E-learning: reflections and evaluation of corporate programmes

Macpherson, Allan; Elliot, Meg; Harris, Irene; Homan, Gill

doi:10.1080/13678860310001630638

Cited by 58 publications

(39 citation statements)

References 26 publications

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“…Macpherson et al (2004) mention top management's consistency and vocal support as a key to success. Masie (2001, p.4) notes that "The role of the manager as an overt champion of the learner's development must be extended to e-learning offerings.…”

Section: "Must-have" Factorsmentioning

confidence: 99%

“…It allows organizations to train and develop employees. Cost savings, learning flexibility, better retention, unified and updated information and the ability to provide safe and easy to manage learning environments are just some of the advantages e-learning provides (Dagada & Jakovljevic, 2004;Kathawala & Wilgen, 2004;Macpherson, Eliot, Harris, & Homan, 2004;Rabak & Cleverand-Innes, 2006). In today's competitive environment ( Kathawala & Wilgen, 2004 ), workbased training and learning are critical.…”

Section: Reviewmentioning

confidence: 99%

“…• Employees' resistance to using technology instead of face-to-face learning (Macpherson et al, 2004 ;"Savvy employers," 2001). We estimate the sheer "fear" of common technology will no longer be a factor as it becomes an integral part of our lives.…”

Section: "Must-have" Factorsmentioning

confidence: 99%

“…A semi-structured interview is suitable for the exploration of perceptions and opinions about complex and sensitive issues (Barriball, 1994 ), as well as for detection of ideas and general topics allowing for future investigation (Macpherson et al, 2004).…”

Section: Construction Of a Semi-structured Interviewmentioning

confidence: 99%

“…Marketing -Marketing is an integral part of an e-learning implementation (Macpherson et al, 2004;Masie, 2001). It helps create a "critical mass" of users (Lee, 2006), prevent user resistance (Chen & Hsiang, 2007), and raise the awareness to the tool and its benefits.…”

Section: "Must-have" Factorsmentioning

confidence: 99%

See 4 more Smart Citations

Enterprise E-Learning Success Factors: An Analysis of Practitioners’ Perspective (with a Downturn Addendum)

Sela

Sivan²

2009

IJELL

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This study proposes nine success factors for enterprise-wide e-learning. These factors were derived from the literature, interviews with e-learning project leaders, and analysis. Twelve semistructured interviews were conducted and analyzed in order to find out the best success factors to implement e-learning. These factors are divided into two categories: "must-have" factors and "nice-to-have" factors. The must-have factors include: useful and easy to use e-learning tools, marketing, management support, the right organizational culture, and the existence of a real need for the organization. The "nice to have" factors include: time to learn, support, mandatory learning, and incentives. Based on the research conclusions, a checklist of e-learning success factors is provided. A special addendum includes looking at the factors in downturn times, their relative importance and nature.

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Section: "Must-have" Factorsmentioning

confidence: 99%

Section: Reviewmentioning

confidence: 99%

Section: "Must-have" Factorsmentioning

confidence: 99%

Section: Construction Of a Semi-structured Interviewmentioning

confidence: 99%

Section: "Must-have" Factorsmentioning

confidence: 99%

See 3 more Smart Citations

Enterprise E-Learning Success Factors: An Analysis of Practitioners’ Perspective (with a Downturn Addendum)

Sela

Sivan²

2009

IJELL

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Understanding interpersonal interaction in an online professional development course

Githens

2007

Human Resource Dev Quarterly

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This qualitative case study was designed to examine how interpersonal interaction benefited (and did not benefit) Organizations increasingly recognize the value of creative, right-brained thinking, even in traditionally analytical occupations and in work previously thought of as routine. Most roles in today' s organizations require analytical thinking, creativity, and experience-based intuition (Dreyfus & Dreyfus, 1986). Learning programs dominated by behaviorist learning methods are unlikely to encourage creative thinking and collaborative sharing between individuals, which are necessary to move beyond analytical rule-based thinking. Human resource development (HRD)

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Reflections and future prospects for evaluation in human resource development

Han

Boulay²

2013

New Horizons in Adult Education and Human Resource Development

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It should be no surprise that there has been steady attention to evaluation of human resource development (HRD) interventions and their connection to organizational performance. Understanding and quantifying impact is essential for the credibility of HRD interventions and an increasing necessity for organizations choosing among various investment options for their continuous improvement. However, there is a paradox between how organizational leaders value financial and performance data while, in actuality, interventions are primarily evaluated by measuring participant reaction (Mattson, 2003;Pershing & Pershing, 2001). This issue is more perplexing when recognizing that organizations often have the resources to pursue more in-depth evaluation approaches if prioritized. Evaluation efforts overwhelmingly assess participant reactions and rarely identify bottom-line impacts or returns on investments.Furthermore, the breadth of evaluation theories has not been deeply embraced in HRD evaluation research and practice potentially resulting in narrow perspectives of evaluation (Shadish, Cook, & Levition, 1991). Evaluation theories AbstractHuman resource development (HRD) evaluation has often been criticized for its limited function in organizational decision making. This article reviews evaluation studies to uncover the current status of HRD evaluation literature. The authors further discuss general evaluation theories in terms of value, use, and evaluator role to extend the discussion to more comprehensive multiple views of evaluation. The comparison of this literature suggests that evaluation in human resource development has been limited by narrow perspectives. The authors attribute this narrow notion of evaluation to a lack of theoretical consideration of the roles, value, and use of evaluation and a lack of analysis of paradoxical dynamics around HRD evaluation. This analysis provides several implications and future directions for HRD evaluation in the field. KeywordsHuman resource development, evaluation, evaluation theory New Horizons in Adult Education & Human Resource Development, 25 (2) 7can serve as a comprehensive guidance to provide a clearer understanding of evaluation goals, dynamic functions around evaluation value, use and roles of the various stakeholders. PurposeThe gap between actual HRD evaluation focus and desired evaluation outcomes suggest the need to further understand theoretical underpinnings that inform evaluation. Therefore the purpose of this paper is to review the HRD evaluation literature and to introduce new perspectives based on a review of evaluation theories from outside the field. We seek to understand the following research questions:•What is the current status of evaluation literature in the HRD field?•How do evaluation theories inform the field for further directions in evaluation research?In order to address these questions, this paper reviews the HRD evaluation literature. Then the paper integrates general evaluation theory to help inform the research and identify areas for new re...

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E-learning: reflections and evaluation of corporate programmes

Cited by 58 publications

References 26 publications

Enterprise E-Learning Success Factors: An Analysis of Practitioners’ Perspective (with a Downturn Addendum)

Enterprise E-Learning Success Factors: An Analysis of Practitioners’ Perspective (with a Downturn Addendum)

Understanding interpersonal interaction in an online professional development course

Reflections and future prospects for evaluation in human resource development

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