P\u0159\u00edsp\u011bvek se v\u011bnuje z\u00e1kladn\u00edmu vymezen\u00ed, podrobn\u00e9 charakteristice a mo\u017enostem praktick\u00e9ho vyu\u017eit\u00ed Kirkpatrickova \u010dty\u0159-\u00farov\u0148ov\u00e9ho modelu, kter\u00fd je ji\u017e n\u011bkolik desetilet\u00ed ned\u00edlnou sou\u010d\u00e1st\u00ed z\u00e1kladn\u00edch evalua\u010dn\u00edch teori\u00ed a metod. P\u0159esto\u017ee model vznikl v prost\u0159ed\u00ed \u0161kolstv\u00ed a vzd\u011bl\u00e1vac\u00edch syst\u00e9m\u016f, nach\u00e1z\u00ed Kirkpatrick\u016fv model praktick\u00e9 uplatn\u011bn\u00ed v \u0161irok\u00e9 \u0161k\u00e1le obor\u016f, jak\u00fdmi jsou nap\u0159\u00edklad zdravotnictv\u00ed, pr\u016fmysl, projektov\u00e9 \u0159\u00edzen\u00ed, \u017eivotn\u00ed prost\u0159ed\u00ed atd.<\/p>\n\n\n\n
Navzdory relativn\u011b \u00fasp\u011b\u0161n\u00e9mu \u0161\u00ed\u0159en\u00ed modelu nap\u0159\u00ed\u010d obory, je jeho praktick\u00e9 uplatn\u011bn\u00ed v mnoha ohledech problematick\u00e9. Z\u00e1sadn\u00ed nedostatky se objevuj\u00ed v \u010dasov\u00e9m rozvr\u017een\u00ed d\u00edl\u010d\u00edch \u010dinnost\u00ed, jejich\u017e p\u0159edpokladem je vz\u00e1jemn\u00e1 z\u00e1vislost a n\u00e1vaznost. Jak\u00e1koli \u010dasov\u00e1 prodleva \u010d\u00ed \u0161patn\u00e9 na\u010dasov\u00e1n\u00ed tak m\u016f\u017ee vy\u00fastiti v nedostate\u010dn\u00e9 \u010di dokonce nep\u0159esn\u00e9 z\u00e1v\u011bry cel\u00e9 evaluace. Dal\u0161\u00edm probl\u00e9mem, kter\u00fd se v praxi \u010dasto objevuje, je nekomplexnost pr\u00e1ce s modelem. Nam\u00edsto v\u0161ech \u010dty\u0159 f\u00e1z\u00ed jsou ve v\u011bt\u0161in\u011b p\u0159\u00edpad\u016f realizov\u00e1ny pouze prvn\u00ed dv\u011b, \u010di dokonce jen jedna f\u00e1ze. Na z\u00e1klad\u011b d\u00edl\u010d\u00edch (\u010di sp\u00ed\u0161e podp\u016frn\u00fdch) zji\u0161t\u011bn\u00ed jsou n\u00e1sledn\u011b \u010din\u011bny nep\u0159esn\u00e9 evalua\u010dn\u00ed z\u00e1v\u011bry o cel\u00e9m projektu.<\/p>\n\n\n\n
Hlavn\u00edm c\u00edlem p\u0159\u00edsp\u011bvku je roz\u0161\u00ed\u0159it pov\u011bdom\u00ed o existenci modelu a sezn\u00e1mit \u010dten\u00e1\u0159e s jeho jednotliv\u00fdmi d\u016fle\u017eit\u00fdmi aspekty. D\u016fraz je kladen p\u0159edev\u0161\u00edm na ty pas\u00e1\u017ee, v jejich\u017e r\u00e1mci se v praktick\u00e9m uplatn\u011bn\u00ed modelu nej\u010dast\u011bji chybuje, a kter\u00e9 ve sv\u00e9m d\u016fsledku sni\u017euj\u00ed (a\u010d \u010dasto ne\u00famysln\u011b) v\u00e1hu a relevanci Kirkrpatrickova modelu.<\/p>\n\n\n\n
V r\u00e1mci stat\u011b je p\u0159edstaven historick\u00fd kontext a okolnosti, kter\u00e9 vedly ke vzniku modelu. Jednotliv\u00e9 \u00farovn\u011b modelu jsou podrobn\u011b analyzov\u00e1ny, p\u0159i\u010dem\u017e ned\u00edlnou sou\u010d\u00e1st\u00ed je diskuse nad jejich siln\u00fdmi a slab\u00fdmi str\u00e1nkami, ale tak\u00e9 nad alternativami modely, kter\u00e9 v pr\u016fb\u011bhu existence Kirkpatrickova modelu vznikly.<\/p>\n\n\n\n
D\u016fle\u017eitou pas\u00e1\u017e stat\u011b tvo\u0159\u00ed p\u0159\u00edpadov\u00e1 studie, kter\u00e1 dokumentuje pou\u017eit\u00ed Kirkpatrickova modelu v praxi. Tato pas\u00e1\u017e si z\u00e1rove\u0148 klade za c\u00edl demonstrovat, jak\u00e9 nedostatky se v praktick\u00e9m vyu\u017eit\u00ed modelu objevuj\u00ed,<\/p>\n\n\n\n
a kter\u00fdch je t\u0159eba se vyvarovat. V z\u00e1v\u011bre\u010dn\u00e9 \u010d\u00e1sti p\u0159\u00edsp\u011bvku jsou v kr\u00e1tkosti nast\u00edn\u011bny dal\u0161\u00ed mo\u017enosti rozvoje modelu. V r\u00e1mci stat\u011b je p\u0159edstaven historick\u00fd kontext a okolnosti, kter\u00e9 vedly ke vzniku tohoto modelu. Jednotliv\u00e9 \u00farovn\u011b modelu jsou v r\u00e1mci stat\u011b podrobn\u011b analyzov\u00e1ny, p\u0159i\u010dem\u017e ned\u00edlnou sou\u010d\u00e1st\u00ed je diskuse nad jejich siln\u00fdmi a slab\u00fdmi str\u00e1nkami, ale tak\u00e9 nad alternativami modely, kter\u00e9 v pr\u016fb\u011bhu existence Kirkpatrickova modelu vznikly.<\/p>\n\n\n\n
D\u016fle\u017eitou pas\u00e1\u017e stat\u011b tvo\u0159\u00ed p\u0159\u00edpadov\u00e1 studie, kter\u00e1 dokumentuje pou\u017eit\u00ed Kirkpatrickova modelu v praxi. Tato pas\u00e1\u017e si z\u00e1rove\u0148 klade za c\u00edl demonstrovat, jak\u00e9 nedostatky se v praktick\u00e9m vyu\u017eit\u00ed modelu objevuj\u00ed, a kter\u00fdch je t\u0159eba se vyvarovat. V z\u00e1v\u011bre\u010dn\u00e9 \u010d\u00e1sti p\u0159\u00edsp\u011bvku jsou v kr\u00e1tkosti nast\u00edn\u011bny dal\u0161\u00ed mo\u017enosti rozvoje modelu.<\/p>\n\n\n\n
Abstract<\/strong><\/p>\n\n\n\n This paper deals with a theoretical framework and possibilities of a practical utilization of Kirkpatricks\u2019s four level model which has been an essential part of an evaluation theories and methods for decades. Although the model was originally invented as an evaluation method for the educational systems, it has been adopted by many other socio-economical disciplines such as health care, industry, project management, environmental issues etc.<\/p>\n\n\n\n In spite of a successful spreading of the model across a wide range of spheres, its practical usage is in many cases disputable. Especially, serious failures very often occur in the time schedule of particular activities related to the each level of the model. As a result, evaluation processes are often delayed which lead to the insufficient or even mistaken conclusions. Beside this, the model is not usually implemented as a whole integrated instrument. On other word, although it is necessary to realize all four levels to achieve relevant results, there are usually carried out only the first two or even the first level.<\/p>\n\n\n\n In general, the basic aim of this paper is to extend knowledge about the model and its key features. In particular, the author mainly stresses those passages of the model in which the practical mistakes most often occur and which consequently cause misleading results.<\/p>\n\n\n\n At the beginning of the paper, there is outlined a historical background of the model as well as the circumstances that led to its emergence. Further, each level of the model is analyzed in detailed way so that one shall understand its practical utilization as well as the strengths and the weaknesses. In addition, the author shortly describes a few alternative models that have mainly emerged as a result of expert debate about the Kirkpatric\u2019s model.<\/p>\n\n\n\n Case study which emphasizes shortages in the practical utilization is one of the crucial parts of the paper. Based on this practical example, the author provides some advices how to avoid making mistakes and to reach reliable results. Finally, one of the last chapter deals with an eventual options of a future development of the Kirkpatric\u2019s model.<\/p>\n\n\n\n Kl\u00ed\u010dov\u00e1 slova<\/strong><\/p>\n\n\n\n Kirkpatrick, \u010dty\u0159-\u00farov\u0148ov\u00fd model, evaluace, evaluace vzd\u011bl\u00e1vac\u00edch proces\u016f, pozn\u00e1n\u00ed, p\u0159\u00edpadov\u00e1 studie<\/p>\n\n\n\n Keywords<\/strong><\/p>\n\n\n\n Kirkpatrick, foul level model, evaluation, training evaluation, learning, case study<\/p>\n\n\n\n 1. \u00davod a vymezen\u00ed probl\u00e9mu<\/strong><\/p>\n\n\n\n Ji\u017e v\u00edce ne\u017e p\u016fl stolet\u00ed je Kirkpatrick\u016fv \u010dty\u0159-\u00farov\u0148ov\u00fd model jednou z nejzn\u00e1m\u011bj\u0161\u00edch a nejpou\u017e\u00edvan\u011bj\u0161\u00edch metod pro hodnocen\u00ed efektivity vzd\u011bl\u00e1vac\u00edch aktivit. I v sou\u010dasn\u00e9 dob\u011b, p\u0159esn\u011b 60 let od jeho vzniku, tvo\u0159\u00ed Kirkpatrick\u016fv model z\u00e1klad mnoha odborn\u00fdch evalua\u010dn\u00edch prac\u00ed (nap\u0159. Baskin, 2001, Phillips, 2003, Mani, 2010). Kirkpatrick\u016fv \u010dty\u0159-\u00farov\u0148ov\u00fd model vznikl v USA v dob\u011b hore\u010dn\u00e9 diskuse nad podobou \u0161koln\u00edch osnov. Pr\u00e1v\u011b v t\u00e9to dob\u011b existovala v\u00fdznamn\u00e1 spole\u010densk\u00e1 popt\u00e1vka po vhodn\u00fdch evalua\u010dn\u00edch metod\u00e1ch, kter\u00e9 by dok\u00e1zaly vyhodnotit efektivitu nov\u00fdch pravidel, je\u017e byla do americk\u00e9ho \u0161kolsk\u00e9ho syst\u00e9mu masivn\u011b implementov\u00e1na.<\/p>\n\n\n\n Ji\u017e v obdob\u00ed vzniku Kirkpatrickova modelu byla, a dodnes st\u00e1le je, \u0159ada vzd\u011bl\u00e1vac\u00edch aktivit sice hodnocena, av\u0161ak velmi \u010dasto jen v rovin\u011b spokojenosti \u00fa\u010dastn\u00edk\u016f s pr\u016fb\u011bhem \u0161kolen\u00ed. V mnoha p\u0159\u00edpadech tak evalua\u010dn\u00ed zji\u0161t\u011bn\u00ed postr\u00e1daj\u00ed komplexn\u00ed a podrobn\u00e9 informace o \u00fa\u010dinc\u00edch a efektivit\u011b vzd\u011bl\u00e1vac\u00edch proces\u016f a o jejich v\u00fdznamu pro fungov\u00e1n\u00ed p\u0159\u00edslu\u0161n\u00e9 organizace. P\u0159edev\u0161\u00edm tento aspekt byl ve sv\u00e9 dob\u011b hlavn\u00edm stimulem ke vzniku a n\u00e1sledn\u00e9mu rozvoji Kirkpatrickova modelu, ale i jin\u00fdch evalua\u010dn\u00edch n\u00e1stroj\u016f (Dick, Johnson, 2002).<\/p>\n\n\n\n A\u010dkoli byl vznik modelu podm\u00edn\u011bn impulzy z prost\u0159ed\u00ed evaluac\u00ed vzd\u011bl\u00e1vac\u00edch proces\u016f, adaptabilita a flexibilita tohoto modelu umo\u017enila jeho vyu\u017eit\u00ed v \u0161ir\u0161\u00edm spektru odv\u011btv\u00ed. Z tohoto d\u016fvodu se model \u00fasp\u011b\u0161n\u011b uplatnil v oborech, jako je nap\u0159\u00edklad \u017eivotn\u00ed prost\u0159ed\u00ed, pr\u016fmysl, zdravotnictv\u00ed apod. Sv\u00e9 praktick\u00e9 uplatn\u011bn\u00ed nach\u00e1z\u00ed model tak\u00e9 p\u0159i evaluac\u00edch projekt\u016f EU, nap\u0159\u00edklad v r\u00e1mci Opera\u010dn\u00edho programu lidsk\u00e9 zdroje a zam\u011bstnanost (Richterov\u00e1, 2011).<\/p>\n\n\n\n I p\u0159esto\u017ee byl v pr\u016fb\u011bhu mnoha let sv\u00e9 existence Kirkpatrick\u016fv \u010dty\u0159-\u00farov\u0148ov\u00fd model podroben odborn\u00e9 kritice a vznikla \u0159ada alternativ, st\u00e1le se jedn\u00e1 o jeden z pil\u00ed\u0159\u016f evalua\u010dn\u00edch teori\u00ed modern\u00ed doby, kter\u00fd je nejen hojn\u011b diskutov\u00e1n v r\u00e1mci odborn\u00fdch kruh\u016f, ale tak\u00e9 prakticky vyu\u017e\u00edv\u00e1n. Na druhou stranu, model m\u00e1 v praktick\u00e9m uplatn\u011bn\u00ed i ur\u010dit\u00e9 nedostatky, je\u017e plynou zejm\u00e9na z nedostate\u010dn\u00fdch znalost\u00ed \u010di ze zanedb\u00e1n\u00ed nutn\u00fdch p\u0159edpoklad\u016f k realizaci ze strany jeho u\u017eivatel\u016f.<\/p>\n\n\n\n Z\u00e1sadn\u00ed nedostatky se objevuj\u00ed v \u010dasov\u00e9m rozvr\u017een\u00ed d\u00edl\u010d\u00edch \u010dinnost\u00ed, kter\u00e9 na sebe p\u0159\u00edmo navazuj\u00ed. Jak\u00e1koli \u010dasov\u00e1 prodleva \u010di \u0161patn\u00e9 na\u010dasov\u00e1n\u00ed tak velice \u010dasto vedou k zav\u00e1d\u011bj\u00edc\u00edm z\u00e1v\u011br\u016fm. Dal\u0161\u00edm probl\u00e9mem, kter\u00fd se v praxi \u010dasto objevuje, je nekomplexnost pr\u00e1ce s modelem. Nam\u00edsto v\u0161ech \u010dty\u0159 f\u00e1z\u00ed jsou nej\u010dast\u011bji realizov\u00e1ny pouze prvn\u00ed dv\u011b, \u010di dokonce jen prvn\u00ed f\u00e1ze. Na z\u00e1klad\u011b t\u011bchto d\u00edl\u010d\u00edch (\u010di sp\u00ed\u0161e podp\u016frn\u00fdch) zji\u0161t\u011bn\u00ed jsou n\u00e1sledn\u011b \u010din\u011bny nep\u0159esn\u00e9 evalua\u010dn\u00ed z\u00e1v\u011bry o cel\u00e9m projektu.