Evaluating HRD Programs

Chapter 7
Evaluating HRD Programs
Werner
© 2017 Cengage Learning. All Rights Reserved. May not be
copied, scanned, or duplicated, in whole or in part, except for
use as permitted in a license distributed with a certain product
or service or otherwise on a password-protected website for
classroom use.
Learning Objectives
Define evaluation and explain its role in HRD
Discuss the various types of evaluation information available
and compare the methods of data collection
Explain the role of research design in HRD evaluation
Describe the ethical issues involved in conducting HRD
evaluation
classroom use.

Learning Objectives (cont.)
Identify and explain the choices available for translating
evaluation results into dollar terms
Calculate a utility estimate for a target organization.
Discuss how technology impacts HRD evaluation
classroom use.
Questions to Consider
How do you evaluate training and HRD?
What measures can be used to evaluate training?
Is there one best way to evaluate training?
What should be considered as one prepares to evaluate HRD?
What are the ethical issues involved in evaluating HRD?
How can the value of HRD be expressed in terms of costs and
benefits, or dollars and cents?
classroom use.

Key Terms
Training effectiveness: benefits receive from training
Training evaluation: process of determining training
effectiveness
Training outcomes: measures to evaluate training effectiveness
Evaluation design: data will be collected and which data will be
collected for training evaluation
Copyright © 2017 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written
consent of McGraw-Hill Education.
Training and HRD Process
classroom use.

Evaluation Can Help
identify a program’s strengths and weaknesses
assess what features of training content and context matter
identify which trainees benefited
gather information for marketing training
determine financial benefits and costs
classroom use.
7
Why Not Done Frequently?
Conducting an evaluation is not easy
Many external factors can affect whether employee performance
improves
Makes it difficult to evaluate the impact of just the training
HRD managers afraid of criticism and program cuts
classroom use.

Kirkpatrick’s Framework
Reaction
Did trainees like program?
Did trainees think it valuable?
Learning
Did they learn what objections said they should learn?
Job Behavior
Did they use learning back on job?
Results
Has HRD improved organization’s effectiveness?
classroom use.
Most organizations do not collect information on all four types
of outcomes
About one-third of organizations use Kirkpatrick’s model
Some feel it only measures after training
Others feel it is more of a taxonomy of outcomes
9

Kirkpatrick’s Shortcomings
Lack of explicit causal relationships among the different levels
Lack of specificity in dealing with different types of learning
outcomes
Lack of direction concerning which measures are appropriate to
assess which outcome measures
classroom use.
Training Outcomes
Results
Learning & Cognitive Outcomes

Behavior & Skill-Based Outcomes
Reactions
Return on Investment
Reaction
Trainees’ perceptions of the training experience relating to the
content, facilities, trainer, and methods
How did participants react to the program?
Typically measured through attitude questionnaires at the end of
training
classroom use.
In the first evaluation level, students are asked to rate the
training after completing the program. These are sometimes
called smile sheets because in their simplest form, they ask
students how well they liked the training. This level is often
measured through attitude questionnaires that are distributed at
the end of training. It can also be done through focus groups of
training participants.

This level measures reaction only; learners identify if they were
satisfied with the training. It does not indicate if learners
acquired any knew knowledge or skills, nor does it indicate that
any new learning will be carried back to the workplace.
If learners react poorly to the training and indicate
dissatisfaction at this evaluation level, trainers must determine
if the negative results are due to poor program design or
unskilled delivery.
Source: Clark, D. R. (2008). Instructional System Design.
Retrieved 09/03/08 from
http://www.nwlink.com/~donclark/hrd/sat6.html.
“Why Measure Training Effectiveness?” (2008) Retrieved
09/03/08 from
http://www.businessperform.com/html/evaluating_training_effe
ctiven.html
12
Learning & Cognitive Outcomes
Relate to familiarity with information, including principles,
facts, techniques, procedures, and processes
Typically measured via paper-and-pencil tests and self-
assessments
Tests often preferred over self-assessments

Cognitive learning
How much did trainees learn from the training?
Post-training learning
How much learning does the trainee demonstrate immediately
after training?
Retention
How much learning does the trainee demonstrate back on the
job?
The second evaluation level is used to determine learning
results. Did students actually learn the knowledge, skills and
attitudes the program was supposed to teach? It asks the
questions:
What knowledge was acquired?
What skills were developed or enhanced?
What attitudes were changed?
The results are usually determined by pre-and post-test scores
and on-the-job assessments or reports from supervisors. The
second evaluation level is not as widely used as the first level,
but it is still very common.
“Why Measure Training Effectiveness?” (2008) Retrieved
09/03/08 from
ctiven.html
Clark, D. R. (2008), “Instructional System Design;” Retrieved
09/03/08 from
http://www.nwlink.com/~donclark/hrd/sat6.html

13
Behavior & Skill-Based Outcomes
Relate to proficiency with technical skills, motor skills, and
behavior
Include learning and transfer
Learning often assessed via work samples
Transfer often assessed via observation or managerial/peer
ratings
Behavior
What behavior change occurred as a result of training?
Training performance
How well can trainees demonstrate the newly acquired skills at
the end of training?
Transfer performance
How well can trainees demonstrate the newly acquired skills
back on the job?
Kirkpatrick’s third evaluation level explores the consequences
of the learner’s behavior. Has the learner transferred the
learning back to changed performance in the workplace? Can

the learner actually put the newly acquired skills to use on the
job?
This is referred to as transfer of training. No matter how good
the training program was, if participants cannot (or will not) use
the new skills and knowledge on the job, the training has little
value to the employer.
Ideally, this evaluation is conducted three to six months after
completion of the training program. This allows time for
learners to implement new skills, and retention rates can be
evaluated. Evaluation is done by observation of learners on the
job, or through self-evaluation or evaluation from supervisors,
peers or others who work directly with the learner.
Source: Clark, D. R. (2008).
Kruse, K. Evaluating e-Learning: Introduction to the
Kirkpatrick Model. Retrieved 09/02/08 from http://www.e-
learningguru.com/articles/art2_8.htm.
14
Results
Outcomes used to determine the benefits of training to the
company
e.g., reduced costs, increased employee retention, increased
sales, improved quality or customer service

Results
What tangible outcomes or results occurred as a result of
training?
Kirkpatrick’s level four evaluates the final results of the
training. It asks the question – What effect has the training
achieved? Effects can include such things as morale, teamwork,
and most certainly, the monetary effect on the organization’s
bottom line. Management wants to know if they received value
for the training dollars spent and what their return on
investment was.
Collecting and analyzing evaluation at this level can be difficult
and time-consuming. Part of the difficulty comes from the
challenge of isolating the training variable from other factors in
the organization that may also affect learners’ behaviors. When
employee behavior changes, it is difficult to know if the change
is the result of training or the result of some other
environmental factor.
Level four evaluations are done through financial reports,
quality inspections and interviews with management personnel.
Source: Clark, D. R. (2008).
Kruse, K. Evaluating e-Learning: Introduction to the
Kirkpatrick Model. Retrieved 09/02/08 from: http://www.e-
learningguru.com/articles/art_2_8.htm.
____. (2008). Why Measure Training Effectiveness? Retrieved
09/03/08 from
ctiven.html.

