Evaluating HRD Programs

1. Evaluating HRD Programs

2. Effectiveness • The degree to which a training (or other HRD program) achieves its intended purpose • Measures are relative to some starting point • Measures how well the desired goal is achieved

3. Evaluation

4. HRD Evaluation Textbook definition: “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.”

5. In Other Words… Are we training: • the right people • the right “stuff” • the right way • with the right materials • at the right time?

6. Evaluation Needs • Descriptive and judgmental information needed • Objective and subjective data • Information gathered according to a plan and in a desired format • Gathered to provide decision making information

7. Purposes of Evaluation • Determine whether the program is meeting the intended objectives • Identify strengths and weaknesses • Determine cost-benefit ratio • Identify who benefited most or least • Determine future participants • Provide information for improving HRD programs

8. Purposes of Evaluation – 2 • Reinforce major points to be made • Gather marketing information • Determine if training program is appropriate • Establish management database

9. Evaluation Bottom Line • Is HRD a revenue contributor or a revenue user? • Is HRD credible to line and upper-level managers? • Are benefits of HRD readily evident to all?

10. How Often are HRD Evaluations Conducted? • Not often enough!!! • Frequently, only end-of-course participant reactions are collected • Transfer to the workplace is evaluated less frequently

11. Why HRD Evaluations are Rare • Reluctance to having HRD programs evaluated • Evaluation needs expertise and resources • Factors other than HRD cause performance improvements – e.g., • Economy • Equipment • Policies, etc.

12. Need for HRD Evaluation • Shows the value of HRD • Provides metrics for HRD efficiency • Demonstrates value-added approach for HRD • Demonstrates accountability for HRD activities • Everyone else has it… why not HRD?

13. Make or Buy Evaluation • “I bought it, therefore it is good.” • “Since it’s good, I don’t need to post-test.” • Who says it’s: • Appropriate? • Effective? • Timely? • Transferable to the workplace?

14. Evolution of Evaluation Efforts • Anecdotal approach – talk to other users • Try before buy – borrow and use samples • Analytical approach – match research data to training needs • Holistic approach – look at overall HRD process, as well as individual training

15. Model and Framework of Evaluation • D. Kirkpatrick: • Reaction • Learning • Job Behavior • Results

16. Kirkpatrick’s Four Levels • Reaction • Focus on trainee’s reactions • Learning • Did they learn what they were supposed to? • Job Behavior • Was it used on job? • Results • Did it improve the organization’s effectiveness?

17. Issues Concerning Kirkpatrick’s Framework • Most organizations don’t evaluate at all four levels • Focuses only on post-training • Doesn’t treat inter-stage improvements • WHAT ARE YOUR THOUGHTS?

18. A Suggested Framework – 1 • Reaction • Did trainees like the training? • Did the training seem useful? • Learning • How much did they learn? • Behavior • What behavior change occurred?

19. Suggested Framework – 2 • Results • What were the tangible outcomes? • What was the return on investment (ROI)? • What was the contribution to the organization?

20. Data Collection for HRD Evaluation Possible methods: • Interviews • Questionnaires • Direct observation • Written tests • Simulation/Performance tests • Archival performance information

21. Advantages: Flexible Opportunity for clarification Depth possible Personal contact Limitations: High reactive effects High cost Face-to-face threat potential Labor intensive Trained observers needed Interviews

22. Advantages: Low cost to administer Honesty increased Anonymity possible Respondent sets the pace Variety of options Limitations: Possible inaccurate data Response conditions not controlled Respondents set varying paces Uncontrolled return rate Questionnaires

23. Advantages: Nonthreatening Excellent way to measure behavior change Limitations: Possibly disruptive Reactive effects are possible May be unreliable Need trained observers Direct Observation

24. Advantages: Low purchase cost Readily scored Quickly processed Easily administered Wide sampling possible Limitations: May be threatening Possibly no relation to job performance Measures only cognitive learning Relies on norms Concern for racial/ ethnic bias Written Tests

25. Advantages: Reliable Objective Close relation to job performance Includes cognitive, psychomotor and affective domains Limitations: Time consuming Simulations often difficult to create High costs to development and use Simulation/Performance Tests

26. Advantages: Reliable Objective Job-based Easy to review Minimal reactive effects Limitations: Criteria for keeping/ discarding records Information system discrepancies Indirect Not always usable Records prepared for other purposes Archival Performance Data

27. Choosing Data Collection Methods • Reliability • Consistency of results, and freedom from collection method bias and error • Validity • Does the device measure what we want to measure? • Practicality • Does it make sense in terms of the resources used to get the data?