<\/p>\n\n\n\n 2. C\u00edl pr\u00e1ce<\/strong><\/p>\n\n\n\n Hlavn\u00edm c\u00edlem pr\u00e1ce je roz\u0161\u00ed\u0159it pov\u011bdom\u00ed o existenci Kirkpatrickova modelu a \u0161irok\u00fdch mo\u017enostech jeho vyu\u017eit\u00ed v b\u011b\u017en\u00e9 evalua\u010dn\u00ed praxi. D\u016fraz je kladen nejen na podrobn\u00fd rozbor jednotliv\u00fdch f\u00e1z\u00ed modelu a jejich realizaci, ale tak\u00e9 na problematick\u00e9 a sporn\u00e9 aspekty, kter\u00e9 mohou vy\u00fastit v nep\u0159esn\u00e9 evalua\u010dn\u00ed z\u00e1v\u011bry.<\/p>\n\n\n\n V prvn\u00ed \u010d\u00e1sti t\u00e9to stat\u011b je podrobn\u011b pops\u00e1n vznik, v\u00fdvoj a historick\u00fd kontext, v jeho\u017e r\u00e1mci model vznikal. D\u00e1le jsou zde d\u016fkladn\u011b analyzov\u00e1ny jednotliv\u00e9 f\u00e1ze modelu a p\u0159edstaven n\u00e1vod k jejich praktick\u00e9mu uplatn\u011bn\u00ed s odkazy na literaturu, kter\u00e1 se t\u00e9to problematice v\u011bnuje do \u00fapln\u00e9ho detailu. V r\u00e1mci t\u00e9to pas\u00e1\u017ee se z\u00e1rove\u0148 nach\u00e1z\u00ed kapitola zab\u00fdvaj\u00edc\u00ed se rozlo\u017een\u00edm d\u00edl\u010d\u00edch \u010dinnost\u00ed v \u010dase, kter\u00e1 m\u00e1 za c\u00edl uk\u00e1zat relativn\u00ed srovn\u00e1n\u00ed jednotliv\u00fdch evalua\u010dn\u00edch aktivit z hlediska p\u0159ibli\u017en\u00e9 d\u00e9lky jejich trv\u00e1n\u00ed a vz\u00e1jemn\u00e9 \u010dasov\u00e9 souslednosti.<\/p>\n\n\n\n V r\u00e1mci p\u0159\u00edsp\u011bvku jsou d\u00e1le diskutov\u00e1ny siln\u00e9 a slab\u00e9 str\u00e1nky modelu vych\u00e1zej\u00edc\u00ed z dlouhodob\u00e9 odborn\u00e9 diskuse nad jeho podobou a vlastnostmi. C\u00edlem t\u00e9to pas\u00e1\u017ee je mimo jin\u00e9 uk\u00e1zat, rozd\u00edln\u00e9 p\u0159\u00edstupy a n\u00e1zory na Kirkpatrick\u016fv model, kter\u00e9 se objevuj\u00ed nap\u0159\u00ed\u010d odbornou ve\u0159ejnost\u00ed. Na tuto \u010d\u00e1st plynule navazuje anal\u00fdza vybran\u00fdch alternativn\u00edch n\u00e1vrh\u016f, jejich\u017e vznik byl v mnoha p\u0159\u00edpadech determinov\u00e1n pr\u00e1v\u011b debatou nad nedostatky Kirkpatrickova modelu.<\/p>\n\n\n\n Z\u00e1v\u011bre\u010dn\u00e1 pas\u00e1\u017e stat\u011b se zam\u011b\u0159uje na mo\u017enosti uplatn\u011bn\u00ed modelu v b\u011b\u017en\u00e9 evalua\u010dn\u00ed \u010dinnosti. Kr\u00e1tce jsou zde nast\u00edn\u011bny p\u0159edpoklady \u00fasp\u011b\u0161n\u00e9 realizace a nakonec je na konkr\u00e9tn\u00edm p\u0159\u00edkladu demonstrov\u00e1no jeho praktick\u00e9 vyu\u017eit\u00ed. P\u0159\u00edpadov\u00e1 studie byla vybr\u00e1na tak, aby v sob\u011b snoubila jak metodologicky spr\u00e1vn\u00e9 postupy, tak tak\u00e9 sporn\u00e9 a problematick\u00e9, na jejich\u017e p\u0159\u00edkladu je mo\u017en\u00e9 pouk\u00e1zat na \u010dast\u00e9 chyby.<\/p>\n\n\n\n 3. Z\u00e1kladn\u00ed charakteristika<\/strong><\/p>\n\n\n\n P\u0159ed charakteristikou samotn\u00e9ho modelu je pot\u0159eba objasnit, co konkr\u00e9tn\u011b se skr\u00fdv\u00e1 pod pojmem evaluace vzd\u011bl\u00e1vac\u00edch proces\u016f (training evaluation). K tomuto \u00fa\u010delu bylo vybr\u00e1no n\u011bkolik nej\u010dast\u011bji citovan\u00fdch definic, Ve sv\u011btle zm\u00edn\u011bn\u00fdmi definicemi je v\u0161ak nutn\u00e9 poznamenat, \u017ee jejich p\u0159esn\u00e1 a doslovn\u00e1 aplikace na Kirkpatrick\u016fv model by mohla b\u00fdt zav\u00e1d\u011bj\u00edc\u00ed a nep\u0159esn\u00e1 (p\u0159edev\u0161\u00edm Merwinovo pojet\u00ed). Prim\u00e1rn\u00edm c\u00edlem Kirkpatrickova modelu toti\u017e nen\u00ed z\u00edskat podklady pro rozhodnut\u00ed, zda se vyplat\u00ed vzd\u011bl\u00e1vac\u00ed proces realizovat. Kirkpatrick\u016fv model je naopak n\u00e1strojem, s jeho\u017e pomoc\u00ed lze dosp\u011bt k z\u00e1v\u011bru, zda (a z\u00e1rove\u0148 jak\u00fd) m\u011bl vzd\u011bl\u00e1vac\u00ed proces re\u00e1ln\u00fd dopad na chod hodnocen\u00e9 organizace (nap\u0159. prodeje, produktivita pr\u00e1ce, konkurenceschopnos apod.). Pro Kirkpatrick\u016fv model je tak realizace vzd\u011bl\u00e1vac\u00edho procesu nutnou podm\u00ednkou. S ohledem na v\u00fd\u0161e popsan\u00e9 se tak jako nejp\u0159esn\u011bj\u0161\u00ed definice \u00fa\u010delu Kirkpatrickova modelu jev\u00ed n\u00e1sleduj\u00edc\u00ed: Evaluace vzd\u011bl\u00e1vac\u00edch proces\u016f je jak\u00fdkoli pokus z\u00edskat informace (zp\u011btnou vazbu) o \u00fa\u010dinc\u00edch ur\u010dit\u00e9ho vzd\u011bl\u00e1vac\u00edho programu a ocenit hodnotu tohoto vzd\u011bl\u00e1v\u00e1n\u00ed ve sv\u011btle z\u00edskan\u00e9 informace (Armstrong, 1999).<\/p>\n\n\n\n Kirkpatrick\u016fv model je \u0159azen mezi takzvan\u00e9 evaluace orientovan\u00e9 na c\u00edl (Goal-based evaluation) (Zinovieff, 2008). Z\u00e1kladn\u00edm rysem tohoto typu evaluac\u00ed je stanoven\u00ed jasn\u011b definovan\u00fdch a m\u011b\u0159iteln\u00fdch c\u00edl\u016f, co\u017e mus\u00ed prob\u011bhnout p\u0159ed zapo\u010det\u00edm samotn\u00e9 evaluace. Na z\u00e1klad\u011b t\u011bchto indik\u00e1tor\u016f je v kone\u010dn\u00e9 f\u00e1zi hodnocena (ne)\u00fasp\u011b\u0161nost cel\u00e9ho projektu.<\/p>\n\n\n\n Kirkrpatrick\u016fv \u010dty\u0159-\u00farov\u0148ov\u00fd model vznikl jako n\u00e1stroj k evaluaci vzd\u011bl\u00e1vac\u00edch aktivit, kter\u00fd se z p\u016fvodn\u00edho \u00fazce vymezen\u00e9ho zam\u011b\u0159en\u00ed roz\u0161\u00ed\u0159il do \u0161irok\u00e9 \u0161k\u00e1ly evalua\u010dn\u00edch oblast\u00ed. Jedn\u00e1 se o komplexn\u011b konstruovan\u00fd model, kter\u00fd oproti mnoha sv\u00fdm p\u0159edch\u016fdc\u016fm (ale i n\u00e1sledovn\u00edk\u016fm) klade v\u00fdrazn\u00fd d\u016fraz na p\u0159edprojektovou f\u00e1zi evaluace (Kirkpatrick, Kirkpatrick, 2006). V p\u0159enesen\u00e9m smyslu slova v sob\u011b model snoub\u00ed mikro a makro evalua\u010dn\u00ed p\u0159\u00edstupy. Jin\u00fdmi slovy, Kirkpatrick\u016fv model hodnot\u00ed dopad a efektivitu vzd\u011bl\u00e1vac\u00edch aktivit jak na jednotlivce, tak tak\u00e9 na fungov\u00e1n\u00ed cel\u00e9 zkouman\u00e9 organizace (firmy, st\u00e1tn\u00ed instituce apod.).<\/p>\n\n\n\n Jak ji\u017e z n\u00e1zvu vypl\u00fdv\u00e1, \u010dty\u0159-\u00farov\u0148ov\u00fd model je rozd\u011blen do \u010dty\u0159 f\u00e1z\u00ed, kter\u00fdmi jsou postupn\u011b Reakce, Pozn\u00e1n\u00ed, Chov\u00e1n\u00ed a V\u00fdsledky. Stru\u010dn\u011b, prvn\u00ed f\u00e1ze evaluace zkoum\u00e1 reakci (spokojenost) \u0161kolen\u00fdch jedinc\u016f na prob\u011bhnuv\u0161\u00ed vzd\u011bl\u00e1vac\u00ed proces. Druh\u00e1 f\u00e1ze se naopak zam\u011b\u0159uje na to, jak\u00fd m\u011blo \u0161kolen\u00ed vliv na schopnosti, znalosti a postoje jedinc\u016f. Jin\u00fdmi slovy, zdali se vy\u0161kolen\u00ed jedinci nau\u010dili a dozv\u011bd\u011bli n\u011bco nov\u00e9ho, p\u0159\u00edpadn\u011b zdali se zm\u011bnily jejich postoje \u010di n\u00e1zory na zkoumanou problematiku. T\u0159et\u00ed f\u00e1ze modelu zkoum\u00e1, jestli \u0161kolen\u00ed jedinci p\u0159enesli nabyt\u00e9 znalosti do ka\u017edodenn\u00ed pracovn\u00ed praxe. A kone\u010dn\u011b \u010dtvrt\u00e1 a z\u00e1rove\u0148 posledn\u00ed \u00farove\u0148 Kirkpatrickova modelu, se sna\u017e\u00ed nal\u00e9zt odpov\u011b\u010f na ot\u00e1zku, jestli m\u011bl vzd\u011bl\u00e1vac\u00ed proces p\u0159\u00edm\u00fd pozitivn\u00ed dopad na fungov\u00e1n\u00ed instituce.<\/p>\n\n\n\n Zat\u00edmco prvn\u00ed t\u0159i evalua\u010dn\u00ed f\u00e1ze se podle Kirkpatrickova n\u00e1vrhu prov\u00e1d\u011bj\u00ed p\u0159ed a z\u00e1rove\u0148 po vzd\u011bl\u00e1vac\u00edm procesu, podm\u00ednkou \u010dtvrt\u00e9 f\u00e1ze je jej\u00ed realizace a\u017e po uplynut\u00ed ur\u010dit\u00e9ho \u010dasu po \u0161kolen\u00ed. Kirkpatrick navrhuje v t\u00e9to souvislosti \u010dekat p\u0159ibli\u017en\u011b t\u0159i m\u011bs\u00edce tak, aby se jednotliv\u00e9 dopady \u0161kolic\u00edho procesu sta\u010dily dostate\u010dn\u011b projevit (Kirkpatrick, Kirkpatrick, 2006).<\/p>\n\n\n\n Kirkaptrick\u016fv model a jeho jednotliv\u00e9 f\u00e1ze jsou nej\u010dast\u011bji schematicky zobrazov\u00e1ny pomoc\u00ed pyramidy tak, aby byl co nejn\u00e1zorn\u011bji vysti\u017een vertik\u00e1ln\u00ed vztah mezi jednotliv\u00fdmi f\u00e1zemi (viz sch\u00e9ma 1). F\u00e1ze Kirkpatrickova modelu se d\u011bl\u00ed na tzv. v\u00fdstupy (outcomes) a dopady (impacts). Zat\u00edmco prvn\u00ed t\u0159i \u00farovn\u011b modelu se \u0159ad\u00ed mezi v\u00fdstupy evaluace, posledn\u00ed \u00farove\u0148 je po\u010d\u00edt\u00e1na mezi dopady. Vysv\u011btlen\u00ed je nasnad\u011b. \u00darovn\u011b reakce, pozn\u00e1n\u00ed a chov\u00e1n\u00ed hodnot\u00ed p\u0159\u00edm\u00e9 v\u00fdstupy \u0161kolen\u00ed, kter\u00e9 by se m\u011bly projevit ve zm\u011bn\u011b n\u00e1zor\u016f, znalost\u00ed, dovednost\u00ed a chov\u00e1n\u00ed zam\u011bstnanc\u016f. Tyto t\u0159i \u00farovn\u011b \u201em\u011b\u0159\u00ed\u201c pouze o rezidua mezi stavem p\u0159ed \u0161kolen\u00edm a po n\u011bm bez hlub\u0161\u00edch souvislost\u00ed. Naproti tomu \u010dtvrt\u00e1 \u00farove\u0148 modelu hodnot\u00ed dopad zm\u011bn, kter\u00e9 byly zji\u0161t\u011bny v p\u0159edchoz\u00edch \u00farovn\u00edch, a zab\u00fdv\u00e1 se podstatou samotn\u00e9 evaluace.<\/p>\n\n\n 4. Historick\u00fd kontext vzniku a v\u00fdvoje modelu<\/strong><\/p>\n\n\n\n 4.1 Historick\u00e9 zar\u00e1mov\u00e1n\u00ed souvislost\u00ed<\/strong><\/p>\n\n\n\n V polovin\u011b minul\u00e9ho stolet\u00ed, tedy p\u0159ibli\u017en\u011b v dob\u011b vzniku Kirkpatrickova \u010dty\u0159-\u00farov\u0148ov\u00e9ho modelu, byla evalua\u010dn\u00ed praxe vzd\u011bl\u00e1vac\u00edch proces\u016f zalo\u017eena p\u0159edev\u0161\u00edm na metod\u011b tzv. kontroln\u00edch skupin. Konkr\u00e9tn\u011b se jedn\u00e1 o metodu, v jej\u00edm\u017e r\u00e1mci jsou porovn\u00e1v\u00e1ny dv\u011b skupiny lid\u00ed, z nich\u017e jedna (experiment\u00e1ln\u00ed) je vyu\u010dov\u00e1na (a n\u00e1sledn\u011b se chov\u00e1, jedn\u00e1, pracuje apod.) dle nov\u00fdch, zat\u00edmco druh\u00e1 (kontroln\u00ed) dle star\u00fdch pravidel. C\u00edlem je samoz\u0159ejm\u011b nal\u00e9zt odpov\u011b\u010f na ot\u00e1zku, zdali jsou nov\u011b zaveden\u00e1 pravidla \u010di postupy v porovn\u00e1n\u00ed s t\u011bmi star\u00fdmi lep\u0161\u00ed \u010di hor\u0161\u00ed (Dick, Johnson, 2002).<\/p>\n\n\n\n V \u0161edes\u00e1t\u00fdch letech minul\u00e9ho stolet\u00ed byly do vzd\u011bl\u00e1vac\u00edho syst\u00e9mu Spojen\u00fdch st\u00e1t\u016f americk\u00fdch masivn\u011b implementov\u00e1ny reformy v\u00fdukov\u00fdch osnov. Za t\u00edmto \u00fa\u010delem byly ze strany americk\u00e9 administrativy investov\u00e1ny miliony dolar\u016f na vytvo\u0159en\u00ed nov\u00fdch pravidel, tisk nov\u00fdch u\u010debnic a p\u0159\u00edru\u010dek, na \u0161kolen\u00ed u\u010ditel\u016f atp. Ur\u010dit\u00fd \u010das pot\u00e9 co byly nov\u00e9 v\u00fdukov\u00e9 osnovy \u00fasp\u011b\u0161n\u011b uvedeny do praxe, se zjistilo, \u017ee \u00farove\u0148 znalost\u00ed americk\u00fdch \u017e\u00e1k\u016f se zna\u010dn\u011b zhor\u0161ila a to i navzdory tomu, \u017ee evalua\u010dn\u00ed z\u00e1v\u011bry proveden\u00e9 za pomoci kontroln\u00ed skupiny p\u0159ed samotnou implementac\u00ed reforem sv\u011bd\u010dily o prav\u00e9m opaku.<\/p>\n\n\n\n Tato ud\u00e1lost vyvolala v americk\u00e9 spole\u010dnosti debatu nad t\u00edm, zda nebylo mo\u017en\u00e9 d\u016fsledky reformy p\u0159edj\u00edmat a vyvarovat se jich, a z\u00e1rove\u0148 zap\u016fsobila jako faktor, kter\u00fd stimuloval vznik mnoha evalua\u010dn\u00edch teori\u00ed a metod zam\u011b\u0159en\u00fdch pr\u00e1v\u011b na vzd\u011bl\u00e1vac\u00ed procesy. Jednou z t\u011bchto metod, kter\u00e1 v reakci na nastal\u00e9 okolnosti vznikla, byl pr\u00e1v\u011b Kirkpatrick\u016fv \u010dty\u0159-\u00farov\u0148ov\u00fd model.