Human Resource Development Chapter 9

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Effective Training: Systems,Strategies, and Practices, 4thEdition

Chapter Nine

Evaluation of Training

P. Nick Blanchard and James W. Thacker

Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 9-1


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Evaluation PhaseInput Process Output

EvaluationObjectives

Design Issues

OrganizationalConstraints

Evaluation

Strategyand

Design

Process

Measures

OutcomeMeasures

- Reaction- Learning- Behavior- Results



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Potential Questions to Be Addressedin a Process Analysis

(Before Training)

Part 1 of 2Were needs diagnosed correctly?What data sources were used?Was a knowledge/skill deficiency identified?

Were trainees assessed to determine their prerequisite KSAs?Were needs translated into training objectives?Were all objectives identified?Were the objectives written in a clear, appropriate manner?

Was an evaluation system designed to measure objectives?

Was the training program designed to meet all the training objectives?Was previous learning that supports or inhibits training identified?Were individual differences assessed/factored into training design?Was trainee motivation to learn assessed?



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(Before Training)

Part 2 of 2

What steps were taken to address trainee motivation to learn? Were processes built into training to facilitate recall and transfer?

Were steps included to call attention to key learning events? What steps are included in the training to aid trainees in symboliccoding and cognitive organization? What opportunities are included in the training to provide symbolicand behavioral practice? What actions are included in the training to ensure transfer oflearning to the job?

Are the training methods appropriate for the learning objectives?



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(During Training) Were the trainer, training techniques, and training/learning objectives well

matched?

Were lecture portions of the training effective?

Was involvement encouraged/solicited?Were questions used effectively?

Did the trainer conduct the various training methodologies (case study, role-play, etc.) appropriately?

Was enough time allotted?

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?



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Who Is Interested in the Process Data

Training Department

Trainer: Yes, to determine what works well and what does not.

Other trainers: Yes, to the extent that process is generalizable.Training manager: Only if training is not successful or a

problem is present with a particular trainer.

Customers

Trainees: NoTrainees supervisor: NoUpper management: No



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Reaction Questionnaire for the

Trainer

Part 1 of 2Please circle the number that reflects the degree to which you agree or disagree with thefollowing statements.1= Strongly disagree, 2= Disagree, 3= Neither agree nor disagree 4= Agree 5 =Stronglyagree

1. The trainer did a good job of stating the objectivesat the beginning of training .....1 2 3 4 5

2. The trainer made good use of visual aids (easel, whiteboard) when making the presentations .....1 2 3 4 5

3. The trainer was good at keeping everyone interestedin the topics ... 1 2 3 4 5

4. The trainer encouraged questions and participationfrom trainees .....1 2 3 4 5



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Reaction Questionnaire for the

Trainer

Part 2 of 25. The trainer made sure everyone understood the concepts

before moving on to the next topic..1 2 3 4 5

6. The trainer summarized important concepts beforemoving to the next module1 2 3 4 5

7. Overall, how would you rate this trainer? (Check one.)____1. Poor; I would not recommend this trainer to others.____2. Adequate; I would recommend this trainer only if no others were

available.____3. Average____4. Good; I would recommend this trainer above most others.____5. Excellent; this trainer is among the very best Ive ever worked with.

8. Additional comments:



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Steps to Consider in Developing a

Reaction Questionnaire Part 1 of 2

1. Determine what you want to find out (consider training objectives).

2. Develop a written set of questions to obtain the information.

3. Develop a scale to quantify respondents data.

4. Make forms anonymous so participants will feel free to respond honestly.

5. Ask for information useful in determining differences in reactions by

subgroups (e.g., young vs. old; minority vs. non-minority). This couldbe valuable in determining effectiveness of training for differentcultures, for example, which may be lost in an overall assessment.



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Steps to Consider in Developing a

Reaction Questionnaire Part 2 of 2

Note: Care must be taken when asking for this information. If you ask toomany questions about race, gender, age, tenure, and so on, participants

will begin to feel that they can be identified without their name on thequestionnaire.6. Allow space for Additional Comments in order to allow participants the

opportunity to mention things you might not have considered.7. Decide the best time to give the questionnaire to get the information you

want.

a. If right after training, ask someone other than the instructor toadminister and pick up the information.b. If some time later, develop a mechanism to obtain a high response

rate (e.g., encourage the supervisor to allow trainees to complete thequestionnaire on company time).



