Al Rammah and Patrick's chapter10 presentation

1. Using Kirkpatrick Model and Success Case Model.
Majd Al Rammah and Kathryn E. Patrick

2. NITTP Objective:
Teach students a different aspect of Nissan/Infiniti new vehicles
technology.
Evaluation:
Conducted through Kirkpatrick model.

3. Level one: Reaction
The reaction was positive, we knew this after using different
methods to evaluate how much the learners were satisfied with
the program, methods such as surveys, questionnaires and direct
contact.
The most important thing the learners mentioned was: we
enjoyed the combination of seven and a half weeks of lessons
followed by seven and a half weeks of practicing the skills that we
learned.

4. Level two: Learning
In the first level, we didn’t measure the skills acquired, but
in this level, our aim was to compare the actual skills with
the skills the learners had before the program, the results
came out positively upon the tests, now they are able to
repair Nissan and Infinity cars in an outstanding time
records and less mistakes.

5. Level three: Behavior
As we noticed during the implementation of the
program/training that learners were comfortable with
the process. Their behavior was outstanding because
they were helping each other through the
transformation of knowledge. The high quality in
performance reflected how effective the skills learned.

6. Level four: Results
ROI or the Crops was unexpected, the high quality
performance in the repairing service that is due to the
learning program resulted an increase in sales, easy
and simple, customers became satisfied due to the
good repairing service and this help growing a good
reputation, good reputation means trust, and trust
means more customers

7. NITTP Objective:
Teach students a different aspect of Nissan/Infiniti new vehicles
technology.
Evaluation:
Conducted through the success-case model.

8. Most Successful:
The most successful students of the NITTP reported
that they used the skills learned every day in their jobs,
allowing them to work more efficiently and effectively.
The results are proving highly valuable—fixing more
cars with fewer mistakes each day increases profit, and
the increased reputation is bringing in more business.

9. Most Successful:
The successful students reported that they were able to
implement what they learned because of the effective
hands-on teaching in the second half of the program. They
reported that they reviewed what they had learned in the
first seven and a half weeks before each hands-on session,
so that they would get the most out of the program. They
also reported that their workplaces followed the standards
and procedures suggested by NITTP.

10. Least Successful:
The least successful students reported that they did
not make much use of the training they received. They
did not notice any difference in their work on
Nissan/Infiniti vehicles, and did not think that the
program had provided a valuable result.

11. Least Successful:
The unsuccessful students reported that they were unable
to implement what they learned because the training was
too specific. Their workplaces service a wide variety of
vehicles, meaning that they are not always working on
Nissans and Infinities, or they work on models that are
older than was covered by the training. They also reported
that their workplaces had very different operating
procedures than the NITTP had prepared them for, and
that they were held to different standards.

12. Comparison of the Kirkpatrick Model and the Success
Case Method

13. Both methods:
•Use surveys, questionnaires, and direct
communication to gather information.
•Measure results, including changes in behavior.
•Measure students’ value gained from the training.
•Allow a trainer to determine what is and is not
working in their program.

14. Contrast of the Kirkpatrick Model and the Success
Case Method

15. Kirkpatrick Model
•Four “levels” divided by
what is examined
•Conclusions from data
•Focuses on positive
aspects
Success Case Method
•Two parts divided by
who is examined
•Narrative data
•Shows positive and
negative aspects