Level 2: Participant learning
• Purpose: examine participants’ level of attained learning.
• Technique: test, simulation, personal reflection, full-scale demonstration.
Key question: did participants learn what was intended?
Level 3: Organizational support and learning
• Purpose: analyze organizational support for skills gained in staff development.
• Technique: minutes of district meetings, questionnaires, structured interviews or unobtrusive observations.
• Key questions: were problems addressed quickly and efficiently? Were sufficient resources made available, including time for reflection?
Level 4: Participant use of new knowledge and skills
• Purpose: determine whether participants are using what they learned and using it well.
• Technique: questionnaires, structured interviews, oral or written personal reflections, examination of journals or portfolio, or direct observation.
• Key question: are participants implementing their skills and to what degree?
Level 5: Student learning outcomes
• Purpose: analyze the correlating student learning objectives.
• Technique: classroom grades, tests, direct observation.
• Key question: did students show improvement in academic, behaviour or other areas?
4) Kearns and Miller KPMT model: The four-stage model starts at the beginning of the training cycle by identifying the business need rather than the training need.
5) Nine outcomes model:
• Reaction to training – did they like it?
• Satisfaction with the organization of a training event (facilities, logistics, meals, etc.)
• Knowledge acquisition – did they learn anything?
• Skills improvement – do something new/better?
• Attitude shift – have they changed their opinions about something?
• Behaviour change – have they changed their way of doing things following the training?
• Results – how did the training impact on the organization’s key success factors?
• Return on investment – to what extent did the training give back more than it cost?
• Psychological capital – how did the training affect corporate image?
6) CIPP (Context, Input, Process, Product): The CIPP model was developed by Daniel Stufflebeam.
• Context evaluation – which helps in planning and developing objectives.
• Input evaluation – which helps to determine the design by examining capability, resources and different strategies.
• Process evaluation – which helps to control the operations by providing on-going feedback.
• Product evaluation – which helps to judge and react to the programme attainments.
7) IPO (Input, Process, Output)
Bushnell developed the IPO model (input, process, output) which focuses more on the inputs to training. The stages are:
• Input – such as the instructor experience, trainee qualifications, resources.
• Process – the plan, design, development and delivery of the training.
• Outputs – the trainees reactions, knowledge and skills gained and improved job performance.
• Outcomes – profits, customer satisfaction and productivity.
From all the above evaluation methods/models we can conclude two things:
1- Kirkpatrick’s evaluation method is the “Mother” of all evaluation methods.
2- No one can tell you which method to use, it all goes back to what you really want to measure and how large you want the measurements to be.
Moustafa Hadidi has a Bsc.MIS from Delta Academy and an MBA in Management from Cairo University. His current position is the Overseas Training Manager for Vita Consultation and Training based in Cairo, Egypt.
Workforce Development