course delivery

1

Conducting an Active Training Program

Part III

2

What do top-notch trainers do?What do top-notch trainers do?

Involve participants in an activity in the first five minutes.

Frequently check for understanding. Modify plans based on participant

feedback. Use self-disclosure and humor to

develop an open climate.

Involve participants in an activity in the first five minutes.

Frequently check for understanding. Modify plans based on participant

feedback. Use self-disclosure and humor to

develop an open climate.

3

What do top-notch trainers do?What do top-notch trainers do?

Listen carefully and match what’s happening to the needs of the participants.

Use a wide variety of learning methods. Give participants the “what-why-how” for

every training activity. Review where the group has been, give an

overview of where it’s going, and summarize periodically along the way.

Listen carefully and match what’s happening to the needs of the participants.

Use a wide variety of learning methods. Give participants the “what-why-how” for

every training activity. Review where the group has been, give an

overview of where it’s going, and summarize periodically along the way.

4

The delivery phase of a training program is a period of continually

The delivery phase of a training program is a period of continually

Adjusting Refining Redesigning

Adjusting Refining Redesigning

5

Leading ThemLeading Them

Your credibility as a leader depends on your ability to set:

• Group norms

• Eliminate training time wasters

• Get the group’s attention

• Win over wary participants

• Manage difficult behaviors

Your credibility as a leader depends on your ability to set:

• Group norms

• Eliminate training time wasters

• Get the group’s attention

• Win over wary participants

• Manage difficult behaviors

6

Different Roles as a Trainer Different Roles as a Trainer

As a Stimulator, you give presentations and lead discussions.

As a Facilitator, you guide participants through structured (and often team-based) activities.

As a Stimulator, you give presentations and lead discussions.

As a Facilitator, you guide participants through structured (and often team-based) activities.

7

Your Success Will Depend UponYour Success Will Depend Upon

How well you present information

Lead discussions

Direct participants through exercises

Make effective transitions from one event in the program to another.

How well you present information

Lead discussions

Direct participants through exercises

Make effective transitions from one event in the program to another.

8

Concluding a Training ProgramConcluding a Training Program

Review the program Handle remaining questions Guide back-on-the-job application Evaluate training results

Review the program Handle remaining questions Guide back-on-the-job application Evaluate training results

9

Beginning an Active Training Program

Ch.11

10

Preparing Yourself MentallyPreparing Yourself Mentally

Typical preparations include determining the date and time for the course.

Reproducing manuals and course materials.

Arranging for room space and AV equipment.

Confirming course attendance.

Typical preparations include determining the date and time for the course.

Reproducing manuals and course materials.

Arranging for room space and AV equipment.

Confirming course attendance.

11

Preparing Yourself MentallyPreparing Yourself Mentally

Make the effort to connect with participants before you begin.• This will reduce your tension and build

your confidence.

• The purpose of their coming to training is not so that they can be impressed by you; it is so they may take something back with them when they leave.

Make the effort to connect with participants before you begin.• This will reduce your tension and build

your confidence.

• The purpose of their coming to training is not so that they can be impressed by you; it is so they may take something back with them when they leave.

12

Preparing Yourself MentallyPreparing Yourself Mentally

How do you handle questions when you don’t know the answer?

Have a backup exercise if a planned activity does not fit the characteristics of your current training group.

How do you handle questions when you don’t know the answer?

Have a backup exercise if a planned activity does not fit the characteristics of your current training group.

13

Preventing Trainer BurnoutPreventing Trainer Burnout

Tell yourself to focus on the participants and not myself.

Try to find as many opportunities as possible for them to contribute to the discussion.

Vary the location and the environment

Tell yourself to focus on the participants and not myself.

Try to find as many opportunities as possible for them to contribute to the discussion.

Vary the location and the environment

14

Preventing Trainer BurnoutPreventing Trainer Burnout

Be flexible with your lesson plans and designs by trying out new delivery techniques and styles.

Watch others train the same program.

Take time to pick up new delivery techniques and styles.

Be flexible with your lesson plans and designs by trying out new delivery techniques and styles.

Watch others train the same program.

Take time to pick up new delivery techniques and styles.

