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Chapter 7 Part 1 Evaluating HRD Program
Chapter 7 Part 1 Evaluating HRD Program
HUMAN RESOURCE
DEVELOPMENT, 7E
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Evaluating HRD Programs
Chapter 7
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Learning Objectives
Define evaluation and explain its role in
HRD
Compare different frameworks for HRD
evaluation
Discuss the various types of evaluation
information available and compare the
methods of data collection
Explain the role of research design in
HRD evaluation
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Learning Objectives (cont.)
Describe the ethical issues involved in
conducting HRD evaluation
Identify and explain the choices available
for translating evaluation results into
dollar terms
Calculate a utility estimate for a target
organization. Discuss how technology
impacts HRD evaluation
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HRD Program Effectiveness
What is meant by effectiveness?
Is it the same thing as efficiency?
How is effectiveness measured?
What is the purpose of determining
effectiveness?
What decisions are made after a program
is judged effective or ineffective?
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Effectiveness
A relative term
Effectiveness is determined with respect
to the achievement of a goal or a set of
goals
Must be determined with respect to the
goals of the program or programs being
examined
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A Quandary
Program can be effective in meeting some
goals
• Staying within budget
• Increasing a participant’s skills
Program can be ineffective in meeting
others, such as improving customer
satisfaction
How do you ensure effectiveness?
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Effective vs Efficient
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© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain
product or service or otherwise on a password-protected website for classroom use.
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain
product or service or otherwise on a password-protected website for classroom use.
Figure 7-1:
Training and HRD Process
Assessment Design Implementation Evaluation
Assess needs
Develop
lesson plan Determine
evaluation
design
Develop/acquire
materials
Conduct
Deliver the
Select evaluation
HRD program
trainer/leader of program
or intervention
or intervention
Select methods
and techniques Interpret
results
Schedule the
program/intervention
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Purpose of Evaluation
HRD evaluation:
“The systematic collection of descriptive and
judgmental information necessary to
make effective training decisions related
to the selection, adoption, value, and
modification of various instructional activities.”
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Significant Points in Definition
Both descriptive and judgmental
information may be collected
• Descriptive information provides a picture of
what is happening or has happened
• Judgmental information communicates some
opinion or belief about what has happened
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Significant Points in Definition
(cont.)
Evaluation involves the systematic
collection of information
• According to a predetermined plan to ensure
that the information is appropriate and useful
Evaluation is conducted to help make
informed decisions about particular
programs and methods
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Evaluation Can Help
Determine whether a program is accomplishing its
objectives
Identify the strengths and weaknesses of HRD
programs
Determine the cost-benefit ratio of an HRD program
Decide who should participate in future HRD
programs
Identify which participants benefited the most or
least from the program
Gather data to assist in marketing future programs
Establish a database to assist management in making
decisions
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Other Major Factors
If HRD staff cannot substantiate its
contribution to the organization, its
funding and programs may be cut
during the budgeting process,
especially when the organization faces
tough times
Evaluation can build credibility with top
managers and others in the organization
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Other Major Factors (cont.)
Senior management often wants to know
the benefits of HRD programs
Building credibility is a key aspect of
evaluation
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How Often Are HRD Programs
Evaluated?
Most company-sponsored training
At end of training
Most used measures participant reaction
• Not always useful
• Need to compare performance before and
after training
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Why Not Done Frequently?
Conducting an evaluation is not easy
Many external factors can affect whether
employee performance improves
Makes it difficult to evaluate the impact of
just the training
HRD managers afraid of criticism and
program cuts
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Evaluation Prior to Purchase
Many HRD and training programs are
purchased by organizations from third
parties
• They wouldn’t buy a program they didn’t
think was going to work
• They have evaluated the program before
buying it
Equally important to evaluate after use
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Changing Evaluation Emphasis
Stage One focuses on anecdotal reactions
Stage Two involves experimental
methodology
Stage Three creatively matches research
methodology to organizational
constraints
Stage Four shifts the focus of evaluation
from post-program results to the entire
HRD process
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Table 7-1:
Evaluation Frameworks
Model Training Evaluation Criteria
Kirkpatrick Four levels:
(1967, 1987, • Reaction
1994) • Learning
• Job Behavior
• Results
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Kirkpatrick’s Framework
Reaction
• Did trainees like program?
• Did trainees think it valuable?
Learning
• Did they learn what objections said they should
learn?
Job Behavior
• Did they use learning back on job?
Results
• Has HRD improved organization’s effectiveness?
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Table 7-1:
Evaluation Frameworks (cont. 2)
Model Training Evaluation Criteria
CIPP (Galvin, Four levels:
1983) • Context
• Input
• Process
• Product
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Table 7-1:
Evaluation Frameworks (cont. 3)
Model Training Evaluation Criteria
Brinkerhoff Six stages:
(1987) • Goal Setting
• Program Design
• Program Implementation
• Immediate Outcomes
• Intermediate or Usage Outcomes
• Impacts and Worth
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Brinkerhoff’s Six Stages
Goal Setting:
What is the need?
Program Design:
What will work to meet the need?
Program Implementation:
Is it working, with the focus on the implementation of the
program?
Immediate Outcomes:
Did participants learn?
Intermediate or Usage Outcomes:
Are the participants using what they learned?
Impacts and Worth:
Did it make a worthwhile difference to the organization?
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Table 7-1:
Evaluation Frameworks (cont. 5)
Model Training Evaluation Criteria
Holton (1996) Identifies five categories of variables
and the relationships among them:
• Secondary Influences
• Motivation Elements
• Environmental Elements
• Outcomes
• Ability/Enabling Elements
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Table 7-1:
Evaluation Frameworks (cont. 6)
Model Training Evaluation Criteria
Phillips (1996) Five levels:
• Reaction and Planned Action
• Learning
• Applied Learning on the Job
• Business Results
• Return on Investment
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Kirkpatrick and Industry
Most organizations do not collect
information on all four types of outcomes
About one-third of organizations use
Kirkpatrick’s model
Some feel it only measures after training
Others feel it is more of a taxonomy of
outcomes
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Kirkpatrick’s Shortcomings
Lack of explicit causal relationships among
the different levels
Lack of specificity in dealing with different
types of learning outcomes
Lack of direction concerning which
measures are appropriate to assess which
outcome measures
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