Kirkpatrick's four-level evaluation model assesses learning outcomes at four levels: reaction, learning, behavior, and results. While reaction measures satisfaction, learning measures knowledge gained, behavior measures on-the-job application, and results measures business impact. The model provides a framework for planning, evaluating, and troubleshooting learning initiatives. Some improvements include reframing reaction as motivation, behavior as performance, and flipping the levels to emphasize results and performance. The revised model better supports both planning and evaluation of learning programs.
Using Do and Debrief™ Learning to develop business acumen in context. Put financial skills training in the context of your company, strategy, and goals.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
Resilience - Thriving in Challenging Times ™, 06 - 08 December 2011 Dubai360 BSI
Resilience - Thriving in Challenging Times" is an experiential training program that enables participants to master the competencies of professional resilience, even during times of tremendous external change. Participants learn to assess and grow their own individual resilience by exploring factors that can support or take away from resilience. This training workshop utilizes the S.U.P.P.O.R.T.™ model of Resilience which builds understanding of the following concepts: Stress Hardiness, Understanding, Purpose, Persistence, Optimism, Resourcefulness and Team. Working from a platform of resilience, participants become better able to anticipate change, influence others positively and contribute to a thriving corporate culture.
BENEFITS OF ATTENDING:
Improved understanding of resilience
Enhanced capacity for scanning environments
Greater resilience in challenging times
Enhanced sense of personal power
Increased ability to maintain professional poise
Improved impact in key professional relationships
Better ability to bring focus to priorities for professional success
Ability to create a culture of S.U.P.P.O.R.T.
Ability to respond positively to change
Improved understanding of all challenges
Development of action plans for further growth
Highly experiential learning with exercises on every topic brings participants to a greater understanding of themselves, their relationships with others and an increased ability to create personal and professional success; to thrive in times of change. Participants work in individually, in pairs, small groups and the large group. Expect increased Morale, Productivity and therefore, Profitability.
Agile learning Designs for an Agile world - Using Agile values and principles...Frank Edelkraut
Qualifiying sesidns preparing for agile work and organizations should reflect the agile principles. Which changes are needed and how an agile design may look like is described in this paper.
The paper received the "Best Paper Award" at Innovation Arabia 12 in February 2019.
Using Do and Debrief™ Learning to develop business acumen in context. Put financial skills training in the context of your company, strategy, and goals.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
Resilience - Thriving in Challenging Times ™, 06 - 08 December 2011 Dubai360 BSI
Resilience - Thriving in Challenging Times" is an experiential training program that enables participants to master the competencies of professional resilience, even during times of tremendous external change. Participants learn to assess and grow their own individual resilience by exploring factors that can support or take away from resilience. This training workshop utilizes the S.U.P.P.O.R.T.™ model of Resilience which builds understanding of the following concepts: Stress Hardiness, Understanding, Purpose, Persistence, Optimism, Resourcefulness and Team. Working from a platform of resilience, participants become better able to anticipate change, influence others positively and contribute to a thriving corporate culture.
BENEFITS OF ATTENDING:
Improved understanding of resilience
Enhanced capacity for scanning environments
Greater resilience in challenging times
Enhanced sense of personal power
Increased ability to maintain professional poise
Improved impact in key professional relationships
Better ability to bring focus to priorities for professional success
Ability to create a culture of S.U.P.P.O.R.T.
Ability to respond positively to change
Improved understanding of all challenges
Development of action plans for further growth
Highly experiential learning with exercises on every topic brings participants to a greater understanding of themselves, their relationships with others and an increased ability to create personal and professional success; to thrive in times of change. Participants work in individually, in pairs, small groups and the large group. Expect increased Morale, Productivity and therefore, Profitability.
Agile learning Designs for an Agile world - Using Agile values and principles...Frank Edelkraut
Qualifiying sesidns preparing for agile work and organizations should reflect the agile principles. Which changes are needed and how an agile design may look like is described in this paper.
The paper received the "Best Paper Award" at Innovation Arabia 12 in February 2019.
