Kirkpatrick’s original outcome-focused model is widely used as an evaluation model. However, it has since become subject to criticism. To combat this criticism, the New World Kirkpatrick Model has emerged.
In this article I will highlight the three major differences between Kirkpatrick’s original and New World Kirkpatrick Model.
Let’s get started!
Overview
Kirkpatrick’s original four-level (reaction, learning, behavior, results) outcome-focused model is widely used to evaluate programs
The New World Kirkpatrick model (NWKM) maintains the original four levels but attempts to address the complexities of today’s learning environments.
Other Instructional Design Models:
Difference 1: NWKM suggest evaluation in no sequential order
Reviews on the use of Kirkpatrick’s original reveal that most cease evaluations at Level 2 (Learning).
The NWKM suggests evaluating the levels non sequentially, concurrently, or in reverse order. It also suggest that not all programs require the full four level evaluation. It is recommended to communicate with stakeholders to determine the levels that are most important, useful to their goals and needs.
Some find Levels 3 and 4 too hard to evaluate and reply that it is important to identify the behavior change and outcomes needed with program stakeholders during planning phase. Then during the development phase create indicators for them with data collecting methods in the program itself.
Difference 2: NWKM recognizes outside variables
There are criticisms that Kirkpatrick’s original model fails to examine variables that may influence the given outcomes such as learner; motivation, baseline knowledge, and more.
The NWKM attempts to acknowledge the impact that learner characteristics as well as organizational resources and activities affect the program.
Level 3 (Behavior) of NWKM added:
- Things that reinforce, monitor, encourage, and reward learners to apply the learned knowledge/skills (Required Drivers).
- Things that organizations do to prepare learners for programs and to assist learners in applying learned knowledge/skills (On-the-Job Learning).
- Learners’ motivation to improve or change their practice (On-the-Job Learning).
Level 2 (Learning), of NWKM added:
- Learners think that they will be able to apply the new knowledge/skills (Confidence).
- Learners intention to apply the knowledge/skills (Commitment).
Level 1 (Reaction), of NWKM added:
- Learners are engaged in the learning experience (Engagement)
- Learners expect to have opportunities to use what they learned (Relevance).
Difference 3: NWKM looks for evidence that links learned skills to practical use
NWKM pushes back on the assumption that positive reactions result in greater learning, that greater learning leads to behavior changes, and that behavior changes cause positive organizational results
The new model says the levels are not causal or sequential. Learners acquisition of knowledge or skills is not an accurate projection of their abilities to apply it in the real world.
The NWKM focuses on building and evaluating links of evidence rather than causal chains.
Conclusion
Overall, the NWKM has been a welcomed improvement over Kirkpatrick’s original model.
In comparison with the original model, it embraces the context, process, and complexity of educational programs and learners.
Have you used the New World Kirkpatrick Model yet? Let me know how it turned out for you in the comments below.
