TY  - JOUR
AB  - Purpose–This paper seeks to address current limitations in approaches to training evaluation by presenting a conceptual model of work‐based learning and an associated evaluation framework.Design/methodology/approach–The model and framework presented in this paper are based on a critical review of current approaches to learning evaluation and insights from learning transfer research and programme theory.Findings–This paper sets out a conceptual model of workplace learning based on five elements: a pre‐learning stage, the trigger (need) for learning, the learning event, application of learning and the impact of learning. A linked criterion evaluation framework is also described. It is proposed that this provides a scientifically robust but practitioner friendly framework for workplace learning evaluation.Practical implications–While most organisations wish to evaluate the effectiveness of their investment in employee training and development, few do. One of the barriers to effective learning evaluation is the failure to ground approaches in a contemporary and comprehensive model of workplace learning. The model and framework set out in this paper aim to assist evaluation by addressing this gap in a practitioner friendly way.Originality/value–This paper sets out a novel, flexible and comprehensive conceptual model of workplace learning along with an innovative approach to training evaluation that addresses limitations in existing approaches. It is hoped that this will contribute to the debate on appropriate evaluation methods and assist practitioners to undertake evaluation in a more credible manner.
VL  - 43
IS  - 3
SN  - 0019-7858
DO  - 10.1108/00197851111123631
UR  - https://doi.org/10.1108/00197851111123631
AU  - Paul Griffin Richard
PY  - 2011
Y1  - 2011/01/01
TI  - Workplace learning evaluation: a conceptual model and framework
T2  - Industrial and Commercial Training
PB  - Emerald Group Publishing Limited
SP  - 172
EP  - 178
Y2  - 2024/04/19
ER  -