Berisi ringkasan materi & latihan soal-soal untuk Mapel Fisika Kelas XI IPA Kurikulum 2013
1. Kinematika dengan Analisis Vektor
2. Gerak Parabola
3. Hukum Gravitasi Newton & Hukum Keppler
4. Usaha dan Energi
5. Momentum dan Impuls
The purpose for Kirkpatrick’s evaluation is to determine the effectiveness of a training program. According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next level\'s evaluation.
The purpose of Brinkerhoff’s SCM to prove and to improve impact. It is a cost effective way in determining which components of initiative are working and which are not, and reporting result in a way that organizational leaders can easily understand and believe.
Kumpulan Soal Fisika Kelas XII SMA Persiapan UN 2015Ismail Musthofa
Kumpulan soal-soal UN Fisika SMA dari berbagai tahun yang disusun sesuai SKL UN Fisika SMA 2014/2015. Sangat cocok untuk adik2 kelas XII IPA yang sedang mempersiapkan diri menjelang Ujian Nasional 2014/2015
Berisi ringkasan materi & latihan soal-soal untuk Mapel Fisika Kelas XI IPA Kurikulum 2013
1. Kinematika dengan Analisis Vektor
2. Gerak Parabola
3. Hukum Gravitasi Newton & Hukum Keppler
4. Usaha dan Energi
5. Momentum dan Impuls
The purpose for Kirkpatrick’s evaluation is to determine the effectiveness of a training program. According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next level\'s evaluation.
The purpose of Brinkerhoff’s SCM to prove and to improve impact. It is a cost effective way in determining which components of initiative are working and which are not, and reporting result in a way that organizational leaders can easily understand and believe.
Kumpulan Soal Fisika Kelas XII SMA Persiapan UN 2015Ismail Musthofa
Kumpulan soal-soal UN Fisika SMA dari berbagai tahun yang disusun sesuai SKL UN Fisika SMA 2014/2015. Sangat cocok untuk adik2 kelas XII IPA yang sedang mempersiapkan diri menjelang Ujian Nasional 2014/2015
Unit II Upon completion of this unit, students should be abl.docxmarilucorr
Unit II
Upon completion of this unit, students should be able to:
5. Describe traditional training methods, computer-based training methods, and e-learning, including appropriate uses for each.
UNIT II STUDY GUIDE
Training Design and Development
Abernathy, D. J. (1999). Thinking outside the evaluation box. Training & Development, 53(2), 18-20.
Beck, N., & Kieser, A. (2003). The complexity of rule systems, experience and organizational learning. Organization Studies, 24(5), 793-814.
Ketter, P. (2010). Evidence-based training methods: Toward a professional level of practice. T+D, 64(4), 54-58.
Price, J. F., Jr. (2013). Strategic distraction: The consequence of neglecting organizational design. Air & Space Power Journal - Africa and Francophonie, 4(4), 48-56.
Wagner, C. G. (1991). The fifth discipline: The art and practice of the learning organization. The Futurist, 25(5), 41.
Unit Lesson
There are numerous methods for training, and each organization must choose the one that works best for them. As you read about the training methods, consider how you could implement them. What makes them effective or possibly ineffective?
Consider this statement: If you cannot measure it, you cannot improve it. We know that is not always true, but how does one know if the process does improve? The importance of the training and development process can only be shown through educating the organization on the concept of the learning organization and being able to measure that impact. Peter Senge (1990), in his book The Fifth Discipline, discusses the characteristics of a learning organization. The learning organization is a systems-based process in which the organization can better adapt to changes in its environment. A learning organization can provide a quick response to experiential lessons by changing organizational behavior. In a learning organization, change is embraced, and there is more toleration of risk where failure and blame turn into opportunities to learn. For example, all employers are in a global marketplace where change comes quickly, and the organization must be willing to adapt to those changes to survive.
The learning organization is different from organizational learning. This is where learning occurs on different levels in the organization. In most organizations, learning occurs on three levels: individual, team, and organizational learning. Individual learning may occur through self-study courses or online courses. Team learning can occur by acquiring new skills and knowledge for the team, such as how to brainstorm orproblem-solve as a team. Organizational learning is at a much higher level and includes teamwork in addition to learning the changes in policies or strategies.
