Four dimensions of Training

Evaluation
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 description and Examples of evaluation Relevance and
level and
characteristics tools and methods practicability
type

Typically 'happy Can be done

Reaction
sheets'. immediately the
evaluation is how the training ends.
delegates felt, and Feedback forms
their personal reactions based on Very easy to
to the training or subjective obtain reaction
learning experience, for personal reaction feedback
example: to the training
experience. Feedback is not
Did the trainees like and expensive to
enjoy the training? Verbal reaction gather or to
which can be analyse for groups.
Did they consider the
noted and
1. training relevant? analysed. Important to know
Reaction
that people were
Was it a good use of their not upset or
Post-training
time? disappointed.
surveys or
questionnaires.
Did they like the venue, Important that
the style, timing, Online evaluation people give a
domestics, etc? positive impression
or grading by
delegates. when relating their
Level of participation.
experience to
Subsequent others who might
Ease and comfort of
verbal or written be deciding
experience.
reports given by whether to
delegates to experience same.
 Level of effort required to
make the most of the
learning.
Perceived practicability
and potential for applying
the learning.
Learning evaluation is
the measurement of
the increase in
knowledge or
intellectual
capability from before to can be
after the learning
experience:
Did the trainees learn what assessment need technical skills.
2. what intended to be
Learning taught?
Did the trainee experience
what was intended for
them to experience?
What is the extent of
advancement or change in
the trainees after the
training, in the direction or scoring and
area that was intended?
managers back at
their jobs.
Typically
assessments or
tests before and
after the training. Relatively simple
to set up, but more
Interview or investment and
observation can thought required
be used before than reaction
and after although evaluation.
this is time-
consuming and Highly relevant
and clear-cut for
inconsistent. certain training
such as
Methods of quantifiable or
to be closely
related to the aims Less easy for more
of the learning. complex learning
such as attitudinal
Measurement and development,
analysis is which is famously
possible and easy difficult to assess.
on a group scale.
Cost escalates if
Reliable, clear systems are poorly
designed, which
measurements increases work
need to be required to
established, so as measure and
to limit the risk of analyse.
inconsistent
assessment.
 Hard-copy,
electronic, online
or interview style
assessments are
all possible.
Behaviour evaluation is Observation and Measurement of
the extent to which the interview over behaviour change
trainees applied the time are required is less easy to
learning and changed to assess change, quantify and
their behaviour, and this relevance of interpret than
can be immediately and change, and reaction and
several months after the sustainability of learning
training, depending on the change. evaluation.
situation:
Arbitrary snapshot Simple quick
Did the trainees put their assessments are response systems
learning into effect when not reliable unlikely to be
back on the job? because people adequate.
change in different
Were the relevant skills ways at different Cooperation and
and knowledge used times. skill of observers,
typically line-
Was there noticeable and Assessments managers, are
3. measurable change in the need to be subtle important factors,
Behaviour activity and performance
and ongoing, and and difficult to
of the trainees when back then transferred to control.
in their roles? a suitable analysis
tool. Management and
Was the change in analysis of
behaviour and new level of Assessments ongoing subtle
knowledge sustained? need to be assessments are
designed to difficult, and
Would the trainee be able reduce subjective virtually impossible
to transfer their learning to judgement of the without a well-
another person? observer or designed system
interviewer, which from the
Is the trainee aware of is a variable factor beginning.
their change in behaviour, that can affect
knowledge, skill level? reliability and Evaluation of
consistency of implementation
measurements. and application is
an extremely
The opinion of the important
trainee, which is a assessment - there
relevant indicator, is little point in a
is also subjective good reaction and
and unreliable, good increase in
and so needs to capability if nothing
be measured in a changes back in
consistent defined the job, therefore
way. evaluation in this
area is vital, albeit
360-degree challenging.
feedback is useful
method and need Behaviour change
not be used evaluation is
before training,possible given
because good support and
respondents can involvement from
make a judgementline managers or
as to change after
trainees, so it is
training, and this
helpful to involve
can be analysed them from the
for groups of start, and to
respondents and identify benefits for
trainees. them, which links
to the level 4
Assessments can evaluation below.
be designed
around relevant
performance
scenarios, and
specific key
performance
indicators or
criteria.

Online and
electronic
assessments are
more difficult to
incorporate -
assessments tend
to be more
 successful when
integrated within
existing
management and
coaching
protocols.

Self-assessment
can be useful,
using carefully
designed criteria
and
measurements.
It is possible thatIndividually, results
Results evaluation is
many of these evaluation is not
the effect on the
measures are particularly difficult;
business or
already in place across an entire
environment resulting
via normal organisation it
from the improved
management becomes very
performance of the trainee
systems and much more
- it is the acid test.
reporting. challenging, not
least because of
Measures would typically
The challenge is the reliance on
be business or
to identify which line-management,
organisational key
and how relate to and the frequency
performance indicators,
to the trainee's and scale of
such as:
input and changing
4.
Volumes, values, influence. structures,
Results
percentages, timescales, responsibilities and
Therefore it is roles, which
return on investment, and
important to complicates the
other quantifiable aspects
identify and agree process of
of organisational
accountability and attributing clear
performance, for instance;
relevance with the accountability.
numbers of complaints,
trainee at the start
staff turnover, attrition,
of the training, so Also, external
failures, wastage, non-
they understand factors greatly
compliance, quality
what is to be affect
ratings, achievement of
measured. organisational and
standards and
business
accreditations, growth,
This process performance,
retention, etc.
overlays normal which cloud the
 good true cause of good
management or poor results.
practice - it simply
needs linking to
the training input.

Failure to link to
training input type
and timing will
greatly reduce the
ease by which
results can be
attributed to the
training.

For senior people

particularly,
annual appraisals
and ongoing
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 managed according to
Kirkpatrick's model.