15

Arranging the Physical EnvironmentArranging the Physical Environment

Horseshoe arrangement

Circle or Square for full-group discussion

Horseshoe arrangement

Circle or Square for full-group discussion

16

Typical Classroom ArrangementTypical Classroom Arrangement

17

U-Shape ArrangementU-Shape Arrangement

18

Setting Up SubgroupsSetting Up Subgroups

19

Fishbowl DesignFishbowl Design

20

21

Greeting Participants and Establishing Rapport

Greeting Participants and Establishing Rapport

Be available and ready to greet participants at least 15 minutes prior to the start of the program.

Walk around casually as people enter. Make eye contact, and try to shake hands

as participants make themselves comfortable with the training environment.

Learn as many names as you can.

Be available and ready to greet participants at least 15 minutes prior to the start of the program.

Walk around casually as people enter. Make eye contact, and try to shake hands

as participants make themselves comfortable with the training environment.

Learn as many names as you can.

22

Greeting Participants and Establishing Rapport

Greeting Participants and Establishing Rapport

“I’ve got something for you.”

“I’ve been through this, too.”

“I admire you.”

“You interest me.”

“I’ve got something for you.”

“I’ve been through this, too.”

“I admire you.”

“You interest me.”

23

Getting the Best From the First Minutes of TrainingGetting the Best From the First Minutes of Training

Impatience

Competence

Compatibility

Trust

Out-of-class concerns

Impatience

Competence

Compatibility

Trust

Out-of-class concerns

24

Reviewing the AgendaReviewing the Agenda

Clue the audience into what they can expect out of the training program and what detail is expected of them.

Tell them how the program will be run and what you need from them in order for the program to be successful.

Clue the audience into what they can expect out of the training program and what detail is expected of them.

Tell them how the program will be run and what you need from them in order for the program to be successful.

25

Inviting Feedback to the AgendaInviting Feedback to the Agenda

Ask, “Does this match what you hope to gain from this program? Is there anything you would like to add to the agenda?”

Ask, what hopes and concerns they might have.

Ask, “Does this match what you hope to gain from this program? Is there anything you would like to add to the agenda?”

Ask, what hopes and concerns they might have.

26

Gaining Leadership of

the Training GroupCh.12

27

OverviewOverview

Setting group norms Controlling timing and pacing Getting the group’s attention Increasing receptivity to your

leadership Handling problem situations

Setting group norms Controlling timing and pacing Getting the group’s attention Increasing receptivity to your

leadership Handling problem situations

28

Setting Group NormsSetting Group Norms

Encourage participants to express themselves honestly.

Ask that confidentiality be respected. Urge risk taking. Expect participation from everyone. Promote the value of performance

feedback.

Encourage participants to express themselves honestly.

Ask that confidentiality be respected. Urge risk taking. Expect participation from everyone. Promote the value of performance

feedback.

29

Setting Group NormsSetting Group Norms

Require participants to sit in different spots.

Reassure participants that their questions are welcomed.

Insist on punctuality. Norm setting does not have to rely on

direct verbal statements.

Require participants to sit in different spots.

Reassure participants that their questions are welcomed.

Insist on punctuality. Norm setting does not have to rely on

direct verbal statements.

30

Controlling Timing and PacingControlling Timing and Pacing

A leisurely pace should be considered for small group activities to allow sufficient time for each person to be heard and directly involved in the activity.

A much faster pace is necessary to keep the attention of all of the participants when you are working with the whole group.

A leisurely pace should be considered for small group activities to allow sufficient time for each person to be heard and directly involved in the activity.

A much faster pace is necessary to keep the attention of all of the participants when you are working with the whole group.

31

Time WasterTime Waster

Starting late after breaks or lunch. Starting an activity when the

participants are confused about what they are supposed to do.

Writing lecture points on flip charts while participants watch.

Passing out participant materials individually.

Starting late after breaks or lunch. Starting an activity when the

participants are confused about what they are supposed to do.

Writing lecture points on flip charts while participants watch.

Passing out participant materials individually.

32

Time WasterTime Waster

Demonstrating every part of a new skill. Having every subgroup report back to the

whole group one by one. Letting discussions drag on an on. Waiting for volunteers to emerge from the

group. Pulling ideas or questions from a tired or

lethargic group.

