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|a Z668.5 .S75 2007_StitesBarbara |2 BU-Local |
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|a Training evaluation practices in libraries |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2007. |
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|a xiii, 123 leaves : |b ill. ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2007. |
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|a Includes bibliographical references (leaves 80-89). |
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|a Copyright Barbara J. Stites. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose : The purpose of this study was to document evaluation practices currently used in training programs for library staff members, including metrics used in calculating return -on- investment (ROI). Changes in the format of library materials, increased amounts of information, and the speed at which information is being produced have created an unrelenting need for training for library staff members. Additionally, library employees are retiring in greater numbers and their accompanying expertise is being lost (Berry, 2002). With rising expenditures and increasing training needs, the library community is beginning to give increased attention to evaluation. Method : This research project asked 272 library training professionals to respond to a web-based questionnaire regarding four training evaluation hypotheses. The employees were asked to submit their answers to questions about how they evaluate training, what kind of training evaluation practices are in place, how they select programs to evaluate for ROI, and what criteria are important in determining an effective method for calculating ROI. Responses were received from 94 library training professionals throughout the United States representing network/consortiums, public and academic libraries, State Libraries, and library consulting/training organizations. Major Findings : The findings, based on Kirkpatrick’s (Kirkpatrick, 1959a, 1959b, 1960a, 1960b) four levels of training evaluation and Phillips' (Phillips, 1994) fifth level, indicated that training is evaluated primarily at Level 1 and Level 2 and differences in the percentage of evaluation conducted at the five levels are associated with library organization characteristics (type, size, written training evaluation policy) and library organization training practices (planning, reporting, staff involved in evaluation). The results also suggest that reporting training evaluation information to executive management is aligned with the use of Levels 1 and 4. Participants also indicated that less than three percent of library training organizations use Level 5 evaluation. When they do, they tend to select programs to evaluate at Level 5 (Roi) based on the interest of top executives and for programs that have high visibility. They also reported that the most important criteria for a method to evaluate ROI would be for it to be able to account for other factors, have it be applicable with all types of data, and be able to account for all program costs. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Library employees |x Training of. |
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|a Library education (Continuing education) |x United States. |
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|a Library employees |x In-service training. |
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|a Libraries |x United States. |
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|a Librarians |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001871/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/18/71/00001/Z668_5 _S75 2007_StitesBarbarathm.jpg |
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|a Theses and Dissertations |
