Exploring the hierarchical framework of the Kirkpatrick model in training evaluation from a developing country

Abstract

Training evaluation plays a vital role in determining the effectiveness of programs to enhance employee performance and achieve organizational goals. The Kirkpatrick Model, widely used across industries, offers a structured framework for evaluating training outcomes through its four levels: Reaction, Learning, Behavior, and Results. However, there is a significant lack of empirical validation of this model in developing economies, especially in the banking sector of Bangladesh. Furthermore, the existing literature often lacks evidence of causal relationships between the levels of the Kirkpatrick model. This study aims to examine the hierarchical relationships within the Kirkpatrick Model of training evaluation in the context of private commercial banks (PCBs) in Bangladesh. Using a quantitative research design and stratified random sampling, we tested three hypotheses concerning the interconnections between the four levels of the model. Data was collected through a questionnaire assessing trainee reactions, learning outcomes, behavioral changes, and results. The collected data was analyzed using Partial Least Squares (PLS)-based Structural Equation Modeling (SEM). The findings reveal that positive trainee reactions significantly influence learning outcomes, leading to behavioral changes in the workplace. These behavior changes ultimately lead to improved individual and organizational performance. The study highlights the importance of a hierarchical approach in training evaluation and validates the applicability of the Kirkpatrick Model in the banking sector. Overall, the findings provide both theoretical and practical implications, reinforcing the hierarchical relationships in the Kirkpatrick Training Evaluation Model and ensuring training effectiveness.