SayPro REVIEW TRAINING AND DEVELOPMENT

Description

Monitoring and evaluation techniques are an important and vital part of any successful and professionally conducted training workshop:• Monitoring a training workshop means to constantly observe and analyse what is happening during the workshop in terms of learning and social processes. This is vital in order to be able to react and adapt as early as possible to tensions or problems. It can also be used to become aware of particularly successful phases in the workshop, where the mood and learning processes are especially good in order to replicate them in the future.• Evaluation is an activity which is carried out ‘ex post facto’, after the event. It can help to establish:o What was good or bad within the workshop (for example, your performance as candidate facilitator (learner), the topics discussed the atmosphere, etc).o An analysis of why it turned out as it did.o Conclusions about what has been learned and how it can be applied in future work.Monitoring and evaluation tools help candidate facilitator (learner)s to constantly check and adapt:• whether the training meets the needs of the participants• whether the mood of the learners is conducive to a positive a learning processThe earlier you know whether or not your training is what the participant are hoping, the better your chances of reacting to the situation and adapting the training context accordinglyFurthermore, the feedback from learners can be a precious source of information to improve your own capacities as a candidate facilitator (learner). If you receive critical remarks, try to avoid taking a defensive, offended stance. Deal with these comments openly and honestly. You will find, in most cases, that the feedback you received was right-to-the-point, and offers you the chance to learn from your mistakes.When reviewing training and development, two main areas need to be reviewed:• Performance of the learner• Outcomes achieved by the training interventionEVALUATION STRATEGIESThere are a several levels of evaluation strategies that can be employed to evaluate the training / learning event. In order to select the most appropriate strategy you need to know what you want to measure. When evaluating the training event, you can choose to evaluate the content, and/or the teaching strategies.Originally devised for use in the training and development field, Kirkpatrick’s (1994) model consists of four levels of evaluation. The following table provides a description of each of Kirkpatrick’s levels, “intangible areas” for evaluation and specific strategies for each level.Levels of Evaluation and Strategies for MeasurementLevel of evaluation Description Strategies for measurement1Reaction Participant satisfaction with the programme and associated processes Standard feedback questionnaires such as end-of-course evaluationParticipation/attendance records2Learning Focus is on measuring the change in knowledge, skills, and attitudes.Directly related to learning goals. Pre-post testsFormal examsWritten assignmentsDemonstration of required skillsSelf-assessment for the learnerEnd-of-course evaluationPeer assessment of the learner3Application Focus is on the degree of application into practice; change in practice in the actual practice setting; sustainability measured over time. Direct observationWorkplace decision-makingWorkplace pre-conference – degree of care planningWorkplace post-conference discussion regarding patient care and related decision makingWorkplace functioning – ability to apply learning to various scenariosFollow-up surveys of the learning event (usually at 3, 6, and 12 months post)4Business impact Focus is on measuring the outcomes (positive and negative) on the overall programme and/or organisation Pre-post test/survey resultsIndustry specific seta evaluations5Intangible Focus is on the outcomes that cannot be easily converted into quantitative figures – although some can still be “measured” and monitored.Intangible outcomes can be used to support the benefits of the programme / initiative. Examples of intangible outcomes include:Supportive work climateInnovationTeamworkImproved communicationCommitmentSatisfactionDecreased complaints / grievancesDecisiveness 5.2 COLLECTING STAKEHOLDER FEEDBACK (117870 SO 5, AC 1)As the trainer or facilitator, you need to seek learner and stakeholder feedback on facilitated learning. One can use evaluation forms to collect feedback and analyse responses to determine the success of the facilitation. The feedback received:• shows you how to improve your performance• sets goals for you, and• helps you to assess your effectiveness and take actions related to your methods and facilitation approachThere are three main aspects of evaluation

1. Course evaluation

2. Trainer evaluation (self-evaluation)

3. Feedback from other stakeholders

4. Guidelines for course evaluation:

Course evaluation questionnaires:• Determine what you want to find out• Use a written comment sheet covering the steps above• Obtain honest reactions by making the form anonymous• Allow trainees to write additional comments not covered by questionsCourse evaluation would include evaluating:• Evaluating reactiono How well did the trainees enjoy the session(s)/course?o Find out how well the trainees liked a particular training session or sessions or the course as a wholeo Does not include measurement of learning• Evaluating learningo What principles, facts and techniques were learned?o Written test questions, oral test questions, skill testso Avoid questions like "Have you learned anything?"• Evaluating behaviouro What changes in job behaviour resulted from the training?o Best evaluated through appraisal by on-the-job supervisorso Remember: good trainers have on-the-job experience; they know the best way of doing things• Evaluating resultso What were the tangible results of the training in terms of improved job performance?o Some types of training results are easily measured (e.g. typing)o Others are not easily measured (where management and attitudes are involved)

