A qualitative study on the Kirkpatrick Model in the evaluation of training and development activities

The need for a qualified workforce that is brought about by technological, scientific, and social advancements, as well as improving the existing human resources to fulfill that need are so significant that businesses cannot remain indifferent. In this regard, it becomes mandatory for businesses to pay significant attention to the training and development of their employees per the new trends that the technology brings about, legislations, and changes in the matter of doing business, while also meticulously addressing the education required by the epoch. This necessity is just as important in the matter of showing to which purpose the training and development activities serve. Therefore, any carried-out training and development activity is finalized following an evaluation process. While it is evident from the concerning literature that distinctive training evaluation models have been developed for this purpose, it is also without question that Kirkpatrick Model is the most common and yielding one. The basis of getting high efficiency from this model, which is self-classified into four levels, respectively, Reaction, Learning, Behavior, and Results, is based on not skipping each step. However, arguably, businesses, while esteeming the first level measurements, do not execute other levels with the same sensitivity. In other words, the model is utilized with limited efficiency. Taking a qualitative study approach, it is researched how the Kirkpatrick Model is executed in businesses. The data that was collected from the interviews with 11 participants, mostly consisting of improvement managers and human resources executives, is subjected to descriptive and content analysis. While adhering mostly to the phases of the Kirkpatrick Model in providing evidence, it is evaluated as to how applicable the model is and its limitations on efficient usage for businesses.