Guidelines for Evaluating Training Programs

An advantage of the retrospective pre-test model is that it can assist in addressing some of the gaps exposed by the lack of range-of-transfer of learning metrics provided by a Level 2 analysis of learners: in effect - to borrow a phrase from Jens Bjornavold – “make learning visible” (2004, p.64). This is essential, because it helps measure learning. In Chapter 5 of Evaluating Training Programs (2006) Kirkpatrick and Kirkpatrick stress the significance of measuring learning, because “no change in behaviour can be expected unless one or more of the learning objectives have been accomplished” (p.42). They set out “helpful” guidelines for the measurement of learning:

Table 1 Guidelines for evaluating learning

Guidelines for evaluating learning

Use a control group if practical

Evaluate knowledge skills and/or attitudes both before and after the program

Use a paper-and-pencil test to measure knowledge and attitudes

Use a performance test to measure skills

Get a 100 per cent response

Use the results of the evaluation to take appropriate action

References:

Bjornavold, J. (2004) Making Learning Visible: Validation of Formal, Non-Formal and Informal Learning: policy and practices in EU Member States1. European Journal of Education [Internet] 39 (1), 69–89. Available from: http://www.acc.eu.org/uploads/
Makinglearningvisible_1.pdf [Accessed 21st February 2007]

Kirkpatrick, D. & Kirkpatrick, P. (2006) Evaluating Training Programs. 3rd ed. San Francisco, CA: Berrett-Koehler Publishers, Inc.

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