While substantial advances have been made in the L&D profession over the last decade, evaluation remains by far the weakest part of the L&D cycle. Most organisations wish to evaluate the impact of their investment in training but few do it well, and the lack of effective methods is one of the key barriers. Complete Training Evaluation addresses these issues by providing practitioner friendly but academically robust information and guidance on how to evaluate all forms of learning and development. It draws on the author's own multidisciplinary research along with his practical experience of…mehr
While substantial advances have been made in the L&D profession over the last decade, evaluation remains by far the weakest part of the L&D cycle. Most organisations wish to evaluate the impact of their investment in training but few do it well, and the lack of effective methods is one of the key barriers. Complete Training Evaluation addresses these issues by providing practitioner friendly but academically robust information and guidance on how to evaluate all forms of learning and development. It draws on the author's own multidisciplinary research along with his practical experience of working with private and public sector organisations carrying out evaluation. The book provides practitioners with accessible 'how-to' knowledge and tools to undertake evaluations of both formal and informal learning. Full of case studies and practical examples of application of methods and insights, Complete Training Evaluation equips practitioners with a range of approaches that can be used depending on the training programme, capacity and capability. An online supporting resource includes a bank of evaluation questions grouped around particular aspects of training.
Richard Griffin is Director of the Institute of Vocational Learning and Workforce Research at Buckinghamshire New University, where he undertakes research, audit and evaluation of a range of workforce interventions, including the development of new roles and the impact of training on productivity. Richard is a regular contributor to The Training Journal's magazine and blogs on their website. He is also a regular conference speaker and runs workshops on the subject of training evaluation.
Inhaltsangabe
List of figures List of tables Preface PART ONE THE STATE OF TRAINING EVALUATION 1 Introduction Summary of contents A quick word about whom this book is for and how to use it 2 The power of training evaluation What is the point of training evaluation? Why training evaluation matters Mind the gap - why training evaluation is not working Getting it right - complete evaluation Conclusion 3 The workplace, learning and performance Introduction All change Does training work? Complete evaluation A model of workplace learning Conclusion 4 Where are we now? Where do you start? Kirkpatrick How to use evaluation approaches Future trends Conclusions PART TWO GETTING READY 5 Barriers to evaluation and how to overcome them Introduction Overcoming barriers Conclusion 6 Planning an evaluation The evaluation process Ethics Conclusion 7 Surveys, peer review evaluation, observation and other ways to evaluate Introduction Questionnaires Using course data Diaries and learning logs Peer evaluation Observation Conclusion 8 Stakeholder evaluation The importance of stakeholders The most difficult evaluation ever Who are stakeholders? Gathering stakeholders' views Conclusion: The benefits of a stakeholder approach PART THREE EVALUATION 9 Meaningful reaction measures: Moving beyond happy sheets The perfect evaluation The point of training - affective and utility reactions Meaningful reaction questions Conclusion 10 Rating scales: Measuring the effectiveness of training Introduction: Arrows, balloons and waterfalls Rating scales Willingness to pay Using images for evaluation Conclusion 11 'Can do, will do' - the importance of self-efficacy The most important thing you need to know about training Why is self-efficacy important? Self-efficacy and evaluation Conclusion 12 Training transfer and retention: Making training stick As easy as riding a bike Evaluating training transfer More about transfer Conclusion 13 'What difference did the training make to you?' The importance of words Interviews Organizing and running an interview E-mail evaluation interviews Focus groups Analysing qualitative data Conclusion 14 Evaluating e-learning Introduction: The challenge of e-learning Evaluating e-learning readiness - employees and the organization Evaluating the e-learning experience How do you know that people have learnt? Measuring the impact of e-learning through e-evaluation Conclusion 15 Evaluating learning outcomes Introduction: Acquiring knowledge, skills and attitudes Different learning, different outcomes, different measures Assessing whether staff have assimilated new attitudes, values or behaviours Conclusion 16 Evaluating informal learning You learn all the time Expansive and restrictive learning organizations Auditing learning cultures Conclusion 17 Costs How much? 'Fair and feasible': Costing training What to cost Presenting costs Conclusion PART FOUR BRINGING IT TOGETHER 18 Presenting evaluation results Introduction: Developing a communications and reporting strategy Features of an effective communications and reporting strategy Written reports Metrics Publishing articles Conclusion 19 Complete evaluation checklist Checklist questions Conclusion 20 Bringing it all together Introduction Background Afterwards Conclusion 21 Boosting performance through complete evaluation Annex 1 References Index
List of figures List of tables Preface PART ONE THE STATE OF TRAINING EVALUATION 1 Introduction Summary of contents A quick word about whom this book is for and how to use it 2 The power of training evaluation What is the point of training evaluation? Why training evaluation matters Mind the gap - why training evaluation is not working Getting it right - complete evaluation Conclusion 3 The workplace, learning and performance Introduction All change Does training work? Complete evaluation A model of workplace learning Conclusion 4 Where are we now? Where do you start? Kirkpatrick How to use evaluation approaches Future trends Conclusions PART TWO GETTING READY 5 Barriers to evaluation and how to overcome them Introduction Overcoming barriers Conclusion 6 Planning an evaluation The evaluation process Ethics Conclusion 7 Surveys, peer review evaluation, observation and other ways to evaluate Introduction Questionnaires Using course data Diaries and learning logs Peer evaluation Observation Conclusion 8 Stakeholder evaluation The importance of stakeholders The most difficult evaluation ever Who are stakeholders? Gathering stakeholders' views Conclusion: The benefits of a stakeholder approach PART THREE EVALUATION 9 Meaningful reaction measures: Moving beyond happy sheets The perfect evaluation The point of training - affective and utility reactions Meaningful reaction questions Conclusion 10 Rating scales: Measuring the effectiveness of training Introduction: Arrows, balloons and waterfalls Rating scales Willingness to pay Using images for evaluation Conclusion 11 'Can do, will do' - the importance of self-efficacy The most important thing you need to know about training Why is self-efficacy important? Self-efficacy and evaluation Conclusion 12 Training transfer and retention: Making training stick As easy as riding a bike Evaluating training transfer More about transfer Conclusion 13 'What difference did the training make to you?' The importance of words Interviews Organizing and running an interview E-mail evaluation interviews Focus groups Analysing qualitative data Conclusion 14 Evaluating e-learning Introduction: The challenge of e-learning Evaluating e-learning readiness - employees and the organization Evaluating the e-learning experience How do you know that people have learnt? Measuring the impact of e-learning through e-evaluation Conclusion 15 Evaluating learning outcomes Introduction: Acquiring knowledge, skills and attitudes Different learning, different outcomes, different measures Assessing whether staff have assimilated new attitudes, values or behaviours Conclusion 16 Evaluating informal learning You learn all the time Expansive and restrictive learning organizations Auditing learning cultures Conclusion 17 Costs How much? 'Fair and feasible': Costing training What to cost Presenting costs Conclusion PART FOUR BRINGING IT TOGETHER 18 Presenting evaluation results Introduction: Developing a communications and reporting strategy Features of an effective communications and reporting strategy Written reports Metrics Publishing articles Conclusion 19 Complete evaluation checklist Checklist questions Conclusion 20 Bringing it all together Introduction Background Afterwards Conclusion 21 Boosting performance through complete evaluation Annex 1 References Index
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