Consider that you are a manager of a medium-sized office, and you will be implementing a new policy that will require employees to learn a new skill. This is a positive move because it will give the employees more experience and skills that are valuable ...
TRAINING IMPACT QUESTIONNAIRE DeWine, S. (1987). Evalua.docxturveycharlyn
TRAINING IMPACT QUESTIONNAIRE
DeWine, S. (1987). Evaluation of organizational communication competency: The
development of the communication training impact questionnaire. Journal of
Applied Communication Research, 15(1-2), 113-127.
Purpose: The Training Impact Questionnaire (Training IQ) is a post-training
instrument that measures employees’ perception of their capabilities to utilize a
tool taught in a training program.
Theory/Background: DeWine found that training and development programs
conducted in-house of organizations lack an effect evaluation process for the
training. Other evaluation tools focus mostly on employee reaction to training and
do not look at the long term impact that training has on job performance. This
instrument was created to fill the need for a training evaluation form that also looks
at the benefits of training, the perceived skills and appropriate application of skills
in the work place.
Description: The Training IQ is a 20-item questionnaire that uses declarative
statements and asks respondents to respond using a 5-point Likert scale that ranges
from (5) strongly agree to (1) strongly disagree. Items 2, 3, 8, 9, 11-19 are reverse-
coded. This questionnaire is meant to be given out two to four weeks after a
training session. This delay provides enough time for employees to utilize the new
skill on the job.
There are two factors in this questionnaire. The first factor is called “Relationship
of training to job,” and measures the association between an employees job
requirements and the information that was taught during the training session. The
second factor is called “Skilled performance,” and measures the extent to which
the new skill is used by the employee in their job.
TRAINING IMPACT QUESTIONNAIRE
This series of statements are possible perceptions of an employee regarding
previously conducted training and its impact on his or her ability to apply skills
taught during training to the job. Please respond to each statement by placing the
appropriate number in the blank to the left of each item.
5 = strongly agree
4 = agree
3 = neutral
2 = disagree
1 = strongly disagree
1. After attending this training program, I am interested in attending other training
programs.
2. I don’t perform the skill on the job because the skill is too difficult for me.
3. I use this skill regularly on the job.
4. Because of learning this skill I feel more comfortable about doing my job.
5. Because of attending this training program, I feel better about the company.
6. I learned to perform the tasks well in the training program, but I could have
learned it just as easily from a manual or an instruction sheet.
7. I think my participation in this training program will help me to advance in the
company.
8. I didn’t learn this skill in the training program, so I had to learn it on ...
This is the first a presentation I did part of a presentation I did on implementation viewed through a strengths based lens. The presentation was to the St.Luke's Health Initiatives Consultant Community of Practice.
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Reflect on and explore the reasons why evaluation is critical to tra.docxlaurieellan
Reflect on and explore the reasons why evaluation is critical to training success. Discuss the reasons evaluation is critical to effectiveness of training. Explain the connection between organizational improvement and training effectiveness.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Six Lecture
Training Evaluation
Evaluation should not be underestimated as part of the training process. However, as Blanchard and Thacker (2013) point out, “many rationalizations for not evaluating training continue to exist, and evaluation of training is often not done” (p. 315). This is often because training managers are resistant to the process of evaluation for reasons that Blanchard and Thacker (2013) have delineated in the course text, as well as for myriad other fears related to their own sense of self-efficacy and/or job security. However, it is important to note, that the evaluation process should be considered from the very beginning of the training process.
Figure 1: Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall
When a training needs analysis is conducted, it is wise to begin considering all of the aspects of the training process as well as the intended outcomes of the training process. As an example, consider the layout of Chapter Nine of the Blanchard and Thacker (2013) text. It begins with a graphic that depicts the evaluation phase of training. Then the learning objectives are stated, clearly, succinctly, and achievably (SMART). They are:
Describe the pros and cons of evaluation and indicate which way to go on the issue.
Explain what process evaluation is, and why it is important?
