Trainers and coaches do not have a simple reaction to the concept of evaluation. On the one hand, they recognize its importance in the cycle of assessing learning needs and delivery. On the other hand, assessing their performance is never comfortable and has some of the awkwardness of the dreaded annual appraisal. Some embrace it both to prove and improve their performance. Others seem hesitant about the whole procedure, especially the validity of assessment and its impact on teaching and training.
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