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Training Design, Delivery and Evaluation - Training of trainers - LeadFarm Project

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Training Design, Delivery and Evaluation

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Training Design, Delivery and Evaluation - Training of trainers - LeadFarm Project

  1. 1. Training Design, Delivery and Evaluation Module Number 3
  2. 2. Project No: 2017-1-IE01-KA202-025711 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 2
  3. 3. What’s in this Module Develop a training session. • Plan the design, structure and delivery of a training course • Use of visual aids for the training session • Evaluate a training course. Evaluate learner progress against learning objectives. • Gather input from learners on course effectiveness. • Identify opportunities for improvement of delivery. 3
  4. 4. What are the key questions when designing a training course? • What is to be learned? • Who are you training? • How will the training be carried out? • Where will the training take place? • When will the training take place? • What are the training objectives?
  5. 5. What is to be learned? • What should the learner be able to do at the end of the session? • Why is this training being carried out? • Why should the learner want to learn this?
  6. 6. Who are you training? • Previous knowledge and skills • Attitude • Level of interest • Job function
  7. 7. How will the training be carried out? • On the job / off the job • One to one / Group • Practical Session • Talk / Lecture • Visual Aids • Demonstration
  8. 8. Where will the training take place? • Location • Room / Training area • Equipment, lighting & heating • Seating / Layout
  9. 9. What are the training objectives? Remember they should be SMART • Specific • Measurable • Achievable • Realistic • Time-bound
  10. 10. Course Design • Aim & Objectives • Content must match the objectives • Include content that will engage with your audience i.e. use exercises, case-studies, props, analogies and ask questions. • Be knowledgeable on your subject and remember to ‘sell’ the course to your learners - the 'what's in it for me' factor.
  11. 11. Course Structure All training sessions must have a beginning, middle and end. • Beginning • Introductions / Icebreaker • Discuss course plan • First impressions - plan early impact and create a credible impression • Middle • Course Content • Practical Work • End • Emphasise key take home message • Evaluation of learning - assessment • Gain feedback from learners – both written and oral • Closing
  12. 12. Course Structure • Beginning – “Tell them what you are going to tell them” • Middle – “Tell them” • End – “ Tell them what you have told them” • Beginning – “Tell them what you are going to tell them” • Meet and great learners as they arrive • Make them feel comfortable (build a rapport) • Talk informal whilst waiting to start session • Explain the aims and objectives of the course/session • Discuss housekeeping issues i.e. fire exits, fire assembly locations, location of toilets etc.
  13. 13. Course Structure • Middle – “Tell them” • Discuss the course content. • Include practical exercises and skills demonstrations • Engage with the learners • Be aware of learners attention spans – break up the session with relevant activities • Be aware of learners profile – use appropriate language and tone. • Ask questions of learners to evaluate learning.
  14. 14. Course Structure • End – “ Tell them what you have told them” • Question Time for learners – opportunity to clarify any doubts!! • Summarise the session • Ensure all objectives have been covered • Assessment Time • Written Test / Quiz • Skills Demonstration • Completion of course evaluation forms • Goodbye and Thank you to the learners
  15. 15. Types of Delivery methods: • Lesson • Lecture • Discussion – Large Group & Small Groups • Demonstrations • Group/Individual Exercises • Choice dependent on type of session.
  16. 16. Why use Instructional Aids? • Allows for more effective communication • Aids understanding – reduces confusion • Adds variety – makes learning more interesting • Encourages involvement • Creates a lasting impression
  17. 17. When to use Instructional Aids? Necessary • Should only be used if required Most suitable • Most available not always the most suitable • Be imaginative and improvise Simple • Should only contain the essentials • No unnecessary details
  18. 18. Ensure Instructional Aids are: Large enough • Make sure everyone can see the detail • Can I see it comfortably? • Can I hear it comfortably? Interesting • Use colour, layout, humour and realism • But only if necessary as otherwise may become a distraction
