Kirkpatrick Evaluation Model

And last but not the least, the final instructional design model is:

7. Kirkpatrick's 4 Levels of Training Evaluation  
   
Donald Kirkpartick has developed a very popular evaluation model that has been used since the late 1950s by the training community. The focus is on measuring four kinds of outcomes that should result from a highly effective training program. 
   
Kirkpatrick’s model includes four levels or steps of outcome evaluation:

Kirkpatrick's Evaluation Model

Level 1- Reaction:

At this level- the goal is to measure participants’ reactions to the training program. You should measure their reactions immediately after the training program is completed. Evaluation should not just include reactions towards the overall program (e.g., Did you like the program?); it should also include measurement of participants’ reactions or attitudes toward specific components of the program, such as the instructor, the topics, the presentation style, the schedule, audiovisuals, etc. Furthermore, each of these components can be further broken down into sub-components for evaluation (e.g., you can ask participants to evaluate specific characteristics of the instructor, the presentation, etc.).

Evaluation relies on the measurement of attitudes, usually through the use of a questionnaire. It is important to include closed-ended items (including rating scales) as well as open-ended items on your questionnaire. Here are two open-ended items:

·       In your view, what were the three most important weaknesses of the program?

·       In your view, what were the three most important strengths of the program?

It is important to learn the weaknesses, as well as the strengths, in order to improve a program. Participants must fill out the questionnaires, it is best not to have them put their names on the instruments because of the advantages of anonymity over confidentiality.

Level 2- Learning:

Here the goal is to determine, what did the participants learned during the training event. Did the learning outcome is aligned with the learning Objective? Learning outcomes can include changes in knowledge (e.g., What are the key differences between Windows 95 and Windows ME?), skills (Can the participant upload a new operating system to a computer), or attitudes (Have participants’ attitudes toward computers improved?).

Knowledge is typically measured using already available or instructor constructed achievement tests

Skills is measured using performance test. It is a test that requires the learner to create a product or demonstrate a process. Obviously the goal is to determine whether each person can perform the skills they have been taught in the training event.

Attitudes are measured with questionnaires similar to the questionnaires described for level 1 evaluation. You will typically have the participants give their ratings for various items (responding with Strongly Agree, Agree, Neutral, Disagree, or Strongly Disagree or with other rating scales), and you should include some open-ended items to allow participants to respond in their own words (e.g., How do you feel about diversity in the workplace?).

Level 3 - Behavior

This level of evaluation specifically involves measuring the transfer of knowledge, skills, and attitudes from the training context to the workplace.

The level three question is, Did the training have a positive effect on job performance?

So how does one design a level three evaluation? Here are Kirkpartick’s recommendations:

1. Use a control group if possible. That is, use the strongest design that is feasible.

2. Allow time for the behavior change to take place.

3. Evaluate both before and after the program if practical. Again, use the strongest design that is feasible.

4. Survey and/or interview one or more of the following: trainees, their immediate supervisor, their subordinates, and others who often observe their behavior. 

5. Get 100 percent response or a sampling.

6. Repeat the evaluation at appropriate times.

7. Consider cost versus benefits. 

Level 4 - Results

Here the goal is to find out if the training program led to final results, especially business results that contribute to the “bottom line” (i.e., business profits).

Level 4 outcomes : 

- are not limited to return on training investment (ROI). 

- can include other major results that contribute to the well functioning of an     organization.

- includes any outcome that most people would agree is “good for the         

  business.” 

Here are some examples of different kinds of level four outcomes:

·       Improved quality of work.

·       Higher productivity.

·       Reduction in turnover.

·       Reduction in scrap rate (i.e., less wasted resources). 

·       Improved quality of work life. 

·       Improved human relations (e.g., improved vertical and horizontal communication) 

·       Increased sales.

·       Fewer grievances.

·       Lower absenteeism.

·       Higher worker morale.

·       Fewer accidents. 

·       Greater job satisfaction.