Evaluation of HR for Non-HR Training Workshop Effectiveness Using Two Levels …

Dr/ Ola A. Elgeuoshy M. Abdrabou,

Evaluation of HR for Non-HR Training Workshop

Effectiveness Using Two Levels of Kirkpatrick Model
Ola A. Elgeuoshy M. Abdrabou,
Assistant Professor, Egypt-Japan University of Science and Technology
(EJUST)
Abstract:
Human capital is a pertinent driver for business success
and sustainability. Employee outcomes are positively related to
the effective execution of HRM practices. Paying attention to
how HR procedures are carried out is crucial for the effectiveness
of HRM. Therefore, a workshop “HR for non-HR” was
delivered to facilitate six HR functions practically to non-HR
employees. The evaluation of the workshop's effectiveness is the
main aim of this study using the first two levels of the
Kirkpatrick model: reaction and learning in a quasi-experimental
design. The objectives of this study are to (1) examine whether
HRM workshop sessions would improve participants’ learning of
HRM and its practices using pre- and post-workshop structured
tests. (2) evaluate participants' reactions toward the conducted
workshop using a structured survey. (3) collect in-person
feedback from the participants. The results indicated a significant
change in the learning level of the overall HRM and all six HR
practices except the performance management system and
positive reactions of the participants toward the workshop. The
correlation analysis emphasized the importance of the training
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content and the training planning and administration. Most of the

participants agreed on the outstanding performance of the
facilitators despite being students. Studying the effectiveness of
such a workshop on a large scale of participants is highly
recommended for future studies.
Keywords: HR for Non-HR, Training effectiveness, Kirkpatrick
model, Human Resources Development
Introduction:
Organizations recognize human resources development
(HRD) as a critical determinant of sustainable success in today's
dynamic and competitive business landscape. HRD ensures
organizational members have the competencies to meet current
and future job demands. Organizations can position themselves for
sustained success and competitive advantage by prioritizing
investments in human capital development and fostering a culture
of continuous learning and improvement (Uthman, 2024). The role
of Human Resources Management (HRM) has evolved
significantly to meet the needs and challenges faced by
organizations (Uthman, 2024). Human resources management
(HRM) is “the strategic management and coordination of the
employees who individually and collectively contribute to the
achievement of the strategic objectives of the organization”
(Uthman, 2024). There is a need for customer-oriented HRM
practices (Nadesan, 2024). Employee outcomes are positively

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related to the effective execution of HRM practices (Alkhamis,

2024). Paying attention to how HR procedures are carried out
within the organization at the practice level is crucial for the
effectiveness of HRM (Pangeran & Ismayani, 2023). A lack of
HRM knowledge of the business actors has been identified and
addressed by training (Indah, Setiawan, Baihaqi, & Marchegiani,
2023). There is a crucial need not only for HR employees to be
well educated about HRM and its practices but also for non-HR
employees to facilitate their implementation at the practice level.
Non-HR employees are employees working in any department
other than the HR department. They are the main users of the HR
services. Their lack of knowledge and skill is among the causes of
poor HR practices. Training plays an essential role in developing
the employee. Training is “the process of teaching new or current
employees the basic skills they need to perform their jobs.”
(Dessler, 2020). Development is “any attempt to improve current
or future management performance by imparting knowledge,
changing attitudes, or increasing skills.” (Dessler, 2020).
Therefore, an HR for Non-HR workshop had been prepared and
facilitated by HRM track students to non-HR employees from
three companies This workshop is part of the experiential learning
objectives of the “Developing Human Resources” course at one of
the business administration faculties in Egypt. The focus of the
workshop is to facilitate six HR functions practically. The high
need for this workshop has been emphasized by HR professionals

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from 5 companies through short interviews via phone. Upon the

delivery of the workshop, there was a need to evaluate it. Training
evaluation provides a structured framework for assessing the
efficiency and effectiveness of training programs. The Kirkpatrick
model is the most widely used model with four levels for training
evaluation: reaction, learning, behavior, and results (Werner &
Desimone, 2012), (Mello, 2015) & (Dessler, 2020). Collecting in-
person feedback from the participant after training is highly
recommended. The assessment of reaction and learning levels of
the training program is widely used with significance, therefore
this study shall focus on measuring these levels for the conducted
training workshop through a quasi-experimental design. The
objectives of this study are to (1) examine whether HRM
workshop training sessions would improve participants’ learning
level of HRM and its practices using pre- and post-workshop
structured tests. (2) evaluate participants' reactions toward the
conducted workshop using a structured survey. (3) collect in-
person feedback from the participants after the post-workshop test
to interpret the evaluation results and improve future workshops.
This study is organized into an abstract, introduction, literature
review, method, data collection, analysis, and conclusion.
Literature Review:
Human capital is one of the main drivers of any business's
success. Continuous human capital development is a critical