Describe the interrelationships among the various levels of outcome evaluation.
Describe the costs and benefits of evaluating training.
Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
Describe the various designs that are possible for evaluation and their advantages and disadvantages.
Define and explain the importance of internal and external validity (Appendix 9-1).
As you review the learning objectives and then do the same with the chapter, it becomes increasingly evident that Blanchard and Thacker (2013) have laid out precisely what they intend to do. They have followed through, with as many examples and means of addressing diverse learning styles as they perceive necessary toward design and delivery of the material for purposes of learning effectiveness and efficiency. It is obvious that their goal – as well as your instructor’s goal (which is in alignment) – is to ensure you learn about ways you can successfully impart transferrable skills to others. The goal is for you to learn valuable information that teaches how to evaluate the effectiveness of future training sessions that you design a.
[Note: This is a partial preview. To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
Sustainability has become an increasingly critical topic as the world recognizes the need to protect our planet and its resources for future generations. Sustainability means meeting our current needs without compromising the ability of future generations to meet theirs. It involves long-term planning and consideration of the consequences of our actions. The goal is to create strategies that ensure the long-term viability of People, Planet, and Profit.
Leading companies such as Nike, Toyota, and Siemens are prioritizing sustainable innovation in their business models, setting an example for others to follow. In this Sustainability training presentation, you will learn key concepts, principles, and practices of sustainability applicable across industries. This training aims to create awareness and educate employees, senior executives, consultants, and other key stakeholders, including investors, policymakers, and supply chain partners, on the importance and implementation of sustainability.
LEARNING OBJECTIVES
1. Develop a comprehensive understanding of the fundamental principles and concepts that form the foundation of sustainability within corporate environments.
2. Explore the sustainability implementation model, focusing on effective measures and reporting strategies to track and communicate sustainability efforts.
3. Identify and define best practices and critical success factors essential for achieving sustainability goals within organizations.
CONTENTS
1. Introduction and Key Concepts of Sustainability
2. Principles and Practices of Sustainability
3. Measures and Reporting in Sustainability
4. Sustainability Implementation & Best Practices
To download the complete presentation, visit: https://www.oeconsulting.com.sg/training-presentations
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It is crucial for the taxpayers to understand about the TDS Return Filing Due Date, so that they can fulfill your TDS obligations efficiently. Taxpayers can avoid penalties by sticking to the deadlines and by accurate filing of TDS. Timely filing of TDS will make sure about the availability of tax credits. You can also seek the professional guidance of experts like Legal Pillers for timely filing of the TDS Return.
The world of search engine optimization (SEO) is buzzing with discussions after Google confirmed that around 2,500 leaked internal documents related to its Search feature are indeed authentic. The revelation has sparked significant concerns within the SEO community. The leaked documents were initially reported by SEO experts Rand Fishkin and Mike King, igniting widespread analysis and discourse. For More Info:- https://news.arihantwebtech.com/search-disrupted-googles-leaked-documents-rock-the-seo-world/
"𝑩𝑬𝑮𝑼𝑵 𝑾𝑰𝑻𝑯 𝑻𝑱 𝑰𝑺 𝑯𝑨𝑳𝑭 𝑫𝑶𝑵𝑬"
𝐓𝐉 𝐂𝐨𝐦𝐬 (𝐓𝐉 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐜𝐚𝐭𝐢𝐨𝐧𝐬) is a professional event agency that includes experts in the event-organizing market in Vietnam, Korea, and ASEAN countries. We provide unlimited types of events from Music concerts, Fan meetings, and Culture festivals to Corporate events, Internal company events, Golf tournaments, MICE events, and Exhibitions.
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RMD24 | Debunking the non-endemic revenue myth Marvin Vacquier Droop | First ...BBPMedia1
Marvin neemt je in deze presentatie mee in de voordelen van non-endemic advertising op retail media netwerken. Hij brengt ook de uitdagingen in beeld die de markt op dit moment heeft op het gebied van retail media voor niet-leveranciers.
