Kirkpatrick's Four Levels

Donald Kirkpatrick, a former Emeritus at the University of Wisconsin, published one of his most renowned works: ‘Evaluating Training Programs’, in 1993. The model comprises successive stages, wherein each level resembles a more concentrated and precise measure of the effectiveness of a particular training program. The model was further developed by Donald and his son, James; and then by James and his wife, Wendy Kayser Kirkpatrick. In 2016, James and Wendy revised the original model and launched the “New World Kirkpatrick Model” in their book “Four Levels of Training Evaluation.” The newly revised theory bore a special emphasis upon the essence of shaping training techniques that are relevant to people’s quotidian jobs.

The four levels that form this model are as follows:

Level 1: Reaction

It is vital to ensure that the training rendered in an organisation is valuable and pertinent to the individuals receiving it. Nevertheless, a training program’s overall efficacy cannot be construed unless the trainees’ reactions have been observed and analysed. Subsequently, measuring how engaged they were, the zeal with which they participated in the sessions, and their overall feedback regarding the training’s effectivity will help one identify and interpret how well the training was received. Notably, studying the recipients’ reactions will pave the way for recognising potential transgressions in the sessions that can then be improved or eliminated to provide for more impactful lessons.

Let’s take a look at some of the questions that the trainees can be asked to procure their overall reaction to the sessions:

While generating a list of questions is rather uncomplicated, the method utilised to obtain the trainees’ responses may often prove to be tricky. While some trainees may prefer anonymous questionnaires, the possibility of them keeping their true feelings can be likely. Similarly, group interviews may extract group responses that have been influenced by each member’s views. Hence, the research method must be appropriately selected. Online surveys, interviews, and even live observation could be some of the research methods that can be employed to grasp the trainees’ reactions.

Level 2: Learning

Once the trainee’s reactions have been understood, measuring what they have and have not learned from the training becomes imperative. In addition, Level 2 deals with assessing if the sessions have enabled the trainees to believe that they will be able to do things differently, the change in the level of confidence they possess towards completing certain tasks, and how motivated they are to exercise changes in their jobs and workplaces. In a nutshell, this level focuses upon computing the impacts of training on the recipients’ skills, attitudes, knowledge, commitment, and confidence.

In order to calculate the learnings attained by trainees from the training sessions, it is pragmatic to first locate a learning objective for each training session. Fixing an objective will then permit the trainer to identify the specific skills or aspects that need to be evaluated.

Whilst the measurement of learning is significantly depended upon the training objectives, a practical approach could include the study of these areas both before and after the training. For instance, before the training commences, the trainees existing knowledge, skills, and ideas can be determined through various tests. Following this, after the completion of the session, another test can be conducted to weigh what they have learned and spot possible improvements when compared to the pre-training tests. Verbal assessments and interviews can also be handy tools to measure what the students have learned from certain sessions. Even though these aforementioned measurement concepts may be useful, it is still a considerable part of a manager’s responsibilities to hold people accountable for enhancing their skills, and to offer sufficient guidance and support when required.

Level 3: Behavior

With knowledge of how much the students have learned from the training sessions, it now becomes crucial to examine their ability to apply the derived skills and information in their practical work activities. Nonetheless, a trainee’s behavioural willingness to integrate the newly acquired skills will be substantially modulated by the work culture and ambience.

To illustrate, a feedback and evaluation meeting following a training session may unveil little change in performance, thereby convincing the managers to conclude that the training was ineffective. However, drawing such drastic conclusions may itself be erroneous because the lack of change in behaviour and performance may have been the product of a strict organisational culture that allows little or no room to accommodate innovation and change. Consequently, the staff may feel diffident and reluctant towards applying new knowledge and exploiting potential opportunities. As a result, training sessions alone may not be the panacea to organisational problems. Designing a flexible and inclusive workplace that appreciates change and creativity is equally essential to reap the benefits supplied by organisational training. The New World Kirkpatrick Model calls these processes "required drivers." If a team member uses a new skill effectively, highlight this and praise him or her for it. This acceptance will eventually go a long way in fostering positive changes.

Effectively measuring behavior is a longer-term process that should take place over weeks or months following the initial training. Questions to ask include:

One of the best ways to measure behavior is to conduct observations and interviews. Likewise, integrating the use of new skills into the tasks that set for a team may offer them with the scope to exhibit their learning and utilise it at the same time.

Level 4: Results

This is the final stage when the ultimate results fetched from the training needs to be analysed. This typically includes the pre-determined goals that had been established before the training sessions, and a comparison of the post-training outcomes to calculate if adequate return on investment (ROI) has been secured.

Level 4 tends to be the costliest and most time-consuming stage. Besides, identifying the outcomes, benefits, and final results that most are most closely attached to the training, and an efficacious manner of measuring these outcomes in the long-term can be quite challenging.

Modern trainers often use the Kirkpatrick model backward and retrace the journey by first stating the results that they want to see, and then developing the training that is most likely to deliver them. This helps them prioritize their training goals and making the sessions more effectual.

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