Exploring Learning of Evaluation Participants
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This study stemmed from the belief that evaluation, when designed and implemented in a learning-oriented way, could promote individual, team, and organizational learning. The purpose of this study was to examine what and how evaluation stakeholders learn when they are involved in a learning-oriented evaluation of a HRD program. This study was designed based on a single case study approach. A hospital organization was chosen as a research site because of its accessibility and convenience. Qualitative methods such as semi structured interviews, participant observations, and document review were used to collect data throughout the evaluation process. Inductive and thematic analysis was the main framework for data analysis. This study found that when learning-oriented features such as participation, reflection, and dialogue were built in the evaluation process, the evaluation team members were engaged in and aware of their own learning. The evaluation team members learned about the program being evaluated and others’ perspectives. Also, their learning resulted in changes in their thoughts, beliefs, and attitudes (process use). The learning oriented features of the evaluation—participation, dialogue, and reflection—helped the evaluation team members to learn from the process. There were however challenges that hindered the evaluation team members' learning such as limited time, unexpected work situations, and research design.
Abstract
This study stemmed from the belief that evaluation, when designed and implemented in a learning-oriented way, could promote individual, team, and organizational learning. The purpose of this study was to examine what and how evaluation stakeholders learn when they are involved in a learning-oriented evaluation of a HRD program. This study was designed based on a single case study approach. A hospital organization was chosen as a research site because of its accessibility and convenience. Qualitative methods such as semi structured interviews, participant observations, and document review were used to collect data throughout the evaluation process. Inductive and thematic analysis was the main framework for data analysis. This study found that when learning-oriented features such as participation, reflection, and dialogue were built in the evaluation process, the evaluation team members were engaged in and aware of their own learning. The evaluation team members learned about the program being evaluated and others’ perspectives. Also, their learning resulted in changes in their thoughts, beliefs, and attitudes (process use). The learning oriented features of the evaluation—participation, dialogue, and reflection—helped the evaluation team members to learn from the process. There were however challenges that hindered the evaluation team members' learning such as limited time, unexpected work situations, and research design.
참고문헌 (28)
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