A training program is effective if it achieves its objectives while remaining within time, budget, and resource constraints. Apply these tests to quickly evaluate the effectiveness of a training program and make appropriate adjustments for further improvement. Observe a live audience debriefing the execution of their training programs.
- It's important to evaluate our training programs to make sure they achieve our goals. Evaluation involves more than just that survey you typically see at the end of a training class. Trainers jokingly refer to this as a smile sheet because it's really just a satisfaction survey. We need to dig a little deeper if we want to truly understand if our training program was effective. There are two primary types of evaluations. Formative evaluations look at the program itself. Here, it's helpful to answer questions such as does the training program work? And how can the training program be improved? You'll often find opportunities for improvement even if your program is already good.
Summative evaluations look at the participants. For our summative evaluation, we should ask which individual participants were able to achieve the learning objectives, and what percentage of participants achieved the learning objectives. These questions can help us identify participants who need additional help to grasp the content. You might also spot a problem with the training itself. If the percentage of people who complete the learning objectives is too low. Let's look in on the live class to see how they evaluated their training projects.
- Does the training program work? I would say yes. Did everybody raise their hands for you, right? - Yes. - Yes. - I think it worked. I think the design was very hectic, but it was well delivered. I think the one thing we did do was have each of them do one piece, and like each identify one piece. - Instead of having-- - Instead of having all three of them apply all three. So maybe just one at then end because we did have a little extra time, we could've asked them, you know, could you write down the three modalities or something like that, and then they would've known that-- - Yeah. - That was-- - Or maybe we could've even taken some cards and done like a, have it like write a type of learning objective that is obvious to a certain modality, and say, give each one of them, and have them write what modality was best used to get this objective across.
You know, take it to a little bit higher level. - But that still would be just getting them to one of the three. We wanted them to recall all three. - Yeah, have three cards for each, so that they would each have that. I also think that even our after talk, you know one of talked, that also helped concrete more information, so maybe incorporate, that was kind of, what it did is if we get done early, and so we decided to tell them about cognitive overload and how to use these learning modalities to separate content across multiple modalities so that it doesn't create overload.
You know, if I give them an example, like if I went through this whole thing, and went through it really quickly auditorially. Didn't show them anything. Just explained it all very quickly. They're not going to get that content. - Right. - 'Cause it overloads their auditory system, but if I separate them visually, kinestetically, auditorially, they got that much more. So that was kind of a case study. - (brunette woman) Like a real, okay. - That was a case study or a user case, it was a user case of it. So incorporating that more into the program to the topic instead of being an afterthought 'cause...
(mumbles). Yeah, I happen to know the topic, so been there. But yeah, that is absolutely right with the assessment, definitely. If we had to do the entire room, how would that be scalable which would lead these improvements back to scalability. What if the audience was not in the same room. What if we had to do it remotely? - (man in light blue shirt) Yeah, like blue jeans or something like that. (all talking) - Now you're going way out there, right? - Yeah.
- Perfect, okay. (crowd murmurs) - Yeah, I mean it could still be proved because one of the learners did not recall. - Okay. - (man in blazer) He wrote down goal performance, other factors and something else. So, you know, whether it's, I'm saying with extended time, you're able to do better like, all right, let me throw in a different example that we talked about this or let me find another way to approach an attack. What it is we've talked about. - Like, a briefing.
- The only thing I thought was when I heard other folks talking, they said it's good to be brief, but then maybe I thought, maybe we could if we had more time to develop the course, we would add other exercises to reinforce. I can't think of any else, really to improve. You know. - Well you improvised something-- - I did. - At the very last minute. So would you-- - Did I have enough cards, did I basically handed three cards each. So that I made them write down-- - Oh, on that. - And then they would hold it up with their answer and say their answer.
- (brown haired man) Well that's what he made me do, so we could take them home, so it was-- - Yeah. (crowd murmurs) - It was kind of hitting on different things. They're writing it, they're reading it, and they're doing it. So, right, right. - So as the observer, did anything go different that could've gone better? - So, one thing, I think, we could've done better was like from the beginning, be like, at the end of the five minutes of this training, there's three things I want you to remember which is this, this and this.
- I did that a little bit too late in the game, and then I, yeah. - Yeah, I think there was like one participant who was a little confused, but then we corrected it, and then after, he wrote like, the right answer, but I think it would've been good if we had a little bit more time, and actually took the paper away and tested one more time. Reconfirming. - Yeah. - But it was down really well. Like she's really clear and she made it super relevant to each participant like why it's important for them to know the individual development, and how to treat that, like why it's important for your specific role, your specific rule.
And that was really interactive, and so I noticed it really well. - It's good to do some sort of evaluation for every training program. It will help you create a better program. You might get ideas to improve the next training program you develop, and it helps to identify individual learners who may need some extra help. I've found this step a great way to keep the training focused on achieving our objectives as efficiently and effectively as possible.
- Identifying employee training needs
- Creating an individual development plan
- Developing learning objectives
- Preparing employees for training
- Evaluating a training program
- Presenting with confidence and clarity
- Facilitating discussions and learning
- Managing breaks effectively
- Delivering training via webinar