effective training: strategies, systems and practices, 3 rd edition p. nick blanchard and james w....

Effective Training: Strategies, Systems and Practices, 3rd EditionP. Nick Blanchard and James W. Thacker

Evaluation of Training

Chapter- Nine(9)

Chapter 8 2

Purpose of Training Evaluation Determine if accomplished

objectives Identify strengths and weaknesses Cost-benefit analysis Who should participate and who

benefited most Determine if program appropriate Database for decision making

Chapter 8 3

Evaluation Phase

Input Process Output

Evaluation Objectives

Design Issues

Organizational Constraints

Evaluation Strategy

and Design

ProcessMeasures

OutcomeMeasures- Reaction- Learning- Behavior- Results

Chapter 8 4

Kirkpatrick’s Levels of Criteria Reaction – did trainees like the

program Learning – demonstration of

learning at end of program Behavior – actual transfer to job Results – impact on bottom line

including efficiency, productivity, cost, etc.

Chapter 8 5

Data Collection Methods Interview Questionnaire Direct observation Tests and simulations Archival performance data Types of data – individual, group,

system wide

Chapter 8 6

Potential Questions to Be Addressed in a Process Analysis (Before Training) – Part 1 of 2

Were 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?

Chapter 8 7

Potential Questions to Be Addressed in a Process Analysis (Before Training) – Part 2 of 2

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 and addressed?

• Were processes built into training to facilitate recall and transfer?

• Were steps included to call attention to key learning events?

• Were aids for symbolic coding and cognitive organization designed?

• Were opportunities included for symbolic and behavioral practice?

• Were steps included to ensure transfer of learning to the job?

Are the training methods appropriate for the learning objectives?

Chapter 8 8

Potential Questions to Be Addressed in a Process Analysis (During Training)

Was there a match between trainer, training techniques, and

training/learning objectives?

• Were lecture portions of the training effective? Was involvement encouraged/solicited?

Were questions used effectively? • Did the trainer appropriately conduct the various training methodologies

(case study, role play, etc.)?

Were they explained well? 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?

Chapter 8 9

Who Is Interested in the Process Data

Training Department

Trainer: Yes, to determine what does and does not work well. Other trainers: To the extent that process generalizes to other

training. Training manager: Only if training is not successful, or if there is a

problem with a particular trainer.

Customers Trainees: No Trainees’ supervisor: No Upper management: No

Chapter 8 10

Reaction Questionnaire for the Trainer – Part 1 of 2

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

1. The trainer did a good job of stating the objectives at the beginning of training ……….………..…………………..1 2 3 4

5

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

5

3. The trainer was good at keeping everyone interested in the topics ……………………………………………..…….. 1 2 3 4 5

4. The trainer encouraged questions and participation from trainees …………………………….………………1 2 3 4 5

Chapter 8 11

Reaction Questionnaire for the Trainer – Part 2 of 2

5. 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 before moving to the next module……………………………………1 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 I’ve ever worked with.

Chapter 8 12

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 could be valuable in determining effectiveness of training for different cultures, for example, which may be lost in an overall assessment.

Chapter 8 13

Steps to Consider in Developing a Reaction Questionnaire – Part 2 of 2

6. Allow space for “Additional Comments” in order to allow participants the opportunity to mention things you might not have considered.

a. If right after training, have someone other than the instructor administer and pick up the information.

b. If some time later, develop a mechanism for obtaining a high response rate (e.g., encourage the supervisor to allow trainees to

complete the questionnaire on company time).

Chapter 8 14

Course Reaction Questionnaire Develop a questionnaire to

measure student reactions to COBA courses

About 10 questions What would you want to know to

help you decide what courses and instructors you would want to take?

Chapter 8 15

Procedures for Developing a Multiple Choice Test

1. Examine objectives to determine 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. Avoid making the correct response always longer than incorrect responses.