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determinant of business growth and sustainability. Human

capital development is usually known as training and
development processes. These processes aim to develop
competent human resources: knowledge, skills, and attitudes.
Knowledge “includes having the information needed to perform
the work, but not necessarily having done it”. Skills refer to
“required attributes that are usually acquired by having done the
work in the past”. Ability refers to “having the physical,
emotional, intellectual, and psychological aptitude to perform the
work, but neither having done the job nor having been trained to
do the work is required” (Aguinis, 2013). It is not only about
technical knowledge and skills but also non-technical ones such
as management knowledge and skills including human resources
management (HRM) and its practices. HRM is a catalyst for
innovation and adaptation in today’s world which is marked by
technological advancements and evolving workplace dynamics
(Uthman, 2024). Therefore, equipping all employees with human
resources management skills and knowledge is crucial.
Human Resources Management (HRM):
Human resources management (HRM) is “the process of
acquiring, training, appraising, and compensating employees, and
of attending to their labor relations, health and safety, and
fairness concerns.” (Dessler, 2020). Organizations need to pay
special attention to all the core functions of human resource

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management because they play a major role in the attainment of

organizational goals” (Bhatt & Poduval, 2023). HRM practices
play a pivotal role in fostering a positive work environment
conducive to employee well-being (Gupta, Suresh, Raghavendra,
Krishnappa, & Sharma, 2024). Also, HRM plays a critical role in
shaping organizational culture and practices. The HRM
knowledge shall form strategic HR decisions and ultimately
contribute to the organization's long-term success (Gupta, Suresh,
Raghavendra, Krishnappa, & Sharma, 2024). HRM practices
have a stronger and more positive impact on performance
indicators in private enterprises than in state-owned enterprises.
Promotion of HR practices and continuous investment in
employee training and development are highly recommended to
unlock the full potential of human resources (Blessing, Joseph, &
Abubakar, 2024). Organizations can transform normal employees
into customer-oriented employees through the implementation of
customer-oriented HRM practices (Nadesan, 2024). Effective
recruitment and selection processes, well-designed training
programs, objective performance evaluation systems, and the
strategic use of new management techniques positively influence
employee effectiveness (Groenewald, et al., 2024). Emphasizing
the role of HRM in maintaining and improving workforce quality
through effective recruitment, training, and performance
management practices (Ghebregiorgis & Karsten, 2006). It was

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concluded that employee outcomes are positively related to the

effective execution of HRM practices (Alkhamis, 2024).
HRM is important to all managers (Dessler, 2020) to (1)
avoid personnel mistakes such as: hiring the wrong person for the
job. (2) improve profits and performance. All line managers have
human resources duties. This is because the direct handling of
people has always been part of every line manager’s duty
(Dessler, 2020). These responsibilities range from placing the
right person in the right job, training employees, improving their
performance, and developing smooth working relationships to
controlling labor costs and turnover rates. The pivotal role of the
HRM systems in shaping organizational performance outcomes
has been highly emphasized (Groenewald, et al., Optimizing
Human Capital: Exploring the Effectiveness of HRM Systems,
2024). The boundary conditions of HRM include the employee
perception of the HRM systems and practices that have been
explored. This perception could be positively targeted through
training and development processes on HRM practices for all
employees, not only HR employees. Paying attention to how HR
procedures are carried out within the organization at the practice
level is crucial for the effectiveness of HRM. Employees
experience directly how the HRM system is implemented within
the company (Pangeran & Ismayani, 2023). They need to be well
educated about HR procedures to facilitate their implementation
at the practice level. HRM practices build a skilled and diverse

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workforce that drives organizational growth and innovation. The

significance of HRM in fostering employee engagement and
motivation, successful transformation initiatives, and
organizational resilience has been pointed out. This significance
emphasizes the strategic imperative for organizations to invest in
HRM practices that prioritize employee well-being, talent
development, Work-Life balances, and organizational
effectiveness (Uthman, 2024). Training all the employees in HR
practices is part of this investment. It is a crucial need not only
for HR employees but also for non-HR employees. They are the
main users of the HR services. Their lack of knowledge and skill
is among the causes of poor HR practices: poor job description,
poor training needs identification, poor selection of newcomers,
and unfair appraisal process. …etc. These poor human resources
practices would negatively affect the quality of the manpower,
the business processes, the produced services or products, the
customer satisfaction, and the company position, and profits.
Managers must strive to integrate HRM practices to positively
affect organizational performance and employees' emotional and
physical well-being (Ghebregiorgis & Karsten, Human Resource
Management in Eritrea: Current and Future Trends, 2006).
Therefore, equipping the manpower (employees and managers)
with HRM competency is highly recommended to perform their
HR duties effectively and avoid related mistakes. Developing

