EVALUATING HRD PROGRAMS AND CAREER MANAGEMENT

Why Learning Goals are Important?
•Learning goals are specific and measurable abilities/ qualities
you want your employees to display at work.
•It helps to understand whether the employee skills and training
programs are aligned with the business vision or not.
•To create a comprehensive learning model in the enterprise and
get better results.
Dr.A.karthikeyan MBA.,Ph.D.,

Why Learning Goals are Important?
•You can address the weaknesses and talent gap in the organization
•You create a transparent and consistent model to promote employee
learning
•It enhances employee satisfaction when they see the efforts the employer
puts into developing learning programs
•It increases employee performance and retention rate
•It increases overall business productivity and gives an edge over
competitors in the industry

Types of Learning Evaluation
•Process Evaluation
•This focuses on how well the training programs have been
implemented and whether they align with the business strategies.
•Summative Evaluation
•This is conducted after the training program is complete to determine if it
has been successful.
•Formative Evaluation
•The training program is evaluated during its development stage to iron out
any issues and make the program more effective.

Types of Learning Evaluation
•Impact Evaluation
•This one deals with the long-term impact of training on employee
performance, retention, business productivity, etc.
•Outcome Evaluation
•This type deals with how the learning models have changed employee
attitudes, behaviors, knowledge, etc., and how this impacted your business.

Why are Evaluations Important?
Evaluations gives the detailed information about the
positives and negatives of the learning program and its
impact on employees.
It get insights at the individual, team, department, and
organizational levels.
Consequently, helps to make better decisions for the future
and correct the mistakes in the processes.
It is obvious that the ultimate goal of any business is to
expand in the market and become an industry leader to
reap good returns.

Why are Evaluations Important?

Training Evaluation Models
•Training evaluation models are systematic frameworks for
investigating and analyzing the effectiveness of training or learning
journeys.
•Different models target different things but in general, they look at things
such as:
•Was the training successful?
•What did the participants learn?
•Did the participants use what they learned on-the-job?
•What was the impact on the organization?
•Was the training a good investment?
•Did the training offer value for money?
•Could the training be improved?

List of Models
There are many well-developed, established models that trainers can use. Although
not an extensive list, examples include:
 Kirkpatrick’s Four Levels of Evaluation
 Phillips’ ROI Model
 Brinkerhoff’s Success Case Method
 CIRO (Context, Input, Reaction, Outcome) Model
 CIPP Model (Context, Input, Process, Product)
 Anderson’s Model of Learning Evaluation
 The Johari Window (Luft and Ingham)
 Kaufman’s Five Levels of Evaluation
 Holton’s Evaluation Model
 SOAP-M (Self, Other, Achievements, Potential, Meta-analysis)
 IBTEM (Impact Based Training Evaluation Model)
 Sales Training Evaluation Model (STEM)

•The Kirkpatrick Model
•The Kirkpatrick Model developed and introduced by Don
Kirkpatrick in 1959 is by far the most popular and widely-used
training evaluation model in use today.
•Kirkpatrick’s innovative model provided a way for any organization
to evaluate any course or training program with ease.

•The Kirkpatrick Model The four levels of the Kirkpatrick model are

•The Kirkpatrick Model – Conti…
•Level 1: Reaction
•This level helps you determine how the participants responded to
the training.
•This helps identify whether the conditions for learning were present in the
training.
•Level 2: Learning
•Through the use of short quizzes or practical tests, this stage helps
you determine what, if anything, the participants learned from the training.

•The Kirkpatrick Model – Conti…
•Level 3: Behavior
•The third stage takes place a while after the training has
finished.
• Using various assessment methods, you try to assess
whether the participants put what they learned into practice on-
the-job.
•Level 4: Results
• The Kirkpatrick model measures results against stakeholder’s
expectations. This is known as ROE (Return on Expectations).

Advantages of Kirkpatrick’s Four Levels
This model offers a holistic view of training
effectiveness, from initial reactions to the ultimate
impact on an organization’s success.
It provides a structured framework for evaluating
training, making it easier to collect and analyze data.
And fundamentally, Kirkpatrick’s model supports
alignment with organizational goals, linking training
programs to the organization’s strategic objectives.

