https://doi.org/10.59132/vviz/2019/2/25-37
Povzetek
Namen raziskave je bil ugotoviti, kako vodje vzgojno-izobraževalnih zavodov merijo učinkovitost izobraževanj, ki se jih udeležijo zaposleni. Izhajali smo iz praktičnih spoznanj, da delodajalci spodbujajo, financirajo in izvajajo izobraževanja zaposlenih, redkeje pa preverjajo njihovo učinkovitost. V raziskavi je sodelovalo 61 vodij različnih vzgojno-izobraževalnih zavodov in organizacij, povezanih z vzgojo in izobraževanjem. Udeleženci so rešili vprašalnik, s katerim smo posredno merili, kako pogosto preverjajo dosežene izobraževalne cilje zaposlenih po Kirkpatrickovem modelu. Rezultati so pokazali, da vodje najpogosteje preverjajo učinkovitost izobraževanj neposredno po izvedenem izobraževanju, in sicer na ravni odzivov udeležencev. V povprečju nekoliko manj pogosto merijo učinkovitost izobraževanj zaposlenih na ravni učenja, sledi raven rezultatov za vzgojno-izobraževalni zavod, najredkeje pa jo preverjajo na ravni vedenja zaposlenih po določenem času. Glede na to, da k zanesljivemu in veljavnemu merjenju učinkovitosti sodi vrednotenje na vseh ravneh, rezultati kažejo, da vodje v praksi tega ne upoštevajo dovolj. Ugotavljamo, da lahko predstavljeni model ponudi ustrezno podporo na vseh ravneh usposabljanja in izobraževanja zaposlenih.
Abstract
Systematic Approach to Measuring the Effectiveness of Employee Training: Applying the Kirkpatrick Model in Practice
The objective of our study was to determine how the heads of educational institutions measure the effectiveness of the trainings attended by the staff. We built on the practical realisation that, while the employers encouraged, financed and organised employee trainings, they rarely evaluated their effectiveness. The study saw the participation of 61 heads from various educational institutions and organisations related to education. The participants completed a questionnaire devised to measure indirectly how often they evaluated the attainment of employees’ educational goals according to the Kirkpatrick model. The results have shown that, most often, leaders will evaluate the effectiveness of trainings immediately after the completion of the training, at the level of participant responses specifically. On average, the effectiveness of trainings at the level of learning is measured a little less often, followed by the level of results for each educational institution, while the evaluation at the level of employee behaviour after a certain period is the least conducted. Considering that a reliable and valid measurement of performance hinges on evaluations at all levels, the results show that, in practice, the heads fail to take this sufficiently into account. We find that the model presented can provide relevant support at all levels of staff training and education.