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Learning: ensure you get it, keep it and use it

By Graham O'Connell (November 2004 Issue)
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Three experts were asked to evaluate a plot of woodland. The first – a forester – reported that it had been neglected, but that with some thinning out and new pathways it could be opened for public use. The second – an environmentalist – said it was a valuable preserve for wildlife and should remain untouched. The third – a property developer – felt that if the trees were cleared it would be a prime site for building. So much for evaluation.

Everyone thinks they know about training. And like the experts in the above example, they evaluate it from their very particular perspective – for forester, environmentalist and property developer substitute line manager, trainer and finance director.

So how should we look at evaluation – and who should do it? The first thing to say is that there is no one universally agreed definition of evaluation, but no shortage of models. Some adhere to the well-established formula set down by Donald Kirkpatrick 45 years ago,1 while others are swayed by the very persuasive arguments of Paul Kearns2 and Jack Phillips3 – home to concepts such as ‘added value’ and ‘return on investment’. The well-known Leslie Rae offers solid, practical advice on how to make it happen,4 and the lesser-known Terence Jackson sheds light on the mysterious world of number crunching.5 Personally, I prefer the simple but all-embracing concept that evaluation is about improving quality, assuring learning and proving worth.

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