Limitations of Kirkpatrick’s Four Levels
Gathering data for all four levels can be time-
consuming and resource-intensive.
 Attributing organizational results solely to
training can be complex, as various factors may
contribute to outcomes.
The model tends to prioritize quantitative data over
qualitative insights, potentially missing valuable
information about the training’s impact.

•The Phillips ROI Model
•The Phillips model has five levels that broadly follow the scope and
sequence of the Kirkpatrick model.
•Level 1: Reaction
In common with the Kirkpatrick Model, the Phillips ROI Model begins by
evaluating the participants’ reaction to the training they received.
•Level 2: Learning
The second level of the Philips ROI Model evaluates what, if any, learning
took place during the training.

•The Phillips ROI Model
•Level 3: Application and Implementation
Whether the participants used what they learned during the
training when they returned to the workplace. However,
Phillips approach helps an organization determine whether
an issue (if there is one) lies with the application of the
learning or its implementation. This represents a subtle but
crucial improvement over the Kirkpatrick Model.

•The Phillips ROI Model – Conti…
•Level 4: Impact
Identify whether factors other than training were responsible for delivering
the outcomes
•Level 5: Return on investment (ROI)
This level uses cost-benefit analysis to determine the value of training
programs.

Advantages of Phillips’ ROI Model
This model provides a financial focus, looking to
quantify the monetary returns on training
investments.
It aligns training with specific business objectives,
By evaluating multiple levels, it offers a holistic
view of the training process, encompassing
reactions, learning, application, and financial
returns.

Limitations of Phillips’ ROI Model
Collecting data on ROI can be resource-intensive and time-
consuming, requiring access to financial and performance data.
The complexity of calculating ROI means it may not always
yield precise results
This model predominantly emphasizes financial outcomes,
potentially overlooking other valuable non-financial impacts of
training programs.

•The Brinkerhoff Model
•In 2003, Robert O. Brinkerhoff -Success Case Method (SCM).
•The SCM is a methodology that helps an organization understand how a
training or coaching program works well, or why it is not working.
•It deliberately studies the most successful participants and the least
successful ones.

•The Brinkerhoff Model – conti…
•The two most important questions asked by the SCM are:
•“How well does a program work in a best-case scenario?”
•“When a program doesn’t work, what’s the reason for this?”

Advantages of Brinkerhoff’s Success Case
Method
This method’s strength lies in its ability to capture
nuanced, context-specific details that quantitative methods
might miss.
The qualitative nature of the method makes it more
accessible and cost-effective than some quantitative
models.

Limitations of Brinkerhoff’s Success Case
Method
The method’s qualitative nature can be more challenging
to quantify and compare across different cases.
It relies heavily on the skills and objectivity of
researchers, which can introduce subjectivity into the
evaluation.
It gives only broad, data-driven conclusions about training
effectiveness.

The CIPP Model (Context, Input,
Process, Product)
Context Evaluation-Assesses the contextual factors that
influence the training program, such as the organizational
environment and needs
Input Evaluation- It assesses the adequacy and
appropriateness on the resources and materials used in
training, including curriculum, trainers, and learning
materials

The CIPP Model (Context, Input,
Process, Product)
 Process Evaluation- model examines the training process,
assessing how well it is implemented and delivered, as well as
whether it meets the objectives. It involves observations, surveys,
and other methods to evaluate the quality of the training process.
 Product Evaluation- Assesses the outcomes of the training
program. It measures the effectiveness of the training in achieving
its goals.

Advantages of The CIPP Model
The CIPP Model offers a holistic and all-
encompassing perspective of training programs
Organizations have the flexibility to tailor the
evaluation process to their unique needs
The iterative nature of the model promotes
continuous improvement, as it identifies
strengths and weaknesses throughout the
various phases of the training program.

Limitations of The CIPP Model
It is resource-intensive, demanding considerable
time, personnel, and financial resources to conduct
an extensive evaluation.
Due to its comprehensive nature, the model may
entail complex data analysis and reporting, which
could be time-consuming.
Subjectivity in the interpretation of results,
potentially leading to varying conclusions.

