1 © 2013 by Nelson Education Ltd. CHAPTER ELEVEN Training Evaluation

1© 2013 by Nelson Education Ltd.

CHAPTER ELEVEN

Training Evaluation


LEARNING OUTCOMES

Define training evaluation and the main reasons for conducting evaluations

Discuss the barriers to evaluation and the factors that affect whether or not an evaluation is conducted

Describe the different types of evaluations Describe the models of training evaluation and

the relationship among them


LEARNING OUTCOMES

Describe the main variables to measure in a training evaluation and how they are measured

Discuss the different types of designs for training evaluation as well as their requirements, limits, and when they should be used


INSTRUCTIONAL SYSTEMS DESIGN MODEL


INSTRUCTIONAL SYSTEMS DESIGN MODEL

Training evaluation is the third step of the ISD model and consists of two parts: The evaluation criteria (what is being measured) Evaluation design (how it will be measured)

These concepts are covered in the next two chapters Each has a specific and important role to play in the

effective evaluation of training and the completion of the ISD model


TRAINING EVALUATION

Process to assess the value – the worthiness – of training programs to employees and to organizations


TRAINING EVALUATION

Not a single procedure; a continuum of techniques, methods, and measures

Ranges from simple to elaborate procedures The more elaborate the procedure, the more

complete the results, yet usually the more costly (time, resources)

Need to select the procedure based on what makes sense and what can add value within resources available


WHY A TRAINING EVALUATION?

Improve managerial responsibility toward training Assist managers in identifying what, and who,

should be trained Determine cost–benefits of a program Determine if training program has achieved

expected results Diagnose strengths and weaknesses of a program

and pinpoint needed improvements Justify and reinforce the value of training

DO WE EVALUATE?

There has been a steady decline in determining ROI – Level 3 and 4 evaluation



BARRIERS TO EVALUATION

Barriers fall into two categories:1. Pragmatic

• Requires specialized knowledge and can be intimidating

• Data collection can be costly and time consuming

2. Political• Potential to reveal ineffectiveness of training


TYPES OF EVALUATION

Evaluations may be distinguished from each other with respect to:

1. The data gathered and analyzed

2. The fundamental purpose of the evaluation


TYPES OF EVALUATION

1. The data gathered and analyzed

a. Trainee perceptions, learning, and behaviour at the conclusion of training

b. Assessing psychological forces that operate during training

c. Information about the work environment• Transfer climate and learning culture


TYPES OF EVALUATION

2. The purpose of the evaluation

a. Formative: Provide data about various aspects of a training program

b. Summative: Provide data about worthiness or effectiveness of a training program

c. Descriptive: Provide information that describes the trainee once they have completed a training program

d. Causal: Provide information to determine if training caused the post-training behaviours


MODELS OF EVALUATION

A. Kirkpatrick’s Hierarchical ModelOldest, best known, and most frequently used model

The Four Levels of Training Evaluation:– Level 1: Reactions– Level 2: Learning– Level 3: Behaviours– Level 4: Results– ROI


CRITIQUE OF EVALUATION

There is general agreement that the five levels are important outcomes to be assessed

There are some critiques:

• Doubt about the validity

• Insufficiently diagnostic

• Kirkpatrick requires all training evaluations to rely on the same variables and outcome measures



B. COMA ModelA training evaluation model that involves the measurement of four types of variables

1. Cognitive

2. Organizational Environment

3. Motivation

4. Attitudes



The COMA model improves on Kirkpatrick’s model in four ways:

1. Transforms the typical reaction by incorporating greater number of measures

2. Useful for formative evaluations

3. The measures are known to be causally related to training success

4. Defines new variables with greater precision

Note: Relatively new model – too early to draw conclusions as to its value



C. Decision-Based Evaluation ModelA training evaluation model that specifies the target, focus, and methods of evaluation


MODELS FOR TRANSFER

Decision-Based Evaluation Model Goes further than either of the two preceding

models:

1. Identifies the target of the evaluation– Trainee change, organization payoff, program improvement

2. Identifies its focus (variables measured)

3. Suggest methods

4. General to any evaluation goals

5. Flexibility: Guided by target of evaluation


MODELS FOR TRANSFER

As with COMA, the DBE model is recent and will need to be tested more fully

All three models require specialized knowledge to complete the evaluation; this can limit their use in organizations without this knowledge