Demonstrating every part of a new skill. Having every subgroup report back to the

whole group one by one. Letting discussions drag on an on. Waiting for volunteers to emerge from the

group. Pulling ideas or questions from a tired or

lethargic group.

33

Getting the Group’s AttentionGetting the Group’s Attention

Flick a light switch ever so slightly Make a dramatic announcement Create a verbal wave Use clapping Play pre-recorded music

Flick a light switch ever so slightly Make a dramatic announcement Create a verbal wave Use clapping Play pre-recorded music

34

Getting the Group’s AttentionGetting the Group’s Attention

Use a silent signal Use a sound signal Tell a joke Can we talk? Announce “break time”

Use a silent signal Use a sound signal Tell a joke Can we talk? Announce “break time”

35

Increasing Receptivity to Your LeadershipIncreasing Receptivity to Your Leadership

Make “liking” statements Convey respect and appreciation Encourage disagreement Convey a desire for collaboration

Make “liking” statements Convey respect and appreciation Encourage disagreement Convey a desire for collaboration

36

Increasing Receptivity to Your LeadershipIncreasing Receptivity to Your Leadership

Share what you have in common with participants

Phrase your advice and directives indirectly

State what’s positive about participants’ contrary viewpoints

Share what you have in common with participants

Phrase your advice and directives indirectly

State what’s positive about participants’ contrary viewpoints

37

Handling Problem SituationsHandling Problem Situations

Prisoners Vacationers Managing your feelings and

remaining in control are important to your overall leadership of the class

A good guideline is to intervene only if the problem behavior is repetitive or affects the entire training program.

Prisoners Vacationers Managing your feelings and

remaining in control are important to your overall leadership of the class

A good guideline is to intervene only if the problem behavior is repetitive or affects the entire training program.

38

List of Some Common Behaviors You Might FaceList of Some Common Behaviors You Might Face

Monopolizing Tangents Private conversations Disagreeing Distractions

Monopolizing Tangents Private conversations Disagreeing Distractions

39

List of Some Common Behaviors You Might FaceList of Some Common Behaviors You Might Face

Time schedules Nonparticipation Sleeping One-upping Complaining

Time schedules Nonparticipation Sleeping One-upping Complaining

40

List of Some Common Behaviors You Might FaceList of Some Common Behaviors You Might Face

Intellectualizing Withdrawing Arguing Questioning Clowning (jokes)

Intellectualizing Withdrawing Arguing Questioning Clowning (jokes)

41

Giving Presentations and Leading Discussions

Ch.13

42

Knowing Your GroupKnowing Your Group

What is the nature of the participants Aim your initial remarks at the

immediate concerns of your listeners. Understand why you are

communicating this information. Use language familiar to your

listeners to establish bridges between your experiences and theirs.

What is the nature of the participants Aim your initial remarks at the

immediate concerns of your listeners. Understand why you are

communicating this information. Use language familiar to your

listeners to establish bridges between your experiences and theirs.

43

Organizing Your PresentationOrganizing Your Presentation

Make sure your opening is effective. Provide a preview of information prior

to an explanation. (Overview) Cover a few points of information

within a step-by-step sequence. Avoid tangents and getting off track. Signal transitions between information.

Make sure your opening is effective. Provide a preview of information prior

to an explanation. (Overview) Cover a few points of information

within a step-by-step sequence. Avoid tangents and getting off track. Signal transitions between information.

44

Organizing Your PresentationOrganizing Your Presentation

Be as specific as possible in your lecture points.

Provide for brief pauses at appropriate times during the presentation.

Review or allow participants to recap information frequently.

Estimate the time each part of your presentation will take.

Be as specific as possible in your lecture points.

Provide for brief pauses at appropriate times during the presentation.

Review or allow participants to recap information frequently.

Estimate the time each part of your presentation will take.

45

Watching Your Body LanguageWatching Your Body Language

Establish your comfort level with the group through natural, positive body language.

Individualize your audience by making eye contact with the participants.

Be aware of the pace and volume of your voice as you speak.

Establish your comfort level with the group through natural, positive body language.

Individualize your audience by making eye contact with the participants.