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A personal brand exploration presentation summarizes an individual's unique qualities and goals, covering strengths, values, passions, and target audience. It helps individuals understand what makes them stand out, their desired image, and how they aim to achieve it.
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Exploring Patterns of Connection with Social Dreaming
Krickpartick 1
1. Kirkpatrick's Four Level
Evaluation Model
Perhaps the best known evaluation methodology for judging learning processes is Donald
Kirkpatrick's Four Level Evaluation Model that was first published in a series of articles in 1959 in
the Journal of American Society of Training Directors (now known as T+D Magazine). The series was
later compiled and published as an article, Techniques for Evaluating Training Programs, in a book
Kirkpatrick edited, Evaluating Training Programs (1975). However it was not until his 1994 book was
published, Evaluating Training Programs, that the four levels became popular. Nowadays, his four levels
remain a cornerstone in the learning industry.
While most people refer to the four criteria for evaluating learning processes as ―levels,‖ Kirkpatrick
never used that term, he normally called them ―steps‖ (Craig, 1996). In addition, he did not call it a
model, but used words such as ―techniques for conducting the evaluation‖ (Craig, 1996, p294).
The four steps of evaluation consist of:
o Step 1: Reaction - How well did the
learners like the learning process?
o Step 2: Learning - What did they
learn? (the extent to which the learners
gain knowledge and skills)
o Step 3: Behavior - (What changes in
job performance resulted from the
learning process? (capability to perform
the newly learned skills while on the
job)
o Step 4: Results - What are the
tangible results of the learning process
in terms of reduced cost, improved
quality, increased production,
efficiency, etc.?
Kirkpatrick's concept is quite important as it makes an excellent planning, evaluating, and troubling-
shooting tool, especially if we we make some slight improvements as show below.
Not Just For Training
While some mistakenly assume the four levels are only for training processes, the model can be used
for other learning processes. For example, the Human Resource Development (HRD) profession is
concerned with not only helping to develop formal learning, such as training, but other forms, such as
informal learning, development, and education (Nadler, 1984). Their handbook, edited by one of the
founders of HRD, Leonard Nadler (1984), uses Kirkpatrick's four levels as one of their main evaluation
models.
Kirkpatrick himself wrote, ―These objectives [referring to his article] will be related to in-house classroom
programs, one of the most common forms of training. Many of the principles and procedures applies to
all kinds of training activities, such as performance review, participation in outside programs,
programmed instruction, and the reading of selected books‖ (Craig, 1996, p294).
2. Improving the Four Levels
Because of its age and with all the new technology advances, Kirkpatrick's model is often criticized for
being too old and simple. Yet, almost five decades after its introduction, there has not been a viable
option to replace it. And I believe the reason why is that because Kirkpatrick basically nailed it, but he
did get a few things wrong:
Motivation, Not Reaction
When a learner goes through a learning process, such as an e-learning course, informal learning
episode, or using a job performance aid, the learner has to make a decision as to whether he or she will
pay attention to it. If the goal or task is judged as important and doable, then the learner is normally
motivated to engage in it (Markus, Ruvolo, 1990). However, if the task is presented as low-relevance or
there is a low probability of success, then a negative effect is generated and motivation for task
engagement is low. In addition, research on Reaction evaluations generally show that it is not a valid
measurement for success (see the last section, Criticisms).
This differs from Kirkpatrick (1996) who wrote that reaction was how well the learners liked a particular
learning process. However, the less relevance the learning package is to a learner, then the more effort
that has to be put into the design and presentation of the learning package. That is, if it is not relevant to
the learner, then the learning package has to hook the learner through slick design, humor, games, etc.
This is not to say that design, humor, or games are unimportant; however, their use in a learning
package should be to promote or aid the learning process rather than just make it fun. And if a learning
package is built of sound purpose and design, then it should support the learners in bridging
a performance gap. Hence, they should be motivated to learn—if not, something dreadfully went wrong
during the planning and design processes! If you find yourself having to hook the learners through slick
design, then you probably need to reevaluate the purpose of your learning processes.
Performance, Not Behavior
As Gilbert noted (1998), performance is a better objective than behavior because performance has two
aspects: behavior being the means and its consequence being the end... and it is the end we are mostly
concerned with.