5. Four alternatives are usually enough.

6. Pretest items. Ask for feedback on clarity. Note questions that most get wrong.

Chapter 8 16

Example of an Attitudinal Measure

Attitudes Toward EmpowermentPlease indicate the degree to which you agree or disagree with the following statements.1 = Strongly disagree 2 = Disagree 3 = Neither agree nor disagree 4 = Agree 5 = Strongly agree

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

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

3. The empowerment program has improved relationship with my supervisor………………………………………………1 2 3 4 5

4. Empowerment has brought more meaning to my life at this company……………………………………………………..1 2 3 4 5

5. Empowerment interventions should be introduced in other plants in this company…………………………………………..1 2 3 4 5

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

Chapter 8 17

Guidelines for Writing Effective Questionnaires – Part 1 of 4

2. Ask one question at a time.

Bad: Both the organization’s goals and my role within the organization are clear.

1. Write simply and clearly, and make the meaning obvious.

Bad: To what extent do supervisors provide information regarding the quality of performance of people at your level?

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

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

Chapter 8 18


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

1 2 3 4 5

not once 1–3 times about once 2-4 times once a a month a week a week day or

more

3. Provide discrete response options.

Bad: During the past three months how often did you receive feedback on your work?

1 2 3 4 5 rarely occasionally frequently

Chapter 8 19


4. Limit the number of response options.

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

0–10% 11–20% 21–30% 31–40% 41–50% 51–60% 61–70% 71–80% 81–90% 91–100%

Good: What percent of the time are you sure of what your compensation will be?

1 2 3 4 5

0–20% 21–40% 41–60% 61–80% 81–100%

Chapter 8 20


5. Match the response mode to the question.

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

Chapter 8 21

Example of 360-Degree Feedback Results

Skills being Assessed

Very Low

Low Average High Very High

Listening Skills S P, B E

Managing Conflict S P, B E

Organizing S, P B, E

Written Communication S, P B E

S = Subordinates

P = PeersB = Supervisor (Boss)

E = Employee being assessed

Chapter 8 22

Scripted Situation Item for Evaluation of 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 of the 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 curriculum content for review.

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

____ Ask the head of the science department for his or her opinion about the teacher’s lesson plan.

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

Chapter 8 23

Types of Outcomes and Examples of Factors Affecting those Outcomes

Perceived match between trainee Exceptions and what training provided

Reactions

Trainee readiness for the course Trainee motivation to learn Design, materials, and content Trainer(s) behaviors

Learning

Transfer of training Motivational forces in the job setting Opportunity to applying training on the job KSAs

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

Chapter 8 24

Cost Savings for Grievance Reduction Training

Pretraining Post training Management time (for those going to 3rd step) 10 hours per grievance

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

Union Reps time

(paid by management) 7.5 hrs per grievance

7.5 X 63 grievances = 472 ½ hrs 7.5 X 8 grievances = 60 hrs.

Total Cost

Management time

Union reps time

Total

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

472 ½ hrs X $25 per hr.= $11,812.50 $43,312.50

80 hrs. X $50 per hr. = $4,000.00

60 hrs. X $25 per hr. = $1,500.00 $5,500.00

Reduction in cost of grievances going to the third step 43,312.50 – 5,500.00 = $37,812.50 Cost of training $32,310.00

Cost saving for the first year $ 5,502.50

Chapter 8 25

Calculation of the Utility of the Grievance 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 = Xt – Xu

SD (r yy)

Xt = average job performance of the trained supervisors Xu = average job performance of the untrained supervisors SD =standard deviation of job performance for the untrained

supervisors r yy = reliability of job performance measure

Chapter 8 26

Who Is Interested in the Outcome Data

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 Perhaps

Trainees’ Supervisor Not really Only if no transfer

Yes Yes

Upper Management No No Perhaps Yes

Chapter 8 27

Reaction to Training – Part 1 of 2

Answer the following questions about the training in Active Listening skills using the scale below:1= Strongly disagree 2= Disagree 3= Neither agree nor disagree 4= Agree 5=Strongly agree 1. The training met the stated objectives 1 2 3 4 5 2. The information provided was enough so Iunderstood the concepts being taught 1 2 3 4 5 3. The practice sessions provided were sufficient 1 2 3 4 5 to give me an idea of how to perform the skill 4. The feedback provided was useful in helping 1 2 3 4 5me understand how to improve.

