Module 3

EVALUATING HRD PROGRAMS

Introduction
(HRD) programs is crucial for organizations to
Evaluating Human Resource Developmentdevelopment yields the desired outcomes and
ensure that their investment in employeeEffective evaluation helps organizations make informed
contributes to organizational goals.
continuously improve their HRD initiatives.
decisions, allocate resources efficiently,and
Need for Evaluation of HRD programs
Resource Development (HRD) programs is essential for several reasons:
Evaluating Human initiatives are
Assessment: It allows organizations to determine if HRD
1. Effectiveness ensures that resources are
goals and delivering value. This
achieving their intended
invested wisely. enabling
Improvement: Evaluation identifies areas for enhancement,
2. Continuous
program content, delivery methods, and participant selection to
organizations to refine
maximize effectiveness.
Evaluation helps align HRD Programs with organizational
3. Strategic Alignment: employee development contributes to the achievement of
objectives, ensuring that
broader strategic goals. organizations can make
ROland cost-effectiveness,
4 Resource Allocation: By assessingallocation for HRD initiatives.
decisions about resource
informed
Engagement: It enhances employee
engagement by demonstrating that the
growth
5. Employee
values their development and provides opportunities for
organization
and Accountability: Evaluation ensures HRD programs adhere to legal
6. Compliance
ethical standards, fostering accountability and safeguarding against potential legal
and
issues.
Needs: kegular evauauon beips HRD programs adant to
7. Adaptation to Changing advancerente
trends, and technology
evolving organizational needs, industry
 128
organizations.
impact
measuring 2.employee
initiatives. oftentraining
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the previous metrics,
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typically learned knowledge,
methodsactually data Evaluation,
whether the fourlearning evaluation:
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Phillips'
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Evaluating HRD Programs 129

training
effectiveness at various levels, Phillips' ROI Methodology explicitly quantifies the
financialbenefits of training.
Phillips' ROIMethodology typically involves a five-level process:
focusing
Tovel 1: Reaction and Satisfaction: This level is similar to Kirkpatrick's Level 1, collected
Feedback is
participants' reactions and satisfaction with the training program.
on surveys, questionnaires, and interviews to gauge the learners' perceptions of the training's
through
quality and relevance.
the extent to which participants
Level 2: Learning:At this level, the focus is on assessing assessments, and evaluations are
training. Testing,
have acquired knowledge and skills from the
outcomes.
used to measure the learning
Application and Implementation: Level 3 evaluates how well participants apply
Level 3: situations. It measures changes in behavior and
learned in their work or real-life
what they have
result of the training. Data can be collected through observation.
job performance as a self-assessments.
performance reviews, and
level goes beyond individual performance and assesses the
Level 4: Business Impact: This It aims to
specific business metrics and key performance indicators (KPls). improved
impact of training on lead to increased productivity, reduced costs,
answer questions like, "Did the training
satisfaction?"
quality,or higher customer the actual return on investment
fifth and final level is where
Level 5: ROICalculation:The financial benefits generated by the training
comparing the
(ROI) is calculated. It involves reduced expenses) to the program's total costs, including
program (e.g., increased revenue or The a percentage, and a positive
ROl is expressed asinvestment.
development, delivery, and participant time.
indicates that the training program has delivered a return on the
ROI
known for its focus on quantifying the financial impact of
Phillips' ROI Methodology is value of
tool for organizations seeking to demonstrate the business
training, making it a valuable
initiatives. However, implementing it can be complex and
their learning and developmentrigorous data collection and analysis. Additionally, it may not be
resource-intensive, as it requires especially those with intangible or long-term benefits
programs,
suitable for all types of training financial terms.
quantify in
that are challenging to
3. CIPP Model (Context,
Input, Process, Product):
Model, which stands for Context, Input, Process, and Product, is a framework for
The CIPp interventions in various fields, including
assessing programs, projects, or
evaluating and
public policy, and organizational development. Developed by Daniel Stufflebeam, the
education, provides a structured approach to program evaluation, focusing on understanding
CIPP Model effectiveness. Each component of the model represents a different stage
and improving program
of the evaluation process:
Context Evaluation: The "Context" stage involves assessing the needs, problems, and
1. led to the development of the program or intervention. It aims to
opportunities that
understand the more significant environmental factors and contextual influences that affect
Key questions at this stage include:
the program.
130
Human Resource Developmert

What are the goals and objectives of the program?

