Training and Development 323
Kirkpatrick (1998) identifies four primary levels at which training
programs can be evaluated. The fi rst level is measuring the participants ’
reactions to the training program. He refers to this step as a measure of
customer satisfaction. Participants are asked to answer questions such as,
“ Was the trainer knowledgeable? ” “ Were the materials and information
provided relevant? ” “ Will the information you learned assist you in per-
forming your job? ” Data are gathered through the use of surveys distrib-
uted at the conclusion of the training session. Asking these questions
provides information on the training program ’ s content and the trainer ’ s
skill. (Trainers refer to this step as a “ smile meter. ” )
According to Kirkpatrick (1998), learning has taken place when one
or more of the following occurs: attitudes are changed, knowledge is
increased, and skills are improved. The second level of evaluation measures
whether learning has occurred as a result of attending the training. Did
the participants acquire the skills or knowledge embodied in the objectives?
Did the training impart the KSAOCs that were deemed important? To
determine whether learning took place, participants can be tested on
the information presented, follow - up interviews can be conducted, skill
demonstrations can be required, or case studies can be developed that
test the competencies that were intended to be taught. It is important to
note that the methods used should be selected on the basis of the level of
mastery desired.
The third level of evaluation seeks to measure the extent to which on -
the - job behavioral change has occurred due to the participants ’ having
attended the training program. Evaluation activities are aimed at deter-
mining whether the participants have been able to transfer the KSAOCs
they learned in training to their jobs. Measurement at this stage is more
diffi cult; it requires supervisors to collect work samples or observe employ-
ees ’ performance. Another technique is to use performance evaluations
designed to measure the new competencies.
Kirkpatrick (1998) acknowledges that for change to occur, four condi-
tions must be met: the employee must have a desire to change, must know
what to do and how to do it, must work in the right climate, and must
be rewarded for changing. Kirkpatrick notes that a training program can
accomplish the fi rst two requirements, but the right climate is dependent
on the employee ’ s immediate supervisor. Some supervisors may prevent
their employees from doing what was taught in the training program; oth-
ers may not model the behaviors taught in the training program, which
discourages employees from changing; some supervisors may ignore the
fact that employees have attended the training program, and thereby not