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CIRO Model

The CIRO model focuses on measurements taken before and after training is conducted. It evaluates training needs by identifying performance deficiencies and setting training objectives at the ultimate, intermediate, and immediate levels. Input involves analyzing the effectiveness of training design, planning, management, and delivery as well as available organizational resources. Reaction analyzes trainee feedback to improve training. Outcomes are evaluated at the learner, workplace, team/department, and business levels in terms of the results of training. A criticism is that the CIRO model does not account for behavior change, limiting its applicability to management training.

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Sam Fisher
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583 views1 page

CIRO Model

The CIRO model focuses on measurements taken before and after training is conducted. It evaluates training needs by identifying performance deficiencies and setting training objectives at the ultimate, intermediate, and immediate levels. Input involves analyzing the effectiveness of training design, planning, management, and delivery as well as available organizational resources. Reaction analyzes trainee feedback to improve training. Outcomes are evaluated at the learner, workplace, team/department, and business levels in terms of the results of training. A criticism is that the CIRO model does not account for behavior change, limiting its applicability to management training.

Uploaded by

Sam Fisher
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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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.
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 organisational 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.
Input​: This is about analysing the effectiveness of the training courses in terms of their design, planning, management and
delivery. It also involves analysing the organisational resources available and determining how these can be best used to achieve
the desired objectives.
Reaction:​ This is about analysing 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.
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
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 programmes rather than those designed for people working at lower levels in the organisation.

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