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Kirkpatrick Model

The Kirkpatrick Model is a framework for evaluating training programs consisting of 4 levels - Reaction, Learning, Behavior, and Results. Level 1 assesses participant satisfaction. Level 2 evaluates the learning outcomes. Level 3 looks at applied learning on the job. Level 4 examines the business impact of the training program. Bloom's Taxonomy classifies learning objectives from lower order thinking skills to higher order, including Remember, Understand, Apply, Analyze, Evaluate, and Create. Both models provide structured approaches for measuring the effectiveness of educational initiatives.

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283 views

Kirkpatrick Model

The Kirkpatrick Model is a framework for evaluating training programs consisting of 4 levels - Reaction, Learning, Behavior, and Results. Level 1 assesses participant satisfaction. Level 2 evaluates the learning outcomes. Level 3 looks at applied learning on the job. Level 4 examines the business impact of the training program. Bloom's Taxonomy classifies learning objectives from lower order thinking skills to higher order, including Remember, Understand, Apply, Analyze, Evaluate, and Create. Both models provide structured approaches for measuring the effectiveness of educational initiatives.

Uploaded by

roseann resurreccion
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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What is the Kirkpatrick Model?

The Kirkpatrick model, also known as Kirkpatrick’s Four Levels of


Training Evaluation, is a key tool for evaluating the efficacy of training
within an organization. This model is globally recognized as one of the
most effective evaluations of training.

The Kirkpatrick model consists of 4


levels: Reaction, learning, behavior, and results.

It can be used to evaluate either formal or informal learning and can


be used with any style of training.

The Kirkpatrick Model has been widely used since Donald


Kirkpatrick first published the model in the 1950s and has been
revised and updated 3 times since its introduction. In 2016, it was
updated into what is called the New World Kirkpatrick Model, which
emphasized how important it is to make training relevant to people’s
everyday jobs.

The Kirkpatrick Model


Level 1: Reaction
The first level is learner-focused. It measures if the learners have
found the training to be relevant to their role, engaging, and useful.

There are three parts to this:

1. Satisfaction: Is the learner happy with what they have learned


during their training?
2. Engagement: How much did the learner get involved in and
contribute to the learning experience?
3. Relevance: How much of this information will learners be able to
apply on the job?
Reaction is generally measured with a survey, completed after the
training has been delivered. This survey is often called a ‘smile sheet’
and it asks the learners to rate their experience within the training and
offer feedback.

Some of the areas that the survey might focus on are:

 Program objectives
 Course materials
 Content relevance
 Facilitator knowledge

Tips for Implementing Level 1: Reaction


 Use an online questionnaire.
 Set aside time at the end of training for learners to fill out the
survey.
 Provide space for written answers, rather than multiple choice.
 Pay attention to verbal responses given during training.
 Create questions that focus on the learner’s takeaways.
 Use information from previous surveys to inform the questions
that you ask.
 Let learners know at the beginning of the session that they will
be filling this out. This allows them to consider their answers
throughout and give more detailed responses.
 Reiterate the need for honesty in answers – you don’t need
learners giving polite responses rather than their true opinions!

Level 2: Learning
This level focuses on whether or not the learner has acquired the
knowledge, skills, attitude, confidence, and commitment that the
training program is focused on.

These 5 aspects can be measured either formally or informally.

For accuracy in results, pre and post-learning assessments should be


used.

Tips for Implementing Level 2: Learning


 Conduct assessments before and after for a more complete idea
of how much was learned.
 Questionnaires and surveys can be in a variety of formats, from
exams, to interviews, to assessments.
 In some cases, a control group can be helpful for comparing
results.
 The scoring process should be defined and clear and must be
determined in advance in order to reduce inconsistencies.
 Make sure that the assessment strategies are in line with the
goals of the program.
 Don’t forget to include thoughts, observations, and critiques from
both instructors and learners – there is a lot of valuable content
there.

Level 3: Behavior
This step is crucial for understanding the true impact of the training.
It measures behavioral changes after learning and shows if the
learners are taking what they learned in training and applying it as
they do their job.

It also looks at the concept of required drivers. That is, “processes and
systems that reinforce, encourage and reward the performance of
critical behaviors on the job.”

The results of this assessment will demonstrate not only if the learner
has correctly understood the training, but it also will show if the
training is applicable in that specific workplace.

This is because, often, when looking at behavior within the workplace,


other issues are uncovered. If a person does not change their
behavior after training, it does not necessarily mean that the training
has failed.

It might simply mean that existing processes and conditions within the
organization need to change before individuals can successfully bring
in a new behavior.

