The document discusses the Four Levels of Evaluation model developed by Donald Kirkpatrick in 1959 to evaluate training programs. The four levels are: 1) learner reactions, 2) learning, 3) job behavior or transfer, and 4) observable results or impact. Level 1 evaluates learner opinions immediately after training. Level 2 assesses knowledge and skills learned. Level 3 evaluates on-the-job application of skills. Level 4 examines long-term business impact. Each level provides benefits for improving training and identifies weaknesses, though higher levels present more challenges to isolate the effects of training.

1. Did the Training Work?
The Four Levels of Evaluation
Created by Dawn Drake, 2008

2. Dawn DrakePage 2
Birth of The Model
• Developed by Donald L. Kirkpatrick
• 1959: Four article series: “Techniques for Evaluating
Training Programs” (Training and Development, ASTD)
• The Kirkpatrick Model
• 1998: Evaluating Training Programs: The Four Levels
• Widely recognized by training and HR professionals

3. Dawn DrakePage 3
The Four Levels
Immediate
1. Learner Reactions
2. Learning
Delayed
3. Job Behavior
4. Observable Results
Instruction

4. Dawn DrakePage 4
Level 1: Learner Reaction
Features
• Asks for learners’ opinions:
Were they “smiling when they left”?
Challenges
• Provides no proof of learning
• Responses may not be honest
(“If you can’t say something nice…”)
• Determining when negative results
indicate a valid need to modify training
Benefits
• Can be used to identify support vs. resistance
• Can identify some trouble spots that
may impact learning
• Indicates what they will tell others (managers, peers)
Smile
Sheets

5. Dawn DrakePage 5
Level 2: Learning
Features
• Test knowledge and skills
• Tie directly to course objectives
• Simulate performances as much as possible
Challenges
• Defining performance objectives that can be
measured in the testing environment
• Obtaining client agreement that achieving the
objectives will provide skills needed to meet
performance standards
• Ensure evaluations measure the learning objectives!
Benefits
• Provides evidence of whether learners gained
knowledge/skills targeted by training
• Identifies areas for improving training
• Identifies areas where learners’ knowledge/skills
still fall short of requirements
Note: A single evaluation
shows the current state.
To show a change, you
must establish a baseline
(pre-evaluation) for
comparison.

6. Dawn DrakePage 6
Features
• Evaluates whether skills taught are being
used on the job (transferred)
• Delay between training and evaluation
(usually several weeks)
Challenges
• May need to survey others, including
managers and “customers”
• Other factors may affect transfer
Benefits
• Can provide evidence of training
effectiveness
• When Level 2 results are good but Level 3
results are poor, can lead to consideration
of other blocks to performance
• Too much time between
training and implementation?
• Lack of support on the job?
• Problems with the tool?
• Lack of motivation?
Level 3: Job Behavior (Transfer)

7. Dawn DrakePage 7
Level 4: Observable Results (Impact)
Features
• Intended to evaluate the impact of training
on business results (longer range)
• Usually done only for selected programs
due to cost and difficulty
Challenges
• Due to time elapsed, usually impossible to
screen out other variables that impact
results
• Establish criteria for “success” in advance,
with client’s agreement
Benefits
• Shows value of training for achieving
strategic business goals (ROI) Reduce costs by
increasing efficiency
Costs