DEFINITION The Kirkpatrick Evaluation Model was created by Donald Kirkpatrick, Ph.D., to define the four levels of training evaluation. The four levels of evaluation are: (1) the reaction of the student and their thoughts about the training experience; (2) the student’s resulting learning and increase in knowledge from the training experience; (3) the student’s behavioral change and improvement after applying the skills on the job; and (4) the results or effects that the student’s performance has on the business. OVERVIEW Donald Kirkpatrick developed the Kirkpatrick Evaluation Model for evaluating training during the 1950s. The model was initially published in a trade journal and later in Kirkpatrick’s 1975 book, Evaluating Training Programs. Today, it is the most recognized method of evaluating the effectiveness of training programs. Each of the four levels is explained below. Level 1 – Reaction Level 1 solicits opinions of the learning experience following a training event or course. Typical questions concern the degree to which the experience was valuable (satisfaction), whether they felt engaged, and whether they felt the training was relevant. Training organizations use that feedback to evaluate the effectiveness of the training, students’ perceptions, potential future improvements, and justification for the training expense. A variety of sources estimate that approximately 80 percent of training events include Level 1 evaluation. Level 2 – Learning Level 2 measures the degree to which participants acquired the intended knowledge, skills and attitudes as a result of the training. This level is used by instructors and training executives to determine if training objectives are being met. Only by determining what trainees are learning, and what they are not, can organizations make necessary improvements. Level 2 can be completed as a pre- and post-event evaluation, or only as a post-evaluation. Level 3 – Behavior Level 3 measures the degree to which participants’ behaviors change as a result of the training – basically whether the knowledge and skills from the training are then applied on the job. This measurement can be, but is not necessarily, a reflection of whether participants actually learned the subject material. For example, the failure of behavioral change can be due to other circumstances such as individual’s reluctance to change. Level 3 evaluation involves both pre- and post-event measurement of the learner’s behavior. Level 4 – Results Level 4 seeks to determine the tangible results of the training such as: reduced cost, improved quality and efficiency, increased productivity, employee retention, increased sales and higher morale. While such benchmarks are not always easy or inexpensive to quantify, doing so is the only way training organizations can determine the critical return on investment (ROI) of their training expenditures. One typical challenge is to identify whether specific outcomes are truly the result of the training. Level 4 requires both pre- and post-event measurement of the training objective. FUTURE APPLICATIONS In 2011, Atlanta-based Kirkpatrick Partners modified the learning and evaluation model to more easily calculate the return on expectations (ROE) of stakeholders. Kirkpatrick Partners contends that ROE is the “ultimate indicator of value.” While ROI and ROE are common methods for evaluating and justifying training, many training organizations still struggle with the four levels, particularly quantifying levels three and four. As learning content becomes increasingly available through informal channels, learners and training organizations are finding ways to use and incorporate this type of material into personal enrichment or professional training methods. Most if these informal channels, however, do not include pre- and post-evaluations – or any type of measuring tools – to measure effectiveness. To mitigate this issue, advancements like Experience API (or Tin Can API) allow training organizations to effectively track and measure informal learning activities. Contributors: Donald L. Kirkpatrick, James D. Kirkpatrick, and Wendy K. Kirkpatrick Related Content:
Please fill out the form below to access the Measuring the Impact of L&D: My Evaluation Plan template, which will help you create an evaluation plan using The Kirkpatrick Model. Off-the-job training is conducted in a location specifically designated for training. It may be near the workplace or away from work, at a special training center or a resort Conducting the training away from the workplace minimize distractions and allows trainees to devote their full attention to the material being taught- However, off-the-job training programs may not provide as much transfer of training to the actual job as do on-the-job programs. Many people equate off-the-job training with the lecture method, but in fact a very wide variety of methods can be used. Definitions: Employee training at a site away from the actual work environment. It often utilizes lectures, case studies, role playing, simulation, etc. See also on the job training.www.businessdictionary.com “Off the Job Training” Methods 1. Classroom Lectures: under the off the job methods of training, classroom method or lecture method is well-known to train white collar or managerial level employees in the organisation. under this method employees are called to the room like that of classroom to give training by trainer in the form of lectures. This method is effectively used for the purpose of teaching administrative aspects or on management subject to make aware of procedures and to give instructions on particular topic. Advantage – It can be used for large groups. Cost per trainee is low. Disadvantages – Low interest of employees. It is not learning by practice. It is One-way communication. No authentic feedback mechanism. Likely to lead to boredom for employees. 