柯克帕特里克四层评估模型文档格式.docx

柯克帕特里克四层评估模型文档格式.docx

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slargestcorporations.

Kirkpatrick'

sbookEvaluatingTrainingProgramsdefinedhisoriginallypublishedideasof1959,therebyfurtherincreasingawarenessofthem,sothathistheoryhasnowbecomearguablythemostwidelyusedandpopularmodelfortheevaluationoftrainingandlearning.Kirkpatrick'

sfour-levelmodelisnowconsideredanindustrystandardacrosstheHRandtrainingcommunities.ThefourlevelsoftrainingevaluationmodelwaslaterredefinedandupdatedinKirkpatrick'

s1998book,called'

EvaluatingTrainingPrograms:

TheFourLevels'

.

ThefourlevelsofKirkpatrick'

sevaluationmodelessentiallymeasure:

∙reactionofstudent-whattheythoughtandfeltaboutthetraining

∙learning-theresultingincreaseinknowledgeorcapability

∙behaviour-extentofbehaviourandcapabilityimprovementandimplementation/application

∙results-theeffectsonthebusinessorenvironmentresultingfromthetrainee'

sperformance

Allthesemeasuresarerecommendedforfullandmeaningfulevaluationoflearninginorganizations,althoughtheirapplicationbroadlyincreasesincomplexity,andusuallycost,throughthelevelsfromlevel1-4.

QuickTrainingEvaluationandFeedbackForm,basedonKirkpatrick'

sLearningEvaluationModel-（Excelfile）

sfourlevelsoftrainingevaluation

ThisgridillustratesthebasicKirkpatrickstructureataglance.Thesecondgrid,beneaththisone,isthesamethingwithmoredetail.

level

evaluationtype（whatismeasured）

evaluationdescriptionandcharacteristics

examplesofevaluationtoolsandmethods

relevanceandpracticability

1 

reaction

∙reactionevaluationishowthedelegatesfeltaboutthetrainingorlearningexperience

∙eg.,'

happysheets'

feedbackforms

∙alsoverbalreaction,post-trainingsurveysorquestionnaires

∙quickandveryeasytoobtain

∙notexpensivetogatherortoanalyse

2 

learning

∙learningevaluationisthemeasurementoftheincreaseinknowledge-beforeandafter

∙typicallyassessmentsortestsbeforeandafterthetraining

∙intervieworobservationcanalsobeused

∙relativelysimpletosetup;

clear-cutforquantifiableskills

∙lesseasyforcomplexlearning

3 

behaviour

∙behaviourevaluationistheextentofappliedlearningbackonthejob-implementation

∙observationandinterviewovertimearerequiredtoassesschange,relevanceofchange,andsustainabilityofchange

∙measurementofbehaviourchangetypicallyrequirescooperationandskillofline-managers

4 

results 

∙resultsevaluationistheeffectonthebusinessorenvironmentbythetrainee

∙measuresarealreadyinplacevianormalmanagementsystemsandreporting-thechallengeistorelatetothetrainee

∙individuallynotdifficult;

unlikewholeorganisation

∙processmustattributingclearaccountabilities

sfourlevelsoftrainingevaluationindetail

ThisgridillustratestheKirkpatrick'

sstructuredetail,andparticularlythemodern-dayinterpretationoftheKirkpatricklearningevaluationmodel,usage,implications,andexamplesoftoolsandmethods.Thisdiagramisthesameformatastheoneabovebutwithmoredetailandexplanation:

∙reactionevaluationishowthedelegatesfelt,andtheirpersonalreactionstothetrainingorlearningexperience,forexample:

∙didthetraineeslikeandenjoythetraining?

∙didtheyconsiderthetrainingrelevant?

∙wasitagooduseoftheirtime?

∙didtheylikethevenue,thestyle,timing,domestics,etc?

∙levelofparticipation

∙easeandcomfortofexperience

∙levelofeffortrequiredtomakethemostofthelearning

∙perceivedpracticabilityandpotentialforapplyingthelearning

∙typically'

∙feedbackformsbasedonsubjectivepersonalreactiontothetrainingexperience

∙verbalreactionwhichcanbenotedandanalysed

∙post-trainingsurveysorquestionnaires

∙onlineevaluationorgradingbydelegates

∙subsequentverbalorwrittenreportsgivenbydelegatestomanagersbackattheirjobs

∙canbedoneimmediatelythetrainingends

∙veryeasytoobtainreactionfeedback

∙feedbackisnotexpensivetogatherortoanalyseforgroups

∙importanttoknowthatpeoplewerenotupsetordisappointed

∙importantthatpeoplegiveapositiveimpressionwhenrelatingtheirexperiencetootherswhomightbedecidingwhethertoexperiencesame

∙learningevaluationisthemeasurementoftheincreaseinknowledgeorintellectualcapabilityfrombeforetoafterthelearningexperience:

∙didthetraineeslearnwhatwhatintendedtobetaught?

