Training evaluation is the process by which you can determine if you have met those

objectives and whether there is a better and cheaper way in which to do so in the future.
The evaluation process should be based on relevant data and conducted in a planned and
logical way.

This is where Kirkpatrick's Four-Level Training Evaluation Model can help you
objectively analyze the effectiveness and impact of your training, so that you
can improve it in the future.
In this article, we'll look at each of the four levels of the Kirkpatrick model, and
we'll examine how you can apply the model to evaluate training. We'll also
look at some of the situations where it may not be useful.

The Four Levels

Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and
past president of the American Society for Training and Development (ASTD),
first published his Four-Level Training Evaluation Model in 1959, in the US
Training and Development Journal.
The model was then updated in 1975, and again in 1994, when he published
his best-known work, "Evaluating Training Programs."
The four levels are:
1.

Reaction.

2.

Learning.

3.

Behavior.

4.

Results.

Let's look at each level in greater detail.

Level 1: Reaction

This level measures how your trainees (the people being trained), reacted to
the training. Obviously, you want them to feel that the training was a valuable
experience, and you want them to feel good about the instructor, the topic, the
material, its presentation, and the venue.
It's important to measure reaction, because it helps you understand how well
the training was received by your audience. It also helps you improve the
training for future trainees, including identifying important areas or topics that
are missing from the training.

Level 2: Learning
At level 2, you measure what your trainees have learned. How much has their
knowledge increased as a result of the training?
When you planned the training session, you hopefully started with a list of
specific learning objectives: these should be the starting point for your
measurement. Keep in mind that you can measure learning in different ways
depending on these objectives, and depending on whether you're interested in
changes to knowledge, skills, or attitude.
It's important to measure this, because knowing what your trainees are
learning and what they aren't will help you improve future training.

Level 3: Behavior
At this level, you evaluate how far your trainees have changed their behavior,
based on the training they received. Specifically, this looks at how
trainees apply the information.
It's important to realize that behavior can only change if conditions are
favorable. For instance, imagine you've skipped measurement at the first two
Kirkpatrick levels and, when looking at your group's behavior, you determine
that no behavior change has taken place. Therefore, you assume that your
trainees haven't learned anything and that the training was ineffective.
However, just because behavior hasn't changed, it doesn't mean that trainees
haven't learned anything. Perhaps their boss won't let them apply new
knowledge. Or, maybe they've learned everything you taught, but they have
no desire to apply the knowledge themselves.

Level 4: Results
At this level, you analyze the final results of your training. This includes
outcomes that you or your organization have determined to be good for
business, good for the employees, or good for the bottom line.
OBJECTIVES OF THE EVALUATION OF TRAINING
Reasons why training should be evaluated: To find out where the desired
expectations (goal) are and are not being met.

To make the training environment more supportive of learning

.

To revise and redefine the course to make it more effective.

To identify and reduce workplace constraints that inhibits transfer of training.

To prove that training is investment and not cost.

To get commitment and support of training by management.

To give instructors and course developers feed back to help them improve.

To justify and perhaps increase the training budget.

To influence future decisions like on what kind of programmes to be included.

To manage the training function more professionally

4.2.3 NEED FOR EVALUATION
Evaluation is needed to achieve the following purposes:
To know increase in productivity and company profit through human perfection by
training.
To know whether improvement in quality of a company product or service has taken
place.
Whether exiting employees are ready for higher level jobs.
Whether there is enhancement in personal growth of the employees and motivation
towards their work-area has taken place.
Whether improvement in organizational climate has taken place.
Existing employees require refresher training so as to keep abreast of the latest
development in job- operations.

To make employees mobile and versatile.

They can be placed on various jobs depending on organizational needs. 93 To raise
the morale of the employees and maintain the validity of an organization and
maintain the employees. Need for enabling employees to do the work in a more
effective way to reduce learning time, reduce waste and spoilage of raw material
and product quality service and develop their potential.

