Multiple perspectives on training evaluation: Probing stakeholder perceptions in a global network development firm

Although stakeholder-based evaluation has been fairly well developed in the general program evaluation literature, it remains barely recognized in tra ining evaluation practice. This article aims to contribute to our understan ding of multiple stakeholder perceptions about training evaluation in an or ganizational context. Extending prior empirical work that described differe nces in stakeholder perceptions about valued training outcomes, the current case study examines multiple stakeholder perspectives of the purposes, pro cesses, and consequences of evaluation in a global telecommunications netwo rk development firm. Semistructured interviews with 15 individuals in three stakeholder groups were audio recorded, transcribed, and coded for analysi s. Diverging from common training evaluation practice, which generally fail s to acknowledge and frequently limits stakeholder involvement, the current results provide evidence for a multiplicity of stakeholder views. These vi ews were found to be related to the job role of a stakeholder in the organi zation. For example, training sponsors (line managers with budgetary discre tion) described largely formative evaluation purposes, as well as instrumen tal and symbolic forms of utilization, to improve training for their employ ees. Training participants (employees with direct or indirect reporting rel ationships with the managers interviewed) described mixed (formative-summat ive) purposes, as well as instrumental and conceptual forms of utilization, to improve specific courses and to make informed course selections. Traini ng providers (internal training specialists who develop and deploy training for the previous two groups as internal organizational clients) described evaluation in terms of mixed purposes, and instrumental and symbolic forms of utilization, mostly to highlight training merit and worth and to sustain and expand training budgets. These differing perspectives are discussed in terms of a three-dimensional schema of collaborative inquiry and evaluatio n. Implications for training and program evaluation research and practice a re also discussed.