How do you evaluate learning models?

1 Kirkpatrick's model

One of the most widely used and recognized models for learning evaluation is Kirkpatrick's four-level model, developed by Donald Kirkpatrick in the 1950s. It consists of four levels of evaluation: reaction, learning, behavior, and results. Reaction refers to how learners feel about the training, learning refers to how much they have learned, behavior refers to how they apply the learning to their work, and results refer to the outcomes and benefits of the training for the organization. To use this model, you need to collect data at each level using various tools, such as surveys, tests, observations, interviews, or performance indicators.

2 CIPP model

Another popular model for learning evaluation is the CIPP model, developed by Daniel Stufflebeam in the 1960s. It stands for context, input, process, and product. Context refers to the needs, goals, and problems that the training aims to address, input refers to the resources, strategies, and activities that are used to design and deliver the training, process refers to the implementation and management of the training, and product refers to the outcomes and impacts of the training for the learners and the organization. To use this model, you need to conduct a formative and summative evaluation at each stage using various sources of information, such as documents, stakeholders, or experts.

3 Brinkerhoff's model

A more recent model for learning evaluation is Brinkerhoff's success case method, developed by Robert Brinkerhoff in the 1980s. It is based on the idea that the best way to evaluate the impact of training is to identify and analyze the most and the least successful cases of learners who have applied the training to their work. It involves four steps: planning, surveying, interviewing, and communicating. Planning refers to defining the purpose, scope, and criteria of the evaluation, surveying refers to collecting data from a representative sample of learners using a short questionnaire, interviewing refers to conducting in-depth interviews with a few selected learners who represent the best and the worst cases, and communicating refers to reporting and disseminating the findings and recommendations of the evaluation.

4 Criteria for evaluation

Regardless of which model you choose to evaluate your learning interventions, you should consider some general criteria for evaluation, such as validity, reliability, feasibility, and utility. Validity refers to how well the evaluation measures what it intends to measure, reliability refers to how consistent and accurate the evaluation is, feasibility refers to how practical and affordable the evaluation is, and utility refers to how useful and relevant the evaluation is for decision-making and improvement. You should also consider the ethical and cultural aspects of the evaluation, such as respecting the rights and interests of the learners and stakeholders, ensuring confidentiality and anonymity, and avoiding bias and discrimination.

Evaluating learning models is not a one-size-fits-all process. It requires careful planning, selection, and adaptation of the appropriate methods and criteria for each learning intervention. By doing so, you can enhance the quality and value of your training and development programs and support the learning and performance of your employees and organization.

5 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?