Management development is a process of increasing efficiency and

changing behavioral pattern or mentality toward particular issues for the
achievement of organizational objectives. It is meant for executive level
officers only. It is subsequent process enhancing efficiency of managers
required for performing their assignments. Some authors have defined
management development in the following paragraphs. Lets know that
definition of management development.
Definition of management development

1. Gary Dessler: Any attempt to improve current or future management

performance by imparting knowledge, changing attitude or increasing skills.
2. Molanden: A conscious and systematic process to control the development of
managerial resources in the organisation for the achievement of goals and
strategies.
3. Mumford: Management development is an attempt to improve managerial
effectiveness through a planned and deliberate learning process.

4.

Management Development Programmes are the training methods for enhancing organizational
performance through experiential learning. Human Resources Development can be defined simply as
developing the most important section of any business its human resource by, attaining or upgrading

5.

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15.

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the skills and attitudes of employees at all levels in order to maximise the effectiveness of the
enterprise (Kelly 2001)
10. Human Resources Development is not a defined object, but a series of organized processes,
with a specific learning objective (Nadler,1984) Human Resources Development is the structure that
allows for individual development, potentially satisfying the organizations goals.
11. Objective A key feature of future top organizations will be to know how to boost the motivation and
learning potential on all levels of the organization Its primary focus is on growth and employee
developmentit emphasizes developing individual potential and skills (Elwood, olton and Trott 1996)
12. purpose of MDPs : MDPs provide considerable intellectual stimulation. Secondly, we acquire a
nodding acquaintance with new concepts and new developments in the area of managerial
techniques.. The third benefits one derive from an MDP is the embellishment of ones vocabulary-and
this is good thing if the jargon is used circumspectly, and with the fact and understanding
13. The program is designed to drive and support the individual development of these talents along
the following core disciplines: Personal Mastery, Mental Models, Building shared Vision, Team
Learning, Systems Thinking.
14. 1. Personal Mastery Openness to ongoing individual development in order to be ready for the
continuously changing challenges in a learning organization, to create a context for oneself that - as a
creative network - stimulates learning and growth.2. Mental Models The reflection on the inner maps
and the deeply ingrained assumptions that influence how we understand the world and how we take
action. Above all, this means, to comprehend the strong interconnections between our thinking and
our actions.
15. 3. Building a shared Vision Creating identification by building a shared picture of the future and
translating it into a set of principles and guiding practices.4. Team Learning Ability for effective
communication, conflict solving and consensus building in work groups and teams, in order to make
optimal use of existing resources and capacities.
16. 5. Systems Thinking Thinking in complex interconnections Evaluating organizational challenges
in terms of interdependencies and effecting cycles and developing effective ways to design systems
17. Management Development Off-the-job methodsOn-the-job methods Lecture/SeminarCoaching
Simulation exerciseUnderstudy Behavior modelingJob Rotation Sensitivity trainingPlanned work
Assignment Transactional analysisInternship
18. 1. On-the-job Management Development MethodsManagement development takes place on the
job.It islearning by doing in the context of real workenvironment.
19. a) Coaching It is actively guiding managers by their experienced immediate supervisors.The
coach gives the guidance through direction, advice, criticism and suggestions. If the coaching is done
by someone other than the immediate supervisors, it is called mentoring.
20. Advantages This methods provides oppurtunities for interaction between the coach and the
learner. There is rapid feedback of the performance Learners are self motivated Disadvantages
Heavy reliance is placed on the abilities of the coach.This may limit the scope for development.
Managers may be unwilling or unable to coach
21. b) Understudy Assignments Trainee managers are given staff posts under an experienced
manager withAssistant to title Trainee get the chance to learn the job under outstanding
managersAdvantages The understudy managers gain valuable knowledge and experience They
become important source for filling up vacants posts in future.Disadvantages The trainee may be
unable tomake major decisions The chances for errors are high
22. c)Job Rotation It involves shifting managers from position to position.It can be:(i) Planned
Rotation: Managers spend two or three months on a job and are then moved on.They learn several
different jobs.(ii) Situational Rotation: Shifting is done to meet work schedules or to make the job

18.

