EVALUATION OF HRD PROGRAMS

Jayendra Rimal
 The Purpose of HRD Evaluation
HRD Evaluation – the systematic collection of descriptive
and judgmental information necessary to make effective
training decisions related to the selection, adoption and
modification of various instructional activities.
Evaluation can serve a number of purposes, among them:
– Determine whether a program is accomplishing its objectives
– Identify the strengths and weakness of the HRD program
– Determine the cost-benefit ratio of an HRD program
– Decide who should participate in future HRD programs
– Identify who benefited the most or least from the program
– Reinforce major points to be made for the participants
– Gather data to assist in marketing future programs
– Determine if the program was appropriate
– Establish a database to assist the management in making decisions

How often should HRD programs be evaluated?

 Models and Frameworks of Evaluation
Kirkpatrick’s Evaluation (Expanded) Framework

(Level 1) Reaction – (Affective) How well did the trainees like the training?
- (Utility) What was the perceived usefulness from the
training?

(Level 2) Learning – How much did the trainee learn from the training?

(Level 3) Behavior – What behavior change occurred as a result of the

training? Did the trainee use what was learned?

(Level 4) Results – What tangible outcomes occurred as a result of the

training?
- What was the ROI?
- What was the contribution of this training program to
- the community?
 Models and Frameworks of Evaluation
CIPP (Galvin)
• Also known as the Context, Input, Process, Product model.
• Evaluation focuses on measuring the context for training
(need analysis), inputs (resources such as budgets,
schedules), the process of conducting training (for
feedback) and the product or outcome (success in meeting
objectives)

CIRO (Warr)
• Also known as the Context, Input, Reaction, Outcome
model
• The context, input and product evaluation same as CIPP
• Emphasizes trainee reaction to improve the training
program
 Models and Frameworks of Evaluation
Brinkeroff’s six stages
• Goal setting: What is the need?
• Program design: What will work to meet the need?
• Program implementation: Is it working, with the focus on
the implementation on the program?
• Immediate outcomes: Did participants learn?
• Intermediate or Usage outcomes: Are the participants
using what they learned?
• Impacts and worth: Did it make it worthwhile difference
to the organization?
This model suggest a cycle of overlapping steps, with
problems identified in one step possibly caused by things
occurring in previous steps.
 Models and Frameworks of Evaluation
Systems Approach (Bushnell)
• Input: What goes into the training effort? Consisting of
trainee qualification and trainer ability.
• Process: The planning, design, development and
implementation of the HRD program
• Output: Trainee reactions, knowledge and skills gained
and improved job behavior
• Outcomes: Effects on the organization, including profits,
productivity and customer satisfaction
This model states that evaluation measurement can and
should occur between each of the stages as well as
between the four stages to ensure good design and to
ensure program meets its objectives
 Data Collection for HRD Evaluation
Collection of evaluation data helps decision makers with the
facts and judgments upon which decisions can be based.
Some of the methods are:
• Interview: Conversation with individuals to assess their
opinions, observations and beliefs
• Questionnaire: Standardized set of questions intended to
assess opinions, observations and beliefs
• Direct Observation: Observing a task or set of tasks as
they are performed and recording what is seen
• Tests and simulations: Structured situations to assess an
individuals knowledge or proficiency to perform
• Archival performance data: Use of existing information,
such as files and reports
 Data Collection for HRD Evaluation
When dealing with data collection some vital issues that
needs to be considered are:

• Reliability: Consistency of results, freedom from error and

bias. Decisions based on unreliable data are likely to be
poor ones.
• Validity: Concerned with whether the data collection
method actually measures what needs to be measured.
Practicality: Concerns how much time, money and resources
are available for the evaluation method.

Reliability and validity are complex issues and assessing

them requires knowledge of statistics and measurement
concepts. AT times, due to certain conditions, realistic and
creative trade-offs can ensure that the evaluation effort is
carried out effectively.
 Ethical Issues Concerning Evaluation
• Confidentiality: When confidentiality is ensured,
employees would be more willing to participate
• Informed Consent: Some evaluations are monitored so
that employees know the potential risks and benefits
• Withholding Training: When results of training are used
for raises or promotions
• Use of deceptions: When an investigator feels a study
would yield better results if an employee did not realize
they were on an evaluation study
• Pressure to produce positive results: When Trainers are
under pressure to make sure results of the evaluation
demonstrates that the training was effective
Return on Investment = Operational Results/Training Costs
(greater the ratio, greater the benefit to organization)
Thank you !