The use of D. Kirkpatrick’s model for mentoring in a preschool organization

   Introduction. Donald Kirkpatrick’s model is often used in business concepts and is somewhat underestimated in the structure of education. However, its application in the process of managing a preschool educational organization will allow us to determine the level of the mentor’s response to incoming information, their ability to learn (in general, to specify whether it is possible with a mentor). It will reveal the change in behavior and behavioral reactions due to the influence of new information, as well as determine the result in the context of introducing the scientific foundations of mentoring for preschool education. The article discusses a longitudinal study by University of Wisconsin professor D. Kirkpatrick in the field of determining the effectiveness of training top managers of educational organizations.

   The aim is to study and apply functional features of D. Kirkpatrick’s model in the conditions of national preschool education (in practice in a kindergarten).

   Materials and Methods. Methods of four-level assessment of training effectiveness by the example of preschool educational organizations of the Russian Federation contributed to the disclosure and description of role models of behavior of mentor-leaders and mentees-teachers in a preschool educational organization in different life situations. The study involved the Moscow region and the city of Moscow, the Leningrad region and the city of St. Petersburg, the Republic of Tatarstan and the city of Kazan, the Samara region and the city of Samara, the Saratov region and the city of Saratov, the Volgograd region and the city of Volgograd, the Nizhny Novgorod region and the city of Nizhny Novgorod.

   Results and discussion. Improvement of professional competences is always considered from a theoretical point of view, less often when the theory is transferred to the practice of activity, despite the fact that every year efforts are made on this issue. However, in the context of mentoring support, when applying D. Kirkpatrick’s model, there is a chance to carry out a competent assessment of the mentors’ own learning process, which we have put into practice in preschool educational organizations. High results are demonstrated in the experimental group, where respondents have a higher reaction and ability to adjust attitudinal reactions to the results obtained. It was also found that the control group is more difficult to assimilate new information than the experimental group, which is direct evidence of the effectiveness of the applied model.

   Conclusion. The use of D. Kirkpatrick’s model for mentoring in a preschool organization will allow for a comprehensive approach to the effective assessment of the training applied.

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