Linking Learning and Performance: A Practical Guide to Measuring Learning and On-the-Job Application

At this point in the program evaluation, the business, performance, and learning objectives have been established. Learning measures have been designed and tested for reliability and validity. The extent to which the program learning objectives have been met has been determined, using these measures. And steps have been taken to ensure that successful learning will transfer to successful job performance. It is feasible that most programs can be evaluated to this extent, either for a pilot to enhance a program design or implementation or to assess ongoing success. Now it is time to see the extent to which the learning did transfer to those special programs that the organization has designated for further examination. Let's determine the extent to which the performance objectives have been met.
Even if a plan for an overall program evaluation has not been established, a tactical plan for measuring job performance is critical. Robinson and Robinson (1989) suggest that the evaluator considers the following issues when designing a job performance data collection strategy:
The purpose of the assessment
Who will be reviewing the data and making related decisions
The sources of information that will be needed
How the data will be compared
How many people should be included in the assessment
The preferred data collection method
Skill and resource limitations
The evaluator who understands the importance of each of these considerations and how each is to be included in the evaluation strategy will be armed with the knowledge necessary...