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The major aim of this investigation is to propose a novel approach for evaluating the implementation of the European Quality Award, i.e. the model of European Foundation for Quality Management (EFQM).

The EFQM model includes both enablers and results, while in the service quality gaps model, only the gaps between the organization and customer are studied. In this paper, a new approach has been proposed to assess seven determined gaps in implementing the EFQM model based on the concepts of the service quality gaps model and the ServQual approach. The new approach to the EFQMQual has been examined in Isfahan Province Gas Company using different viewpoints of senior and middle managers and senior experts on four elements of determined gaps. These include perceptions of goals, expectations of goals, perceptions of assessment and expectations of assessment.

Findings indicate that leadership and key results criteria have the lowest and the highest gap values, respectively. In addition, the fifth gap, i.e. the difference between expectations of assessment and perceptions of assessment, has the lowest average, while the seventh gap, i.e. elements of the EFQM model, has the highest average. With regard to the correlation among the seven gaps, it became obvious that there is a significant correlation among the first, fifth and sixth gaps; and also between the fourth and fifth gaps. Finally, based on the Pareto rule, the priority of the criteria related to each of the gaps has also been determined.

One of the limitations of this study is the complexity of the concepts in the questionnaires, which makes it difficult for respondents to understand the items of the questionnaires. To overcome this, therefore, the researcher has attached a guideline to the distributed questionnaires.

As the literature review indicates, there has not been any research on integrating the concepts of the service quality gaps model, the ServQual approach, and the EFQM model, while also analyzing the weak and strong results obtained from implementing the EFQM model based on such an integrated approach. The significance of the study lies further in the fact that based on an approach similar to the proposed EFQMQual, such concepts can be applied for evaluating the implementation of other quality award systems.

There is a concerning disparity between students with disabilities and their peers without disabilities in their long-term, postsecondary outcomes. The former group tends to have a variety of poorer outcomes in important domains of life, such as employment, postsecondary education, independent living, and community participation. Policymakers, scholars, and the general public alike have called attention to this issue, resulting in both legal mandates and research on evidence-based practices in the area of transition services. While the law requires individualized, results-oriented transition services based upon age-appropriate transition assessment and a number of evidence-based transition practices and predictors have been identified, studies of individualized education programs and practices have revealed a significant underuse of best practices in transition assessment and services. In this chapter, we discuss the importance of comprehensive transition assessment as a foundation for setting postsecondary goals and designing services that best fit individual student strengths and needs and best prepare students to be successful in their adult lives. Further, we provide an overview of current recommendations for best practices in planning, conducting, and interpreting transition assessments, and offer suggestions for areas where further research is needed.

The purpose of this study is to develop a theoretical model that posits locomotion-assessment ambidextrous orientation as predictor of salesperson acquisition–retention ambidexterity, which as a consequence increases sales. The authors drawing on regulatory focus theory and self-regulatory for this propose.

Salespeople involved in the study represent different firms selling a wide variety of food and household products to a wholesaler, which resells them to supermarket chains. The authors collected data from 231 industrial salespeople.

First, salesperson assessment focus amplified locomotion’s effect on acquisition–retention ambidexterity. Second, salespeople increased their performance by implementing an acquisition–retention ambidextrous orientation that balances prospecting for new customers and growing existing customers. Third, findings revealed a mediating effect of ambidextrous orientation on the relationship between regulatory mode and sales performance. Finally, outcomes supported the conditional moderated-mediated effect of regulatory mode in explaining performance through ambidextrous orientation.

Results suggest that salespeople need to equalize their dual orientations in a complementary way to elaborate their selling strategies according to each customer. For example, in an unbalanced orientation, putting high levels of assessment into a sales encounter can reduce the effective and efficient use of time in interacting with customers.

The authors further illustrate the importance of using both locomotion and assessment in attaining sales goals (Pierro et al. 2013). This synergistic effect is known as the complementary hypothesis (Pierro et al., 2006a, 2006b). Each dimension complements the other and has a moderated-mediated effect on performance through acquisition–retention ambidexterity.

The purpose of this paper is to assess the performance of an e‐learning software system to ensure its teaching and learning quality, contextual relevance and longer operational life to achieve economies of scale.

A Goal‐Question‐Metric (GQM) paradigm along with the ISO 9126 quality characteristics is proposed to assess performance of an in‐house e‐learning software system in terms of its functionality, usability, efficiency and effectiveness. The e‐learning software system was designed and implemented for teaching staff of developing countries attending the T&L “train the trainer” course at the Colombo Plan Staff College (CPSC), Manila, Philippines. The data were collected from the participants from 20 countries who attended the program over a period of three years.

The approach was very effective for assessing and evaluating various functions of the web‐based teaching and learning software system and assessing its suitability in teaching and learning, and interaction among the users. The findings were utilized to further improve the management and quality of the training program.