Who are the stakeholders, and what are their interests?
What are the political, social, and economic factors influencing the program?
What resources ane available or needed to support the program?
2. Input Evaluation: In the "Input" stage, the focus is on the resources and
allocated to the program. This includes examining the materials, inputs thas.
infrastructure requied for program implementation. Key questions atpersonnel, funding. and
this stage include
Are the allocated resources adequate and appropriate for the
program's goals?
Is there sufficient expertise among program staff?
Are there any logistical or administrative challenges to
overcome?
3. Process Evaluation: The "Process" stage involves
the program. It assesses how the program is evaluating the actual implementation of
and activities used to achieve its goals. Processcarried out, including the methods, strategies,
evaluation aims to answer questions such as:
Is the program being implemented as planned?
Are program activities effective and efficient?
Are there any unexpected challenges or deviations from
the plan?
Are participants engaged and satisfied with the
4. Product
program?
Evaluation: The "Product" stage assesses the outcomes and
program. It involves measuring the extent to which the impacts of the
objectives and the overall effectiveness of the program. Key program has achieved its intended
questions at this stage include:
What are the short-term and long-term
outcomes of the program?
To what extent have program goals
been met?
What is the overall impact on the target
population or organization?
What lessons can be learned to improve future
The CIPP Model is a flexible and systematic
programs?
approach to program evaluation, allowie
organizations and evaluators to tailor the evaluation process
of the program under review. By to the specific needs and objec1ves
systematically
products, stakeholders can make informed decisions examining the context, inputs, processes, a
about program improvement, refinemen,
discontinuation.
4. CIRO
Model (Context, Input, Reaction, Outcome):
The CIRO Model, which stands for Context,
used for evaluating and analyzing learning and Input, Reaction, and Outcome, is a framet
Model. The CIRO Model focuses on assessing training various
programs, similar to the Kirkpat
determine its effectiveness and impact on participants. Heredimensions of a training prOgra
is a breakdown of each componelt
the CIRO MOdel:
EvaluatingHRD Programs 131

Context: The "Context" stage involves considering the broader organizational and
environmental factors surrounding the training program. It seeks to understand the
snecific needs, challenges, and goals of the organization that prompted the development
of the training initiative. Contextual factors might include industry trends, regulatory
requirements, organizational culture, and strategic objectives.
program. It
Input: The "Input" stage focuses on the design and planning of the trainingmethods
instructional the
encompasses the resources, materials, curriculum, and
well-structured, relevant, and
training uses. Inputevaluation ensures that the program is
aligned with the identified needs and goals. Assessing inputs helps identify any
potential gaps in the training'sdesign.
"Reaction" stage is similar to Kirkpatrick's Level I evaluation. It focuses
Reaction: The includes
participants' immediate feedback and reactions to the training. This
on the
data on how participants perceived the training experience whether they
gathering surveys,
Feedback is typically collected through
found it engaging, useful, and relevant.
questionnaires, or interviews.
evaluation. It
"Outcome" stage is similar to Kirkpatrick's Level 4
Outcome: The
results of the training program. This level measures
assesses the long-term impact and job
led to significant changes in participant behavior.,
analyzing
whether the training has outcomes. Outcome evaluation may involve
performance, and organizational metrics.
indicators (KPIs), productivity data, or other relevant
key performance framework emphasizing the importance of
a comprehensive evaluation participant reactions and
The CIROModel is program's context and inputs and assessing
Considering the training dimensions, organizations can gain a more holistic
long-term outcomes. By
examining these four
efforts and make informed decisions about
of their training
understanding of the effectiveness investments in employee development.
future
program improvement and
HRD Evaluation:
J. Anderson's Model of Development) Evaluation, developed by
HRD (Human Resource HRD programs and
Anderson's Model offramework used to assess the effectiveneSs of efforts on individual
David L. Anderson. is a This
of HRD
Model measures the impact levels of evaluation:
organizations.
Initiatives within
performance. Anderson's Model consists of four
and organizational Satisfaction:This level is similar to Kirkpatrick's
Reactions and reactions and
Level 1: Participant's
involves gathering participant feedback to assess their
through surveys.
Level 1 evaluation. It program. This feedback can be collected
Satisfaction with the HRD understand how well the program met participants'
questionnaires, and interviews. The goal is to
expectations and needs. assessing the
Skill Development: At this level, the focus is on
Level 2: Learning and acquired new knowledge,
skills, and competencies due to the
extent to which participants have include pre-and
post-training assessments, tests, skill
HRD program. Evaluations may of learning outcomes.
demonstrations, and other measures
Level 3: Behavior Change and Application:
Level 3 evaluates whether participants have
behaviors and practices in their
translated what they learned in the HRD program into changed
 Human Resource Development
132

