Building at Raining Program

8/3/2019 Building at Raining Program

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Building global capacityto improve the care ofpeople living withHIV/AIDS

Building a Training PA Workshop presented to [audiences name here]__________________ [Insert trainers name here] [Insert date/year of training her [Insert location of training here


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Learning GoalsAt the end of this workshowill be able to:Assess the needs of your learners.Design a training plan that meets your learners.Develop a training program based oplan.Implement a training program that yEvaluate the training program basethe needs of your learners have bee


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Training Development This workshop was designed common instructional system(ISD) model known as ADDIE:Assessment: What do your learnersto accomplish job-related tasks?Design: What will your training plike?Development: What content, learniresources will you need?Implementation: Can you deliver tprogram effectively?Evaluation: How will you know if program is meeting/has met the needlearners?


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Training Design Model.doc

Needs Assessment

o What are the learners job-related needs?

o What existing knowledge dothey have?

o What is the gap betweenwhat they know and whatthey need to know?

The Adult Learner

o What do they expect?o What do they need?o How can training meet their learning

needs?o How can I as an trainer help them meet

their learning needs?

Train

o Wh

meo Wh

neo Who Wh

cha

Training Implementation

o Are selected trainers ready todeliver the training?

o Are all training resourcesprepared and details regardingthe training addressed?

Evaluation

o Are the needs of learners being addressed in thedesign and development of the training?

o What methods are working/not working during

implementation?o How did learners evaluate the training upon

completion?o How will you determine if learners are applying their

learning as they carry out job-related tasks?

Creating a Training ProgramUsing the ADDIE Model

Training D

o What concreated?

o What appto be dev

o What forminstrumen


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Workshop OutlineEach section of the workshinclude the following foucomponents:Introduction to the ADDIE componenExplanation and discussion of the cShort exercisesSummary Quiz

Your questions are welcomthroughout the workshop.


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Assess: What do your learknow to accomplish job-relaDesignDevelopImplementEvaluate

Building a Training P


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Needs AssessmentPrimary questions to answeconducting a training neeassessment:Who are adult learners?What kinds of learning experiencesneed? What styles of learning do tthe training program?What HIV+-related and job trainingdo they have?What do they need to know to carryrelated tasks?What gap exists between what they what they need to know?


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Assessing the Adult LMajor characteristics of learners as related to traNeed to Know: Want training delivethey need it, when ready to progrestask or next stage.Self Concept: Desire to be recogninstructor as independent and self-Life Experience: Expect instructorecognize their prior accomplishmenknowledge.Task-centered and Practical: Traihelp them meet job-related needs.Internally Motivated: Largely (buexclusively) driven by internal rewnot, for example, grades or parenta

Knowles, M., The Adult Learner(5th ed), 1998, Houston, TX: Gulf Publish


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Assessing Learning StFour categories of learniexperiences or styles:Doer: Like to be actively involved iprocess, want to know how they will ain real world, like information preseand concisely.Feeler: People-oriented, expressivefeelings and emotions, thrive in openunstructured learning environment.Thinker: Rely on logic and reason, lideas and concepts, analyze and evaluindependent work.Observer: Like to watch and listen,reserved, will take their time beforeparticipating, thrive on learning thrdiscovery.Lawson, K., The Trainers Handbook, 1998, San Francisco, CA: Jossey


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Training Methods & Learning S

Doer

Practice

Apply conceptsSimulations

F

PersonRole pl

Group e

Obs

Lecture

DiscussProblem

Thinker

Reading

QuestioningIndependent activities

F

D Strive forVariety

T


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Exercise

Assess your own learning staking the Learning StyleInventory.


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Personal Learning Styles Inventory

Add up your scores for each response at the bottom of this sheet.

Ranking

1.When solving a problem, I prefer to

a.) take a step-by-step approach

b.) take immediate action

c.) consider the impact on others

d.) make sure I have all the facts

2. As a learner, I prefer to

a.) listen to a lecture

b.) work in small groups

c.) read articles and case studies

d.) participate in role plays

3. When the trainer asks a question to which I know the answer, I

a.) let others answer first

b.) offer an immediate response

c.) consider whether my answer will be received favorably

d.) think carefully about my answer before responding

4. In group discussions, I

a.) encourage others to offer their opinions

b.) question others' opinions

c.) readily offer my opinion

d.) listen to others before offering my opinion

5. I learn best from activities in which I

a.) can interact with others

b.) remain uninvolved

c.) take a leadership role

d.) can take my time

6. During a lecture, I listen for

a.) practical how-to's

b.) logical points

c.) the main idea

d.) stories and anecdotes

7. I am impressed by a trainer's

a.) knowledge and expertise

b.) personality and style

c.) use of methods and activities

d.) organization and control

Instructions: For each of the numbered items below, rank alternatives a through d by assigning 4 to the

phrase that is most like you, 3 to the one that next describes you, 2 to the next, and finally, 1 to the

response that is least like you.

Page 1 of 2


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Learning Styles Inventory (cont.)