Flipping it into a Better Model
The model is upside down as it places the two most important items last—results, and behavior, which
basically imprints the importance of order in most people's head. Thus by flipping it upside down and
adding the above changes we get:
o Result - What impact (outcome or
result) will improve our business?
o Performance - What do the
employees have to perform in order to
create the desired impact?
o Learning - What knowledge, skills, and
resources do they need in order to
perform? (courses or classrooms are
the LAST answer, see Selecting the
Instructional Setting)
o Motivation - What do they need to
perceive in order to learn and perform?
3. (Do they see a need for the desired
performance?)
This makes it both a planning and evaluation tool which can be used as a troubling-shooting heuristic:
(Chyung, 2008):
Revised Evaluation Model
The revised model can now be used for planning (left column) and evaluation (right column). In addition,
it aids the troubling-shooting process. For example, if you know the performers learned their skills but do
not use them in the work environment, then the two more likely troublesome areas become apparent as
they are normally in the cell itself (in this example, the Performance cell) or the cell to the left of it:
o There is a process in the work
environment that constrains the
performers from using their new skills,
or
o the initial premise that the new skills
would bring about change is wrong.
The diagram below shows how the evaluation processes fit together:
4. Learning and Work Environment
As the above diagram shows, the Results evaluation is of the most interest to the business leaders,
while the other three evaluations (performance, learning, and motivation) are essential to the learning
designers for planning and evaluating their learning processes; of course the Results evaluation is also
important to them as it gives them a goal for improving the business. For more information
see Formative and Summative Evaluations.
Level One - Results
Results or Impact measures the effectiveness of the initiative. Although it is normally more difficult and
time-consuming to perform than the other three levels, it provides information that is of increasingly
significant value as it proves the worth of a learning and performance process. However, using the
Goals/Planning/Evaluation model should ease the process as you will now have a clear picture of what
you are trying to achieve. That is, when you plan for something then you more readily understand how
to evaluate it.
Motivation, Learning, and Performance are largely soft measurements; however, decision-makers who
approve such learning processes prefer results (returns or impacts). Jack Phillips (1996), who probably
knows Kirkpatrick's four levels better than anyone, writes that the value of information becomes greater
as we go from motivation to results.
That does not mean the other three levels are useless, indeed, their benefits are being able to locate
problems within the learning package:
o The motivation evaluation informs you
how relevant the learning process is to
5. the learners (it measures how well the
learning analysis processes worked).
You may have all the other levels
correct, but if they do not see a
purpose for learning and performing,
then they probably won't do it.
o The Learning evaluation informs you to
the degree of relevance that the
learning process worked to transfer the
new skills to the learners (it measures
how well the design and development
processes worked).
o The performance evaluation informs
you of the degree that their skills
actually transferred to their job (it
measures how well the performance
analysis process worked).
o The results evaluation informs you of
the return the organization receives
from supporting the learning process.
Decision-makers normally prefer
this harder result, although not
necessarily in dollars and cents. For
example, a study of financial and
information technology executives
found that they consider both hard and
soft returns when it comes to
customer-centric technologies, but give
more weight to non-financial metrics
(soft), such as customer satisfaction
and loyalty (Hayes, 2003).
Note the difference in ―information‖ and ―returns.‖ Motivation, Learning, and Result measurements give
you information for improving and evaluating the learning process, which mostly concerns the learning
designers; while the Results measurement gives you the returns for investing in the learning process,
which mostly concerns the business leaders.
This Results measurement of a learning process might be met with a more balanced approach or a
balanced scorecard (Kaplan, Norton, 2001), which looks at the impact or return from four perspectives:
o Financial: A measurement, such as an
ROI, that shows a monetary return, or
the impact itself, such as how the
output is affected. Financial can be
either soft or hard results.
o Customer: Improving an area in which
the organization differentiates itself
from competitors to attract, retain, and
deepen relationships with its targeted
customers.
o Internal: Achieve excellence by
improving such processes as supply-
chain management, production
process, or support process.
