More than ever, organizations place emphasis on and dedicate resources to evaluating the impact of training and other change initiatives. Often, evaluations to understand how initiatives changed on-the-job behaviors, impacted business metrics, and to determine return on investment. While meaningful, demonstrated changes following initiatives are the result of something more profound – a change in how individuals, groups, and the organization THINKS, yet no evaluation approach targets this aspect. I am forwarding a new evaluation strategy, which can be used in conjunction with current practices, but has the explicit purpose of assessing changes in the ways people, groups, and organizations process information following interventions, which in turn drives behaviors. Many evaluation approaches rely on evaluation “levels” to build establish direct impact; however, this approach uses five focus area “clusters” to refine evaluation data collection and analyses to isolate thinking changes. Reflection assesses individuals’ reflection-in-action and reflection-on-action efforts. Capability assesses individuals’ learning during and immediately following an initiative. Learning loops focuses on how individuals process feedback into future actions. Philosophies assesses individuals’ and groups’ views on the initiative subject. Culture assesses how the organizations’ values following an initiative. The results of such an evaluation provide insights on how the initiative influenced thinking, which is a more impactful and sustainable proposition. This strategy is drawn from the literature and practical implementations are addressed in this talk.
Scotf Frasard is an expereinced learning executive and has worked in govrenment, academic, and corporate organizations in a global context. He's an adult educator of 24 years, has a PhD in Adult Education from the University of Georgia and a M.Ed. in Measurement, Evaluation, Statistics, and Assessment from the University of Illinois - Chicago. He currently consults with large organizations on training evaluation projects to isolate its effects on learning transfer, business performance, and return on investment. As a scholar-practitioner, Scott applies research practices in business settings to understand complex phenomena and communicates his methods and results in business language. Central to Scott's work is moving the focus of measurement and evalution from "What do you wnat to ask?" towards the more important, "What do you want to learn?" He has presented at national and international conferences, such as The Academy of Human Resource Development, The International Conference on Knowledge, Culture, and Change in Organization in the United States, EduTECH 2016 in Brisbane, Australia, and Work 2.0 in Johannesburg, South Africa. He serves on the editorial board for The Journal of Leadership and Organizational Effectiveness and is the co-editor of Training Initiatives and Strategies in the Modern Workforce, published in 2017.