Article1993

BEYOND FORMAL EXPERIMENTAL DESIGN: TOWARDS AN EXPANDED VIEW OF THE TRAINING EVALUATION PROCESS

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Human Resource Development and Performance Evaluation Evaluation and Performance Assessment Advanced Causal Inference Techniques

Abstract

Textbook treatments of training evaluation typically equate evaluation with the measurement of change and focus on formal experimental design as the mechanism for controlling threats to the inference that the training intervention produced whatever change was observed. This paper notes that two separate questions may be of interest: How much change has occurred? and, Has a target performance level been reached? We show that the evaluation mechanisms needed to answer the two types of questions are markedly different, and discuss circumstances under which an evaluator's interests will focus on one, the other, or both of these questions. We then discuss alternatives to formal design as mechanisms for reducing various threats to validity, and discuss trade‐offs between internal validity and statistical conclusion validity.

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References

1977Handbook of Industrial and Organizational Psychology.1966The methodology of evaluation 1963Experimental and quasi-experimental designs for research on teaching 1986Training in Organizations: Needs Assessment, Development, and Evaluation 1978Applied Psychology in Personnel Management 1983Developing and Training Human Resources in Organizations

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1997AN INVESTIGATION OF THE EFFECT AND ECONOMIC UTILITY OF CORPORATE‐WIDE TRAINING 2012Learning, Training, and Development in Organizations 2010Training and employee development for improved performance.2003The role of employee reactions in predicting training effectiveness 2007Evidence-Based Management and The Marketplace for Ideas 1999ACADEMIC RESEARCH INSIDE ORGANIZATIONS: INPUTS, PROCESSES, AND OUTCOMES 1998Training in the 21st century: Some lessons from the last one.1998A new integrated framework for training needs analysis

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