Human resouces essay 500 words ( due 4 hours )
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Chapter06.pptxTraining evaluation
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CHAPTER 6
Objectives (1)
Explain why evaluation is important
Identify and choose outcomes to evaluate a training program
Discuss the process used to plan and implement a good training evaluation
Discuss the strengths and weaknesses of different evaluation designs
Choose the appropriate evaluation design based on the characteristics of the company and the importance and purpose of the training
Objectives (2)
Conduct a cost-benefit analysis for a training program
Explain the role of big data workforce analytics and dashboards in determining the value of training practices
Evaluation is important in many respects
Identify a program’s strengths and weaknesses
Assess what features of training content and context matter
Identify which trainees benefited
Gather information for marketing training
Determine financial benefits and costs
Key Terms
Training effectiveness: benefits derived from training
Training evaluation: process of determining training effectiveness
Training outcomes: measures to evaluate training effectiveness
Evaluation design: how data will be collected for training evaluation
Formative evaluation
Refers to evaluation of training that takes place during program design
Helps to ensure training is well organized, runs smoothly, and that trainees learn and are satisfied
Provides information on how to make a program better
Summative evaluation
Refers to evaluation conducted to determine if training has lead to desirable outcomes
Examines whether trainees have improved or acquired knowledge, skills, attitudes, behaviors, or other outcomes
Includes examining the business impact of training
The evaluation process
Jump to THE EVALUATION PROCESS Long Description
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Kirkpatrick’s model of training evaluation
Jump to KIRKPATRICK’S MODEL OF TRAINING EVALUATION Long Description
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Reactions
Trainees’ perceptions of the training experience relating to the content, facilities, trainer, and methods
Key questions to consider include:
Did the trainees like the program?
Did the environment help learning?
Was the material meaningful?
Typically measured at the end of training
Net promoter score (NPS)
Refers to a score designed to measure satisfaction by asking them to rate the likelihood of recommending it to a peer by using a 0 to 10 point scale
The number on the scale that an employee chooses is then classified into one of three categories: “Detractors,” (0 to 6 on the scale) “Passives” (7 to 8 on the scale), or “Promoters” (9 to 10 on the scale)
The NPS is computed by subtracting the number of distractors from the number of promoters, then dividing this number by the number of respondents, and then multiplying by 100
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Learning and cognitive outcomes
Relate to familiarity with information, including principles, facts, techniques, procedures, and processes
Typically measured via paper-and-pencil tests and self-assessments
Tests often preferred over self-assessments
Behavior & Skill-Based Outcomes
Relate to proficiency with technical skills, motor skills, and behavior
Include learning and transfer
Learning often assessed via work samples
Transfer often assessed via observation or managerial/peer ratings
Affective outcomes
Include attitudes and motivation
For example, self-efficacy, employee engagement, motivation to learn, tolerance for diversity, and attitudes toward safety
The attitude of interest depends on the training objectives
Affective outcomes often measured via surveys
Results
Did training have an impact on meaningful business outcomes?
Outcomes used to determine the benefits of training to the company
For Example, reduced costs, increased employee retention, increased sales, improved quality, or customer service
Return on investment
Involves comparing the training program's benefits to its costs in monetary terms
Benefits: value the company gains
Direct costs: salaries for employees involved in training, program materials, facilities, and travel
Indirect costs: costs not related directly to design and delivery
Which outcomes?
Jump to WHICH OUTCOMES? Long Description
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relevance
The extent to which training outcomes are related to the learned capabilities emphasized in the program
Contamination refers to the inclusion of inappropriate or irrelevant outcomes
Deficiency refers to the omission of important information
Reliability
The extent to which outcomes can be measured consistently over time
Evaluators are concerned with consistency over time, such that items do not change in meaning or interpretation over time
Discrimination
The extent to which measured performance reflects a true difference
We want tests that discriminate between high and low performance
A test that is too easy may not discriminate
In this instance, both high and low performers would do well and appear “good” even though they are not
Practicality
The extent to which outcomes can be easily measured and collected
Companies often claim that measurement is too burdensome
Training Evaluation Practices
Jump to TRAINING EVALUATION PRACTICES Long Description
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Which outcomes?
