Evaluating workforce development: perspectives, processes, and lessons learned.
Evaluating workforce development for public health is a high priority for federal funders, public health agencies, trainees, trainers, and academic researchers. But each of these stakeholders has a different set of interests. Thus, the evolving science of training evaluation in the public health sector is being pulled simultaneously in a number of different directions, each emphasizing different methods, indicators, data-collection instruments, and reporting priorities. We pilot-tested the evaluation of a 30-hour, competency-based training course in a large urban health department. The evaluation processes included strategic, baseline assessment of organizational capacity by the agency; demographic data on trainees as required by the funder; a pre- and posttraining inventory of beliefs and attitudes followed by a posttraining trainee satisfaction survey as required by the trainers and the agency; and a 9-month posttraining follow-up survey and discussion of learning usefulness and organizational impact as desired by the academic researchers and the trainers. Routinely requiring all of these processes in training programs would be overly burdensome, time-consuming, and expensive. This pilot experience offers some important practical lessons for training evaluations in the future.
Potter
Margaret A
MA
Center for Public Health Practice, University of Pittsburgh, Graduate School of Public Health, 3109 Forbes Avenue, Suite 210, Pittsburgh, PA 15260, USA.
Ley
Christine E
CE
Fertman
Carl I
CI
Eggleston
Molly M
MM
Duman
Senol
S
D000328:Adult; D003162:Competency-Based Education / Q000592:standards*; D006801:Humans; D017145:Models, Educational; D009820:Ohio; D010414:Pennsylvania; D016730:Program Development; D011634:Public Health / Q000193:education*; D011635:Public Health Administration; D012581:Schools, Public Health; D013192:Staff Development / Q000379:methods*; D000078329:Workforce