donald kirkpatrick's learning evaluation theory - a training and learning measurement, eva...

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kirkpatrick's learning and training

evaluation theory
Donald L Kirkpatrick's training evaluation model - the
four levels of learning evaluation

also below - HRD performance evaluation guide

Donald L Kirkpatrick first published his ideas way back in 1959, in a series of articles in the US
Training and Development Journal. the articles were subsequently included in Kirkpatrick's
book Evaluating Training Programs (1975), published by the American Society for Training and
Development (ASTD), with whom Kirkpatrick still maintains (as at 2005) close connections,
having previously served as president. Donald Kirkpatrick has written several other significant
books about training and evaluation, and has consulted with some of the world's largest
corporations.

Kirkpatrick's book Evaluating Training Programs defined his originally published ideas of 1959,
thereby further increasing awareness of them, so that his theory has now become arguably
the most widely used and popular model for the evaluation of training and learning.
Kirkpatrick's four-level model is now considered an industry standard across the HR and
training communities. The four levels of training evaluation model was later redefined and
updated in Kirkpatrick's 1998 book, called 'Evaluating Training Programs: The Four Levels'.

The four levels of Kirkpatrick's evaluation model essentially measure:

? reaction of student - what they thought and felt about the training
? learning - the resulting increase in knowledge or capability
? behaviour - extent of behaviour and capability improvement and
implementation/application
? results - the effects on the business or environment resulting from the
trainee's performance

All these measures are recommended for full and meaningful evaluation of learning in
organizations, although their application broadly increases in complexity, and usually cost,
through the levels from level 1-4.

Quick Training Evaluation and Feedback Form, based

on Kirkpatrick's Learning Evaluation Model - (Excel file)

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kirkpatrick's four levels of training evaluation

This grid illustrates the basic Kirkpatrick structure at a glance. The second grid, beneath this
one, is the same thing with more detail.

evaluation
evaluation examples of
type relevance and
level description and evaluation tools
(what is practicability
characteristics and methods
measured)

? eg., 'happy
? reaction
sheets',
evaluation is
feedback ? quick and very
how the
forms easy to obtain
delegates
1 reaction ? also verbal ? not expensive
felt about the
reaction, post- to gather or to
training or
training analyse
learning
surveys or
experience
questionnaires

? typically
? learning
assessments ? relatively
evaluation is
or tests simple to set
the
before and up; clear-
measurement
after the for quantifiable
2 learning of the
training skills
increase in
? interview or ? less easy for
knowledge -
observation complex
before and
can also be learning
after
used

? measurement
? behaviour
of behaviour
evaluation is observation
?
change
the extent of and interview typically
applied over time are requires
3 behaviour learning back required to cooperation
on the job - assess and skill of
implementation change, line-managers
relevance of
change, and
sustainability

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of change

? measures are
already in ? individually not
? results
place via difficult; unlike
evaluation is
normal whole
the effect on
management organisation
4 results the business
systems and ? process must
or
reporting - attributing
environment
the challenge clear
by the trainee
is to relate to accountabilities
the trainee

kirkpatrick's four levels of training evaluation in detail

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. This diagram is the same format as the one above but with more detail
and explanation:

evaluation
evaluation examples of
type relevance and
level description and evaluation tools
(what is practicability
characteristics and methods
measured)

? reaction
evaluation is
how the
delegates
felt, and their
personal
reactions to ? can be done
the training ? typically immediately
or learning 'happy sheets' the training
experience, ? feedback ends
for example: forms based ? very easy to
? did the on subjective obtain reaction

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trainees like personal feedback

and enjoy the reaction to the ? feedback is not
training? training expensive to
? did they experience gather or to
consider the ? verbal analyse for
training reaction which groups
relevant? can be noted ? important to
? was it a good and analysed know that
use of their ? post-training people were
time? surveys or not upset or
? did they like questionnaires disappointed
the venue, ? online ? important that
the style, evaluation or people give a
timing, grading by positive
domestics, delegates impression
1 reaction etc? ? subsequent when relating
? level of verbal or their
participation written experience to
? ease and reports given others who
comfort of by delegates might be
experience to managers deciding
? level of effort back at their whether to
required to jobs experience
make the same
most of the
learning
? perceived
practicability
and potential
for applying
the learning

? typically
assessments
or tests before
? learning and after the
evaluation is training ? relatively
the ? interview or simple to set
measurement observation up, but more
of the can be used investment and
increase in before and thought
knowledge after although required than
or this is time- reaction
intellectual consuming evaluation

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capability and can be ? highly relevant

from before to inconsistent and clear-
after the ? methods of for certain
learning assessment training such
experience: need to be as quantifiable
? did the closely related or technical
trainees learn to the aims of skills
what what the learning ? less easy for
intended to ? measurement more complex
be taught? and analysis is learning such
? did the possible and as attitudinal
trainee easy on a development,
experience group scale which is
what was ? reliable, clear famously
2 learning intended for scoring and difficult to
them to measurements assess
experience? need to be ? cost escalates
? what is the established, if systems are
extent of so as to limit poorly
advancement the risk of designed,
or change in inconsistent which
the trainees assessment increases work
after the ? hard-copy, required to
training, in electronic, measure and
the direction online or analyse
or area that interview style
was intended? assessments
are all
possible