6. o Innovation and Learning: Ensuring the
learning package supports a climate for
organizational change, innovation, and
the growth of individuals.
Level Two - Performance
This evaluation involves testing the learner's capabilities to perform learned skills while on the job.
These evaluations can be performed formally (testing) or informally (observation). It determines if the
correct performance is now occurring by answering the question, ―Do people use their newly acquired
skills on the job?‖
It is important to measure performance because the primary purpose of learning in the organization is to
improve results by having its people learn new skills and knowledge and then actually applying them to
the job. Since performance measurements must take place when they are doing their work, the
measurement will typically involve someone closely involved with the learner, such as a supervisor or a
trained observer or interviewer.
Level Two - Learning
This is the extent to which learners improve knowledge, increase skill ,and change attitudes as a result
of participating in a learning process. The learning evaluation normally requires some type of post-
testing to ascertain what skills were learned during the process and what skills they already had.
Measuring the learning that takes place is important in order to validate the learning objectives.
Evaluating the learning that has taken place typically focuses on such questions as:
o What knowledge was acquired?
o What skills were developed or
enhanced?
o What attitudes were changed?
Learner assessments are created to allow a judgment to be made about the learner's capability for
performance. There are two parts to this process: the gathering of information or evidence (testing the
learner) and the judging of the information (what does the data represent?). This assessment should not
be confused with evaluation. Assessment is about the progress and achievements of the individual
learners, while evaluation is about the learning program as a whole (Tovey, 1997, p88).
Level Four - Motivation
Assessment at this level measures how the learners perceive and react to the learning and performance
process. This level is often measured with attitude questionnaires that are passed out after most training
classes. Learners are often keenly aware of what they need to know to accomplish a task. If the learning
process fails to satisfy their needs, a determination should be made as to whether it's the fault of the
learning process design or that the learners do not perceive the true benefits of the process.
When a learning process is first presented, rather it be eLearning, mLearning, classroom training, a job
performance aid, or through a social media tool, the learner has to make a decision as to whether he or
she will pay attention to it. If the goal or task is judged as important and doable, then the learner is
normally motivated to engage in it (Markus, Ruvolo, 1990). However, if the task is presented as low-
relevance or there is a low probability of success, then a negative effect is generated and motivation for
task engagement is low.
7. Criticisms
There are three problematic assumptions of the Kirkpatrick model: 1) the levels are not arranged
in ascending order, 2) the levels are not causally linked, and 3) the levels are positively inter-
correlated (Alliger and Janak, 1989).
The only part of Kirkpatrick's four levels that has failed to uphold to scrutiny over time is Reaction. For
example, a Century 21 trainer with some of the lowest Level one scores was responsible for the highest
performance outcomes post-training (level four), as measured by his graduates' productivity. This is not
just an isolated incident—in study after study the evidence shows very little correlation between
Reaction evaluations and how well people actually perform when they return to their job (Boehle, 2006).
Rather than measuring reaction, what we are now discovering is that we should be pre-framing the
learners by having their managers discuss the importance of participating in a learning process (on-
ramping) and then following-up on them to ensure they are using their new skills (Wick, et al. 2006),
hence another reason for changing the term ―reaction‖ to ―motivation.‖
Kirkpatrick's four levels treats evaluation as an end of the process activity. Whereas the
objective should be to treat evaluation as an ongoing activity that should begin during the pre-
learning phase.
Actually, this criticism is inaccurate. For example, The ASTD Training & Development Handbook (1996),
edited by Robert Craig, includes a chapter by Kirkpatrick with the simple title of ―Evaluation.‖ In the
chapter, Kirkpatrick discusses control groups and before and after approaches (such as pre and post-
tests). He goes on to discuss that level-four should also include a post-training appraisal three or more
months after the learning process to ensure the learners put into practice what they have learned.
Kirkpatrick further notes that he believes the evaluations should be included throughout the learning
process by getting evaluations not only during each session or module, but also after each subject or
topic.
The four Levels are only for training process, rather than other forms of learning.
