kirkpatrick's four levels of training evaluation

This grid illustrates the basic Kirkpatrick structure at a glance. The second grid, beneath this one, is
the same thing with more detail.

evaluation
type (what is evaluation description and examples of evaluation tools relevance and
level measured) characteristics and methods practicability
eg., 'happy sheets', feedback quick and very easy
forms to obtain
reaction evaluation is how the also verbal reaction, post-training not expensive to
delegates felt about the training surveys or questionnaires gather or to analyse
1 reaction or learning experience
relatively simple to
typically assessments or tests set up; clear-cut for
before and after the training quantifiable skills
interview or observation can also less easy for
be used complex learning
learning evaluation is the
measurement of the increase in
2 learning knowledge - before and after
measurement of
observation and interview over behaviour change
behaviour evaluation is the time are required to assess change, typically requires
extent of applied learning back on relevance of change, and cooperation and skill
3 behaviour the job - implementation sustainability of change of line-managers
individually not
difficult; unlike whole
organisation
measures are already in place via process must
results evaluation is the effect normal management systems and attributing clear
on the business or environment reporting - the challenge is to relate accountabilities
4 results by the trainee to the trainee
kirkpatrick's four levels of training evaluation in
detail
This grid illustrates the Kirkpatrick's structure detail, and particularly the modern-day interpretation of the Kirkpatrick
learning evaluation model, usage, implications, and examples of tools and methods. This diagram is the same format as the
one above but with more detail and explanation:

evaluation
type (what is evaluation description and examples of evaluation tools relevance and
level measured) characteristics and methods practicability
 reaction evaluation is how the
delegates felt, and their personal can be done
reactions to the training or immediately the
learning experience, for example: typically 'happy sheets' training ends
feedback forms based on
did the trainees like and enjoy the subjective personal reaction to the very easy to obtain
training? training experience reaction feedback
feedback is not
expensive to gather
did they consider the training verbal reaction which can be or to analyse for
relevant? noted and analysed groups
important to know
post-training surveys or that people were not
was it a good use of their time? questionnaires upset or disappointed
important that
people give a positive
impression when
relating their
experience to others
who might be
did they like the venue, the style, online evaluation or grading by deciding whether to
timing, domestics, etc? delegates experience same
subsequent verbal or written
reports given by delegates to
level of participation managers back at their jobs
ease and comfort of experience
level of effort required to make
the most of the learning
perceived practicability and
potential for applying the learning
1 reaction
 learning evaluation is the relatively simple to
measurement of the increase in set up, but more
knowledge or intellectual investment and
capability from before to after the typically assessments or tests thought required than
learning experience: before and after the training reaction evaluation
highly relevant and
interview or observation can be clear-cut for certain
used before and after although this training such as
did the trainees learn what what is time-consuming and can be quantifiable or
intended to be taught? inconsistent technical skills
less easy for more
complex learning
such as attitudinal
did the trainee experience what methods of assessment need to development, which
was intended for them to be closely related to the aims of the is famously difficult to
experience? learning assess
cost escalates if
systems are poorly
what is the extent of designed, which
advancement or change in the increases work
trainees after the training, in the measurement and analysis is required to measure
direction or area that was intended? possible and easy on a group scale and analyse
reliable, clear scoring and
measurements need to be
established, so as to limit the risk of
inconsistent assessment
hard-copy, electronic, online or
interview style assessments are all
possible
2 learning
 behaviour evaluation is the
extent to which the trainees
applied the learning and
changed their behaviour, and
this can be immediately and several
months after the training,
depending on the situation:
did the trainees put their learning
into effect when back on the job?
were the relevant skills and
knowledge used
was there noticeable and
measurable change in the activity
and performance of the trainees
when back in their roles?
was the change in behaviour and
new level of knowledge sustained?
measurement of
behaviour change is
observation and interview over less easy to quantify
time are required to assess change, and interpret than
relevance of change, and reaction and learning
sustainability of change evaluation
arbitrary snapshot assessments simple quick
are not reliable because people response systems
change in different ways at different unlikely to be
times adequate
cooperation and
skill of observers,
typically line-
assessments need to be subtle managers, are
and ongoing, and then transferred important factors,
to a suitable analysis tool and difficult to control
management and
analysis of ongoing
assessments need to be designed subtle assessments
to reduce subjective judgement of are difficult, and
the observer or interviewer, which is virtually impossible
a variable factor that can affect without a well-
reliability and consistency of designed system from
measurements the beginning
evaluation of
implementation and
application is an
extremely important
assessment - there is
little point in a good
reaction and good
increase in capability
the opinion of the trainee, which is if nothing changes
a relevant indicator, is also back in the job,
subjective and unreliable, and so therefore evaluation
needs to be measured in a in this area is vital,
consistent defined way albeit challenging
 individually, results
evaluation is not
particularly difficult;
across an entire
organisation it
becomes very much
more challenging, not
least because of the
reliance on line-
management, and
the frequency and
scale of changing
structures,
results evaluation is the effect responsibilities and
on the business or environment it is possible that many of these roles, which
resulting from the improved measures are already in place via complicates the
performance of the trainee - it is the normal management systems and process of attributing
acid test reporting clear accountability
also, external
factors greatly affect
organisational and
business
performance, which
measures would typically be the challenge is to identify which cloud the true cause
business or organisational key and how relate to to the trainee's of good or poor
performance indicators, such as: input and influence results
volumes, values, percentages,
timescales, return on investment,
and other quantifiable aspects of
organisational performance, for
instance; numbers of complaints,
staff turnover, attrition, failures, therefore it is important to identify
wastage, non-compliance, quality and agree accountability and
ratings, achievement of standards relevance with the trainee at the
and accreditations, growth, start of the training, so they
retention, etc. understand what is to be measured
this process overlays normal good