Evaluating Management Development, Training, and EducationEasterby-Smith (management learning, Lancaster U., England) presents a comprehensive guide to evaluating management development and training. He explains the technical aspects of the various methods, but more importantly, surveys the politics of using evaluations, the range of purposes they may be put to, and the effects of different contexts. Updated from the 1986 edition to incorporate the Management Charter Initiative, competence-based training, and new case studies. Annotation copyright by Book News, Inc., Portland, OR |
Contents
Introduction | 3 |
Purposes and styles of evaluation | 13 |
A framework for evaluation | 47 |
Copyright | |
11 other sections not shown
Common terms and phrases
action action learning activity aimed analysis answers appraisal approaches asked aspects assessment attitude behaviour Beverly Hills bosses business schools changes chapter clients conducted constructivist context Cost-benefit analysis Course Evaluation critical incident critical incident technique data collection decisions discussed Durham University Easterby-Smith effect emphasis evaluation studies example experience feedback Figure identify important improving indicate individuals interest interpretation interviews involved issues judgements Lancaster University learning lecture management course management development management education management training ment methods Michael Scriven normally objectives observations organization organizational outcomes participant observer participants Patton political possible practice problem procedures purposes quantitative questionnaires questions rating scales recorded repertory grid reports response role sampling scientific selection senior managers session skills stakeholders Stewart stratified sample takes place techniques tests trainers training and development training programme tutors value systems viduals