Too often in the past, training courses have been written and presented without consideration of the context and specific needs of the learner. In South Africa, where provincial demands differ, due to social, educational and economic needs, there is little room for “off the shelf” material. Motheo Training Institute Trust believes it is very important to work with the client up-front, to establish their exact needs and requirements. Motheo believe that measuring the impact of training at several levels is also a necessity, as it is through their approach that the measurement of real-change can be seen. Therefore, our approach is outcome and needs driven.
The Kirkpatrick Evaluation Model is used to measure the effect of all Motheo’s training. Changes in individual skills-level and workplace behaviour are important indicators of the impact and effectiveness of training interventions. Motheo believes that by measuring change and keeping records of important information around these change factors, a database can be developed that will guide future skills development initiatives within each Organisation. A brief overview of the Kirkpatrick Model is given below and with this we believe that this is exactly what Outcome-Based Education mean and seek to achieve.
The Kirkpatrick Evaluation Mode is one of the famous models of evaluating training programmes (Bold, 2001). Donald Kirkpatrick first presented this four-level model of evaluation in 1975. The model is sometimes also known as the strategy planning model and specifies the importance of measuring satisfaction and learning which occurs during a training activity in relation to the intended outcomes. The Kirkpatrick model proposes that the function of training is to transfer knowledge and skills, or to change attitudes, and that the ultimate purpose of training is to change actual or potential behaviour (Kruse, 2002).
The model consists of four levels. Each successive evaluation level is built on the information provided by the lower or previous level, and as the levels increase, experience and scope increase. Within the model, it is assumed that lower level demands needs to be fulfilled before the results of the next level can be achieved. For example, the model assumes that learning cannot take place if there is no satisfaction with the training session. In other words, each successive level represents a more precise measure of the effectiveness of the training programme. (Bold, 2001). The four levels are:
- Measuring satisfaction
- Measuring learning and attitudes;
- Measuring change in behaviour, and
- Measuring results or impact in the community
Thus, this is our interpretation of Outcomes-Based Education and/or approach. It is a philosophy that we have decided to embrace. For that, we believe that the above four levels must be measured. In other words, the outcomes that the training seeks to achieve must be in the interest of the learner and they must also be realistic, tangible and measurable.
In this philosophy (OBE), the context, specific needs of the learner and their cognitive, emotional, social, physical and moral pace of development is taken into account. Especially, their educational and social-economic circumstances are paramount in a sense that, if not attended to, that can become a hindrance towards their academic learning development.
It Is these inconsideration that adversely affect and/or undermines talents and potentials of the learners
Therefore, this Kirkpatrick Evaluation Model in the context of Outcome-based Educationseek to awaken these learner inner potentials as preparing them for the future, where they would be able to constructively and meaningfully contributes towards the country’s economy as responsible citizens and at the same time bringing about quality changes in their livelihood.