Holton and colleagues’ Learning Transfer System Inventory (seen in Chapter 10) provides a more generic approach

See Training Today 11.2 for more on its use for evaluation


MODELS FOR TRANSFER

Training evaluation requires data be collected on important aspects of training

Some of these variables have been identified in the three models of evaluation

A more complete list of variables is presented in Table 11.1, and Table 11.2 shows sample questions and formats for measuring each type of variable


EVALUATION VARIABLES

A. Reactions

B. Learning

C. Behaviour

D. Motivation

E. Self-efficacy

F. Perceived/anticipated support

G. Organizational perceptions

H. Organizational resultsSee Table 11.2 in text


VARIABLES

A. Reactions

1. Affective reactions: Measures that assess trainees’ likes and dislikes of a training program

2. Utility reactions: Measures that assess the perceived usefulness of a training program


VARIABLES

B. LearningLearning outcomes can be measured by:

1. Declarative learning: Refers to the acquisition of facts and information, and is by far the most frequently assessed learning measure

2. Procedural learning: Refers to the organization of facts and information into a smooth behavioural sequence


VARIABLES

C. Behaviour

Behaviours can be measured using three approaches:

1. Self-reports

2. Observations

3. Production indicators


VARIABLES

D. Motivation

Two types of motivation in the training context:

1. Motivation to learn2. Motivation to apply the skill on-the-job (transfer)

E. Self-Efficacy

Beliefs that trainees have about their ability to perform the behaviours that were taught in a training program


VARIABLES

F. Perceived and/or Anticipated Support

Two important measures of support:

1. Perceived support: The degree to which the trainee reports receiving support in attempts to transfer the learned skills

2. Anticipated support: The degree to which the trainee expects to supported in attempts to transfer the learned skills


VARIABLES

G. Organizational Perceptions

Two scales designed to measure perceptions:

1. Transfer climate: Can be assessed via a questionnaire that identifies eight sets of “cues”

2. Continuous learning culture: Can be assessed via questionnaire presented in Trainer’s Notebook 4.1 in Chapter 4 of the text


VARIABLES

G. Organizational Perceptions (cont'd)

Transfer climate cures include: Goal cues Social cues Task and structural cues Positive feedback Negative feedback Punishment No feedback Self-control


VARIABLES

H. Organizational Results

Results information includes:

1. Hard data: Results measured objectively (e.g., number of items sold)

2. Soft data: Results assessed through perceptions and judgments (e.g., attitudes)

3. Return on expectations: Measurement of a training program’s ability to meet managerial expectations


DESIGNS IN TRAINING EVALUATION

The manner with which the data collection is organized and how the data will be analyzed All data collection designs compare the trained

person to something


DESIGNS IN TRAINING EVALUATION

1. Non-experimental designs: Comparison is made to a standard and not to another group of (untrained) people

2. Experimental designs: Trained group compared to another group that does not receive the training – assignment is random

3. Quasi-experimental designs: Trained group is compared to another group that does not receive the training; assignment is not random


DATA COLLECTION DESIGN



Pre Post Pre Post

A: Single group post-only design(Non-experimental)

B: Single group pre-post Design(Non-experimental)



Pre Post Pre Post

C: Time series design(Non-experimental)

D: Single group designwith control group

Trained Untrained



Pre Post Pre Post

E: Pre-post design with control group

F: Time series designwith control group

Trained Untrained



Pre Post

G: Internal Referencing Strategy

Training on Relevant Items

Training on Irrelevant Items


SUMMARY

Discussed the main purposes for evaluating training programs as well as the barriers

Presented, critiqued, and contrasted three models of training (Kirkpatrick, COMA, and DBE)

Recognized that Kirkpatrick model is most frequently used, yet has limitations

Discussed the variables required for an evaluation as well as methods and techniques required to measure them

Presented the main types of data collections designs Discussed factors influencing choice of data collection

designs

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1 © 2013 by Nelson Education Ltd. CHAPTER ELEVEN Training Evaluation