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In the abstract, training is seen as valuable by most people in business and industry. However, in the rush of providing training programs "on time" and "within budget," evaluation of training is frequently left behind as a "nice to have" addition, if practical. In addition, the training function itself is left with the dilemma of proving its worth to management without a substantive history of evaluation. This book is designed to provide managers, educators, and trainers alike the opportunity to explore the issues and benefits of evaluating business and industry training. The purpose is to motivate more effective decisions for training investments based on information about the value of training in attaining business goals. Without evaluation, the value of specific training efforts cannot be adequately measured, the value of training investments overall cannot be fully assessed, and the contributions of the training function to the corporation's goals cannot be duly recognized. Articles are grouped into three sections, althou~h many themes appear across sections. The first section estabhshes the context of training evaluation in a business organization. The second section emphasizes evaluation of training products and services; and the third section discusses costs and benefits of evaluation, and communication and use of evaluation results in decision making. In Section I, the context of training evaluation is established from a variety of perspectives. First, training and trainin~ evaluation are discussed in the context of corporate strateglc goals.
This much-needed book offers trainers, consultants, evaluation professionals, and human resource executives and practitioners a hands-on resource for understanding and applying the proven principles of confirmative evaluation. Confirmative evaluation is a marriage of evaluation and continuous improvement. Unlike other types of evaluation—which are used during the design of a learning program or applied immediately after conducting a program—confirmative evaluation follows several months after the program is implemented. It tests the endurance of outcomes, the return on investment, and establishes the effectivenss, efficiency, impact, and value of the training over time.
We are glad to have the opportunity to work together again in the planning and preparation of this edited volume on the evaluation of corporate training. Our respective professional careers have provided us with experience in this area, both as practitioners and as academicians. It is from both of these perspectives that we approached the preparation of this volume. Our purpose is to provide training professionals in business and industry, and students of human resources development with an overview of current models and issues in educational evaluation. The book is organized around three themes: context, models, and issues. The chapters in the context section are intended to provide the reader with an understanding of the social, organizational, and interpersonal factors that provide background and give meaning to evaluation practice. The models section brings together contributions from some of the most influential thinkers and practitioners in the field. The chapters in this section provide perspective on the dominant themes and emergent trends from individuals who have been, and continue to be, the drivers of those trends. Contributions to the issues section highlight some pervasive themes as well as illuminate new areas of concern and interest that will affect how we assess learning interventions in the organizations of today and tomorrow.
Evaluative Practice in Learning, Design, and Technology provides learning, design, and technology stakeholders with comprehensive resources intended to support their engagement in evaluative activities. Evaluation—the process that determines whether performance results have been achieved and meet expectations within an organization—is an important step in the instructional design process. However, the field’s current literature is largely missing coverage of influential contextual factors and evidence-based techniques. This book presents a thorough overview of the theoretical foundations that influence evaluation practices, identifies and distinguishes between numerous evaluative methods, and emphasizes the decision-making skills required of those leading and implementing evaluation. Graduate students and professionals will be better prepared to meet the expectation of competency in formative, summative, and program evaluations.
"Education, arts and social sciences, natural and technical sciences in the United States and Canada".
Praise for Demystifying Technical Training "Demystifying Technical Training is a must-read for CLOs, managers of training, instructors, and instructional designers. All who read it will gain critical insights into how to lower the cost and improve the efficiency and effectiveness of learning." —Wm. Douglas Harward, CEO and founder of Training Industry, Inc. "Individuals interested in and accountable for deriving significant value from technical training investments will gain great benefit from reading this book and applying its wisdom." —Karen Kocher, CLO at Cigna Healthcare "Demystifying Technical Training is an essential, complete guide for any learning organization. The overviews and concepts are clearly stated, while the case studies and sidebars provide practical examples you can apply in your situation." —Jean Barbazette, president of The Training Clinic and author of Managing the Training Function for Bottom-Line Results "Considering the cost of acquiring and developing talent, why wouldn't all CEO/COOs insist on investing in people to improve results and reduce risk? This book demystifies the process of developing technical experts to increase the return on investment in human capital. Bravo!" —Martin J. Menard, former group CIO at Intel Corporation "Technical training is a key to sustaining competitiveness in the new economy. Learn how to leverage and optimize its value in your organization through this wonderfully insightful and practical resource." —Dr. Arthur L. Jue, director of global organization and talent development at Oracle and co-author of Social Media at Work: How Networking Tools Propel Organizational Performance "Don't be misled by the title—this book—while focusing on the often segmented world of domain specific job skills—provides guidance valid for the full spectrum of workforce learning from soft-skills to 'technical' skills." —Ruth Clark, principal and president of Clark Training & Consulting and author of e-Learning and the Science of Instruction