Evaluating HRD Programs

Evaluating HRD Programs

HUMAN RESOURCE DEVELOPMENT

EVALUATING HRD PROGRAMS

XAVIER INSTITUTE OF SOCIAL SERVICE

RANCHI

Submitted by: Submitted to:

Group: VIProf. Sajeet Lakra

Personnel Management-II

2010-2012

Page 1

Evaluating HRD Programs

GROUP CONSTITUTION

ACKNOWLEDGEMENT

Success of a project depends on the endeavor put behind it. Encouragement and patronization perfect an endeavor.

We take this opportunity to express our heartfelt gratitude to our faculty Prof. Sajeet Lakra, for providing us with the opportunity of preparing the study material for the of the HRD curriculum and give presentation in the class. The group’s involvement and team work helped us understand the chapter in a lucid manner. The group’s cohesiveness and team work helped us to make this task a success. We thank all the team members and also all our colleagues for their unconditional support.

Thank You

Group VI

CONTENTS

1.INTRODUCTION TO HUMAN RESOURCE DEVELOPMENT EVALUATION PROCESS

A comprehensive and effective evaluation plan is a critical component of any successful training program. It should be structured to generate information of the impact of training on the reaction; on the amount of learning that has taken place; on the trainees behaviour; and its contribution to the job/ organization. Therefore evaluation of training is a measure of how well it has meet the need of its human resources.

Any attempt to obtain information (feedback) on the effect of training program and to assess the value of training in the light of that information for improving further training.”- Hamblin

“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.”

“Any attempt to obtain information (feedback) on the effect of training program and to assess the value of training in the light of that information for improving further training.”

Assessing the effectiveness of the training program in terms of the benefits to the trainees and the company must look into the following aspects:

– process of collecting outcomes to determine if the training program was effective

– from whom, what, when, and how information should be collected

2. PURPOSE OF EVALUATION

•Determining accomplishment of specific training objectives.

•Determining cost effectiveness of training.

•Explain program failure, if it occurs.

•Enhancement of the credibility of training and development if tangible benefits to an organization are proved.

•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

•Reinforce major points to be made

•Gather marketing information

•Determine if training program is appropriate

•Establish management database

3. PRINCIPLES OF EVALUATION

•Clarity about the goals and purposes of evaluation.

•Evaluation must be continuous.

•Evaluation must be specific.

•Evaluation must be based on objective methods and standards.

•Realistic target dates must be set for each phase of the evaluation process.

•Evaluation has to be accepted as a process than an end product of training.

4. IMPORTANCE OF TRAINING EVALUATION

An organization that invests in training programs for employees should also conduct some form of training evaluation. This can be done in a number of different ways. The purpose of evaluation is to determine whether or not the training achieved the desired objective. The objective might have been very precise, or extremely loose, but there would have been one. This is usually set as a result ofassessing trainining needs. Evaluating training will help show how effective it was at meeting the objective. All organizations, regardless of size or type, should use some process of assessing the effectiveness of training undertaken by employees. Education in any form is an investment of time and money, which makes it important that the organization establishes, as far as it can, the return on that investment.

Evaluatingtrainingeffectiveness is important because it sheds light on four aspects. They include:

• How well the training program met the learner’s needs and objectives
• What knowledge and skills it has imparted to learners
• What desirable change it has brought in the learners’ performance
• What organizational benefits it has yielded

However, unfortunately, in today’s organizations, this mechanism of training evaluation is in short supply. Organizations are unwilling to spend their resources for a comprehensive after-training evaluation. They end it by serving a ceremonious feedback form to learners and getting their opinions. But you must realize that it will not work. It will not make your training programs effective and yield the results you want.

In this absence of a proactive follow-up, the following undesirable consequences will have to be faced:

Lack of application of skills by learners:

You had analyzed the performance gaps in your employees and devised a suitable training program. At the end of the training program, your participants said that the training program was quite useful and they had learnt many useful skills. You are happy about that. But at the end of your annual auditing, you are horrified to find no progress in the performance in spite of the training. And your employees have not used the skills you intend them to after the training. This is quite possible. You can avert it by putting in place a proper evaluation mechanism.

Inability to measure ROI:

Financial assessment of a training program is crucial in that it provides useful insights into the Returns on Investment (ROI). This assessment depends on evaluating how well the employees implemented the skills they have learnt in the training program.

Inability to make future training programs contextual:

In today’s dynamic marketplace, the need for consistent skill up gradation never loses its importance. What was said to be an effective training program in the past may not be so now. You need to continuously adapt it to suit your current needs. This is possible when you know how effective your previous training program was.

There are methods like Kirkpatrick’s Training Evaluation Model, Bloom’s Taxonomy of Learning Domains and Keller’s ARCS Model. Use the models suggested here depending on the available resources, size of the training program and your corporate culture. When you have complex and critical training programs, you need to choose elaborate tools and have a wider approach to evaluate each program at various stages. Only then can the evaluation become effective and accurate.

5. BENEFITS OF TRAINING EVALUATION

Improved quality of training activities.

Helps employees to monitor their own improvement.

Builds morale, by demonstrating an interest in staff development.

To maximize the training ROI (return on investment).

Helps to determine the form of future training programs.

Assists with identifying the effectiveness of different forms of teaching (such as classroom based or web based).

Improved ability of the trainers to relate inputs to outputs

Better discrimination of training activities between those that are worthy of support and those that should be dropped

Better integration of training offered and on-the job development

Better co-operation between trainers and line-managers in the development of staff

Evidence of the contribution that training and development are making to the organization

Reduction in preventable accidents measured

Reduction in scrap/rework measured in cost of labor and materials

6. PROCESS OF TRAINING EVALUATION

There are two considerations involved in evaluation:

•Who is responsible for the validation and evaluation processes?