<\/p>\n\n\n\n 4.2 Vznik modelu<\/strong><\/p>\n\n\n\n Kirkpatrick\u016fv \u010dty\u0159-\u00farov\u0148ov\u00fd model byl poprv\u00e9 publikov\u00e1n v roce 1954, a to v dizerta\u010dn\u00ed pr\u00e1ci Donalda Kirkpatricka s n\u00e1zvem \u201eEvaluating a Human Relations Training Program for Supervisors\u201c na univerzit\u011b ve Wisconsinu. Je\u0161t\u011b na konci pades\u00e1t\u00fdch let nav\u00e1zal Kirkpatrick na svou p\u016fvodn\u00ed pr\u00e1ci vyd\u00e1n\u00edm n\u011bkolika odborn\u00fdch \u010dl\u00e1nk\u016f, kter\u00e9 mnohem ob\u0161\u00edrn\u011bji a podrobn\u011bji popsaly fungov\u00e1n\u00ed jednotliv\u00fdch \u010d\u00e1st\u00ed nov\u00e9 evalua\u010dn\u00ed metody.<\/p>\n\n\n\n N\u00e1sleduj\u00edc\u00ed obdob\u00ed, zejm\u00e9na pak \u0161edes\u00e1t\u00e1 a sedmdes\u00e1t\u00e1 l\u00e9ta, se neslo ve znamen\u00ed postupn\u00e9ho objevov\u00e1n\u00ed a roz\u0161i\u0159ov\u00e1n\u00ed modelu, a to tak\u0159ka po cel\u00e9m sv\u011bt\u011b (Dick, Johnson, 2002). V t\u00e9to dob\u011b byly z\u00e1rove\u0148 publikov\u00e1ny dal\u0161\u00ed \u010dl\u00e1nky, zam\u011b\u0159en\u00e9 zejm\u00e9na na prvn\u00ed dv\u011b \u00farovn\u011b, kter\u00e9 v praktick\u00e9m vyu\u017eit\u00ed jednozna\u010dn\u011b dominovaly (a dodnes dominuj\u00ed). Rozvoj t\u0159et\u00ed a \u010dtvrt\u00e9 \u00farovn\u011b byl v z\u00e1vislosti na nedostate\u010dn\u00e9 popt\u00e1vce v tomto obdob\u00ed do jist\u00e9 m\u00edry upozad\u011bn. Na za\u010d\u00e1tku devades\u00e1t\u00fdch let publikoval Kirkpatrick prvn\u00ed verzi zn\u00e1m\u00e9 knihy \u201eEvaluating Training Programs: The Four Levels\u201c, jej\u00edm\u017e hlavn\u00edm c\u00edlem bylo ucelen\u011b sumarizovat poznatky a zku\u0161enosti, kter\u00e9 autor nasb\u00edral v pr\u016fb\u011bhu implementace sv\u00e9ho modelu v praxi. V pozd\u011bj\u0161\u00edch letech se tato kniha do\u010dkala n\u011bkolika aktualizovan\u00fdch vyd\u00e1n\u00ed, ve kter\u00fdch byl d\u016fraz kladen zejm\u00e9na na rozvoj znalost\u00ed o t\u0159et\u00ed a \u010dtvrt\u00e9 \u00farovni.<\/p>\n\n\n\n Za zm\u00ednku nepochybn\u011b stoj\u00ed i role Kirkpatrickova syna, kter\u00fd se jako kariern\u00ed konzultant sna\u017e\u00ed o p\u0159enos teoretick\u00e9ho modelu do praxe. Jeho firma (kterou vlastn\u00ed spole\u010dn\u011b s otcem) doslova celosv\u011btov\u011b organizuje vzd\u011bl\u00e1vac\u00ed semin\u00e1\u0159e zam\u011b\u0159en\u00e9 na rozvoj a \u0161\u00ed\u0159en\u00ed pov\u011bdom\u00ed o t\u00e9to evalua\u010dn\u00ed metod\u011b. Konzulta\u010dn\u00ed spole\u010dnost po\u0159\u00e1d\u00e1 tak\u00e9 akreditovan\u00e9 zkou\u0161ky, na jejich\u017e z\u00e1klad\u011b ud\u011bluje certifik\u00e1ty o znalosti Kirkpatrickova modelu. Nutno zm\u00ednit, \u017ee konzulta\u010dn\u00ed a vzd\u011bl\u00e1vac\u00ed slu\u017eby firmy nejsou oborov\u011b ani jinak omezeny, co\u017e usnad\u0148uje pronik\u00e1n\u00ed t\u00e9to evalua\u010dn\u00ed metody do dal\u0161\u00edch odv\u011btv\u00ed.<\/p>\n\n\n\n Nav\u00edc, v posledn\u00edch n\u011bkolika letech spolu otec a syn Kirkpatrickovi \u00fazce spolupracuj\u00ed na teoretick\u00e9 b\u00e1zi. V\u00fdsledkem tohoto partnerstv\u00ed je nap\u0159\u00edklad kniha \u201eTransfering Learning to Behaviour\u201c, publikovan\u00e1 v roce 2005, 5. Anal\u00fdza modelu<\/strong><\/p>\n\n\n\n 5.1 Rozbor jednotliv\u00fdch f\u00e1z\u00ed modelu<\/strong><\/p>\n\n\n\n V n\u00e1sleduj\u00edc\u00ed kapitole jsou jednotliv\u00e9 evalua\u010dn\u00ed f\u00e1ze \u010dty\u0159-\u00farov\u0148ov\u00e9ho modelu podrobn\u011bji pops\u00e1ny a analyzov\u00e1ny. D\u00e1le je stru\u010dn\u011b nast\u00edn\u011bno, jak\u00fdm zp\u016fsobem by m\u011bly, podle Kirkpatricka, b\u00fdt jednotliv\u00e9 f\u00e1ze prakticky implementov\u00e1ny, a jak\u00e9 podm\u00ednky by p\u0159ed touto implementac\u00ed m\u011bly b\u00fdt spln\u011bny.<\/p>\n\n\n\n Reakce (Reaction)<\/strong><\/em><\/p>\n\n\n\n Prvn\u00ed f\u00e1ze, nazvan\u00e1 Reakce, zkoum\u00e1, jak\u00fdm zp\u016fsobem reaguj\u00ed \u0161kolen\u00ed jednotlivci na vzd\u011bl\u00e1vac\u00ed proces. Jin\u00fdmi slovy, zdali reaguj\u00ed pozitivn\u00edm \u010di negativn\u00edm zp\u016fsobem. Vzhledem k tomu, \u017ee negativn\u00ed reakce \u0161kolen\u00fdch m\u016f\u017ee nep\u0159\u00edzniv\u011b ovlivnit cel\u00fd vzd\u011bl\u00e1vac\u00ed (\u010di tr\u00e9ninkov\u00fd) program, je v t\u00e9to f\u00e1zi nanejv\u00fd\u0161 nutn\u00e9, aby byla dosa\u017eena pozitivn\u00ed reakce (Kirkpatrick, Kirkpatrick, 2006). Nav\u00edc, negativn\u00ed reakce na \u0161kolen\u00ed by mohla m\u00edt za n\u00e1sledek ni\u017e\u0161\u00ed \u010di dokonce nulovou motivaci k p\u0159enesen\u00ed nov\u00fdch poznatk\u016f do b\u011b\u017en\u00e9 pracovn\u00ed \u010dinnosti. Jak v\u0161ak otec a syn Kirkpatrickovi uv\u00e1d\u011bj\u00ed, ani pozitivn\u00ed reakce nen\u00ed stoprocentn\u00ed z\u00e1rukou \u00fasp\u011b\u0161nosti druh\u00e9 a t\u0159et\u00ed f\u00e1ze (Kirkpatrick, Kirkpatrick, 2000). Evaluace prvn\u00ed \u010d\u00e1sti prob\u00edh\u00e1 nej\u010dast\u011bji formou dotazn\u00edk\u016f, kter\u00e9 jsou ide\u00e1ln\u011b vypl\u0148ov\u00e1ny \u00fa\u010dastn\u00edky bezprost\u0159edn\u011b po skon\u010den\u00ed \u0161kolen\u00ed.<\/p>\n\n\n\n Kirkpatrick definoval n\u011bkolik z\u00e1kladn\u00edch doporu\u010den\u00ed pro spr\u00e1vnou evaluaci prvn\u00ed f\u00e1ze. P\u0159edn\u011b by m\u011bl m\u00edt evalu\u00e1tor jasno v tom, co se chce v t\u00e9to f\u00e1ze dozv\u011bd\u011bt. M\u011bl by tak b\u00fdt sestaven seznam osmi a\u017e patn\u00e1cti polo\u017eek, je\u017e by m\u011bly b\u00fdt v\u00fdsledky dotazov\u00e1n\u00ed zodpov\u011bzeny (nap\u0159. celkov\u00fd dojem ze \u0161kolen\u00ed, \u00farove\u0148 p\u0159edn\u00e1\u0161ej\u00edc\u00edho, u\u017eite\u010dnost informac\u00ed, hodnocen\u00ed efektivity vynalo\u017een\u00e9ho \u010dasu, hodnocen\u00ed prost\u0159ed\u00ed apod.).<\/p>\n\n\n\n N\u00e1sledn\u011b je t\u0159eba spr\u00e1vn\u011b zformulovat jednotliv\u00e9 ot\u00e1zky a zkonstruovat dotazn\u00edk. Nej\u010dast\u011bji se pou\u017e\u00edv\u00e1 p\u011bti\u00farov\u0148ov\u00e1 \u0161k\u00e1la mo\u017en\u00fdch odpov\u011bd\u00ed, z n\u00ed\u017e dv\u011b mo\u017enosti by m\u011bly b\u00fdt odpov\u011bdi pozitivn\u00ed, dv\u011b negativn\u00ed a jedna neutr\u00e1ln\u00ed (D. Kirkpatrick, J. Kirkpatrick 2007). N\u011bkte\u0159\u00ed evalu\u00e1to\u0159i nicm\u00e9n\u011b vypou\u0161t\u011bj\u00ed neutr\u00e1ln\u00ed odpov\u011b\u010f a preferuj\u00ed tak pouze \u010dty\u0159-\u00farov\u0148ovou \u0161k\u00e1lu, kter\u00e1 \u201enut\u00ed\u201c respondenta zaujmout jasn\u00e9 stanovisko. Kirkpatrick klade tak\u00e9 d\u016fraz na to, aby byl u jednotliv\u00fdch ot\u00e1zek dostate\u010dn\u00fd prostor na p\u0159\u00edpadn\u00e9 koment\u00e1\u0159e, k jejich\u017e vypln\u011bn\u00ed by m\u011bl b\u00fdt respondent v r\u00e1mci ka\u017ed\u00e9 ot\u00e1zky vyz\u00edv\u00e1n. Na konci dotazn\u00edku by m\u011bl m\u00edt respondent mo\u017enost prezentovat sv\u00e9 n\u00e1vrhy na zlep\u0161en\u00ed. \u0160et\u0159en\u00ed mus\u00ed b\u00fdt anonymn\u00ed a jeho c\u00edlem by m\u011bl b\u00fdt zisk sta procent odpov\u011bd\u00ed.<\/p>\n\n\n\n P\u0159\u00edklady ot\u00e1zek:<\/p>\n\n\n\n Jste spokojen\/a se znalostmi va\u0161eho \u0161kolitele?<\/p>\n\n\n\n Jste spokojen\/a s prezenta\u010dn\u00edmi a komunika\u010dn\u00edmi schopnostmi va\u0161eho \u0161kolitele?<\/p>\n\n\n\n Jak hodnot\u00edte prost\u0159ed\u00ed, ve kter\u00e9m se \u0161kolen\u00ed konalo? (pohodl\u00ed, pom\u016fcky atd.)<\/p>\n\n\n\n Jak hodnot\u00edte \u010dasov\u00fd harmonogram \u0161kolen\u00ed?<\/p>\n\n\n\n Jak\u00fdm zp\u016fsobem byste p\u0159\u00ed\u0161t\u011b vylep\u0161il\/a program?<\/p>\n\n\n\n Pozn\u00e1n\u00ed[1] (Learning)<\/strong><\/em><\/p>\n\n\n\n Pozn\u00e1n\u00ed je definov\u00e1no jako m\u00edra, o kterou do\u0161lo u \u0161kolen\u00e9ho jedince ke zm\u011bn\u011b postoj\u016f, zlep\u0161en\u00ed znalost\u00ed \u010di schopnost\u00ed. Kirkpatrick uv\u00e1d\u00ed dva z\u00e1kladn\u00ed d\u016fvody pro m\u011b\u0159en\u00ed \u00farovn\u011b nabyt\u00fdch v\u011bdomosti (Kirkpatrick, Kirkpatrick, 2006):<\/p>\n\n\n\n 1. Bez zm\u011bny \u00farovn\u011b ve f\u00e1zi pozn\u00e1n\u00ed nelze o\u010dek\u00e1vat zm\u011bnu \u00farovn\u011b ve f\u00e1zi chov\u00e1n\u00ed. Jin\u00fdmi slovy, zm\u011bna postoj\u016f, znalost\u00ed \u010di schopnost\u00ed je p\u0159edpokladem pro zm\u011bnu chov\u00e1n\u00ed.<\/p>\n\n\n\n 2. Pokud by nebyly nalezeny zm\u011bny ve t\u0159et\u00ed f\u00e1zi, tzn. chov\u00e1n\u00ed, mohlo by b\u00fdt p\u0159edpokl\u00e1d\u00e1no, \u017ee \u017e\u00e1dn\u00e9 zm\u011bny nenastaly ani ve f\u00e1zi pozn\u00e1n\u00ed. Tento p\u0159edpoklad m\u016f\u017ee b\u00fdt v\u0161ak miln\u00fd a t\u0159eba jej testovat.<\/p>\n\n\n\n Pr\u00e1v\u011b nejasn\u00e1 p\u0159\u00ed\u010dinn\u00e1 souvislost mezi reakc\u00ed a m\u00edrou nabyt\u00fdch v\u011bdomost\u00ed je st\u00e1le jedn\u00edm z nejdiskutovan\u011bj\u0161\u00edch (a z\u00e1rove\u0148 nejkritizovan\u011bj\u0161\u00edch) aspekt\u016f Kirkpatrickova modelu, jeliko\u017e prvn\u00ed verze modelu tento vztah nevylu\u010dovala (Alliger, Janak, 1989; Holton, 1996).<\/p>\n\n\n\n Pro evaluaci druh\u00e9 f\u00e1ze lze vyu\u017e\u00edt n\u011bkolika vhodn\u00fdch n\u00e1stroj\u016f, kter\u00e9 je mo\u017en\u00e9 pou\u017e\u00edt bu\u010f separ\u00e1tn\u011b, nebo je lze mezi sebou kombinovat. Mezi zm\u00edn\u011bn\u00e9 n\u00e1stroje se \u0159ad\u00ed pou\u017eit\u00ed tzv. kontroln\u00ed skupiny, v\u011bdomostn\u00edho testu \u010di proveden\u00ed v\u00fdkonnostn\u00edho testu.<\/p>\n\n\n\n M\u011b\u0159en\u00ed efektivity zisku v\u011bdomost\u00ed pomoc\u00ed kontroln\u00ed skupiny je nepochybn\u011b relevantn\u00ed a u\u017eite\u010dn\u00fd n\u00e1stroj, jeho\u017e nev\u00fdhodou je v\u0161ak ur\u010dit\u00e1 logistick\u00e1 a organiza\u010dn\u00ed n\u00e1ro\u010dnost. V\u00fdsledky kontroln\u00ed skupiny slo\u017een\u00e9 v\u00fdhradn\u011b z pracovn\u00edk\u016f, kte\u0159\u00ed neabsolvovali \u0161kolen\u00ed, jsou podle t\u00e9to metodiky konfrontov\u00e1ny s v\u00fdsledky pr\u00e1v\u011b vy\u0161kolen\u00fdch zam\u011bstnanc\u016f. Podm\u00ednkou srovn\u00e1vac\u00edch test\u016f je jejich realizace co nejd\u0159\u00edve po absolvovan\u00e9m \u0161kolen\u00ed. Je v\u0161ak nezbytn\u011b nutn\u00e9, aby ob\u011b skupiny m\u011bly srovnateln\u00e9 vstupn\u00ed p\u0159edpoklady, tzn. pracovn\u00ed agendy \u010di v\u011bdomostn\u00ed p\u0159edpoklady (Kirkpatrick, Kirkpatrick, 2007). Ad absurdum, nen\u00ed metodicky spr\u00e1vn\u00e9 sestavit kontroln\u00ed skupinu z pracovn\u00edk\u016f odd\u011blen\u00ed \u00fa\u010detnictv\u00ed, zat\u00edmco vy\u0161kolenou skupinu tvo\u0159\u00ed jadern\u00ed fyzici, kte\u0159\u00ed pr\u00e1v\u011b absolvovali odborn\u00e9 \u0161kolen\u00ed.