15
Levels of Evaluation vs. Value
Kirkpatrick, & Kirkpatrick, 2006
©SHRM 2009
The difficulty and cost of conducting evaluations increases as
you move up the levels. Organizations and trainers must
carefully consider which levels of evaluations are appropriate
for which training programs. Most commonly, level one
evaluations are conducted for all training. Level two--learning
evaluations--are generally conducted for skills training
programs. Level three evaluations–behavior—for strategic
programs and level four--results evaluations—are appropriate
only for broad-based, high-budget training programs.
Unfortunately, the easy evaluation instruments used at level one
don’t give results that have much value to the organization. The
value of the information obtained from the process increases as
evaluation moves to higher levels. Level four–results–is the
most difficult to assess and yet reveals the most valuable
information.
Source: Kirkpatrick, D.L, Kirkpatrick, J. D. (2006). Evaluating
Training Programs: The Four Levels. Barrett-Koehler.

Return on Investment
Involves comparing the training program's benefits to its costs
in monetary terms
Benefits: value the company gains
Direct costs: salaries for employees involved in training,
program materials, facilities, and travel
Indirect costs: costs not related directly to design and delivery
Discussion
Describe the four levels of evaluation that make up
Kirkpatrick’s evaluation framework. Identify one example of
data at each level that might be collected to provide evidence
for the effectiveness of a class or training program in which you
have participated.
classroom use.

Discussion
classroom use.
Which Outcomes?
Relevance
Reliability
Discrimination
Practicality
Relevance
The extent to which training outcomes are related to the learned
capabilities emphasized in the program

Contamination refers to the inclusion of inappropriate or
irrelevant outcomes
Deficiency refers to the omission of important information
Deficiency, Relevance, & Contamination
Reliability
The extent to which outcomes can be measured consistently
over time
Evaluators are concerned with consistency over time, such that
items do not change in meaning or interpretation over time

Discrimination
The extent to which measured performance reflects a true
difference
We want tests that discriminate between high and low
performance
A test that is too easy may not discriminate
In this instance, both high and low performers would do well
and appear “good” even though they are not
Practicality
The extent to which outcomes can be easily measured and
collected
Companies often claim that measurement is too burdensome

Discussion
classroom use.
Data Collection
Method Description
Interview
Conversation with one or more individuals to assess their
opinions, observations, and beliefs
Questionnaire
A standardized set of questions intended to assess opinions,
observations, and beliefs
Direct observation
Observing a task or set of tasks as they are performed and
recording what is seen
Tests and simulations
Structured situation to assess an individual’s knowledge or
proficiency to perform some task or behavior
Archival performance data
Use of existing information, such as files or reports

classroom use.
Participant Reaction Questionnaire
Measures immediate reaction to program
Transforms “feelings” into numbers
Likert scale
Allows for numerical analysis
Mean (Average)
Standard deviation (Spread)
Helps compare instructors and programs
classroom use.
Discussion
Identify and describe three potential problems with using self-
report measures (e.g., participant questionnaires) in HRD
evaluation. How can these problems be minimized?

classroom use.
Use of Self-Report Data
Can provide:
Personality data
Attitudes
Perceptions
Potential problems:
Mono-method bias
Socially desirable responses
Response-Shift Bias
classroom use.
Mono-method bias
If both reports in a before-and-after evaluation come from the

same person at the same time (say, after training), conclusions
may be questionable
The respondents may be more concerned about being consistent
in their answers than about providing accurate responses
Socially desirable responses
Respondents may report what they think the researcher (or boss)
wants to hear rather than the truth
Employees may be fearful or embarrassed to admit that they
learned nothing in a training program
Respondents’ perspectives of their skills before training change
during the training program and affect their after-training
assessment
Other methods may yield better results
Direct observation by trained observers like supervisors
Tests
Simulations
30
Post-test Only
Involves collecting only post-training outcomes
Appropriate when trainees can be expected to have similar
levels of proficiency prior to training
Strengthened with a control group

Control Group
Group of employees similar to those who receive training
Don’t receive training at the same time as those who are trained
Receives the same evaluation measures as the group that is
trained
Allows for a comparison of their scores
The ideal scenario— Scores for the training group increase after
training, while those of the control group remain constant
classroom use.
This provides fairly strong evidence that the training (and not
some other factor) was responsible for the changes on the
outcome measures
32
Pre-test / Post-test
Involves collecting both pre-training and post-training outcomes
to determine if a change has occurred
Is there a difference in outcomes before and after training?

Pre-test / Post-test with Comparison Group
Includes pre-training and post-training outcomes and use of a
control group
If the post-training improvement is greater for the training
group, there is evidence that training was responsible
Strong Factors for Good Research
Pretest-posttest with control group
Random assignment between training and control group
Collection of data over time
Time-series design
Number of respondents should be over thirty to be accurate
classroom use.

Time-series design
Involves collecting measures at periodic intervals pre- and post-
training
A comparison group may be used
35
Discussion
Suppose you have been asked to design a program intended to
train airline flight attendant trainees in emergency evacuation
procedures. You are now designing the evaluation study to show
that the flight attendants understand the procedures and use
them on the job.
Which data collection methods do you think would be the most
useful in providing this evidence?
How might a type of learning outcome affect your choice(s) of
how to measure learning? Support your choices.
©SHRM 2009
Students should design evaluation instruments that reflect
Kirkpatrick’s four levels of evaluation.

36
Ethical Issues in Evaluation Research
Confidentiality
Informed consent
Withholding training
Pressure to produce positive results
classroom use.
Withholding training
Use lottery to assign to control groups
Assure training will be provided if found to be effective
Train both groups but at different time
37
Assessing HRD in Dollar Terms
Effect of an HRD program on the organization’s effectiveness
Measured in terms of increased
Productivity
Timeliness
Cost savings

classroom use.
Increased competition for investment dollars requires
organizations to decide whether to invest in training or to invest
in something else. A well-designed benefit-cost ratio analysis
can aid in the decision-making process by allowing several
different investment options to be compared with each other.
The problem is that some benefits derived from training can be
intangible and difficult to quantify. How do you measure and
put a dollar value on increased morale or better teamwork?
Consequently, gathering and compiling the information needed
for an accurate benefit-cost analysis can be a complicated task.
Source: U.S. Dept. of Labor Retrieved 09/02/08, from
http://www.careertools.org/pdf/AdvancedROI.pdf.
Making HRD programs investments leading to measurable
payoffs in the future
Two practical methods
Evaluation of training costs (return on investment (ROI))
Utility analysis
38
Cost-Benefit Analysis
Companies may desire to quantify whether the benefits of
training outweigh the costs
Cost-benefit analysis

