The document outlines Kirkpatrick's 4 levels of training evaluation - reaction, learning, behavior, and results - and provides examples of tools and methods to measure each level, along with their advantages and challenges. It also includes a template to develop an evaluation plan for a sales training program by identifying goals, tools, timing, and responsibilities for collecting data at each evaluation level.

1. Trainers
Methodology
Plus
Facilitate
Learning
Sessions
Date Developed:
September
2012
Document No:
Issued by:
Page 1 of 11Developed by:
BPAP
Revision #
Information Sheet
4 Levels of Learning Evaluation
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. describe the functions of each level of Kirkpatrick’s training evaluation
model; and
2. provide appropriate tools or methodologies for evaluating a training
program according to the 4 levels of learning evaluation
Conducting training programs entails an investment of money, time
and effort. To make sure that this investment is maximized, it is important
to determine the effectiveness of any training program.
In this lesson, you will understand basic concepts underlying training
evaluation, which will aid in measuring the effectiveness of training
programs.
Evaluation is “the systematic collection of descriptive and judgmental
information necessary to make effective training decisions” (Goldstein, 1993,
p.147).
To provide structure in data gathering to evaluate training, Donald
Kirkpatrick (1959) developed a sequence or set of steps (also referred to as
levels) that can be followed when evaluating training:
1. Reaction – measures the responses of the participants, or how they
felt about the training or activities
2. Learning – measures the extent to which the training objectives were
met, or how knowledge and/or skill were increased or improved as a
result of training
3. Behavior – measures the transfer of the newly acquired knowledge
and/or skill to job performance
4. Results – measures overall impact to the company and can include
improvements in productivity, quality, cost savings, or morale.
As Kirkpatrick highlights, the 4 levels are in sequential order and the
succeeding levels build on the previous ones. As one advances through the
levels, obtaining data usually grows more difficult but the information
gained also becomes more valuable and useful, especially to stakeholders
who make the training decisions.
The table lists the 4 levels, what is measured, examples of tools and
methods to gather data, timing, advantages and key issues for each of the
evaluation levels.

2. Trainers
Methodology
Plus
Facilitate
Learning
Sessions
Date Developed:
September
2012
Document No:
Issued by:
Page 2 of 11Developed by:
BPAP
Revision #
Level
What is
measured?
Examples of
Tools and
Methods
How information
will be gathered
Time lag
When the
informatio
n should
be
gathered
Advantages
of
evaluating
at this level
Key issues of
evaluating at
this level
1
Reaction
Initial
satisfaction
with the
training
experience
 Feedback
form
 Questionnaire
/ survey
 Verbal
reaction
 Focus Group
Discussion
Immediate  Low cost
 Easy to
administ
er
 Provides
insights
into
participa
nts’
opinions
 Provides
quick
feedback
regarding
trainer
presentat
ion and
facilitatio
n
 Results are
largely
opinions
and may not
be a solid
basis for
challenging
an
educational
strategy
 Not related
to trainee
learning and
transfer
 Positive
reactions do
not
guarantee
that
learning
took place
2
Learning
New (or
improved)
knowledge
and skills of
participants
 Pre- and post-
test
 Interview
 Skill practice/
demonstratio
n
 Participant
reflections
(oral or
written)
 Participant
portfolios
After the
program/
2-3 weeks
after the
program
 Relatively
easy to
collect
 Compare
d to
Reaction,
provides
more
compellin
g
evidence
whether
a
training
program
works
 Compared to
Reaction,
requires
more time,
funding, and
expertise to
develop and
implement
valid
measures of
learning,
especially
for complex
knowledge
or skills
 Improved
knowledge
does not
guarantee
improved
performance
3
Behavior
Degree and
quality of
 Observation
and interview
3-6
months
 Provides
stronger
 Compared to
Levels 1 and

3. Trainers
Methodology
Plus
Facilitate
Learning
Sessions
Date Developed:
September
2012
Document No:
Issued by:
Page 3 of 11Developed by:
BPAP
Revision #
implementati
on on the
actual job
over time
 Supervisor
ratings
 Structured
interviews
with
participant
and their
supervisor
 Self-
assessment
using
consistent
measurement
scales
after
training
evidence
that a
training
investme
nt has a
desired
impact
2, requires
more time,
funding and
expertise to
develop and
implement
valid
measures of
transfer
 Susceptible
to
environment
variables
that can
change over
time
 Measuremen
t usually
requires
cooperation
and skill of
line-
managers
4 Results
Organization
al impact of
training
(eg.
performance,
quality, cost
savings,
absenteeism,
turnover,
morale,
waste, etc.
 Performance
monitoring
(measures are
usually
already in
place, the
challenge is
relating
results to
training, eg.
attrition,
retention,
quality
ratings, no. of
complaints,
wastage,
growth, etc.)
6-9
months
after
training
 Provides
the
strongest
possible
evidence
that a
training
program
has the
desired
impact
on an
organizat
ion
 Significant
investment
and
expertise are
required to
implement
successfully
across an
organization
 Measures
are distant
and can be
difficult to
correlate
 Business
results are
greatly
affected by
external
factors
which
obscure the
cause of
good or poor
results