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competencies usually is the focus of the training and

development process.
Training & development:
If an organization considers its employees to be human
assets, training, and development represent an ongoing
investment in these assets and one of the most significant
investments an organization can make. Training “involves
employees acquiring knowledge and learning skills that they will
be able to use immediately”; employee development “involves
learning that will aid the organization and employee later in the
employee’s career” (Mello, 2015). Human Resource
Development (HRD) is “a set of systematic and planned
activities designed by an organization to provide its members
with the opportunities to learn necessary skills to meet current
and future job demands” (Werner & Desimone, 2012). Usually,
training focuses on improving the knowledge, skills, and
attitudes of employees for the short-term, particular to a specific
job or task. Meanwhile, development has a longer-term focus on
preparing employees for future responsibilities while increasing
the capacity to perform at a current job. Many organizations use
the term learning rather than training as it implies ongoing
development and continuously adding to employees’ skills and
knowledge to meet the challenges the organization faces from its
external environment (Mello, 2015). Learning is “a relatively

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permanent change in behavior, cognition, or affect that occurs as

a result of one’s interaction with the environment” (Werner &
Desimone, 2012).
Employee training and development is increasingly
becoming a major strategic issue for organizations (Mello, 2015)
because the rapid changes in technology continue to cause
increasing rates of skill obsolescence and the globalization of
business operations requires managers to acquire knowledge.
Training has become a source of competitive advantage as
employees gain pertinent new knowledge and skills. This
presents a compelling rationale for organizations to invest in their
workforce, not only to reap benefits but also to distinguish
themselves from competitors (Bes & Strzałkowski, 2024).
Investing in human capital development is essential for
maintaining and improving workforce quality, thereby enhancing
organizational competitiveness and sustainability (Groenewald,
et al., 2024). Training and development (Mello, 2015) have
several benefits for the employee and the organization: (1)
change employees and how they do their jobs. (2) add to
employee marketability and employability. (3) create more
flexible workers who can assume varied responsibilities. Many
employees agree they need training to benefit employees and the
company. Training has a positive effect on employee
development and satisfaction. Training motivates employees
toward positive work performance. Training plays a mediator

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role that impacts both HR technology and employees'

development (Batool, Hussain, Baqir, Islam, & Hanif, 2021).
Employers normally use a rational training process that
adheres to the gold standard of the ADDIE five-step training process:
analysis-design-develop-implement-evaluate (Dessler, 2020). This
rationale has been embedded in the four steps of the human
resources development (HRD) process: needs assessment, design,
implementation, and evaluation (Werner & Desimone, 2012).
The effective use of visible learning strategies in the
training program is essential in creating a desirable environment
for learners (Salman & Thamer, 2024). Knowing the worker’s
skills and knowledge allows training methods and content to be
selected accordingly. Hands-on learning is the most effective way
to learn anything. The best training results can be achieved by
combining many training methods while maintaining the right
balance to achieve the intended training objectives (Bes &
Strzałkowski, 2024). Employee performance depends upon
training. If the way of training delivery is positive, then their
impact on developing the employees should be positive.
Training needs analysis is the main component of successful HR
if they cannot conduct the right training for the right person, it
should harm the organization and employees' performance
(Batool, Hussain, Baqir, Islam, & Hanif, 2021). Properly planned
training is part of the sustainability of companies, which

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consequently results in higher work safety due to its high

efficiency (Bes & Strzałkowski, 2024). The education level has
shown an impact on the effectiveness of E-HRM in the
organization (Bhatt & Poduval, 2023). Emphasizing the role of
the training program in developing creative teaching
competencies among faculty members. (Salman & Thamer,
2024). A training program has been conducted to improve the
identified lack of HRM knowledge of business actors and
positive impacts have been shown (Indah, Setiawan, Baihaqi, &
Marchegiani, 2023).
Evaluation of Training & Development:
After the training has been delivered, it needs to be
evaluated. Training evaluation provides a structured framework
for assessing the efficiency and effectiveness of training programs.
Evaluation of Human Resources Development (HRD) is highly
needed to (Werner & Desimone, 2012): (1) show the value of
HRD. (2) provide metrics for HRD efficiency. (3) demonstrate a
value-added approach for HRD. (4) demonstrate accountability for
HRD activities. The ultimate evaluation criteria should also be
assessed before training/development delivery to provide a
comparison basis for post-training assessment. Therefore, the
decision on how to evaluate training should be made when the
training objectives are set (Mello, 2015). Evaluation of Human
Resources Development (HRD) is “the systematic collection of

