Evaluating training is a continuous, ongoing process. It is needed for trainers to develop themselves, revise curriculum and improve facilities. Don Kirkpatrick originally developed the four levels of training evaluation in the1950s. These fours levels – reaction, learning, behavior and result – are as applicable today as when they were originally designed more than 50 years ago.
Level 1: Reaction
This level is perhaps the easiest for an organization to measure. Since this is so easy to measure, many organizations never evaluate their training beyond this level!
Measuring the participant’s reaction to training requires evaluation forms that the participant fills out. This level of evaluation provides feedback on the trainer’s performance, facilities, training aids, curriculum delivery, and trainee satisfaction.
These evaluation forms are conducted either during the training session or shortly thereafter. These evaluations are compared with previous class evaluations and other learner’s evaluations to establish a better way of delivering curriculum.
Level 2: Learning
This level of evaluation measures the actual learning that has occurred. This level measures the change in knowledge, skills or attitude (KSA) as a result of training.
Methods that measure this level of evaluations include tests, assessments, Pre-tests, role plays, practical exams, or lab performances. The evaluator will compare the results of different class convening’s, pre-test to post test scores, and/or test scores between different curriculum revision and changes to determine if learning has occurred, and by how much.
Level 3: Behavior
Level 3 measures a change in employee behavior. It measures if the employee’s behavior changed on the job as a result of training, and if so, how? To measure level 3 data, interviews are conducted with trainee supervisors, and questionnaires are distributed. However, the information gathered is very subjective and difficult to measure:
The trainee may not get a chance to apply his knowledge gained during training for many months (for instance serving in the position that does not utilize the training immediately).
The trainee may not get an opportunity to apply his knowledge gained in training (for instance, attending a chemical occupational safety course only not to have access to chemicals).
The trainee may not be allowed by his immediate supervisor to apply his skills learned in training (have you ever heard “that works at the schoolhouse, not at the jobsite?”)
Level 4: Results
Level 4 evaluation measure the return on investment of training. What is the benefit of training and is it worth the cost? Training is very costly, not just the cost of training, but the lost productivity from an employee attending training.
There are factors that help determine the benefits of training that include improved quality, increased quality, reduced mishaps, improved customer service, reduction of cost, reduced waste and errors, and more effective leadership. These factors are compared with the cost of training to determine “is the training worth the time and money compared to the end results?”
For instance, why did a participant not apply the knowledge from training? Was it because he didn’t have the opportunity? Was he not trusted by his division to apply his new knowledge? Did this in turn influence the trainee’s career outlook, his work quantity and quality? These are very subjective measurements.
According to the American Society for Training and Development (ASTD) level 3 and level 4 are very difficult to measure. They require subjective analysis. Sometimes it is difficult to isolate any external factors that influence training measurements. However, it is the job of the training specialist to analyze this data and determine the return on investment from training, improve curriculum, and improve instructor quality.
References:
http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm
http://www.e-learningguru.com/articles/art2_8.htm
http://www.astd.org