? observation
and interview
over time are
required to
assess
change,
relevance of
change, and
sustainability
of change
? arbitrary
snapshot

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assessments
are not ? measurement
reliable
of behaviour
because
change is less
people change easy to
in different
quantify and
ways at
interpret than
different times reaction and
? assessments
? behaviour learning
need to be
evaluation is evaluation
subtle and
the extent to ? simple quick
ongoing, and
which the response
then
trainees systems
transferred to
applied the unlikely to be
a suitable
learning and adequate
analysis tool
changed ? cooperation
? assessments
their and skill of
need to be
behaviour, observers,
designed to
and this can typically line
reduce
be managers, are
subjective
immediately important
judgement of
3 behaviour and several factors, and
the observer
months after difficult to
or interviewer,
the training, control
which is a
depending on ? management
variable factor
the situation: and analysis of
that can affect
? did the ongoing subtle
reliability and
trainees put assessments
consistency of
their learning are difficult,
measurements
into effect and virtually
? the opinion of
when back on impossible
the trainee,
the job? without a well
which is a
? were the designed
relevant
relevant skills system from
indicator, is
and the beginning
also subjective
knowledge ? evaluation of
and
used implementation
unreliable,
? was there and application
and so needs
noticeable is an extremely
to be
and important
measured in a
measurable assessment
consistent
change in the there is little
defined way
activity and point in a good
? 360-degree
performance reaction and

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of the trainees good increase

feedback is
when back in in capability if
useful method
their roles? nothing
and need not
? was the changes back
be used
change in in the job,
before
behaviour and therefore
training,
new level of evaluation in
because
knowledge this area is
respondents
sustained? vital, albeit
can make a
? would the challenging
judgement as
trainee be ? behaviour
to change
able to change
after training,
transfer their evaluation is
and this can
learning to possible given
be analysed
another good support
for groups of
person? and
respondents
? is the trainee involvement
and trainees
aware of their from line
? assessments
change in managers or
can be
behaviour, trainees, so it
designed
knowledge, is helpful to
around
skill level? involve them
relevant
from the start,
performance
and to identify
scenarios, and
benefits for
specific key
them, which
performance
links to the
indicators or
level 4
criteria
evaluation
? online and
below
electronic
assessments
are more
difficult to
incorporate -
assessments
tend to be
more
successful
when
integrated
within existing
management
and coaching
protocols

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? self-
assessment
can be useful,
using carefully
designed
criteria and
measurements

? it is possible
that many of
these
measures are
already in
place via
normal
management
? results systems and
evaluation is reporting
the effect on ? the challenge
the business is to identify
or which and
environment how relate to ? individually,
resulting from to the results
the improved trainee's input evaluation is
performance and influence not particularly
of the trainee ? therefore it is difficult; across
4 results
- it is the acid important to an entire
test identify and organisation it
? measures agree becomes very
would accountability much more
typically be and relevance challenging,
business or with the not least
organisational trainee at the because of the
key start of the reliance on
performance training, so line-
indicators, they management,
such as: understand and the
? volumes, what is to be frequency and
values, measured scale of
percentages, ? this process changing
timescales, overlays structures,
return on normal good responsibilities
investment, management and roles,
and other practice - it which

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quantifiable simply needs complicates

aspects of linking to the the process of
organisational training input attributing
performance, ? failure to link clear
for instance; to training accountability
numbers of input type and ? also, external
complaints, timing will factors greatly
staff turnover, greatly reduce affect
attrition, the ease by organisational
failures, which results and business
wastage, non- can be performance,
compliance, attributed to which cloud
quality the training the true cause
ratings, ? for senior of good or
achievement people poor results
of standards particularly,
and annual
accreditations, appraisals and
growth, ongoing
retention, etc. agreement of
key business
objectives are
integral to
measuring
business
results derived
from training

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). In my view 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.

Learning evaluation is a widely researched area. This is understandable since the subject is
fundamental to the existence and performance of education around the world, not least
universities, which of course contain most of the researchers and writers.

While Kirkpatrick's model is not the only one of its type, for most industrial and commercial
applications it suffices; indeed most organisations would be absolutely thrilled if their training
and learning evaluation, and thereby their ongoing people-development, were planned and

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managed according to Kirkpatrick's model.

For reference, should you be keen to look at more ideas, there are many to choose from...