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descriptive and judgmental information necessary to make

effective training decisions related to the selection, adoption,
value, and modification of various instructional activities.”
(Werner & Desimone, 2012). HRD evaluation is the approach to
answer the question “Is HRD a revenue contributor or a revenue
user?” (Werner & Desimone, 2012) while identifying strengths
and weaknesses and determining the cost-benefit ratio. Evaluating
a training program's effectiveness is essential for allocating
resources wisely and ensuring the program aligns with
organizational goals and trainees' needs. The effectiveness of
training provides directions for the continuous improvement of its
quality. The evaluation and improvement ongoing basis should be
integral to the training process (Bes & Strzałkowski, 2024). The
training's effectiveness is critical in determining the return on
investment in HRD (Kumar, et al., 2024). There is a need to
develop valid measurement tools to evaluate the effectiveness of
the training in terms of knowledge and skill development (Tatlı, et
al., 2024). The Kirkpatrick model is the most widely used model
for training evaluation. It consists of four levels in a hierarchy:
reaction, learning, behavior, and results (Werner & Desimone,
2012), (Mello, 2015) & (Dessler, 2020). Each level includes
several measures. (1) Reaction measures focus on trainees’
perceptions and reactions to a program and its effectiveness using
a questionnaire. (2) Learning measures test whether they learned
the principles, skills, and facts they were supposed to learn. Tests

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are used to measure knowledge-based while demonstrations are

used for skills-based training. (3) Behavior measures ask whether
the trainees’ on-the-job behavior changed because of the training
program. It is usually measured through performance appraisal.
(4) Evaluation of results looks at the overall outcomes of the
training and its impact on the organization's overall performance
such as productivity. The main limitation of evaluating HRD
programs at the reaction level is that this information cannot
indicate whether the program met its objectives beyond ensuring
participant satisfaction (Werner & Desimone, 2012). The
evaluation of reaction and learning levels of the training program
is widely used in many workshops with significance. The
effectiveness of video training for health workers using personal
protective equipment was evaluated. The findings showed that the
scores increased with statistical significance after the video
training (Tatlı, et al., 2024). Significant positive effects of
facilities, research, and design on training effectiveness at the
Surakarta Vocational and Productivity Training Center have been
identified. Collecting feedback from the participants'
questionnaires and using it for future training needs is highly
recommended (Cahyaningrum, Waskito, Saputro, &
Kussudyarsono, 2023). Augmented Reality (AR) training has
been found much more effective than traditional training in short‐
term knowledge acquisition and long‐
term knowledge retention of risk identification (Gong, Lu,

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Lovreglio, Yang, & Deng, 2024). The effectiveness of women’s

entrepreneurial training program was measured at the first two
levels of the Kirkpatrick model. The effectiveness of the program
and the level of business skills acquired by the women trainees
were recognized. (Sami & Roychowdhury, 2024). Exploring
employees' perspectives on Rangaa Food Industries’ training
programs. The employees expressed their satisfaction with the
organization's well-planned training programs. They expressed
dissatisfaction with the program's duration and the absence of
recurrent evaluations (Rajasekharan & Aarthi, 2024). The
effectiveness of the training provided by the Ministry of Revenues
Training Center has been evaluated by a standardized set of
measures on three levels: satisfaction, learning performance, and
behavioral change measures. The results showed that all three
levels have moderate effectiveness (Kassaw, 2024). The
effectiveness of the training programs attended by fish farmers of
Tripura was assessed. There was a significant difference in the
effectiveness score between on and off-campus training with
significance (p (Kumar, et al., 2024). Participant knowledge before
and after the medical humanities workshop and their feedback had
been obtained. The increase in their knowledge level was highly
significant. Role plays and debates were the most enjoyable
(Shankar & Kulkarni, 2020). Confidence in using Motivational
Interviewing (MI) pre- and post-workshop had been evaluated. A
significant difference was found (Lansing, DeShaw, Perez, Welk,

