process.
Direction: This involves the career goals one sets and the organization’s ability to act favorable upon these
goals, especially in the light of business objectives and realities.
Career Time: This relates to distance and velocity factors - how far one wants to go in an organization or
on the career path and how fast that person expects to get there.
Transition: This is the resistance one encounters while moving toward career goals. Transition relates to
the changes expected, say, in knowledge, skill and attitude en route to a career goal.
Outcomes: This relates to the probabilities that one’s investment and sacrifices for career progress will pay
off.

The important influences on careers are of course the organization and the individual themselves. Both the
organization and the individual are important and career planning can be seen from the perspective of both
parties.

5. Importance of Employee Benefits:

Most organizations will need to provide certain employee benefits to comply with legal regulations, but
offering the bare minimum is not enough. When employers have a strong employee benefits package, it
translates into the following advantages:
• Attracting talent: While two jobs may have the same salary, they can vary greatly benefit-wise.
Your benefits package can make your organization stand out as an employer. For example, 88% of job
seekers consider health, dental, and vision insurance benefits, as well as flexible hours, in their job search.
Candidates will weigh the value of benefits along with base salary to see which job puts them in the best
financial position.
• Improving employee retention: Employee benefit offerings vary with each organization, and some
will suit workers’ needs better than others. When their needs are met, employees are more likely to remain
with the employer. As a result, companies rated highly on compensation and benefits experience 56% lower
employee turnover.
• Fostering inclusion at work: The right selection of benefits can help you promote inclusion in the
workplace by showcasing your dedication to catering to the different needs and circumstances of your
employees. Some examples of inclusive benefits are parental leave for all parents, floating holidays,
domestic partner benefits, and flexible scheduling.
• Promoting a healthy workforce: Many employee benefits support health and well-being. Access to
medical care and wellness or enrichment programs helps employees take better care of themselves. Healthy,
happy employees are more productive and less likely to miss work.
• Increasing employee satisfaction and loyalty: Benefits are an investment in employees. When
people believe their employer values and appreciates them, they experience more fulfillment. Employees
who are content with their benefits are 70% more likely to be loyal to their employer. They’re also two
times more likely to be satisfied with their jobs, enhancing overall employee experience.

6. 5 major components of Training Need Assessments

The 5-Step Training Needs Assessment (TNA) Model is a commonly used training needs analysis model.
This model provides a structured approach to conducting a comprehensive training needs analysis.
Here are the five steps involved in the TNA model:

1. Identify the Purpose and Scope: In this initial step, clearly define the purpose of the training needs
analysis and determine its scope. Identify the goals, objectives, and desired outcomes of the analysis. Consider
the specific areas or departments within the organization that will be included in the analysis.
2. Collect Data: Gather relevant data to assess the training needs. Data collection methods may include
surveys, interviews, focus groups, observations, performance evaluations, and existing documentation. This
step gathers information about current job requirements, performance gaps, skill deficiencies, and training
preferences.
3. Analyze Data: Analyze the collected data to identify patterns, trends, and areas where training is
needed. Look for common themes, skill gaps, and training opportunities. Identify the priority areas that require
immediate attention and determine the underlying causes of performance gaps.
4. Determine Training Needs: Based on the data analysis, determine the specific training needs of
individuals, teams, or departments. This involves identifying the skills, knowledge, and competencies that
must be developed or improved to bridge the performance gaps. Prioritize the training needs based on their
impact, urgency, and alignment with organizational goals.
5. Develop Training Solutions: In this final step, develop training solutions to address the identified
needs. This may involve creating training programs, workshops, e-learning modules, on-the-job training, or
mentoring initiatives. Consider the most appropriate delivery methods, content, and resources to ensure
effective and engaging training. Align the training solutions with the identified needs and the organization’s
overall strategic objectives.
By following the 5-Step Training Needs Analysis Model, organizations can systematically assess their
training requirements, identify gaps, and develop targeted training programs to enhance employee
performance and meet organizational goals. This model helps ensure that training initiatives are aligned with
the workforce’s specific needs and contribute to overall organizational success.

7. Types Of Employee Benefits