Holton’s Evaluation Model
 Developed by Elwood F. Holton III
 Training Needs Assessment
 The process begins with identifying the specific needs and
objectives of training. Organizations define what skills, knowledge,
or competencies employees should acquire.
 Training Design and Delivery
 The model emphasizes the importance of designing and delivering
appropriate content, methods, and resources for effective training.

Holton’s Evaluation Model
 Learning
 The focus here is evaluating the extent to which participants acquire
the intended knowledge and skills during the training. Pre- and post-
assessments are commonly used to measure the learning outcomes.
 Transfer of Learning
 Holton’s model pays particular attention to the application of
learning in the workplace. It assesses how well participants utilize
their newly acquired skills and knowledge in their actual job roles.

Advantages of Holton’s Evaluation Model
It follows a holistic approach, covering the entire training
cycle from needs assessment to the practical application of
learning.
It ensuring that training leads to tangible, on-the-job
benefits.
 The model’s emphasis on aligning training with
organizational goals

Limitations of Holton’s Evaluation Model
 Implementing can be resource-intensive, as it necessitates
meticulous data collection, analysis, and ongoing assessments
throughout the training process.
 The comprehensive approach of the model may involve complex
evaluation processes, which can be challenging for organizations
with limited resources or expertise.
 While evaluating learning and transfer, may not focus as extensively
on specific business outcomes

HRD Framework-Evaluation
•Evaluation of the program is the crucial step of the HRD process and
training sessions.
•Purpose
• To identifying whether the program meets intended objectives and
employee engagement throughout the session.
• It leads to strengthening the more critical points in the worker and
overcoming the weaker aspects within him.
•To motivate employees to work with more enthusiasm.
•It will gather information about future participants and further
improvement in the program.

HRD Framework-Evaluation
Measurement of the Effectiveness of the HRD Program
•How to Evaluate Effectiveness
• Select Evaluation Criteria –Noticeable changes in participants’ attitudes,
skills and knowledge, difference in performance standard.
•Determine Evaluation Design –Time Series Design method and
Controlled Experimentation method
•Conduct Evaluation of Program or Intervention- Behavior change, skill
development and knowledge after participating in the training have to be
evaluated.
•Interpret Result –The evaluator interprets whether the outcome matches
the desired effect or not.

HRD APPLICATIONS

HRD APPLICATIONS – GOVERNMENT
SECTOR
 Job Rotation – It provides specialized training, has also made possible more
purposive rotation and transfer.
 Training -The nature, size and variety of the plans and programmes of social
and economic advance that the country has undertaken determine the training
of Government and public systems.
 Selection- based on competitive examinations. But this has a concomitant
problem of rigidity. There is a very limited acceptance of mid-career entry.
 Manpower Forecasting- once in five years each Ministry to make its
manpower forecasts.
 Performance Appraisal -Performance Appraisal as a HRD tool has not yet
been realized in Government systems. The predominant method of
performance appraisal in government has been the confidential rating system
 Data Bank -The data bank and its use for drawing lists for training, rotation
and promotion are becoming the norm in government evaluation rather than
development

HRD APPLICATIONS – EDUCATION
SECTOR
 Management by Objectives (MBO):Balancing available human
resources, Mandatory re-assignments.
 Teaching Education and Training :Continuous upgrading ,pre-service
and in-service training are powerful tools to raise competency levels.
 Performance reports- periodic reporting for better understanding staff
competency .
 Teacher Mobility –Geographical and professional mobility of faculties.
 Work –place Relations-Conducive environment with recognizing and
handling staff claims ,salaries and working conditions

HRD APPLICATIONS – DEFENCE
SECTOR
 Management Training :Institute of Defense management
(IDM)provides Management training to Army, Navy and Air force
 Training on latest techniques of warfare
 Motivation methods for self awareness ,perception, decision making
ability
 Progressive leadership training
 Redesign and improve the existing appraisal system
 Special motivational workshops for officer cadre.

HRD APPLICATIONS – POLICE SECTOR
Discovering or Re-discovering of the talents and potentialities of
individuals fully
Retraining and On- The –Job training is very essential
Counselling on both official duties and personal nature
Career planning for all ranks of police
Life long education and Skill updating
Job Rotation in various branches like law and Order, crime, Traffic ,CID,
Armed police should be followed
A system for paying compensation to overworked and underpaid
Grievances mechanism

Socialization

Socialization
Socialization is a the
process by which people
learn and internalize the
norms, values, and
behaviors of their group,
and develop their
personality
.

