Assessments and Kirk Patrick Model

Slide 1
Assessments and the Kirkpatrick

Model
Using Assessments to Evaluate

Training
Copyright © 1995-2004 Questionmark Corporation and/or Questionmark Computing Limited, known collectively as Questionmark. All rights reserved.
Questionmark is a registered trademark of Questionmark Computing Limited. All other trademarks are acknowledged.
Slide 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
Slide 3
The Four Levels

 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
Slide 4
Relationship Between Levels

Level 4 - Results  Each subsequent level is
Was it worth it?
predicated upon doing
evaluation at lower level
Level 3 - Behavior
KSA being used on the job?
 A Level 3 will be of marginal
use, if a Level 2 evaluation
is not conducted
Level 2 - Knowledge
Did they learn anything
Level 1 - Reaction
Was the environment suitable for learning?
Slide 5
Only by assessing each level can we

yield actionable results
Level 4 - Results Check Requirements,
Was it worth it? Systems and Processes
Level 3 - Behavior Check

KSA being used on the job? Performance Environment
Level 2 - Knowledge Improve

Did they learn anything Knowledge/Skill transfer
Level 1 - Reaction
Improve
Learning Environment
Slide 6
Types of Assessments Used at Each

Level Type Form
Level 4 - Results Correlation of business results

Was it worth it? Summative with other assessment results
Level 3 - Behavior Summative Observation of Performance

KSA being used on the job? 360° Survey
Self-assessment
Diagnostic
Level 2 - Knowledge Test
Did they learn anything Summative
Survey
Reaction
Level 1 - Reaction Real-time Polling
Formative Quizzing
Slide 7
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
Slide 8
Reaction - What It Looks Like
 Questionnaire - Most common collection tool

 Content
 Methods
 Media
 Trainer style
 Facilities
 Course materials
Slide 9
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
Slide 10
Learning - What Is It?

 Knowledge
 Skills
 Attitudes
Slide 11
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
Slide 12
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
Slide 13
Behavior - What Is It?

 Transfer of knowledge, skills,
and/or attitude to the real world
 Measure achievement of
performance objectives
Slide 14
Behavior - What It Looks Like

 Observe performer, first-
hand
 Survey key people who
observe performer
 Use checklists,
questionnaires, interviews,
or combinations
Slide 15
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
Slide 16
Results - What Is It?

 Assesses “bottom line,”
final results
 Definition of “results”
dependent upon the goal
of the training program
Slide 17
Results - What It Looks Like

 Depends upon objectives of training program
 Quantify
 Proof vs. Evidence
 Proof is concrete
 Evidence is soft
Slide 18
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
Slide 19
Summary
 Level I: Evaluate Reaction

 Level II: Evaluate Learning
 Level III: Evaluate Behavior
 Level IV: Evaluate Results
Slide 20
Readings to Consider
 Kirkpatrick, Donald L. (1998). Evaluating Training Programs: The Four
Levels. Berrett-Koehler Publishers.
 Worthen, Blaine R, James R. Sanders, Jody L. Fitzpatrick (1997). Program
Evaluation: Alternative Approaches and Practical Guidelines (Second
Edition).Addison, Wesley, Longman, Inc.
 Kirkpatrick, Donald L. (1998). Another Look at Evaluating Training
Programs. American Society for Training & Development.
 Sieloff, Debra A. (1999). The Bridge Evaluation Model. International
Society for Performance Improvement.

Assessments and Kirk Patrick Model

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assessments and Kirk Patrick Model

Uploaded by

Copyright:

Available Formats

Slide 1

Assessments and the Kirkpatrick

Using Assessments to Evaluate

The Four Levels

Relationship Between Levels

Only by assessing each level can we

Level 3 - Behavior Check

Level 2 - Knowledge Improve

Types of Assessments Used at Each

Level 4 - Results Correlation of business results

Level 3 - Behavior Summative Observation of Performance

Reaction - What Is It?

Reaction - What It Looks Like

 Questionnaire - Most common collection tool

Reaction - How to Perform

Learning - What Is It?

Learning - What It Looks Like

 Media used to measure learning:

Learning - How to Perform

Behavior - What Is It?

Behavior - What It Looks Like

Behavior - How to Perform

Results - What Is It?

Results - What It Looks Like

Results - How to Perform

 Level I: Evaluate Reaction

You might also like