∙didthetraineeexperiencewhatwasintendedforthemtoexperience?

∙whatistheextentofadvancementorchangeinthetraineesafterthetraining,inthedirectionorareathatwasintended?

∙intervieworobservationcanbeusedbeforeandafteralthoughthisistime-consumingandcanbeinconsistent

∙methodsofassessmentneedtobecloselyrelatedtotheaimsofthelearning

∙measurementandanalysisispossibleandeasyonagroupscale

∙reliable,clearscoringandmeasurementsneedtobeestablished,soastolimittheriskofinconsistentassessment

∙hard-copy,electronic,onlineorinterviewstyleassessmentsareallpossible

∙relativelysimpletosetup,butmoreinvestmentandthoughtrequiredthanreactionevaluation

∙highlyrelevantandclear-cutforcertaintrainingsuchasquantifiableortechnicalskills

∙lesseasyformorecomplexlearningsuchasattitudinaldevelopment,whichisfamouslydifficulttoassess

∙costescalatesifsystemsarepoorlydesigned,whichincreasesworkrequiredtomeasureandanalyse

∙behaviourevaluationistheextenttowhichthetraineesappliedthelearningandchangedtheirbehaviour,andthiscanbeimmediatelyandseveralmonthsafterthetraining,dependingonthesituation:

∙didthetraineesputtheirlearningintoeffectwhenbackonthejob?

∙weretherelevantskillsandknowledgeused

∙wastherenoticeableandmeasurablechangeintheactivityandperformanceofthetraineeswhenbackintheirroles?

∙wasthechangeinbehaviourandnewlevelofknowledgesustained?

∙wouldthetraineebeabletotransfertheirlearningtoanotherperson?

∙isthetraineeawareoftheirchangeinbehaviour,knowledge,skilllevel?

∙arbitrarysnapshotassessmentsarenotreliablebecausepeoplechangeindifferentwaysatdifferenttimes

∙assessmentsneedtobesubtleandongoing,andthentransferredtoasuitableanalysistool

∙assessmentsneedtobedesignedtoreducesubjectivejudgementoftheobserverorinterviewer,whichisavariablefactorthatcanaffectreliabilityandconsistencyofmeasurements

∙theopinionofthetrainee,whichisarelevantindicator,isalsosubjectiveandunreliable,andsoneedstobemeasuredinaconsistentdefinedway

∙360-degreefeedbackisusefulmethodandneednotbeusedbeforetraining,becauserespondentscanmakeajudgementastochangeaftertraining,andthiscanbeanalysedforgroupsofrespondentsandtrainees

∙assessmentscanbedesignedaroundrelevantperformancescenarios,andspecifickeyperformanceindicatorsorcriteria

∙onlineandelectronicassessmentsaremoredifficulttoincorporate-assessmentstendtobemoresuccessfulwhenintegratedwithinexistingmanagementandcoachingprotocols

∙self-assessmentcanbeuseful,usingcarefullydesignedcriteriaandmeasurements

∙measurementofbehaviourchangeislesseasytoquantifyandinterpretthanreactionandlearningevaluation

∙simplequickresponsesystemsunlikelytobeadequate

∙cooperationandskillofobservers,typicallyline-managers,areimportantfactors,anddifficulttocontrol

∙managementandanalysisofongoingsubtleassessmentsaredifficult,andvirtuallyimpossiblewithoutawell-designedsystemfromthebeginning

∙evaluationofimplementationandapplicationisanextremelyimportantassessment-thereislittlepointinagoodreactionandgoodincreaseincapabilityifnothingchangesbackinthejob,thereforeevaluationinthisareaisvital,albeitchallenging

∙behaviourchangeevaluationispossiblegivengoodsupportandinvolvementfromlinemanagersortrainees,soitishelpfultoinvolvethemfromthestart,andtoidentifybenefitsforthem,whichlinkstothelevel4evaluationbelow

∙resultsevaluationistheeffectonthebusinessorenvironmentresultingfromtheimprovedperformanceofthetrainee-itistheacidtest

∙m