Donald L. Kirkpatrick, in the late 50s, described a four-level or four step process to evaluating training. The four-level system demonstrates that training is effective at meeting the four primary objectives: satisfying the learner, increasing knowledge and skill building, causing behavioral changes and demonstrating results or outcomes.
Kirkpatrick’s Level One Training Evaluation - Reaction
The first level of evaluation is to determine if the learner was satisfied with the training or learning event. It typically takes the form of an end of course or workshop evaluation form where participants evaluate the experience including: the instructor’s presentation and facilitation style, the handouts or other learning materials, the relevance or usefulness of the content, the catering or other services, the room set up and location, and so on.
The reaction from the learner to these factors is recorded and analyzed. While this sort of evaluation is commonly used as it is quick and easy and, in some cases, it is the only type of evaluation a training program or department uses, it is a very one dimensional view of the value of the training event.
Kirkpatrick’s Level Two Training Evaluation – Learning
Level two training evaluations evaluate if learners have acquired knowledge, skills or attitudes (KSAs) by participating in the training event. An example of an effective level two evaluation would be a quiz or test on the course content before and after the training event. A test at the end of a workshop or course would not be a complete level two evaluation as it misses the assessment of the learner’s prior learning before the training event.
Kirkpatrick’s Level Three Training Evaluation – Behavior
Level three training evaluations look at what behavioral changes have happened on the job i.e. if the learning been applied or transferred to the job duties. In a nutshell, this level of evaluation is looking at whether the learners are using or applying what they have learned. The challenge with evaluations at this level is that behavior changes can take time to appear – sometimes weeks or months after the training event.
Level three evaluations, to be effective, need to remain objective. Ideally, level three evaluations require input from the learner, their supervisor and preferably their customers/clients and peers. This completes a full 360 degree evaluation of their performance changes. Training professionals can interview supervisors and ask learners to self assess their knowledge transfer. Alternatively, building training evaluation questions into an employee performance appraisal form where both the supervisor and employee comment on the knowledge transfer against predefined benchmarks can be an effective level three evaluation.
Kirkpatrick’s Level Four Training Evaluation - Results
Level four evaluations involve an examination of learning outcomes from the training event or from post training reinforcement and their impact on business operational performance. Performance indicators or metrics are established for many departments within an organization. In order for training managers to clearly show the value of training, training outcomes must have an effect on desired business outcomes. Often scorecards or other similar metric measuring tools are used to align and measure training metrics and business metrics. Scorecards and the like are examples of level four training evaluation tools.
Training managers that build training evaluation processes that encompass the four levels described by Kirkpatrick’s model can demonstrate that the training has value beyond entertaining employees. Connecting training effectiveness to the business objectives will ensure that upper management buys in to the training initiative.
Sources:
Donald Kirkpatrick’s Learning Evaluation Theory
Kirkpatrick, James D. and Wendy Kayser Kirkpatrick. Training on Trial: How Workplace Learning Must Reinvent Itself to Remain Relevant. New York: AMACOM, 2010.
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