A practitioner friendly and scientifically robust training evaluation approach

Abstract

PurposeThis article seeks to review the current state of workplace learning evaluation, to set out the rationale for evaluation along with the barriers that practitioners face when seeking to assess the effectiveness of training and development. Finally, it aims to propose a scientifically robust and practitioner friendly approach to evaluation.Design/methodology/approachThis article is based on a multi disciplinary literature review.FindingsDespite the substantial investment in workplace learning there is a paucity of evaluation activity. There are a wide range of reasons for this including capacity and capability issues, lack of supportive organisational environment and a lack of effective measurement instruments. There is also a large research to practice gap. The starting point for evaluation approaches should be the needs of practitioners. Latest research on training suggests that effective evaluation approaches should adopt a stakeholder and systems approach and collect corroborative data.Research limitations/implicationsThis article presents research findings, based on a multidisciplinary literature review, on the factors that inhibit effective workplace learning evaluation, sets out a novel evaluation framework and approach, grounded in a conceptual model of workplace learning.Practical implicationsThe findings seek to assist practitioners such as learning and development professionals undertake more robust and efficient evaluations. The article also addresses the research to practice gap.Originality/valueThis article presents a novel approach to workplace learning evaluation.