course delivery
DESCRIPTION
Mel Silberman Active Training; part 3TRANSCRIPT
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?