The document discusses various aspects of evaluating training programs and determining return on investment. It covers determining objectives, identifying costs, and measuring outcomes related to quality, safety, and productivity. It also discusses using success stories and return on expectations to demonstrate benefits to stakeholders. Big data, workforce analytics, and dashboards can provide insights into training impact and effectiveness. Valid evaluation considers behavioral, skill-based, and affective outcomes and controls for threats to validity through techniques like pre-and post-testing and random assignment.

2. THE PROCESS OF DETERMINING ROI BEGINS WITH AN UNDERSTANDING
OF THE OBJECTIVES OF THE TRAINING PROGRAM.
KNOWLEDGE IS THE PRODUCT, INVESTMENT IN TRAINING IS SEEN AS AN
IMPORTANT PART OF THE BUSINESS.
COSTS PER TRAINEE INCLUDE MEALS, MATERIALS AND LOST
PRODUCTIVITY OR EXPENSES INCURRED TO REPLACE THE TRAINEES
WHILE THEY ATTEND TRAINING.
NOT ONLY EFFECTIVITY IN TRAINING BUT ALSO RESULTED IN FINANCIAL
BENEFITS.

3. A WOOD PLANT PRODUCED PANELS THAT CONTACTORS USED AS
BUILDING MATERIALS. THE PLANT EMPLOYED 300 WORKERS, 48
SUPERVISORS, 7 SHIFT SUPERITENDENTS, AND A PLANT MANAGER.
THE BUSINESS HAD 3 PROBLEMS:
1.) 2% OF THE WOOD PANELS PRODUCED EACH DAY WERE REJECTED
BECAUSE OF POOR QUALITY.
2.) THE PRODUCTION AREA WAS EXPERIENCING POOR HOUSEKEEPING ,
SUCH AS IMPROPERLY STACKED FINISHED PANELS THAT WOULD FALL ON
EMPLOYEES.
3.) THE NUMBER OF PREVENTABLE ACCIDENTS WAS HIGHER THAN THE
INDUSTRY AVERAGE.
TO CORRECT THESE PROBLEMS, THE SUPERVISORS, SHIFT
SUPERITNDENTS, AND PLANT MANAGER ATTENDED TRAINING IN
(A)PERFORMANCE MNG’T & INTERPERSONAL SKILLS RELATED TO QUALITY
PROBLEMS AND POOR WORK HABITS OF EMPLOYEES, (B) REWARDING
EMPLOYEES FOR PERFORMANCE IMPROVEMENT.

5. THE BENEFITS OF THE TRAINING WERE IDENTIFIED BY
CONSIDERING THE OBJECTIVES OF THE TRAINING PROGRAM AND
THE TYPE OF OUTCOMES THE PROGRAM WAS TO INFLUENCE.
THESE OUTCOMES INCLUDED THE QUALITY OF PANELS,
HOUSEKEEPING
IN THE PRODUCTION AREA, AND THE ACCIDENT RATE.

9. SUCCESS CASES AND RETURN ON EXPECTATIONS
RETURN ON EXPECTATIONS (ROE) REFERS TO THE PROCESS THROUGH
WHICH EVALUATION DEMONSTRATES TO KEY BUSINESS STAKEHOLDERS,
SUCH AS TOP-LEVEL MANAGERS, THAT THEIR EXPECTATIONS ABOUT
TRAINING HAVE BEEN SATISFIED.
SUCCESS CASES OR STORIES
SUCCESS CASES DO NOTATTEMPT TO ISOLATE THE INFLUENCE OF
TRAINING, BUT RATHER TO PROVIDE EVIDENCE THAT IT WAS USEFUL.

10. BIG DATA REFERS TO COMPLEX DATA SETS DEVELOPED BY COMPILING DATA
ACROSS DIFFERENT ORGANIZATIONAL SYSTEMS INCLUDING MARKETING AND
SALES, HR, FINANCE, ACCOUNTING, CX SERVICE AND OPERATIONS..
3 DIMENSIONS:
1.) VOLUME- REFERS TO THE LARGE AMT. OF AVAILABLE DATA
2.) VARIETY- INCLUDES THE LARGE NUMBER OF SOURCES AND
TYPES OF DATATHAT ARE AVAILABLE COME FROM.
3.) VELOCITY- REFERS TO THE HUGE AMT. OF DATATHAT IS BEING
GENERATED AND THE SPEED WITH WHICH IT MUST BE
VALUATED, CAPTURED, AND MADE USEFUL.