Tips for Implementing Level 3: Behavior


 The most effective time period for implementing this level is 3 – 6
months after the training is completed. Any evaluations done too
soon will not provide reliable data.
 Use a mix of observations and interviews to assess behavioral
change.
 Be aware that opinion-based observations should be minimized
or avoided, so as not to bias the results.
 To begin, use subtle evaluations and observations to evaluate
change. Once the change is noticeable, more obvious evaluation
tools, such as interviews or surveys, can be used.
 Have a clear definition of what the desired change is – exactly
what skills should be put into use by the learner? How is mastery
of these skills demonstrated?
 Other questions to keep in mind are the degree of change and
how consistently the learner is implementing the new skills. Will
this be a lasting change?
 Evaluations are more successful when folded into present
management and training methods.

Level 4: Results
This level focuses on whether or not the targeted outcomes resulted
from the training program, alongside the support and accountability of
organizational members.

For each organization, and indeed, each training program, these


results will be different, but can be tracked using Key Performance
Indicators. Some examples of common KPIs are increased sales,
decreased workers comp claims, or a higher return on investments.

This level also includes looking at leading indicators. These are “short-
term observations and measurements suggesting that critical
behaviors are on track to create a positive impact on desired results.”

Tips for Implementing Level 4: Results


 Before starting this process, you should know exactly what is
going to be measured throughout, and share that information
with all participants.
 If possible, use a control group.
 Don’t rush the final evaluation – it’s important that you give
participants enough time to effectively fold in the new skills.
 It is key that observations are made properly, and that observers
understand the training type and desired outcome.
 You can ask participants for feedback, but this should be paired
with observations for maximum efficacy.
 Especially in the case of senior employees, yearly evaluations
and consistent focus on key business targets are crucial to the
accurate evaluation of training program results.
At all levels within the Kirkpatrick Model, you can clearly see results
and measure areas of impact. This analysis gives organizations the
ability to adjust the learning path when needed and to better
understand the relationship between each level of training. The end
result will be a stronger, more effective training program and better
business results.

Bloom’s taxonomy
Bloom’s taxonomy is a set of hierarchical models that classify educational learning
objectives. It divides them into levels that differ in their specificity and
complexity. Students use it for better learning and understanding of a subject,
while tutors incorporate it into teaching
Here are the authors’ brief explanations of these main categories in from the appendix
of Taxonomy of Educational Objectives (Handbook One, pp. 201-207):

 Knowledge “involves the recall of specifics and universals, the recall of methods


and processes, or the recall of a pattern, structure, or setting.”

 Comprehension “refers to a type of understanding or apprehension such that


the individual knows what is being communicated and can make use of the
material or idea being communicated without necessarily relating it to other
material or seeing its fullest implications.”

 Application refers to the “use of abstractions in particular and concrete


situations.”

 Analysis represents the “breakdown of a communication into its constituent


elements or parts such that the relative hierarchy of ideas is made clear and/or
the relations between ideas expressed are made explicit.”

 Synthesis involves the “putting together of elements and parts so as to form a


whole.”

 Evaluation engenders “judgments about the value of material and methods for


given purposes.”

The authors of the revised taxonomy underscore this dynamism, using verbs and
gerunds to label their categories and subcategories (rather than the nouns of the
original taxonomy). These “action words” describe the cognitive processes by which
thinkers encounter and work with knowledge:

Remember

 Recognizing
 Recalling

Understand

 Interpreting
 Exemplifying
 Classifying
 Summarizing
 Inferring
 Comparing
 Explaining

Apply

 Executing
 Implementing

Analyze

 Differentiating
 Organizing
 Attributing

Evaluate

 Checking
 Critiquing
Create

 Generating
 Planning
 Producing

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but
its authors created a separate taxonomy of the types of knowledge used in cognition:

 Factual Knowledge
o Knowledge of terminology
o Knowledge of specific details and elements
 Conceptual Knowledge
o Knowledge of classifications and categories
o Knowledge of principles and generalizations
o Knowledge of theories, models, and structures
 Procedural Knowledge
o Knowledge of subject-specific skills and algorithms
o Knowledge of subject-specific techniques and methods
o Knowledge of criteria for determining when to use appropriate procedures
 Metacognitive Knowledge
o Strategic Knowledge
o Knowledge about cognitive tasks, including appropriate contextual and
conditional knowledge
o Self-knowledge

Why Use Bloom’s Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to
which the author of this teaching guide has added some clarifying points:
1. Objectives (learning goals) are important to establish in a pedagogical
interchange so that teachers and students alike understand the purpose of that
interchange.
2. Organizing objectives helps to clarify objectives for themselves and for students.
3. Having an organized set of objectives helps teachers to:
o “plan and deliver appropriate instruction”;
o “design valid assessment tasks and strategies”;and
o “ensure that instruction and assessment are aligned with the objectives.”

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