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& Ellingson, 2018). The difference in three types of leadership

intelligence had been examined before and after participation in a
specific leadership training course. Higher scores with
significance after the training course have been recorded (Ekegren
& Dåderman, 2015). The assessment of reaction and learning
levels of the training program is widely used, therefore this study
shall focus on measuring the first two levels for the conducted
training workshop.
About the workshop:
Developing and delivering a training workshop by the
students is part of the experiential learning objectives of the
“Developing Human Resources” course. This is an undergraduate
course in the Human Resources Management (HRM) track at one
of the business administration faculties in Egypt. The students
are introduced to the development and training process of human
resources using a mix of tools and approaches in this course. HR
for non-HR was the suggested theme for the workshop after
reviewing the online training agendas of some recognized
training vendors. This theme introduces the employees of
departments other than the HR department (non-HR employees)
to the HR functions and processes to improve their HR
knowledge and skills. Their HRM knowledge and skills facilitate
their cooperation with the HR department in implementing any of
the introduced HR practices. The significant importance of this
workshop has been emphasized by HR professionals from 5

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companies through short interviews via phone. Most of the

interviewed HR professionals reported that non-HR employees
usually fulfill the job description randomly. Others mentioned
that they are facing difficulty with many employees developing
SMART objectives. One manager highlighted that his supervisors
cannot conduct effective interviews.
The design of the workshop consisted of opening, body, and
closing. 20 minutes for the opening (registration and pre-test) and
another 20 minutes at the end for closing (survey, post-test, and
certificate distribution). The workshop consists of six sessions in
one day: (1) job analysis, (2) manpower planning & recruitment,
(3) interviewing, (4) training & development, (5) performance
management system (PMS), and (6) compensation and benefits.
Each session was around forty minutes. A twenty-minute coffee
break with light snacks was served during the day. Each session
was facilitated by an HRM track student and supported by the rest
of the students and the roles were rotated. Each session consisted
of a topic illustration, a video for discussion, a group-based
practicing activity using a pre-designed template, and handouts.
The outlay of the workshop room was designed to accommodate
three groups of participants. An invitation with the designed
workshop flyer has been sent to three companies to nominate up to
five participants (non-HR employees) from each company. The
workshop attendance was free.

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Method:
The targeted sample size was 15 participants (5 from each
company), but the actual size was nine participants. They were
selected by their HR managers based on invitations sent by the
course instructor. Firstly, a quasi-experimental design is adopted
using pre- and post-workshop tests to assess the change in the
learning level of the participants in each of the six HR practices
and the overall HRM. Standard deviation and mean are selected to
measure if there is a change in pre- and post-the workshop. Since
the data obtained from the pre-and post-tests are nominal and non-
normally distributed, the nonparametric Wilcoxon Signed-Ranks
test is the most appropriate statistical tool to assess the
significance of the change (p<0.05) in the learning level of each of
the six HR practices and their overall HRM across all participants
comparing the scores of pre-and post-tests. Secondly, a
multicriteria evaluation survey has been designed to measure
participant's reactions to the workshop. These criteria address
trainers, workshop planning and organization, content
(applicability, intention to use, impact on skills), whether the
participants will recommend this course to others, and overall
impression. The minimum, maximum and mean are the most
appropriate statistical tools to describe the obtained data from the
workshop survey. This data is ordinal and non-normally
distributed. Therefore, the Spearman rank-order correlation
coefficient is the appropriate nonparametric measure of the

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strength and direction of the association between; (1) each

criterion of the workshop survey and “recommending the course
to others by the participant” and (2) each criterion of the workshop
survey and the “intention of the participant to use the content”. All
analyses are conducted using IBM SPSS Version 28. The obtained
qualitative feedback comments shall be used to interpret the
evaluation results at both levels of reaction and learning.
Data Collection :
Firstly, pre-and post-tests were used as a structured survey
method to test the learning level gained by the participants. Pre-test
was composed of 18 multiple-choice questions. Each session is
covered through three questions. Each question has four multiple
choices. The questions have been selected from the test bank of the
Human Resources Management textbook of Gary Dessler, 16th
edition, and adjusted to match the knowledge covered in each
session. The same test was used as a post-test. The pre and post-test
statements were scored 1 for a correct answer and 0 for the wrong
one. The total score of each session and the total score of the
workshop were calculated by adding the scores of individual
answers for the statements of each session and the scores of the six
sessions respectively. The difference (standard deviation/mean)
between the pre and post-test shall represent the learning gained by
each participant in each session. Both tests were conducted on the
same day as the workshop to measure the learning level as part of
the training workshop evaluation. The facilitators explained to the