Process of determining the economic impact of training using
accounting methods that look at training costs and benefits
Cost Categories
program development or purchase
instructional materials
equipment and hardware
facilities
travel and lodging
salary of the trainer and support staff
cost of lost productivity or replacement workers while trainees
are away
Calculate direct costs
Calculate indirect costs
Calculate development costs
Determine overhead costs

Determine compensation for participants
Sum total costs
Divide by number or trainees to get cost per participant
Overhead costs, often referred to as overhead or operating
expenses, refer to those expenses associated with running a
business that can't be linked to creating or producing a product
or service. They are the expenses the business incurs to stay in
business, regardless of its success level.
https://en.wikipedia.org/wiki/Overhead_(business)
40
Financial Benefits Accrued from Training
Increases in quality and profits
Reduction in waste and processing time
A number of methods can be used to identify benefits
literature that summarizes benefits
pilot training programs
observing successful job performers asking trainees and
managers for estimates
41
Return on Investment (ROI)

Most common business ratio for determining performance
ROI = Net Benefits Training Costs
Process:
Identify annual change in outcomes
Place a monetary value on the outcomes
Determine training costs
Calculate net benefit
Divide net benefits by costs
classroom use.
If ROI < 1, training costs more than benefits accrues
If ROI > 1 benefits accrue
Greater the ratio, the better the benefit
Increasing ROI Credibility
Use conservative cost estimates (error on high side)
Find reliable estimate sources
Explain all assumptions and techniques used to calculate costs
Rely on hard data whenever possible
Use the “Balanced Scorecard” shown earlier
Training appropriate for ROI analysis:
Clearly identified outcomes.
Not one-time events.

Broad-based and highly visible in the organization.
Strategically focused.
Training effects can be isolated.
Remember from the Kirkpatrick model that the higher the level
of evaluation, the more costly and difficult it will be to conduct
the evaluation. Therefore, it is important to remember that ROI
analysis may not be appropriate for all training programs.
Training programs best suited for ROI analysis must have
clearly identified outcomes from which the benefit can be
determined. They should be a reflection of the goals set in the
organization’s strategic plan. These are broad-based across the
organization and not one-time training events. The effects of
training can be isolated to ensure that the benefit is not a
reflection of other organizational factors.
Source: Noe, R. A. (2008).
42
Utility Analysis
Assessing the dollar value of training based on:
estimates of the difference in performance between trained and
untrained employees
number of individuals trained
length of time training is expected to influence performance
variability in performance in the untrained group of employees

ΔU = (N)(T)(dt)(SDv) – C
Where
N = number of trainees
T = Time benefit expected to last
dt = Effect size
True size of difference in Std Dev terms
SDy = Dollar value of job performance in Std Dev terms
C = costs of training
Compute minimum annual benefits needed to break even
Use break even analysis to determine minimum effect size (dy)
that will yield required minimum benefit
Use the results from meta-analytic analysis to determine
expected cost and expected payoff
NOTE: Use the company statisticians and financial staff to help
(and they take partial ownership of results)
43
How Technology Impacts Evaluation
Reaction
Easy to gather continuous feedback online
Could use a discussion thread or “chat room” to allow trainees
to discuss their experiences with online learning
Learning
Very easy to test trainees electronically
Can also link to a learning management system
Behavior
Very hard to capture electronically
Some relevant data may be available in other information
systems, e.g., appraisals, promotions, turnover, and discipline
data
Results—Even harder to do online than traditionally, without

face-to-face interaction, feedback, and buy-in
classroom use.
Big Data & Training
Big data help make decisions about human capital based on
data, rather than intuition and conventional wisdom
Big data can be used to:
evaluate the effectiveness of programs
determine their impact on business results
develop predictive models for forecasting training needs, course
enrollments, and outcomes
How Evaluation SHOULD Be Conducted
Perform needs analysis
Develop explicit evaluation strategy
Have specific training objectives

Obtain participant reactions
Develop criterion instruments
Plan and execute evaluation
classroom use.
When Evaluation May Not Be Necessary
Time constraints
Managers and trainees may lack expertise
The company may view training as an investment from which it
expects little or no return
When Evaluation is a Must
The training is ongoing and has the potential to affect many
employees
The training program involves multiple classes and a large

number of trainees
The expertise exists to evaluate
The cost of training is significant
There is sufficient time and interest
Note: Not all reasons from the text are listed.
48
Discussion
classroom use.
Assessment
Assess needs
DesignImplementationEvaluation
Prioritize
needs

Define
objectives
Select
evaluation
criteria
Develop
lesson plan
Develop/acquire
materials
Select
trainer/leader
Select methods
and techniques
Schedule the
program/intervention
Determine
evaluation
design
Conduct
evaluation
of program
or intervention
Deliver the
HRD program
or intervention
Interpret
results
QUESTION 1
1. Data that are categorical but can be rank-ordered in a
meaningful way are called:
Nominal

Interval
Ordinal
Ratio
3.5 points
QUESTION 2
1. The “standard normal distribution” table (i.e., the z-table)
shows the relationship between two variables: the z-score and a
probability (i.e., an area under the normal distribution).
True
False
3.5 points
QUESTION 3
1. Given a normally distributed variable (x), the formula: z =
(x - µ) ÷ σ can be used to determine the value of x at a specific
point on the x-axis, if you know the z-score.
True
False
3.5 points
QUESTION 4
1. A probability distribution is a theoretical but a frequency
distribution is based on actual results/data.
True
False
3.5 points
QUESTION 5
1. Which of the following symbols represents the variance of
the population?

σ2
σ
μ
s2
3.5 points
QUESTION 6
1. When calculating a binomial probability, the answer must be
in the range of 0.00 to 1.00.
True
False
3.5 points
QUESTION 7
1. Which of the following is NOT an assumption for (property
of) the binomial distribution?
The trials are independent
Two outcomes are possible on each trial in the experiment
The experiment consists of n identical trials
The probabilities of success and failure at each trial must be
equal
3.5 points

QUESTION 8
1. A negative value of Z indicates:
The number of standard deviations a measurement is to the right
of the mean
The number of standard deviations a measurement is to the left
of the mean
That a mistake has been made in computations, since Z cannot
be negative
The area corresponding to the z-score is negative
3.5 points
QUESTION 9
1. A variable with equal distances between points on a scale,
which also has a true meaningful zero is:
Ordinal
Cardinal
Ratio
Nominal
3.5 points

QUESTION 10
1. A probability distribution showing the probability of x
successes in n trials, where the probability of success does not
change from trial to trial, is termed a:
uniform probability distribution
binomial probability distribution
t distribution
normal probability distribution
3.5 points
QUESTION 11
1. For which level(s) of measurement are arithmetic operations
inappropriate?
The ratio scale
The interval scale
Both the ratio and interval scales
The nominal scale

