This document summarizes Kirkpatrick's model of training evaluation, which includes 4 levels - reaction, learning, behavior, and results. The model is widely used to evaluate training programs. Reaction measures how participants feel about the training. Learning measures knowledge and skills gained. Behavior evaluates whether learning transfers to job performance. Results assesses the final business impact of the training program. Each level builds upon the previous one and different assessment methods are used at each level to guide program improvements and demonstrate the value of training.
purpose of sharing "evaluation of program/ learner" is to develop better understanding about evaluation program for students who are striving hard to get the easy and useful material that can help them to achieve better result in their academics. In this presentation, we have done our best to fulfil the need of students and make it easy to understand for students.
BSN students can specifically get help form this ppt as it is include in their curriculum
purpose of sharing "evaluation of program/ learner" is to develop better understanding about evaluation program for students who are striving hard to get the easy and useful material that can help them to achieve better result in their academics. In this presentation, we have done our best to fulfil the need of students and make it easy to understand for students.
BSN students can specifically get help form this ppt as it is include in their curriculum
Kirkpatrick's Four-Level Training Evaluation ModelMaram Barqawi
Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the American Society for Training and Development (ASTD), first published his Four-Level Training Evaluation Model in 1959, in the US Training and Development Journal.
The model was then updated in 1975, and again in 1994, when he published his best-known work, "Evaluating Training Programs."
It is a four level training evaluation model.
It helps trainers to measure the effectiveness of their training in an objective way.
Kirkpatrick’s model is a worldwide standard for evaluating the effectiveness of training.
There's more to learning evaluation than surveys and smile sheets. In this recent webinar, Andrew Downes laid down practical, straightforward advice on how to take your learning evaluation further and measure whether your learning programs are having the impact they were designed to achieve.
Here's the slides!
This presentation, provides the L&D professionals, and non L&D personnel an idea on how to get results from the training in their organization using Kirkpatrick's model.
This power point is about the didactic assessment. It is all about the didactic assessment definitions, related concepts, types, and didactic assessment tools.
The tenth chapter of Effective HR deals with Training Evaluation and Management. Through this presentation know the significance of training and evaluation. Understand the training evaluation models and the methods of training evaluation. Donald Kirkpatrick’s training evaluation model is also discussed in the presentation.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Kirkpatrick's Four-Level Training Evaluation ModelMaram Barqawi
Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the American Society for Training and Development (ASTD), first published his Four-Level Training Evaluation Model in 1959, in the US Training and Development Journal.
The model was then updated in 1975, and again in 1994, when he published his best-known work, "Evaluating Training Programs."
It is a four level training evaluation model.
It helps trainers to measure the effectiveness of their training in an objective way.
Kirkpatrick’s model is a worldwide standard for evaluating the effectiveness of training.
There's more to learning evaluation than surveys and smile sheets. In this recent webinar, Andrew Downes laid down practical, straightforward advice on how to take your learning evaluation further and measure whether your learning programs are having the impact they were designed to achieve.
Here's the slides!
This presentation, provides the L&D professionals, and non L&D personnel an idea on how to get results from the training in their organization using Kirkpatrick's model.
This power point is about the didactic assessment. It is all about the didactic assessment definitions, related concepts, types, and didactic assessment tools.
The tenth chapter of Effective HR deals with Training Evaluation and Management. Through this presentation know the significance of training and evaluation. Understand the training evaluation models and the methods of training evaluation. Donald Kirkpatrick’s training evaluation model is also discussed in the presentation.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Similar to kirkpatricklevelsoftrainingevaluation-140413223547-phpapp02.pdf (20)
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Donald Kirkpatrick
• Kirkpatrick developed a model of
training evaluation in 1959.
• Arguably the most widely used
approach.
• Simple, Flexible and Complete
• 4-level model.
3. Why Evaluate?
• Should the program be continued?
• How can the program be improved?
• How can we ensure regulatory
compliance?
• How can we maximize training
effectiveness?
• How can we be sure training is aligned
with strategy?
• How can we demonstrate the value of
training?
4. The Four Levels of Evaluation
• Level I: Evaluate Reaction
• Level II: Evaluate Learning
• Level III: Evaluate Behavior
• Level IV: Evaluate Results
• Fifth level was recently “added” for
return on investment (“ROI”) but
this was not in Kirkpatrick’s original
model
5. Relationship Between Levels
• Each subsequent level is
predicated upon doing
evaluation at lower level
• A Level 3 will be of marginal
use, if a Level 2 evaluation is
not conducted
Level 1 - Reaction
Was the environment suitable for learning?