As noted in the second section, Not Just For Training, Kirkpatrick wrote about being able to use the four
levels in other types of learning processes and the Human Resource Development profession, who help
to deliver both informal and formal learning use Kirkpatrick's four levels as one of their main evaluation
models. Perhaps the real reason that informal learning advocates do not see the model being useful is
because ―it was not invented here.‖
The four levels of evaluations mean very little to the other business units
One of the best training and development books out is The Six Disciplines of Breakthrough Learning by
Wick, Pollock, Jefferson, Flanagan (2006). They offer perhaps the best criticism that I have seen—
―Unfortunately, it is not a construct widely shared by business leaders, who are principally concerned
with learning's business impact. Thus, when learning leaders write and speak in terms of levels of
evaluation to their business colleagues, it reflects a learning-centric perspective that tends to confuse
rather than clarify issues and contribute to the lack of understanding between business and learning
functions.‖
So it might turn out that the best criticism is not leveled at the four levels themselves, but rather the way
we use them when speaking to other business leaders. We tell the business units that the level-one
evaluation show the learners were happy and that the level-two show they all passed the test with flying
colors, and so on up the line. Yet according to the surveys that I have seen, results or impact is rarely
used, which the business leaders most highly value. The other levels of evaluation can be quite useful
within the design process as they help us to discuss what type of evaluation we are speaking about and
pinpoint troubled areas. However, outside of the learning and development department they often fall
8. flat. For the most part, the business leaders' main concern is the IMPACT—did the resources we spent
on the learning process contribute to the overall health and prosperity of the enterprise?
References
Alliger, G. M., Janak, E. A. (1989). 'Kirkpatrick's levels of training criteria: Thirty years later.' Personnel
Psychology, 42 (2), 331–342.
Boehle, S. (2006). 'Are You Too Nice to Train?' Training Magazine. Retrieved from web Febuary 8,
2009:http://www.trainingmag.com/msg/content_display/training/e3iwtqVX4kKzJL%2BEcpyFJFrFA%3D
%3D?imw=Y
Chyung, S. Y. (2008). Foundations of Instructional Performance Technology. Amherst, MA: HRD Press
Inc.
Craig, R. L. (1996). The ASTD Training: Development Handbook. New York: McGraw-Hill.
Gilbert, T. (1998). 'A Leisurely Look at Worthy Performance', in Woods, J., Gortada, J. (eds) The 1998
ASTD Training and Performance Yearbook. New York: McGraw-Hill.
Hayes, M. (2003, Feb 3). 'Just Who's Talking ROI?' Information Week. p18.
Kaplan, R. S. and Norton, D. P. (2001). The Strategy-Focused Organization: How Balanced Scorecard
Companies Thrive in the New Business Environment. Boston, MA: Harvard Business School Press.
Kirkpatrick D. L. (1959).'Techniques for evaluating training programs.' Journal of American Society of
Training Directors, 13 (3): pp21–26.
Kirkpatrick, D. L. (1975).'Techniques for Evaluating Training Programs'. Evaluating training programs in
D. L. Kirkpatrick (ed.) Alexandria, VA: ASTD.
Kirkpatrick, D. L. (1994). Evaluating Training Programs. San Francisco: Berrett-Koehler Publishers, Inc.
Markus, H., Ruvolo, A. (1990). 'Possible selves.Personalized representations of goals'. Goal Concepts
in Psychology.Pervin, L. (ed). Hillsdale, NJ: Lawrence Erlbaum, pp 211–241.
Nadler, L. (1984). The Handbook Of Human Resource Development. New York: John Wiley & Sons.
Phillips, J. (1996). Measuring the Results of Training. The ASTD Training and Development Handbook.
Craig, R. (ed.). New York: McGraw-Hill.
Tovey, M. (1997). Training in Australia. Sydney: Prentice Hall Australia. (note: this is perhaps one of the
best books on the ISD (ADDIE) process)
Wick, C. W., Pollock, R. V. H., Jefferson, A. K., Flanagan, R. D. (2006). The Six Disciplines of
Breakthrough Learning. San Francisco, CA: Pfeiffer.
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