3.5 points
QUESTION 12
1. In a binomial experiment:
The probability does not change from trial to trial
The probability does change from trial to trial
The probability could change from trial to trial, depending on
the situation under consideration
None of the above
3.5 points
QUESTION 13
1. In constructing a frequency distribution, as the number of
classes are decreased, the class width:
Decreases
Remains unchanged
Increases
Can increase or decrease depending on the data values

3.5 points
QUESTION 14
1. The measure of central tendency that is the point at which
half the scores fall above and half the scores fall below is the:
Mode
Range
Median
Mean
3.5 points
QUESTION 15
1. In a sample of 800 students in a university, 240, or 30%, are
Business majors. The 30% is an example of:
A sample
A population
Statistical inference
Descriptive statistics
3.5 points
QUESTION 16

1. Given a normally distributed variable (x), if you know that
for a value of x = -27 the z-score = 0.67, what is the probability
of any x value being below -27?
0.9965
0.7486
-0.2514
0.2514
3.5 points
QUESTION 17
1. Data which uses numerical values, has an equal distance
between points on the scale, and does not have an absolute zero
is:
Nominal
Ordinal
Normal
Interval
3.5 points
QUESTION 18
1. The primary method for controlling/minimizing sampling

error is to:
Increase sampling bias
Take multiple samples
Select samples from a heterogeneous population
Increase sample size
3.5 points
QUESTION 19
1. A numerical value used as a summary measure for a sample,
such as sample mean, is known as a:
Population parameter
Sample parameter
Sample statistic
Population mean
3.5 points
QUESTION 20
1. The summaries of data, which may be tabular, graphical, or
numerical, are referred to as:

Inferential statistics
Report generation
3.5 points
QUESTION 21
1. The Quickie Sales Corporation has just been given a sales
estimate for the upcoming quarter. The estimate indicates that
sales (in millions of dollars) will be normally distributed with µ
= 325 and σ = 60. Assuming this estimate is accurate, what is
the probability that Quickie will have quarterly sales in excess
of $350 million?
QUESTION 22
The U.S. Postal Service handles seven basic types of letters and
cards: third class, second class, first class, air mail, special
delivery, registered and certified. The mail volume during 1977
is given in the table below. What was the average revenue per
ounce for these services during the year?
Type of Mailing
Ounces Delivered (in millions)
Price per Ounce
Third class
16,400
$0.05

Second class
24,100
0.08
First class
77,600
0.13
Air Mail
1,900
0.17
Special delivery
1,300
0.35
Registered
750
0.40
Certified
800
0.45
QUESTION 23
1. Here are the ages of 30 people who bought CD players at
Symphony Music Shop last week: 26, 37, 40, 18, 15, 45, 32,
68, 31, 37, 20, 32, 15, 27, 46, 44, 62, 58, 30, 42, 22, 26, 44, 41,
34, 55, 50, 63, 29, 22. Construct a frequency distribution
(table) with 6 classes to summarize these data.
QUESTION 1
Nominal

σ2
σ
μ
s2
3.5 points
QUESTION 6
True
False
3.5 points
QUESTION 7
equal
3.5 points
QUESTION 8

of the mean
of the mean
be negative
3.5 points
QUESTION 9
Ordinal
Cardinal
Ratio
Nominal
3.5 points
QUESTION 10

t distribution
3.5 points
QUESTION 11
inappropriate?
The ratio scale
The interval scale
The nominal scale
3.5 points

QUESTION 12
None of the above
3.5 points
QUESTION 13
Decreases
Remains unchanged
Increases
3.5 points

QUESTION 14
Mode
Range
Median
Mean
3.5 points
QUESTION 15
A sample
A population
3.5 points
QUESTION 16

0.9965
0.7486
-0.2514
0.2514
3.5 points
QUESTION 17
is:
Nominal
Ordinal
Normal
Interval
3.5 points
QUESTION 18
error is to:

Increase sampling bias
Take multiple samples
Select samples from a heterogeneous population
Increase sample size
3.5 points
QUESTION 19
1. A numerical value used as a summary measure for a sample,
such as sample mean, is known as a:
Population parameter
Sample parameter
Sample statistic
Population mean
3.5 points
QUESTION 20
1. The summaries of data, which may be tabular, graphical, or
numerical, are referred to as:

Report generation
3.5 points
QUESTION 21
of $350 million?
QUESTION 22
Type of Mailing
Price per Ounce
Third class
16,400
$0.05
Second class

24,100
0.08
First class
77,600
0.13
Air Mail
1,900
0.17
Special delivery
1,300
0.35
Registered
750
0.40
Certified
800
0.45
QUESTION 23
68, 31, 37, 20, 32, 15, 27, 46, 44, 62, 58, 30, 42, 22, 26, 44, 41,
QUESTION 1
Nominal
Interval

Ordinal
Ratio
3.5 points
QUESTION 2
1. The “standard normal distribution” table (i.e., the z-table)
shows the relationship between two variables: the z-score and a
probability (i.e., an area under the normal distribution).
True
False
3.5 points
QUESTION 3
1. Given a normally distributed variable (x), the formula: z =
(x - µ) ÷ σ can be used to determine the value of x at a specific
point on the x-axis, if you know the z-score.
True
False
3.5 points
QUESTION 4
1. A probability distribution is a theoretical but a frequency
distribution is based on actual results/data.
True
False
3.5 points
QUESTION 5
1. Which of the following symbols represents the variance of
the population?
σ2

σ
μ
s2
3.5 points
QUESTION 6
True
False
3.5 points
QUESTION 7
equal
3.5 points
QUESTION 8

of the mean
of the mean
be negative
3.5 points
QUESTION 9
Ordinal
Cardinal
Ratio
Nominal
3.5 points
QUESTION 10

t distribution
3.5 points
QUESTION 11
inappropriate?
The ratio scale
The interval scale
The nominal scale
3.5 points
QUESTION 12

None of the above
3.5 points
QUESTION 13
Decreases
Remains unchanged
Increases
3.5 points
QUESTION 14

Mode
Range
Median
Mean
3.5 points
QUESTION 15
A sample
A population
3.5 points
QUESTION 16

0.9965
0.7486
-0.2514
0.2514
3.5 points
QUESTION 17
is:
Nominal
Ordinal
Normal
Interval
3.5 points
QUESTION 18
error is to:

Report generation
3.5 points
QUESTION 21
of $350 million?
QUESTION 22
Type of Mailing
Price per Ounce
Third class
16,400
$0.05
Second class
24,100

0.08
First class
77,600
0.13
Air Mail
1,900
0.17
Special delivery
1,300
0.35
Registered
750
0.40
Certified
800
0.45
QUESTION 23
68, 31, 37, 20, 32, 15, 27, 46, 44, 62, 58, 30, 42, 22, 26, 44, 41,
Chapter 5
Designing Effective HRD Programs
Werner
classroom use.