2. Audio-Visual: Providing training by way of using Films, Televisions, Video, and Presentations etc. This method of training has been using successfully in education institutions to train their students in subjects to understand and assimilate easily and help them to remember forever. New companies have come up for providing audio visual material for students in their concern subjects. In the corporate sector, mainly in customer care centers employers are giving training to their employees by using audio visuals material to teach how to receive, talk and behaviour with the customer. Advantages – Wide range of realistic examples, quality control possible. Disadvantages – One-way communication, No feedback mechanism. No flexibility for different audience. 3. Simulation: The simulation Method of training is most famous and core among all of the job training methods. in the simulation training method, trainee will be trained on the especially designed equipment or machine seems to be really used in the field or job. But, those equipment or machines are specifically designed for training a trainees were making them ready to handle them in the real field or job. This method of planning is mostly used where very expensive machinery or equipment used for performing Job or to handle that job.  Example:- The simulation method has been using widely for the purpose of training aeroplane pilots on aeroplane simulator to make them ready to handle an fly aeroplane. Especially in Air force fighter pilots are getting trained on the jet fighters simulator. because the cost of aeroplane or jet fighter will be very expensive, hence employer may not allow directly to get trained on real equipment to avoid damage to equipment or machine or in sometimes may cause loss of trainee life. To avoid all such risks by the employer giving training on simulator is safe. (normally simulators for the purpose of training would be provided by the manufacturer of original equipment) 4. Vestibule Training: - Mostly this method of training will be used to train technical staff, office staff and employees who deal with tools and machines. Employees learn their jobs on the equipment they will be using, but the training is conducted away from the actual work floor by bringing equipments or tools to certain place where training is provided, but not work place. Vestibule training allows employees to get a full feel for doing task without real world pressures. Additionally, it minimizes the problem of transferring learning to the job. Vestibule training is provided to employees when new or advanced equipment or tools introduced in to the organisation to do a particular job by using them. For this purpose such equipment is brought to a separate place to give demonstration and train how to use and that handle it by employees safely. 5. Case Studies: It is a written description of an actual situation in the past in same organisation or somewhere else and trainees are supposed to analyze and give their conclusions in writing. This is another excellent method to ensure full and whole hearted participation of employees and generates good interest among them. Case is later discussed by instructor with all the pros and cons of each option. It is an ideal method to promote decision-making abilities within the constraints of limited data. 6. Role Playing: During a role play, the trainees assume roles and act out situations connected to the learning concepts. It is good for customer service and training. This method is also called ‘role-reversal’, ‘socio-drama’ or ‘psycho-drama’. Here trainees act out a given role as they would in a stage play. Two or more trainees are assigned roles in a given situation, which is explained to the group. There are no written lines to be said and, naturally, no rehearsals. The role players have to quickly respond to the situation that is ever changing and to react to it as they would in the real one. It is a method of human interaction which involves realistic behaviour in an imaginary or hypothetical situation. Role playing primarily involves employee-employer relationships, hiring, firing, discussing a grievance problem, conducting a post appraisal interview, disciplining a subordinate, or a salesman making presentation to a customer. 7. Programmed Instructions: This involves two essential elements: (a) a step-by-step series of bits of knowledge, each building upon what has gone before, and (b) a mechanism for presenting the series and checking on the trainee’s knowledge. Questions are asked in proper sequence and indication given promptly whether the answers are correct. This programme may be carried out with a book, a manual or a teaching machine. It is primarily used for teaching factual knowledge such as Mathematics, Physics, etc. 8. Management Games With computerized management games: Trainees divide into five- or six-person groups, each of which competes with the others in a simulated marketplace. Each group typically must decide, for example.
Usually, the game itself compresses a two- or three-year period into days, weeks, or months. As in the real world, each company team usually can't see what decisions (such as to boost advertising) the other firms have made, although these decisions do affect their own sales. Management games can be effective. People learn best by being involved, and the games can gain such involvement. They help trainees develop their problem-solving skills, as well as to focus attention on planning rather than just putting out fires. The groups also usually elect their own officers and organize themselves. This can develop leadership skills and foster cooperation and teamwork.
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