11. THE GOAL OF BIG DATA IS TO MAKE DECISIONS ABOUT HUMAN CAPITAL BASED ON
DATA RATHER THAN INTUITION OR CONVENTIONAL WISDOM, WHICH LIKELY LEAD
TO INCORRECT CONCLUSIONS AND RECOMMENDATIONS.
BIG DATA CAN BE USED FOR MANY PURPOSES, INCLUDING TO EVALUATE THE
EFFECTIVENESS OF LEARNING AND DEVELOPMENT PROGRAMS, DETERMINE THEIR
IMPACT ON BUSINESS RESULTS, AND DEVELOP PREDICTIVE MODELS THAT CAN BE
USED FOR FORECASTING TRAINING NEEDS.

12. WORKFORCE ANALYTICS REFERS TO THE PRACTICE OF USING QUANTITATIVE
METHODS AND SCIENTIFIC METHODS TO ANALYZE DATA : DATABASES, STATEMENTS,
SURVEYS.
SEVERAL EXAMPLES SHOW HOW COMPANIES ARE USING BIG DATAAND WORKFORCE
ANALYTICS.
> CX RELATIONS DATA INCLUDED NUMBER AND SIZE OF SALES
> LEARNING DATA INCLUDED COURSES TAKEN AND SELF-EVALUATION OF TRAINING
EFFECTIVENESS
> PERFORMANCE DATA INCLUDED MANAGERS’ PERFORMANCE RATINGS AND LEARNING
PLANS
> EMPLOYEE RECORDS INCLUDED SALES EXPERIENCE AND HIRE DATE

13. A DASHBOARD OFFERS INFORMATION ON TOTAL TRAINING ACTIVITIES, THE
DISTRIBUTION OF TRAINING ACTIVITIES ACROSS THE COMPANY OR BUSINESS,
IDENTIFIES W/C TRAINING AREAS ARE RECEIVING THE MOST FUNDING, AND CAN
IDENTIFY EMPLOYEE PROGRESS IN COMPLETING TRAINING AND ACQUIRING SKILLS.
THIS INFORMATION IS USEFUL FOR TRAINING MANAGERS TO UNDERSTAND
WHETHER LOCAL TRAINING GOALS ARE MET, IN PROGRESS, OR BEHIND
COMPLETION DATES, HELPING THEM BETTER PLAN FUTURE TRAINING AND ADJUST
TRAINING GOALS W/ LOCAL MANAGERS.

14. EVALUATION PROVIDES INFORMATION USED TO DETERMINE TRAINING
EFFECTIVENESS.
THE OUTCOMES USED IN EVALUATION TRAINING PROGRAMS INCLUDE
TRAINEES’ SATISFACTION W/ THE TRAINING PROGRAM, LEARNING OF
KNOWLEDGE AND SKILLS ON THE JOB, AND RESULTS SUCH AS SALES,
PRODUCTIVITY, AND ACCIDENT PREVENTION.
THE CHAPTER CONCLUDES W/ A DISCUSSION OF HOW TO USE BIG DATA,
WORKFORCE, AND DASHBOARDS TO MEASURE, ANALYZE, AND DISPLAY
THE CONTRIBUTION OF TRAINING TO A COMPANY’S HUMAN CAPITAL
ASSETS.

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17. BEHAVIOR AND SKILL-BASED
OUTCOME
Skill-based outcome are used to
assess the level of technical or
motor skills

18. AFFECTIVE OUTCOME
 Affective outcomes include attitudes and motivation

19.  Results are used to determine the training program’s payoff for
the company.

20. RETURN ON INVESTMENT
 Refers to comparing the training’s monetary benefits with the cost
of the training.

21. RELEVANCE
 Criteria relevance refers to extend to which training outcomes
are related to the learned capabilities emphasized in the training
program.
 Criteria contamination refers to the extent that training
outcomes measure inappropriate capabilities or are affected by
extraneous conditions.

22.  Criterion deficiency refers to the failure to measure training
outcomes that were emphasized in the training objectives.

23. RELIABILITY
 Reliability refers to the degree which outcomes can be measured
consistently overtime

24. DISCRIMINATION
 refers to the degree to which trainees’ performance on the
outcome actually reflects true differences in performance.

25. PRACTICALITY
 Refers to the ease with which the outcome measures can be
collected.++

26. THREATS TO VALIDITY:
ALTERNATIVE EXPLANATIONS FOR
EVALUATION RESULTS
 Threats to validity refer to the factors that will lead an
evaluator to question either
 Internal validity refers to the believability of study

27. METHODS TO CONTROL FOR
THREATS TO VALIDITY
3 ways minimize threats to validity
1. Pretest and Post-test – a comparison of the post-training and
pretraining measures can indicatethe degree to which trainees
have changed as a result of training
2. Comparison groups – refers to the group of employees who
participate in the evaluation study but do not attend the training
program

28.  Hawthrone effect – refers to employees in an evaluation
studyperforming high level simply because of the attention they
are receiving
 3 Random Assignment – refers to assigning employees to the
training of comparison group on the basis of chance alone.