Learning Objectives
Write training objectives for a specific program
Identify several sources where HRD programs could be obtained
List the activities involved in employer designed HRD programs
classroom use.
Basic Design Decisions
After the needs assessment is completed, data is on hand to
decide:
Where the training or HRD program is needed
What kind of training
Who needs to be trained
The conditions under which training will occur
Needs will have been prioritized as well

classroom use.
3
Importance of Program Design
Program design refers to the organization and coordination of
training
Program design directly influences knowledge and skill
acquisition
Programs must be carefully designed to ensure maximum
learning
4
Key Activities in HRD Design
Setting objectives

Selecting the trainer or vendor
Developing a lesson plan
Selecting program methods and techniques
Preparing materials
Scheduling the program
classroom use.
Key Activities in HRD Design
Selecting program methods and techniques (including the
appropriate use of technology)
5
Training and HRD Process Model
classroom use.

Defining the Objectives
Objective
“…description of a performance you want learners to be able to
exhibit before you consider them competent.” (Robert Mager)
Describe the intent and the desired result of the HRD program
classroom use.
Objectives are based on the goals articulated for the training
program. They break the goals down into specific task activities
related to what skills must be learned by the trainees and how
those new skills will be demonstrated and evaluated at the end
of training.
Continuing the same example from the previous slide, an
appropriate training objective may be: “At the completion of the
training, supervisors will conduct performance appraisals that
reflect the cultural differences found in employees who are
dispersed geographically across the globe.”
SHRM Learning System. (2008). Human Resource
Development, 3-86 – 3-87.

7
Three Critical Aspects of Objectives
They should describe:
The performance the learners (trainees) should be able to do
The conditions under which they must do it
The criteria (how well they must do it) used in judging its
success
classroom use.
Training objectives must describe conditions that can actually
be observed. Objectives that use phrases like “the employee will
understand” are not appropriate because “to understand” is not
observable. Good objectives are clear about what the trainee is
expected to do and should contain standards for performance
that can be measured. They should also identify the conditions
under which performance is expected.
8
Which Objective is Better?
In at least two computer languages, be able to write and test a
program to calculate arithmetic means
Discuss and illustrate principles and techniques of computer
programming

classroom use.
Qualities of Useful Objectives—Performance
What a learner is expected to be able to do to be considered
competent
The objective describes the product or result of the doing
Example:
“Write a product profile for a proposed new product.”
classroom use.
SOURCE: From Mager, R. F. (1997). Preparing Instructional
Objectives (3rd ed., pp. 46–47, 55). The Center for Effective
Performance, Inc., 1100 Johnson Ferry Road, Suite 150,
Atlanta, GA 30342. http://www.cepworldwide.com 800-558-
4237. Reprinted with permission. All rights reserved. No
portion of these materials may be reproduced in any manner
without the express written consent from The Center for
Effective Performance, Inc.

Qualities of Useful Objectives—Conditions
Describes the important conditions (if any) under which the
performance is to occur
Example:
“Given all available engineering data regarding a proposed
product, trainee will write a product profile.”
classroom use.
Qualities of Useful Objectives—Criteria
Identify the criteria of acceptable performance by describing
how well the learner must perform in order to be considered
acceptable.

Example:
“The product profile must describe all of the commercial
characteristics of the product that are appropriate for its
introduction to the market, including descriptions of at least
three major product uses.”
classroom use.
12
ABCDs of Writing Objectives
Easy as A, B, C, D
Audience: Who?
Behavior: What do “they” do?
Condition: What is the setting and method of evaluation?
Degree: Measurement to be met.

Audience: The group of learners the objective is written f nn or
(“the learner” or “the student”).
Behavior: The action or observable verb which describes what
the learner will be able to do after completing the instruction
(“Describe”, “Compare/contrast”, “Demonstrate”).
Condition: The tools and resources the students will be able to
use and where to find them (in a lab, in the actual work setting).
Degree: The standard or degree of accuracy to be considered
proficient.
13
Example Verbs
Verbs to Use:
Discuss
Explain
Demonstrate
Identify
List
Perform
Compare/Contrast
Score (on an assessment)
Verbs to Avoid
Understand
Comprehend
Know
Do

classroom use.
Exercise
Individually, practice writing objectives in ABCD format.
classroom use.
The “Make Versus Buy” Decision
Typical services available
Conducting needs assessment
Providing supplemental training materials
Conducting a train-the-trainer program
Designing a program

classroom use.
Photo by: Ben Chams
Best use of available resources
Assisting with conducting needs assessment
Guiding internal staff to design or implement a program
Designing a program specifically for the organization
Providing supplemental training materials (exercises,
workbooks, computer software, videos)
Presenting a previously designed program
Conducting a train-the-trainer program
Typical Sources
Consulting firms
Educational institutions
Professional societies
Trade unions
Publishing houses
Governmental agencies
Nonprofit community-based organizations
16
Discussion
What are the advantages of designing an HRD program in-house
versus purchasing programs from vendors?
What are the major reasons to contract out?

classroom use.
The firm does not have the expertise to design the program in-
house
Management would not likely have the time to design the
program
Firm doesn’t have an HRD department or full-time HRD
professional
Expertise: When an organization lacks specialized KSAOs
Timeliness: When it is timelier
Number of Trainees: For just a few trainees use an outside
training agency
Subject Matter: If the subject matter is sensitive or proprietary
the HRD conduct the program in-house
Cost: Always considers cost
Size of HRD: The size of the HRD department
SOURCE: From Carnevale, P., Gainer, L. J., Villet, J., &
Holland, S. L. (1990). Training Partnerships: Linking
Employers and Providers (p. 6). Alexandria, VA: American
Society for Training and Development .
17
How to Choose a Vendor?

Cost
Credentials
Background
Experience
Philosophy
Delivery Method
Content
Actual Product
Results
Support: especially in terms of implementation and follow-up
classroom use.
The larger the number of trainees the greater the likelihood to
design the program itself; For just a few trainees use an outside
training agency
Cost: price relative to program content and quality
Credentials: including certificates, degrees, and other
documentation of the vendor’s expertise
Background: number of years in business and experience in the
particular content area
Experience: vendor’s prior clients, success with those clients,
references
Philosophy: comparison of the vendor’s philosophy to that of

the organization
Delivery Method: training methods and techniques used
Content: topics included in program or materials
Actual Product: including appearance, samples, or whether a
pilot program is available
Results: expected outcomes
Support: especially in terms of implementation and follow-up
18
Request for Proposal (RFP)
A request for proposal (RFP) is a document that outlines for
potential vendors:
service the company is seeking
number of employees to be trained
funding
expected date of project completion
follow-up process to determine level of satisfaction and service
type of references needed
19
Selecting the Trainer
Training competency
Subject matter expertise

classroom use.
Training Competency
Knowledge and varied skills needed to design and implement a
training program
Subject matter expertise
Mastery of the subject matter
Training is most effective when trainers possess an advanced
level of expertise as instructors and facilitators
Helping Less Qualified Trainers
Teaming skilled trainers with in-house subject matter experts to
form an instructional team
Using a training technique that does not require a human
trainer, such as computer-aided or online instruction programs
Train-the-trainer programs, which involve identifying in-house
content experts who lack training skills and training them to
become effective trainers
20
Preparing a Lesson Plan
Lesson plan:
Content to be covered
Sequencing of activities
Timing and planning of each activity

classroom use.
Content to be covered
Sequencing of activities
Selection or design of training media
Selection or development of experiential exercises, or both
Timing and planning of each activity
Selection of the method of instruction to be used
Number and type of evaluation items to be used
Translates program objectives into an executable training
session
Trainer’s guide for the actual delivery of the training content
Determines in advance what is to be covered and how much
time is devoted to each part of the session
21
Example Lesson Plan

