柯克帕特里克四层评估模型文档格式.docx

1、s largest corporations. Kirkpatricks book Evaluating Training Programs defined his originally published ideas of 1959, thereby further increasing awareness of them, so that his theory has now become arguably the most widely used and popular model for the evaluation of training and learning. Kirkpatr

2、icks four-level model is now considered an industry standard across the HR and training communities. The four levels of training evaluation model was later redefined and updated in Kirkpatricks 1998 book, called Evaluating Training Programs: The Four Levels. The four levels of Kirkpatricks evaluatio

3、n model essentially measure: reaction of student - what they thought and felt about the training learning - the resulting increase in knowledge or capability behaviour - extent of behaviour and capability improvement and implementation/application results - the effects on the business or environment

4、 resulting from the trainees performance All these measures are recommended for full and meaningful evaluation of learning in organizations, although their application broadly increases in complexity, and usually cost, through the levels from level 1-4.Quick Training Evaluation and Feedback Form, ba

5、sed on Kirkpatricks Learning Evaluation Model - （Excel file） s four levels of training evaluationThis grid illustrates the basic Kirkpatrick structure at a glance. The second grid, beneath this one, is the same thing with more detail.levelevaluation type （what is measured）evaluation description and

6、characteristicsexamples of evaluation tools and methodsrelevance and practicability1reaction reaction evaluation is how the delegates felt about the training or learning experience eg., happy sheets, feedback forms also verbal reaction, post-training surveys or questionnaires quick and very easy to

7、obtain not expensive to gather or to analyse 2learning learning evaluation is the measurement of the increase in knowledge - before and after typically assessments or tests before and after the training interview or observation can also be used relatively simple to set up; clear-cut for quantifiable

8、 skills less easy for complex learning 3behaviour behaviour evaluation is the extent of applied learning back on the job - implementation observation and interview over time are required to assess change, relevance of change, and sustainability of change measurement of behaviour change typically req

9、uires cooperation and skill of line-managers 4results results evaluation is the effect on the business or environment by the trainee measures are already in place via normal management systems and reporting - the challenge is to relate to the trainee individually not difficult; unlike whole organisa

10、tion process must attributing clear accountabilities s four levels of training evaluation in detailThis grid illustrates the Kirkpatricks structure detail, and particularly the modern-day interpretation of the Kirkpatrick learning evaluation model, usage, implications, and examples of tools and meth

11、ods. This diagram is the same format as the one above but with more detail and explanation: reaction evaluation is how the delegates felt, and their personal reactions to the training or learning experience, for example: did the trainees like and enjoy the training? did they consider the training re

12、levant? was it a good use of their time? did they like the venue, the style, timing, domestics, etc? level of participation ease and comfort of experience level of effort required to make the most of the learning perceived practicability and potential for applying the learning typically feedback for

13、ms based on subjective personal reaction to the training experience verbal reaction which can be noted and analysed post-training surveys or questionnaires online evaluation or grading by delegates subsequent verbal or written reports given by delegates to managers back at their jobs can be done imm

14、ediately the training ends very easy to obtain reaction feedback feedback is not expensive to gather or to analyse for groups important to know that people were not upset or disappointed important that people give a positive impression when relating their experience to others who might be deciding w

15、hether to experience same learning evaluation is the measurement of the increase in knowledge or intellectual capability from before to after the learning experience: did the trainees learn what what intended to be taught? did the trainee experience what was intended for them to experience? what is

16、the extent of advancement or change in the trainees after the training, in the direction or area that was intended? interview or observation can be used before and after although this is time-consuming and can be inconsistent methods of assessment need to be closely related to the aims of the learni

17、ng measurement and analysis is possible and easy on a group scale 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 relatively simple to set up, but more in

18、vestment and thought required than reaction evaluation highly relevant and clear-cut for certain training such as quantifiable or technical skills less easy for more complex learning such as attitudinal development, which is famously difficult to assess cost escalates if systems are poorly designed,

19、 which increases work required to measure and analyse 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 eff

20、ect 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? would the trainee be able to transfer their lea

21、rning to another person? is the trainee aware of their change in behaviour, knowledge, skill level? arbitrary snapshot assessments are not reliable because people change in different ways at different times assessments need to be subtle and ongoing, and then transferred to a suitable analysis tool a

22、ssessments need to be designed to reduce subjective judgement of the observer or interviewer, which is a variable factor that can affect reliability and consistency of measurements the opinion of the trainee, which is a relevant indicator, is also subjective and unreliable, and so needs to be measur

23、ed in a consistent defined way 360-degree feedback is useful method and need not be used before training, because respondents can make a judgement as to change after training, and this can be analysed for groups of respondents and trainees assessments can be designed around relevant performance scen

24、arios, and specific key performance indicators or criteria online and electronic assessments are more difficult to incorporate - assessments tend to be more successful when integrated within existing management and coaching protocols self-assessment can be useful, using carefully designed criteria a

25、nd measurements measurement of behaviour change is less easy to quantify and interpret than reaction and learning evaluation simple quick response systems unlikely to be adequate cooperation and skill of observers, typically line-managers, are important factors, and difficult to control management a

26、nd analysis of ongoing subtle assessments are difficult, and virtually impossible without a well-designed system from 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 if nothing

27、changes back in the job, therefore evaluation in this area is vital, albeit challenging behaviour change evaluation is possible given good support and involvement from line managers or trainees, so it is helpful to involve them from the start, and to identify benefits for them, which links to the level 4 evaluation below results evaluation is the effect on the business or environment resulting from the improved performance of the trainee - it is the acid test m