<\/p>\n\n\n\n Dal\u0161\u00ed mo\u017enost\u00ed, ji\u017e m\u00e9n\u011b organiza\u010dn\u011b n\u00e1ro\u010dnou, jsou klasick\u00e9 \u201ePaper-and-Pencil\u201c znalostn\u00ed testy. Jedn\u00e1 se o nej\u010dast\u011bji vyu\u017e\u00edvanou evalua\u010dn\u00ed metodu druh\u00e9 f\u00e1ze modelu. Za p\u0159edpokladu, \u017ee \u0161kolen\u00ed je zam\u011b\u0159eno na rozvoj dosavadn\u00edch znalost\u00ed \u010di schopnost\u00ed zam\u011bstnanc\u016f, je test prov\u00e1d\u011bn dvouf\u00e1zov\u011b, tzn. p\u0159ed i po \u0161kolen\u00ed, a to se stejn\u00fdm zad\u00e1n\u00edm. V p\u0159\u00edpad\u011b, \u017ee zam\u011bstnanci nedisponuj\u00ed dostate\u010dn\u00fdmi vstupn\u00edmi znalostmi \u0161kolen\u00e9 problematiky, p\u0159ed-\u0161kol\u00edc\u00ed test nelze realizovat a evalua\u010dn\u00ed metodiku je tomu t\u0159eba p\u0159izp\u016fsobit. K evaluaci druh\u00e9 f\u00e1ze je mo\u017en\u00e9 vyu\u017e\u00edt za\u0161krt\u00e1vac\u00ed testy typu:<\/p>\n\n\n\n souhlas\u00ed vs. nesouhlas\u00ed<\/p>\n\n\n\n pravda vs. le\u017e<\/p>\n\n\n\n multiple choice, apod.<\/p>\n\n\n\n V p\u0159\u00edpad\u011b, \u017ee je \u0161kolena specifick\u00e1 dovednost, je mo\u017eno k evaluaci vyu\u017e\u00edt tzv. v\u00fdkonnostn\u00ed (performance) test (Kirkpatrick, Kirkpatrick, 2007). Vzhledem k tomu, \u017ee se v t\u011bchto p\u0159\u00edpadech obvykle jedn\u00e1 o testov\u00e1n\u00ed m\u011bkk\u00fdch dovednost\u00ed (prezenta\u010dn\u00ed schopnosti, \u00farove\u0148 vyjedn\u00e1v\u00e1n\u00ed apod.), je pot\u0159eba, aby evalu\u00e1tor (spole\u010dn\u011b se zadavatelem) p\u0159edem nastavil po\u017eadovanou \u00farove\u0148 a stanovil pravidla, na jejich\u017e z\u00e1klad\u011b bude hodnocen\u00ed prov\u00e1d\u011bno.<\/p>\n\n\n\n Chov\u00e1n\u00ed (Behaviour)<\/strong><\/em><\/p>\n\n\n\n T\u0159et\u00ed f\u00e1ze navr\u017een\u00e9ho modelu zkoum\u00e1, jak\u00fdm zp\u016fsobem dok\u00e1\u017ee vy\u0161kolen\u00fd jedinec p\u0159ev\u00e9st nabyt\u00e9 poznatky testovan\u00e9 v druh\u00e9 f\u00e1zi do sv\u00e9 ka\u017edodenn\u00ed pracovn\u00ed \u010dinnosti. T\u0159et\u00ed f\u00e1ze je v porovn\u00e1n\u00ed s prvn\u00edmi dv\u011bma o n\u011bco slo\u017eit\u011bj\u0161\u00ed, jeliko\u017e vy\u0161kolen\u00ed pracovn\u00edci pot\u0159ebuj\u00ed \u010das na vst\u0159eb\u00e1n\u00ed nov\u00fdch v\u011bdomost\u00ed a jejich n\u00e1sledn\u00e9 p\u0159enesen\u00ed do sv\u00e9 praxe. Proces \u201ep\u0159enosu poznatk\u016f\u201c vy\u017eaduje, podle m\u00edn\u011bn\u00ed Kirkpatricka, alespo\u0148 t\u0159i m\u011bs\u00edce (Kirkpatrick, Kirkpatrick, 2006). Teprve po uplynut\u00ed tohoto \u010dasov\u00e9ho \u00faseku lze zkoumat p\u0159\u00edpadn\u00e9 zm\u011bny v pracovn\u00edch n\u00e1vyc\u00edch a chov\u00e1n\u00ed vy\u0161kolen\u00fdch pracovn\u00edk\u016f. \u00dasp\u011b\u0161n\u00e1 zm\u011bna chov\u00e1n\u00ed vy\u017eaduje spln\u011bn\u00ed n\u011bkolika z\u00e1kladn\u00edch podm\u00ednek:<\/p>\n\n\n\n 1. Pracovn\u00edk mus\u00ed b\u00fdt ke zm\u011bn\u011b motivov\u00e1n (ovlivn\u011bno \u0161kolen\u00edm)<\/p>\n\n\n\n 2. Pracovn\u00edk mus\u00ed v\u011bd\u011bt co a jak\u00fdm zp\u016fsobem zm\u011bnit (ovlivn\u011bno \u0161kolen\u00edm)<\/p>\n\n\n\n 3. Pracovn\u00edk mus\u00ed b\u00fdt obklopen vhodn\u00fdm pracovn\u00edm prost\u0159ed\u00edm (vnitropodnikov\u00e9 klima je jedn\u00edm z kl\u00ed\u010dov\u00fdch faktor\u016f)<\/p>\n\n\n\n 4. Pracovn\u00edk mus\u00ed b\u00fdt za pozitivn\u00ed zm\u011bnu odm\u011bn\u011bn (hmotn\u011b \u010di nehmotn\u011b)<\/p>\n\n\n\n Evaluace t\u0159et\u00ed f\u00e1ze je oproti p\u0159edch\u00e1zej\u00edc\u00edm f\u00e1z\u00edm \u010dasov\u011b n\u00e1ro\u010dn\u011bj\u0161\u00ed a z\u00e1rove\u0148 klade vy\u0161\u0161\u00ed n\u00e1roky na zdroje (pracovn\u00ed s\u00edly, finance). Dle Kirkpatrickova n\u00e1vrhu by m\u011bla prob\u00edhat p\u0159ed i po \u0161kolen\u00ed, a to dokonce opakovan\u011b (Kirkpatrick, Kirkpatrick, 2005). I to jsou nejsp\u00ed\u0161e d\u016fvody toho, pro\u010d je t\u0159et\u00ed f\u00e1ze modelu v praxi sp\u00ed\u0161e opom\u00edjena (Bassi, Van Buren, 1999).<\/p>\n\n\n\n Existuje op\u011bt n\u011bkolik metod, kter\u00e9 lze k evaluaci t\u0159et\u00ed \u00farovn\u011b modelu vyu\u017e\u00edt. I v tomto p\u0159\u00edpad\u011b je jednou z mo\u017enost\u00ed kontroln\u00ed skupina, pro jej\u00ed\u017e implementaci ov\u0161em plat\u00ed stejn\u00e1 pravidla jako v druh\u00e9 f\u00e1zi (Kirkpatrick, Kirkpatrick, 2007). Dal\u0161\u00edmi alternativami jsou \u0159\u00edzen\u00e9 rozhovory \u010di dotazn\u00edkov\u00e1 \u0161et\u0159en\u00ed mezi kolegy (nad\u0159\u00edzen\u00fdmi i pod\u0159\u00edzen\u00fdmi). Toto \u0161et\u0159en\u00ed je doporu\u010dov\u00e1no realizovat opakovan\u011b, a to p\u0159ed i po samotn\u00e9m \u0161kol\u00edc\u00edm procesu.<\/p>\n\n\n\n V r\u00e1mci evaluace t\u0159et\u00ed f\u00e1ze modelu se objevuj\u00ed ot\u00e1zky typu: Pou\u017e\u00edvaj\u00ed vy\u0161kolen\u00ed nov\u00e9 techniky pr\u00e1ce? Mysl\u00edte si, \u017ee \u0161kolen\u00ed m\u011blo pozitivn\u00ed efekt na fungov\u00e1n\u00ed va\u0161eho odd\u011blen\u00ed? Mysl\u00edte si, \u017ee \u00fa\u010dastn\u00edci \u0161kolen\u00ed zvl\u00e1daj\u00ed nov\u00e9 techniky pr\u00e1ce? T\u0159et\u00ed mo\u017enost\u00ed je pozorov\u00e1n\u00ed ka\u017edodenn\u00edch pracovn\u00edch \u010dinnost\u00ed vy\u0161kolen\u00e9ho zam\u011bstnance a jejich srovn\u00e1n\u00ed s pracovn\u00edmi postupy a n\u00e1vyky p\u0159ed \u0161kolen\u00edm (Kirkpatrick, Kirkpatrick, 2007). Jako pozorovatel\u00e9 mohou v tomto p\u0159\u00edpad\u011b slou\u017eit nad\u0159\u00edzen\u00ed, \u0161kolitel\u00e9, kolegov\u00e9, \u010di z\u00e1kazn\u00edci.<\/p>\n\n\n\n Zapojen\u00ed samotn\u00fdch \u00fa\u010dastn\u00edk\u016f \u0161kolen\u00ed nen\u00ed v r\u00e1mci evaluace t\u0159et\u00ed \u00farovn\u011b tak v\u00fdrazn\u00e9 jako v p\u0159ede\u0161l\u00fdch p\u0159\u00edpadech. Na druhou stranu nen\u00ed \u00fapln\u011b pravda, \u017ee zde \u00fa\u010dastn\u00edci \u0161kolen\u00ed p\u016fsob\u00ed jako pouh\u00fd \u201epasivn\u00ed\u201c objekt z\u00e1jmu, kter\u00fd je hodnocen jejich nejbli\u017e\u0161\u00edm pracovn\u00edm okol\u00edm. V z\u00e1jmu evalu\u00e1tora je za\u010dlenit do hodnocen\u00ed i \u0161kolen\u00e9 jednotlivce a zjistit tak, zda p\u0159enesli (na z\u00e1klad\u011b jejich subjektivn\u00edho pohledu) nabyt\u00e9 znalosti, dovednosti a postoje do sv\u00e9 \u010dinnosti. Tato zji\u0161t\u011bn\u00ed je v\u0161ak nutn\u00e9 komparovat s pohledem koleg\u016f, pod\u0159\u00edzen\u00fdch \u010di nad\u0159\u00edzen\u00fdch a na z\u00e1klad\u011b zji\u0161t\u011bn\u00fdch rezidu\u00ed konstruovat ucelen\u00fd evalua\u010dn\u00ed z\u00e1v\u011br.<\/p>\n\n\n\n V\u00fdsledky (Results)<\/strong><\/em><\/p>\n\n\n\n Posledn\u00ed f\u00e1ze modelu nen\u00ed zam\u011b\u0159en\u00e1 prim\u00e1rn\u011b na jedince, n\u00fdbr\u017e na celou organizaci. Hlavn\u00edm c\u00edlem v r\u00e1mci t\u00e9to \u00farovn\u011b je porovnat stav ur\u010dit\u00e9ho jevu (tr\u017eby, prodeje, produktivita pr\u00e1ce apod.) p\u0159ed za\u010d\u00e1tkem a po skon\u010den\u00ed \u0161kolen\u00ed. Z\u00e1kladn\u00edm p\u0159edpokladem, kter\u00fd mus\u00ed b\u00fdt napln\u011bn ji\u017e p\u0159ed \u0161kolen\u00edm a na n\u011bj\u017e se v praxi \u010dasto zapom\u00edn\u00e1, je stanoven\u00ed m\u011b\u0159iteln\u00fdch c\u00edl\u016f, kter\u00fdch by m\u011blo b\u00fdt pomoc\u00ed \u0161kol\u00edc\u00edho procesu dosa\u017eeno. Vzhledem k tomu, \u017ee ke stanoven\u00ed c\u00edl\u016f v praxi \u010dasto nedoch\u00e1z\u00ed, je v\u00fdsledkov\u00e1 f\u00e1ze v mnoha p\u0159\u00edpadech ne\u00fapln\u00e1 a omezuje se na stroh\u00e9 konstatov\u00e1n\u00ed v\u00fdsledn\u00e9ho stavu bez mo\u017enosti odpov\u011bd\u011bt na z\u00e1kladn\u00ed ot\u00e1zku, zda se jedn\u00e1 o dobr\u00fd \u010di \u0161patn\u00fd v\u00fdsledek.<\/p>\n\n\n\n V ur\u010dit\u00fdch oblastech, p\u0159edev\u0161\u00edm v byznysu, stoup\u00e1 v r\u00e1mci \u010dtvrt\u00e9 f\u00e1ze na evalu\u00e1tory tlak. Ti jsou nuceni co mo\u017en\u00e1 nejpe\u010dliv\u011bji a nejdetailn\u011bji vyj\u00e1d\u0159it efektivitu a p\u0159\u00ednos \u0161kolen\u00ed pro hospod\u00e1\u0159sk\u00fd v\u00fdsledek organizace. St\u00e1le \u010dast\u011bji se tak evalu\u00e1to\u0159i setk\u00e1vaj\u00ed nap\u0159\u00edklad s ot\u00e1zkami typu:<\/p>\n\n\n\n Evaluace z\u00e1v\u011bre\u010dn\u00e9 f\u00e1ze m\u016f\u017ee b\u00fdt provedena op\u011bt pomoc\u00ed tzv. kontroln\u00ed skupiny, co\u017e Kirkpatrick konkr\u00e9tn\u011b demonstruje na p\u0159\u00edkladu firmy, kter\u00e1 disponuje v\u00edce ne\u017e jednou pobo\u010dkou. Za t\u011bchto podm\u00ednek by m\u011bl b\u00fdt tr\u00e9ninkov\u00fd program uskute\u010dn\u011bn pouze ve vybran\u00fdch pobo\u010dk\u00e1ch, zat\u00edmco zbyl\u00e9 z nich by se st\u00e1le \u0159\u00eddily p\u016fvodn\u00edmi pravidly (Kirkpatrick, Kirkpatrick, 2007). \u00dakolem evalu\u00e1tora je sledovat rozd\u00edly v prodej\u00edch (\u010di v efektivit\u011b v\u00fdroby) mezi ob\u011bma skupinami pobo\u010dek a v z\u00e1vislosti na tom zm\u011b\u0159it efekt tr\u00e9ninkov\u00e9ho programu. Tato metoda \u00fa\u010dinn\u011b eliminuje ostatn\u00ed faktory, kter\u00e9 maj\u00ed na \u00farove\u0148 prodej\u016f (\u010di efektivity v\u00fdroby) vliv.<\/p>\n\n\n\n K evaluaci z\u00e1v\u011bre\u010dn\u00e9 \u00farovn\u011b se pou\u017e\u00edv\u00e1 tak\u00e9 dotazn\u00edkov\u00e9 \u0161et\u0159en\u00ed mezi \u00fa\u010dastn\u00edky \u0161kol\u00edc\u00edho procesu. I p\u0159esto, \u017ee se jedn\u00e1 o \u010dist\u011b subjektivn\u00ed hodnocen\u00ed, m\u00e1 tato forma evaluace zaj\u00edmavou vypov\u00eddac\u00ed hodnotu. Je nepochybn\u011b cenn\u00e9 pozorovat, zdali (p\u0159\u00edpadn\u011b jak) se vy\u0161kolen\u00ed jedinci li\u0161\u00ed ve sv\u00fdch odpov\u011bd\u00edch. Tuto formu evaluace je vhodn\u00e9 aplikovat 1. Jak se zm\u011bnily Va\u0161e pracovn\u00ed postupy v z\u00e1vislosti na vzd\u011bl\u00e1vac\u00edm procesu?<\/p>\n\n\n\n 2. Zlep\u0161ily se po absolvovan\u00e9m \u0161kolen\u00ed Va\u0161e n\u00e1sleduj\u00edc\u00ed pracovn\u00ed dovednosti?<\/p>\n\n\n\n Va\u0161e schopnosti \u0159\u00eddit t\u00fdm? (Ano\/Ne\/Nev\u00edm)<\/p>\n\n\n\n Pracovn\u00ed v\u00fdkonnost Va\u0161eho t\u00fdmu? (Ano\/Ne\/Nev\u00edm)<\/p>\n\n\n\n 3. Pokud si mysl\u00edte, \u017ee se efektivita Va\u0161\u00ed pr\u00e1ce zv\u00fd\u0161ila, uve\u010fte ve kter\u00fdch \u010dinnostech.<\/p>\n\n\n\n Rozhodov\u00e1n\u00ed<\/p>\n\n\n\n Stanovov\u00e1n\u00ed priorit<\/p>\n\n\n\n Organizace pr\u00e1ce<\/p>\n\n\n\n Komunikace<\/p>\n\n\n\n Spolupr\u00e1ce v t\u00fdmu<\/p>\n\n\n\n D\u016fle\u017eit\u00fdm aspektem evaluace \u010dtvrt\u00e9 f\u00e1ze je seznam p\u0159edem stanoven\u00fdch c\u00edl\u016f, kter\u00fd je nezbytn\u00e9 konfrontovat s aktu\u00e1ln\u011b zji\u0161t\u011bn\u00fdmi fakty. K dosa\u017een\u00ed co nejp\u0159esn\u011bj\u0161\u00edch v\u00fdsledk\u016f je pot\u0159eba m\u011b\u0159en\u00ed pravideln\u011b a dlouhodob\u011b opakovat tak, aby byl minimalizov\u00e1n vliv nahodil\u00fdch jev\u016f na celkov\u00fd v\u00fdsledek. V t\u00e9to f\u00e1zi je na evalu\u00e1tora vyv\u00edjen ze strany zadavatele nejvy\u0161\u0161\u00ed tlak. Hodnocen\u00ed v\u0161ak nelze usp\u011bchat, jeliko\u017e se jedn\u00e1 o kl\u00ed\u010dov\u00fd prvek cel\u00e9 anal\u00fdzy, jeho\u017e v\u00fdsledky mohou m\u00edt v\u00fdrazn\u00fd dopad na dal\u0161\u00ed fungov\u00e1n\u00ed cel\u00e9 organizace (Kirkpatrick, Kirkpatrick, 2007).