Be aware of the pace and volume of your voice as you speak.

46

Watching Your Body LanguageWatching Your Body Language

Alter speech habits that are annoying to your listeners.

Voice Delivery Facial Expressions Posture

Alter speech habits that are annoying to your listeners.

Voice Delivery Facial Expressions Posture

47

48

Adding VisualsAdding Visuals

Pictures are processed by the mind with very little effort.

Pictures act as keys to the memory. Pictures can easily illustrate tasks

that words are not suited to. Vibrant visuals provide a common

focus for the audience.

Pictures are processed by the mind with very little effort.

Pictures act as keys to the memory. Pictures can easily illustrate tasks

that words are not suited to. Vibrant visuals provide a common

focus for the audience.

49

Adding VisualsAdding Visuals

Visuals allow the presenter to direct the attention of the audience to his or her goals.

Visuals allow the audience to pause, scan the message, linger for a moment, and then absorb the message more thoroughly.

Research has shown that presenters using graphics are seen as better prepared, more professional, more persuasive, more credible, and more interesting.

Visuals allow the presenter to direct the attention of the audience to his or her goals.

Visuals allow the audience to pause, scan the message, linger for a moment, and then absorb the message more thoroughly.

Research has shown that presenters using graphics are seen as better prepared, more professional, more persuasive, more credible, and more interesting.

50

Visual TypesVisual Types

Flip charts Overheads Slides Electronic presentations Handouts

Flip charts Overheads Slides Electronic presentations Handouts

51

Making Smooth TransitionsMaking Smooth Transitions

Involves briefly reminding the participants of what you have already covered, then indication what is to follow.

• References to periods of time

• Mini-subject review

• Agenda check

• Change of visual aid

• Change of group format

Involves briefly reminding the participants of what you have already covered, then indication what is to follow.

• References to periods of time

• Mini-subject review

• Agenda check

• Change of visual aid

• Change of group format

52

Facilitating a Lively DiscussionFacilitating a Lively Discussion

Start off the discussion with an open-ended question

Open discussion Response cards Subgroup discussions Calling on the next speaker

Start off the discussion with an open-ended question

Open discussion Response cards Subgroup discussions Calling on the next speaker

53

Facilitating a Lively DiscussionFacilitating a Lively Discussion

Polling Partners Go-arounds Games Panels Fishbowls

Polling Partners Go-arounds Games Panels Fishbowls

54

Point Facilitation MenuPoint Facilitation Menu

Paraphrase Check Compliment Elaborate Energize

Paraphrase Check Compliment Elaborate Energize

Disagree Mediate Pull Change Summarize

Disagree Mediate Pull Change Summarize

55

Facilitating Structured Activities & Promoting

Team LearningCh.14

56

Structured ActivitiesStructured Activities

Motivating participation Directing participants’ activities Managing the group process Keeping participants involved Processing the activity

Motivating participation Directing participants’ activities Managing the group process Keeping participants involved Processing the activity

57

Motivating ParticipationMotivating Participation

Explain your objectives Sell the benefits Convey enthusiasm

Explain your objectives Sell the benefits Convey enthusiasm

58

Motivating ParticipationMotivating Participation

Connect the activity to previous activities

Share personal feelings with participants

Express confidence in participants

Connect the activity to previous activities

Share personal feelings with participants

Express confidence in participants

59

Directing Participants’ ActivitiesDirecting Participants’ Activities

Speak slowly Use visual backup Define important terms Demonstrate the activity

Speak slowly Use visual backup Define important terms Demonstrate the activity

60

Managing the Group ProcessManaging the Group Process

Form groups in a variety of ways. Mix teams and seat partners. Vary the number of people in any

activity based upon that exercise’s specific requirements.

Divide participants into teams before giving further directions.

Form groups in a variety of ways. Mix teams and seat partners. Vary the number of people in any

activity based upon that exercise’s specific requirements.

Divide participants into teams before giving further directions.

61

Managing the Group ProcessManaging the Group Process

Ask groups of five or more to elect a facilitator or timekeeper.

Give groups instructions separately in a multipart activity.

Keep people busy. Inform the subgroups how much time

they have.

Ask groups of five or more to elect a facilitator or timekeeper.

