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| ARTICLES OF INTEREST
- ELEARNING |
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| Evaluating
e Learning: Introduction to the Kirkpatrick Model |
| by Kevin Kruse |
| The final
step in the ADDIE model is a summative evaluation in which
you measure how effectively the training program accomplished
its stated goals. This step in the training process is
usually ignored because of the added time and cost required.
Training departments with limited budgets often assume
new programs are effective and put dollars that should
go into evaluation into the next program. However, as
senior executives demand more accountability from training
efforts, interest is certain to increase in measuring
and reporting results. |
| The Kirkpatrick
Model for Summative Evaluation |
In 1975,
Donald Kirkpatrick first presented a four-level model
of evaluation that has become a classic in the industry:
- Level One: Reaction
- Level Two: Learning
- Level Three: Behavior
- Level Four: Results
These levels can be applied to technology-based training
as well as to more traditional forms of delivery. Modified
labels and descriptions of these steps of summative
evaluation follow. |
| Level
One: Students' Reaction |
In this
first level or step, students are asked to evaluate
the training after completing the program. These are
sometimes called smile sheets or happy sheets because
in their simplest form they measure how well students
liked the training. However, this type of evaluation
can reveal valuable data if the questions asked are
more complex. For example, a survey similar to the one
used in the formative evaluation also could be used
with the full student population. This questionnaire
moves beyond how well the students liked the training
to questions about:
- The relevance of the objectives.
- The ability of the course to maintain interest.
- The amount and appropriateness of interactive exercises.
- The ease of navigation.
- The perceived value and transferability to the
workplace.
With technology-based training, the survey can be
delivered and completed online, and then printed or
e-mailed to a training manager. Because this type of
evaluation is so easy and cheap to administer, it usually
is conducted in most organizations. |
| Level
Two: Learning Results |
| Level two
in the Kirkpatrick model measures learning results. In
other words, did the students actually learn the knowledge,
skills, and attitudes the program was supposed to teach?
To show achievement, have students complete a pre-test
and post-test, making sure that test items or questions
are truly written to the learning objectives. By summarizing
the scores of all students, trainers can accurately see
the impact that the training intervention had. This type
of evaluation is not as widely conducted as Level One,
but is still very common. |
| Level
Three: Behavior in the Workplace |
Students
typically score well on post-tests, but the real question
is whether or not any of the new knowledge and skills
are retained and transferred back on the job. Level Three
evaluations attempt to answer whether or not students'
behaviors actually change as a result of new learning.
Ideally, this measurement is conducted three to six months
after the training program. By allowing some time to pass,
students have the opportunity to implement new skills
and retention rates can be checked. Observation surveys
are used, sometimes called behavioral scorecards. Surveys
can be completed by the student, the student's supervisor,
individuals who report directly to the student, and even
the student's customers. For example, survey questions
evaluating a sales training program might include:
· Did the representative open each customer dialogue
with a product benefit statement, followed by a request
to proceed?
· Was the representative able
to analyze and describe to you the category of customers'
objections as either valid, misinformation, or smokescreen?
· Did the representative use the appropriate model
answer in response to each objection?
· Did
the representative close each sales call with a request
for purchase?
· If the prospect did not buy
anything, did the representative end the call with specific
future action steps?
· Did the representative
complete call history records that include summaries of
who, what, where, when, and why? |
| Level
Four: Business Results |
The fourth
level in this model is to evaluate the business impact
of the training program. The only scientific way to isolate
training as a variable would be to isolate a representative
control group within the larger student population, and
then rollout the training program, complete the evaluation,
and compare against a business evaluation of the non-trained
group. Unfortunately, this is rarely done because of the
difficulty of gathering the business data and the complexity
of isolating the training intervention as a unique variable.
However, even anecdotal data is worth capturing. Below
are sample training programs and the type of business
impact data that can be measured.
· Sales
training. Measure change in sales volume, customer retention,
length of sales cycle, and profitability on each sale
after the training program has been implemented.
· Technical training. Measure reduction in calls
to the help desk; reduced time to complete reports, forms,
or tasks; or improved use of software or systems.
· Quality training. Measure a reduction in number
of defects.
· Safety training. Measure reduction
in number or severity of accidents.
· Management
training. Measure increase in engagement levels of direct-reports |
|
| 1.
10 Tips For Online Learning |
| 2.
Evaluating e Learning |
| 3.
The Magic of Learner Motivation |
| 4.
The Benefits and Drawbacks of e-Learning |
| 5.
Marketing e-Learning |
| 6.
Measuring the Financial Returns of e-Learning |
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