The ASTD Handbook of Measuring and Evaluating Training , livre ebook

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283 pages

English

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A follow-on to ASTD's best-selling ASTD Handbook for Workplace Learning Professionals, the ASTD Handbook of Measuring and Evaluating Training includes more than 20 chapters written by preeminent practitioners in the learning evaluation field. This practical, how-to handbook covers best practices of learning evaluation and includes information about using technology and evaluating e-learning. Broad subject areas are evaluation planning, data collection, data analysis, and measurement and evaluation at work.

Sujets

Economics

Business

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Publié par	Association for Talent Development
Date de parution	16 juin 2010
Nombre de lectures	1
EAN13	9781607285854
Langue	English

Informations légales : prix de location à la page 0,6498€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

© 2010 the American Society for Training & Development
All rights reserved. Printed in the United States of America.
No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, please go to www.copyright.com , or contact Copyright Clearance Center (CCC), 222 Rosewood Drive, Danvers, MA 01923 (telephone: 978.750.8400, fax: 978.646.8600).
ASTD Press is an internationally renowned source of insightful and practical information on workplace learning and performance topics, including training basics, evaluation and return-on-investment, instructional systems development, e-learning, leadership, and career development.
Ordering information: Books published by ASTD Press can be purchased by visiting ASTD’s website at store.astd.org or by calling 800.628.2783 or 703.683.8100.
Library of Congress Control Number: 2009904468(print edition only)
Print edition ISBN: 978-1-56286-706-5
PDF e -book edition ISBN: 978-1-60728-585-4
2010-1
ASTD Press Editorial Staff:
Director: Adam Chesler
Manager, ASTD Press: Jacqueline Edlund-Braun
Senior Associate Editor: Tora Estep
Senior Associate Editor: Justin Brusino
Editorial Assistant: Victoria DeVaux
Copyeditor: Phyllis Jask
Indexing and Proofreading: Abella Publishing Services, LLC
Interior Design and Production: Kathleen Schaner
Cover Design: Ana Ilieva Foreman
Contents Foreword vii Introduction xi Acknowledgments xxi Section I: Evaluation Planning 1 1 Identifying Stakeholder Needs 3 Lizette Zuniga 2 Developing Powerful Program Objectives 15 Heather M. Annulis and Cyndi H. Gaudet 3 Planning Your Evaluation Project 29 Donald J. Ford Section II: Data Collection 53 4 Using Surveys and Questionnaires 55 Caroline Hubble 5 Designing a Criterion-Referenced Test 73 Sharon A. Shrock and William C. Coscarelli 6 Conducting Interviews 85 Anne F. Marrelli 7 Conducting Focus Groups 97 Lisa Ann Edwards 8 Action Planning as a Performance Measurement and Transfer Strategy 107 Holly Burkett 9 The Success Case Method: Using Evaluation to Improve Training Value and Impact 125 Robert O. Brinkerhoff and Timothy P. Mooney 10 Using Performance Records 135 Ronald H. Manalu Section III: Data Analysis 147 11 Using Statistics in Evaluation 149 George R. Mussoline 12 Analyzing Qualitative Data 165 Keenan (Kenni) Crane 13 Isolating the Effects of the Program 173 Bruce C. Aaron 14 Converting Measures to Monetary Value 189 Patricia Pulliam Phillips 15 Identifying Program Costs 201 Judith F. Cardenas 16 Calculating the Return-on-Investment 213 Patricia Pulliam Phillips 17 Estimating the Future Value of Training Investments 223 Daniel McLinden Section IV: Measurement and Evaluation at Work 237 18 Reporting Evaluation Results 239 Tom Broslawsky 19 Giving CEOs the Data They Want 253 Jack J. Phillips 20 Using Evaluation Results 265 James D. Kirkpatrick and Wendy Kayser Kirkpatrick 21 Implementing and Sustaining a Measurement and Evaluation Practice 283 Debi Wallace 22 Selecting Technology to Support Evaluation 295 Kirk Smith 23 Evaluating mLearning 307 Cathy A. Stawarski and Robert Gadd 24 Evaluating Leadership Development 321 Emily Hoole and Jennifer Martineau 25 Evaluating a Global Sales Training Program 337 Frank C. Schirmer 26 Evaluating Technical Training 355 Toni Hodges DeTuncq 27 Evaluating Traditional Training versus Computer Simulation Training for Leader Development 373 Alice C. Stewart and Jacqueline A. Williams Section V: Voices 385 Robert O. Brinkerhoff 387 Mary L. Broad 392 Jac Fitz-enz 396 Roger Kaufman 400 Donald L. Kirkpatrick 404 Jack J. Phillips 409 Dana Gaines Robinson 415 William J. Rothwell 420 Epilogue 427 About the Editor of “Voices” 429 Appendix: Answers to Exercises 431 About the Editor 455 Index 457
Foreword
T he term evaluation invokes a variety of emotions in people. Some people fear the thought of being held accountable through an evaluation process; others see the prospect of evaluation as challenging and motivating. In either case, measurement and evaluation of training has a place among the critical issues in the learning and development field. It is a concept that is here to stay and a competency all learning professionals should pursue and embrace.
The Measurement and Evaluation Dilemma
