Abstract
Workplace learning is a complex system driven by goal-oriented performance measurement. Learning in the workplace is modeled as goal-oriented individual, social, and organizational processes driven by the goals to improve both individual and organizational performance. Performance measurement is used by organizations as a procedure to improve performance by setting performance objectives, assessing performance, collecting and analyzing performance data, and utilizing performance results to drive organizational development. This chapter outlines learning goals and performance measurement in workplace contexts, as well as the alignment between the two.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ausubel, D. P. (1961). Learning by discovery: Rationale and mystique. Bulletin of the National Association of Secondary School Principals, 45, 18–58.
Bellanca, J., & Brandt, R. (2010). 21st century skills: Rethinking how students learn. Bloomington, IN: Solution Tree.
Burrow, J., & Berardinelli, P. (2003). Systematic performance improvement – Refining the space between learning and results. Journal of Workplace Learning, 15(1), 6–13.
Jackson, S., & Kulp, M. J. (1979). Designing guidelines for evaluating the outcomes of management training. In R. O. Peterson (Ed.), Determining the payoff of management training (pp. 1–42). Madison, WI: ASTD.
Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels (2nd ed.). San Francisco: Berrett-Koehler.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). San Francisco: Berrett-Koehler.
Marzano, R. J., & Pickering, D. J. (2001). Assessing student performance using dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
Parker, T. C. (1973). Evaluation: The forgotten finale of training. Personnel, 7, 61–63.
Phillips, J. J., & Phillips, P. P. (2016). Handbook of training evaluation and measurement methods (4th ed.). London, UK/New York: Routledge.
Salas-Pilco, S. Z. (2013). Evolution of the framework for 21st century competencies. Knowledge Management & E-Learning, 5(1), 10–24.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475.
Snow, R. E. (1989). Toward assessment of cognitive and conative structures in learning. Educational Researcher, 18(9), 8–14.
Slizyte, A., & Bakanauskiene, I. (2007). Designing performance measurement system in organization. Organizacijø Vadyba: Sisteminiai Tyrimai, 43, 135–148.
Spector, J. M., & Davidsen, P. I. (2006). How can organizational learning be modeled and measured? Evaluation and Program Planning, 29(1), 63–69.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: Jossey-Bass.
Wang, M. (2011). Integrating organizational, social, and individual perspectives in web 2.0-based workplace e-learning. Information Systems Frontiers, 13(2), 191–205.
Warr, P., Bird, M., & Rackham, N. (1970). Evaluation of management training: A practical framework, with cases, for evaluating training needs and results. London, UK: Gower.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Wang, M. (2018). Learning Goals and Performance Measurement in the Workplace. In: E-Learning in the Workplace. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies. Springer, Cham. https://doi.org/10.1007/978-3-319-64532-2_8
Download citation
DOI: https://doi.org/10.1007/978-3-319-64532-2_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-64530-8
Online ISBN: 978-3-319-64532-2
eBook Packages: EducationEducation (R0)