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Procedures for Developing a

Multiple-Choice Test1. Examine objectives to gain a clear understanding of the content area you

wish to test.2. Write the questions in a clear manner. Shorter is better.3. Choose alternatives to the correct response from typical errors made during

training. Make alternatives realistic.4. Do not consistently make the correct response always longer than incorrect

responses.5. Provide four options. More than four takes longer to read, and it is difficult

enough to write three reasonable alternatives along with the correctanswer.

6. Pretest items by giving the test to those expected to know the material. Askfor feedback on clarity. Note any questions that many of them get wrong.

7. Give revised items to a group of fully trained (experienced) employees anda group of untrained (inexperienced) employees. The former should scorewell and the latter should do poorly.



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Test of Knowledge Organization for

Civil Engineers 1 of 2The following list of concepts is related to road construction. Use them tofill in the appropriate blank boxes in the map. Try to fill in the boxes so thatrelated terms or concepts are clustered together. Concepts can be relatedbecause they occur at the same time, one is necessary for the other, or

one leads to the other.Each of the listed concepts is used only once. Note that some of theconcepts are already mapped for you.

Concepts:Asphalt placement Prime/tack coat StriperCompaction/rolling Rollers StripingCut/fill Signage SurveyDump truck Site access TrafficHot materials



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Test of Knowledge Organization for

Civil Engineers 2 of 2Water Trucks Compaction

earthwork

Safety

Heavy equipment

curing

finishing

safety

paver

Spray truck

Safety

Road access



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Example of an Attitudinal MeasureAttitudes Toward EmpowermentPlease indicate the degree to which you agree or disagree with the following statements.1 = Strongly disagree 2 = Disagree 3 = Neither agree nor disagree4 = Agree 5 = Strongly agree

1. Empowering employees is just another way to get morework done with fewer people. (reverse scored)..1 2 3 4 5

2. Empowering of employees allows everyone tocontribute their ideas to the betterment of the company.1 2 3 4 5

3. The empowerment program has improved my relationshipwith my supervisor1 2 3 4 5

4. Empowerment has brought more meaning to my life atthis company..1 2 3 4 5

5. Empowerment interventions should be introduced in otherplants in this company..1 2 3 4 5

6. The empowerment process has been a positive influence inlabor-management relations.1 2 3 4 5



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Guidelines for Writing EffectiveQuestionnaires Part 1 of 4

2. As k one quest ion at a t ime.

Bad: Both the organizations goals and my role within theorganization are clear.

1. Write simply and c lear ly, and make the meaning obv ious .

Bad: To what extent do supervisors provide information

regarding the quality of performance of people at yourlevel?

Good: How often does your boss give you feedback on your job?

Good: The organizations goals are clear.My role within the organization is clear.



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Good: During the past three months how often did you receivefeedback on your work?

1 2 3 4 5not once 13 times about once 2-4 times once a

a month a week a week day or more

3. Provide disc rete respon se option s.

Bad: During the past three months how often did you receive

feedback on your work?1 2 3 4 5

rarely occasionally frequently



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4. Limi t the number of respon se opt ions.

Bad: What percent of the time are you sure of what your

compensation will be?1 2 3 4 5 6 7 8 9 10

010% 1120% 2130% 3140% 4150% 5160% 6170% 7180% 8190% 91100%

Good: What percent of the time are you sure of what your

compensation will be?

1 2 3 4 5

020% 2140% 4160% 6180% 81100%



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5. Match the respon se mode to the quest ion.

Bad: To what extent are you satisfied with your job?

1 2 3 4 5strongly disagree agree stronglydisagree agree

Good: To what extent are you satisfied with your job?

1 2 3 4 5

not at all a little bit some quite a lot very much



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Scripted Situation Item for Evaluationof a School Superintendent

The following is a scenario about a school superintendent. Read the scenario

and place an X next to the behavior you believe your superintendent would

follow.

The administrator receives a letter from a parent objecting to the content ofthe science section on reproduction. The parent strongly objects to hisdaughter having exposure to such materials and demands something bedone. The effective administrator would most likely: (check one)

____ Ask the teacher to provide handouts, materials, and curriculumcontent for review.

____ Check the science curriculum for the board-approved approach toreproduction, and compare board guidelines to course content.

