What is the Learning Transfer Evaluation Model (LTEM)?

You'll need a lifeline as you plumb the depths of learning evaluation.

When it comes to learning evaluation, you are likely familiar with the Kirkpatrick or Kirkpatrick-Katzell Four-Level Model. You know the one...

Level 1: Reaction	Did the learners enjoy the training?
Level 2: Learning	Did learning transfer occur?
Level 3: Behavior	Did the training change behavior?
Level 4: Results	Did the training solve a performance issue?

It is a model that has driven learning measurement for more than 60 years! However, modern businesses need modern frameworks. Some of the drawbacks of using the Kirkpatrick-Katzell model is that it doesn't capture the granularity of learning evaluation that provides actionable results.

Enter the Learning Transfer Evaluation Model (LTEM).

Measuring Your Learning Evaluation

The learning transfer evaluation model (LTEM) was developed by Dr. Will Thalheimer as a response to the gaps that can be found in the Kirkpatrick-Katzell model.

This model is divided into eight (8) tiers, and has notation that separates these tiers into two categories - learning or work.

Let's take a look.

Dr. Will Thalheimer's Learning Transfer Evaluation Model (LTEM) (2024).

You'll also notice that each of the tiers are colored differently, with some overlap specifically between tiers three (3) and four (4). We'll address that shortly.

On first look, what this model does differently than the four-level Kirkpatrick-Katzell model is illustrate a wider range of what you can measure with more descriptive tiers.

It's helpful to understand what each tier is about and what this means for you when using this model.

Tier 1: Attendance/Completion

This is the first tier in the Learning category. What this means is that it is something that can be measured during the learning intervention.

While no studies have been conducted where attendance or course completion correlates to learning, it is helpful to place them on the scale of tiered learning measurement.

Thalheimer argues that by showing the range of metrics, both poor and exceptional, we can assess where our own evaluation methods lie.

Tier 2: Learner Activity

Learner activity can be a deceptive metric of learning evaluation. You may have measured a course's success or efficacy based on how much learners participated in the learning, how much attention was paid by learners during the course, or the general interest there was.

Of course we want our learners to be engaged, paying attention, and show interest in the material we've passionately put together - but do these behaviors actually demonstrate that learning has occurred? Not always. We can, and certainly should, design our training to measure more than this.

Tier 3: Learner Perceptions

This is where we see the first equivalence to the Kirkpatrick-Katzell model. Recalling the first level, Reaction, this tier also holds space for the feedback that learners provide about the learning experience (LX).

As a metric for learning evaluation, this is marginally better than measuring attendance, and could potentially provide more insight than learner activity. However, learner satisfaction, learner perception of facilitators or course materials, and their recommendation to other learners fall far short in correlation to the learning we expect of our participants.

Tier 4: Knowledge

Again, another likeness to the four-level model, knowledge can be correlated to the second level, Learning.

This is the most common form of learning evaluation - did our learners retain the information we taught them and can they use it to answer questions?

However, this is known to be a poor reflection of learning, as most tests or knowledge checks are asking the learners to recite what they know rather than remember and apply it after the training. Very similar to the effect of cramming - you can nail a test you were recently studying for, but it doesn't support long-term remembering.

There are ways to measure learning in a more impactful way, but that will be covered in a separate post, where we can examine this tier in more depth.

Tier 5: Decision-Making

If you're referencing the model image from above, this is where learning evaluation finally is fully green. What LTEM does differently than the Kirkpatrick-Katzell model here is expand what the Level 2: Learning actually entails.

What makes this tier so rich in potential is that it captures the higher end of knowledge and starts to dip into behavior change!

Simply knowing something is far less important in job performance than decision-making. If your training provides learners an opportunity to make decisions like the ones they'd make on the job, you're better able to gauge if learners integrated what they know with what they can do.

Tier 6: Task Performance

Speaking about knowing what to do, this tier is used to evaluate if learners can execute on their decision-making.

Thalheimer also provides an excellent way to setup activities that support both decision making and task performance - the SEDA Model (Situation, Evaluation, Decision, Action).

You can think of Tier 5 (Decision-making) as what to do and Tier 6 (Task Performance) as how to do it.

Tier 7: Transfer to Work Performance

This is the first tier in the Work category. What this means is that we are now able to measure learning transfer in the work context.

Here, you would look at a learner's ability to use what they've learned in the training and apply it to their day-to-day work.

By targeting you learning design toward this tier, you start to inherently shift the content of your training from knowledge to action. This is equivalent to the four-level model - Level 3: Behavior, but as you may have noticed with previous tiers, there is some nuance that needs to be identified to measure learning effectively.

Tier 8: Effects of Transfer

At last, the effects of transfer. This is the key metric most stakeholders and executives want to see.

Return on investment (ROI) is by far one of the most challenging things to measure in learning and development. This is because the time it takes between a learning intervention and a measurable impact to key performance indicators (KPIs) can take weeks, months, sometimes years.

What makes this more complicated is that there are likely an array of other variables that can change a learner's behavior from the moment they went through training to when the business saw the fruits of their work.

Good and bad news...

Good news: You can measure the effectiveness of your training!

Bad news: It takes significant effort and rigorous methods to assess the causal impact.

Key Takeaways

This article only skims the surface of learning evaluation and the depths you can go when it comes to measuring how effective your training programs are.

However, this new model provides a hopeful look at the ways we can improve our current learning and plan for future learning efforts.

• The Learning Transfer Evaluation Model (LTEM) is comprised of eight (8) tiers, with two segments focusing on learning and work.

• Developed by Dr. Will Thalheimer to replace the Kirkpatrick-Katzell four-level model.

• Provides more granularity in the way you can measure learning transfer and design learning evaluation.

If this exciting framework has you curious about your learning programs and which tiers you are currently measuring, then let's buddy up and search for treasure in your content!