Preparing Training Materials
Materials include
Program Announcements
Program Outlines or Syllabi
Training Manuals
Textbooks
classroom use.
Preparing Training Materials
Inform target audience about training program
Purpose of program
When and where to be held
How to participate in program
Give sufficient lead time for trainee to schedule
Communicate the content, goals and expectations of the
program
Include:

Course objectives
Topical areas
Materials or tools needed
Requirements of each trainee
Tentative schedule
Training Manuals and Textbooks
Textbooks
Generally provide a broad treatment of subject
Training Manuals
Brief and hands-on
Buy or Develop?
Generally less expensive to purchase
Cengage “Text Choice” custom manuals
Copyright Laws
Get permission and give attribution
23
Scheduling the HRD Program
During or after the working hours
Day of the Week
Avoid Mondays and Fridays
Avoid holiday weeks
classroom use.

Too early
Tardy or tired participants
Over lunch hour
When do they eat
Mid-afternoon
Sluggish circadian rhythms
Late in day
Distractions and need to leave early
Considerations
Peak work hours
Staff meeting times
Travel requirements
Training shift workers
Consult with managers and supervisors before scheduling
Do it well in advance of scheduling
Avoids organizational complaints
Other problems
Family obligations
Moonlighters
Tired trainees
Reluctance to give up free time
Inducements
Overtime pay
Comp time
Promotion
Holding at resort with leisure activities
24
The Training Site
Comfortable and accessible
Quiet, private, and free from interruptions

Sufficient space for trainees to move around easily
Sufficient space for trainees to move around easily, offers
enough room for trainees to have adequate work space, and has
good visibility
25
Seating Arrangements
26
When Does Each Work?
Fan-type seating
trainees can easily switch from listening to practicing in groups

Classroom-type seating
appropriate when lecture and audiovisual presentations are the
primary methods
When Does Each Work? (Cont.)
Conference-type seating
appropriate for total groups discussions (with no small group
interaction)
Horseshoe type-seating
appropriate for both presentation and total group instruction
28
How to Increase Pre-Training Motivation

Communicate to trainees the purpose of the course
Assign pre-work
Managers should set expectations for learning
No reproduction distribution without the prior written consent
of McGraw-Hill Education.
Communicate to trainees the purpose of the course, objectives,
prerequisites, and who else will be attending
Assign pre-work to ensure trainees come to the program with a
sense of focus and a basic understand of training content
Managers should encourage attendance and set expectations for
learning
29
Activity
Imagine you are the training manger of a hotel that will open
next year. Your GM asks you to develop a training program that
aims to boost the team spirit of the newly formed Executive
Committee Members.
Your GM suggests you organize a two-day course in a resort
location from 9 to 5 for both days.
Design a training program.

classroom use.
Addressing the following questions in your program.
Objectives: What are the specific goals for training?
Content: What is being learned?
Activities: How are trainees learning?
Materials and resources: With what are trainees learning?
Grouping: With whom are trainees learning?
Location: Where are trainees learning?
Time: When are trainees learning?
Trainer role: How is the trainer facilitating/guiding learning?
The Training Budget
Management wants to know –
How much is this going to cost?
©SHRM 2009
How much is this going to cost?

31
The Training Budget (Cont.)
Fixed costs:
Those costs that remain the same no matter how many
individuals participate in the training.
Instructor’s salary.
Marketing/information distribution.
Variable costs:
Expenses that will vary depending on the number of participants
in the training program.
Printed hand-outs.
Lunch for participants.
©SHRM 2009
Direct costs
All of the expenses involved in putting together the training
program:
Course development or purchase.
Printing.
Equipment rental.
Costs of needs assessment.
Evaluation of training.
©SHRM 2009

It is important to breakdown the training costs to identify all the
expenses involved with the training. Direct costs are all the
expenses involved in the actual putting together of the training
program. Don’t forget the expenses of doing the needs
assessment and the cost of evaluating the training upon
completion.
33
Indirect costs:
Less obvious expenses, not directly related to the training:
Overhead.
Administrative and clerical salaries.
Employee fringe benefits (25 percent of salary).
Productivity loss.
©SHRM 2009
Indirect costs are not as evident and require some investigation.
It is important to estimate these costs as well. Overhead costs
include general organizational support such as administrative
assistance, fringe benefits and the use of facilities.
Indirect costs for training include loss of productivity while

trainees are off the job to attend training as well as other
employee time spent that is related to training. It is estimated
by a sales training firm that it takes a typical manager between
six and eight hours to prepare for one hour of training. What
about the cost of replacing the employee while he/she is
attending the course? Do you need to hire a temporary employee
to fill-in while the trainee is away?
If this is the first time you have done a training budget, you will
have to think to come up with all of the indirect costs, but as
you become more familiar with the budgeting process, the
indirect costs will become more obvious.
34
Are Employees Paid During Training?
FLSA: Nonexempt employees must be paid for training time
unless all four of the following requirements are met:
Attendance is outside of the employee’s regular working hours.
Attendance is voluntary.
The training is not directly related to the employee’s current job
title.
The employee does not perform any productive work during
attendance at the training.
©SHRM 2009
Training Costs
Trainer’s salary.
Trainee’s salary or wage.
Materials and supplies for training.