<\/p>\n\n\n 5.2 \u010casov\u00e9 rozlo\u017een\u00ed jednotliv\u00fdch \u010dinnost\u00ed<\/strong><\/p>\n\n\n\n Za \u00fa\u010delem \u00fasp\u011b\u0161n\u00e9 realizace Kirkparickova modelu je nezbytn\u00e9, aby byla spr\u00e1vn\u011b pochopena a dodr\u017eov\u00e1na \u010dasov\u00e1 souslednost z\u00e1kladn\u00edch \u010dinnost\u00ed. Z tohoto d\u016fvodu byl sestrojen jednoduch\u00fd Gantt\u016fv diagram, z n\u011bho\u017e je na prvn\u00ed pohled z\u0159ejm\u00e9, \u017ee f\u00e1ze p\u0159ed samotn\u00fdm \u0161kolen\u00edm je z pohledu cel\u00e9 evaluace z\u00e1sadn\u00ed (viz graf 1). Nejen\u017ee je nutn\u00e9 stanovit si z\u00e1kladn\u00ed c\u00edle (s nimi\u017e budou konfrontov\u00e1ny v\u00fdsledky \u010dtvrt\u00e9 f\u00e1ze), ale z\u00e1rove\u0148 musej\u00ed b\u00fdt provedeny pre-testy druh\u00e9 a t\u0159et\u00ed f\u00e1ze. Evaluace t\u0159et\u00ed f\u00e1ze mus\u00ed za\u010d\u00edt d\u0159\u00edv, jeliko\u017e je \u010dasov\u011b o n\u011bco n\u00e1ro\u010dn\u011bj\u0161\u00ed. V z\u00e1vislosti na zvolen\u00e9 metodice se v n\u011bkter\u00fdch p\u0159\u00edpadech prov\u00e1d\u011bj\u00ed tak\u00e9 pre-testy prvn\u00ed f\u00e1ze (tzn., jak\u00e1 maj\u00ed \u00fa\u010dastn\u00edc\u00ed o\u010dek\u00e1v\u00e1n\u00ed, na co se t\u011b\u0161\u00ed, na co naopak ne apod.).<\/p>\n\n\n\n Po samotn\u00e9m \u0161kolen\u00ed je realizov\u00e1na evaluace prvn\u00ed f\u00e1ze a z\u00e1rove\u0148 je dokon\u010dena evaluace druh\u00e9 f\u00e1ze, kter\u00e1 je uskute\u010d\u0148ov\u00e1na opakovan\u011b tak, aby bylo mo\u017en\u00e9 vysledovat v\u00fdvoj \u00farovn\u011b znalost\u00ed v \u010dase. Evaluace t\u0159et\u00ed f\u00e1ze (Chov\u00e1n\u00ed) za\u010d\u00edn\u00e1 s ur\u010dit\u00fdm \u010dasov\u00fdm odstupem po \u0161kolen\u00ed a stejn\u011b jako druh\u00e1 f\u00e1ze je prov\u00e1d\u011bna opakovan\u011b. Evaluace t\u0159et\u00ed \u00farovn\u011b je v porovn\u00e1n\u00ed s druhou f\u00e1z\u00ed \u010dasov\u011b i logisticky o n\u011bco n\u00e1ro\u010dn\u011bj\u0161\u00ed.<\/p>\n\n\n\n Nejv\u011bt\u0161\u00ed \u010dasov\u00e1 dotace je v diagramu p\u0159i\u0159azena z\u00e1v\u011bre\u010dn\u00e9 f\u00e1zi, nicm\u00e9n\u011b se nejedn\u00e1 o intenzivn\u00ed ka\u017edodenn\u00ed \u010dinnost, kter\u00e1 by byla n\u00e1ro\u010dn\u00e1 na zdroje. V pr\u016fb\u011bhu t\u00e9to doby jsou pravideln\u011b sledov\u00e1ny hospod\u00e1\u0159sk\u00e9 a dal\u0161\u00ed v\u00fdsledky firmy a porovn\u00e1v\u00e1ny se stanoven\u00fdmi c\u00edli z \u201ep\u0159ed-\u0161kol\u00edc\u00ed\u201c f\u00e1ze. D\u00e9lka cel\u00e9ho evalua\u010dn\u00edho procesu se li\u0161\u00ed v z\u00e1vislosti na konkr\u00e9tn\u00edm p\u0159\u00edpadu, a proto nejsou v modelov\u00e9m diagramu uvedeny p\u0159esn\u00e9 d\u00e9lky trv\u00e1n\u00ed jednotliv\u00fdch \u010dinnost\u00ed, ale pouze hrub\u011b nast\u00edn\u011bny \u010dasov\u00e9 pom\u011bry Prov\u00e1zanost a hierarchie jednotliv\u00fdch f\u00e1z\u00ed analyzovan\u00e9ho modelu je dlouhodob\u011b p\u0159edm\u011btem odborn\u00fdch debat. Kirkpatrick zd\u016fraz\u0148uje, \u017ee \u017e\u00e1dn\u00e1 z \u00farovn\u00ed by v r\u00e1mci hodnocen\u00ed nem\u011bla b\u00fdt opomenuta, jeliko\u017e \u00fapln\u00e9 a spr\u00e1vn\u00e9 pochopen\u00ed vy\u017eaduje realizaci v\u0161ech \u010dty\u0159 f\u00e1z\u00ed (Kirkpatrick, Kirkpatrick 2006). Zat\u00edmco prvn\u00ed a druh\u00e1 \u00farove\u0148 jsou, dle Kirkpatricka, m\u00edstem utr\u00e1cen\u00ed prost\u0159edk\u016f, f\u00e1ze t\u0159i a \u010dty\u0159i jsou naopak f\u00e1zemi generov\u00e1n\u00ed benefit\u016f, a nelze je tak z evaluace v \u017e\u00e1dn\u00e9m p\u0159\u00edpad\u011b vyt\u011bsnit.<\/p>\n\n\n\n Na druhou stranu Phillips (2002) tvrd\u00ed, \u017ee proveden\u00ed jednotliv\u00fdch f\u00e1z\u00ed z\u00e1vis\u00ed na pot\u0159eb\u00e1ch konkr\u00e9tn\u00edch organizac\u00ed a model by se jim m\u011bl flexibiln\u011b p\u0159izp\u016fsobit. Phillips uv\u00e1d\u00ed konkr\u00e9tn\u00ed argument pro obhajobu sv\u00e9ho n\u00e1zoru kdy tvrd\u00ed, \u017ee pokud je ze strany managementu spole\u010dnosti z\u00e1jem pouze o prov\u011b\u0159en\u00ed spokojenosti se \u0161kolen\u00edm, pak posta\u010d\u00ed realizovat pouze prvn\u00ed \u00farove\u0148.<\/p>\n\n\n\n 6. Odborn\u00e1 diskuse nad podobou modelu<\/strong><\/p>\n\n\n\n Asi nej\u010dast\u011bji akcentovanou silnou str\u00e1nkou Kirkpatrickova modelu, je jeho u\u017eivatelsk\u00e1 jednoduchost a nen\u00e1ro\u010dnost z\u00e1kladn\u00edch pravidel. Na druh\u00e9 stran\u011b, tento fakt se tak\u00e9 st\u00e1v\u00e1 \u010dast\u00fdm ter\u010dem kritiky. Holton v t\u00e9to souvislosti zmi\u0148uje, \u017ee a\u010dkoli je Kirkpatrick\u016fv modelu siln\u00fd ve sv\u00e9 jednoduchosti, jeho komplexn\u00ed vyu\u017eit\u00ed, my\u0161leno vyu\u017eit\u00ed v\u0161ech \u010dty\u0159 f\u00e1z\u00ed, je sp\u00ed\u0161e vz\u00e1cn\u00e9. Podle Holtona (1996) by m\u011bl model upustit od taxonomick\u00e9 kategorizace jednotliv\u00fdch f\u00e1z\u00ed a jejich po\u010det by m\u011bl b\u00fdt revidov\u00e1n. Holton sv\u00e9 tvrzen\u00ed op\u00edr\u00e1 o n\u00e1zor, \u017ee prvn\u00ed a druh\u00e1 f\u00e1ze evaluace se mnohdy p\u0159ekr\u00fdvaj\u00ed, a nen\u00ed tedy nutn\u00e9 d\u011blat ka\u017edou \u00farove\u0148 separ\u00e1tn\u011b, ale \u017ee by bylo mo\u017en\u00e9 je slou\u010dit v jednu.<\/p>\n\n\n\n Odborn\u00e9 diskusi v evalua\u010dn\u00edch kruz\u00edch je podrobena tak\u00e9 hierarchie a prov\u00e1zanost jednotliv\u00fdch \u00farovn\u00ed. P\u016fvodn\u00ed Kirkpatrick\u016fv n\u00e1vrh, kter\u00fd p\u0159edpokl\u00e1d\u00e1 kauz\u00e1ln\u00ed z\u00e1vislost jednotliv\u00fdch f\u00e1z\u00ed, je v sou\u010dasnosti sp\u00ed\u0161e odm\u00edt\u00e1n. Podle z\u00e1v\u011br\u016f Alligera a Janaka (1989) se kauz\u00e1ln\u00ed z\u00e1vislost dan\u00fdch \u00farovn\u00ed v praktick\u00e9m evalua\u010dn\u00edm vyu\u017eit\u00ed t\u00e9m\u011b\u0159 nevyskytuje. I Kirkpatrick pozd\u011bji p\u0159izn\u00e1v\u00e1, \u017ee nap\u0159\u00edklad pozitivn\u00ed reakce na \u0161kol\u00edc\u00ed proces nemus\u00ed m\u00edt nutn\u011b za n\u00e1sledek \u00fasp\u011b\u0161nost druh\u00e9 f\u00e1ze, tedy pozn\u00e1n\u00ed (Kirkpatrick, Kirkpatrick 2006).<\/p>\n\n\n\n V n\u011bkter\u00fdch p\u0159\u00edpadech se st\u00e1v\u00e1, \u017ee \u010d\u00edm v\u00edce byl kurz \u00fa\u010dastn\u00edky pova\u017eov\u00e1n za dobr\u00fd, t\u00edm m\u00e9n\u011b se v kone\u010dn\u00e9m d\u016fsledku nau\u010dili. Holton (1996) v n\u00e1vaznosti na to dod\u00e1v\u00e1, \u017ee pokud neexistuje p\u0159\u00edm\u00e1 souvislost mezi prvn\u00ed a druhou f\u00e1z\u00ed modelu, m\u011bla by b\u00fdt f\u00e1ze reakce z modelu vylou\u010dena. Evalua\u010dn\u00ed metodika by dle nejnov\u011bj\u0161\u00edch p\u0159\u00edstup\u016f m\u011bla b\u00fdt navr\u017eena tak, aby co nejl\u00e9pe postihla p\u0159\u00ed\u010dinn\u00e9 (ne)souvislosti mezi jednotliv\u00fdmi f\u00e1zemi, a zohlednila tak vliv p\u0159\u00edpadn\u00fdch externalit na zm\u011bny ve v\u00fdsledc\u00edch organizace.<\/p>\n\n\n\n Kirkpatrickovu modelu je tak\u00e9 \u010dasto vyt\u00fdk\u00e1na jeho nevyv\u00e1\u017eenost. Konkr\u00e9tn\u011b se jedn\u00e1 o to, \u017ee jednotliv\u00e9 f\u00e1ze modelu jsou v evalua\u010dn\u00ed praxi nerovnom\u011brn\u011b vyu\u017e\u00edv\u00e1ny. Zat\u00edmco Kirkpatrick tvrd\u00ed, \u017ee k relevantn\u00edm a \u00fapln\u00fdm v\u00fdsledk\u016fm je nezbytn\u00e1 realizace v\u0161ech \u00farovn\u00ed modelu, Phillips naopak zd\u016fraz\u0148uje nutnost flexibility modelu, kter\u00fd bude slou\u017eit rozd\u00edln\u00fdm po\u017eadavk\u016fm jeho u\u017eivatel\u016f. Pr\u016fzkum Americk\u00e9 spole\u010dnosti pro tr\u00e9nink a rozvoj (ASTD) zjistil, \u017ee americk\u00e9 firmy se v r\u00e1mci evaluac\u00ed zam\u011b\u0159uj\u00ed p\u0159ev\u00e1\u017en\u011b na prvn\u00ed, pota\u017emo druhou f\u00e1zi modelu, p\u0159i\u010dem\u017e zbyl\u00e9 dv\u011b \u00farovn\u011b jsou realizov\u00e1ny sp\u00ed\u0161e z\u0159\u00eddka (Bassi, Van Buren, 1999). Nam\u011b\u0159en\u00e9 frekvence vyu\u017e\u00edv\u00e1n\u00ed jednotliv\u00fdch f\u00e1z\u00ed ukazuje n\u00e1sledn\u00fd p\u0159ehled.<\/p>\n\n\n\n Reakce: 81%<\/p>\n\n\n\n Pozn\u00e1n\u00ed: 40%<\/p>\n\n\n\n Chov\u00e1n\u00ed: 11%<\/p>\n\n\n\n V\u00fdsledky: 6%<\/p>\n\n\n\n Nevyv\u00e1\u017eenost vyu\u017e\u00edv\u00e1n\u00ed jednotliv\u00fdch \u00farovn\u00ed je jedn\u00edm z nejz\u00e1sadn\u011bj\u0161\u00edch nedostatk\u016f Kirkrkpatrickova modelu, jeliko\u017e jeho podstata je pr\u00e1v\u011b v komplexnosti a komplementarit\u011b v\u0161ech f\u00e1z\u00ed. A\u010dkoli je nezbytn\u00e9 zm\u011b\u0159it v druh\u00e9 f\u00e1zi rozd\u00edl v \u00farovni znalost\u00ed, dovednost\u00ed a postoj\u016f, nelze na t\u011bchto v\u00fdsledc\u00edch formulovat ucelen\u00fd evalua\u010dn\u00ed z\u00e1v\u011br. Ani zm\u011bna chov\u00e1n\u00ed a pracovn\u00edch n\u00e1vyk\u016f stimulovan\u00e1 nov\u00fdmi znalostmi a dovednostmi nemus\u00ed nutn\u011b v\u00e9zt k pozitivn\u00edm efekt\u016fm na chod organizace. A\u017e teprve \u010dtvrt\u00e1 f\u00e1ze evaluace je schopna tento fakt spolehliv\u011b posoudit. P\u0159\u00ed\u010dinnou souvislost jednotliv\u00fdch \u00farovn\u00ed tak nelze vn\u00edmat jako z\u00e1kladn\u00ed charakteristiku modelu (jak se tomu \u010dasto d\u011bje), ale jako aspekt, kter\u00fd je nutn\u00fd evalua\u010dn\u00edmi metodami potvrdit, \u010di vyvr\u00e1tit.<\/p>\n\n\n\n Nespornou v\u00fdhodou modelu je jeho adaptabilita, tedy mo\u017enost vyu\u017eit\u00ed v \u0161irok\u00e9 \u0161k\u00e1le evalua\u010dn\u00edch oblast\u00ed. P\u0159esto\u017ee byl p\u016fvodn\u011b navr\u017een v\u00fdhradn\u011b pro evaluace efektivity vzd\u011bl\u00e1vac\u00edch proces\u016f, jeho praktick\u00e9 vyu\u017eit\u00ed se objevilo v mnoha dal\u0161\u00edch spole\u010densk\u00fdch oborech. Flexibilita modelu z\u00e1rove\u0148 umo\u017e\u0148uje p\u0159id\u00e1vat dal\u0161\u00ed f\u00e1ze, kter\u00e9 jsou navr\u017een\u00e9 v n\u011bkter\u00fdch alternativn\u00edch modelech (viz Alternativn\u00ed modely).<\/p>\n\n\n\n 7. Alternativn\u00ed modely<\/strong><\/p>\n\n\n\n P\u0159edev\u0161\u00edm z\u00e1sluhou masivn\u00edho praktick\u00e9ho vyu\u017eit\u00ed se Kirkpatrick\u016fv model stal p\u0159edlohou mnoha \u00faprav a reviz\u00ed tak, aby co nejl\u00e9pe a nejefektivn\u011bji slou\u017eil v po\u017eadovan\u00e9m kontextu. Na jedn\u00e9 stran\u011b se tak objevuj\u00ed auto\u0159i, je\u017e navrhuj\u00ed redukci po\u010dtu \u00farovn\u00ed (nap\u0159. Holton), na stran\u011b druh\u00e9 by jin\u00ed auto\u0159i model d\u00e1le roz\u0161i\u0159ovali (nap\u0159. Phillips). Alternativn\u00ed modely ji\u017e prim\u00e1rn\u011b nevznikaj\u00ed ve \u0161kolsk\u00e9m a vzd\u011bl\u00e1vac\u00edm prost\u0159ed\u00ed. Jejich auto\u0159i se naopak sna\u017e\u00ed o co nejv\u011bt\u0161\u00ed flexibilitu a vyu\u017eitelnost v \u0161irok\u00e9m spektru odv\u011btv\u00ed. V omezen\u00e9 m\u00ed\u0159e vznikaj\u00ed ale tak\u00e9 modely, kter\u00e9 jsou \u201e\u0161it\u00e9 na m\u00edru\u201c p\u0159\u00edmo konkr\u00e9tn\u00edmu oboru.<\/p>\n\n\n\n Kirkpatrick\/Phillips\u016fv model<\/strong><\/em><\/p>\n\n\n\n Phillips\u016fv n\u00e1vrh, n\u011bkdy ozna\u010dovan\u00fd jako Kirkpatrick\/Phillips\u016fv model, po\u010d\u00edt\u00e1 s roz\u0161\u00ed\u0159en\u00edm p\u016fvodn\u00edho n\u00e1vrhu o jednu \u00farove\u0148 nazvanou N\u00e1vratnost investic (ROI-Return of Investment). Zjednodu\u0161en\u011b \u0159e\u010deno se jedn\u00e1 o m\u011b\u0159en\u00ed efektivity vynalo\u017een\u00fdch zdroj\u016f (Phillips, 2002). P\u00e1t\u00e1 f\u00e1ze je definov\u00e1na n\u00e1sleduj\u00edc\u00edm vzorcem.