Chapter 8 28

Reaction to Training – Part 2 of 2

5. The training session kept my interest throughout 1 2 3 4 5

6. The pace of the Active Listening session was 1. Way too fast2. A bit fast3. Just right4. A bit slow5. Way too slow

7. What did you like best about this part of the training 8. What would you have changed Additional Comments: Note: A similar scale would be used for each of the other components of training that were taught.

Chapter 8 29

Calculation of the Utility of the Grievance Training – Part 2 of 2

DT is a measure of the improvement (in standard deviation units) in performance 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 comes from the 40% rule, which is a calculation based on 40% of the average salary of trainees.

So based on the above information, the utility of the training based on this formula is:

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

Chapter 8 30

Paper & Pencil Test for Evaluation of Learning

Evaluation of learning There is no specific time limit on this test, but most should be able to finish in

about one hour. Answers to the questions should be written in the booklet provided.

Please read each question carefully as some of the questions have more

than one part to them.

1. List four types of active listening and provide an example for each.

2. List the steps in the Conflict resolution model. After each step, provide a relevant example of a phrase that would represent that step.

3. And so forth…..

Chapter 8 31

Training Evaluation Documents for Active Listening – Part 1 of 8

Scenarios for evaluating learning of Active Listening SkillsPart 1 Initiators Role Role Scenarios to Test Trainees (The initiator to be played by the same actor for all trainees) Test Scenario 1You have just been asked by your supervisor (the trainee) to serve on the same committeeagain. You are angry that they always ask you.You Start. Say Angrily:

"OH NO, YOU DON'T. I'VE BEEN ON THATCOMMITTEE THREE YEARS IN A ROW AND IT TAKES UP TOO MUCH TIME".

Chapter 8 32


Part 1 Initiators Role Test Scenario 2Your supervisor has just talked to you about why you don’t follow procedures. You say angrily: "WHY ARE YOU PICKING ON ME ALL THE

TIME. I'M NOT THE ONLY ONE WHO DOESN'T FOLLOW THESE STUPID PROCEDURES".

You have just been asked by a your supervisor second time today whether you will be attendingthe weekly meeting.You say Angrily: "I ALREADY TOLD YOU, I CAN'T ATTEND

THE WEEKLY MEETING BECAUSE I HAVE TO COMPLETE THE STAFF REPORTS FOR

And so forth (for a total of 5) TOMORROW".

Chapter 8 33


Scenarios for evaluating learning of Active Listening SkillsPart 2

Trainees instructions This test will require you to respond to 5 different short scenarios where you are a supervisor, and you say something to a subordinate that elicits an angry response. You will be expected to respond using the skills of active listening. Below is a description of each of the scenarios and what you have initially said to the subordinate. When you are ready for each of the scenarios to begin nod your head to the initiator. At that time the initiator will say something. You need to respond to the comment, and when complete, explain to the evaluator the rationale for your response.

Chapter 8 34


Scenario 1You have asked a subordinate to continue working on a particular committee for another year.Listen then respond using active listening. Nod your head when ready…. Scenario 2You have just talked to a subordinate regarding the importance of following procedures.Listen then respond using active listening. Nod your head when ready…. Scenario 3 Today is the day of your weekly meeting. You asked your subordinate if he/she would be attending the meeting, they said no. It is now time for the meeting and you call once more to check if they can make the meeting.

Listen then respond using active listening. Nod your head when ready….

Chapter 8 35


Part 3: General guidelines for evaluating active listening scenarios

Trainee fails the scenario if his/her response is focused on the issue instead of reflecting back what the initiator says. Passing responses reflect back what the person is saying without being a mimic of what was said.

