Die Evaluation von Weiterbildungsprozessen in der Praxis: Status quo, Herausforderungen, Kompetenzanforderungen. Eine Studie unter Organisationen, die das LQW‐Modell anwenden

Nearly 450 training organizations in Germany use the “Learner-oriented Quality Testing in Continued Education” model (LQW, www.arset-lqw.de). Within the framework of this test, organizations are obligated to evaluate the training processes within their institutions. It has been empirically proven in various impact studies that, on the one hand, organizations benefit from implementing the LWQ model to evaluate their training processes; however, at the same time, they face some challenges and problems (Hartz et al., 2007). Until now, little has been known regarding how the institutions structure such evaluations in practice or which problems they face in this area. Thus, this study was conceptualized and conducted based on the following three research questions: 1. How do organizations that use the LQW model evaluate their training processes (status quo)? 2. What challenges do the organizations face concerning their training processes? 3. Considering the status quo and the challenges that organizations face, what skills do evaluators require in order to evaluate training processes?