<\/p>\n\n\n\n ROI = ((P\u0159\u00edjmy celkem-N\u00e1klady)\/N\u00e1klady) * 100<\/p>\n\n\n\n Prim\u00e1rn\u00edm motivem pro realizaci toho alternativn\u00edho modelu bylo nal\u00e9zt odpov\u011b\u010f na ot\u00e1zku (kterou si p\u016fvodn\u00ed Kirkpatrick\u016fv model nekladl), zda se investice zdroj\u016f do vzd\u011bl\u00e1vac\u00edho procesu vyplatila z ekonomick\u00e9ho hlediska (Phillips, 2002). V r\u00e1mci t\u00e9to \u00farovn\u011b se evalu\u00e1tor zab\u00fdv\u00e1 prim\u00e1rn\u011b pom\u011brem cena-kvalita \u0161kol\u00edc\u00edho programu. Navzdory vysok\u00e9 kvalit\u011b a p\u0159\u00ednosu tr\u00e9ninkov\u00e9ho programu zji\u0161t\u011bn\u00fdch v r\u00e1mci \u010dtvrt\u00e9 f\u00e1ze lze v p\u00e1t\u00e9 \u00farovni doj\u00edt k z\u00e1v\u011bru, \u017ee vynalo\u017een\u00e9 n\u00e1klady nejsou v adekv\u00e1tn\u00edm pom\u011bru s re\u00e1ln\u00fdm p\u0159\u00ednosem a tr\u00e9ninkov\u00fd program je tak nerentabiln\u00ed. Hlavn\u00edm z\u00e1m\u011brem Phillipsova pojet\u00ed je t\u011bsn\u011bj\u0161\u00ed vazba modelu s pot\u0159ebami komer\u010dn\u00ed sf\u00e9ry.<\/p>\n\n\n\n I tento model m\u00e1 v\u0161ak sv\u00e1 \u00faskal\u00ed, kter\u00fdmi jsou zejm\u00e9na p\u0159evody m\u011bkk\u00fdch bezrozm\u011brn\u00fdch jev\u016f a dat do pen\u011b\u017en\u00edho vyj\u00e1d\u0159en\u00ed. P\u0159esto\u017ee Phillips v t\u00e9to souvislosti zkonstruoval n\u011bkolik z\u00e1kladn\u00edch metodick\u00fdch pom\u016fcek, nelze spol\u00e9hat na to, \u017ee navr\u017een\u00e9 postupy pokryj\u00ed celou \u0161k\u00e1lu rozmanit\u00fdch jev\u016f, kter\u00e9 mus\u00ed evalu\u00e1tor pomoc\u00ed t\u00e9to metodiky kvantifikovat. Zvolen\u00e1 metodika by tak v\u017edy m\u011bla bezpodm\u00edne\u010dn\u011b respektovat unik\u00e1tnost kvantifikovan\u00fdch jev\u016f.<\/p>\n\n\n Stufflebeam\u016fv model<\/strong><\/em><\/p>\n\n\n\n V sedmdes\u00e1t\u00fdch letech minul\u00e9ho stolet\u00ed vznikl tzv. CIPP, nebo jinak Stufflebeam\u016fv model. Tento model, stejn\u011b jako ten Kirkpatrick\u016fv, vznikl p\u016fvodn\u011b tak\u00e9 v reakci na impulz z prost\u0159ed\u00ed evaluac\u00ed vzd\u011bl\u00e1vac\u00edch proces\u016f, nicm\u00e9n\u011b jeho praktick\u00e9 vyu\u017eit\u00ed je tak\u00e9 \u0161ir\u0161\u00ed. CIPP model je zam\u011b\u0159en p\u0159edev\u0161\u00edm na evaluace dlouhodob\u00fdch a velk\u00fdch projekt\u016f, kter\u00e9 jsou obvykle realizov\u00e1ny v univerzitn\u00edm prost\u0159ed\u00ed, zam\u011bstn\u00e1vaj\u00ed mnoho lid\u00ed a jsou kryty rozs\u00e1hl\u00fdmi rozpo\u010dty. P\u0159\u00edkladem m\u016f\u017ee b\u00fdt redefinice osnov, podle kter\u00fdch je na z\u00e1kladn\u00edch \u0161kol\u00e1ch v USA vyu\u010dov\u00e1na matematika (Dick, Johnson 2002).<\/p>\n\n\n\n N\u00e1zev projektu CIPP tvo\u0159\u00ed slo\u017eenina prvn\u00edch p\u00edsmen slov Context, Input, Process a Product. Prvn\u00ed slovo, tedy Context, indikuje nutnost evaluace prost\u0159ed\u00ed, ve kter\u00e9m bude p\u0159\u00edslu\u0161n\u00e1 inovace uskute\u010dn\u011bna. Jin\u00fdmi slovy, \u00fakolem evaluace je v tomto kroku odhalit vlivy, kter\u00e9 mohou m\u00edt na implementaci inovace dopad, a d\u00e1le identifikovat, jak\u00e9 jsou pot\u0159eby inovace, kter\u00e9 je p\u0159ed jej\u00ed realizac\u00ed nezbytn\u00e9 zajistit (Stufflebeam, 1971). Druh\u00e1 f\u00e1ze modelu CIPP, Input, se zab\u00fdv\u00e1 zdroji v p\u0159\u00edslu\u0161n\u00e9m projektu a hled\u00e1 odpov\u011b\u010f na ot\u00e1zky, kolik je pro \u00fasp\u011b\u0161nou realizaci projektu pot\u0159eba lid\u00ed, pen\u011bz, prostoru apod. T\u0159et\u00ed f\u00e1ze, Process, m\u00e1 za c\u00edl kontrolovat stanoven\u00e9 c\u00edle a miln\u00edky v r\u00e1mci realizace projektu. V r\u00e1mci z\u00e1v\u011bre\u010dn\u00e9 f\u00e1ze, Product, se prov\u00e1d\u00ed hodnocen\u00ed celkov\u00fdch v\u00fdsledk\u016f po realizaci projektu.<\/p>\n\n\n\n Jak je ze stru\u010dn\u00e9 charakteristiky patrn\u00e9, Stufflebeam\u016fv model p\u0159istupuje k evaluaci z odli\u0161n\u00e9 perspektivy ne\u017eli model Kirkpatrick\u016fv. Struktura modelu je \u00fazce nav\u00e1z\u00e1na na chronologii jednotliv\u00fdch f\u00e1z\u00ed \u017eivotn\u00edho cyklu projektu, a proto je jeho vyu\u017eit\u00ed v projektov\u00e9m \u0159\u00edzen\u00ed \u010dast\u011bj\u0161\u00ed, ne\u017eli je tomu v p\u0159\u00edpad\u011b Kikpatrickova modelu. Stejn\u011b jako u Kirkpatrickova modelu, je v\u0161ak i v modelu CIPP kladen d\u016fraz na p\u0159edprojektovou \u010d\u00e1st, v jej\u00edm\u017e r\u00e1mci je pot\u0159eba z\u00edskat p\u0159ehled o kontextu, ve kter\u00e9m je dan\u00fd projekt realizov\u00e1n.<\/p>\n\n\n\n Kaufman\u016fv p\u011bti\u00farov\u0148ov\u00fd model<\/strong><\/em><\/p>\n\n\n\n Kaufman\u016fv model je v\u00fdsledkem kritiky Kirkpatrickova modelu. Stejn\u011b jako Phillips\u016fv model, je tak\u00e9 ten Kaufman\u016fv zkonstruov\u00e1n do p\u011bti \u00farovn\u00ed, z nich\u017e v\u011bt\u0161ina se metodicky v\u00edce \u010di m\u00e9n\u011b kryje s Kirkpatrickov\u00fdm modelem. Pr\u00e1v\u011b tato z\u0159ejm\u00e1 podobnost je Kaufmanovi \u010dasto vy\u010d\u00edt\u00e1na. Jedna \u00farove\u0148 se v\u0161ak od Kirkpatricka absolutn\u011b odli\u0161uje. Jedn\u00e1 se o p\u00e1tou \u00farove\u0148, nazvanou \u201eSocietal contribution\u201c, jej\u00edm\u017e \u00fakolem je zm\u011b\u0159it dopad vzd\u011bl\u00e1vac\u00edho procesu na klienty \u010di na \u0161\u00ed\u0159eji vymezenou skupinu lid\u00ed, kte\u0159\u00ed mohou b\u00fdt zm\u011bnami ve fungov\u00e1n\u00ed firmy ovlivn\u011bni.<\/p>\n\n\n\n 8. P\u0159\u00edpadov\u00e1 studie<\/strong><\/p>\n\n\n\n Evalua\u010dn\u00ed metoda \u010dty\u0159-\u00farov\u0148ov\u00e9ho modelu je flexibiln\u00ed a lze ji vyu\u017e\u00edt jak v oborech technick\u00fdch, tak v oborech spole\u010denskov\u011bdn\u00edch. Re\u00e1ln\u00fdm p\u0159\u00edkladem praktick\u00e9ho vyu\u017eit\u00ed v \u201em\u011bkk\u00e9m\u201c oboru m\u016f\u017ee b\u00fdt firma Nicco Internet Ventures Limited (NIVL), kter\u00e1 se zab\u00fdv\u00e1 personalistikou v oboru IT a jej\u00ed\u017e p\u0159\u00edklad vyu\u017eili Donald a James Kirkrpatrickovi ve sv\u00e9 knize z roku 2005 s n\u00e1zvem \u201eTransferring Learning to Behaviour: Using the Four Levels to Improve Performance\u201d.<\/p>\n\n\n\n A\u010dkoli zam\u011bstnanci firmy byli na jedn\u00e9 stran\u011b kvalitn\u011b vy\u0161kolen\u00ed v oblasti lidsk\u00fdch zdroj\u016f (co\u017e byl nutn\u00fd p\u0159edpoklad pro v\u00fdkon \u010dinnosti na dan\u00e9 pozici), na stran\u011b druh\u00e9 m\u011bli probl\u00e9my p\u0159i vyjedn\u00e1v\u00e1n\u00ed s klienty (Kirkpatrick, Kirkpatrick 2005). V\u00fdsledkem byly snahy zam\u011bstnanc\u016f vyjedn\u00e1v\u00e1n\u00ed co nejv\u00edce usp\u00ed\u0161it a zkr\u00e1tit tak kontakt s nimi na minimum. Ve sv\u00e9m d\u016fsledku m\u011bl tento fakt i neblah\u00e9 ekonomick\u00e9 dopady na tr\u017eby cel\u00e9 firmy NIVL. Veden\u00ed firmy se v reakci na nastal\u00e9 okolnosti rozhodlo sv\u00e9 zam\u011bstnance ve vyjedn\u00e1v\u00e1n\u00ed s klienty pro\u0161kolit a z\u00e1rove\u0148 prov\u00e9st evaluaci pomoc\u00ed \u010dty\u0159-\u00farov\u0148ov\u00e9ho Kirkpatrickova modelu.<\/p>\n\n\n\n V prvn\u00ed f\u00e1zi evaluace bylo vyu\u017eito dotazn\u00edkov\u00e9 \u0161et\u0159en\u00ed, kter\u00e9 mezi participuj\u00edc\u00edmi zam\u011bstnanci zji\u0161\u0165ovalo, zdali v pr\u016fb\u011bhu \u0161kolen\u00ed z\u00edskali nov\u00e9 u\u017eite\u010dn\u00e9 znalosti a dovednosti a zdali si mysl\u00ed, \u017ee jim to m\u016f\u017ee b\u00fdt prosp\u011b\u0161n\u00e9 p\u0159i vyjedn\u00e1v\u00e1n\u00ed s klienty. Vyhodnocen\u00ed uk\u00e1zalo, \u017ee reakce zam\u011bstnanc\u016f na efektivitu a p\u0159\u00ednos \u0161kolen\u00ed byla jednozna\u010dn\u011b pozitivn\u00ed. Z toho zji\u0161t\u011bn\u00ed v\u0161ak nelze vyvodit \u017e\u00e1dn\u00fd relevantn\u00ed z\u00e1v\u011br a pot\u00e9 n\u00e1sledn\u011b cel\u00fd evalua\u010dn\u00ed proces ukon\u010dit (jak se v mnoha p\u0159\u00edpadech st\u00e1v\u00e1). V prvn\u00ed f\u00e1zi je pot\u0159eba z\u00edskat zp\u011btnou vazbu a p\u0159esv\u011bd\u010dit se o tom, jestli jsou zam\u011bstnanci motivovan\u00ed p\u0159en\u00e9st nabyt\u00e9 poznatky do sv\u00e9 praxe nebo zda pova\u017euj\u00ed \u0161kolen\u00ed za zbyte\u010dn\u00e9.<\/p>\n\n\n\n Pro evaluaci druh\u00e9 f\u00e1ze byl vyu\u017eit znalostn\u00ed test, kter\u00fd byl zam\u011bstnanc\u016fm p\u0159edlo\u017een v toto\u017en\u00e9 verzi jak p\u0159ed \u0161kolen\u00edm, tak tak\u00e9 po n\u011bm. Pod\u00edl spr\u00e1vn\u00fdch odpov\u011bd\u00ed se rapidn\u011b zv\u00fd\u0161il z 24 % p\u0159ed \u0161kolen\u00edm na 94 % po \u0161kolen\u00ed. V t\u00e9to souvislosti se nab\u00edz\u00ed ot\u00e1zka, zda je efektivn\u00ed p\u0159edkl\u00e1dat \u00fa\u010dastn\u00edk\u016fm dva identick\u00e9 testy. Zaj\u00edmavou alternativou by mohly b\u00fdt dva odli\u0161n\u00e9 testy, kter\u00e9 by v\u0161ak byly konstruov\u00e1ny na stejn\u00e9 b\u00e1zi, p\u0159i\u010dem\u017e zn\u011bn\u00ed a formulace ot\u00e1zek by se odli\u0161ovaly. Alternativn\u00ed zp\u016fsob by mohl respondenta v\u00e9zt k hlub\u0161\u00edmu zamy\u0161len\u00ed nad danou problematikou a objektivn\u011bj\u0161\u00edmu posouzen\u00ed jeho znalost\u00ed (dovednost\u00ed).<\/p>\n\n\n\n Pot\u00e9 co ve spole\u010dnosti NIVL prob\u011bhlo \u0161kolen\u00ed, byla z\u00e1rove\u0148, jako jeden z dal\u0161\u00edch podp\u016frn\u00fdch n\u00e1stroj\u016f, zm\u011bn\u011bna metodika odm\u011b\u0148ov\u00e1n\u00ed zam\u011bstnanc\u016f (Kirkpatrick, Kirkpatrick 2005). Zat\u00edmco p\u0159ed \u0161kolen\u00edm nebyla mzda zam\u011bstnanc\u016f odvisl\u00e1 od v\u00fdsledku vyjedn\u00e1v\u00e1n\u00ed s klienty, po \u0161kolen\u00ed byl ve firm\u011b zaveden nov\u00fd syst\u00e9m odm\u011bn, kter\u00fd v sob\u011b zahrnoval nezanedbatelnou motiva\u010dn\u00ed slo\u017eku. V p\u0159\u00edpad\u011b, \u017ee se pracovn\u00edci p\u0159i vyjedn\u00e1v\u00e1n\u00ed \u0159\u00eddili nov\u00fdmi postupy a z\u00e1rove\u0148 byli p\u0159i vyjedn\u00e1v\u00e1n\u00edch \u00fasp\u011b\u0161n\u00ed, jejich mzda se v n\u00e1vaznosti na to nezanedbateln\u011b zv\u00fd\u0161ila.<\/p>\n\n\n\n Nav\u00edc, po \u0161kolen\u00ed bylo ve firm\u011b do\u010dasn\u011b zavedeno je\u0161t\u011b jedno nov\u00e9 pravidlo. P\u0159ed samotn\u00fdm vyjedn\u00e1v\u00e1n\u00edm s klienty byli vy\u0161kolen\u00ed zam\u011bstnanci povinni konzultovat harmonogram jedn\u00e1n\u00ed nejd\u0159\u00edve se sv\u00fdm mana\u017eerem. Toto opat\u0159en\u00ed si kladlo za c\u00edl d\u00e1le prohlubovat a zdokonalovat nabyt\u00e9 znalosti ze \u0161kolen\u00ed.<\/p>\n\n\n\n Evaluace t\u0159et\u00ed f\u00e1ze byla provedena na z\u00e1klad\u011b dotazov\u00e1n\u00ed samotn\u00fdch vy\u0161kolen\u00fdch zam\u011bstnanc\u016f, jejich koleg\u016f, ale p\u0159edev\u0161\u00edm klient\u016f, na n\u011b\u017e byly \u201eaplikov\u00e1ny\u201c nov\u00e9 vyjedn\u00e1vac\u00ed metody. V\u00fdsledky uk\u00e1zaly, \u017ee v porovn\u00e1n\u00ed s p\u0159ed-\u0161kol\u00edc\u00ed f\u00e1z\u00ed, se pr\u016fb\u011bh a forma vyjedn\u00e1v\u00e1n\u00ed s klienty v\u00fdrazn\u011b zm\u011bnily, p\u0159i\u010dem\u017e byly reflektov\u00e1ny pr\u00e1v\u011b znalosti a dovednosti nabyt\u00e9 v r\u00e1mci tr\u00e9ninkov\u00e9ho programu. Zp\u011btn\u00e1 vazba od klient\u016f je, navzdory d\u016fle\u017eitosti n\u00e1zor\u016f od ostatn\u00edch akt\u00e9r\u016f, nejcenn\u011bj\u0161\u00edm evalua\u010dn\u00edm krit\u00e9riem. Klienti jsou v tomto p\u0159\u00edpad\u011b garanty maximalizace nestrannosti a objektivity. Pokud je tedy mo\u017en\u00e9 vyu\u017e\u00edt n\u00e1zory klient\u016f jako \u201eevalua\u010dn\u00ed n\u00e1stroj\u201c (a to nejen v t\u0159et\u00ed f\u00e1zi), lze tuto mo\u017enost jednozna\u010dn\u011b doporu\u010dit, ov\u0161em s akcentem d\u016fkladn\u00e9 precizov\u00e1n\u00ed ot\u00e1zek a jejich \u201enezi\u0161tnosti\u201c. Na druhou stranu kolegov\u00e9 vkl\u00e1daj\u00ed do sv\u00e9ho hodnocen\u00ed subjektivn\u00ed hledisko, kter\u00e9 je p\u0159i konstrukci evalua\u010dn\u00edch metod nutn\u00e9 zohled\u0148ovat a minimalizovat jeho vliv.