The document discusses the Kirpatrick model of evaluation, which was developed by Donald L. Kirpatrick in 1959. The model provides a systematic approach to measure the effectiveness of training programs using four levels - reaction, learning, behavior, and results. Reaction level measures participant satisfaction. Learning level measures knowledge gained. Behavior level measures skills transferred to the job. Results level measures final business impact. The model helps training professionals understand evaluation steps but can be time-consuming and difficult to directly link all levels, especially higher levels to specific training programs.

1. KIRPATRICK MODEL OF
EVALUATION
SOUMYA.S
M.ED 4TH SEMESTER
N.S.S TRAINING COLLEGE OTTAPALAM

2. EVALUATION MODELS
DEFINITION
Evaluation models either describe what evaluators do or
prescribe what they should do .
The evaluation model is systematic approach that will
guide in measuring the efficiency and effectiveness of a
training , a course or an educational program.

3. Birth Of The Model
Developed by Donald L. Kirpatrick.
1959: Four article series: Techiques for
evaluating training programs.
1998: Evaluating training programs: The four
Levels.

4. KIRPATRICK EVALUATION MODEL

5. LEVEL 1- REACTION
• How participants feels about the training or learning experience.
• How favorably participants react to the training.
• collects reactions to instructor, course and learning
environments.
• communicates to trainees that their feedback is valued.
• can provide quantitative information.

6. why ?
• Give us valuable feedback that help to evaluate
the program.
• Tell trainees that trainers are there to help
them to do their job better and that they need
feedback to determine how effective they are.
• Provide trainees with quantitative information,
that can be used for establish standards of
performance for future response.

7. How?
Reaction measures
•Customer satisfaction
•Engagement
•relevance

8. Reaction : connection to other levels
The connection – can ask trainees if they:
• Will use new skills or information
• Plan to change behaviour
• expect improvements in results.
The disconnection- does not
• Measure what was learned
• Huarantee behaviour change
• Quantify results from learning.

9. Reaction- how to perform
• Determine what you want to find out
• Design a form to collect/ quantify reactions
• Do immediately
• Developing acceptable scoring standards
• Follow up as appropriate

10. LEVEL 2 - LEARNING
• You Measure What Your Trainees Have
Learned.
• How Much Has Their Knowledge Increased As
A Result Of Learning.

11. When?
•After Training Conducted

12. How ?
•By Evaluating Before And after The
Program.
•By Comparing Both The Results

13. Learning measures
•Knowledge
•Skills
•Attitude
•Confidence
•commitment

14. Learning- what it looks like
Media used to measure learning
• Text
• Voice
• Demonstration
Methods used to measure learning
• Interview
• Surveys
• Tests
• Observations
• combinations

15. Learning- connection to other levels
The connection- people who learn can
• Experience pride
• Experiment with the new behaviors
• Achieve better results
The disconnection- it doesn't ensure they
• Liked training program
• Will behave differently
• Will get expected results

16. Learning- how to perform
• Use a control group , if feasible
• Evaluate knowledge, skills, and attitudes
before and after
• Get 100% participation or use statistical
sample.
• follow up as appropriate

17. Level 3 - Behavior
• transfer of knowledge, skills and attitude
to the real world.
•Measure achievement of performance
objectives.

18. Behavior- what it looks like
•Observe performer, first hand.
•Survey- key people who observe
performer.
• use checklists, questionnaires, interviews
or combinations.

19. Behavior- connection to other levels
The connection can determine:
• Degree to which learning transfer to the post
training environment.
The disconnection- cannot determine if
• Participants like the training
• Participants understand
• Behaviors accomplish results

20. Behavior- how to perform
• evaluate before and after training
• allow ample time before observing
• survey key people
• consider cost vs benefits
 100% participation or sampling
 repeated evaluations at appropriate intervals.
 use of a control group.

21. Level 4 - Results
•Analyze the final results of training.
• proof vs evidences

22. When?
•If your programs aim at tangible
results rather than teaching
management concepts, theories and
principles, then desirable to evaluate
in terms of results.

23. How ?
•Search for evidences.

24. Results: connection to other levels
the connection
• positive 1,2,3 evaluations results can provide positive
level 4 evidence.
the connection- does not
• tell if participants liked the training
• prove trainees understand
• Prove use of preferred behaviors

25. Results- how to perform
• Use a control group.
• Allow time for results to be realized.
• measure before and after the program.
• consider cost vs benefits.
• be satisfied with evidences when proof is not
possible.

26. Type of assessment used at each level
•Reaction- Formative
• Knowledge- Diagnostic, Summative
• Behavior- Summative
•Results- Summative

27. POPULARITY OF THE FOUR LEVEL MODEL
• the model addressed the need of training professionals to understand
training evaluation in a systematic way.
• Kirkpatrick insisted that information about level four outcomes is
perhaps the most valuable or descriptive information about training
that can be obtained.
• provides clear evaluative steps to follow.
• works with traditional and digital learning programs.
• gives HR and business leaders valuable insight into their overall
training programs and their impact on business outcomes.

28. Limitations of Kirkpatrick evaluation
model
• The system can be time consuming and requires costly
investment to conduct all the pre tests, post tests and
analyses of learning.
• it is also difficult to directly link business results to specific
training.
• proving efficacy and return on investment (ROI) is hard
since the causes are often complex and multifaceted.
• to do so accurately requires further resources and expertise.
• it actually does not evaluate how the program relates to
measure of business success .