Did you learn something useful today? An analysis of how perceived utility relates to perceived learning and their predictiveness of satisfaction with training

• Published in: Performance improvement quarterly Vol. 23; no. 2; pp. 71 - 91
• Main Authors: Roszkowski, Michael J., Soven, Margot
• Format: Journal Article
• Language: English
• Published: New York, USA John Wiley & Sons, Inc 2010; International Society for Performance Improvement
• Subjects: College Freshmen; First Year Seminars; Information Utilization; Learning; Outcomes of Education; Perceptions; Predictor Variables; Program Evaluation; Relevance (Education); Satisfaction; School Orientation; Self evaluation; Student Attitudes; Taxonomy; Training
• ISSN: 0898-5952; 1937-8327
• DOI: 10.1002/piq.20082

A popular taxonomy for categorizing outcomes of training is the four‐level model formulated by Kirkpatrick (1959). The first level in the model consists of reactions to training. Kirkpatrick recognized only affective reactions, but more recent reformulations of the model posit other types of reactions, including utility and perceptions of learning. We studied the relationship between three types of reaction measures (Kirkpatrick level 1) in six cohorts of first‐year college students participating in an evaluation of an orientation training program. The assessed reactions were amount learned, the usability of the information, and satisfaction with the training program. A substantial correlation (.6 to .7) exists between self‐assessed learning and the perceived usefulness of the information. Usefulness was almost as good as amount learned in predicting satisfaction with the training. The findings underscore the importance of using relevance strategies to make information appear useful.