Evaluation of Strategic HRD
Chapter 11
Why Evaluate ?
The Purpose of Evaluation: Viewpoints & Challenges
• Evaluation is a core part of what makes us compete or
competitive.
• Evaluation is important from three different perspectives
1. First view point: Gauging success
• Persons who took part in the development or learning
process are interested
2. Second view point: Whether financial & time
investment paid off?
• Stakeholders are interested
3. Third view point :Evaluation of the development design
• The designers and facilitators of the training program or
process are interested.
The Evaluation Process
The Focus of Evaluation
• Understand the parameters of evaluation
• Look inside the boxes of parameters
The Parameters of Evaluation
• Defines “What we are trying to evaluate”
• Should have clear and measurable learning objectives
• Learning objectives are best indicators of the purpose of
the learning intervention
• HRd has a more strategic role to play and the evaluation
needs to be adapted accordingly
• Supports a notion of fit between learning objectives and
evaluation focus
The Evaluation Process
Evaluation areas of SHRD: Drawing parameters
Level & Time Individual
dimensions
(current and
enabling)
Team/Department
(current and
enabling)
Organization
(current and
enabling)
Formal
Program
Focus of
conventional
evaluation
Some evidence of
formal evaluation
Needs
Development:
Kirkpartrik level 4
adresses this to
some extent
Informal
Process
Could be captured
in performance
appraisal but is
often not
acknowledged as
part of SHRD
processes
Could be captured
in performance
appraisal but is
often not
acknowledged as
part of SHRD
processes
Needs
Development
The Evaluation Process
Evaluating learning outcomes
Kirkpatrick’s four-level framework for categorizing training
outcomes
Level 1: REACTIONS-What does participant feel about the
training?
Level 2: LEARNING-What factors or information did the
participant gain?
Level 3: BEHAVIOUR- What skills and competencies did
the participant gain, an how are these used in the
workplace
Level 4: RESULTS OR EFFECTIVENESS- What results can
be tracked as a result of the participants applying their
skills and knowledge
The Evaluation Process
Evaluating learning outcomes
Kirkpatrick’s four-level framework for categorizing training
outcomes
1. The first level of these learning outcomes refers to the
participants’ immediate reaction to the training
programme.
2. The second level of Kirkpatrick’s evaluation content
model refers to cognitive outcomes
3. The third level of Kirkpatrick’s evaluation content
model refers to the assessment of skill based outcomes
4. The fourth level relates to the impact of the
development process on the organization as a whole
The Evaluation Process
Evaluating Informal Training
• Managerial learning is often regarded as most suited to
the informal learning sphere.
• The key “input” criteria for evaluation of the informal
learning process can be grouped into:
1. The learning potential of the job context
 Is the work environment conducive to informal
learning?
The variation of subcultures
Does my team value learning
2. The “Person” characteristics
Self Efficacy
Instrumentality
The Evaluation Process
The Timing of Evaluation
Evaluation point
Purpose
First point: Prior to training &
development
Review purpose of training and provide input into the
learning objectives.
Assess skill level before learning intervention
Second point: During training
Participants and facilitator want to guage performance
improvements (kirkpatrick level 2)
Could use data to feed back into the learning design
Third point: Post-program, delivery
but prior to workplace transfer
Reactions to the training program (kirkpatrick level 1)
Perceptions of the facilitators as well as the learning
process. Gain insight into whether the administration &
structure of the program was effective
Fourth point: Post-program,on-thejob, approximately 3 months after
re-entry
Transfer of learning (kirkpatrick level 3)
Ability to practise skill, Information about necessary
changes to the workplace can be identified
Fifth point-Post-program,on-thejob, approximately 6 months after
re-entry
Transfer of learning (kirkpatrick level 3)
Impact on organizational performance as well as individual
performance (kirkpatrick level 4)
Identify future training and development needs
The Evaluation Process
The Tools for Evaluation
The most frequently used instrument or tools include:
Questionnaires
Interviews
Focus groups
Observations
Skill tests
The Evaluation Process
The impact of Evaluation itself
• Evaluation as a process can be a powerful illuminator of
organizational interrelationships and the influence of
culture on learning and success
• Evaluation uncovers performance issues: it tells us what
works well and more importantly, when it works well.
• Previous research found that a key indicator of the
organizational performance is discretionary behaviour
• These data, gathered through observation and interview
methods, could also indicate
1. How the organizational culture influences performance
2. Whether there are powerful subcultures that have an
impact on learning
3. Which managerial styles are more conducive to
learning
The Evaluation Process
The “Why”, “Who”, “When”, “How” and “What” of Evaluation
WHY?
WHO?
WHAT?
WHEN?
HOW?
Gauging
performance
improvements“How well am I
doing?”
Participants,
Facilitators,
HRD function
Kirkpatrick
Levels 2 & 3
During training
program and
upon
completion of
program
Skill-based
tests,
Observation,
Interviews
Return on
Investors,
investmentHRD function
“Was it worth it”
Kirkpatrick
Level 4
Upon return to
workplace
(long term= 6
to 12 months)
Questionnaires,
Human Capital
Accounting
Program design“What worked”
Kirkpatrick
Level 1, with
some emphasis
on levels 2, 3 &
4
Directly upon
completion of
program
(reactions)
Questionnaires,
Interviews,
Focus groups
HRD function