manisha mail

8/10/2019 Manisha Mail

1/5

2.10 KIRKPATRICKS FOUR LEVELS OF EVALUATING TRAINING

EFFECTIVENESS

1. Reaction

2. Learning

3. Behavior

4. Results

This grid illustrates the Kirkpatrick's structure detail, and particularly the modern-day

interpretation of the Kirkpatrick Learning Evaluation Model, usage, implications, and

examples of tools and methods.

Kir kpatrick Learning Evaluation M odel

L

E

V

E

L

EVALUA

-TION

TYPE

What is

measured?

EVALUATION

DESCRIPTION

&

CHARACTERI-

STICS

EXAMPLES of

Evaluation Tools &

Methods

RELEVANCE AND

PRACTICABILITY

1

R

E

A

C

T

I

O

N

Reactionevaluation is

how the

delegates felt,

and their

personal

reactions to the

training or

learning

experience.

'Happy sheets'

Feedback forms based

on subjective personal

reaction to the trainingexperience

Verbal reaction which

can be noted and

analyzed

Post-training surveys or

questionnaires

Verbal or written

reports given by

delegates to managers

back at their jobs

It throws light on the level

of learner satisfaction.

The analysis at this level

serves as inputs to thefacilitator and training

administrator.

It enables them to make

decisions on continuing the

programmed, making

changes to the content,

methodology, etc.

Very easy to obtain reaction

feedback.

Feedback is not expensive

to gather or to analyze for

groups


2/5

2

L

E

A

R

N

I

N

G

Learning

evaluation is the

measurement of

changes

pertaining to

knowledge, skill

& attitude from

before & after

the learning

experience.

Facilitators utilize

Pre & post-test scores

On-the-job assessment

Supervisors reports

to measure & to check

on the learning that has

occurred.

Methods of assessment

need to be closely

related to the aims of

the learning.

Measurement need to

be established, so as to

limit the risk of

inconsistent

assessment.

Relatively simple to set up,

but more investment and

thought required than

reaction evaluation.

Highly relevant and clear-

cut for certain training such

as quantifiable or technical

skills.

Measuring the effectiveness

of training at this level is

important as it gives an

indication about the

quantum of change vis--vis

the learning objectives that

were set.

It provides critical inputs to

fine-tune the design of the

programme.


3/5

3

B

E

H

A

V

I

O

UR

Behaviour

evaluation

measures the

application of

the learning in

the work

context.

It measures the

extent to which

the traineesapplied the

learning and

changed their

behaviour.

Observation and

interview are required

to assess change,

relevance of change,

and sustainability of

change.

Self-assessment can be

useful, using carefully

designed criteria and

measurements.

360-degree feedback is

useful method.

Assessments need to

be designed to reduce

subjective judgment of

the observer or

interviewer.

Assessments can be

designed aroundrelevant performance

scenarios, and specific

key performance

indicators or criteria.

Assessments tend to

be more successful

when integrated within

existing management

and coaching

protocols.

Measurement of behavior

change is less easy to

quantify and interpret than

reaction and learning

evaluation.

Inputs at this level should be

taken from participants and

their supervisors. Their

inputs can indicate the cause

of success or failure.

Simple quick response

systems unlikely to be

adequate.

Cooperation and skill of

observers, typically line-

managers, are important

factors, and difficult to

control.

Management and analysis ofongoing assessments are

difficult, and virtually

impossible without a well-

designed system from the

beginning.

Behavior change evaluation

is possible given good

support and involvement

from line managers or

trainees, so it is helpful to

involve them from the start,

and to identify benefits for


4/5

them, which links to the

level-4 evaluation.

4

R

E

S

U

L

TS

Results

evaluation

measures

effectiveness of

the programme

in terms of

businessobjectives

resulting from

the improved

performance of

the trainee.

At this level one

look at key

performance

indicators such as

increase in

productivity,

decrease in

defects, cycle

time reduction,

return on

investment, staff

turnover etc.

Quality inspection.

Financial report.

Interview with sales

manager.

For senior people,

annual appraisals,

ongoing agreementof

key business

objectives are integral

to measure business

results derived from

training.

It is possible that many

of the measures are

already in place via

normal management

systems and reporting. The challenge is to

identify which and

how to relate the

trainee's input and

influence.

Therefore it is

important to identify

and agree

accountability and

relevance with the

trainee at the start of

the training, so they

Individually, results

evaluation is not particularly

difficult.

Across an entire

organization it becomes

very much more

challenging, not least

because of the reliance on

line-management, and the

frequency and scale of

changing structures,

responsibilities and roles,

which complicates the

process of attributing clear

accountability

Also, external factors

greatly affect organizationaland business performance,

which cloud the true cause

of good or poor results.


5/5

understand what is to

be measured.

Since Kirkpatrick established his original model, other theorists (for example Jack Phillips), and

indeed Kirkpatrick himself, have referred to a possible fifth level, namely ROI (RETURN ON

INVESTMENT).

ROI can easily be included in Kirkpatrick's original fourth level 'Results'. The inclusion and

relevance of a fifth level is therefore arguably only relevant if the assessment of Return on

Investment might otherwise be ignored or forgotten when referring simply to the 'Results' level.

Finally, it is possible for organizations to measure effectiveness for all programmes at level-1

and level-2. This can be built into the design of the training programme. Also it is easy to

measure training programmes related to technical and functional areas at level-3 and level-4. But

it is not easy to do this with behavioral skills programmes. Organizations that choose to measure

training effectiveness can start with the former category before moving to measuring behavioral

skills at level-3 and level-4.

There are mechanisms to measure effectiveness of behavioral skills at level-3. These arecumbersome to implement. It needs a fair amount of investment by the organisation in terms of

time and money. While measuring effectiveness of training measure all programmes at level-1

and level-2. The measures at level-3 and level-4 can start with the functional skills, before

moving on to the behavioral skills programmes.

manisha mail

Documents