Give groups instructions separately in a multipart activity.

Keep people busy. Inform the subgroups how much time

they have.

62

Keeping Participants InvolvedKeeping Participants Involved

Keep the activity moving. Challenge the participants. Reinforce participants for their

involvement in the activity. Build physical movement into the

activity. Let your enthusiasm show.

Keep the activity moving. Challenge the participants. Reinforce participants for their

involvement in the activity. Build physical movement into the

activity. Let your enthusiasm show.

63

Processing the ActivityProcessing the Activity

Ask relevant questions. Carefully structure the first processing

experiences. Observe how participants react during the

processing. Assist a subgroup that is having trouble

processing an activity. Keep your own reactions to yourself until

after you’ve heard from the participants.

Ask relevant questions. Carefully structure the first processing

experiences. Observe how participants react during the

processing. Assist a subgroup that is having trouble

processing an activity. Keep your own reactions to yourself until

after you’ve heard from the participants.

64

Team LearningTeam Learning

Confusion Tangents Unequal participation One-way communication No division of labor Superficiality

Confusion Tangents Unequal participation One-way communication No division of labor Superficiality

65

Composing Learning TeamsComposing Learning Teams

Random assignment Diversity Homogeneity Prior acquaintance

Random assignment Diversity Homogeneity Prior acquaintance

66

Building Learning TeamsBuilding Learning Teams

1st Initial team-building activities 2nd Set expectations and ground rules

1st Initial team-building activities 2nd Set expectations and ground rules

67

68

Building Learning TeamsBuilding Learning Teams

3rd Share lists, combine ideas, and formulate a brief vision statement

4th Assign crucial jobs to be done• Facilitator

• Timekeeper

• Secretary/note taker

• Checker

• Investigator

3rd Share lists, combine ideas, and formulate a brief vision statement

4th Assign crucial jobs to be done• Facilitator

• Timekeeper

• Secretary/note taker

• Checker

• Investigator

69

Involving Participants in Team LearningInvolving Participants in Team Learning

Study group Information search Group inquiry Jigsaw learning Learning tournament

Study group Information search Group inquiry Jigsaw learning Learning tournament

70

Concluding & Evaluating an Active

Training ProgramCh.15

71

Reviewing Program ContentReviewing Program Content

Recall Reminisce Rehearse Reconsider

Recall Reminisce Rehearse Reconsider

72

Obtaining Final Questions and ConcernsObtaining Final Questions and Concerns

Prepare a list of questions you would like the participants to take away with them.

Hold a final question and answer period.

Write the following on a flip chart

Prepare a list of questions you would like the participants to take away with them.

Hold a final question and answer period.

Write the following on a flip chart

73

Obtaining Final Questions and ConcernsObtaining Final Questions and Concerns

Break participants into small groups and ask each group to record on newsprint their final questions and concerns.

Hand out two index cards. Ask each participant to complete the following sentences:

Break participants into small groups and ask each group to record on newsprint their final questions and concerns.

Hand out two index cards. Ask each participant to complete the following sentences:

74

Promoting Self-AssessmentPromoting Self-Assessment

Ask participants to complete a questionnaire or test that provides feedback about their current functioning in areas related to the training.

Design a way for fellow participants to give each other feedback and then ask them each to develop a personal profile based on the feedback they receive.

Ask participants to complete a questionnaire or test that provides feedback about their current functioning in areas related to the training.

Design a way for fellow participants to give each other feedback and then ask them each to develop a personal profile based on the feedback they receive.

75

Promoting Self-AssessmentPromoting Self-Assessment

Create one or more statements that assess participant change.

Ask participants to write a short essay in response to the question, “How do you see yourself now as a result of this program?”

At the beginning of a training session, ask participants to write down how they hope to be able to use the training on the job.

Create one or more statements that assess participant change.

Ask participants to write a short essay in response to the question, “How do you see yourself now as a result of this program?”

At the beginning of a training session, ask participants to write down how they hope to be able to use the training on the job.

