Obstacles to Evaluating Training Programs for Faculty Members at the Skills and Leaders Development Center Using the Kirkpatrick Model

This study aims to identify the most important obstacles that hinder evaluating faculty members' training programs, provided by the Skills and Leaders Development Center, Qassim University, using Kirkpatrick model, from faculty members' opinions. It also aims to identify whether there are statistically significant differences among faculty members' opinions about obstacles that hinder evaluating faculty members' training programs, provided by the Skills and Leaders Development Center, Qassim University, using Kirkpatrick model from faculty members' opinions according to the variable (sex and type of College).
The study adopted the descriptive method. The study used the questionnaire to collect the data. The questionnaire was distributed to the study sample of 300 male and female faculty members, Qassim University. The study also found a number of organizational, human and financial obstacles preventing the implementation of the Kirkpatrick model. It ended with recommendations that stressed the importance of activating the model, to improve the performance of the Center for Skills and Leaders Development in Qassim University. The study also presented a set of recommendations as follows: Evaluating the feedback: To convert the form of the evaluating the training course into an electronic one, and to create a user name for each trainee. This will help to collect the trainee's responses to the different training courses, compare the development of the different courses for the trainee; in addition to comparing them to the views of his/her training group and then comparing other training groups to each other. This comparison makes it easier to tabulate and analyze them by following up the development of academic performance, using graphic indicators. It also makes it easier to provide people interested in the evaluative performance of the Center, whether the University Administration, trainers, external evaluators, researchers, or Education Evaluation Commission. Evaluation of learning: Requiring the trainee to pass pre and post tests after activation, and his/her level of performance improves compared to the experimental group and the control one after the activation; conducting interviews as appropriate to each trainee, and his/her colleagues and principals after the issuance of forms redrafted from the original forms. These forms should be standardized and validated, in addition to re-evaluation during relatively varying periods of time.