Werner

HUMAN RESOURCE
DEVELOPMENT, 7E

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 Evaluating HRD Programs
Chapter 7

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 Expanded Framework
 Reaction
• Perceived usefulness/utility
What was the perceived relevance/usefulness of this
training?
• Post-training attitudes
How well did trainees like training?

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 Expanded Framework (cont. 2)
 Cognitive learning
• How much did trainees learn from the
training?
• Post-training learning
How much learning does the trainee demonstrate
immediately after training?
• Retention
How much learning does the trainee demonstrate
back on the job?

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 Expanded Framework (cont. 3)
 Behavior
• What behavior change occurred as a result of
training?
• Training performance
How well can trainees demonstrate the newly
acquired skills at the end of training?
• Transfer performance
How well can trainees demonstrate the newly
acquired skills back on the job?

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 Expanded Framework (cont. 4)
 Results
• What tangible outcomes or results occurred
as a result of training?
• What was the return on investment (ROI) for
this training?
• What was the contribution of this training
program to the community/larger society?

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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
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 A Stakeholder Approach
Stakeholder—A person or group with an
interest in seeing an endeavor succeed and
without whose support the endeavor
would fail

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 Data Collection
Method Description
1. Interview
Conversation with one or more individuals to assess their
opinions, observations, and beliefs
2. Questionnaire
A standardized set of questions intended to assess opinions,
observations, and beliefs
3. Direct observation
Observing a task or set of tasks as they are performed and
recording what is seen
4. Tests and simulations
Structured situation to assess an individual’s knowledge or
proficiency to perform some task or behavior
5. Archival performance data
Use of existing information, such as files or reports
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 Table 7-3:
Data Collection—Interview
Method Description
Interview Conversation with one
or more individuals to
assess their opinions,
observations, and
beliefs

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 Table 7-3:
Data Collection—Questionnaire
Method Description
Questionnaire A standardized set of
questions intended to
assess opinions,
observations, and
beliefs

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 Table 7-3: Data Collection—
Direct Observation
Method Description
Direct Observation Observing a task or
set of tasks as they
are performed and
recording what is seen

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 Table 7-3: Data Collection—
Tests and Simulations
Method Description
Tests and simulations Structured situation to
assess an individual’s
knowledge or
proficiency to perform
some task or behavior

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 Table 7-3: Data Collection—Archival
Performance Data
Method Description
Archival Use of existing
performance information, such as files
data or reports

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 Participant Reaction Questionnaire
 Measures immediate reaction to program
 Transforms “feelings” into numbers
 Likert scale
 Allows for numerical analysis
• Mean (Average)
• Standard deviation (Spread)
 Helps compare instructors and programs

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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
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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.
 Choosing Data Collection Methods
Three vital issues with methods
• Reliability: Consistency of measurement
• Validity: Does it measure the desired target(s)
• Practicality: Can it be done with existing
resources

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 Types of Data
 At least three types of data are used
• Individual performance
• System-wide performance
• Economic

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 Individual Performance Data
 Employee’s test scores
 Number of units produced
 Timeliness of performance
 Quality of performance
 Attendance
 Attitudes

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 System-Wide Performance
 Concerns business unit, team, division,
etc.
 Includes
• Productivity
• Rework
• Scrap
• Customer and client satisfaction
• Timeliness

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 Economic Data
Includes financial and economic
performance of the organization or unit
• The bottom line
• Profits
• Product liability
• Avoidance of penalties such as fines for
noncompliance with laws and regulations
• Market share

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 Use of Self-Report Data
 Can provide:
• Personality data
• Attitudes
• Perceptions
 Can provide information to measure the
effectiveness of HRD or other programs

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 Research
Research design
• A plan for conducting an evaluation study
• A complex subject
• Critical to HRD evaluation
• Specifies:
 Expected results of the evaluation study
 The methods of data collection
 How the data will be analyzed
• More in Appendix 7-1

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 Specific Needs in HRD Research
 Pretest and Posttest
Allows the trainer to see what has changed after the training
 Control Group
• Group of employees similar to those who receive training
 Don’t receive training at the same time as those who are trained
 Receives the same evaluation measures as the group that is trained
 Allows for a comparison of their scores
• The ideal scenario—training group and the control group
have similar scores before training
• Scores for the training group increase after training, while
those of the control group remain constant
• This provides fairly strong evidence that the training (and
not some other factor) was responsible for the changes
on the outcome measures

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 Strong Factors for Good
Research
 Pretest-posttest with control group
 Random assignment between training and
control group
 Collection of data over time
Time-series design
 Number of respondents should be over
thirty to be accurate

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 Assessing HRD in Dollar Terms
 Effect of an HRD program on the
organization’s effectiveness
 Measured in terms of increased
• Productivity
• Timeliness
• Cost savings

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 A Major Goal
 Making HRD programs investments
leading to measurable payoffs in the
future
 Two practical methods
• Evaluation of training costs (return on
investment (ROI))
• Utility analysis

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 Types of Cost Analysis
 Cost-benefit analysis
• Comparing monetary costs of training to
benefits received in non-monetary terms
• Improvements in attitudes, safety, and health
 Cost-effectiveness analysis
 Financial benefits accrued from training
• Increases in quality and profits
• Reduction in waste and processing time

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 Return on Investment (ROI)
 Most common business ratio for
determining performance
ROI = Results
Training Costs
 If ROI < 1, training costs more than
benefits accrues
 If ROI > 1 benefits accrue
 Greater the ratio, the better the benefit

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