KIRKPATRICK'S FOUR LEVELS 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 EXAMPLES OF EVALUATION RELEVANCE AND

LEVEL AND AND CHARACTERISTICS TOOLS AND METHODS PRACTICABILITY
TYPE
1. Reaction Reaction evaluation is how Typically 'happy sheets'. Can be done immediately
the delegates felt, and their the training ends.
personal reactions to the Feedback forms based on
training or learning subjective personal reaction to Very easy to obtain reaction
experience, for example: the training experience. feedback

Did the trainees like and enjoy Verbal reactions which can be Feedback is not expensive
the training? noted and analyzed. to gather or to analyze for
groups.
Did they consider the training Post-training surveys or
relevant? questionnaires. Important to know that
people were not upset or
Was it a good use of their Online evaluation or grading by disappointed.
time? delegates.
Important that people give a
Did they like the venue, the Subsequent verbal or written positive impression when
style, timing, domestics, etc? reports given by delegates to relating their experience to
managers back at their jobs. others who might be
Level of participation. deciding whether to
experience same.
Ease and comfort of
experience.

Level of effort required to

make the most of the
learning.

Perceived practicability and

potential for applying the
learning.
2. Learning Learning evaluation is the Typically assessments or tests Relatively simple to set up,
measurement of the increase before and after the training. but more investment and
in knowledge or intellectual thought required than
capability from before to Interview or observation can be reaction evaluation.
after the learning experience: used before and after although
this is time-consuming and can Highly relevant and clear-
Did the trainees learn what be inconsistent. cut for certain training such
intended to be taught? as quantifiable or technical
Methods of assessment need to skills.
Did the trainee experience be closely related to the aims of
what was intended for them Less easy for more complex
 to experience? the learning. learning such as attitudinal
development, which is
What is the extent of Measurement and analysis is famously difficult to assess.
advancement or change in the possible and easy on a group
trainees after the training, in scale. Cost escalates if systems are
the direction or area that was poorly designed, which
intended? Reliable, clear scoring and increases work required to
measurements need to be measure and analyse.
established, so as to limit the risk
of inconsistent assessment.

Hard-copy, electronic, online or

interview style assessments are
all possible.
3. Behaviour Behaviour evaluation is the Observation and interview over Measurement of behaviour
extent to which the trainees time are required to assess change is less easy to
applied the learning and change, relevance of change, and quantify and interpret than
changed their behaviour, and sustainability of change. reaction and learning
this can be immediately and evaluation.
several months after the Arbitrary snapshot assessments
training, depending on the are not reliable because people Simple quick response
situation: change in different ways at systems unlikely to be
different times. adequate.
Did the trainees put their
learning into effect when back Assessments need to be subtle Cooperation and skill of
on the job? and ongoing, and then observers, typically line-
transferred to a suitable analysis managers, are important
Were the relevant skills and tool. factors, and difficult to
knowledge used control.
Assessments need to be
Was there noticeable and designed to reduce subjective Management and analysis
measurable change in the judgement of the observer or of ongoing subtle
activity and performance of interviewer, which is a variable assessments are difficult,
the trainees when back in factor that can affect reliability and virtually impossible
their roles? and consistency of without a well-designed
measurements. system from the beginning.
Was the change in behaviour
and new level of knowledge The opinion of the trainee, which Evaluation of
sustained? is a relevant indicator, is also implementation and
subjective and unreliable, and so application is an extremely
Would the trainee be able to needs to be measured in a important assessment -
transfer their learning to consistent defined way. there is little point in a good
another person? reaction and good increase
360-degree feedback is useful in capability if nothing
Is the trainee aware of their method and need not be used changes back in the job,
change in behaviour, before training, because therefore evaluation in this
knowledge, skill level? respondents can make a area is vital, albeit
judgement as to change after challenging.
training, and this can be analysed
for groups of respondents and Behaviour change
 trainees. evaluation is possible given
good support and
Assessments can be designed involvement from line
around relevant performance managers or trainees, so it
scenarios, and specific key is helpful to involve them
performance indicators or from the start, and to
criteria. identify benefits for them,
which links to the level 4
Online and electronic evaluation below.
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.
4. Results Results evaluation is the It is possible that many of these Individually, results
effect on the business or measures are already in place via evaluation is not particularly
environment resulting from normal management systems difficult; across an entire
the improved performance of and reporting. organisation it becomes
the trainee - it is the acid test. very much more
The challenge is to identify which challenging, not least
Measures would typically be and how relate to to the because of the reliance on
business or organisational key trainee's input and influence. line-management, and the
performance indicators, such frequency and scale of
as: Therefore it is important to changing structures,
identify and agree accountability responsibilities and roles,
Volumes, values, percentages, and relevance with the trainee at which complicates the
timescales, return on the start of the training, so they process of attributing clear
investment, and other understand what is to be accountability.
quantifiable aspects of measured.
organisational performance, Also, external factors greatly
for instance; numbers of This process overlays normal affect organisational and
complaints, staff turnover, good management practice - it business performance,
attrition, failures, wastage, simply needs linking to the which cloud the true cause
non-compliance, quality training input. of good or poor results.
ratings, achievement of
standards and accreditations, Failure to link to training input
growth, retention, etc. 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.