  19. 19. Instructional Aids: • must be relevant and up to date: • Presentation / Information, Audience etc • Keep it simple – avoid confusion • Know how to operate the equipment • Check written presentations for sequence, animation, typographical errors etc. • Use clear legible fonts - avoid detailed diagrams • Use colour – avoid yellow! • Level of room lighting is important
  20. 20. Overhead / LCD Projector • Effective visual aid • Laptop and PowerPoint • Instructor can maintain eye contact • Get the positioning right • Keep slides simple and interesting • Easy to read (avoid YELLOW) with legible fonts
  21. 21. Chalkboard/Whiteboard • Useful for step by step explanation • Not suitable for long presentations but can help illustrate certain points during training sessions • Time consuming • Must be legible and clear • Must have good hand writing skills • Must be able to talk and write at the same time without obstructing information!
  22. 22. Flip Charts • Usually prepared in advance • Used to build an idea • Good for diagrams (if you can draw!!!) • Flipping of pages can cause a distraction
  23. 23. DVD and/or YouTube Videos • Most effective when used as part of a speech or presentation • Trainer should stay in the room • Stop and start to emphasis points and keep learners engaged • Must have an internet connection to play YouTube Videos
  24. 24. Handouts • Given out as required • Explain purpose to learners • For study purposes or reference • Elaboration of material • Post instructional aids • Should be relevant • If PowerPoint slides, should be bullet points which are clear and concise.
  25. 25. Preparation Practice using the Instructional Aids • Ensure ready & working when required • Ensure you are well versed in it’s operation Display • Keep hidden until required, especially applicable to models or props. • Plan the correct moment & how you will do it • Ensure best positioning so all learners can see
  26. 26. Why do a course evaluation? 1.To evaluate learner progress against course objectives • Written test/quiz at end of training session / course • Skills demonstration assessment 2.To gather input from learners on course effectiveness • Gather feedback through course evaluation forms • Complete follow up interviews with learners a few months after course (optimum) 3.If need for improvement is evident from the evaluation – Make the Improvement!!
  27. 27. Kirkpatrick’s Evaluation Model (D. Kirkpatrick, 1994)
  28. 28. Kirkpatrick’s Evaluation Model 1.Reactions: Measures participants thoughts and feelings towards the training. 2.Learning: Measures what participants have learned from the training. 3.Transfer: Measures whether what was learned is being applied on the job. 4.Results: Measures whether application of training is achieving results.
  29. 29. Phillip’s Five Levels of Evaluation (Jack.J.Phillips, 2003) • Level 1: Reaction, satisfaction and planned action • Level 2: Learning • Level 3: Application and Implementation • Level 4: Business Impact • Level 5: Return on investment
  30. 30. The CIRO Framework for the Evaluation of Training (Warr, Bird and Rackham, 1970)
  31. 31. The CIRO Framework for the Evaluation of Training content • There are three levels of outcome evaluation, which are defined in terms of the objectives drafted at the ‘context’ stage. • These levels are similar to Kirkpatrick’s second, third and fourth levels, as illustrated below:
  32. 32. The CIRO Framework for the Evaluation of Training content • Despite its age and many similarities to the more familiar Kirkpatrick model, the CIRO model makes valuable points that are still relevant today, such as: • the importance of making evaluation an integral part of the training process • the need for trainers to make a strong business case to demonstrate their contribution to organisational objectives • the difficulties of evaluating in terms of organisational benefits
  33. 33. Designing course assessment • Course assessments are used to measure/evaluate learners progress against course objectives • Prior to completing assessment with learners, ensure there is a pre-determined marking scheme for the assessment to avoid subjective judgement of assessor(s). • When deciding on forms of assessment, they should allow learners to show how much they have learned.
  34. 34. Designing course assessment • Avoid repetition in assessment i.e. don’t assess same skill multiple times – what would be the point??? • Ensure each learner has their own assessment sheet so marks can be easily allocated to the correct learner. • Ensure the assessment is safe. • Make sure you are measuring what you intend to measure. • Learners must feel comfortable with the assessment and that it is fit for purpose. • If assessment is a written examination, ensure you have sample answers completed prior to using the assessment. • Do not prompt the answer!! • Short answer questions are generally a better choice than essay answers.
  35. 35. Thank you for your attention

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