Development costs.
Consultant’s or contractor’s service fees.
Travel and living expense for trainer and trainees.
Transportation.
Equipment costs: Audiovisual and computer.
Support costs: Hours spent by clerical staff and managers
Postage, misc.
Lost production (opportunity costs).
classroom use.
Training is Expensive
$164.2 billion
According to an estimate from ASTD, in 2012, U.S.
organizations spent $164.2 billion on employee learning.
©SHRM 2009
https://www.td.org/insights/1642-billion-spent-on-training-and-

development-by-us-companies
The Association for Talent Development (ATD) is a
professional membership organization supporting those who
develop the knowledge and skills of employees in organizations
around the world. The ATD Staff, along with a worldwide
network of volunteers work to empower professionals to
develop talent in the workplace.
37
DesignImplementationEvaluation
Define
objectives
Select
evaluation
criteria
Develop
lesson plan
Develop/acquire
materials
Select
trainer/leader
Select methods
and techniques
Schedule the
program/intervention
Determine
evaluation
design
Conduct
evaluation
of program
or intervention
Deliver the
HRD program
or intervention
Interpret

results
Assessment
Assess needs
Prioritize
needs
Chapter 2 Influences on Employee Behavior
Werner
classroom use.
Learning Objectives
Identify the major external and internal factors that influence
employee behavior
State how a supervisor’s leadership and expectations for
employees can affect their behavior
Recognize the impact that coworkers and organizations
themselves have on employee behavior
Define motivation and describe the main approaches to
understanding motivation at work

classroom use.
Goals of HRD
Ultimate objective is to improve organizational performance
Major focus of most HRD interventions is an effort to change
employee behavior
classroom use.
Individual Performance is Multidimensional
Most HRD focuses on “Task Performance”
Behaviors central to doing one’s job
Organizational citizenship behaviors
Critical to organizational effectiveness
Not specific to any one task

classroom use.
4
*Model of Employee Behavior
classroom use.
*Major Categories Affecting Behavior
External forces
Outside the organization
State of economy/employment rate
Inside the work environment
Leadership
Coworkers
Outcomes of performance
Internal Forces

Within employee
Motivation
KSAs
classroom use.
External Influences
General state of economy
Government intrusion
Global and technology issues
In spite of excellent work and production, external influences
can result in down-sizing to reduce costs
6
Supervisory Influences
Self-fulfilling prophecy
Supervisor's expectations can influence workers behavior
Leadership
classroom use.

Leadership
Non-coercive influence to direct and coordinate the activities of
a group toward accomplishing a goal
7
Rewards Structure
Focuses on:
Types of rewards used
How rewards are distributed
The criteria for rewards distribution
classroom use.
Job Design
Job design: The development and alteration of the components
of a job to improve productivity and the quality of an a
employee’s life

Altering the job may improve performance and attitudes
classroom use.
Influence of Coworkers
They may offer or withhold friendship and recognition
Group dynamics such as group thinking and social loafing
Group norms
classroom use.
Group Dynamic Characteristics
Groupthink—concerned with unanimity rather than making good
decisions
Social Loafing—tendency for individuals to reduce level of

effort as group becomes larger
Teamwork
Trust
Cohesiveness
10
Motivation
One of the basic elements of human behavior
“The success of many HRD programs depends in part on
whether the individual is motivated to participate, learn, and use
what is learned to improve performance.”
—Werner
classroom use.
Factors to Consider
Work motivation pertains to voluntary behavior
Motivation focuses on:
Energizing—The generation or mobilization of effort
Direction—Applying effort to one behavior over another
Persistence—Continuing (or ceasing) to perform a behavior
11
Motivation—The Need-Based Approach

Underlying needs, such as the needs for safety or power, drive
motivation
Theories include:
Mazlow’s Needs Hierarchy
Alderfer’s Existence, Relatedness and Growth Theory
Herzberg’s Two-Factor Theory
classroom use.
Motivation—Cognitive Process Approach
Motivation is a process controlled by conscious thoughts,
beliefs and judgments
Theories include:
Expectancy Theory
Goal-Setting Theory
Social Learning Theory
Equity Theory
classroom use.

Motivation—Non-Cognitive Approach
Motivation is explained as an interaction between behavior and
external events without appealing to internal thoughts or needs
Theories include:
Reinforcement Theory
classroom use.
The Need Activation–Need Satisfaction Process
classroom use.

The Need-Based Approach—Mazlow’s Need Hierarchy
In Order of Importance
classroom use.
The items above must be satisfied before those below can be
satisfied
16
The Need-Based Approach—Alderfer’s ERG Theory
Existence
Relatedness
Growth
Basically reduces Mazlow’s five to three items
classroom use.

Need-Based Approach May Not Be Enough to Explain
Motivation
Weakness
Difficult to test and apply
However, some programs based on theories have been
successful
Job enrichment
Achievement motivation
classroom use.
Cognitive Process Theories—Expectancy theory
Employees:
Believe they can perform successfully (high expectancy)
Believe are connected (high instrumentality) to outcomes they
desire (high valence)
Believe will prevent (negative instrumentality) outcomes they
want to avoid (negative valence)

classroom use.
19
Discussion
How can supervisors and HRD professionals use expectancy
theory to increase employee’s motivation to attend the training
program?
classroom use.

Employees will not attend HRD sessions unless
They will learn something
It will increase their job performance
They will be rewarded for their efforts
20
Cognitive Process Theories— Goal Setting Theory
Goals that are specific, difficult, and accepted by employees
lead to better performance
Feedback enhances effectiveness of goal setting
Goals must be achievable
classroom use.
Goals can:
Mobilize employee effort
Direct their attention
Increase their persistence
Affect strategies used to accomplish a task
21
Cognitive Process Theories— Social Learning Theory
Outcome and self-efficacy expectations affect individual
performance

An outcome expectation:
Person’s belief that performing a given behavior will lead to a
given outcome
Self-efficacy:
People’s “judgement of the likelihood that he or she can
successfully perform a particular task or activity.”
classroom use.
Activity: Test Your General
Self-efficacy (Schwarzer & Jerusalem, 1995)
1 = Not at all true 2 = Hardly true 3 = Moderately true 4 =
Exactly true
1 I can always manage to solve difficult problems if I try hard
enough.
2 If someone opposes me, I can find the means and ways to get
what I want.
3 It is easy for me to stick to my aims and accomplish my goals.
4 I am confident that I could deal efficiently with unexpected
events.
5 Thanks to my resourcefulness, I know how to handle
unforeseen situations.
6 I can solve most problems if I invest the necessary effort.
7 I can remain calm when facing difficulties because I can rely
on my coping abilities.
8 When I am confronted with a problem, I can usually find

several solutions.
9 If I am in trouble, I can usually think of a solution.
10 I can usually handle whatever comes my way.
classroom use.
From: http://userpage.fuberlin.de/~health/engscal.htm
Cognitive Process Theories—Equity Theory
Motivation is strongly influenced by:
People’s desire to be treated fairly
People determine fairness by comparing their relevant returns
and contributions to those of others
classroom use.
Motivation is strongly influenced by:
People’s desire to be treated fairly