1. Guidelines for trainer evaluation:

Trainer self-assessment questionnaire for use before the session:o Preparation Do the notes show clearly the limited, definite scope of this training session? Is my session planned to enable my specific purpose to be fully accomplished? Have I allowed for an adequate introduction; a presentation with participant activity; and a recapitulation which will clinch the chief points? Have I arranged for all necessary equipment/materials and teaching aids?o Introduction Will this step excite the interest of the trainees from the start – is it original or linked strongly with an emotion-stirring activity, or some matter of topical or personal interest? Will it pave the way for what is to follow so that the presentation will not discourage or bore by excessive difficulty? Will it provoke curiosity and interest for what is to come, generating a need which will be satisfied? Does it provide adequate revision of what has gone before?o Body Is the instruction broken up into steps of reasonable length? Will each step offer maximum trainee participation and activity? Will each step win trainee interest and attention? Will each step offer some way of evaluating the trainees’ comprehension before the next step is undertaken? If there is a written exercise to be done, have I something useful ready to occupy the quicker trainees so that slower ones may finish comfortably? Is there adequate provision for holding the interest of the strongest trainees and giving them worthwhile activity? Have I allowed for a period of relief for trainees and myself after a period of intense concentrated work?o Conclusion Will this step adequately recall and test the vital points of the session? Have I timed my session so that there is time for this important step?o General How will the arrangement of any visual aids fit in with my use of the other equipment? Are there any other aids that will assist me? What rabbits have I ready to pull out of a hat if interest flags? Have I taken into consideration the intellectual level of the group, the time of day the session will take place and interruptions? Have I thought out how this session will fit into the general syllabus for the group? Am I sure of the correct pronunciation of unusual words that I will be using during the lesson? Am I sure of my subject-matter and of the correctness of the questions I intend to use? Am I sufficiently familiar with my questions and steps to be able to carry on the session at maximum effective speed without allowing the thin edge of the wedge of inattention to be inserted?Trainer self-assessment questionnaire for use after the sessiono Voice Was my voice clearly audible in all parts of room? Was it restrained enough not to irritate trainees or disturb other session leaders? Did I vary the speed, pitch, volume and tone so as to give maximum interest to whatever I said?o Manner Was my manner reasonable, brisk and alert? Did I sincerely convey a sense of earnestness and enthusiasm for what I was instructing? Was my manner reasonably pleasant and general without being affectedly so?o Group management Did I get off to a clean brisk start, stimulating the group from the beginning? Did I stand in such a position that I could be seen and heard by all trainees? Did I keep all trainees under my eye and control whenever necessary? Did I take steps to see that no trainee disturbed the work of the group or failed to take adequate part in the session? Did I see that at the beginning of the lesson the floor and chalkboards were clean, the desks in order, the windows open and the class settled and ready? Did I have the trainees pulling with or against me? Did I refuse to be side-tracked?o Questioning Were my questions audible to all trainees? Were most questions easy enough for all trainees to be able to attempt an answer? Were there some particularly stimulating questions? Where the response to a question was unsatisfactory, did I take measures to improve the response (e.g. reframing the question) rather than waste a good question by immediately giving an answer? Did my questions follow rapidly without hesitation and uncertainty? Did I insist on answers being given loudly and clearly? Did I refrain from unnecessarily repeating answers? Did I distribute questions widely, encouraging weak trainees?o General Did I cover the steps of my session adequately? Was my recapitulation or other final step unhurried? Did I maintain my aim throughout the session? Did I keep as far as possible to the plan of my lesson? Did my trainees and I enjoy the session? What did the trainees gain from this session? What have I learned by leading this session?

1. Guidelines for getting feedback from stakeholders:

For effective training and learning evaluation, the principal questions should be:• To what extent were the identified training needs objectives achieved by the programme?• To what extent were the learners’ objectives achieved?• What specifically did the learners learn or be usefully reminded of?• What commitment have the learners made about the learning they are going to implement on their return to work?And back at work:• How successful were the trainees in implementing their action plans?• To what extent were they supported in this by their line managers?• To what extent has the action listed above achieved a Return on Investment (ROI) for the organization, either in terms of identified objectives satisfaction or, where possible, a monetary assessment.Once you have received the learner and stakeholder feedback from your course evaluation sheets, questionnaires, etc., you need to critically analyse it against the review criteria set earlier. An evaluation form like the one below can be used and once filled in, can serve as a record of a facilitation session and the learners’ responses and recommendations as well as the training provider (facilitator) responses and planning items:5.3 IDENTIFYING STRENTHS AND WEAKNESS FROM A REVIEW (117870 SO 5, AC 2, AC 3)Information collected from stakeholders, participants (learners) must be analysed to identify weaknesses, strengths of the facilitator or training process. In addition, recommendations must be made.The following template can be used as a guideline for doing a strengths and weaknesses analysis, based on the feedback that you received:

Example specific to this skills programme:

Hakeem Phiri | Chief Client Officer SayProWebsite: www.saypro.onlineCell: 27 (0) 67 060 4783Email: hakeemStudy and Qualifications www.saypro.onlineOur Company www.saypro.online

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