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participants the importance of the pre and post-test and their

feedback and requested participation. Any concerns and queries
were addressed.
Secondly, a multicriteria evaluation survey was also designed
to measure participants' reactions to the workshop and its
effectiveness. The survey consists of 12 statements. Four statements
assess the trainer, three statements assess the training administration
and planning. Three statements assess the overall impact of the
content; one statement assesses if the content enhanced the
participant's skills, one statement assesses if the content is
applicable, and one statement assesses if the participant intends to
use the workshop content. One statement assesses the overall
impression of the workshop. One statement assesses if the
participant would recommend the course to others. In addition to
open space for qualitative feedback “brief experience about the
workshop and asking for recommendations”. This space was not
used as each participant shared in person (orally) his/her comments
at the end of the workshop. The survey was 5 points Likert scale
based (1= best, 5=worst) for the first part of the survey and
(1=strongly disagree, 5=strongly agree) for the second part.
In addition, qualitative feedback about the workshop was
obtained in person from each participant after finishing the post-
test and before distributing the certificates. These feedback
comments shall be used to interpret the evaluation results at both

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levels of reaction and learning. The participants have been

informed that the data obtained via tests, surveys, and in-person
feedback shall be used for learning and research purposes in the
invitation for the workshop and at the beginning of the workshop,
and no separate formal consent was gained.
Data Analysis: Results and Discussion :
This section is meant by the interpretation of the scores of the
pre-and post-tests, survey, and collected qualitative feedback.
(1) Analysis of pre-and post-tests:
The sample size is 9. The pre-and-post-tests measured the
learning level in the six HR practices namely: (1) job analysis,
(2) manpower planning, (3) interviewing, (4) training, (5)
performance management system (PMS), (6) compensation and
benefits, and the overall HRM learning level. The mean of pre-
and post-test results of the job analysis are (1.22, 2.00)
respectively. The mean of pre-and post-test results of the
manpower planning are (1.89, 2.44) respectively. The mean of
pre-and post-test results of the interviewing are (1.33, 2.22)
respectively. The mean of pre-and post-test results of the training
are (1.67, 2.22) respectively. The mean of pre-and post-test
results of the performance management system are (2.11, 2.44)
respectively. The mean of pre-and post-test results of the
compensation and benefits are (1.78, 2.78) respectively. The
mean of pre-and post-test results of overall HRM are (10.00,

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14.11) respectively. The increase in the mean of the six HR

practices and the overall HRM indicates a positive change in the
learning level after the workshop.
The standard deviation of pre-and post-test results of the
job analysis are (.667, .500) respectively. The standard deviation
of pre-and post-test results of the manpower planning are (1.054,
.726) respectively. The standard deviation of pre-and post-test
results of the interview are (.866, .972) respectively. The standard
deviation of pre-and post-test results of the training are (.707,
.441) respectively. The standard deviation of pre-and post-test
results of the performance management system are (.928, .882)
respectively. The standard deviation of pre-and post-test results
of the compensation and benefits are (.972, .441) respectively.
The mean of pre-and post-test results of overall HRM are (4.243,
2.084) respectively. The decrease in the standard deviation of the
six HR practices and the overall HRM indicates a positive
change in the learning level after the workshop.
The significance of change was tested by the Wilcoxon
signed-rank test. The Wilcoxon signed-rank test showed that the
first session of the workshop “Job Analysis” elicited a
statistically significant change in raising the “Job Analysis”
learning level of the non-HR employees with existing “Job
Analysis” knowledge (Z = -2.646, p = 0.008). Indeed, the
median “Job Analysis” learning level rating was 1.2 for the pre-

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test and 2.0 for the post-test. The second session of the workshop
“Manpower Planning & Recruitment” elicited a statistically
significant change in raising the “Manpower Planning &
Recruitment” learning level of the non-HR employees with
existing “Manpower Planning & Recruitment” knowledge (Z = -
1.890, p = 0.059). Indeed, the median “Manpower Planning &
Recruitment” learning level rating was 1.89 for the pre-test and
2.44 for the post-test. The third session of the workshop
“Interviewing” elicited a statistically significant change in raising
the “Interviewing” learning level of the non-HR employees with
existing “Interviewing” knowledge (Z = -2.333, p = 0.020).
Indeed, the median “Interviewing” learning level rating was 1.33
for the pre-test and 2.22 for the post-test. The fourth session of
the workshop “Training & Development” elicited a statistically
significant change in raising the “Training & Development”
learning level of the non-HR employees with existing “Training
& Development” knowledge (Z = -2.236, p = 0.025). Indeed, the
median “Training & Development” learning level rating was 1.67
for the pre-test and 2.22 for the post-test. The fifth session of the
workshop “Performance Management System” did not elicit a
statistically significant change in raising the “Performance
Management System” learning level of the non-HR employees
with the existing “Performance Management System” learning
level (Z = -1.342, p = 0.180). Indeed, the median “Performance
Management System” learning level rating was 2.11 for the pre-