76

Expressing Final SentimentsExpressing Final Sentiments

Group photograph Artistic product Closing circle Web of connections Touch of humor

Group photograph Artistic product Closing circle Web of connections Touch of humor

77

Evaluating the Program

78

Interim FeedbackInterim Feedback

Post session reaction surveys Anonymous remarks Oral survey Informal interview Advisory group

Post session reaction surveys Anonymous remarks Oral survey Informal interview Advisory group

79

Final AssessmentFinal Assessment

Kirkpatrick’s 4 levels of Evaluation• Evaluate Reaction

• Evaluate Learning

• Evaluate Behavior

• Evaluate Results

Kirkpatrick’s 4 levels of Evaluation• Evaluate Reaction

• Evaluate Learning

• Evaluate Behavior

• Evaluate Results

80

Level 1 Evaluation - ReactionLevel 1 Evaluation - Reaction

What Is It?• How favorably participants react to the

training (“Customer satisfaction”) • Collects reactions to instructor, course, and

learning environment

• Communicates to trainees that their feedback is valued

• Can provide quantitative information

What Is It?• How favorably participants react to the

training (“Customer satisfaction”) • Collects reactions to instructor, course, and

learning environment

• Communicates to trainees that their feedback is valued

• Can provide quantitative information

81

Level 1 Evaluation - ReactionLevel 1 Evaluation - Reaction

What It Looks Like• Questionnaire - Most common collection tool

• Content

• Methods

• Media

• Trainer style

• Facilities

• Course materials

What It Looks Like• Questionnaire - Most common collection tool

• Content

• Methods

• Media

• Trainer style

• Facilities

• Course materials

82

Level 1 Evaluation - ReactionLevel 1 Evaluation - Reaction

Connection to Other Levels• The Connection - Can ask trainees if they:

• Will use new skill(s) or information (Level II)

• Plan to change behavior (Level III)

• Expect improvements in results (Level IV)

• The Disconnection - Does not: • Measure what was learned (Level II)

• Guarantee behavioral change (Level III)

• Quantify results from learning (Level IV)

Connection to Other Levels• The Connection - Can ask trainees if they:

• Will use new skill(s) or information (Level II)

• Plan to change behavior (Level III)

• Expect improvements in results (Level IV)

• The Disconnection - Does not: • Measure what was learned (Level II)

• Guarantee behavioral change (Level III)

• Quantify results from learning (Level IV)

83

Level 1 Evaluation - ReactionLevel 1 Evaluation - Reaction

How to Perform• Determine what you want to find out

• Design a form to collect/quantify reactions

• Do Immediately

• Develop acceptable scoring standards

• Follow-up as appropriate

How to Perform• Determine what you want to find out

• Design a form to collect/quantify reactions

• Do Immediately

• Develop acceptable scoring standards

• Follow-up as appropriate

84

Level 2 Evaluation - LearningLevel 2 Evaluation - Learning

Learning - What Is It?• Knowledge

• Skills

• Attitudes

Learning - What Is It?• Knowledge

• Skills

• Attitudes

85

Level 2 Evaluation - LearningLevel 2 Evaluation - Learning

Learning: Connection to Other Levels• The Connection - People who learn can:

• Experience pride (Level I)

• Experiment with new behaviors (Level III)

• Achieve better results (Level IV)

• The Disconnection - It doesn’t ensure they: • Liked training program (Level I)

• Will behave differently (Level III)

• Will get expected results (Level IV)

Learning: Connection to Other Levels• The Connection - People who learn can:

• Experience pride (Level I)

• Experiment with new behaviors (Level III)

• Achieve better results (Level IV)

• The Disconnection - It doesn’t ensure they: • Liked training program (Level I)

• Will behave differently (Level III)

• Will get expected results (Level IV)

86

Level 2 Evaluation - LearningLevel 2 Evaluation - Learning

Learning - What It Looks Like• Media used to measure learning:

• Text

• Voice

• Demonstration

• Methods used to measure learning: • Interviews

• Surveys

• Tests (pre-/post-)

• Observations

• Combinations

Learning - What It Looks Like• Media used to measure learning:

• Text

• Voice

• Demonstration

• Methods used to measure learning: • Interviews

• Surveys

• Tests (pre-/post-)

