Section 1

1. What should training evaluations evaluate and how can they be used to improve the
effectiveness of training interventions?

Model Answer: Provide a definition of training evaluation as the activity of determining the value of
training interventions and identify it as a key stage of the training cycle. They should then refer to
Kirkpatricks model of evaluation to identify its four-criterion levels of reactions, learning, behaviour
and result and explain how it can help determine the value of training interventions to an
organisation.

They may also draw on the same model to make the distinction between formative and summative
evaluation and highlight how this can lead to the progressive improvement of future training
interventions.

May refer to alternative models (e.g teh CAPIO model; The CIRO model) to underline the
importance of pre and post training evaluation and to reinforce the need for a focus on determinant
factors beyond the training setting.

They may also argue in favour of an approach to training evaluation that is context-sensitive and
which is characterised by a commitment to continuous improvement aligned with the strategic
objectives of the organisation.

Section 2

2. How viable is e-learning as an approach to workplace learning? Discuss the benefits

and barriers of using this approach to learning.

Model Answer: Provide a range of definitions of e-learning to highlight its complex and
multidimensional nature (e.g. CIPD, 2008; Holmes and Gardner, 2006; Sloman, 2001). They may
also highlight some of the key differences between e-learning and conventional learning (Gibb,
2002). They will then need to discuss the benefits of (e.g. cost-effectiveness, spatio-temporal
flexibility, self-paced and self-directed learning) and the barriers to e-learning (e.g. limitations of IT
infrastructure, poor assistive interfaces, hidden costs) (Honey, 2001; Nisar, 2002). Better students
will consider the CSFs of e-learning (e.g. the need for a workplace culture and leadership that
facilitate and reward e-learning, the need for a clear instructional strategy) with reference to case
examples (such as BP, BBC Online, Whitebread) discussed in class (Harrison, 2005; Pollitt, 2008).

3. What are the critical success factors for e-learning within modern organisations? Draw
on practical examples to illustrate your answer.

Model Answer: Provide a working definition of e-learning which accounts for its complex and
accommodates an organisational focus. They will then need to consider the critical success factor
of e-learning (e.g. the need for a value-based analysis to determine the appropriateness of e-
learning, the need to align e-learning with corporate strategy, etc) with reference to case examples
(e.g. BBC Online, Whitbread). Better student will underline the fact the e-learning is not a panacea
for success and that it warrants informed choices and the development of learning solutions that
can effectively reconcile employees learning needs with the strategic objectives of the
organisation. They may also make the case for the use of e-learning as part of a blended
approach to learning and development designed through an imaginative mix of conventional and
e-learning to enrich the learning experience of employees in view of strategic imperatives.