evaluating learning and development
Evaluating learning and development
Contents
Evaluating learning and development 1
Definition: 2
Learning and development approach: 2
The significance of learning and development for organizations: 2
The importance of evaluating learning and development activities: 3
The purpose of evaluation learning and development: 4
Connecting learning, development and evaluation to business policy: 4
Learning and Development Methods of Evaluation: 5
Learning and Development Analysis: 6
Issues in Learning and Development: 6
Challenges in Learning and Development: 7
Conclusions: 7
References: 8
Appendix: 10
Definition:
It is the process to gain and develop knowledge, skills, potentials, approach and behavior through practice, procedures and events and different programs offered by organization. The line managers and other staff provide guidance and instruction to manage the learning activities.
Learning and development is concerned with making sure the organization has the knowledgeable, experienced and skilled workforce engaged when needed (Mann, 1996).
This field focuses the organizational activity intended to improve the performance of individuals and group which will help in achievements of tasks
Learning and development approach:
A learning and development approach outlines the strategy of an organization which they implement for making sure that the learning and development activities carry now as well as for the future. The organization sets the achievement of goals by enhancing the skills abilities of a particular or a group (Thornhall, 1994). On frequent basis it is also known to be strategic human resource development. The approach should be business oriented which has to support the goals of business by promoting the human advantages. And for achieving the business orientation the organization have to keep focus on people (employees), their needs, desires and ambitions to develop and produce output. This approach is helping in the
Contents
Evaluating learning and development 1
Definition: 2
Learning and development approach: 2
The significance of learning and development for organizations: 2
The importance of evaluating learning and development activities: 3
The purpose of evaluation learning and development: 4
Connecting learning, development and evaluation to business policy: 4
Learning and Development Methods of Evaluation: 5
Learning and Development Analysis: 6
Issues in Learning and Development: 6
Challenges in Learning and Development: 7
Conclusions: 7
References: 8
Appendix: 10
Definition:
It is the process to gain and develop knowledge, skills, potentials, approach and behavior through practice, procedures and events and different programs offered by organization. The line managers and other staff provide guidance and instruction to manage the learning activities.
Learning and development is concerned with making sure the organization has the knowledgeable, experienced and skilled workforce engaged when needed (Mann, 1996).
This field focuses the organizational activity intended to improve the performance of individuals and group which will help in achievements of tasks
Learning and development approach:
A learning and development approach outlines the strategy of an organization which they implement for making sure that the learning and development activities carry now as well as for the future. The organization sets the achievement of goals by enhancing the skills abilities of a particular or a group (Thornhall, 1994). On frequent basis it is also known to be strategic human resource development. The approach should be business oriented which has to support the goals of business by promoting the human advantages. And for achieving the business orientation the organization have to keep focus on people (employees), their needs, desires and ambitions to develop and produce output. This approach is helping in the
References: Mann, S. (1996) ‘What should training evaluations evaluate’ Journal of European Industrial Training, 20(9), pp.14-20 Towler, A.J Anderson, V. (2009a) ‘Desperately seeking alignment: Reflections of senior line managers and HRD Executives’, Human Resource Development International,12(3), pp.263-277 Dawson, R Ellis, K. (2005) what’s the ROI on ROI?’ Training, 42(1), pp.16-21 Kirkpatrick, D.L Darby, J.A. (2006) „Evaluating training courses: an exercise in social desirability, Journal ofEuropean Industrial Training, 30(3), pp.227-239 Anderson, V Burkett. H. (2005a) ‘ROI on a shoestring: evaluation strategies for resource-constrained Environments: Measuring more with less (part i), Industrial and Commercial Training, 37(1), pp.10-17. Chiaburu and Lindsay (2008) ‘Can do or will do? The importance of self-efficacy and instrumentality for training transfer’, Human Resource Development International, 11(2) pp.199-206 Ellis, K Eseryel, D. (2002) ‘Approaches to evaluation of training: Theory and Practice’, Educational Technology and Society, 5(2), pp.93-98. Felstead, A., Green, F James, C. and Roffe, I. (2000) ‘The evaluation of goal and goal-free training innovation’, Journal of European Industrial Training, 24(1), pp.12-20. Lewis, P. and Thornhill, A. (1994) “The evaluation of training: An Organizational Approach.” Journal of European Industrial Training, 18(8), pp. 25-33. Simpson. L. (2002) ‘Great Expectations’, Training, 39(2) pp. 40-44 Tennant, C.; Boonkrong, M Yeo. R.K. (2008) ‘How does learning (not) take place in problem-based learning activities in workplace contexts?’ Human Resource Development International, 11(3), pp.317-330. Short, T. (2009) ‘exploring the vacuum in training evaluation: Is this a case of mission impossible?’ Development and Learning in Organizations, 23(5), pp.15-18. Raab, R.T; Swanson, B.E; Wentling, T.L., and Dark, C.D. (Eds.). (1991). a trainer 's guide to evaluation, Rome: FAO. Appendix: