Kirkpatrick 4 Levels

Kirkpatrick’s 4 Levels have been used as a base for many adaptations to include the 4 levels of learning, training, and evaluation. Donald Kirkpatrick (later joined by his sons with the same last name and similar profession) was a university professor, author (books and journal publishings), and past president of the American Society of Training & Development or ASTD. Kirkpatrick made his mark in the training and development industry with his 4 Levels model used to ensure training measures are enough to meet business and/or training objectives.

The 4 Levels are a series of focus points used to validate effectiveness or proposed or current training efforts and practices. These levels include Level 1: Reaction, Level 2: Learning, Level 3: Behavior, and Level 4: Results.

In Level 1: Reaction, examines how well training was (or will be) received as it relates to how participants value the training offering. It addresses questions relating to how participants perceive the relevancy and importance of the training.

In Level 2: Learning, how well training aids the progression in participants’ knowledge, skills, or abilities is determined. It addresses concerns relating to what participants have gained as a direct result of the training.

In Level 3: Behavior, an analysis is done to evaluate how well and accurately participants apply what they’ve acquired from the training to real-world contexts. This level helps to gauge the usefulness of the training (using evidence suggested by the participants’ ability or desire to apply it).

In Level 4: Results, the training results are reviewed to determine the level of success it has, as the training outcome aligns with training objectives and goals.

In their book, Implementing the Four Levels: A Practical Guide for Effective Evaluation of Training Programs, readers are provided ten requirements for an affective program (shown below). The first of the ten being the most fundamental (Kirkpatrick & Kirkpatrick, 2007, p. 3)

1. Base the program on the needs of the participants. This may be accomplished by axing the participants directly, be involved managers, or related subordinates.
2. Set learning objectives. The intent for the training should be clear in the very beginning to avoid unnecessary training components and to ensure the training content is accurate and meets training objectives.
3. Scheduled the program at the right time. It does participants little good to be unable to attend training in its entirety or have training cause challenges because it places unnecessary or unrealistic expectations for participant attendance.
4. Or the program at the right place at the right amenities.
5. Invite the right people to attend. This will likely influence how relevant participants deem a training.
6. Select effective instructors.
7. Use affective techniques and aids.
8. Accomplished the program objectives.
9. Satisfy the participants. This ending requirement addresses how well the training was received by participants and the method to present it.
10. Evaluate the program.

(Kirkpatrick & Kirkpatrick, 2007, p. 3-11)

Whether these four levels are used for evaluating training, learning effectiveness, or other related learning or performance goals, the four levels Kirkpatrick offers can assist in a valid approach to ensuring various objectives have been met in a satisfactory manner.

References

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2007). Implementing the four levels. San Francisco, CA: Berrett-Koehler.