The Kirkpatrick Model is probably the best known model for analyzing and evaluating the results of training and educational programs. It takes into account any style of training, both informal or formal, to determine aptitude based on four levels criteria.

2. KIRKPATRICK’S FOUR-LEVEL TRAINING EVALUATION MODEL
Analyzing Learning Effectiveness

3. Former Professor Emeritus at the University of
Wisconsin, first published his model in 1959. He
updated it in 1975, and again in 1993, when he
published his best-known work, "Evaluating
Training Programs."
Each successive level of the model represents a more precise
measure of the effectiveness of a training program. It was
developed further by Donald and his son, James; and then by
James and his wife, Wendy Kayser Kirkpatrick.
In 2016, James and Wendy revised and clarified the original
theory, and introduced the "New World Kirkpatrick Model" in
their book, "Four Levels of Training Evaluation." One of the main
additions is an emphasis on the importance of making training
relevant to people's everyday jobs.

4. Understanding Kirkpatrick’s Four Levels
The Kirkpatrick Model is probably the best known model for analyzing and
evaluating the results of training and educational programs. It takes into account
any style of training, both informal or formal, to determine aptitude based on
four levels criteria.

5. How employees react to the training
they receive?
A common way to measure this is a
survey after a training – what did the
participant think of the training they
received? Did they find it useful?

6. Examples of resources and techniques for level one:
• Can be done immediately after the training ends.
• Are the participants happy with the instructor(s)?
• Did the training meet the participant’s needs?
• Are the attendee’s happy with the educational tools
employed (e.g., PowerPoint, handouts etc.)
• Printed or oral reports provided by delegates/evaluators to
supervisors at the participants’ organizations.
• Comment forms determined by subjective individual reaction
to the training course.
• Post-training program questionnaires.

9. Here’s what the participant actually learned
from the training. Common ways to measure
this are post-tests or hands-on assignments
that demonstrate the person learned a new
skill.
Also measures what they think they'll be able
to do differently as a result, how confident
they are that they can do it, and how
motivated they are to make changes.

10. Examples of tools and procedures for level two:
• You may use a control group to compare.
• Exams, interviews or assessments prior to and immediately
after the training.
• Observations by peers and instructors
• Strategies for assessment should be relevant to the goals of
the training program.
• A distinct clear scoring process needs to be determined in
order to reduce the possibility of inconsistent evaluation
reports.
• Interview, printed, or electronic type examinations can be
carried out.

11. This level helps you to understand how well
people apply their training. It can also reveal
where people might need help. But behavior
can only change when conditions are
favorable.
Effectively measuring behavior is a longer-
term process that should take place over
weeks or months following the initial
training.

12. Questions to ask include:
• Did the trainees put any of their learning to use?
• Are trainees able to teach their new knowledge, skills or
attitudes to other people?
• Are trainees aware that they've changed their behavior?
One of the best ways to measure behavior is to
conduct observations and interviews. Another is to
integrate the use of new skills into the tasks that you
set your team, so that people have the chance to
demonstrate what they know.

13. • Finally, what did this changed behavior result in? For
example, if you had a management training, have
your managers improved?
• Have employee surveys shown an improvement in
manager effectiveness, thereby reducing retention?
The biggest challenge will be to identify which
outcomes, benefits, or final results are most
closely linked to the training, and to come up with
an effective way to measure these outcomes in the
long term.

14. Level of Evaluation

16. Participants:
Level 1: Reaction
Evaluation Form Survey
Name: (optional) _______________________________________________
Rate the extent to which you agree or disagree with the following statements.
Particulars Strongly
Agree
Somewhat
Disagree
Neither Agree
or Disagree
Somewhat
Agree
Strongly
Agree
I was satisfied with the course overall.
This course enhanced my knowledge on the
subject matter.
The course was relevant to what I am expected
to do in teaching.
This course provided content that is relevant to
my field.
I would recommend this course to theirs.

17. Level 2: Learning
• Major Exams
(prelim, midterm, finals)
• Licensure Examination for Teachers
(LET)

18. Level 3: Behavior
• As an administrator/Subject Head, being
able to participate in a Curriculum
Evaluation of the school
• As a teacher, be able to demonstrate and
teach students the techniques in curriculum
evaluation.

19. Level 4: Results
• Produced curriculum that is
relevant to the needs of the
society.
• Produced competent education
teachers.