List of Figures and Tables | p. xi |
Preface | p. xv |
Acknowledgments | p. xix |
Background and Context of Evaluation | |
Defining Evaluation | p. 3 |
What Evaluation Is and Isn't | p. 4 |
The Relationship Between Evaluation and Research | p. 7 |
What Can Be Evaluated? | p. 10 |
Why Evaluate? | p. 11 |
Top Ten Reasons Evaluation Is Neglected | p. 16 |
Kinds of Evaluations | p. 20 |
Formative Evaluation | p. 21 |
Summative Evaluation | p. 22 |
The Logic of Evaluation | p. 26 |
Evaluation Use | p. 27 |
Internal and External Evaluation | p. 33 |
Internal Evaluation and Evaluators | p. 33 |
The Evolution of Evaluation | p. 39 |
The Role of Evaluation in Today's Organizations | p. 39 |
The (Really) Early Days of Evaluation | p. 39 |
The Transformation of Evaluation into a Profession | p. 45 |
Types of Evaluation Models and Approaches | p. 47 |
The Role of Evaluation in Today's Organizations | p. 60 |
Evaluating Learning, Performance, and Change Initiatives | p. 63 |
Future Directions for Evaluating Learning, Performance, and Change | p. 63 |
The Role of the Learning, Performance, and Change Professional | p. 64 |
General Models, Approaches, and Taxonomies for Evaluation Training and Performance | p. 66 |
Research on Training Program Evaluation Models | p. 75 |
Future Directions for Evaluating Learning, Performance, and Change | p. 87 |
The Politics and Ethics of Evaluation Practice | p. 99 |
Ways in Which Evaluation Becomes Political | p. 100 |
Political Influences During the Evaluation | p. 102 |
Examples of Evaluation Politics | p. 105 |
Strategies for Managing the Politics of Evaluation | p. 107 |
The Ethics of Evaluation Practice | p. 110 |
Designing and Implementing the Evaluation | |
Focusing the Evaluation | p. 127 |
Developing an Evaluation Plan | p. 129 |
Developing the Evaluation's Rationale and Purpose | p. 129 |
Developing Key Evaluation Questions | p. 143 |
Selecting an Evaluation Design | p. 147 |
Basic Design Issues | p. 148 |
Commonly Used Evaluation Designs | p. 157 |
Choosing Data Collection Methods | p. 177 |
Menu of Data Collection Methods | p. 178 |
Considerations for Choosing Data Collection Methods | p. 183 |
Using Multiple Data Collection Methods | p. 193 |
Observation and Archival Data | p. 197 |
Using Methods of Observation | p. 199 |
Observer Roles | p. 200 |
Collecting and Recording Observation Data | p. 203 |
Conducting Observations | p. 210 |
Advantages and Disadvantages of Collecting Observation Data | p. 214 |
Collecting Archival Data--Records and Documents | p. 216 |
Advantages and Disadvantages of Collecting Archival Data | p. 221 |
Surveys and Questionnaires | p. 225 |
Types of Surveys | p. 228 |
Guidelines for Constructing Surveys | p. 232 |
Format Considerations | p. 248 |
Pilot Testing the Items and Surveys | p. 253 |
Summary of Steps in Survey Construction | p. 254 |
Logistics | p. 255 |
Handling Nonresponse Bias | p. 263 |
Managing the Data Collection Process | p. 264 |
Electronic Surveys | p. 265 |
Individual and Focus Group Interviews | p. 269 |
Types of Interviews | p. 270 |
Determining Which Interview Approach to Use | p. 271 |
Advantages of Individual and Focus Group Interviews | p. 272 |
Guidelines for Constructing Individual and Focus Group Interview Guides | p. 273 |
Guidelines for Conducting Individual and Focus Group Interviews | p. 275 |
The Interviewer's Role | p. 280 |
Selecting and Training Interviewers | p. 292 |
Managing the Interview Process | p. 296 |
Computer-Aided Interviewing | p. 297 |
Sampling | p. 301 |
Approaches to Sampling | p. 302 |
Sampling Procedures | p. 307 |
Issues to Consider When Selecting a Sample | p. 308 |
Analyzing Evaluation Data | p. 313 |
Basic Considerations for Analyzing Data | p. 314 |
Approaches to Qualitative Data Analysis | p. 318 |
Approaches to Quantitative Data Analysis | p. 327 |
Economic Analyses of Learning, Performance, and Change Interventions | p. 337 |
Potential Problems in Analyzing Data | p. 342 |
Maximizing Evaluation Use | |
Communicating and Reporting Evaluation Activities and Findings | p. 347 |
Purposes of Communicating and Reporting | p. 350 |
Audiences for Communicating and Reporting | p. 351 |
Timing of Communicating and Reporting | p. 353 |
Content for Communicating and Reporting | p. 360 |
Formats for Communicating and Reporting | p. 365 |
Planning, Managing, and Budgeting the Evaluation | p. 381 |
Planning the Evaluation | p. 382 |
Managing the Evaluation | p. 383 |
Developing an Evaluation Budget | p. 387 |
Evaluating the Evaluation | p. 397 |
Focusing the Evaluation | p. 399 |
Implementing the Evaluation | p. 401 |
Managing the Evaluation | p. 406 |
Communicating and Reporting the Evaluation's Activities and Findings | p. 406 |
Strategies for Implementing Evaluation in Organizations | p. 411 |
Gaining Commitment and Support for Evaluation Work | p. 411 |
Using Participatory and Collaborative Approaches | p. 412 |
Understanding the Evaluation Context | p. 414 |
Engaging in Evaluation Professional Development | p. 417 |
Choosing an Evaluator Role | p. 418 |
The Readiness for Organizational Learning and Evaluation Instrument (ROLE) | p. 421 |
References | p. 435 |
Index | p. 449 |
About the Authors | p. 473 |
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