An evaluation‐led virtual action learning programme – was the theory put into practice?

Abstract

Small‐ and medium‐sized enterprises (SMEs) play an important role in creating a dynamic and successful European economy. Time‐poor managers in these organisations generally have fewer opportunities for training and development than their counterparts in larger organisations. As a result, different requirements are placed on training. The aim of this study was to test the principles of action learning in a virtual environment. The action‐learning programme was based on virtual working but did also involve face‐to‐face workshops, thus providing a blended approach. The project was designed to be “evaluation‐led”, with evaluation progressing alongside the project from design to finalisation. The focus of this paper is on how the evaluation‐led approach unfolded. To this end, we start by explaining our research approach, we then move on to an analysis of the project to conclude with a discussion of the findings and of the lessons learnt. We conclude by highlighting some further research needs.

Keywords:

• Small‐ and medium‐sized enterprises (SMEs)
• management development
• virtual action learning
• realist synthesis
• programme theory
• evaluation‐led

Notes

1. This paper focuses on a systematic review of the ESeN (European SME eLearning Network) project funded by the EU.

2. The partner countries were: Denmark, France, Greece, the Netherlands, Spain and the UK.

3. Usually a project is defined as “evaluation‐led” when evaluation progresses alongside the project from design to finalisation, becoming almost a constant formative evaluation process that helps identify, and hence correct, potential problems right as they are happening. The theory is that, this way, evaluation can help “steer” the project in the right direction throughout its life and not be an appendage just at the end of the project. This type of approach is advocated, among others, by Patton (1997).

4. The terms “formative” and “summative” were first coined it the field of evaluation by Michael Scriven (1980). Despite early controversies, they have now settled to become widely used terms within evaluation practice. Formative evaluation is normally undertaken during a task or project to influence direction and decision‐making later on in that task/project, and primarily for the use of those undertaking the project / task. Summative evaluation normally passes judgement on completed tasks or projects, often providing information to those outside the immediate group undertaking the task / project. It is in these ways that the terms formative and summative are employed in this document.

5. We are aware of the different perspectives around the issue of internal evaluators but this is a debate which we feel stands outside the purposes of this paper. It is worth pointing out, though, that there are now many advocates of the internal evaluation approach and that it is now recognised that internal evaluators can produce studies of the highest quality (e.g., Love, 1991; Patton, 1997; Sonnichsen, 1987, 1988)