2. Dr. Donald L Kirkpatrick
Born on 15 March 1924- Richland Center, USA.
Education: University of Wisconsin-Madison,
B.B.A., 1948, M.B.A., 1949, Ph.D., 1954
Career status : Professor Emeritus
of the University of Wisconsin in
the United States.
Past President for the American
Society for Training and Development .
Training Director of International Minerals
Chemical Corp.
HR Manager of Bendix Products
Aerospace.
3. Kirkpatrick
Kirkpatrick developed a model of training evaluation in 1959.
Donald Kirkpatrick's 1975 book “Evaluating Training Programs” defined
his originally published ideas of 1959.
The most widely used approach.
Simple
4-level model
4. Four Levels
Level I: Evaluate Reaction
Level II: Evaluate Learning
Level III: Evaluate Behavior
Level IV: Evaluate Results
Fifth level was recently “added” for return on investment (“ROI”)
but this was not in Kirkpatrick’s original model
5. Level 1: Reactions
Assesses the reaction of the trainees to the training experience.
Focuses on the trainees’ immediate response to training
programmes.
The purpose of measuring reaction is to ensure that learners
are motivated and interested in learning.
Measurement of participants’ reactions or attitudes toward
specific components of the program, such as the instructor,
topics, presentation style, schedule, audiovisuals, etc
6. Key Questions:
• What was the learners reaction to the learning environment?
Did they like it?
• Did the trainees feel that the training was worth their time?
• Did they think that it was successful?
• What were the biggest strengths of the training, and the biggest
weaknesses?
• Did they like the venue and presentation style?
Data Sources:
• Completed participant feedback questionnaire
• Informal comments from participants
• Surveys
• Interviews
7. ADVANTAGES OF
• Help to know how the participants felt about the training event.
• It may point out content areas that trainees felt were missing from
the training event.
• It can provide information about overall participant reaction as well
as participant feedback and evaluation of specific aspects of the
training event.
• Detailed level one evaluation can provide information that can be
used to improve future versions of the training program (e.g., you
can fix the things the participants disliked about the program and
add the things they felt was missing).
8. Level 2: Learning
Consists of two aspects. First is learning and second is the
demonstration of learning.
Learning is the extent to which participants change attitudes,
improve knowledge, and increase skill as a result of attending
the programme.
Demonstration aspect of training content portrays the new
skills or behaviour of trainees.
The evaluation should focus on measuring what was covered
in the training event (i.e. the learning objectives).
Knowledge
Skills
Attitudes
9. Key Questions:
• Did the participants learn what was intended to be taught?
• What is the extent of advancement or change in the participants after
the training?
• Were there any particular barriers to or promoters of learning?
• What attitudes of participants were changed?
Data Sources:
• pre- and post-test scores
• on-the-job assessments
• supervisor reports
10. ADVANTAGES OF
• Help to make judgements and recommentations about the relevance
and quality of the training programme and the suitability of the
assessments, tests etc used as a part of the programme.
• It can also provide key diagnostic information where there has
been a breakdown in the process of transferring learning to the
workplace.
• Demonstrating participant learning should help trainers in
promoting their training programme.
• Detailed level two evaluation can provide information that can be
used to improve future versions of the training programme.
• Knowledge of level two evaluation can help in interpreting the
results of level three evaluation .
11. Level 3: Behaviour
• Behavior is the action that is
performed.
• Behavior will only change if
conditions are favorable.
• Level three evaluation specifically
involves measuring the transfer of
knowledge, skills, and attitudes from
the training context to the workplace.
• The goal is to find out if training
program participants change their on-
the-job-behavior (OJB) as a result of
the training programme.
12. Key Questions:
• Did the trainees put any of their learning to use?
• Are trainees able to teach their new knowledge,
skills, or attitudes to other people?
• Are trainees aware that they've changed their
behavior?
Data Sources:
• completed self-assessment questionnaire.
• on-the-job observation.
• reports from customers, peers and supervisors.
13. ADVANTAGES OF
• Provides measurement of actual behavior on the job, rather than
only measuring or demonstrating positive reaction and/or learning.
• Level three data provides insight into the transfer of learning from
the training programme to the to the work environment .
• Useful to find out the barriers encountered when attempting to
implement the new techniques learned in the programme.
• In many situations, evidence of level one outcomes, level two
outcomes, and level three outcomes will be sufficient evidence of
the merit and usefulness of a training program.
14. Level 4: Results
• Measures the result of training as it relates to
factors such as sales, productivity, profit,
costs, employee turnover, and product/service
quality.
• Level four assess results that include both the
impact of training on an organization and the
return on investment (ROI).
• Stage when the evaluation process enters into
the business metrices.
• Here your goal is to find out if the training Level four evaluation attempts to assess
program led to final results, especially training in terms of business results. In
business results that contribute to the “bottom this case, sales transactions improved
steadily after training for sales staff
line” (i.e., business profits). occurred in April 1997.
15. Key Questions:
• Did the trainees achieve the desired outcomes
of the programme of study?
• Did it impact the bottom line?
• Were there fewer grievances and complaints?
Data Sources:
• financial reports
• quality inspections
• interview with department heads
16. ADVANTAGES OF
Informs about the "return" the organization receives from the
training.
Helps to measure the success of the training programme.
It assess “ bottom line” final results.
It yields the most valuable information about the effectiveness of
training.
Decision-makers prefer the "result," .
It evaluates the impact that training has upon the organization.
17. CONCLUSION
BENEFITS
• Fairly simplified model
• Easier to conceptualize
• Established, familiar and popular
CRITICISMS
• Too simplistic
• The model is incomplete.
• Evidence does not support that the levels
have a casual relationship.
• Incremental importance of information.