? Jack Phillips' Five Level ROI Model

? Daniel Stufflebeam's CIPP Model (Context, Input, Process, Product)
? Robert Stake's Responsive Evaluation Model
? Robert Stake's Congruence-Contingency Model
? Kaufman's Five Levels of Evaluation
? CIRO (Context, Input, Reaction, Outcome)
? PERT (Program Evaluation and Review Technique)
? Alkins' UCLA Model
? Michael Scriven's Goal-Free Evaluation Approach
? Provus's Discrepancy Model
? Eisner's Connoisseurship Evaluation Models
? Illuminative Evaluation Model
? Portraiture Model
? and also the American Evaluation Association

Also look at Leslie Rae's excellent Training Evaluation and tools available on this site, which,
given Leslie's experience and knowledge, will save you the job of researching and designing
your own tools.

evaluation of HRD function performance

If you are responsible for HR functions and services to internal and/or external customers, you
might find it useful to go beyond Kirkpatrick's evaluation of training and learning, and to
evaluate also satisfaction among staff/customers with HR department's overall
performance. The parameters for such an evaluation ultimately depend on what your HR
function is responsible for - in other words, evaluate according to expectations.

Like anything else, evaluating customer satisfaction must first begin with a clear appreciation
of (internal) customers' expectations. Expectations - agreed, stated, published or otherwise -
provide the basis for evaluating all types of customer satisfaction.

If people have expectations which go beyond HR department's stated and actual

responsibilities, then the matter must be pursued because it will almost certainly
offer an opportunity to add value to HR's activities, and to add value and
competitive advantage to your organisation as a whole. In this fast changing world, HR
is increasingly the department which is most likely to see and respond to new opportunities for

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the support and development of the your people - so respond, understand, and do what you
can to meet new demands when you see them.

If you are keen to know how well HR department is meeting people's expectations, a
questionnaire, and/or some group discussions will shed light on the situation.

Here are some example questions. Effectively you should be asking people to say how well HR
or HRD department has done the following:

? helped me to identify, understand, identify and prioritise my personal

development needs and wishes, in terms of: skills, knowledge, experience and
attitude (or personal well-being, or emotional maturity, or mood, or mind-set, or any
other suitable term meaning mental approach, which people will respond to)
? helped me to understand my own preferred learning style and learning methods
for acquiring new skills, knowledge and attitudinal capabilities
? helped me to identify and obtain effective learning and development that suits my
preferred style and circumstances
? helped me to measure my development, and for the measurement to be clear to my
boss and others in the organisation who should know about my capabilities
? provided tools and systems to encourage and facilitate my personal development
? and particularly helped to optimise the relationship between me and my boss relating
to assisting my own personal development and well-being
? provided a working environment that protects me from discrimination and
harassment of any sort
? provided the opportunity for me to voice my grievances if I have any, (in private, to a
suitably trained person in the company whom I trust) and then if I so wish for proper
consideration and response to be given to them by the company
? provided the opportunity for me to receive counselling and advice in the event that I
need private and supportive help of this type, again from a suitably trained person in the
company whom I trust
? ensured that disciplinary processes are clear and fair, and include the right of appeal
? ensured that recruitment and promotion of staff are managed fairly and
transparently
? ensuring that systems and activities exist to keep all staff informed of company plans,
performance, etc., (as normally included in a Team Briefing system)
? (if you dare...) ensuring that people are paid and rewarded fairly in relation to other
company employees, and separately, paid and rewarded fairly when compared to market
norms (your CEO will not like this question, but if you have a problem in this area it's
best to know about it...)
? (and for managers) helped me to ensure the development needs of my staff are
identified and supported

This is not an exhaustive list - just some examples. Many of the examples contain elements
which should under typical large company circumstances be broken down to create more and
smaller questions about more specific aspects of HR support and services.

If you work in HR, or run an HR department, and consider that some of these issues and

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expectations fall outside your remit, then consider who else is responsible for them.

I repeat, in this fast changing world, HR is increasingly the department which is most likely to
see and respond to new opportunities for the support and development of the your people - so
respond, understand, and do what you can to meet new demands when you see them. In
doing so you will add value to your people and your organisation - and your department.

See also:

Howard Gardner and multiple intelligences theories

Bloom's Taxonomy of Learning Domains

360 degree appraisals tips

employment termination, dismissal, redundancy, letters templates and style

exit interviews, questions examples, tips

grievance procedures letters samples for employees

group selection recruitment method

induction training checklist, template and tips

job interviews - tips, techniques, questions, answers

job descriptions, writing templates and examples

performance appraisals - process and appraisals form template

team briefing process

training evaluation processes

training and developing people - how to

and lots more on the main businessballs website if you are not already there

The use this material is free provided copyright (Donald Kirkpatrick's Learning Evaluation model; review,
remaining material, design and code Alan Chapman 1995-2006) is acknowledged and reference or link is made to

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the www.businessballs.com website. This material may not be sold, or published in any form. Disclaimer:
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Chapman, shall be at your sole risk, and Alan Chapman assumes no responsibility for any errors, omissions, or
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© Donald Kirkpatrick's Learning Evaluation model; review, remaining material, design and code Alan Chapman
1995-2006

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