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21.
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24.

25.

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27.
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30.

challenging to the manager(iii) Line and staff Rotation: Managers can be shifted between line staff
positions.
23. Advantages Managers can broaden their experience and become familiar with variety of jobs
Specialists managers can be developed as generalists Boredom and monotony in jobs are reduced
Managers evaluation is facilitatedDisadvantagesoRotated managers have little knowledge when
shifted to newtasks.Productivity may suffer.oCosts of rotation may be high
24. d) Planned work Assignments They give managers oppurtunity to gain experience and develop
ability.The assignments can be: (i) Heading a task force: To solve specific problems (ii) Committee
membership: To participatr in decision making (iii) Special project assignment: To learn project
management
25. Advantages Interpersonal skills of managers get developed Team work is facilitated through
participative management Managers with high potential can be identifiedDisadvantages Managers
may be affected by disadvantages associated withcommittees
26. e)Internship It combines classroom-oriented theoretical knowledge with practical experience
Managers are interned in organizations for a specified period to work as employees to gain experience.
27. 2. Off-the-job Management development Methods Most management development takes place
off the job.Managers are removed from the stresses and demands of the workplace.They can focus on
learning experience. The methods widely used are:
28. a)Lecture/Seminar Lectures are oral communication of information to managers by instructors
Participants get oppurtunity to acquire knowledge and develop their conceptual, analytical and
technical skills
29. Advantages Lectures can cover large group of audience simultaneously at low cost. Large
amount of information can be covered in short time. Disadvantages Lectures lack active involvement
of learners There is no feedback from learners
30. Followed by a critique of what went on during the exercise 31 Decisions have a real effect in the
simulation Asked to be themselves, not to act A case study not to analyze but to be experienced by
the trainee(b)Simulation A mock-up of a real thing
31. Enhances their sensitivity, growth and development Closely approximate a real situation
Usually one of human problems and conflicts Creating a more realistic situation c) Behaviour
Modeling This method combines role play with modeling.It involves the following steps:(i) Model
study : Participants watch film or video of model persons behaving effectively in problem situation(ii)
Reinforcement:Trainers positively reinforce the participants by providing feedback about a trainee
performance.(iii) Skill Transfer: Participants transfer the new skills on the job Role Playing
32. Advantages (i) This method emphasizes effective management practises through imitation of role
models. Disadvantages (ii) It is time consuming.
33. Organizational improvement 34 Interpersonal competence Changed attitude (d)Sensitivity
Training According to Chris Argyris it is a group experience to provide maximum possible opportunity
for the individuals to expose their behavior, give and receive feedback, experiment with new behavior
and develop awareness of self and of others
34. Advantages Increased listening and observation skills Increased tolerance for individual
differences Increased openness and trust with others Improved conflict resolution
skillsDisadvantages Increased anxiety levels of weaker individuals Doubt about transfer of skills to
jobs
35. e)Transactional Analysis This method views interactions between individuals and between groups
as transactions. It holds that an individuals personally consists of three ego states. The parent: Ego
state of authority, superiority, controlling The adult : Ego state of objectivity and rationality The child :

Ego state of impulses and emotion The parent and child ego states feel and react directly. The adult
state thinks before acting.
31. 36. Advantagesi)TA develops skills in interpersonal relationships.Managers can understand others
better.ii)The quality of communication is improved between individuals and groups.iii)Managers can
understand and improve their managerial style. Disadvantagesi)Hard evidence is lacking about the
effectiveness of TAii)The skills acquired may not be transferred to job

A career path
is a sequence of job positionsinvolving similar types of work and skills
thatemployees move through in the company.
For companies with professional employees, akey issue is how to
ensure that they feel they arevalued.
Thetraditional career path model
has limitedadvancement opportunities for those in thetechnical career path.
A dual-career family is a family in which both parents have careers. The term is typically only
used for those who work away from home, and it does not include those who at home. The jobs
are also usually careers with advancement goals rather than temporary work.

