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
2. The information provided was enough so I
understood the concepts being taught
3. The practice sessions provided were sufficient
to give me an idea of how to perform the skill
4. The feedback provided was useful in helping
me understand how to improve. 

6. Reaction to Training – Part 2 of 2
5. The training session kept my interest throughout
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
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 External 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