Evaluating HRD Programs

1. Evaluating HRD Programs Chapter 7 Human Resource Development

2. Purpose of HRD Evaluation • Determine if accomplished objectives • Identify strengths and weaknesses • Cost-benefit analysis • Who should participate and who benefited most • Determine if program appropriate • Database for decision making

3. Potential Questions to Be Addressed in a Process Analysis (During Training) Was there a match between trainer, training techniques, and training/learning objectives?   • Were lecture portions of the training effective? Was involvement encouraged/solicited?   Were questions used effectively?  • Did the trainer appropriately conduct the various training methodologies (case study, role play, etc.)? Were they explained well?        Did the trainer use the allotted time for activities?        Was enough time allotted?        Did trainees follow instructions Was there effective debriefing following exercises?  • Did the trainer follow the training design and lesson plans? Was enough time given for each of the requirements? Was time allowed for questions?

4. Kirkpatrick’s Levels of Criteria • Reaction – did trainees like the program • Learning – demonstration of learning at end of program • Behavior – actual transfer to job • Results – impact on bottom line including efficiency, productivity, cost, etc.

5. Reaction to Training – Part 1 of 2 Answer the following questions about the training in Active Listening skills using the scale below: 1= Strongly disagree 2= Disagree 3= Neither agree nor disagree 4= Agree 5=Strongly agree 1. The training met the stated objectives 1 2 3 4 5 2. The information provided was enough so I understood the concepts being taught 1 2 3 4 5 3. The practice sessions provided were sufficient 1 2 3 4 5 to give me an idea of how to perform the skill 4. The feedback provided was useful in helping 1 2 3 4 5 me understand how to improve.

6. Reaction to Training – Part 2 of 2 5. The training session kept my interest throughout 1 2 3 4 5 6. The pace of the Active Listening session was 1. Way too fast 2.   A bit fast 3.   Just right 4.   A bit slow 5. Way too slow 7. What did you like best about this part of the training 8. What would you have changed Additional Comments: Note: A similar scale would be used for each of the other components of training that were taught.

7. Paper & Pencil Test for Evaluation of Learning Evaluation of learning There is no specific time limit on this test, but most should be able to finish in about one hour. Answers to the questions should be written in the booklet provided. Please read each question carefully as some of the questions have more than one part to them. 1. List four types of active listening and provide an example for each. 2. List the steps in the Conflict resolution model. After each step, provide a relevant example of a phrase that would represent that step. 3. Multiple choice or fill in the blank questions

8. Potential Questions to Be Addressed in a Process Analysis (During Training) Was there a match between trainer, training techniques, and training/learning objectives?   • Were lecture portions of the training effective? Was involvement encouraged/solicited?   Were questions used effectively?  • Did the trainer appropriately conduct the various training methodologies (case study, role play, etc.)? Were they explained well?        Did the trainer use the allotted time for activities?        Was enough time allotted?        Did trainees follow instructions Was there effective debriefing following exercises?  • Did the trainer follow the training design and lesson plans? Was enough time given for each of the requirements? Was time allowed for questions?

9. Possible Additions to Kirpatrick’s Model • Expanding reaction measures to include reactions to training methods • Splitting reactions to assess perceptions of enjoyment, usefulness, difficulty • Adding 5th level to include societal contributions • Adding 5th level to include return on investment

10. Data Collection Methods • Interview • Questionnaire • Direct observation • Tests and simulations • Archival performance data • Types of data – individual, group, system wide

11. Research Design • Internal Validity • Did a change occur? • Was the change a result of the training? • External Validity • Will the change occur in other situations with different trainees?

12. Threats to Internal Validity • History – events occurring during training • Maturation – natural improvements with development • Testing – effects on pre-tests on changes • Instrumentation – different measures at different point in time

13. Threats to Internal Validity (continued) • Statistical regression – select trainees measured at extremes in abilities/KSAs and regress to mean • Reactive effects of research situation – motivation (Hawthorne effect) • Multiple treatment effects – previous training

14. Threats to External Validity • Representativeness of sample and setting • Differential selection – basis for choosing trainees • Experimental mortality – turnover

15. Experimental Designs • Control group – random assignment to treatment and control groups so trainees have similar characteristics • Two-group posttest only • Two-group pretest/posttest • Four group design – control for effects of pretest and prior knowledge

16. Non-experimental Designs • Case study – intensive, descriptive study with after only measures • One group pretest/posttest design

17. Quasi-experimental Designs • Nonequivalent control group design – analyze for equivalence or use multiple regression to control for demographic factors • Time series – establish base line, then training, then series of measures to determine if change has occurred

18. Ethical Issues Concerning Evaluation Research • Confidentiality • Informed consent • Withholding training – can provide later • Use of deception • Pressure to produce positive results

19. Assessing the Impact of HRD Programs • Cost-benefit – monetary costs in relation to nonmonetary benefits • Cost-effectiveness – monetary costs in relation to monetary benefits • Return on investment = results/costs