Learning is a continuous process which exists from birth to death. An individual learns various facts things,
concepts, events through various medium.
These means or medium through which we learn anything can be defined as modes of learning.

Methods of Learning
1. Learning by observation:

This is the first and foremost mode of learning. Every human being learns various things through observation.
Here by observation, we do not mean only seeing a thing rather it refers to the act of perceiving or observing the
stimulus.
In observation process, we do not take help only eyes as in seeing but we take help of other organs also for
listening, smelling tasting and touching. A person observes an event, thing etc. when he is interested in these.
So we should first try to make interested the child in these things and then he can observe them aim fully. This
interest is aroused as a result of the impulse evoked by instincts.
The greater the impulse the more is the amount of interest attached to it. And the greater the interest the more
the attention paid to the object.
We as a teacher should provide opportunity to students to observe new things according to their interests. We
should provide a chance to students to grasp the meaning of the demonstration of an action. We should try to
fix images of how the model looks in each step of the demonstration.
Teacher should provide them verbal directions also while students are observing the action or things. We can
teach various parts of human body by giving a chance to students to observe the model of human body.
2. Learning by imitation:
Students can learn very much by copying the actions. Imitation is the tendency to repeat the observed actions of
others. In the beginning, the child learns his movements, actions, and gestures by imitation. As we know that
students take very much interest in copying the actions of others.
The capacity of imitating is very much prominent in children and we must have observed that they take delight
in imitation. We as a teacher can use this mode of learning in our teaching-learning process. Students can recite
poems with actions of parts of body by imitating the recitation of his/her teacher.
A science teacher can teach about experiments through the mode of imitation. This imitation should be
willingly and deliberate. Students should imitate the actions of the teacher consciously. Teacher should try to
arise interests in students about the action and then provide the chance of imitating to students.
A child learns very much from his birth to primary education level through imitation. We should use this mode
of learning in our teaching learning process also.
3. Learning by Trial and Error:
As we know that every human being learns from his/her own errors. Like this students can learn from their
own errors. Students try to solve any problem and they do not succeed due to some errors. Teacher should
provide them feedback about their errors, and reasons of the errors.
When students know the errors and their reasons then they make another trial avoiding from the errors which
they have made in their pre trial. Here the role of the teacher is veil important. Teacher should provide

feedback about the errors after every trial and then provide them treatment of these errors so that they could
avoid from these errors in next trial.
Some of the laws underlying trial errors learning are law of readiness law of effect and law exercise. As for
example if students are trying to make a experiment of composition of carbon dioxide, they try to compose it
but they do not succeed in first trial due to some errors.
Teacher should provide them feedback about their errors and their reasons after it students will try again to
compose it without using these errors. At last they will succeed in composition of carbon- di-oxide gas.
4. Learning by insight:
If an individual reaches the solution all of a sudden while solving a problem, we say that he has learned by
insight. In fact the person reaches the solution by understanding the relation between different aspects of the
problematic situation. In daily life of every student he/she comes across to many problems and he/she solves
them.
In this solving process, they learn many principles, processes, facts and theories. These learning can be said
learning by insight. In the mode of learning's insight, student analyses the various aspects of the situation and
tries to establish a meaningful relationship among them.
On the basis of this new perception, he defines the situation. This process goes on till he solves the problematic
situation all of a sudden. That is what we mean when we say that a learner suddenly gets an insight into the
solution. This may be call learning by insight.
In the end we can say that a learner does not learn from any specific mode of learning but he/she can use any
mode from these modes according to his/her needs. So teacher should provide positive situations to learners so
that they could learn through these modes according to their ability, needs and interests.