Perceptions about whether they have been treated fairly
People develop beliefs about what is fair for them to receive in
exchange for the contributions that they make to the
organization
24
Discussion
How does Equity Theory relate to HRD?
How to use Equity Theory to improve HRD outcome?
classroom use.
People who believe they have been treated unfairly (called
inequity) will experience tension, and they will be motivated to
find ways to reduce it
Reducing Feelings of Inequity
Cognitively distorting views of contributions or rewards (“She
must be smarter than I thought.”)
Influencing the perceived rival to change his or her
contributions or rewards (e.g., convincing the person to be less
productive)
Changing one’s own contributions or rewards (either working

harder or contributing less)
Comparing oneself to a different person leaving the situation
(requesting a transfer or quitting)
25
Non-cognitive Theory— Reinforcement Theory
Based on “Law of Effect”
Behavior that is followed by a pleasurable consequence will
occur more frequently—a process known as “reinforcement”
Behavior that is followed by an adverse consequence will occur
less frequently
An example of reinforcement
classroom use.
Positive reinforcement refers to increasing the frequency of a
behavior by following the behavior with a pleasurable
consequence
Negative reinforcement increases the frequency of a behavior by
removing something aversive after the behavior is performed
Extinction seeks to decrease the frequency of a behavior by
removing the consequence that is reinforcing it
Punishment seeks to decrease the frequency of a behavior by
introducing an aversive consequence immediately after the
behavior

26
Attitudes
Second major influence on work behavior
Attitude: a person’s general feeling of favorableness or
unfavorableness toward some stimulus object
classroom use.
classroom use.
SOURCE: From Organizational Behavior 5th edition by
Hellriegel/Slocum/Woodman. © 1989. Reprinted with
permission
of South-Western, a division of Cengage Learning.
How Does Attitude Influence Behavior?
The Behavioral Intentions Model:
A combination of attitudes with perceived social pressure to
behave
in a certain manner influences an individual’s behavior

A combination of attitudes with perceived social pressure to
behave in a certain manner influences an individual’s behavior
28
Knowledge, Skills, and Abilities (KSAs)
If employees lack the KSAs to perform a task or behavior, they
will likely fail
Knowledge—an understanding of factors or principles related to
a particular subject
Skills—combine abilities with capabilities that are developed as
a result of training and experience
Abilities—general capacities related to the performance of a set
of tasks
classroom use.
Discussion
Recall a time at work or school when you found it difficult to

motivate yourself to complete a required task (such as starting a
report or studying for an exam). Using two different motivation
theories, explain why this lack of motivation may have
occurred.
classroom use.
Think-Share Activity
Take 5 minutes to read through the note you received, think
about your answers.
Share your answers with your group (each member has 1 minute
to share).
Share your group responses with the class.
classroom use.

31
Economic
Conditions
Leadership
Performance
Expectations
Technological
Changes
Labor Market
Conditions
Factors in the External Environment
Supervision
Laws and
Regulations
Labor
Unions
Reward
Structures
Culture
Job Design
Organization
Motivation
Attitudes
Knowledge,
Skill, Ability
Employee
Norms
Group
Dynamics
Teamwork
Control Over
Outcomes
Coworkers
Task
Performance
Organizational

Citizenship
Behaviors
Behavior
Personal
Organizational
Outcomes
ProcessExample
Need is activated
Tension is created
Yes
No
Layoff announced;
Need for security
is activated
Tension expressed in
fear and worry
Improve performance?
Politics?
Job search?
Search for ways
to reduce tension
Performance improvement
leads management to
remove employee's
name from layoff list
Perform behaviors
to reduce tension
Fear and worry
significantly reduced
Tension eliminated
or significantly
reduced?
Need for security
satisfied
Need satisfied;
Need no longer

drives behavior
How likely is it that
I will reach my
performance goal?
Expectancy
Should I
exert effort?
How desirable or
undesirable are
these outcomes?
Valence
Will I receive various
outcomes if I reach
my performance goal?
Instrumentality
Beliefs about
behavior/outcome
relationships
Attitude
toward the
behavior
Beliefs about
group/society
norms
Perception
of norms
Perceived situational
or internal constraints
IntentionsBehavior
Chapter 11
Employee Counseling and Wellness Services
Werner

classroom use.
Learning Objectives
Explain the need for employee counseling in organizations and
why counseling is an HRD activity
Describe the focus and effectiveness of three types of employee
counseling programs:
Employee assistance programs
Stress management interventions
Employee wellness/health promotion programs
classroom use.
2

Personal Problems
Personal problems are a part of life
They can affect behavior at work as well as does one’s personal
life
classroom use.
Such problems contribute to accidents, absenteeism and
turnover, poor decisions, decreases in productivity, and
increased costs
3
Reasons for Promoting Well-Being
Rising healthcare costs
Reduce workers' tardiness, absenteeism, turnover, lost time
from work because of illness and injury, and accidents
classroom use.

4
Link Between Employee Counseling and Coaching
Much of coaching is focused on worker’s performance
Many work performance problems are tied to worker’s personal
lives
Employee counseling focuses on these problems
classroom use.
Picture from: https://drseanalexander.org/70-2/
Much of coaching is focused on worker’s performance on job
and improving that performance
Many work performance problems are tied to worker’s personal
lives
Employee counseling focuses on these problems, especially on
how they effect worker performance
Supervisors should not try to solve or resolve the employee’s
problem themselves

Employee Counseling as an HRD Activity
Employee counseling is an HRD activity
Coaching and counseling are often intertwined
Supervisors are generally encouraged to provide early
identification and referral to a trained professional or
counseling service
Supervisors should not try to solve or resolve the employee’s
problem themselves
5
A Typical Counseling Program
Problem Identification
Education
Referral
Counseling
Treatment
Follow-up
classroom use.
Who Provides the Service?
A counseling program in-house
A contracted-out independent service

classroom use.
Employee Assistance Programs (EAP)
EAPs are defined as job-based programs operating within a
work organization for the purposes of:
Identifying troubled employees
Motivating them to resolve their troubles
Providing access to counseling or treatment for those employees
who need these services
Meet an Employee Assistance Program specialist
classroom use.
Behavioral Problem Indicators
Absenteeism

On-the-job absences
High accident rates
Job performance issues
Poor relationships with coworkers
classroom use.
Absenteeism
Taking many absences without authorization
Using vacation days to cover frequent absences
On-the-job absences
Often away from one’s work area
Frequent tardiness after lunch or breaks
High accident rates
Accidents off the job that affect work performance
Accidents on the job due to carelessness, inattentiveness, etc.
Job performance issues
Complaints from coworkers or clients
Missing deadlines
Frequent shifts between high and low performance
Difficulty understanding instructions or new information
Poor relationships with coworkers
Extreme reactions to real or implied criticism
Large mood swings
Avoiding coworkers and friends

Increasing irritability or argumentativeness
9
Substance Abuse
Alcohol and drug abuse
Greater risk for accidents, injuries, disciplinary problems, and
involuntary turnover
classroom use.
21.8 million Americans are current illicit drug users
47% of industrial injuries are due to alcohol use
Estimated that companies lose over $7,000 per year for every
employee who abuses alcohol or drugs
10
Mental Health
About 21 million adults in the United States experience a
depressive illness in any given year
classroom use.

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