Robert O. Brinkerhoff

The Success Case Method: A Strategic Evaluation Approach to Increasing the Value and Effect of Training:

The problem and the solution. Despite the fact that effective human resource development (HRD) operations are vital to overall organization success, most organizations fail to evaluate the impact and return on training investments that they could and should. Traditional evaluation models and methods, with their focus on simply assessing the scope of training’s effect, do little to help reap greater performance and organizational impact from HRD and, in fact, can even undermine this purpose. This article argues that it is performance, not HRD, that achieves (or does not achieve) results, and thus impact evaluation must inquire more broadly into the performance management context. Consequently, the Success Case Method (SCM) is presented and discussed. The final portion of the article presents a case study derived from a recent SCM evaluation project for a major business client that demonstrates and illustrates the working of the method.

Increasing impact of training investments: an evaluation strategy for building organizational learning capability

Purpose – The purpose of this paper is to provide training and human resources development practitioners with a practical, credible and strategically‐useful training evaluation method.Design/methodology/approach – The suggested evaluation strategy and method are based on the authors experience as a thought leader and consultant with hundreds of organizations world‐wide.Findings – Human resources development practitioners need a more practical, simple, valid and actionable approach to evaluation.Practical implications – Evaluation should focus on the entire training and performance improvement process, not solely on training events. Leverage for making improvements to training impact is found in the performance management system factors in the larger organization outside the boundaries of the training department or function.Originality/value – The paper proposes a new, more simple and valid approach to measurement of training impact that has been tried successfully in several dozen leading companies.

Corporate training for effective performance

Preface. 1. Linking corporate training and effective performance M. Mulder, et al. Part I: Changing environments of training and development. Introduction to Part I W.J. Nijhoff. 2. The development of competence: national standards for managers J.E. Thompson, S. Carter. 3. The role of regulations for corporate training strategies U. Backes-Gellner. 4. The challenge of competence and further training policies Ph. Mehaut. 5. Organization development in a changing corporate culture S.F. Foster, G.W.J. Heling. Part II: Models, Strategies and Evaluation. Introduction R.O. Brinkerhoff. 6. Behavior modeling training in North America: a research summary D.F. Russ-Eft, J.H. Zenger. 7. Changing leadership style: Research on a training and coaching model for lasting effects N.L. Krijger, S.M. Pol. 8. Human resource development and on-the-job learning J. Onstenk. 9. Effectiveness of seminars as a training tool in international companies M. Mulder, et al. Part III: New training and development devices. Introduction M. Mulder. 10. The self-learning organization in a changing professional environment J.C. Asselborn, J.M. Jans. 11. Strategic management simulations: the German case K. Breuer, S. Streufert. 12. Computer support of operator training: constructing and testing a simulation environment P.G. van Schaik Zillesen, et al. 13. Delivery systems for corporate training in the future A.L. Romiszowski. Authors index. Subject index.

Evaluation of Inservice Programs.

Robert O. Brinkerhoff is Director, Evaluation Training Consortium, and Associate Professor, Evaluation Center, Western Michigan University, Kalamazoo. In recent years, interest and activity in inservice education have been increasing. Shrinking resources and pupil enrollments have brought our nation’s schools closer to &dquo;steady state&dquo; staffing patterns, as inflation and economic hardship inspire employed educators to retain their current positions. Mixed into this stew are the emerging demands of P.L. 94-142 on incumbent personnel and the federal government’s responsiveness with increasing support for inservice efforts. In short, inservice education is a hot topic; ipso facto, evaluation of inservice education is hot. Unfortunately, as most educators are aware, inservice education as currently practiced is not prepared to assume the mantle being thrust upon it. While this picture will hopefully change, and indeed some programs are making positive changes, one need only visit the typical inservice effort to recognize the truth that some of the recent heat associated

Linking Corporate Training and Effective Performance

Effective performance has become critical throughout the global economy. In view of the severe competition within this global economy, organizations focus on their performance. They analyze their results and problems, and try to find solutions that may improve their results (Swanson, 1994). Organizations need to do so for the sake of continuing their existence in the future. They constantly need to adapt to new circumstances. In the process of focusing on performance, learning plays a critical role. Organizations have to learn from their failures and successes, and they should be able to analyze causes and effects of decisions and results. Much of the necessary learning can be facilitated by corporate training.