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CIRO Model

The CIRO model was developed in 1970 and focuses on measuring training evaluation through context, input, reaction, and output. Context involves identifying training needs based on performance deficiencies. Input analyzes training course design, planning, management, and delivery. Reaction analyzes trainee feedback to improve training. Output evaluates training outcomes at the learner, workplace, team, and business levels. One criticism is that it does not consider behavior change, making it better for management than frontline training.

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145 views2 pages

CIRO Model

The CIRO model was developed in 1970 and focuses on measuring training evaluation through context, input, reaction, and output. Context involves identifying training needs based on performance deficiencies. Input analyzes training course design, planning, management, and delivery. Reaction analyzes trainee feedback to improve training. Output evaluates training outcomes at the learner, workplace, team, and business levels. One criticism is that it does not consider behavior change, making it better for management than frontline training.

Uploaded by

fatima siddiqui
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Model of training ealuation

1. CIRO Model

The CIRO model was developed by Warr, Bird and Rackham and published in 1970 in their
book “Evaluation of Management Training”. CIRO stands for context, input, reaction and output.
The key difference in CIRO and Kirkpatrick’s models is that CIRO focuses on measurements
taken before and after the training has been carried out.

One criticism of this model is that it does not take into account behaviour. Some practitioners
feel that it is, therefore, more suited to management focused training programs rather than those
designed for people working at lower levels in the organization.

Context

This is about identifying and evaluating training needs based on collecting information about
performance deficiencies and based on these, setting training objectives which may be at three
levels:

 The ultimate objective: The particular organizational deficiency that the training
program will eliminate.
 The intermediate objectives: The changes to the employees work behaviours necessary
if the ultimate objective is to be achieved.
 The immediate objectives: The new knowledge, skills or attitudes that employees need
to acquire in order to change their behaviour and so achieve the intermediate objectives.

2. Input

This is about analyzing the effectiveness of the training courses in terms of their design,
planning, management and delivery. It also involves analyzing the organizational resources
available and determining how these can be best used to achieve the desired objectives.

3. Reaction

This is about analyzing the reactions of the delegates to the training in order to make
improvements. This evaluation is obviously subjective so needs to be collected in as systematic
and objective way as possible.

4. Outcome

Outcomes are evaluated in terms of what actually happened as a result of training. Outcomes are
measured at any or all of the following four levels, depending on the purpose of the evaluation
and on the resources that are available.

 The learner level


 The workplace level
 The team or department level
 The business level

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