The dilemma surrounding the evaluation of training is a source of frustration for many executives. Most executives realize that learning is an organizational necessity. Intuitively we know that providing learning opportunities is valuable to the organization and to employees, as individuals. However, the frustration sets in when there is a lack of evidence to show programs really work. Measurement and evaluation represent the most promising way to account for learning investments and to position learning as a catalyst for organization success. Yet, many organizations are still hesitant to pursue a comprehensive measurement strategy, primarily because they lack the answers to questions such as How can we move up the evaluation chain? How can we collect data efficiently? What data should we collect? How can we design a practical evaluation strategy that has credibility with all stakeholders? What tools, resources, and technologies are available to us? How do we ensure we select the right tools? How can we ensure we have the right support throughout the organization? How can we integrate data in the management scorecard? How do we use evaluation data?
Unanswered questions like these prohibit well-meaning learning professionals and their executives from creating a sound measurement strategy. Thus, they hold themselves back from the benefits of a growing trend in workplace learning.
Measurement and Evaluation Trends
One has only to look at the latest conference agenda to see that the evaluation trend continues. It is not a fad, but a growing topic of continued discussion and debate. Throughout the world, organizations are addressing the measurement and evaluation issue by increasing their investment in measurement and evaluation moving up the evaluation chain beyond the typical reaction and learning data increasing the focus of evaluation based on stakeholder needs making evaluation an integral part of the design, development, delivery, and implementation of programs rather than an add-on activity shifting from a reactive approach to evaluation to a proactive approach enhancing the measurement and evaluation process through the use of technology planning for evaluation at the outset of program development and design emphasizing the initial needs analysis process calculating the return-on-investment for costly, high-profile, and comprehensive programs using evaluation data to improve programs and processes.
As these tendencies continue, so do the opportunities for the learning function.
Opportunities for Learning and Development
Leaders of the learning function are challenged by the changing landscape of our industry. Our roles have evolved considerably in the last half-century. In the past, learning leaders were fundamentally charged with ensuring the acquisition of job-related skills; then the role expanded to include developmental efforts including leadership development, management development, and executive development. Today our role takes on broader and more strategic responsibilities.
As the role of learning leaders changes, so does the relationship of the learning and development function to the organization. This requires that learning leaders and fellow organization leaders together view and influence others to see learning and development not as an add-on activity, but as systemic—a critical, integral part of the organization. To be successful in this role, we must embrace the opportunities that measurement and evaluation offer, including tools to align programs with the business data collection methods that can be integrated into our programs data analysis procedures that ensure we tell our success stories in terms that resonate with all stakeholders including senior leaders information that can influence decisions being made about our function tools to help us show value for investments made in our programs information that can help us improve our programs, ensuring the right people are involved for the right reasons.
These along with many other opportunities await us if we are willing to do what it takes to develop the proficiency and the wherewithal to make training measurement and evaluation work.
Call to Action
As a leader of a learning and development function, I challenge all learning professionals and their leaders to take on measurement and evaluation with fervor. No other step in the human performance improvement process provides the mechanism by which we can influence programs and perceptions as does measurement and evaluation. We know that training, development, and performance improvement programs are a necessity to sustain and grow our organizations. But we also know that activity without results is futile. There is no other way to ensure our programs drive results than to apply the measurement and evaluation concepts presented in this publication and others available through organizations such as the American Society for Training & Development. Take on this challenge with baby steps if you must, giant leaps if you dare. But do it! Measuring and evaluating training can be fun and enlightening if we squelch the fears and embrace the opportunities.
Pat Crull, PhD Vice president and chief learning officer, Time Warner Cable Former chair, ASTD Board of Directors May 2010
Introduction to the ASTD Handbook of Measuring and Evaluating Training
L earning professionals around the world have a love-hate relationship wi