Improving the quality of evaluation participation: a meta-evaluation

Russ‐Eft, Darlene; Preskill, Hallie

doi:10.1080/13678860701782311

Cited by 9 publications

(6 citation statements)

References 30 publications

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“…Ultimately, the evaluation plan must be feasible and realistic.The evaluation plan must be accepted by everyone involved in the evaluation, from participants to managers. If the agents do not accept the proposed plan it will be a failure – participation in evaluation is a guarantee for success (Russ‐Eft and Preskill, 2008). Therefore, it is better to design a simple evaluation plan agreed upon by all rather than a complex plan that does not receive support from the organisation.Ensure that training is the main cause of the results obtained, and isolate the possible effects of other factors in the organisation.…”

Section: Conclusion: Strategies To Improve the Evaluation Of Training In Organisationsmentioning

confidence: 99%

Evaluation of training in organisations: a proposal for an integrated model

Pineda

2010

Journal of European Industrial Training

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PurposeTraining is a key strategy for human resources development and in achieving organisational objectives. Organisations and public authorities invest large amounts of resources in training, but rarely have the data to show the results of that investment. Only a few organisations evaluate training in depth due to the difficulty involved and the lack of valid instruments and viable models. The purpose of this paper is to present an evaluation model that has been successfully applied in the Spanish context that integrates all training dimensions and effects, to act as a global tool for organisations. The model analyses satisfaction, learning, pedagogical aspects, transfer, impact and profitability of training, and is therefore a global model.Design/methodology/approachThe paper's approach is theoretical, and the methodology used involves a review of previous evaluation models and their improvement by comparing their application in practice.FindingsAn analysis of pedagogical aspects enables training professionals to improve training quality, as they are able to identify any weaknesses in elements, such as training design, needs analysis and training implementation, and improve on them. In fact, the quality of these elements depends entirely on the training professional. The improvement of pedagogical aspects, as a result of their evaluation, increases training quality and the results of training in organisations that can be identified by evaluating the other levels of the model, particularly the aspects of learning, transfer and impact.Practical implicationsThe author has applied the model successfully in several public and private organisations, in industry and in the services sector, which demonstrates its usefulness and viability in evaluating the results of training. Therefore, this evaluation model has interesting and practical implications, as a useful tool for training managers for evaluating training results, as well as providing a global simplified approach to the complex evaluation function.Originality/valueThe originality of this evaluation model lies in its focus on a key and novel aspect – i.e. the pedagogical dimension, providing an integrated tool that can be easily adapted to any organisation.

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Section: Conclusion: Strategies To Improve the Evaluation Of Training In Organisationsmentioning

confidence: 99%

Evaluation of training in organisations: a proposal for an integrated model

Pineda

2010

Journal of European Industrial Training

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“…To inform the broader audiences about their insights and findings, HRD scholars who conduct evaluation research may often opt for a case-study format to publish their research. An illustrative example is Russ-Eft and Preskill’s (2008) publication describing a meta-evaluation (an evaluation of evaluation) that identified solutions to the participation problem in their project.…”

Section: Discussionmentioning

confidence: 99%

Case study research in HRD: a review of trends and call for advancement

Ткаченко

Seo

Ardichvili

2022

EJTD

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Purpose This study aims to examine how case study research has been applied in the field of human resource development (HRD). Design/methodology/approach The authors examined HRD case study research by analyzing 118 refereed, empirical case study articles published between 2000 and 2020 in three Academy of HRD-sponsored journals. Findings Findings suggest that case studies have an established place in HRD research. The disciplinary convention has been exploratory case studies, which, to a greater extent, draw on single-case research designs. When examining the proportion of case study articles in relation to all empirical, peer-refereed publications in the journals, the authors found a slight decline in case study research publications in recent years. The results of our post hoc exploratory analysis indicate that HRD case study research that contributes to theory development by eliciting concepts and their relationships is likely to receive more scholarly attention than case studies that provide rich descriptions of the phenomenon. The results also suggest that it is rather case study’s contribution to theory than selected features of case study that attracts scholars’ attention. Originality/value The study identified several approaches to conducting case study research that have received less attention by HRD researchers. The authors encourage HRD researchers to expand their repertoire of case study approaches. The authors also provide recommendations addressing the issues of methodological self-awareness, rigor and transparency in case study research.

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“…In addition, such meta-evaluation can bring greater clarity and greater credibility to the original evaluation findings. Russ-Eft and Preskill (2008) provide an example of a meta-evaluation of a beta-test process within a private organization. Even though meta-evaluations can yield important learnings and findings, the challenge for evaluators is to identify ways to build such meta-evaluations into an already expensive (potentially in the minds of the client) process.…”

Section: Future Directions and Challengesmentioning

confidence: 99%

Expanding Scope of Evaluation in Today's Organizations

Russ‐Eft

2009

Handbook of Improving Performance in the Workplace: Volumes 1‐3

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H uman resource development (HRD) professionals and organizational managers and executives are increasingly recognizing the importance of measurement and evaluations of organizational programs and processes. A study by the Conference Board (Gates, 2005) found that executives plan to make increasing use of human capital metrics. The reason for this is the role that such measurement and evaluation play in helping the organization achieve its strategic goals. As confirmation, LaBonte and Necessary (2007) emphasized the use of measurement for decision making. In other cases, line managers, including those in HR, HRD, and human performance technology (HPT), recognize the importance of measuring the effects and impacts of their interventions. Such information can also be used to determine what changes, if any, are needed in the interventions in order to meet their objectives. All of these trends point toward the importance of evaluation and also the expanding approaches and scope of evaluation.The purpose of this chapter is to examine the expanding scope of evaluation in organizations. The discussion begins with a brief examination of the expansion in the contexts in which evaluations are occurring. The discussion then turns to a presentation of two major types of approaches to evaluation: outcomebased approaches and process or systems approaches. This discussion highlights

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Improving the quality of evaluation participation: a meta-evaluation

Cited by 9 publications

References 30 publications

Evaluation of training in organisations: a proposal for an integrated model

Evaluation of training in organisations: a proposal for an integrated model

Case study research in HRD: a review of trends and call for advancement

Expanding Scope of Evaluation in Today's Organizations

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