4. Trainers
Methodology
Plus
Facilitate
Learning
Sessions
Date Developed:
September
2012
Document No:
Issued by:
Page 4 of 11Developed by:
BPAP
Revision #
Self-Check
Matching Type:
Match the descriptor from Column I against the terminologies in Column II.
Write the letter on the space provided.
I II
1. The level of evaluation that
provides the strongest
possible evidence that the
training program has
achieved the desired impact
on an organization
A. Reaction
2. This level of evaluation is
easy and quick to
administer and provides
immediate feedback on the
delivery of the training
B. Learning
3. The level of evaluation that
measures the extent to
which the knowledge and
skills gained in training
have been applied to actual
job performance
C. Behavior
4. This level of evaluation can
be measured by comparing
the results of a pre- and
post-test
D. Results

5. Trainers
Methodology
Plus
Facilitate
Learning
Sessions
Date Developed:
September
2012
Document No:
Issued by:
Page 5 of 11Developed by:
BPAP
Revision #
Answer Key
1. D
2. A
3. C
4. B

6. Trainers
Methodology
Plus
Facilitate
Learning
Sessions
Date Developed:
September
2012
Document No:
Issued by:
Page 6 of 11Developed by:
BPAP
Revision #
Task Sheet
Title: Create a training evaluation plan
Performance
Objective:
Given the qualification you are assigned, you should
be able to develop a data collection plan for your
training program following the prescribed template.
Supplies/Materials: CBLM, Bond papers
Equipment: PC, printer with ink
Steps/Procedure:
1. Identify the broad program goals for each level of evaluation
2. Determine which appropriate data collection tools or methods will be
used for each level
3. Identify the target dates for when the tool or method will be
administered
4. Identify who will be responsible for administering each data collection
method or tool.
5. Evaluate your work using the Performance Criteria Checklist before
submitting your work to your trainer. Be sure that all criteria are
complied with.
6. Present your work to your trainer
Preparing Your Work Area and Operating the Equipment:
Computer
1. Ensure that the computer is turned on and the monitor displays the
login page.

7. Trainers
Methodology
Plus
Facilitate
Learning
Sessions
Date Developed:
September
2012
Document No:
Issued by:
Page 7 of 11Developed by:
BPAP
Revision #
2. Press CTRL + ALT + DEL on the computer keyboard to login.
3. Enter the username and password
To log off from the computer:
1. Close all open programs or files.
2. Press CTRL + ALT + DEL on your computer keyboard.
3. Click “Log Off.”
Printer
Loading paper to the printer:
1. Pull out the 1st or 2nd tray.
2. Adjust the lateral guides based on the size of paper to be loaded.

8. Trainers
Methodology
Plus
Facilitate
Learning
Sessions
Date Developed:
September
2012
Document No:
Issued by:
Page 8 of 11Developed by:
BPAP
Revision #
3. Load the paper into the tray.
4. Close the paper tray.
Printing a document:
1. Open the file that you need to print.
2. Click Print.
3. Select the correct printer name.
4. Enter the page numbers and number of copies to be printed.
5. If needed, click the Properties button to change the printer settings.
6. Click the Print button.
Safety Procedures
Computer
1. Ensure that cables and plugs are secured to avoid tripping or slipping.
2. If equipment is damaged, notify your facilitator.
3. Do not eat or drink beside the computer.
4. Do not handle the computer with wet hands.
5. Do not forget to log off the computer after use.
Printer
1. Do not try to dismantle covers and panels which are fixed to the
printer. Removing a high-voltage part or laser beam source can cause
electric shock or blindness.
2. Do not plug or unplug the power cord with wet hands.
3. Plug the power cord completely into the power socket. Failure to do
this could result to fire or electric shock.

9. Trainers
Methodology
Plus
Facilitate
Learning
Sessions
Date Developed:
September
2012
Document No:
Issued by:
Page 9 of 11Developed by:
BPAP
Revision #
Assessment Method:
Portfolio

10. Trainers
Methodology
Plus
Facilitate
Learning
Sessions
Date Developed:
September
2012
Document No:
Issued by:
Page 10 of 11Developed by:
BPAP
Revision #
EVALUATION PLAN TEMPLATE
Qualification: Sales Training Program
Date: Prepared By:
Level Broad Program Goals
Data Collection
Tool or Methods
Timing
Person
responsible
1 Reaction/Satisfaction
Eg. Average satisfaction score
of 4.5 (5.0 scale) from 90% of
participants
At least 10 recommendations
to improve training delivery
Feedback form
Focus Group
Discussion
End of
each day
of class
Day after
course
end
Trainer
2 Learning
Eg. Acquisition of skills:
adherence to 6 steps of
customer influence; application
of at least 3 closing techniques
Demonstration/
role play with
performance
checklist
During
program
Trainer
3 Application/
implementation
Eg. Improved sales conversion
rateby 5%
Reduced barriers to closing
sales
Supervisor ratings
Self-assessment
questionnaire
3 months
after
program
Supervisor
4 Business impact
Eg. Increase in revenue from
sales to 40%
Sales revenue
monitoring
6 months
after
program
Manager

11. Trainers
Methodology
Plus
Facilitate
Learning
Sessions
Date Developed:
September
2012
Document No:
Issued by:
Page 11 of 11Developed by:
BPAP
Revision #
Performance Criteria Checklist
CRITERIA
Did you…
YES NO
Identify the broad program goals for each level of
evaluation?
Determine appropriate data collection tools or
methods for each level of evaluation?
Identify target dates for when the tool or method
will be administered?
Identify a person to be responsible for
administering each data collection method or tool?