•What resources of time, people and money are available for validation/evaluation purposes?

Thus the process of evaluation involves 3 stages:

•Before training

•During training

•After training

BEFORE TRAINING:

The learner's skills and knowledge are assessed before thetraining program. During the start of training, candidates generally perceive it as a waste of resources because at most of the times candidates are unaware of the objectives and learning outcomes of the program. Once aware, they are asked to give their opinions on the methods used and whether those methods conform to the candidate’s preferences and learning style.

DURING TRAINING:

It is the phase at which instruction is started. This phase usually consists of short tests at regular intervals.

AFTER TRAINING:

It is the phase when learner’sskills and knowledgeare assessed again to measure the effectiveness of the training. This phase is designed to determine whether training has had the desired effect at individual department and organizational levels. There are various evaluation techniques for this phase.

The Training Evaluation should involve:

• senior management
• the trainer
• line management
• the training manager
• the trainee

SENIOR MANAGEMENT:

•Awareness of need & value of training

• Involving Training Manager in senior management meetings

• Knowledge & support of training plans

• Active participation in events

• Evaluation to be done & regular summary reports

• Policy & strategic decisions based on results & return on investment data.

THE TRAINER:

•Provision of any necessary pre-programwork

•Identifying knowledge & skills level

•Training & learning resources to enable the learners to learn within objectives of program

•Monitoring the learning as the program progresses

•Assessment of & receipt of reports.

THE LINE MANAGER:

•Work-needs & people identification

•Involvement in training programme & evaluation development

•Pre-event preparation & holding briefing meetings

•Giving ongoing & practical support to the training programme

•Reviewing the progress of learning implementation

•Final review of implementation success and assessment.

THE TRAINING MANAGER:

•Management of the training department & agreeing to the training needs

•Maintenance of interest & support in the planning & implementation of the programs including practical involvement where required

•The introduction & maintenance of evaluation systems

•Production of regular reports for senior management

•Contact with senior management

•Liaison with the learners' line managers and arrangement of learning implementation.

THE TRAINEE:

•Plan & design the training programme

•Contribute towards the evaluation process

• Take interest & performing an activepart in the training programme or activity

• Complete a personal action plan during & at the end of the training

•Support the evaluation processes.

7. MODELS AND FRAMEWORK OF EVALUATION

•There are six frameworks for evaluation

•Kirkpatrick

•CIPP

•Brinkerhoff

•Kraiger, Ford & Salas

•Holton

•Philips

Two approaches are mainly used:

 Goal-based Approach-

The Kirkpatrick Model

 System-based Approach:

(i)CIPP Model

(ii) TVS Approach

(iii) IPO Approach

THE KIRKPATRICK MODEL:

Level 1 : Reaction

Reaction evaluation is how the delegates felt about the training or learning experience.

Evaluation tools and methods

•'Happy sheets', feedback forms.

•Verbal reaction, post-training surveys or questionnaires

Relevance and practicability

•Quick and very easy to obtain.

•Not expensive to gather or to analyse

Level 2 : Learning

Learning evaluation is the measurement of the increase in knowledge before and after.

Evaluation tools and methods

•Typically assessments or tests before and after the training

•Interview or observation can also be used

Relevance and practicability

•Relatively simple to set up; clear-cut for quantifiable skills

•Less easy for complex learning

Level 3 : Behavior

Behaviour evaluation is the extent of applied learning back on the job - implementation.

Evaluation tools and methods

•Observation and interview over time are required to assess change, relevance of change, and sustainability of change

Relevance and practicability

•Measurement of behaviour change typically requires cooperation and skill of line-managers

Level 4 : Results

Results evaluation is the effect on the business or environment by the trainee.

Evaluation tools and methods

•Measures are already in place via normal management systems and reporting - the challenge is to relate to the trainee

Relevance and practicability

•Individually not difficult; unlike whole organisation

Process must attribute clear accountabilities

8. DATA COLLECTION FOR HRD EVALUATION

There are several techniques of data collection. They are as follows:

Observation

Questionnaire

Interview

Written Test

Simulation/ Performance test

Advantages and Disadvantages of Techniques :

1. Interview

9. LINKING TRAINING AND DEVELOPMENT WITH BUSINESS STRATEGY

•Training and Development strategy is a comprehensive master plan which ensures that investment in learning is assessed and evaluated.

•Business Strategy is the determination of the long term goals and objectives of an organization, and allocation of resources necessary for carrying out these goals.

•Training functions lie at the heart of how businesses access and develop human resources required to maintain a sustainable competitive advantage over rivals.

•Training should result in creating skills that are appropriate for achieving the strategic objectives of a business.

The Factors governing the starting point for formulating an effective training and development strategy are as follows:

•Understand the industry and the business’ unique offer and what gives it competitive advantage.

•Consider the changes predicted in the environment- the rate of growth/decline, the competition and degree of technological change.

•Assess the need to change and adapt to economic circumstances.

•Assess the level of knowledge and professional capability of staff now and that needed in the future.

•Understand the importance of customer service and reflect the community served- what sort of customers are served and the nature of their expectations.

Training and development strategy should also align with the cultural beliefs about what learning may achieve and the way it is regarded. Assumptions include:

•All work is a process of continual learning and improvement. This can be the starting point for creating a ‘learning organization’.

•Learning should be encouraged only where there is measurable benefit to the organization.

•Learning should be targeted on key performance skills.