Contribution
Description: In Germany in the 1970s the evaluation of further training served for building up and extending the practice of further training. Due to dashed political hopes, during the 1980s the interest in evaluation declined at first. Since the 1990s the topic has regained significance. This time, however, the "driving force" is not a social atmosphere of awakening like in the 1970s. Today, evaluation increasingly takes over functions of (training) controlling. Here, two interests meet: quality development (educationally motivated) and controlling (economically orientated).
By this presentation the development of a model of evaluating company further training as well as data from an (a) explorative and (b) empirical study on the application of the model will be introduced. Quality development and quality control are equally the goals of evaluation. The guiding questions of the model are: (1) In what way should programmes of further training be designed? (2) How should programmes of further training be evaluated? Evaluation is supposed to serve for improving the programme of further training.
Methodology: Construction of the model: on the basis of DONALD L. KIRKPATRICK´s four-level-model, which was extended by a fith level by JACK J. PHILLIPS, in the result field different parameters are entered which a. o. are necessary for investigating the return on investment of programmes of further training. To achieve a design approach, this output orientation must be embedded into a comprehensive understanding of evaluation. Already 40 years ago DANIEL L. STUFFLEBEAM published his CIPP-approach and has constantly developed it further since. In the CIPP-model context, input, process, and result (product) are evaluated. The three models together make the reference frame of the design-orientated evaluation model.
Data collection: the investigated programme of further training in the banking sector (a) was carried out from 2001 to 2004. Parallel to the programme of further training and according to the approach of the model, data at the levels of context, input, process, and product were collected. According to Kirkpatrick´s approach, at the product level data were collected from the levels of reaction, learning, behaviour, results, and were compared to the development of company data. Finally, on the basis of costs and achieved benefit the return on investment was investigated. Here, isolating disturbing variables caused some difficulties. To improve the internal validity, the results of the experiment groups were compared to those of the control groups. In the second empirical study (b) in the pharmaceutical sector the investigation, based on the explorative study (a), was carried out between 2003 and 2006.
Conclusions: Results: for the time being, there are only first steps towards evaluation models dealing with the tensed relationship of economy/education. Other authors criticize more fundamentally the lack of model building in the field of evaluating company further training. Besides the development of models, in the context of this research project the model was additionally tested in a reality situation, and parallel to practice data were collected in the context of an action-research approach. At the moment a further study (c) is being carried out in another sector (production). By comparing the three sectors the validity of the results shall be improved.
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