Training

1
Training Evaluating and reinforcing training

• Module 5.3

2
Why evaluate learning?

• We train because
• We want to influence the skill level, behaviour,
  attitude or knowledge of a particular target
  group
• We expect that our training will lead to a
  desired change
• We evaluate learning because
• We need to know whether we achieved the stated
  objectives of our training programme
• Feedback from each learning event is essential to
  improve the efficiency and effectiveness of
  future training interventions

3
Evaluation An integral part ofthe training
cycle

• Preparation for a training event must include
  planning for the evaluation of learning.
  Considerations include
• Identification of objectively verifiable
  indicators that stated learning objectives are
  met
• Aspects of the learning experience that are of
  greatest interest
• Time required for the evaluation
• Financial and human resources required for the
  evaluation
• How the evaluation findings are to be used and by
  whom

4
How do we evaluate learning?
Evaluating learning (Action)

• Evaluation of learning
• Is based on the learning objectives
• Learning objectives and sub-objectives must be
  clearly stated and agreed by all
• Verifiable indicators for assessing attainment of
  objectives should be identified
• Practicable means of verifying the indicators
  must be available
• Responsibilities for monitoring and evaluation
  should be specified
• Is not the same as evaluation of the learning
  event (organization, premises, catering etc.),
  but
• May consider aspects of the learning event that
  could affect learning, such as
• Physical conditions of the training environment
  that might affect learners concentration
• Timing of breaks or length of sessions
• Satisfaction/dissatisfaction of learners with
  arrangements that might create/undermine
  enthusiasm

5
How do we evaluate learning?
Evaluating learning (contd.) (Action)

• Evaluation of learning
• May be formal or informal
• May evaluate individuals or groups
• May be done by outsiders, insiders, self or peers
• May be an end-assessment or continuous
  assessment.
• May consist of an exam/test, interview,
  simulation, practical demonstration, focus group
  discussion, observations of performance,
  portfolio of work, practical product (e.g.
  curriculum outline, work plan, action plan,
  report), reality check (i.e. does it work in real
  life?).
• Should include learners evaluation of (a)
  relevance of course content and (b) impact of
  course methodology on learning views of
  observers.
• Should be followed by an impact evaluation after
  a longer interval
• Question How shall we evaluate learning?

6
Evaluating impact

• A long-term impact evaluation will show whether
  training has had a real effect. It should be done
  once soon after the training and again about six
  months later. Impact should be measured not only
  against learning objectives but against training
  goals e.g.
• Has coffee hygiene improved? How can we measure
  this? Is this the result of training?
• Have producers been able to negotiate higher
  prices? What is the evidence? Is this due to
  improvements in coffee hygiene?
• Question How shall we evaluate impact?

7
How do we reinforce training and follow it
up?(or, how do we make training sustainable?)

• All training needs longitudinal reinforcement.
  The most effective ways are further practice,
  further help and support, and passing on the
  training. Possibilities are
• Dissemination plans at the end of the course
  participants plan who to tell, and how
• An on-line help desk or website
• Networks and contacts for information, enquiry,
  encouragement, monitoring
• Take-home materials for inspiration,
  dissemination or reference (e.g. pictures/
  posters/ pennants/ carrier bags, jingles and
  slogans, leaflets, models, guides, manuals)
• On-the-job activation of new skills and practices
• Help and supervision on the worksite
• Training trainees as trainers, possibly with a
  financial incentive and/or expenses
• Converting training materials into
  self-explanatory self-access modules (NB an
  expert job)
• Question How shall we make training sustainable?