Effective Evaluation of Training and Development in Higher EducationPsychology Press, 1997 - 212 pages This text puts forward the argument that higher education must develop better and more consistent practices with regards to the evaluation of training and development. Most evaluations are valueless unless they start by clarifying the puropse they are intended to serve, and this usually means clarifying whose puropses are being served. This text provides a guide to best practices and uses examples and case studies from both the UK and abroad to show the benefits that can be gained from using evaluation effectively. |
Contents
Evaluation of Training and Development Effectiveness | 2 |
Evaluation and Higher Education | 11 |
Kirkpatrick | 17 |
and After | 25 |
Responsive Evaluation | 35 |
Some Instruments of Evaluation | 47 |
Attitude Behaviour and Effectiveness | 57 |
Effective Evaluation and the Investors in People Standard | 65 |
Introduction | 97 |
Outside Higher Education | 119 |
Higher Education | 133 |
A Model | 151 |
Appendices | 163 |
The National Standard for Effective Investment in People | 178 |
Extracts from a Questionnaire on the First Year of | 194 |
Other editions - View all
The Effective Evaluation of Training and Development in Higher Education Bob Thackwray Limited preview - 2014 |
The Effective Evaluation of Training and Development in Higher Education Bob Thackwray Limited preview - 2014 |
The Effective Evaluation of Training and Development in Higher Education Bob Thackwray No preview available - 2017 |
Common terms and phrases
Academic Audit academic staff achievement activities agreed appraisal process approach appropriate areas assessor audit benefits Chapter commitment costs course criteria currently departmental departments devel development actions development and training development needs development programme discussed effective evaluation employees enhance evaluation of training evaluation process evaluation strategy evidence example external faculty feedback Figure focus funding Gateshead College goals HEFCE higher education higher education institutions identified impact improvement individual Investors involved Kirkpatrick knowledge learners learning and teaching Learning logs learning organisation measures ment methods monitoring objectives opment outcomes participants performance practice professional development quality assurance questionnaire questions reaction sheet recognised research assessment Research Assessment Exercise responsive evaluation riate sector senior management skills staff development stakeholders strategy teaching and learning tion training and development transfer pricing UCOSDA University of Hertfordshire