Evaluation in Organizations: A Systematic Approach to Enhancing Learning, Performance, and Change (2nd ed.)

Citation

Vanessa Ann Claus (2013), "Evaluation in Organizations: A Systematic Approach to Enhancing Learning, Performance, and Change (2nd ed.)", European Journal of Training and Development, Vol. 37 No. 1, pp. 126-128. https://doi.org/10.1108/03090591311293329

Defining the term evaluation is not a simple task! In fact, Russ-Eft and Preskill address the complex nature of evaluation in the newly revised edition of their book, which is an essential component of any human resource scholar or practitioners ' collection. Despite the many terms and definitions used to describe the process of evaluation, this book seeks to “demystify and clarify what evaluation is and isn ' t, and explain how evaluation can be conducted in ways that provide useful information within an organizational context” (p. 1).

This book, which is divided into 17 chapters and is 542 pages long, provides a comprehensive overview of the evaluation process by beginning with basic evaluation information and moving into the evaluation techniques and methods. The authors encourage readers to read this book from “beginning to end” (p. vi). I would take this recommendation one step further and encourage readers to read and re-read chapters to improve their knowledge of the evaluation process.

Similar to the Logic Model of evaluation that makes the link between inputs, activities, outputs and outcomes, which is referenced throughout this textbook, each chapter is a stepping-stone for readers to fully comprehend the evaluation process. This book can be separated into three parts, based upon information covered. Part 1, which includes Chapters 1-5, addresses the evaluation process, specifically related to evaluation and learning, the politics and ethics of evaluation, and the process of focusing evaluation efforts. Part 2, which encompasses Chapters 6-12, explains evaluation design including information about data collection methods, archival data, and qualitative and quantitative data collection techniques. Part 3, composed of Chapters 13-17, addresses the process of analysing and assessing evaluation data, and includes crucial consulting techniques.

A major challenge for organisations is utilising and applying evaluation techniques when developing or analysing programs; henceforth, organisations neglect to follow through with the evaluation process. Figure 1.3 (p. 15) describes ten reasons why evaluation is neglected. These ten reasons include:

1. Organisational members don ' t value evaluation.

2. Previous experiences with evaluation have been either disastrous or disappointing.

3. Organisational leaders think they know what does and does not work.

4. The perceived cost of evaluation outweighs the perceived benefits.

5. Organisational members view evaluation as time-consuming and laborious.

6. Organisational members don ' t believe the results will be used; data are collected but are not analysed or used.

7. No one has asked for it.

8. There is a real or perceived lack of evaluation skills.

9. Organisational members fear the impact of the evaluation findings.

10. Organisational members must understand of valuations purpose and role.

Despite pushback in terms of integrating the evaluation process entirely in one ' s organisation, this book provides instruction, clarity, and support in terms of any and all evaluation matters that might arise. Additionally, the book offers examples and theories related to the integration of evaluation in everyday life, the last providing user ease and assistance. Unlike similar books on the market, this book addresses evaluation collection techniques through presenting various approaches to data collection including qualitative, quantitative, and mixed methods techniques, depending on the scope of one ' s project.

Evaluation has evolved significantly, from primarily focusing on short-term projects to long-term evaluation efforts of organisations. This book reinforces the essential nature of the evaluation process, thus increasing the applicability of evaluation efforts for all organisational types: for profit and non-profit.

Evaluation

This book provides a comprehensive illustration of evaluation processes and methods of consideration. In my nine year as a student in higher education, this book provides the most comprehensive and detailed explanation of the evaluation process. Russ-Eft and Preskill (2009, p. v) stated:

Evaluation means many things to many people, and in this book we will try to show how evaluation practice can effectively inform decision-making and action within organisations around issues of learning, performance, and change. However, the content of the book reflects a general kinds of organisational contexts is well.

As a doctoral candidate at Texas A & M University, I only wish I was introduced to this textbook earlier in my educational career. The simplistic approach to addressing that the multifaceted process of evaluation provides readers, regardless of expertise level, with additional and necessary evaluation knowledge. As a reader, regardless of the content of the chapter, I found myself having a number of “ah-ha” moments, which provided clarity regarding past course questions.

When I initially began reading this book, I was timid given its length and attention to detail. My initial fears instantly vanished upon the completion of Chapter 1. Each chapter provides readers with a baseline for understanding the evaluative process and upon completion of this book; readers have the potential to become pseudo-experts on the process and components of evaluation.

The authors did an exceptional job incorporating the theoretical and practical approach to evaluation within organisations. The usefulness and ease, regarding transferability of acquired information, has the potential to serve both researchers and practitioners regardless of the nature of their current field. Although evaluation is not always a simple process, Russ-Eft and Preskill offer years of professional knowledge compounded with theory to assist in one ' s understanding of the evaluation process.

As mentioned by Russ-Eft and Preskill, there is “no one size fits all for evaluation,” yet this book might be the closest example of one-size-fits-all knowledge application. I would highly recommend this book to policy makers, educational leaders, HRD practitioners, training professions, etc.

In the author's own words

“Evaluation is not arcane or inaccessible. Actually, we continuously engage in evaluation processes. For example, we evaluate what we will wear, what we will eat, which road to take to work, how people will respond to our ideas, and so on. Evaluation is part of what we do in the normal course of everyday living. However, the systematic and professional conduct of evaluation is undertaken when there is some decision to be made or some form of learning is necessary in order to take action in the short or long term” (Russ-Eft and Preskill, 2009, pp. 9-10).

About the reviewer

Vanessa Ann Claus is a doctoral student and graduate assistant at Texas A & M University. She received her Bachelor of Arts degree in Communication and Women ' s Studies from Hope College and her Master of Science in Human Resource and Organisational Development from Eastern Michigan University. Vanessa has been awarded with a number of scholarships highlighting her academic and professional accomplishments. Her research interests relate to culture, ethics, organisational development, and critical theory (women ' s issues). Vanessa Ann Claus can be contacted at: vanessa1claus@neo.tamu.edu