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.
Kirkpatrick Learning Evaluation Model
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



Reaction
evaluation 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 training
experience
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 the
facilitator 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
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
B
E
H
A
V
I
O
U
R

Behaviour
evaluation
measures the
application of
the learning in
the work
context.
It measures the
extent to which
the trainees
applied 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 around
relevant 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 of
ongoing 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
them, which links to the
level-4 evaluation.
4
R
E
S
U
L
T
S

Results
evaluation
measures
effectiveness of
the programme
in terms of
business
objectives
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 agreement of
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 organizational
and business performance,
which cloud the true cause
of good or poor results.
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 are
cumbersome 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.