Characteristics / Features of Socialisation
•Socialization takes place formally and informally
•Socialization is a continuous and gradual, rather than a salutatory process
•Socialization is a product of interaction of the organism and its environment.
•Socialization is rapid if there is more humanity among the agencies of socialization
•Socialization proceeds from general to specific responses
•Socialization involves change
•Socialization is often predictable
•Socialization is unique
•Socialization is an individualized process
•Socialization practices varied markedly from society to society.

Types of Socialisation
•Group socialization-Peer Groups
•Gender socialization-Gender based learning
•Anticipatory socialization and Re-socialization
•Racial socialization and cultural socialization
•Planned socialization and Natural Socialization
•Positive socialization and Negative socialization
•Broad and Narrow Socialization
•Primary and Secondary Socialization

AGENTS OF SOCIALISATION
•Family
•Basic values such as love and affection, manners and etiquettes are first
taught in the family
•Children learn their language and develop their speaking abilities
•Peer Groups-friends who are of the same age
•School-formal agent of socialization which shapes the ideas and attitudes
of a child.
•Mass Media
•Legal system
•Religion and Language
•Social Class

Realistic Job Review

•Definition
•A Realistic Job Preview is an informative and transparent
representation of a job and its associated work environment. It
provides candidates with a glimpse into the day-to-day realities,
challenges, and expectations associated with the position.
•Sometimes referred to as the “flypaper approach” in which the
organization tries to attract applicants by selectively presenting
only positive aspects of the job and downplaying any negative
aspects.

Model
•It has four levels
1. Vaccination Against Unrealistically High Expectations-
Providing accurate information Ex: typical overtime or
weekend work
2. Self-Selection- let applicants select themselves
3. Coping Effect- Clear idea of their roles so to develop
coping strategies
4. Personal Commitment- Develop a stronger personal
commitment

Importance of Realistic Job Previews
Attrition Reduction
Enhanced Job Satisfaction
Cultural Fit
Cost Savings

Components of Effective Realistic Job
Previews
Job Responsibilities and Tasks
Work Environment
Performance Expectations
Team Dynamics
Career Development Opportunities
Challenges and Potential Stressors
Employee Testimonials
Organizational Values and Mission

Overcoming Challenges in Realistic Job
Previews
Balancing Positivity and Realism
Managing Candidate Expectations
Accessibility and Inclusivity

Conditions Realistic Job Review
•Conditions in which an RJR can be both useful and effective, including:
•When job candidates can be selective about job offers,
especially during times of low unemployment
•When the selection ratio is low.
•When the new recruits are unlikely to have enough
information available to them to develop realistic
expectations.
•When replacement costs are high.

Career Management and Development

The Basics of Career Management
 Career
– The occupational positions a person has had over many
years.
 Career management
– The process for enabling employees to better
understand and develop their career skills and interests,
and to use these skills and interests more effectively.
 Career development
– The lifelong series of activities that contribute to a
person’s career exploration, establishment, success, and
fulfillment.

The Basics of Career Management
 Career planning
– The deliberate process through which someone becomes
aware of personal skills, interests, knowledge,
motivations, and other characteristics; and establishes
action plans to attain specific goals.
 Career management is about taking control of your
career and making decisions that will help you achieve
your goals. Career development, on the other hand, is
the process of progressing in your career, usually
through learning and training.

The Individual
• Accept responsibility for your own career.
• Assess your interests, skills, and values.
• Seek out career information and resources.
• Establish goals and career plans.
• Utilize development opportunities.
• Talk with your manager about your career.
• Follow through on realistic career plans.
The Manager
• Provide timely performance feedback.
• Provide developmental assignments and support.
• Participate in career development discussions.
• Support employee development plans.
The Organization
• Communicate mission, policies, and procedures.
• Provide training and development opportunities.
• Provide career information and career programs.
• Offer a variety of career options.
Roles in Career
Development

Choosing a Mentor
 Choose an appropriate potential mentor.
 Don’t be surprised if you’re turned down.
 Be sure that the mentor understands what you expect
in terms of time and advice.
 Have an agenda.
 Respect the mentor’s time.