Commitment and participation of stakeholders/users is required to appropriately define the assessment goals, generate underlying questions that define those goals, and identify the metrics that provide answers to those questions. The research has limitations similar to any other questionnaire based subjective data collection method, much relying upon the respondent judgments. Therefore, a sound mechanism for data collection, validation and analysis needs to be employed to ensure internal consistency and accuracy.

Many e‐learning software systems are accessed across the globe and are utilized by a number of institutions simultaneously while crossing over national and geographical boundaries. Therefore, performance assessment based on different ethical and social values and language barriers, to meet the clientele requirements belonging to different social backgrounds, is essential. Also this research provides many guidelines to reduce the customization requirements for different nationalities, and therefore, makes overall implementation of the learning management system more efficient and cost effective.

Due to the generic nature of GQM approach, this framework can be applied to undertake performance assessment of an in‐house built, web‐based teaching and learning system using the selected ISO 9126 quality characteristics to ensure the appropriateness, longevity and sustainability of the learning system.

The purpose of this paper is to explore the enacted mental models, the types of thinking and action, of assessment held by faculty and staff in higher education.

This research approaches the question: in what ways are “learning outcomes assessment” understood (thinking) as part of a system and assessed in the individual’s work (practice)?” Interviews and concept maps were used to identify influences, descriptions of actions, and connections to environments for 12 participants, known to have engaged in learning outcomes assessment.

By connecting individual perspectives to broader organizational understanding, a goal of this research was to identify and analyze how educators understand and practice learning outcomes assessment in higher education. Influences on assessment presented in the literature are confirmed and several behavioral types are defined and categorized.

The findings focus attention on the ways individuals act on influences in systems of higher education. The findings yield opportunities for new ways to utilize assessment knowledge. The study is small and has implications for similar type institutions.

Faculty and staff can use these findings to create training and development protocols and/or adjust their own practices of assessment. Assessment professionals can apply findings to consulting on an array of assessment projects and with staff who have varying skill levels.

The ways in which assessment is practiced is deeply influenced by training but is also shaped heavily by current environments and accountability structures. Policies and practices related to such environments can make a difference in preparing for scaled-up assessment practices and projects.

This research offers insight into possible archetypes of assessment behaviors and presents applied influences on assessment.

The purpose of this paper is to describe the process of developing an information literacy assessment project, and to discuss key findings from the project.

A variety of assessment tools were used to gather information about student learning and information literacy instruction: pre‐ and post‐surveys, student feedback surveys, faculty feedback to librarians, librarian self‐reflection, library worksheets, student research journals, and citation analysis of students' final research paper bibliographies.

It was found that the authors' initial suite of assessment tools did not provide the information wanted about students' research processes, so the authors' “assessment toolkit” was modified. It was found that more meaningful information could be gathered about students' research processes when the authors worked closely with faculty to embed information literacy assessments into course assignments. From the authors' analysis of student work, it was discovered that, for many students, library instruction was most valuable in helping them refine and explore research topics.

This paper will be useful to librarians and faculty seeking to implement an information literacy assessment project. The authors provide ideas for ways for faculty and librarians to collaborate on information literacy assessment, as well as on assignment and course design.

The purpose of this article is to provide readers with an understanding of how the assessment protocol for executive coaching can be adapted to more effectively meet the different needs of clients who are seeking developmental, transitional, or remedial coaching.

This article is based on the author's 20 years of experience as both an internal executive coach and external consultant. Organizational examples are provided to illustrate key concepts.

The assessment interview can be customized to meet the unique requirements of transitional, developmental, and remedial coaching.

The article provides readers with clear guidelines for adapting the assessment process to meet three different coaching requirements. By following these guidelines, coaches will be able to obtain more detailed and relevant background information on the client's history, organizational setting, goals, and development issues, and in so doing establish a more effective pathway for the coaching intervention.

To the author's knowledge, this article represents the first attempt to consider how assessment interviews might be adapted to the unique requirements of developmental, transitional, and remedial coaching.

The purpose of this paper is to describe an approach to developing a makerspace assessment plan. This approach focuses on connecting organizational and service point mission statements with outcome-based assessment plan goals, strategies, methods, and success measures.

This paper will outline the steps taken by an academic research library to design an outcomes-based assessment plan that monitors the human ecology of a makerspace. The paper includes a history of the space, the role of the library within the campus makerspace environment, the connection between mission statements and assessment plans, and how that connection can facilitate and drive space and service design.

Designing assessment plans that are centered on a makerspace mission statement can ensure that progress toward fulfilling the mission, values, and goals of the space is constantly monitored.

Academic library makerspace assessment literature is still in its infancy. This paper seeks to contribute to the literature on academic library makerspace management and stewardship.