“…In addition to the studies reporting insufficient knowledge of evaluative practices (Klimczak & Wedman, 1996; Sleezer et al, 1992, Guerra‐Lopez & Leigh, 2009; Chyung, 2015), employers have reported that novice instructional designers lacked the skills to conduct summative evaluations, create evaluation plans, and conduct pilot tests after instruction had been designed and developed (Villachica, Marker, & Taylor, 2010). Hoard and Stefaniak (2016) found that human performance technology practitioners benefited from the standardization of professional competencies as they reported attaining a high level of accomplishment in the competency standards set forth for their field; however, the study also reported that responsibilities for design implementation and evaluation events were delegated to others within the organization. Standardization of the evaluation process for the instructional‐design field could lead to a common understanding of evaluation through shared language, process, and, ultimately, data (Schatz, 2003).…”