transfer of knowledge and skills from the training setting

real-world It assesses
situations. the
Data collection methods may involve observations, self--assessments,
work environment.
reviews.
supervisorfeedback, or performance of HRD
Organizational Impact: This level focuses on measuring the impactto achie
Level 4: contributed
whole. It assesses whether the HRDprogram has
the organization as a
improving performance, and enhancing overall effectiveness. Evaluations
organizational goals, performance indicators (KPIs), financial data, and orh
this level often involves analyzing key
organizational metrics.
Anderson's Model of HRD Evaluation emphasizes the importance of evaluating HRD
outcomes and the broader organizational
initiatives based on participant reactions and learning organizations can gain insights into the
impact. By considering all four levels of evaluation, decisions to enhance emplovee
effectiveness of their HRD efforts and make data-driven
aligns with the broader field of
development and contribute to organizational success. This Modeland organizational performance
human resource development, which seeks to improve individual
through various learning and development activities.
6. Brinkerhoff's Success Case Method:
The Brinkerhoff's Success Case Method (SCM) is an evaluation and
performance
designed to identify
improvement approach Dr. Robert O. Brinkerhoff developed. This method is
and understand the factors contributing to the success of a training or development program andof
identify areas where improvements are needed. The SCM is often used in the context
evaluating the impact of training and learning initiatives. Here is an overview of how the Success
Case Method works:
Identifying Cases:In the SCM, you identify a sample of individuals who have participated
in the training program. You select cases based on specificcriteria, typically at both ends of the
performance spectrum. This means you choose some participants who have achieved exceptional
results after the training (success cases) and others who have not improved or have experienced
difficulties (non-success cases).
Collecting Data:Data collection is a crucial part of the SCM. For the success cases, you
gather detailed information about what they did differently after the training, how they applied
what they learned, and how it impacted their performance. For the non-success cases, ou
investigate why they didn't achieve the desired outcomes and what barriers they faced.
Analysis: The collected data are analyzed to identify common themes, patterns, and factos
contributing to success or hindered progress. This analysis helps uncover the impact of te
training program's positive and negative aspects.
Reporting and Feedback:The findings are shared with stakeholders and progra
developers. Success stories from the success cases are often highlighted to illustrate the pos
Impact of the training. The non-success cases are used to identify areas where the traini
program can be improved.
Action Planning: Based on the insights gained from the SCM, action plans are develope
make necessary adjustments to the training program. This might involve refining the contes
delivery methods,or support systems to better meet the needs of all participants.
FvaluatingHRDPProgranms 133