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test and 2.44 for the post-test. The sixth session of the workshop
“Compensation & Benefits” elicited a statistically significant
change in raising the “Compensation & Benefits” learning level
of the non-HR employees with existing “Compensation &
Benefits” learning level (Z = -2.264, p = 0.024). Indeed, the
median “Compensation & Benefits” learning level rating was
1.78 for the pre-test and 2.78 for the post-test. The overall
workshop “HR for Non-HR” elicited a statistically significant
change in raising the overall “Human Resources Management”
learning level of the non-HR employees with the existing overall
“Human Resources Management” learning level (Z = -2.673, p =
0.008). Indeed, the median “Human Resources Management”
learning level rating was 10.00 for the pre-test and 14.11 for the
post-test. The mean and standard deviation of the data obtained
from the pre-and post-tests showed remarkable changes in the
learning levels of the overall HRM and six HR practices. The
results of the Wilcoxon signed-rank test indicate the significance
of the change in the learning level of the overall HRM and all the
six HR practices except the performance management system.
(2) Analysis of the workshop survey:
A multicriteria evaluation survey was structured to
measure participant's reactions to the workshop and its
effectiveness. This survey assessed trainers, workshop planning
and organization, content (applicability, intention to use, impact
on skills), whether the participants will recommend this course to

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others, and overall impression. participants will recommend this

course to others. The minimum, maximum, and mean of the
“trainers” scores are (3.00, 5.00 & 4.33) respectively. The
minimum, maximum, and mean of the “workshop planning and
administration” scores are (3.00, 5.00 & 4.56) respectively. The
minimum, maximum, and mean of the “content impact on
enhancing skills” scores are (3.00, 5.00 & 4.22) respectively. The
minimum, maximum, and mean of the “applicability of the
content” scores are (3.00, 5.00 & 3.78) respectively. The
minimum, maximum, and mean of the “intention to use the
content” scores are (2.00, 5.00 & 4.11) respectively. The
minimum, maximum, and mean of the “Overall content impact”
scores are (3.00, 5.00 & 4.00) respectively. The minimum,
maximum, and mean of the “overall impression” scores are (4.00,
5.00 & 4.67) respectively. The minimum, maximum, and mean of
“recommending the course to others” scores are (2.00, 5.00 &
4.33) respectively. The means of all the survey criteria including
the overall impression are high. This indicates positive reactions
of the participants toward the workshop.
Spearman rank-order correlation tests (1) the relationship
between the scores of “trainer competency” and “recommending
the course to others” of the nine participants. There is an average,
positive correlation between the scores of “trainer competency”
and “recommending the course to others”, which is statistically
insignificant (rs = .531, p = .142). (2) The relationship between

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the scores of “training planning and administration” and

“recommending the course to others” of the nine participants.
There is a strong, positive correlation between the scores of
“training planning and administration” and “recommending the
course to others”, which is statistically significant (rs = .846, p =
.004). (3) The relationship between the scores of “overall
impressions of the workshop” and “recommending the course to
others” of the nine participants. There is a weak, positive
correlation between the scores of “overall impressions of the
workshop” and “recommending the course to others”, which is
statistically insignificant (rs = .408, p = .275). (4) The
relationship between the scores of “enhancing skills” and
“recommending the course to others” of the nine participants.
There is a weak positive correlation between the scores of
“enhancing skills” and “recommending the course to others”,
which is statistically insignificant (rs = .100, p = .799). (5) The
relationship between the scores of “the applicability of the
content” and “recommending the course to others” of the nine
participants. There is a weak, positive correlation between the
scores of “the applicability of the content” and “recommending
the course to others”, which is statistically insignificant (rs =
.125, p = .749). (6) The relationship between the scores of “the
intention to use the content” and “recommending the course to
others” of the nine participants. There is a strong, positive
correlation between the scores of “the intention to use the

