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DESPITE BEING MORE THAN 50 YEARS OLD, KIRKPATRICK'S FOUR LEVELS OF EVALUATION ARE STILL RELEVANT IN TODAY'S TRAINING WORLD.
My father, Don Kirkpatrick, invented the four levels of evaluation-reaction, learning, behavior, and results-more than 50 years ago. As a testament to their influence, they are still widely used today. Unfortunately, three myths about them keep some organizations from using them effectively.
Myth number 1 : Using a smile sheet for Level 1 and preand post-tests for Level 2, while hoping for the best, is an appropriate use of the four levels. This is not true, although it is far and away the most typical way the four levels are implemented, even in Fortune 500 companies and those who rank high on various top training company lists.
Myth number 2: Kirkpatrick's four levels are useful only for course and program evaluations. While my father's original work with the four levels was designed to evaluate a supervisory training program, the four levels are just as effective with strategic training needs.
Myth number 3: Kirkpatrick's four levels are quite distinct from instructional design, competencies, and performance management. Not true. Much of my recent work with the four levels has to do with alignment. This work includes evaluation with strategy, with instructional design and strategy, and with competencies and performance management. These alliances add depth to the four levels, and all add up to strong synergies, which bring the business partnership model to life.
The aforementioned myths and other misunderstandings have limited the power of the four levels to maximize and demonstrate training effectiveness. The best way to proceed with debunking these myths is to review the four levels in relation to today's business and training needs.
Six reasons to evaluate
The original work on the four levels suggested there were three reasons to evaluate. That was what my father wrote in his 1993 book Evaluating Training Programs. Recently, I discussed new applications for the four levels with him, and we came up with three new reasons to evaluate.
Determine whether a program should be continued. This should be a no-brainer but, alas, using evaluation in this regard is sporadic at best. The belief that "more is best" tends to rule the day, and retiring courses seems to...