• Observations

• Combinations

87

Level 2 Evaluation - LearningLevel 2 Evaluation - Learning

Learning - How to Perform• Use a control group, if feasible

• Evaluate knowledge, skills, and/or attitudes before and after

• Get 100% participation or use statistical sample

• Follow-up as appropriate

Learning - How to Perform• Use a control group, if feasible

• Evaluate knowledge, skills, and/or attitudes before and after

• Get 100% participation or use statistical sample

• Follow-up as appropriate

88

Level 3 Evaluation - BehaviorLevel 3 Evaluation - Behavior

Behavior - What Is It?• Transfer of knowledge, skills, and/or attitude

to the real world • Measure achievement of performance

objectives

Behavior - What Is It?• Transfer of knowledge, skills, and/or attitude

to the real world • Measure achievement of performance

objectives

89

Level 3 Evaluation - BehaviorLevel 3 Evaluation - Behavior

Behavior - What It Looks Like• Observe performer, first-hand

• Survey key people who observe performer

• Use checklists, questionnaires, interviews, or combinations

Behavior - What It Looks Like• Observe performer, first-hand

• Survey key people who observe performer

• Use checklists, questionnaires, interviews, or combinations

90

Level 3 Evaluation - BehaviorLevel 3 Evaluation - Behavior

Behavior: Connection to Other Levels• The Connection - Can determine:

• Degree to which learning transfers to the post-training environment (Level II)

• The Disconnection - Cannot determine if: • Participants like the training (Level I)

• Participants understand (Level II)

• Behaviors accomplish results (Level IV)

Behavior: Connection to Other Levels• The Connection - Can determine:

• Degree to which learning transfers to the post-training environment (Level II)

• The Disconnection - Cannot determine if: • Participants like the training (Level I)

• Participants understand (Level II)

• Behaviors accomplish results (Level IV)

91

Level 3 Evaluation - BehaviorLevel 3 Evaluation - Behavior

Behavior - How to Perform• Evaluate before and after training

• Allow ample time before observing

• Survey key people

• Consider cost vs. benefits • 100% participation or a sampling

• Repeated evaluations at appropriate intervals

• Use of a control group

Behavior - How to Perform• Evaluate before and after training

• Allow ample time before observing

• Survey key people

• Consider cost vs. benefits • 100% participation or a sampling

• Repeated evaluations at appropriate intervals

• Use of a control group

92

Level 4 Evaluation - ResultsLevel 4 Evaluation - Results

Results - What Is It?• Assesses “bottom line,” final results

• Definition of “results” dependent upon the goal of the training program

Results - What Is It?• Assesses “bottom line,” final results

• Definition of “results” dependent upon the goal of the training program

93

Level 4 Evaluation - ResultsLevel 4 Evaluation - Results

Results - What It Looks Like• Depends upon objectives of training

program • Quantify

• Proof vs. Evidence • Proof is concrete

• Evidence is soft

Results - What It Looks Like• Depends upon objectives of training

program • Quantify

• Proof vs. Evidence • Proof is concrete

• Evidence is soft

94

Level 4 Evaluation - ResultsLevel 4 Evaluation - Results

Results: Connection to Other Levels• The Connection

• Positive Levels 1, 2, 3 evaluations results can provide positive Level 4 evidence

• The Disconnection - Does not: • Tell if participants liked training (Level I)

• Prove trainees understand (Level II)

• Prove use of preferred behaviors (Level III)

Results: Connection to Other Levels• The Connection

• Positive Levels 1, 2, 3 evaluations results can provide positive Level 4 evidence

• The Disconnection - Does not: • Tell if participants liked training (Level I)

• Prove trainees understand (Level II)

• Prove use of preferred behaviors (Level III)

95

Level 4 Evaluation - ResultsLevel 4 Evaluation - Results

Results - How to Perform• Use a control group

• Allow time for results to be realized

• Measure before and after the program

• Consider cost versus benefits

• Be satisfied with evidence when proof is not possible

Results - How to Perform• Use a control group

• Allow time for results to be realized

• Measure before and after the program

• Consider cost versus benefits

• Be satisfied with evidence when proof is not possible

96

ConclusionConclusion

We’ve reached the end of the cafeteria line for now.

We’ve reached the end of the cafeteria line for now.

97

Questions?Questions?