Examples of acceptable and poor responses are given in the following slides.

Chapter 8 36


Scenario 1

The supervisor (trainee being tested) asked the subordinate to continue working on a particular committee for another year. Listen to response and grade according to guidelines Unacceptable response: “I am willing to talk about reducing

the work you have to do if you will be on it”

Acceptable response "YOU DON'T WANT TO BE ON THAT COMMITTEE AGAIN BECAUSE IT INTERFERES WITH YOUR WORK AND YOU HAVE DONE YOUR SHARE."

Chapter 8 37


Scenario 2

The supervisor (trainee being tested) has just talked to a subordinate regarding the importance of following procedures. Listen to response and grade according to guidelines.

Unacceptable response: “You are not the only one I have talked to about this”

Acceptable response "YOU BELIEVE THAT YOU'RE THE ONLY ONE THAT I AM SINGLING OUT FOR NOT FOLLOWING PROCEDURES".

Chapter 8 38


Scenario 3

The supervisor (trainee being tested) called first thing in the AM, and asks the subordinate if he/she would be attending the weekly meeting and the subordinate said no they were busy. The supervisor has just called again at meeting time to check if they could make the meeting. Listen and grade.

Unacceptable response: “The meeting will only be an hour”.

Acceptable response: "YOU'RE NOT ABLE TO ATTEND THE MEETING BECAUSE YOU ARE FINISHING STAFF REPORTS THAT ARE DUE TOMORROW".

Chapter 8 39

Sources of Invalidity – Part 1 of 2

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Posttest Only (no control group) - - - - - -

Pretest/posttest (no control group) - - - - ? + + - - - ?

Posttest Only (with control group) + + + + + + + + + ? ?

Pretest/Posttest (with control group) + + + + + + + + - ? ?

Time Series Design - + + ? + + + + - ? ?

Chapter 8 40

Sources of Invalidity – Part 2 of 2

Note: In the tables, a minus indicates a definite weakness, a plus indicates that the factor is controlled, a question mark indicates a possible source of concern, and a blank indicates that the factor is not relevant.

It is with extreme reluctance that these summary tables are presented because they are apt to be “too helpful” and to be depended upon in place of the more complex analysis. No + or - indicator should be respected unless the reader comprehends why it is placed there. In particular, it is against the spirit of this presentation to create fears of, or confidence in, specific designs without an clear understanding of its strengths and weaknesses for a particular purpose.

Chapter 8 41

Research Design Internal Validity

Did a change occur? Was the change a result of the

training?

External Validity Will the change occur in other

situations with different trainees?

Chapter 8 42

Threats to Internal Validity History – events occurring during

training Maturation – natural improvements

with development Testing – effects on pre-tests on

changes Instrumentation – different

measures at different point in time

Chapter 8 43

Threats to Internal Validity (continued) Statistical regression – select

trainees measured at extremes in abilities/KSAs and regress to mean

Reactive effects of research situation – motivation (Hawthorne effect)

Multiple treatment effects – previous training

Chapter 8 44

Experimental Designs Control group – random assignment

to treatment and control groups so trainees have similar characteristics

Two-group posttest only (used most often)

Two-group pretest/posttest Four group design – control for effects

of pretest and prior knowledge

Chapter 8 45

Non-experimental Designs Case study – intensive, descriptive

study with after only measures One group pretest/posttest design

Chapter 8 46

Quasi-experimental Designs Nonequivalent control group

design – analyze for equivalence or use multiple regression to control for demographic factors

Time series – establish base line, then training, then series of measures to determine if change has occurred

Chapter 8 47

Ethical Issues Concerning Evaluation Research Confidentiality Informed consent Withholding training – can provide

later Use of deception Pressure to produce positive

results

Chapter 8 48

Assessing the Impact of HRD Programs Cost-benefit – monetary costs in

relation to nonmonetary benefits Cost-effectiveness – monetary

costs in relation to monetary benefits

Return on investment = results/costs