The keyidea behind Brinkerhoff's Success Case Method is to focus on both ends of the
performancespectrum rather than conducting a broad evaluation of the entire participant group.
By
doingso, organizations can identify what works exceptionally well and what doesn't, allowing
targetedimprovements.
The method is particularly useful for programs where theimpact is
for variable
highly among participants.
.CSE Model (Context, Input, SystematicEvaluation):
The CSE Model, which stands for Context, Input, and Systematic Evaluation, is a frame workis
and interventions. This model
ased for evaluating and improVing educational programseffectiveness of educational initiatives
commonly applied in the field of education to assess
the
improvement. The CSE Model consists of three
and to make data-driven decisions for program
key components:
understanding the broader environmental
Context: The "Context" component involves
educational program operates. It includes
and contextual factors in which the
program, the target audience or learmers, the
considering the goals and objectives of the that may impact the program's Success.
factors
available resources, and the external and
factors might include socioeconomic conditions, cultural considerations,
Contextual
policy influences.
component focuses on the resources, materials, strategies, and
Input: The "Input" design and
the educational program. It involves evaluating the objectives.
processes used in goals and
aligns with the identifiedinstructional
program to ensure that it methods,
planning of the program's content, curriculum,
Input evaluation determines if the
appropriate and effective.
and support systems are component is the core of the
"Systematic Evaluation"
Systematic Evaluation: The of the
conducting a rigorous and systematic evaluationwhether the
CSE Model. It involves and impact. This evaluation assesses
effect on
educational program's outcomes objectives and whether it has had a positive
program has achieved its intended include pre-and post-assessments, surveys,
collection methods may
the learners. Data performance data.
observations, and the analysis of student systematicand
interviews,
significance of conducting evaluations in a shaped by
underscores the programs' effectiveness ismethodically
The CSE Model recognizes that educational
Context-sensitive manner. It (context). By
contextual factorsinformed
(inputs) and external choices to improve
nternal program elements educators and administrators can make
assessing these components,
educational initiatives.
the quality and impact of
8. Balanced Scorecard Approach: management framework that provides
organizations
The Balanced Scorecard is a strategic
considering various factors beyond just financial
their performance by I990s, the Balanced
with a balanced viewof Robert Kaplan and David Norton n the carly multiple
metrics. Developed byemphasizes looking at an organization s pertormance from
Scorecard approach objectives. It typicallyincludesfour key perspectives:
perspectivesto achieve strategic
134 Human Resource D
Development
1. Financial Perspective: This perspective focuses on traditional financial
measures
indicators such as revenue, profit, return on investment, and cost contro). r band
organizations assess their financial health and sustainability.
2. Customer Perspective: The customer perspective looks at how well the organizati
meets customer needs and expectations. It considers customer satisfaction,
market share, and retention factors. The goal is to understand and improve theloyalvaty.
delivered to customers.

3. Internal Process Perspective:This perspective examines the internal processes and

operations that drive organizational performance. It involves identifying critici
processes, measuring their efficiency and effectiveness, and finding ways to streamline
and optimize themtoenhance overall performance and quality.
4. Learning and Growth (or Employee) Perspective: The learning and growth
perspective focuses on the organization's ability to adapt, innovate, and grow. h
includes measures related to employee training, skills development, employe
satisfaction, and the ability to attract and retain talented employees. A motivated and
skilled workforce is seen as a key driver of organizational success.
In addition to these four perspectives, the Balanced Scorecard approach also involves setting
specific objectives and performance targets for each perspective, aligning them with the
organization's overall strategy, and tracking performance against these targets. It often includes
the development of strategic initiatives and action plans to drive improvement in each
perspective.
The key principles of the Balanced Scorecard:
Balance: By considering financial and non-financial perspectives, organizations aum o
achieve a balanced view of their performance and avoid overemphasizing shor-term
financial results.

