The Kirkpatrick Model

The most well-known and used model for measuring the effectiveness of training programs was developed by Donald Kirkpatrick in the late 1950s. It has since been adapted and modified by a number of writers, however, the basic structure has well stood the test of time. The basic structure of Kirkpatrick’s four-level model is shown here.

Figure 1 - Kirkpatrick Model for Evaluating Effectiveness of Training Programs

The difficulty and cost of conducting an evaluation increases as you move up the levels. So, you will need to consider carefully what levels of evaluation you will conduct for which programs. You may decide to conduct Level 1 evaluations (Reaction) for all programs, Level 2 evaluations (Learning) for “hard-skills” programs only, Level 3 evaluations (Behavior) for strategic programs only and Level 4 evaluations (Results) for programs costing over $50,000. Above all else, before starting an evaluation, be crystal clear about your purpose in conducting the evaluation.

In 1975, Donald Kirkpatrick first presented a four-level model of evaluation that has become a classic in the industry:

• Level One: Reaction
• Level Two: Learning
• Level Three: Behavior
• Level Four: Results

Level One: Students' Reaction

In the first level , students are asked to evaluate the training after completing the program. These are sometimes called smile sheets or happy sheets because in their simplest form they measure how well students liked the training. Because this type of evaluation is so easy and cheap to administer, it usually is conducted in most organizations.

Level Two: Learning Results

Level Two in the Kirkpatrick model measures learning results. In other words, did the students actually learn the knowledge, skills, and attitudes the program was supposed to teach? To show achievement, have students complete a pre-test and post-test, making sure that test items or questions are truly written to the learning objectives. By summarizing the scores of all students, trainers can accurately see the impact that the training intervention had. This type of evaluation is not as widely conducted as Level One, but is still very common.

Level Three: Behavior in the Workplace

Students typically score well on post-tests, but the real question is whether or not any of the new knowledge and skills are retained and transferred back on the job. Level Three evaluations attempt to answer whether or not students' behaviors actually change as a result of new learning.

• Ideally, this measurement is conducted three to six months after the training program. By allowing some time to pass, students have the opportunity to implement new skills and retention rates can be checked. Observation surveys are used, sometimes called behavioral scorecards. Surveys can be completed by the student, the student's supervisor, individuals who report directly to the student, and even the student's customers.

Level Four: Business Results

The fourth level in this model is to evaluate the business impact of the training program. Below are sample training programs and the type of business impact data that can be measured.

• Sales training. Measure change in sales volume, customer retention, length of sales cycle, profitability on each sale after the training program has been implemented.
• Technical training. Measure reduction in calls to the help desk; reduced time to complete reports, forms, or tasks; or improved use of software or systems.
• Quality training. Measure a reduction in number of defects.
• Safety training. Measure reduction in number or severity of accidents.
• Management training. Measure increase in engagement levels of direct-reports