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content” and “recommending the course to others”, which is

statistically significant (rs = .750, p = .020). (7) The relationship
between the scores of “the overall impact of the content” and
“recommending the course to others” of the nine participants.
There is an average, positive correlation between the scores of
“the overall impact of the content” and “recommending the
course to others”, which is statistically insignificant (rs =
.612, p = .080). (8) The relationship between the scores of “the
trainer competency” and “the intention to use the content” of the
nine participants. There is an average, positive correlation
between the scores of “the trainer competency” and “the
intention to use the content”, which is statistically insignificant
(rs = .531, p = .142). (9) The relationship between the scores of
“training planning and administration” and “the intention to use
the content” of the nine participants. There is a strong, positive
correlation between the scores of “training planning and
administration” and “the intention to use the content”, which is
statistically significant (rs = .669, p = .049). (10) The relationship
between the scores of “overall impressions of the workshop” and
“the intention to use the content” of the nine participants. There
is a weak, positive correlation between the scores of “overall
impressions of the workshop” and “the intention to use the
content”, which is statistically insignificant (rs = .204, p = .598).
(11) The relationship between the scores of “enhancing skills”
and “the intention to use the content” of the nine participants.

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There is a weak, positive correlation between the scores of

“enhancing skills” and “the intention to use the content”, which
is statistically insignificant (rs = .329, p = .388). (12) The
relationship between the scores of “the applicability of the
content” and “the intention to use the content” of the nine
participants. There is a weak, positive correlation between the
scores of “the applicability of the content” and “the intention to
use the content”, which is statistically insignificant (rs = .354, p =
.350). (13) The relationship between the scores of “the overall
impact of the content” and “the intention to use the content” of
the nine participants. There is a strong, positive correlation
between the scores of “the overall impact of the content” and
“the intention to use the content”, which is statistically
significant (rs = .714, p = .031). The results of the correlation
analysis emphasized the importance of the training content and
the training planning and administration.
(3) Analysis of the participant's feedback:
Most of the participants agreed on the outstanding
performance of the facilitators despite being students. The
organization of the workshop and the developed activities using
dedicated templates after each session, the presentation and
communication skills of the facilitators, the high self-confidence
to present in front of actual working employees, their interaction
with the participants during the session, while asking questions,
during the activities, group discussions and even in the break

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time were among the strengths of the workshop as mentioned by

the participants. The most enjoyable parts were the video and the
activity following each session. The dedicated time for each
session and inviting more participants were the main areas for
improvement. Repeating the same workshop with other
participants was highly recommended. Also, developing other
workshops using the same structure with different themes was
highly emphasized.
Conclusion:
The role of Human Resources Management (HRM) has
evolved significantly to meet the needs and challenges faced by
organizations. Employee outcomes are positively related to the
effective execution of HRM practices. Paying attention to how
HR procedures are carried out within the organization at the
practice level is crucial for the effectiveness of HRM. Therefore,
equipping employees and managers (HR and Non-HR) with
HRM competency is highly recommended to perform their HR
duties effectively and avoid related mistakes. HR for the non-HR
workshop conducted by HRM track students to non-HR
employees from three companies at one of the business
administration faculties in Egypt. The focus of the workshop was
to facilitate six HR functions practically. The evaluation of the
workshop's effectiveness was the main aim of this study using the
first two levels of the Kirkpatrick model (reaction and learning)
in a quasi-experiment design. The analysis of pre- and post-

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workshop tests using the Wilcoxon signed-rank test indicated a

significant change in the learning level of the overall HRM and
all the six HR practices except the performance management
system. The means of all the workshop survey criteria including
the overall impression were high. This indicated positive
reactions of the participants toward the workshop. The analysis
of Spearman's rank-order correlation pointed out a strong and
positive correlation with statistical significance only between: (1)
“training planning and administration” and “recommending the
course to others”. (2) “the intention to use the content” and
“recommending the course to others”. (3) “training planning and
administration” and “the intention to use the content”. (4) “the
overall impact of the content” and “the intention to use the
content”. The results of the correlation analysis emphasized the
importance of the training content and the training planning and
administration of all the workshop evaluation criteria. Most of
the participants agreed on the outstanding performance of the
facilitators despite being students. The most enjoyable parts were
the video and the activity following each session. The dedicated
time for each session and inviting more participants were the
main areas for improvement. Repeating the same workshop was
highly recommended. Also, developing other workshops using
the same structure with different themes was highly emphasized.
The number of participants was the main limitation of this study
which affects the generalization of the findings. However, this

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study makes considerable contributions. This study sheds light on

the value added by the practical workshops, the importance of
evaluating the workshops, the crucial need to develop HRM
competency for non-HR employees, and the impact of the
content and the training planning and administration on the
training effectiveness. Studying the effectiveness of such a
workshop on a large scale of participants is highly recommended
for future studies.
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