Applies principles and concepts of popular education to evaluation?a critical piece in program development and training with adults. Using real-life case studies, the book shows how the model works in a variety of settings to help trainers evaluate adult learning.
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"Finally, a practical methodology for quantifying training results and organization impact. How Do They Know They Know is a must read for any Human Resources professional with the desire to measure the return on training investment for individuals and for their organization."Challenges the current paradigms about training evaluation and its role in the learning process. This practical, quantitative methodology for measuring training outcomes by calling for instructors and designers to begin with the And in mind. It should be required reading for all professionals in the field of education and development." (Susan DeLuca, director of human resource development, SmithKline Beecham)
"For anyone ever faced with the task of evaluating adult education programs, this book offers an accessible, practical, well researched tool that verifies results for existing or new programs. This is an invaluable tool for all educators who need to prove what knowledge, skills and attitudes have actually been learned through a course." (Sue Button, North Carolina Administrative Office of the Courts, Training and Development)
This book offers an excellent method to ensure that your training is effective amd has an impact on your organization. How Do They Know They Know's techniques place the responsibilities on training where it belongs and focuses everyone involved to cooperate to achieve the desired results. Developing training and corresponding measurements focusing on its impact on the organization is an excellent method to ensure good training design. If effective training is important to your organization, How Do They Know They Know is a must. (Clif Melvin, education specialist, Fortune 500 Computer Manufacturer)
"The authors' skills, knowledge and attitudes in evaluation of learning experiences are accessible, informed and personally engaging. This book serves as a working guide for my design and implementation of learning experiences for community workshops to college courses, and leadership training to educational support group facilitation with parents." "This is a short course in deepening Jane Vella's question "How Doe The Know They Know?' They just did it! They continue to do it and have convinced their organization to do more of it!" "Accountability! Accountability! Accountability! At last I have found here a usable means to not only ?know they know' during the training, but know what I teach makes a meaningful difference in the learner's work and impacts the organization positively." (Peter Perkins, director, Prevention Unlimited, Inc)
"Books such as this are useful reminders that as the need for training programs or competency-focused curricula grows, the competition also will increase, and the institutions with objective proof of their success will succeed over the long term." (Continuing Higher Education Review)
"For anyone ever faced with the task of evaluating adult education programs, this book offers an accessible, practical, well researched tool that verifies results for existing or new programs. This is an invaluable tool for all educators who need to prove what knowledge, skills and attitudes have actually been learned through a course." (Sue Button, North Carolina Administrative Office of the Courts, Training and Development)
This book offers an excellent method to ensure that your training is effective amd has an impact on your organization. How Do They Know They Know's techniques place the responsibilities on training where it belongs and focuses everyone involved to cooperate to achieve the desired results. Developing training and corresponding measurements focusing on its impact on the organization is an excellent method to ensure good training design. If effective training is important to your organization, How Do They Know They Know is a must. (Clif Melvin, education specialist, Fortune 500 Computer Manufacturer)
"The authors' skills, knowledge and attitudes in evaluation of learning experiences are accessible, informed and personally engaging. This book serves as a working guide for my design and implementation of learning experiences for community workshops to college courses, and leadership training to educational support group facilitation with parents." "This is a short course in deepening Jane Vella's question "How Doe The Know They Know?' They just did it! They continue to do it and have convinced their organization to do more of it!" "Accountability! Accountability! Accountability! At last I have found here a usable means to not only ?know they know' during the training, but know what I teach makes a meaningful difference in the learner's work and impacts the organization positively." (Peter Perkins, director, Prevention Unlimited, Inc)
"Books such as this are useful reminders that as the need for training programs or competency-focused curricula grows, the competition also will increase, and the institutions with objective proof of their success will succeed over the long term." (Continuing Higher Education Review)
From the Inside Flap
In Learning to Listen, Learning to Teach and Training Through Dialogue, Jane Vella introduced readers to an approach to adult learning based in concepts of popular education?an approach emphasizing participation, dialogue, and learning by doing. But how can the results of training that uses these strategies be measured effectively and cogently?How Do They Know They Know?, the third and critical piece to this highly-acclaimed approach to adult education, applies the principles and concepts of popular education to the task of evaluation. The book provides educators and trainers with a practical tool for determining the effectiveness of the teaching and learning that takes place in their programs.Describing evaluation as a process of accountability, the authors take readers step by step through their approach, which connects evaluation to program planning and engages learners as partners throughout.Using real-world case studies, and packed with stories that relate the concepts to real-life situations, the book shows how the evaluation model works in a variety of settings including a nonprofit lobbying group, a school of public health and community medicine, and a literacy group. It takes readers from an overview of evaluation and the genesis of the Accountability Process, through practical applications, to discussions of the who, why and what of evaluation as well as the future uses of the theory and practice.How Do They Know They Know? Provides educators of adults in any setting with an accessible resource that will enable them to be accountable to their learners and to the wider community as well.
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Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover | Surprise Me!
Inside This Book
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First Sentence:
In this chapter we shall see the connection between this book and two other Jossey-Bass publications, Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults (1994) and Training Through Dialogue: Promoting Effective Learning and Change with Adults (1995), both of which present a specific approach to adult education. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
accountability planner, educational process elements, popular education approach, jubilee course, evaluation planners, accountability process, generative themes, dozen principles, learner performance, program planners, twelve principles Key Phrases - Capitalized Phrases (CAPs): (learn more)
Learning Learning Learning Learning, University of Washington, Our Voices, Our Vote, Training Through Dialogue, Jubilee Associates, Transfer Transfer, Impact Evidence of Change, Jane Vella, New Way of Thinking About Evaluation, Content Learning, Eric Berne, Evaluation Decision Alternatives, Qualitative Materials, Training Learning New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover | Surprise Me!
In this chapter we shall see the connection between this book and two other Jossey-Bass publications, Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults (1994) and Training Through Dialogue: Promoting Effective Learning and Change with Adults (1995), both of which present a specific approach to adult education. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
accountability planner, educational process elements, popular education approach, jubilee course, evaluation planners, accountability process, generative themes, dozen principles, learner performance, program planners, twelve principles Key Phrases - Capitalized Phrases (CAPs): (learn more)
Learning Learning Learning Learning, University of Washington, Our Voices, Our Vote, Training Through Dialogue, Jubilee Associates, Transfer Transfer, Impact Evidence of Change, Jane Vella, New Way of Thinking About Evaluation, Content Learning, Eric Berne, Evaluation Decision Alternatives, Qualitative Materials, Training Learning New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover | Surprise Me!
Citations (learn more)
This book cites 3
books:
3
books
cite this book:
- Marketing Foundations and Functions: Text by Jim Burrow in Front Matter
- Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults by Jane Vella in Front Matter
- Training Through Dialogue: Promoting Effective Learning and Change with Adults (Jossey-Bass Higher and Adult Education) by Jane Vella in Front Matter
- Taking Learning to Task: Creative Strategies for Teaching Adults by Jane Vella in Front Flap, and Front Matter
- Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults by Jane Vella in Front Matter
- Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults by Jane Vella in Front Matter
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