While collecting data on all outcomes is ideal, it may not always be necessary
Consider the scope of the training and practical considerations
Do not assume that positive reactions lead to transfer
Threats to validity
Threats to validity refer to factors that will lead an evaluator to question the results
Internal validity is the believability of the study
External validity is the generalizability of the evaluation results to other groups and situations
Controlling for threats
There are three ways to control for threats:
Use pre-tests and post-tests
Use a control group
Random assignment of employees to control and training groups
Post-test Only
Involves collecting only post-training outcomes
Appropriate when trainees can be expected to have similar levels of proficiency prior to training
Strengthened with a control group
Pre-test / Post-test
Involves collecting both pre-training and post-training outcomes to determine if a change has occurred
Is there a difference in outcomes before and after training?
Pre-test / Post-test with Comparison Group
Includes pre-training and post-training outcomes and use of a control group
If the post-training improvement is greater for the training group, there is evidence that training was responsible
Time series
Involves collecting measures at periodic intervals pre- and post-training
A comparison group may be used
The strength of this design can be improved by using reversal, which refers to a time period when participants no longer receive training
Solomon Four-GROUP
Combines the pre-test/post-test comparison group design and the posttest-only control group design
Pre-test, treatment, post-test
Pre-test, no treatment, post-test
No pre-test, treatment, post-test
No pre-test, no treatment, post-test
When no evaluation may be necessary
Time constraints
Managers and trainees may lack expertise
The company may view training as an investment from which it expects little or no return
When evaluation is a must
The training is ongoing and has the potential to affect many employees
The training program involves multiple classes and a large number of trainees
The expertise exists to evaluate
The cost of training is significant
There is sufficient time and interest
Cost-Benefit Analysis
Companies may desire to quantify whether the benefits of training outweigh the costs
Cost-benefit analysis
Process of determining the economic impact of training using accounting methods that look at training costs and benefits
Cost categories
program development or purchase
instructional materials
equipment and hardware
facilities
travel and lodging
salary of the trainer and support staff
cost of lost productivity or replacement workers while trainees are away
Determining benefits
A number of methods can be used to identify benefits
literature that summarizes benefits
pilot training programs
observing successful job performers
asking trainees and managers for estimates
Calculating Return on Investment (ROI)
Identify annual change in outcomes
Place a monetary value on the outcomes
Determine the annual change in value
Determine training costs
Calculate net benefit
Divide net benefits by costs
Utility analysis
Assessing the dollar value of training based on:
estimates of the difference in performance between trained and untrained employees
number of individuals trained
length of time training is expected to influence performance
variability in performance in the untrained group of employees
Success Cases and Return on Expectations
Success cases refer to concrete examples showing how learning has led to results the company finds worthwhile and credible
Return on expectations (ROE) demonstrates to key stakeholders that their expectations about training have been satisfied
Big data
Big data refer to complex datasets compiled across different systems, including marketing, sales, HR, finance, accounting, customer service, and operations
Three dimensions characterize big data
volume
variety
velocity
Big data and training
Big data help make decisions about human capital based on data, rather than intuition and conventional wisdom
Big data can be used to:
evaluate the effectiveness of programs
determine their impact on business results
develop predictive models for forecasting training needs, course enrollments, and outcomes
Appendix of Image Long Descriptions
Evaluation Process
This slide depicts the steps in training evaluation from top to bottom:
conduct a needs assessment, develop measurable learning objectives and analyze transfer of training, develop outcome measures, choose an evaluation strategy, and plan and execute the evaluation.
Jump back to The evaluation process
THE EVALUATION PROCESS Long Description
This slide presents Kirkpatrick’s model of training evaluation in boxes (from left to right, top to bottom):
Level 1: Reactions
Level 2: Learning, Cognitive, Behavior/Skill, & Affective Outcomes
Level 3: Transfer, Behavior/Skill Outcomes
Level 4: Results
Level 5: Return on Investment (ROI)
Jump back to KIRKPATRICK’S MODEL OF TRAINING EVALUATION
Kirkpatrick’s model of training evaluation Long Description
In four boxes, the words “relevance, reliability, discrimination, and practicality” are presented to highlight considerations in determining which evaluation outcomes to select.
Which outcomes? Long Description
The bar chart presents percentages of organizations examining different training outcomes (from left to right): Reactions (88%), Cognitive (83%), Behavior (60%), Results (35%), ROI (15%) and None (4%).
Jump back to TRAINING EVALUATION PRACTICES
Training Evaluation Practices Long Description
NumberofPromoters
ΝumberofDistractors
NPS100
NumberofRespondents
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