Kirkpatrick Evaluation
Level I: Reaction Evaluation
Measures participant's feelings on:
- Course content.
- Course materials.
- Instructor.
- Facility.
When: In the classroom, immediately following the training.
Why: To see how well the participants liked a particular training program and if training revisions are needed.
Tools:
- Satisfaction or reaction survey.
- Questionnaire.
Evaluations must be well written and good survey design skills must be used in order to be effective.
Level II: Learning Evaluation
Measures participant's knowledge by:
- Quantitative means.
- Pre-test.
- Post-test.
- Facility.
When: Before, after and during training.
Why: To see how well the learning can be attributed to the training program & to observe participant skill and knowledge.
Tools:
- Pen & paper tests.
- Simulations.
- Role-plays.
- Demonstrations.
- Jeopardy game.
- Multiple choice questions.
The criteria used to judge if the participant has learned is very important because without the criteria of the objectives you will not find out if learning can be attributed to the training program.
Level III: Transfer-of-Learning Evaluation
Measures participant's knowledge by:
- An appraisal of on-the-job performance.
- Appraisal by the participant.
- Appraisal by the participant's superior.
- Appraisal by the participant's subordinates.
- Appraisal by the participant's peers.
- Appraisal by others familiar with the participant's work.
When: Before, after training.
Why: To see how well the learning can be transferred from the training to the job. To see how much impact the training had on actual job performance.
Tools:
- Logs.
- Observer narratives/ evaluations.
- Diaries.
- Self-evaluations.
This level of evaluation provides valuable feedback to those involved in redesigning existing training programs or in designing programs to meet future needs. It also helps in evaluating the effectiveness of the overall training program.
Level IV: Results Evaluation / Return on Investment (ROI)
Measures how the benefit of training compares to its cost:
When: Before, after training.
Why: To see how well the learning can be transferred from the training to the job. To see how much impact the training had on actual job performance.
Tools:
- Quasi-experimental Methods.
- Using graphic representations of hard data.
- Secondary Data.
- Savings results from reductions in downtime.
- Accident rates.
- Absenteeism.
- Customer returns.
- Assembly-line rejects.
- Staff turnover.
- Employee grievance.
This level of evaluation provides valuable feedback to those involved in redesigning existing training programs or in designing programs to meet future needs. It also helps in evaluating the effectiveness of the overall training program.