<\/p>\n\n\n\n Posledn\u00ed \u00farove\u0148 evaluace nam\u011b\u0159ila v\u00fdrazn\u00e1 finan\u010dn\u00ed rezidua mezi smlouvami uzav\u0159en\u00fdmi p\u0159ed \u0161kolen\u00edm a t\u011bmi, kter\u00e9 byly podeps\u00e1ny po \u0161kolen\u00ed (Kirkpatrick, Kirkpatrick 2005). Z tohoto pohledu tak bylo \u0161kolen\u00ed jednozna\u010dn\u00e9 \u00fasp\u011b\u0161n\u00e9. Na druhou nelze ur\u010dit jasnou p\u0159\u00ed\u010dinnou souvislost mezi efektivitou \u0161kolen\u00ed a firemn\u00edmi tr\u017ebami, jeliko\u017e po \u0161kolen\u00ed do\u0161lo ve form\u011b NIVL k n\u011bkolik dal\u0161\u00edm v\u00fdrazn\u011bj\u0161\u00edm zm\u011bn\u00e1m, kter\u00e9 mohly v\u00fd\u0161i firemn\u00edch tr\u017eeb zna\u010dn\u011b ovlivnit.<\/p>\n\n\n\n Jak je z p\u0159\u00edpadov\u00e9 studie z\u0159ejm\u00e9, k dosa\u017een\u00ed objektivn\u00edch v\u00fdsledk\u016f evaluace je pot\u0159eba, aby byly zachov\u00e1ny element\u00e1rn\u00ed podm\u00ednky a pravidla, kter\u00e1 platila ve firm\u011b p\u0159ed vzd\u011bl\u00e1vac\u00edm procesem. V p\u0159\u00edpad\u011b firmy NIVL tento p\u0159edpoklad dodr\u017een nebyl, a proto je tedy nejasn\u00e9, jak\u00fd faktor (zda \u0161kolen\u00ed, zm\u011bna metodiky odm\u011b\u0148ov\u00e1n\u00ed zam\u011bstnanc\u016f \u010di jin\u00fd faktor) m\u011bl na pozitivn\u00ed zm\u011bnu ve vyjedn\u00e1v\u00e1n\u00ed se z\u00e1kazn\u00edky v\u00fdrazn\u011bj\u0161\u00ed vliv. Pro dosa\u017een\u00ed objektivn\u00edho evalua\u010dn\u00edho z\u00e1v\u011bru by v tomto p\u0159\u00edpad\u011b bylo zapot\u0159eb\u00ed, aby zm\u011bna ve zp\u016fsobu mzdov\u00e9ho hodnocen\u00ed zam\u011bstnanc\u016f nastala a\u017e po ukon\u010den\u00ed cel\u00e9ho evalua\u010dn\u00edho procesu.<\/p>\n\n\n\n V p\u0159\u00edpad\u011b aplikace Kirkpatrick\/Phillipsova modelu na v\u00fd\u0161e popsan\u00fd p\u0159\u00edklad, by z\u00e1v\u011br o zv\u00fd\u0161en\u00fdch tr\u017eb\u00e1ch byl nedostate\u010dn\u00fd. V takov\u00e9 situaci by bylo t\u0159eba je\u0161t\u011b zodpov\u011bd\u011bt ot\u00e1zku, jestli je pom\u011br cena-kvalita \u0161kolen\u00ed adekv\u00e1tn\u00ed. Jin\u00fdmi slovy, jestli je n\u00e1vratnost vynalo\u017een\u00fdch investic na \u0161kolen\u00ed ekonomicky provediteln\u00e1 a zda m\u00e1 tato investice n\u011bjak\u00fd dlouhodob\u011bj\u0161\u00ed a udr\u017eiteln\u00fd rozm\u011br.<\/p>\n\n\n\n 9. Dal\u0161\u00ed rozvoj modelu<\/strong><\/p>\n\n\n\n V roce 2010 byla na trh uvedena publikace \u201eTraining on trial\u201c od autor\u016f Jamese D. Kirkpatricka a Wendy K. Kirkpatrickov\u00e9, kter\u00e1 se zaob\u00edr\u00e1 nov\u00fdmi p\u0159\u00edstupy a \u010d\u00e1ste\u010dn\u011b i metodikami v evalua\u010dn\u00edm procesu Kirkpatrickova modelu. V nov\u00e9m pohledu se mnohem v\u00edce zd\u016fraz\u0148uje jedine\u010dnost a unik\u00e1tnost pot\u0159eb hodnocen\u00fdch projekt\u016f a dle autor\u016f je nezbytn\u00e9 zam\u011b\u0159it se d\u016fkladn\u011bji na zji\u0161\u0165ov\u00e1n\u00ed skute\u010dn\u00e9ho o\u010dek\u00e1v\u00e1n\u00ed a pot\u0159eb zadavatel\u016f.<\/p>\n\n\n\n Nov\u00fd p\u0159\u00edstup klade z\u00e1sadn\u00ed d\u016fraz na p\u0159edprojektovou f\u00e1zi, v jej\u00edm\u017e r\u00e1mci m\u00e1 b\u00fdt doc\u00edleno p\u0159esn\u00e9ho vymezen\u00ed pot\u0159eb zadavatel\u016f s t\u00edm, aby byla zaji\u0161t\u011bna spokojenost v\u0161ech zainteresovan\u00fdch stran a z\u00e1rove\u0148 proveditelnost projektu (Kirkpatrick, Kirkpatrick 2010). P\u0159\u00edli\u0161n\u00e1 unifikace p\u0159i realizaci modelu (bez ohledu na specifika jednotliv\u00fdch projekt\u016f a jejich f\u00e1z\u00ed) byla v minulosti Kirkpatrickovu modelu \u010dasto vyt\u00fdk\u00e1na (viz Holton, 1996).<\/p>\n\n\n\n V posledn\u00edch letech doch\u00e1z\u00ed v souvislosti s dal\u0161\u00edm rozvojem Kirkpatrickova modelu k vy\u0161\u0161\u00edmu akcentu t\u0159et\u00ed a \u010dtvrt\u00e9 f\u00e1ze evaluace, kter\u00e9 jsou v praxi v\u011bt\u0161inou opom\u00edjeny. Otec a syn Kirkpatrickovi se ve sv\u00fdch nejnov\u011bj\u0161\u00edch publikac\u00edch sna\u017e\u00ed co nejv\u00edce zam\u011b\u0159it na konkr\u00e9tn\u00ed metody v r\u00e1mci t\u011bchto \u00farovn\u00ed a z\u00e1rove\u0148 zd\u016fraz\u0148uj\u00ed jejich nezbytnost pro spr\u00e1vn\u00e9 fungov\u00e1n\u00ed modelu jako celku (Kirkpatrick, Kirkpatrick 2006; Kirkpatrick, Kirkpatrick 2007). V praxi se b\u011b\u017en\u011b pou\u017e\u00edv\u00e1 tento model hodnocen\u00ed \u2013 dotazn\u00edk spokojenosti se \u0161kolen\u00edm (1. \u00farove\u0148), znalostn\u00ed testy p\u0159ed a po \u0161kolen\u00ed (2. \u00farove\u0148) a \u201esnad se to n\u011bjak projev\u00ed v praxi\u201c (3. a 4. \u00farove\u0148) (Pituchov\u00e1, 2013).<\/p>\n\n\n\n Postupn\u00fdch zm\u011bn dozn\u00e1v\u00e1 v posledn\u00edm obdob\u00ed tak\u00e9 hierarchie a p\u0159\u00ed\u010dinn\u00e1 souvislost mezi jednotliv\u00fdmi \u00farovn\u011bmi modelu. Pr\u00e1v\u011b tento aspekt byl a st\u00e1le je jedn\u00edm z nejdiskutovan\u011bj\u0161\u00edch rys\u016f Kirkrkpatrickova modelu. Na v\u00fdznam evalua\u010dn\u00ed metodiky jsou tak v posledn\u00edch letech kladeny st\u00e1le vy\u0161\u0161\u00ed n\u00e1roky a nejnov\u011bj\u0161\u00ed publikace se v\u011bnuj\u00ed nej\u010dast\u011bji pr\u00e1v\u011b konkr\u00e9tn\u00edm n\u00e1vrh\u016fm jejich precizace (Kirkpatrick, Kirkpatrick 2010).<\/p>\n\n\n\n K osv\u011bt\u011b a rozvoji modelu nepochybn\u011b napom\u00e1h\u00e1 i spole\u010dnost Kirkpatrick Partners (vlastn\u011bna otcem a synem Kirkpatrickov\u00fdmi), kter\u00e1 nab\u00edz\u00ed konzulta\u010dn\u00ed slu\u017eby spojen\u00e9 s praktick\u00fdm vyu\u017eit\u00edm Kirkpatrickova modelu, ale tak\u00e9 zprost\u0159edkov\u00e1v\u00e1 vzd\u011bl\u00e1vac\u00ed semin\u00e1\u0159e, na jejich\u017e z\u00e1klad\u011b je opr\u00e1vn\u011bna poskytovat certifikovan\u00e1 osv\u011bd\u010den\u00ed o znalosti Kirkpatrickova modelu (Kirkpatrick Partners, 2014).<\/p>\n\n\n\n 10. Souhrn<\/strong><\/p>\n\n\n\n Problematika evaluac\u00ed vzd\u011bl\u00e1vac\u00edch proces\u016f je ve firm\u00e1ch a instituc\u00edch dne\u0161n\u00ed doby zna\u010dn\u011b podce\u0148ovan\u00e1 z\u00e1le\u017eitost, kter\u00e1 je v mnoha p\u0159\u00edpadech sv\u011b\u0159ov\u00e1na do kompetenc\u00ed nedostate\u010dn\u011b vy\u0161kolen\u00fdch zam\u011bstnanc\u016fm. Nav\u00edc, evalua\u010dn\u00ed procesy \u010dasto netvo\u0159\u00ed prim\u00e1rn\u00ed pracovn\u00ed agendu t\u011bchto zam\u011bstnanc\u016f. Na druhou stranu je z\u0159ejm\u00e9, \u017ee vzd\u011bl\u00e1vac\u00ed procesy nejsou jednoduchou z\u00e1le\u017eitost\u00ed, co\u017e dokazuje mimo jin\u00e9 soubor podm\u00ednek, kter\u00e9 otec a syn Kirkpatrickovi (2007) definovali jako nezbytn\u00fd p\u0159edpoklad \u00fasp\u011bchu:<\/p>\n\n\n\n 1. Zohledn\u011bn\u00ed pot\u0159eb z\u00fa\u010dastn\u011bn\u00fdch<\/p>\n\n\n\n 2. Nastaven\u00ed c\u00edl\u016f \u0161kolen\u00ed<\/p>\n\n\n\n 3. Sestaven\u00ed harmonogramu \u0161kolen\u00ed<\/p>\n\n\n\n 4. Realizace \u0161kolen\u00ed ve spr\u00e1vn\u00fd \u010das<\/p>\n\n\n\n 5. \u00da\u010dast v\u0161ech zainteresovan\u00fdch<\/p>\n\n\n\n 6. V\u00fdb\u011br spr\u00e1vn\u00fdch \u0161kol\u00edc\u00edch<\/p>\n\n\n\n 7. V\u00fdb\u011br spr\u00e1vn\u00e9 vzd\u011bl\u00e1vac\u00ed techniky<\/p>\n\n\n\n 8. Napln\u011bn\u00ed c\u00edl\u016f<\/p>\n\n\n\n 9. Spokojenost z\u00fa\u010dastn\u011bn\u00fdch<\/p>\n\n\n\n 10. Evaluace<\/p>\n\n\n\n V mnoha p\u0159\u00edpadech je tak evaluace vn\u00edm\u00e1, jako jak\u00e1si inferiorn\u00ed z\u00e1le\u017eitost, kter\u00e1 jen zdr\u017euje od \u0159e\u0161en\u00ed \u201ed\u016fle\u017eit\u011bj\u0161\u00edch\u201c z\u00e1le\u017eitost\u00ed. Evaluace se tak \u010dasto st\u00e1le nach\u00e1z\u00ed v pozici jak\u00e9hosi luxusu, kter\u00fd si firmy a instituce dne\u0161n\u00ed doby nemohou dop\u0159\u00e1t.<\/p>\n\n\n\n Navzdory dob\u011b vzniku Kirkpatrickova modelu, je jeho platnost a vyu\u017eitelnost v sou\u010dasn\u00fdch podm\u00ednk\u00e1ch st\u00e1le aktu\u00e1ln\u00ed. I p\u0159es sv\u00e9 nesporn\u00e9 v\u00fdhody, jak\u00fdmi jsou adaptabilita na m\u011bn\u00edc\u00ed se prost\u0159ed\u00ed \u010di nen\u00e1ro\u010dnost proveden\u00ed, m\u00e1 Kirpkatrick\u016fv model sv\u00e9 slab\u00e9 str\u00e1nky, kter\u00e9 je pot\u0159eba zn\u00e1t a v pr\u016fb\u011bhu evalua\u010dn\u00ed praxe zohled\u0148ovat. Nelze tak nap\u0159\u00edklad p\u0159edpokl\u00e1dat p\u0159\u00ed\u010dinnou a line\u00e1rn\u00ed z\u00e1vislost jednotliv\u00fdch f\u00e1z\u00ed evaluace, k \u010demu\u017e v evalua\u010dn\u00ed praxi \u010dasto doch\u00e1z\u00ed. Nav\u00edc, Kirkpatrick\u016fv model p\u0159edpokl\u00e1d\u00e1 a jeho podstata je zalo\u017eena proveden\u00ed v\u0161ech \u010dty\u0159 f\u00e1z\u00ed. Nen\u00ed mo\u017en\u00e9 p\u0159ij\u00edmat z\u00e1v\u011bry o cel\u00e9 evaluaci na z\u00e1klad\u011b v\u00fdsledk\u016f jedn\u00e9 nebo dvou \u00farovn\u00ed. Tato praxe pop\u00edr\u00e1 element\u00e1rn\u00ed logiku a smysl Kirkpatrickova modelu.<\/p>\n\n\n\n D\u016fle\u017eit\u00fdm aspektem \u00fasp\u011b\u0161n\u00e9 realizace je na\u010dasov\u00e1n\u00ed cel\u00e9 evaluace. Evalu\u00e1tor mus\u00ed kl\u00e1st z\u00e1sadn\u00ed d\u016fraz na p\u0159ed-\u0161kol\u00edc\u00ed f\u00e1z\u00ed, do n\u00ed\u017e je koncentrov\u00e1na asi \u010dtvrtina ve\u0161ker\u00fdch \u010dinnost\u00ed, a kter\u00e1 je z\u00e1rove\u0148 nutnou podm\u00ednkou \u010dinnost\u00ed n\u00e1sledn\u00fdch. Z evaluace se st\u00e1v\u00e1 komplexn\u00ed, dlouhodob\u00fd proces, kter\u00fd prov\u00e1z\u00ed projekt od sam\u00e9ho za\u010d\u00e1tku do jeho \u00fapln\u00e9ho konce.<\/p>\n\n\n\n V n\u00e1vaznosti na kritiku Kirkpatrickova modelu byly zkonstruov\u00e1ny alternativn\u00ed modely, kter\u00e9 se nejviditeln\u011bji odli\u0161uj\u00ed v po\u010dtu jednotliv\u00fdch evalua\u010dn\u00edch f\u00e1z\u00ed. N\u011bkte\u0159\u00ed auto\u0159i po\u010det f\u00e1z\u00ed roz\u0161i\u0159uj\u00ed, jin\u00ed jej naopak redukuj\u00ed. Spole\u010dn\u00fdm motivem jejich vzniku je nicm\u00e9n\u011b reakce na m\u011bn\u00edc\u00ed se podm\u00ednky, kter\u00e9 ji\u017e Kirkkpatrick\u016fv model nen\u00ed-podle jejich autor\u016f-sto postihnout. Z\u00e1kladn\u00edm c\u00edlem autor\u016f alternativn\u00edch model\u016f je je\u0161t\u011b vy\u0161\u0161\u00ed adaptabilita a orientace model\u016f na komer\u010dn\u00ed vyu\u017eit\u00ed. Modely se sna\u017e\u00ed p\u0159izp\u016fsobit dynamicky se vyv\u00edjej\u00edc\u00edmu projektov\u00e9mu \u0159\u00edzen\u00ed a st\u00e1le v\u00edce p\u0159ej\u00edmaj\u00ed terminologii z byznysu.