Alignment: The scorecard aligns performance measures with the organization's

strategic goals and objectives, ensuring that everyone in the organization understands
how their actions contribute to the overall strategy.
Communication: The Balanced Scorecard is a communication tool that helps share the
organization's strategy and performance targets with employees at all levels, fosterng a
shared understanding of priorities and goals.
Continuous Improvement: Regular measurement and analysis of performance in ea
perspective enable organizations to identify areas for improvement and take correcux
actions to enhance overall performance.
The Balanced Scorecard approach is widely used in various sectors, including businedrive
tool to
nonprofit organizations, and government agencies, as a strategic management
performance, monitor progress, and make informed decisions aligned with organizational goas
Evaluating HRD Programs
135

9. Don Kirkpatrick's Expanded Model:

DonaldL. Kirkpatrick's Expanded Model is an extension of his
Four-Level Model for evaluating training and well-known Kirkpatrick's
eveloped to provide a more comprehensive anddevelopment programs. The Expanded Model was
detailed framework for assessing the impact and
affectiveness of training initiatives. While Kirkpatrick's original model includes four levels of
evaluation, the Expanded Model adds two additional levels, resulting in a six-level evaluation
framework. Here is an overview of the six levels in Kirkpatrick's Expanded Model:
Level 0: Reaction: This level corresponds to Kirkpatrick's Level 1. It focuses on
narticipants' immediate reactions and perceptions of the training program. Data is collected to
gauge how learners felt about the training whether they found it engaging, relevant, and well
structured.

Level 1: Learning: This level corresponds to Kirkpatrick's Level 2. It assesses whether

participants have acquired the knowledge, skills, and competencies that the training was designed
to impart. Evaluation methods may include quizzes, tests, skill demonstrations,or observations.
Level 2: Behavior: Level 2 in the Expanded Model corresponds to Kirkpatrick's Level 3. It
looks at how participants apply what they have learned in their workplace or real-life situations.
The focus is on changes in behavior, job performance, and work-related outcomes.
Level 3: Organizational Results: This level assesses the impact of the training on the
organization's goals and objectives,similar to Kirkpatrick's Level 4. It aims to determine whether
the training has led to key performance indicators (KPIs) changes, such as increased productivity,
improved customer satisfaction, cost savings, or other relevant metrics.
Level 4: Return on Investment (RO):Level 4 in the Expanded Model goes beyond
Kirkpatrick's original model by adding a financial dimension. It involves calculating the return on
investment for the training program. This calculation compares the financial benefits generated
by the training to the program's total costs, including development, delivery, and participant time.
Level 5: Intangible Benefits:The final level, Level 5, focuses on capturing intangible
benefits that are challenging to quantify in financial erms. These benefits may include increased
employee morale, enhanced teanwork, improved leadership skills, and other intangible assets
contributing to the organization's overall success.
Kirkpatrick's Expanded Model provides a more comprehensive approach to training
evaluation, allowing organizations to assess both the tangible and intangible impacts of their
training programs. Itrecognizes the importance of considering the financial aspects (RO) while
acknowledging the value of less tangible but cqually important benefits. Implementing all six
levels of evaluation can provide a more holistic understanding of the training program's
effectiveness and contribution to the organization's success.
10. Wisconsin Modelof HRD Evaluation:
mWisconsin Model of HRD (Human Resource Development) Evaluation, also known as
the Wisconsin Framework, Is a comprehensive approach to evaluating and assessing HRD
ewithin organizations. Developed by Holton and
Swanson in the late 1990s, this model
 Human Resource Development
136

