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

Abstract

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.In today's globally competitive changing market and constant technological advancement, training is a given. Doing training well-getting results from learning investments-is a must, not a choice. The pace of change persistently shortens the "shelf life" of employee capability. Organizations must continuously help employees master new skills and capabilities. The central training challenge for organizations today is how to leverage learningconsistently, quickly, and effectively-into improved performance.Responsibility for creating and maintaining performance improvement does not typically lie with any one individual or organization unit; rather, it is a diffuse responsibility shared among senior executives, line manage-

Lecturers' Perceptions on the Effectiveness of In-Service Training Programs at Selected Public Sector Organisations in Namibia

“…Successful business stories can be compared and contrasted with factors that impede training application (Brinkerhoff, 2005); since the model evaluates the impact of training interventions and communicates the results in a meaningful way to the clients. The Brinkerhoff model is inclusive and focuses on meaningful business results and increases support for performance interventions.…”

“…Credit is given in case when the impact is successful and weaknesses are pinpointed in the system, then the feedback is directed to those who can address the problem. This model does not apply complex statistical analysis, but rather highlights factual accounts of the best results the program is capable of achieving (Brinkerhoff, 2005). Thus, the Brinkerhoff model evolved from the Kirkpatrick's model and he added two levels at the beginning of Kirkpatrick's model (Otero, 1997).…”

“…Credit is given in case the impact is successful, weaknesses are pinpointed in the system and feedback directed to those who can address the problem. The model highlights factual accounts of the best results the program is capable of achieving (Brinkerhoff, 2005). Brinkerhoff's model can thus be utilized meaningfully to evaluate and improve training programs.…”

When the best laid plans go astray: a case study in pragmatic approaches to evaluation

“…success case methods, general elimination methodologies) and theoretical frameworks (e.g. realism) are compatible with small-n evaluations (Brinkerhoff, 2005;White & Phillips, 2012). The point of commonality among these methods and frameworks is that they aim to identify and understand the mechanisms and processes underlying projects and programs that bring about observable change.…”

Induction of newly qualified teachers in New Zealand

“…The 'success case studies' (Brinkerhoff, 2005) on New Zealand (NZ) induction reported upon in this paper clarify a wide range of factors associated with effectiveness, including: good systems of support for induction; appropriate allocation, support and training of mentors; sufficient time for induction; quality feedback and Provisionally Registered Teachers' (PRT) openness to feedback; participation in professional development for PRTs and mentors; effective observation; good ratios of PRTs to mentors; resolving time constraint issues constructively via sharing of expertise and resources, as well as allocating sufficient time for induction meetings and reducing responsibilities for PRTs; reassurance of security for PRTs in limited contractual employment arrangements; shared understandings (locally and nationally) about good teaching and learning; ensuring good accountability processes (reviewing, checking and reporting); and having clear criteria for performance. The overwhelming feature of effectiveness, however, was linked to PRTs having a wide support network -a 'family' of support.…”