____ Ask the head of the science department for his or her opinion aboutthe teachers lesson plan.

____ Check to see if the parent has made similar complaints in the past.



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Types of Outcomes and Examples ofFactors Affecting those Outcomes

Perceived match between traineeExceptions and what training provided

Reactions

Trainee readiness for the courseTrainee motivation to learnDesign, materials, and contentTrainer(s) behaviors

Learning

Transfer of trainingMotivational forces in the job settingOpportunity to applying training on the jobKSAs

Job Behavior

External environment of the organization:Economy, regulations, suppliers, etc.

Internal environment of the organization:Policies, procedures, systems

Employee performance, KSAs, and needs

Organizational

Results



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Cost Savings for Grievance ReductionTraining

Pretraining Post training

Management time(for those going to

3rdstep) 10 hours

per grievance

10 hrs. X 63 grievances = 630 hrs. 10 hrs. X 8 grievances = 80 hrs.

Union Reps time

(paid bymanagement)7.5hrs per grievance

7.5 X 63 grievances = 472 hrs 7.5 X 8 grievances = 60 hrs.

Total Cost

Management timeUnion reps time

Total

630 hrs X $50 per hr. = $31,500.00

472 hrs X $25 per hr.= $11,812.50

$43,312.50

80 hrs. X $50 per hr. = $4,000.0060 hrs. X $25 per hr. = $1,500.00

$5,500.00

Reduction in cost of grievances going to the third step 43,312.505,500.00 = $37,812.50Cost of training -32,430.00

Cost saving for the first year $ 5,382.50



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Training Investment Analysis WorkSheetPart 1 of 5

Objective:

Audience:

Returns measured over: One year:

Other:



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Part 1: Calculating the Revenue Produced by Training

Option A-Itemized Analysis

Increased sales: Additional sales per employee

X Revenues (or margin) per sale

X Number of employees

= Revenue Produced by Training

Higher Productivity: Percent increase in productivity

X Cost per employee (salary plusbenefits plus overhead)





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Reduced errors: Average cost per error

X Number of errors avoided peremployee



Client retention: Average revenue per client

X Number of clients retained= Revenue Produced by Training




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Employee retention: Average cost of a new employee

( training plus lost productivity)

Number of employees retained

X Revenue Produced by Training

Other: =

Total Revenue Produced by Training

Option B-Summary Analysis$ - =

Revenue Revenue Revenue

After Training Without Training Produced by Training



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Part 2: Calculating the Return

- =

Revenue Cost of Total Return

Produced Training on TrainingBy Training Investment



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Calculation of the Utility of theGrievance Training Part 1 of 2

Formula: U = (N)(T)(DT)(SDY) - C

N = 30

T = 1 year (This is probably an overly conservative estimate)DT = .2 DT = XtXu

SD (r yy)

Xt = average job performance of the trained supervisors

Xu = average job performance of the untrained supervisorsSD =standard deviation of job performance for the untrainedsupervisors

r yy = reliability of job performance measure



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Calculation of the Utility of theGrievance Training Part 2 of 2

DT is a measure of the improvement (in standard deviation units) inperformance that trained supervisors will exhibit.

SDY = $14,000 This is based on: .40 X $35,000 = $14,000

The above assumes average salary of 35,000 dollars. The .40 comesfrom the 40% rule, which is a calculation based on 40% of the averagesalary of trainees.

So based on the above information, the utilityof the training based onthis formula is:

30 X 1 X .2 X 14,000 - 32,020 = $51,980



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Who Is Interested in the OutcomeData

Outcome Data

Reaction Learning Behavior Results

Training Department

Trainer Yes Yes Yes No

Other Trainers Perhaps Perhaps Perhaps No

Training Manager Yes Yes Yes Yes

Customers

Trainees Yes Yes Yes PerhapsTrainees Supervisor Not really Only if no

transferYes Yes

Upper Management No No Perhaps Yes



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All rights reserved. No part of this publication may be reproduced,stored in a retrieval system, or transmitted, in any form or by any

means, electronic, mechanical, photocopying, recording, or otherwise,without the prior written permission of the publisher. Printed in the

United States of America.

Copyright 2010 Pearson Education, Inc.publishing as Prentice Hall

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Human Resource Development Chapter 9