SayPro COLLECTING STAKEHOLDER FEEDBACK in REVIEW TRAINING AND DEVELOPMENT

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COLLECTING STAKEHOLDER FEEDBACK in REVIEW TRAINING AND DEVELOPMENT (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 approach

There are three main aspects of evaluation

1. Course evaluation
2. Trainer evaluation (self-evaluation)
3. Feedback from other stakeholders

 

1. 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 questions

Course evaluation would include evaluating:

• Evaluating reaction
  • How well did the trainees enjoy the session(s)/course?
  • Find out how well the trainees liked a particular training session or sessions or the course as a whole
  • Does not include measurement of learning
• Evaluating learning
  • What principles, facts and techniques were learned?
  • Written test questions, oral test questions, skill tests
  • Avoid questions like “Have you learned anything?”
• Evaluating behaviour
  • What changes in job behaviour resulted from the training?
  • Best evaluated through appraisal by on-the-job supervisors
  • Remember: good trainers have on-the-job experience; they know the best way of doing things
• Evaluating results
  • What were the tangible results of the training in terms of improved job performance?
  • Some types of training results are easily measured (e.g. typing)
  • Others are not easily measured (where management and attitudes are involved)

 

2. Guidelines for trainer evaluation:

Trainer self-assessment questionnaire for use before the session:

• 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?
• 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?
• 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?
• 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?
• 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 session

• 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?
• 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?
• 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?
• 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?
• 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?

 

3. 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: 

SAMPLE: TRAINING EVALUATION FORM Your feedback will assist us to evaluate seminars and trainers  Course / Participant Details:  Session Title:   Session Date:     Presenter(s)/Facilitator(s):       Participant Name (Optional):    Dept/Faculty/Division or Organisation:    Organisation Name:    Section One: Using the rating scale below, please indicate the level of your agreement with the following statements about the information session you have attended.  1 = Very Poor 2 = Poor 3 = Adequate 4 = Good 5 = Excellent N/A = Not Applicable     1 2 3 4 5 N/A Comment(s)                 The session overall was:                       The extent to which the session met my expectations was:                    The relevance of the session to my current position and duties was:                    The potential of the session to assist my future career development is:                   The presenter / facilitator was:                     The structure of the session was:                     The amount of information was:                     The clarity of the information was:                     The pace of the session was:                     The opportunities provided for interaction and participation were:                        Section Two:    What knowledge and/or skills did you gain from the session?                 What part(s) of the session did you find most useful?                 How could the session be improved?                 Would you recommend this session to others? Please give reasons.             Additional comments:                Thank you for taking the time to complete this form. Your feedback and comment(s) are important to our organisation

 

Activity 15How can a facilitator collect feedback from learners and stakeholders after a training engagement?