UCLA Workforce Development Evaluation Framework 

UCLA is dedicated to workforce development innovation, quality, dynamic learning, and positive impact on the human services and the lives of those served. To accomplish these goals, UCLA employs a utilization-focused developmental evaluation framework to continuously assess and improve workforce development policies, programs, and outcomes. Four major aspects of workforce development are routinely evaluated: process (e.g., training completion, implementation, and procedures), quality (e.g., training approach, perceived learning, content, and relevance), learning (e.g., transfer of knowledge and skills), and impact (e.g., immediate and longer-term changes in attitudes, work behaviors, practices, and outcomes). The UCLA Evaluation Group (including evaluators from California State University Long Beach, California State University Los Angeles, the University of Southern California, and University of California Los Angeles), in partnership with training staff and the UCLA Assessment and Accountability Committee (comprised of a diverse group of stakeholders from across human service agencies, Universities, and other community members), design and conduct evaluations that include tracking, measurement, analysis, and reporting of these workforce development aspects. Our framework for evaluating each of these components of the training process are outlined below


  • Dimensions of the workforce development processes evaluated include tracking of training completion, the fidelity of implementation, and training procedures
  • Both institutional and primary data (e.g., surveys and observations) are synthesized to evaluate workforce development processes


  • Dimensions of workforce development quality evaluated include the training approach, perceived learning, content, and relevance
  • Measurement instruments include a mix of qualitative and quantitative assessments, including self-report surveys, interviews, and focus groups with coaches, trainers, and trainees


  • Dimensions of worker learning evaluated include the acquisition of knowledge and skills relevant to the goals and outcomes identified for development
  • Measurement of knowledge and skill acquisition includes pre and post-development assessments that provide learners the opportunity to demonstrate the ability to apply new knowledge or skills to realistic case scenarios


  • Outcomes evaluated subsequent to workforce development opportunities include immediate and longer-term changes in attitudes, practices, and behaviors. For more broad-based development approaches (e.g., academy training), comprehensive and longer-term indicators of training impact for trainees (e.g., retention, the fidelity of practices), and outcomes (e.g., health and welfare) for the communities’ human service workers support, are assessed
  • Multi-method approaches are employed to measure longer-term post-training knowledge and skill application among trainees. Broader and longer-term indicators of training impact, among trainees and those they serve, are assessed through analysis of existing data (e.g., administrative), or primary data collection (e.g., surveys, focus groups, interviews, or observations).

Dissemination of Evaluation Information

Evaluation reporting is routinely disseminated to diverse stakeholder groups, including UCLA Management and Staff, the UCLA Assessment & Accountability Committee, the Los Angeles Department of Children and Family Services, and other stakeholders (e.g., community members). Dissemination occurs through innovative approaches to data visualization, narrative reports, presentations, and small group meetings. Stakeholders with access to the UCLA Evaluation Site (See https://eval.uclacwt.org/) may review and interact with evaluation information such that they can tailor reporting to meet their unique information needs. For access to this UCLA evaluation site, please contact the Robert Blagg at rblagg@luskin.ucla.edu.