The Kirkpatrick’s model is an important technique for evaluating effectiveness of training in a business set-up and the overall goal achievement by the business. Developed in 1959, the model has served a great deal in determining the effectiveness of training and its impact on employee performance. The model employs four different levels of measurement of return, which include reaction, the learning gains of the employees, behavioral outcomes, and the results in relation to achievement of the organizational goals. This paper discusses the application of the ROI (Kirkpatrick’s 1996 model), on the Choice Hotels Ireland. The paper will focus on the anticipated goals of the evaluation, the methodology for evaluation and the results from the application of the model on the group of hotels.
The Choice Hotels Ireland are a group of an international business conglomerate that operates hotels across all continents of the globe. The hotel has over 30 branches in Ireland, offering separate services including executive accommodation, family and leisure outlets as well as one-time night inns. This has seen the business employ over1500 workers including receptionists, chefs, and managerial personnel that co-ordinates hotel booking activities.
Delegate your assignment to our experts and they will do the rest.
Several anticipated outcomes existed before the initiation of the training program. Formulation of the goals occurs after needs assessment that the training group carried in collaboration with the management of the hotels. One of the priorities was improvement of the employee skills. This came after the notice that most of the workers had marked deficit in operational skills, which called for improvement (Baily, 2008). Devising of this goal occurred in line with the discussions that the trainers had with the manager Ciara Byrne that aimed at identifying the skills that the employees already had. Formulation of the objectives also occurs through consideration of group submissions of what workers perceived as adequate skills. The specific groups, which were A and B also put forward their suggestions of what they viewed to be important for the training to lay focus on.
The training providers divided themselves into groups A and B, in which A composed of providers who made “mystery” calls to the hotel-booking workers. The training providers then identified the need for the workers based on a benchmark results for the skills of a similar organization. Trainers of group B held a meeting with the heads of booking departments, Emma and Triona, and carried out an in-depth analysis of the methods they would use to train the employees. Such a meeting held specific importance in informing the administrators about details of the training process. It served a great purpose in ensuring that the program had full support from the leaders. The training occurred in Cork, where the book now team worked. All the employees of the book-now team attended the training, and were fully participatory in the process. Methods of training involved PowerPoint presentations, watching of video simulations and role-play. All this occurred after pre-training benchmark that involved filling of nomination papers that evaluated the attitude of the workers towards the training process. A skills clerk sheet also assessed the skill endowment of the groups before initiation of the training (Brangan, Michelle & Ryan, 2008).
Assessment of level I of Kirkpatrick’s model, which evaluated the reaction of the workers to the training process indicated acceptance of 95%. Level I evaluated how the trainees thought they would employ the skills in their work environment (Barrett & O'Connell, 2010). In the second level, Kirkpatrick’s model was used to assess gain of skills based on responses on a skills checklist. The trainees scored an average of 86% in their gain in skills after this assessment. Generally, most of the trainees agreed that their skills had improved with an average of 24%. An assessment of the call standards and an evaluation of what the employees considered as the best approach to talking to clients revealed that the trainees had improved their skills in dealing with clients. Level 3 of the evaluation targeted the implementation and application of the skills offered in the training. This occurred through a call audit by the “mystery” calls from support group A. The evaluators sent an instant assessment result to the receiver of the call through a web page. The implementation of the skills was also assessed through direct observation of the workers and a questionnaire that investigated the impact of the training, effectiveness of the methods and the barriers that the employees encountered.
Evaluation of the results and impact of training on the business occurred through checking of parameters such as the call handling skills, the transformative value of the training in terms of call conversion rate and the revenue returns. According to this, the revenue returns improved with over 45.5%. At the same time, call conversion rate increased by over 48%, which translated into more returns on business investment. Apart from this, there were also intangible benefits that occurred after the training process. These included increased loyalty to the Choice Hotels by the customers. The employees also showed increased work commitment due to the confidence that they had gained from skills training. There was also increased co-operation, teamwork and consultations between the agents as they sought to improve the work performance. When asked of their job satisfaction, the employees responded that they felt that the Choice Hotels offered a good working environment (Brangan, Michelle & Ryan, 2008).
To conclude, to improve on the evaluation, the study should have considered assessing employee perspectives in terms of whether they preferred working in the hostels on permanent basis as compared to contractual employment.
References
Baily, A. (2008). Kirkpatrick/Phillips Model for Evaluating Human Resource Development and Training. Learning Designs Online.
Barrett, A., & O'Connell, P. J. (2010). Does training generally work? The returns to in-company training. Industrial & labor relations review , 54 (3), 647-662.
Brangan, T. Michelle, W. & Ryan, J. (2008). Call Centre Training Programme Reaps High Reward. Measuring the Impact of Training and in the Workplace . Skillnets Networked Learning.
