Kirkpatrick and Kirkpatrick’s (2016) five principles
| Kirkpatrick and Kirkpatrick’s five principles | |
| Principle 1 | To effectively use the model, desired results serve as the first step in the planning process. Those working in professional development are familiar with a planning process that begins with identification of a professional practice gap. |
| Principle 2 | Return on expectations involves understanding what stakeholders’ expectations are. This helps to identify the value of the activity and allows for the statement of measurable results. Not all professional continuing education activities involve business partnerships, but when they do, planners need to partner with managers and supervisors to prepare participants for the activity in advance. These stakeholders will also have key roles to play in reinforcing the application of the newly acquired knowledge and skills. |
| Principle 3 | Kirkpatrick30 and Kirkpatrick (2016, p34)41 reported that the learning activity will typically result in just 15% of on-the-job application. Partnerships with stakeholders, such as managers and supervisors, will be important in preparing participants for the education, as well as in reinforcing the new skills or knowledge. The degree to which these affiliations occur relates directly to the achievement of positive outcomes. |
| Principle 4 | Often the major portion of a planner’s efforts and resources are spent on the development and delivery of the learning activity, whereas typically little time is spent on undertakings before and after the training that support behaviour change, the results that stakeholders want. In many instances, providers should redefine their roles to focus more on the achievement of behaviour change. This may be a challenge for many, but it is an important area to consider for future development. |
| Principle 5 | By using the Kirkpatrick model and the foundational principles, a chain of evidence can be created that demonstrates the worth of the learning experience. The bottom-line value of the activity, either qualitative or quantitative, can be measured and shared with stakeholders and the organisation. This is an important way for educators to demonstrate their value to the organisation. |