The Employer’s Role in Career
Development
 Realistic job previews
 Challenging first jobs
 Career-oriented appraisals
 Job rotation
 Mentoring
 Networking and interactions

Innovative Corporate Career
Development Initiatives
 Provide each employee with an individual budget.
 Offer on-site or online career centers.
 Encourage role reversal.
 Establish a “corporate campus.”
 Help organize “career success teams.”
 Provide career coaches.
 Provide career planning workshops
 Utilize computerized on- and offline career
development programs
 Establish a dedicated facility for career development

Career Stages
Exploration stage
Establishment stage
Maintenance stage
Late career stage

Exploration Stage
 Task Needs:
– Experiencing varied
job tasks
– Self assessment
– Job choice
 Social-emotional
needs
– Occupational self-
image
– Settling down

Establishment Stage
 Task needs
– Learn the ropes
– Get challenging jobs
– Increase competence
– Be innovative
 Emotional needs
– Deal with competition,
failure, conflicts
– Develop autonomy

Maintenance Stage
 Task needs
– Technical updating
– Coaching skills
– Continue to rotate into
new areas
– Develop broad view of
career
 Social-emotional needs
– Express midlife feelings
– Rethink work, family

Late Career Stage
 Task needs
– Remain productive
– Plan for retirement
– Shift role from power to
guidance
– Identify successors
– Develop outside interests
 Social emotional needs
– Re-envision work
– Develop outside identity

Career Management Process
(Noe et al., 2009, pp. 262)

Career Management Process (Cont’d)
Self-Assessment
 The use of information by
employees to determine
their career interests,
values, aptitudes,
behavioral tendencies, and
development needs.
 Strong-Campbell Interest
Inventory
 Self-Directed Search
 Self assessment
Reality Check
 Information employers
give employees about
their skills and knowledge
and where these assets fit
into the organization’s
plans.
(Noe et al., 2009, pp. 263-264)

Career Management Process (cont’d)
Goal Setting
 Based on the information
from the self-assessment
and reality check, the
employee sets short- and
long-term career objectives.
Action Planning
 Employees prepare an
action plan for how they will
achieve their short- and
long-term career goals.
 Any one or a combination of
development methods may
be used.
 Approach used depends on
the particular development
need and career objectives.
(Noe et al., 2009, pp. 265)

Issues and Challenges on Career Development
 Sources of Bias and Discrimination
– A lack of diversity in the hiring department
– A lack of women mentors
– Invisible barrier that keep most women &
minorities from obtaining the top jobs in
organization (glass ceiling).
– A lack of company role models for members of
the same racial or ethnic group
– Inflexible organizations and career tracks

Issues and Challenges on Career Development:
Employer Life-Cycle Career Management
Decision 1:
Is Seniority or
Competence
the Rule?
Decision 4:
Vertical,
Horizontal,
or Other?
Decision 2:
How Should
We Measure
Competence?
Decision 3:
Is the Process
Formal or
Informal?
Making Promotion and
Transfer Decisions

Managing Transfers
 Employees’ reasons for desiring transfers
– Personal enrichment and growth
– More interesting jobs
– Greater convenience (better hours, location)
– Greater advancement possibilities
 Employers’ reasons for transferring employees
– To vacate a position where an employee is no longer
needed
– To fill a position where an employee is needed
– To find a better fit for an employee within the firm
– To boost productivity by consolidating positions

Attracting and Retaining Older Workers
Create a culture that honors
experience
Modify selection procedures
Offer flexible or part-time work
Implement phased retirement
programs
HR Policies for
Older Workers

Managing Retirements
 Preretirement Counseling Practices
– Explanation of Social Security benefits
– Leisure time counseling
– Financial and investment counseling
– Health counseling
– Psychological counseling
– Counseling for second careers
– Counseling for second careers inside the
company

Dual-Career Couples
 Dual-Career Partnerships
– Couples in which both members follow their own
careers and actively support each other’s career
development.
• Flexible work schedules
• Adaptive leave policies
• Work-at-home
• On-premises day care
• Job sharing
(Snell & Bohlander, 2010, pp. 232)

EVALUATING HRD PROGRAMS AND CAREER MANAGEMENT

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