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Kirkpatricks
Levels of Evaluation
Presentation by: Hemant Swarnkar1
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Donald Kirkpatrick
Kirkpatrick developed a model of training
evaluation in 1959
Arguably the most widely used approach
Simple, Flexible and Complete
4-level model
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The Four Levels
3
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Level evaluationtype (whatismeasured)
evaluation descriptionand characteristics
examples of evaluation toolsand methods
relevance and practicability
1 Reaction Reactionevaluation is how thedelegates felt about the
training or learningexperience.
'Happy sheets', feedbackforms.Verbal reaction, post-training
surveys or questionnaires.
Quick and very easy to obtain.Not expensive to gather or to analyse.
2 Learning Learning evaluation isthe measurement ofthe increase inknowledge - before and
after.
Typically assessments or testsbefore and after the training.Interview or observation canalso be used.
Relatively simple to set up; clear-cutfor quantifiable skills.Less easy for complex learning.
3 Behaviour Behaviour evaluation isthe extent of appliedlearning back on the job- implementation.
Observation and interviewover time are required toassess change, relevance ofchange, and sustainability of
change.
Measurement of behaviour changetypically requires cooperation and skillof line-managers.
4 Results Results evaluation isthe effect on thebusiness orenvironment by the
trainee.
Measures are already in placevia normal managementsystems and reporting - thechallenge is to relate to the
trainee.
Individually not difficult; unlike wholeorganisation.Process must attribute clearaccountabilities.
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Relationship Between Levels
Each subsequent levelis predicated upondoing evaluation atlower level
A Level 3 will be ofmarginal use, if a Level
2 evaluation is notconducted
Level 1 - Reaction
Was the environment suitable for learning?
Level 2 - KnowledgeDid they learn anything
Level 3 - BehaviorKSA being used on the job?
Level 4 - ResultsWas it worth it?
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Types of Assessments Used at Each Level
Level 1 - Reaction
Was the environment suitable for learning?
Level 2 - KnowledgeDid they learn anything
Level 3 - BehaviorKSA being used on the job?
Level 4 - ResultsWas it worth it?
Type Form
SummativeCorrelation of businessresults with otherassessment results
Summative Observation ofPerformance
360 Survey
Diagnostic
Summative
Self-assessment
Test
Reaction
Formative
Survey
Real-time Polling
Quizzing
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Reaction - What Is It?
How favorablyparticipants react to thetraining (Customersatisfaction) Collects reactions to
instructor, course, andlearning environment
Communicates to
trainees that theirfeedback is valued
Can provide quantitativeinformation
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Reaction - What It Looks Like
Questionnaire - Most commoncollection tool
Content: I enjoyed the content.
Methods: The seminar approachhelped me learn.
Media: The AVs were helpful to me.
Trainer style: I liked the instructor.
Facilities: The room was useful formy learning.
Course materials: The materialsprovided make my learning better.
SD: 1 2 3 4 5 6 :SA
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Reaction - How to Perform
Determine what you wantto find out
Design a form tocollect/quantify reactions
Do Immediately
Develop acceptable
scoring standards Follow-up as appropriate
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Learning - What Is It?
Knowledge
Skills Attitudes
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Learning - What ItLooks Like
Media used to measurelearning: Text: I felt the textbook help me
learn.
Voice: The audio materialsincreased my knowledge. Demonstration: I learned well from
the demonstration.
Methods used to measure
learning: Interviews Surveys Tests (pre-/post-) Observations Combinations
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Learning - How toPerform
Use a control group, iffeasible
Evaluate knowledge,skills, and/or attitudesbefore and after
Get 100% participation or
use statistical sample Follow-up as appropriate
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Behavior - What Is It?
Transfer of knowledge, skills,and/or attitude to the realworld
Measure achievement ofperformance objectives
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Behavior - What It Looks Like
Observe performer, first-hand
Survey key people who
observe performer Use checklists,questionnaires, interviews,or combinations
I believe coming in early ishelpful.
I work better on the newproduction system.
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Behavior - Howto Perform
Evaluate before andafter training
Allow ample time
before observing Survey key people Consider cost vs.
benefits 100% participation or a
sampling Repeated evaluations
at appropriate intervals Use of a control group
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Results - What Is It?
Assesses bottom
line, final results
Definition of resultsdependent upon thegoal of the trainingprogram
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Results - What
It Looks Like Depends upon objectives of
training program Quantify: Bottom line,
productivity, improvement
Proof vs. Evidence Proof is concrete Evidence is soft
Sample Questions: I believe the new system has
improved productivity.
My training has allowed me tobe more productive.
My boss is a better leaderafter my training.
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Results - Howto Perform
Use a control group
Allow time for resultsto be realized
Measure before andafter the program
Consider cost versus
benefits Be satisfied with
evidence when proof isnot possible
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