Employees’ Self-Evaluation of Educational Opportunities in Organizations

Abstract

This paper explores the research findings of the effects of the employees’ self-evaluation of educational opportunities in their organizations as a relevant element of the processes of educational planning and innovation. The research was inspired by pedagogically and andragogically relevant influences of multiple theoretical and empirical findings about the importance of inclusion of adult learners in the process of educational planning, and the importance of self-evaluation for implementation of Evaluation as Process of Learning Model. The main purpose of research was to explore and to describe employees’ self-evaluation of educational opportunities. In the empirical aspect of research we applied a quantitative, non-experimental, descriptive research method. Accordingly, the basic techniques for gathering data were questioning and scaling by the instrument designed as a survey comprised of questionnaire and modified five-point Likert-type scales. The empirical data was collected from a random sample of 720 respondents. The respondent employees from different organizations in Serbia evaluated: availability, importance, and frequency of participation in a variety of educational and learning activities. Based on the quantitative analysis of the findings, we gained insight into the data which imply modifications in further research orientations, and the broader and more intensive inclusion of employees in the field of planning of adult education.