\u201cThe workshop was a great success!\u201d
\nAt least according to the feedback form. But what about learning transfer?<\/p>\n
Motivated participants, positive feedback and plenty of new insights. At first glance, a perfect outcome. But how much does participant satisfaction actually say about the long-term impact of a training course?<\/p>\n
This is precisely where Kirkpatrick\u2019s 4-level model offers an interesting perspective. It examines the effectiveness of training across four levels:<\/p>\n
1. Reaction: How was the training experienced?<\/strong> The crucial point: positive feedback after the training does not necessarily mean that behaviour in day-to-day work will change. It is precisely this step that requires time, opportunities to try things out and targeted support.<\/p>\n At hrdiamonds, we therefore view development as going beyond individual measures and place particular emphasis on embedding new insights sustainably into everyday working life. To this end, we utilise a range of transfer formats depending on the objectives and needs: from buddy systems, peer and supervision groups, through to learning diaries and systemic reflection loops, right up to webinars, in-depth training days and follow-up formats. Deliberate time gaps between individual modules also create space to try out new approaches and reflect on experiences.<\/p>\n After all, successful staff development is demonstrated not only by what participants have learnt, but also by what they make of it.<\/p>\n Do you want development initiatives to not only provide fresh impetus, but also to have a lasting impact? We\u2019d be happy to support you in designing suitable development and transfer formats.<\/p>\n
\nWere the participants satisfied, engaged, and did they find the content relevant?
\n2. Learning: What was learnt?<\/strong>
\nWhat new knowledge, skills or attitudes did the participants acquire?
\n3. Behaviour: What is actually being put into practice?<\/strong>
\nIs what was learnt being applied in day-to-day work? Are previous behaviours and routines changing?
\n4. Results: What impact does this have?<\/strong>
\nTo what extent does the changed behaviour contribute to the desired objectives?<\/p>\n