for evaluating the effectiveness of HÞ

provides a systematic and structured framework performance.
determiningtheir impact on individual and organizational
initiatives and
The Wisconsin Model consists of four major components:
resources and plannino
1. Input Evaluation: Input evaluation focuses on assessing the
quality of the instructional
that gointo the HRD program. This includes evaluating the the alignment of the
materials, the expertise of the trainers, the curriculum design, and
program with organizational goals and objectives.
program, t
2. Process Evaluation: Process evaluation examines the delivery of the HRD
instructional
assesses how the program is implemented and delivered, including the
methods used, the learning experiences provided to participants, and the quality of the
training delivery. Process evaluation aims to determine if the program is executed
effecively and if participants are actively engaged in the learning process.
3. Output Evaluation: Output evaluation focuses on the immediate outcomes and
reactions of participants to the HRD program. It assesses whether participants have
acquired the intended knowledge, skills, and competencies as a result of the training.
Output evaluation typically involves pre-and post-training assessments, skils
demonstrations, and feedback from participants.
4. Outcome Evaluation: Outcome evaluation examines the HRD program's longer-term
impact on individual and organizational performance. It assesses whether the acquired
knowledge and skills are applied on the job, improving job performance, productivity,
and organizational effectiveness. Outcome evaluation often involves follow-up
assessments, surveys, performance appraisals, and key performance indicators (KPis)
analysis.
The Wisconsin Model is characterized by its systematic and structured approach to
evaluation, emphasizing the importance of aligning HRD initiatives with organizational goals and
objectives. It recognizes that effective HRD programs should result in immediate skill
development (output) and lead to tangible improvements in individual and organizational
performance (outcome).
Assessing the Impact of HRD Programs
Assessing the impact of Human Resource Development (HRD) programs is crucial for
organizations to determine the effectiveness of their investment in employee development and
training. Evaluating HRD programs' impact involves assessing how they have achieved their
intended objectives and contributed to individual and organizational perfornance improvement.
Here are steps and methods to evaluate the impact of HRD programs:
1. Clarify Objectives and Goals: Clearly define the objectives and goals of the HRD
program before it begins. These objectives should be specific, measurable, achievable.
relevant, and time-bound (SMART). Having well-defined goals will make it easier to
assess the impact later.
2. Baseline Assessment: Conduct a baseline assessment before the HRD program begins.
This involves collecting data on participants' current performance, skills, and
Evaluating HRD Programs 137

knowledge. This baseline data will serve as a reference point for measuring post
program changes.
1 Output Evaluation: Assess the immediate outputs of the HRD program. This includes
evaluating whether participants have acquired the knowledge, skills, and competencies
that the program was designed to impart. Common methods for output evaluation
include pre-and post-training assessments, skills demonstrations, and participant
feedback.
4. Outcome Evaluation: Measure the longer-term impact of the HRD program on
individual and organizational performance. This invoBves assessing whether the
acquired knowledge and skills are applied on the job, leading to improved job
performance, increased productivity, and enhanced organizational effectiveness.
Methods for outcome evaluation may include follow-up assessments, surveys,
performance appraisals, and analysis of key performance indicators (KPIs).
groups or comparison
Control Group and Comparison: Consider using control individuals
5. who do not
consist of
groups in your evaluation design. Control groups to those who do. This allows
participate in the HRDprogram but are otherwise similar
by comparing participants'
for a more accurate assessment of the program's impact
performance to non-participants.
from program participants through
Surveys and Questionnaires: Collect feedback their perceptions of the program's
surveys and questionnaires. Ask them about
met their learning needs. Use open
effectiveness, relevance, and the extent to which it
insights.
ended questions to gather qualitative
and performance reviews
7. Observations and Performance Reviews: Use observations
resulting from the HRD program.
to assess changes in job behavior and pertormanceon the job or conducting structured
This may involve direct observation of partic1pants
performance assessments.
supervisors, managers, and other kev
8. Kev Stakeholder Feedback: Seek feedback Irom provide valuable insights into
stakeholders who interact with participants. They can organizational goals.
changes in employee behavior, performance, and contributions to
the return on
9. Cost-Benefit Analysis: Conduct a cost-benefit analysis to assess
benefits generated by
investment (RO) of the HRD prOgram. Calculate the financiai
and
the program compared to the total costs, inciuding development, delivery.
participant time.
10 Lonoitudinal Tracking:ConSder raCKing the impact of the HRD program over an
extended period. Some changes in behavior and performance may take time to manifest,
long-term trends important.
so monitoring
11 Beedback and ContinuOuS Improvement: Use the evaluation results to inform
program improvement. Identify areas of strength and areas for enhancement. Feedback
from the evaluation can guide adjustments to future HRD initiatives.
 4. 3. 2. analysis and 138
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 142

f. e. d. C. b. a.

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147