<\/p>\n\n\n\n Navzdory ur\u010dit\u00fdm nedostatk\u016fm a kritick\u00fdm hlas\u016fm byla a st\u00e1le je proveditelnost a racionalita v\u00fdsledk\u016f produkovan\u00fdch za pomoci Kirkpatrickova modelu prov\u011b\u0159ov\u00e1na ka\u017edodenn\u00ed evalua\u010dn\u00ed prax\u00ed. Je nepochybn\u011b obdivuhodn\u00e9, jak dlouho se tato metoda dr\u017e\u00ed v pop\u0159ed\u00ed evalua\u010dn\u00edch teori\u00ed a st\u00e1le dok\u00e1\u017ee b\u00fdt konkurenceschopn\u00e1.<\/p>\n\n\n\n Pozn\u00e1mky pod \u010darou:<\/strong><\/p>\n\n\n\n [1] A\u010dkoli se v anglick\u00e9m p\u0159ekladu druh\u00e9 f\u00e1ze pou\u017e\u00edv\u00e1 term\u00edn Learning, tedy v \u010de\u0161tin\u011b u\u010den\u00ed, rozhodl se autor pro \u010desk\u00fd p\u0159eklad pozn\u00e1n\u00ed, kter\u00e9 podle jeho m\u00edn\u011bn\u00ed l\u00e9pe vystihuje proces, kter\u00fd v r\u00e1mci t\u00e9to f\u00e1ze prob\u00edh\u00e1. Z n\u00e1zvu by m\u011blo b\u00fdt co nejv\u00edce patrn\u00e9, \u017ee v r\u00e1mci druh\u00e9 f\u00e1ze doch\u00e1z\u00ed k ur\u010dit\u00e9 zm\u011bn\u011b v\u00fdchoz\u00edho stavu. Tato zm\u011bna m\u00e1 nav\u00edc jasn\u00e9 \u010dasov\u00e9 vymezen\u00ed, kter\u00e9 je ohrani\u010deno za\u010d\u00e1tkem a koncem \u0161kol\u00edc\u00edho procesu. Term\u00edn u\u010den\u00ed je sp\u00ed\u0161e abstraktn\u00ed aktivita bez \u010dasov\u00e9ho zar\u00e1mov\u00e1n\u00ed. Zdroje<\/strong><\/p>\n\n\n\n [1] Alliger, G. M., & Janak, E. A. (1989) Kirkpatrick\u2019s levels of training criteria: Thirty years later. Personnel Psychology, 42, 331-342<\/p>\n\n\n\n [2] Armstrong, M. (1999) Person\u00e1ln\u00ed management. Praha: Grada Publishing.<\/p>\n\n\n\n [3] Baskin, C. (2001) Using Kirkpatrick\u2019s four-level-evaluation model to explore the effectiveness of collaborative online group work, ASCILITE conference proceedings, 37-44.<\/p>\n\n\n\n [4] Bassi, L., Van Buren, M. (1999) The 1999 ASTD state of the industry report. Trainig and Development Magazine, Suplement, 53 (5).<\/p>\n\n\n\n [5] Dick, W., Carey, L. (1966) The systematic design of instruction (4th ed.). New York: Harper Collins.<\/p>\n\n\n\n [6] Dick, W., Johnson, R. B. (2007) Evaluation in instructional design: The impact of Kirkpatrick\u2019s four-level model. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (2nd ed., 94-103). Upper Saddle River, NJ: Pearson Education.<\/p>\n\n\n\n [7] Holton, E. F., III. (1996) The flawed four-level evaluation model. Human Resource Development Quarterly, 7 (1), 5-21.<\/p>\n\n\n\n [8] Kaufman, R., Keller, J. M. (1994) Levels of evaluation: Beyond Kirkpatrick. HRD Quarterly, 5(4), 371-380.<\/p>\n\n\n\n [9] Kirkpatrick, D. L. (2006) Evaluating Training Programs: The Four Levels, Ed., Berrett-Koehler Publishers, Inc.: San Francisco, CA.<\/p>\n\n\n\n [10] Kirkpatrick, D. L. and Kirkpatrick, J. D. (2005) Transferring Learning to Behaviour: Using the Four Levels to Improve Performance, Berrett-Koehler Publishers: Inc. San Francisco, CA.<\/p>\n\n\n\n [11] Kirkpatrick, D. L. and Kirkpatrick, J. D. (2007) Implementing the Four Levels, Berrett-Koehler Publishers: Inc. San Francisco, CA,<\/p>\n\n\n\n [12] Kirkpatrick, J. D., Kirkpatrick, W. D. (2010) Training on Trial. New York: AMACOM.<\/p>\n\n\n\n [13] Kirkpatrick Partners. (2014) [online]. [cit. 24. 2. 2014]. Dostupn\u00e9 na: http:\/\/www.kirkpatrickpartners.com\/Home\/tabid\/38\/Default.aspx<\/p>\n\n\n\n [14] Mani, V. (2010) Evaluating effectiveness of executive training. International Bulletin of Business Administration, 9, 201-209.<\/p>\n\n\n\n [15] Merwin, S. (1992) Evaluation: 10 significant ways for measuring and improving training impact. New York: Jossy-Bass Pfeiffer<\/p>\n\n\n\n [16] Mohamed, R., Alias, A. A. (2012) Evaluating the Effectiveness of a Training Program Using the Four Level Kirkpatrick Model in the Banking Sector in Malaysia. In: 3rd International Conference on Business and Economic Research, 12-13 March 2012, Bandung, Indonesia.<\/p>\n\n\n\n [17] NZLEAD PREVIEW: ROI for HR. (2013) [online]. [cit. 24. 2. 2014]. Dostupn\u00e9 na: http:\/\/nzlead.com\/nzlead-preview-roi-for-hr\/ [19] Phillips, P. P. (2010) Handbook of Measuring and Evaluating Training. Alexandria: ASDT Press.<\/p>\n\n\n\n [20] Pituchov\u00e1, I. (2013) Vyhodnocov\u00e1n\u00ed podnikov\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed s vyu\u017eit\u00edm modelu Kirkpatrics. Slezsk\u00e1 univerzita, Obchodn\u011b podnikatelsk\u00e1 fakulta, Karvin\u00e1<\/p>\n\n\n\n [21] Richterov\u00e1, B. (2011) Teorie a praxe problematiky zam\u011bstn\u00e1v\u00e1n\u00ed osob se zdravotn\u00edm posti\u017een\u00edm v \u010cesk\u00e9 republice. Reintegra, Krnov.<\/p>\n\n\n\n [22] Stufflebeam, D. L. (1971) The relevance of the CIPP evaluation model for educational accountability. Journal of Research & Development in Education, 5(1), 19-25.<\/p>\n\n\n\n [23] Werner, J. M., DeSimone, R. L. (2006) Human Resource Development. New York: Thompson South-Western.<\/p>\n\n\n\n [24] Zinovieff, M. (2008) Review and Analysis of Training Impact Evaluation Methods, and Proposed Measures to Support a United Nations System Fellowships Evaluation Framework . WHO’s Department of Human Resources for Health, Geneva.<\/p>\n","protected":false},"excerpt":{"rendered":" This paper deals with a theoretical framework and possibilities of a practical utilization of Kirkpatricks\u2019s four level model which has been an essential part of an evaluation theories and methods for decades. Although the model was originally invented as an evaluation method for the educational systems, it has been adopted by many other socio-economical disciplines such as health care, industry, project management, environmental issues etc.<\/p>\n In spite of a successful spreading of the model across a wide range of spheres, its practical usage is in many cases disputable. Especially, serious failures very often occur in the time schedule of particular activities related to the each level of the model. As a result, evaluation processes are often delayed which lead to the insufficient or even mistaken conclusions. Beside this, the model is not usually implemented as a whole integrated instrument. On other word, although it is necessary to realize all four levels to achieve relevant results, there are usually carried out only the first two or even the first level.<\/p>\n In general, the basic aim of this paper is to extend knowledge about the model and its key features. In particular, the author mainly stresses those passages of the model in which the practical mistakes most often occur and which consequently cause misleading results.<\/p>\n At the beginning of the paper, there is outlined a historical background of the model as well as the circumstances that led to its emergence. Further, each level of the model is analyzed in detailed way so that one shall understand its practical utilization as well as the strengths and the weaknesses. In addition, the author shortly describes a few alternative models that have mainly emerged as a result of expert debate about the Kirkpatric\u2019s model.<\/p>\n Case study which emphasizes shortages in the practical utilization is one of the crucial parts of the paper. Based on this practical example, the author provides some advices how to avoid making mistakes and to reach reliable results. Finally, one of the last chapter deals with an eventual options of a future development of the Kirkpatric\u2019s model.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[26],"tags":[],"class_list":["post-1334","post","type-post","status-publish","format-standard","hentry","category-articles"],"acf":[],"_links":{"self":[{"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/posts\/1334","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/comments?post=1334"}],"version-history":[{"count":5,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/posts\/1334\/revisions"}],"predecessor-version":[{"id":1339,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/posts\/1334\/revisions\/1339"}],"wp:attachment":[{"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/media?parent=1334"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/categories?post=1334"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/tags?post=1334"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
kter\u00e9 se objevuj\u00ed v prac\u00edch zam\u011b\u0159en\u00fdch na toto t\u00e9ma. Podle autor\u016f Wernera a DeSimoneho (2006) se jedn\u00e1 o systematick\u00fd sb\u011br popisn\u00fdch a hodnot\u00edc\u00edch informac\u00ed pot\u0159ebn\u00fdch k efektivn\u00edmu rozhodnut\u00ed o v\u00fdb\u011bru, p\u0159ijet\u00ed, hodnot\u011b a modifikaci institucion\u00e1ln\u00edch aktivit. Naopak Merwin (1992) definuje tento typ evaluace jednodu\u0161eji, a to jako n\u00e1stroj, na jeho\u017e z\u00e1klad\u011b lze doc\u00edlit rozhodnut\u00ed, zda se v r\u00e1mci ur\u010dit\u00e9 instituce vyplat\u00ed realizovat vzd\u011bl\u00e1vac\u00ed proces. Mahamed a Alias (2012) v t\u00e9to souvislosti dod\u00e1vaj\u00ed pozn\u00e1mku, \u017ee neexistuje-li alternativn\u00ed zp\u016fsob pro hodnocen\u00ed \u00fa\u010delnosti vlo\u017een\u00fdch investic na vzd\u011bl\u00e1vac\u00ed aktivity, evaluace mus\u00ed b\u00fdt bezpodm\u00edne\u010dn\u011b provedena.<\/p>\n\n\n\n![\"\"](\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/MT_SCH1.jpg\")
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nebo nov\u00e1 verze knihy \u201eEvaluating Training Programs: The Four Levels\u201c.<\/p>\n\n\n\n\n
jak na horizont\u00e1ln\u00ed tak na vertik\u00e1ln\u00ed \u00farovni organiza\u010dn\u00ed struktury. Jin\u00fdmi slovy zm\u011b\u0159it, zda se li\u0161\u00ed pohledy na hodnocenou problematiku mezi jednotliv\u00fdmi organiza\u010dn\u00edmi sekcemi (odbory, odd\u011blen\u00edmi apod.), ale tak\u00e9, zda existuj\u00ed v\u00fdznamn\u00e9 rozd\u00edly mezi jednotliv\u00fdmi \u00farovn\u011bmi z hlediska zam\u011bstnaneck\u00e9 hierarchie (\u0159editel, top management, st\u0159edn\u00ed management, \u0159adov\u00ed pracovn\u00edci apod.). V t\u00e9to f\u00e1zi evaluace se lze zeptat nap\u0159\u00edklad t\u011bmito zp\u016fsoby:<\/p>\n\n\n\n![\"\"](\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/MT_TAB1.jpg\")
<\/figure>\n<\/div>\n\n\n
mezi jednotliv\u00fdmi aktivitami.<\/p>\n\n\n![\"\"](\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/MT_GRAF1.jpg\")
<\/figure>\n<\/div>\n\n\n![\"\"](\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/MT_SCH2.jpg\")
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[2] Klasick\u00fd Kirkpartick\u016fv model se oproti t\u00e9to alternativ\u011b li\u0161\u00ed v n\u00e1zvu t\u0159et\u00ed \u00farovn\u011b, kdy\u017e Phillips nam\u00edsto Chov\u00e1n\u00ed (Behaviour) pou\u017e\u00edv\u00e1 n\u00e1zev Dopad (Impact). Phillips se sna\u017e\u00ed model p\u0159ibl\u00ed\u017eit v\u00edce komer\u010dn\u00edmu vyu\u017eit\u00ed, a to jak p\u0159id\u00e1n\u00edm p\u00e1t\u00e9 kategorie, tak tak\u00e9 \u00fapravou n\u00e1zvoslov\u00ed. My se v\u0161ak klon\u00edme k zachov\u00e1n\u00ed n\u00e1zvu Chov\u00e1n\u00ed, kter\u00e9 podle na\u0161eho n\u00e1zoru mnohem l\u00e9pe vystihuje podstatu t\u0159et\u00ed f\u00e1ze a je nav\u00edc mnohem bli\u017e\u0161\u00ed evalua\u010dn\u00ed terminologii jako takov\u00e9. V n\u011bkter\u00fdch jin\u00fdch modifikac\u00edch se t\u0159et\u00ed \u00farove\u0148 naz\u00fdv\u00e1 aplikace, p\u0159i\u010dem\u017e dopad je v t\u011bchto p\u0159\u00edpadech posunut na \u010dtvrtou \u00farove\u0148 nam\u00edsto v\u00fdsledk\u016f.<\/p>\n\n\n\n
[18] Phillips, P. P. (2002) The bottomline on ROI., GA: Center for Effective Performance, Atlanta.<\/p>\n\n\n\n