28. Type of Data Used/Needed • Individual performance • Systemwide performance • Economic

29. Individual Performance Data • Individual knowledge • Individual behaviors • Examples: • Test scores • Performance quantity, quality, and timeliness • Attendance records • Attitudes

30. Systemwide Performance Data • Productivity • Scrap/rework rates • Customer satisfaction levels • On-time performance levels • Quality rates and improvement rates

31. Economic Data • Profits • Product liability claims • Avoidance of penalties • Market share • Competitive position • Return on investment (ROI) • Financial utility calculations

32. Use of Self-Report Data • Most common method • Pre-training and post-training data • Problems: • Mono-method bias • Desire to be consistent between tests • Socially desirable responses • Response Shift Bias: • Trainees adjust expectations to training

33. Research Design Specifies in advance: • the expected results of the study • the methods of data collection to be used • how the data will be analyzed

34. Research Design Issues • Pretest and Posttest • Shows trainee what training has accomplished • Helps eliminate pretest knowledge bias • Control Group • Compares performance of group with training against the performance of a similar group without training

35. Recommended Research Design • Pretest and posttest with control group • Whenever possible: • Randomly assign individuals to the test group and the control group to minimize bias • Use “time-series” approach to data collection to verify performance improvement is due to training

36. Ethical Issues Concerning Evaluation Research • Confidentiality • Informed consent • Withholding training from control groups • Use of deception • Pressure to produce positive results

37. Assessing the Impact of HRD • Money is the language of business. • You MUST talk dollars, not HRD jargon. • No one (except maybe you) cares about “the effectiveness of training interventions as measured by and analysis of formal pretest, posttest control group data.”

38. HRD Program Assessment • HRD programs and training are investments • Line managers often see HR and HRD as costs –i.e.,revenue users, not revenue producers • You must prove your worth to the organization • Or you’ll have to find another organization…

39. Evaluation of Training Costs • Cost-benefit analysis • Compares cost of training to benefits gained such as attitudes, reduction in accidents, reduction in employee sick-days, etc. • Cost-effectiveness analysis • Focuses on increases in quality, reduction in scrap/rework, productivity, etc.

40. Return on Investment • Return on investment = Results/Costs

41. Calculating Training Return On Investment Results Results Operational How Before Expressed After Differences Results Area Measured Training (+ or –) in $ Training 1.5% rejected .5% $720 per day Quality of panels % rejected 2% rejected 1,440 panels 1,080 panels 360 panels $172,800   per day   per day   per year Housekeeping Visual 10 defects 2 defects 8 defects Not measur- inspection   (average)   (average)   able in $ using   20-item checklist Preventable Number of 24 per year 16 per year 8 per year accidents accidents Direct cost $144,000 $96,000 per $48,000 $48,000 per   of each   per year year year   accident Return Investment Total savings: $220,800.00 Operational Results Training Costs ROI = = $220,800 $32,564 = = 6.8 SOURCE: From D. G. Robinson & J. Robinson (1989). Training for impact. Training and Development Journal,43(8), 41. Printed by permission.

42. Types of Training Costs • Direct costs • Indirect costs • Development costs • Overhead costs • Compensation for participants

43. Direct Costs • Instructor • Base pay • Fringe benefits • Travel and per diem • Materials • Classroom and audiovisual equipment • Travel • Food and refreshments

44. Indirect Costs • Training management • Clerical/Administrative • Postal/shipping, telephone, computers, etc. • Pre- and post-learning materials • Other overhead costs

45. Development Costs • Fee to purchase program • Costs to tailor program to organization • Instructor training costs

46. Overhead Costs • General organization support • Top management participation • Utilities, facilities • General and administrative costs, such as HRM

47. Compensation for Participants • Participants’ salary and benefits for time away from job • Travel, lodging, and per-diem costs

48. Measuring Benefits • Change in quality per unit measured in dollars • Reduction in scrap/rework measured in dollar cost of labor and materials • Reduction in preventable accidents measured in dollars • ROI = Benefits/Training costs

49. Utility Analysis • Uses a statistical approach to support claims of training effectiveness: • N = Number of trainees • T = Length of time benefits are expected to last • dt = True performance difference resulting from training • SDy = Dollar value of untrained job performance (in standard deviation units) • C = Cost of training • U = (N)(T)(dt)(Sdy) – C

50. Critical Information for Utility Analysis • dt = difference in units between trained/untrained, divided by standard deviation in units produced by trained • SDy = standard deviation in dollars, or overall productivity of organization