The Latest on Levels of Evaluation
ASTD Copyright 2008

Why follow levels when you can build bridges?
Smith, Stephen
T+D v62 n9 p58-62 (2008 Sep)
This article puts a different spin on the levels of evaluation by using a bridge-building analogy and presenting new perspectives on what WLP professionals can accomplish and what can happen when they think outside of the classroom. The biggest "ah-ha" moment is when the WLP program aligns and attunes with the organization and what can be accomplished by the output and outcomes and matched to the bottom line.

WLP Scorecard: why learning matters
Rivera, Ray 237p    (2007 Nov)
ISBN 978-1-56286-478-1
Metrics and the workplace learning function are closely tied. This user's guide for the online tool the WLP Scorecard shows practitioners how to directly link their initiatives and programs to organizational strategy, financial goals, and a range of other key business measures.

The hidden power of Kirkpatrick’s four levels
Kirkpatrick, Jim
T+D, v61 n8 p34-37 (2007 Aug)
The landmark work done by Kirkpatrick on evaluation has been expanded to a total of six reasons: determine whether a program should be continued; improve a program; ensure learning compliance; maximize the value of training; align training with strategy; and demonstrate the value of training. The lesson to be learned from this article is the importance of understanding how training links to the business and proving that connection to stakeholders.
 

Level 3 assessments: six red flags
Mayberry, Ed
LEARNING CIRCUITS, v8 n3 (2007 Mar) 
The article explains the importance of the stakeholder in the Level 3 evaluation level and offers ways to gain their support. The author concludes "The key to your success: Do not be afraid to communicate your needs and requirements to key stakeholders.  This requires you to put on your consultant hat and prepare to discuss the trade offs and consequences if your Level 3 assessment requirements are not met."

Leveling the levels
Rossett, Allison
T+D, v61 n2 p48-53 (2007 Feb)
This article explains one perspective on the challenges of how, when, and where learning is being measured and evaluated because of changes in technology-enabled learning. Five ways of looking at measurement with a fresh eye include: erasing the dichotomy between learning and work; integrating measurement with learning, support, and work; and looking at Level 1 evaluation differently.
 

The four levels of evaluation
Kirkpatrick, Donald L.
INFOLINE, 16p (2007 Jan)
Stock no.250701. This Infoline booklet explains the fundamentals of the four levels of evaluation, enumerates the resources necessary to implement the various levels, and suggests methods of identifying which programs should be evaluated at which level. This booklet contains two Job Aids: "Measuring Changes in Behavior" and "Program Relevance" a sample question from a longer questionnaire.
 

Kirkpatrick’s level 3: improving the evaluation of e-learning
Mayberry, Ed
LEARNING CIRCUITS, v6 n5 (2005 May)
This article is about determining when and how to use Level 3 evaluation. It describes the steps as: determining the organizational readiness for level 3 by assessing culture, processes, and people in existence; determining which courses to evaluate at the level 3; determining the measurable outcomes; designing the course methodology, and lastly troubleshooting.

Transferring learning to behavior
Kirkpatrick, Jim
T+D, v59 n4 p19, 21 (2005 Apr)  
Fundamentals. Evaluation guru, Don Kirkpatrick, continues to champion the importance of evaluation and transferring learning into behavior change. He says that the most important level is level 3 which focuses on changing behaviors and suggests ways to get senior corporate leadership on board with this concept. Three elements to help get high level support are: convince leaders that evaluation is a significant driver of (corporate) strategy, improve your training of coaching behaviors (for supervisors or managers), and collaborate for ideas.
 

The promise of phase 3
Zenger, Jack; Folkman, Joe; Sherwin, Robert
T+D, v59 n1 p30-34 (2005 Jan)
This article asserts that training dollars are overspent on the actual training and development event and under spent when it comes to follow-up activities. The authors stress the importance of post-training activities that can increase the transfer of learning and benefit the organization and the learner. Tips for better follow-up are included.
 

Evaluation basics
McCain, Donald V. 194p (2005)
ISBN:  1-56286-373-8
This book, written for instructional designers and developers, and training and HR professionals, explains the nuts and bolts of evaluation--what metrics to track, when to track them, and how to use the information gathered to improve the quality of training experiences. The design process, levels of evaluation, and evaluation biases and communicating results are among the topics covered in this book. It is filled with exercises, examples, and other useful tools on evaluation.