Level 2 - Knowledge
Did they learn anything
Level 3 - Behavior
KSA being used on the job?
Level 4 - Results
Was it worth it?
6. Slide 6
Improve
Learning Environment
Improve
Knowledge/Skill transfer
Check
Performance Environment
Check Requirements,
Systems and Processes
Only by assessing each level can we yield actionable results
Level 1 - Reaction
Was the environment suitable for learning?
Level 2 - Knowledge
Did they learn anything
Level 3 - Behavior
KSA being used on the job?
Level 4 - Results
Was it worth it?
7. Types of Assessments Used at Each Level
Level 1 - Reaction
Was the environment suitable for learning?
Level 2 - Knowledge
Did they learn anything
Level 3 - Behavior
KSA being used on the job?
Level 4 - Results
Was it worth it?
Type Form
Summative
Correlation of business results
with other assessment results
Summative Observation of Performance
360 Survey
Diagnostic
Summative
Self-assessment
Test
Reaction
Formative
Survey
Real-time Polling
Quizzing
8. Reaction - What Is It?
How favorably participants react to the
training (“Customer satisfaction”)
• Collects reactions to
instructor, course, and learning
environment
• Communicates to trainees that their
feedback is valued
• Can provide quantitative information
9. Reaction - What It Looks Like
Questionnaire - Most common collection tool
• Content
• Methods
• Media
• Trainer style
• Facilities
• Course materials
10. Reaction: Connection to Other Levels
The Connection - Can ask trainees if they:
• Will use new skill(s) or information (Level II)
• Plan to change behavior (Level III)
• Expect improvements in results (Level IV)
The Disconnection - Does not:
• Measure what was learned (Level II)
• Guarantee behavioral change (Level III)
• Quantify results from learning (Level IV)
11. Reaction - How to Perform
• Determine what you want to find
out
• Design a form to collect/quantify
reactions
• Do Immediately
• Develop acceptable scoring
standards
• Follow-up as appropriate.
13. Learning - What It Looks Like
• Media used to measure learning:
• Text
• Voice
• Demonstration
• Methods used to measure learning:
• Interviews
• Surveys
• Tests (pre-/post-)
• Observations
• Combinations
14. Learning: Connection to Other Levels
The Connection - People who learn can:
• Experience pride (Level I)
• Experiment with new behaviors (Level III)
• Achieve better results (Level IV)
The Disconnection - It doesn’t ensure they:
• Liked training program (Level I)
• Will behave differently (Level III)
• Will get expected results (Level IV)
15. Learning - How to Perform
• Use a control group, if feasible
• Evaluate knowledge, skills, and/or
attitudes before and after
• Get 100% participation or use
statistical sample
• Follow-up as appropriate.
16. Behavior - What Is It?
• Transfer of
knowledge, skills, and/or
attitude to the real world.
• Measure achievement of
performance objectives.
17. Behavior - What It Looks Like
• Observe performer, first-hand.
• Survey key people who observe
performer.
• Use
checklists, questionnaires, inter
views, or combinations.
18. Behavior: Connection to Other Levels
• The Connection - Can determine:
• Degree to which learning transfers to
the post-training environment (Level II)
• The Disconnection - Cannot
determine if:
• Participants like the training (Level I)
• Participants understand (Level II)
• Behaviors accomplish results (Level IV)
19. Behavior - How to Perform
• Evaluate before and after training
• Allow ample time before observing
• Survey key people
• Consider cost vs. benefits
• 100% participation or a sampling
• Repeated evaluations at appropriate
intervals
• Use of a control group
20. Results - What Is It?
• Assesses “bottom line,” final
results.
• Definition of “results”
dependent upon the goal of
the training program.
21. Results - What It Looks Like
• Depends upon objectives of
training program
• Quantify
• Proof vs. Evidence
• Proof is concrete
• Evidence is soft
22. Results: Connection to Other Levels
• The Connection
• Positive Levels 1, 2, 3 evaluations results
can provide positive Level 4 evidence.
• The Disconnection - Does not:
• Tell if participants liked training (Level I)
• Prove trainees understand (Level II)
• Prove use of preferred behaviors (Level III)
23. Results - How to Perform
• Use a control group
• Allow time for results to be
realized
• Measure before and after the
program
• Consider cost versus benefits
• Be satisfied with evidence when
proof is not possible.
24. Summary of Tools to Purpose
Level 1 Level 2 Level 3 Level 4
Continue program X X
Improve program X X X
Ensure compliance X
Maximize training effectiveness X
Align training with strategy X X
Demonstrate training’s value X X X X
