Despite more than $100 billion spent annually by industries in the United States, in Approaches to Evaluation of Training Deniz Eseryel (2002) maintains not more than "10 percent of these expenditures actually result in transfer to the job" (p. 4). Because of this there is a need to adopt more comprehensive programs of evaluation of training that use automated expert systems and take into account the need for multiple levels of evaluation in a collaborative process. One of the models of evaluation of training that is gaining considerable attention is the theory of evaluation developed by Kirkpatrick that extends goal-based evaluation models and "translates into four levels of evaluation...known as reaction, learning, behavior, and results" (Eseryel, 2002, p. 2).
Kirkpatrick's goal-based, four-level model of evaluation of training is in contrast to modern systems approaches to evaluation of training that include the Context, Input, Process, Product (CIPP) Model and the Training Validation System (TVS) Model (Eseryel, 2002). This analysis will compare and contrast the CIPP and TVS Models systems approaches to evaluation of training with Kirkpatrick's goal-based, four-level Model. A conclusion will address the situational or contextual nature of utilizing evaluation of training models.
In today's business environment, more focus than ever is being put upon evaluating the effectiveness of training and learning in the workplace. Human resource practitioners are being encouraged to utilized evaluation techniques that specifically relate training results to the organization's overall performance. There are many different types of evaluation of training models, most of them having their roots in systems approaches to training design. These models view evaluation as a final step in a systematic approach, with goals including formative (improving interventions) and summative (judgments about worth and effec...