8. I prefer information to be presented in the following way

a.) model such as a flow chart

b.) bullet points

c.) detailed explanation

d.) accompanied by examples

9. I learn best when I

a.) see relationships betweewn ideas, events, and situations

b.) interact with others

c.) receive practical tips

d.) observe a demonstration or video

10. Before attending a training program, I ask myself, "Will I ?"

a.) get practical tips to help me in my job

b.) receive lots of information

c.) have to participate

d.) learn something new

11. After attending a training session, Ia.) tend to think about what I learned

b.) am anxious to put my learning into action

c.) reflect on the experience as a whole

d.) tell others about my experience

12. The training method I dislike the most is

a.) participating in small groups

b.) listening to a lecture

c.) reading and analyzing case studies

d.) participating in role plays

Feelers Observers Thinkers Doers

1 c 1 a 1 d 1 b

2 b 2 a 2 c 2 d

3 c 3 a 3 d 3 b

4 a 4 d 4 b 4 c

5 a 5 b 5 d 5 c

6 d 6 c 6 b 6 a

7 b 7 d 7 a 7 c

8 d 8 a 8 c 8 b

9 b 9 d 9 a 9 c

10 d 10 c 10 b 10 a

11 d 11 c 11 a 11 b

12 c 12 a 12 d 12 b

TOTALS

Feelers Observers Thinkers Doers

From Lawson, K., The Trainers Handbook, 1998, San Francisco, CA: Jossey-Bass.

Page 2 of 2


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Learning Styles

From Lawson, K., The Trainers Handbook, 1998, San Francisco, CA:Jossey-Bass.

Four Categories of Learning Experiences or Styles

Doer: Like to be actively involved in learning process, want to know howthey will apply learning in real world, like information presented clearly andconcisely.

Feeler: People-oriented, expressive, focus on feelings and emotions,thrive in open, unstructured learning environment.

Thinker: Rely on logic and reason, like to share ideas and concepts,analyze and evaluate, enjoy independent work.

Observer: Like to watch and listen, tend to be reserved, will take theirtime before participating, thrive on learning through discovery.

Training Methods & Learning Styles

Feeler

Personal Experience

Role plays

Group exercises

Thinker

Reading

Questioning

Independent activities

Observer

Lectures

Discussion

Problem solving

Strive forVariety

Doer

Practice

Apply concepts

Simulations

F

O

T

D


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Questions to ConsiderConsidering who adult leaand their different learnstyles:What do you need to consider when training for people who have considexperience?How would a need to know approach influence the development of a traiprogram?What is your own learning style anit influence your approach to develtraining?


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Steps for Conducting aTraining Needs AssessmenA training needs assessmenconsists of gathering at ldifferent types of data:1. Determine Desired Performance: end of training, what do you wa

learners to be able to do?2. Participant Analysis: How manytheir expertise and experience,they need to learn to be able tdesired performance, what mightresponse to training, etc.?3. Learning Context: Who will suptraining, how will the trainingorganized, where, when, what arvalues and beliefs of the partietc.?


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Conducting a Needs Asses(cont.)4. Content Expertise: Who are theexperts to supply the content?5. Training Expertise: Who is avaskillfully deliver the training6. Logistical Requirements: Will

be mandatory, what financial redevelop materials, will it be hsite, is travel a problem, is tsuitable space, how much time iavailable, what are potential rto address, etc.?

Milano, M., & Ullius, D.,Designing Powerful Training, 1998, San Francisc


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Training and HIV+ ExpGather information on the training and HIV-related that learners in your traprogram have.What is their professional role? (ephysician, nurse, community health lay homecare provider, counselor, eWhat is their experience working wiclients? (e.g., How many HIV+ patiecared for in the past month? Year?What is their current level of HIVWhat is their prior experience wittraining?What types of training have been mthem?


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ExerciseIdentify a training prograyou have determined needs developed.Consider each step of the needs asprocess.What data from the six categories now?What data do you still need to gat


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Training Needs Assessment

Identify a training program that you would like to develop. To help you begin building this program,

complete the table below.

Type of DataWhat Data do You

Presently Have?What Data do You Need

to Gather?

Determine Desired

Performance

Analysis of Participants

Learning Context

Content Expertise

Training Expertise

Logistical Requirements


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Methods for CollectinConsider using the followmethods to conduct a traineeds assessment:Interview target learners about thknowledge, experience, and expectatInterview trainers who have develotraining programs under similar cirInterview content experts.Interview stakeholders in trainingorganization directors, clients, etGather documents related to desireof training.Analyze previous training materialsimilar subject area.


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Summary QuizReview this module on traneeds assessment by discuthese questions as a largeWhat are the characteristics of anlearner?How can these characteristics infltraining design?What are the various approaches toconsider when developing training?What information about the HIV+ andexperience do you need to gather frWhat are the six kinds of data neetraining needs assessment?


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AssessDesign: What will your traprogram look like?DevelopImplementEvaluate



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DesignPrimary questions to answedesigning a training progWhat do I want learners to be ableresult of this training program?What methods will I use to assist reach this level of performance andWhat resources will be used to deltraining program?How will this training be structur


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Learning Outcomes (LOIdentify what students wiable to do as a result ofparticipating in the traiprogram. For example:Students in this workshop will be write explicit, concisely worded andefined statements that clearly idebehavior that is expected to be perlearners at the end of the training

Learning outcomes comprise

framework of a training


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Guidelines for DeveloLearning outcomes should the following components:Results/outcome orientedMeasurableFocused on only major job-related tBehavioral statements (e.g., not jor understanding something but demothat they know it and understand itSpecific and precise about what thable to doClearly stated, no clutter

As a result of participating in this w

will be able to explain to community m

and comfortable manner the import

condoms to prevent HIV trans


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Types of Learning OutLearning outcomes can be pinto three major domains olearning:Attitudinal Learning: Outcomes thaor enhance a learners attitude or about a subject. Changing a learnerabout condom use to prevent HIV+.Cognitive Learning: Outcomes that contribute to a learners body of ka topic. Providing statistics abouttransmission is significantly reducecondom use.Skill Learning: Outcomes that aim learner perform a job-related, behavTraining a learner to talk easily abto community members.


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ExerciseIdentify an outcome for a program you are considerideveloping.Write a statement for this learninIdentify what learning domain it iShare your outcome statement with anext to you.Does it have the necessary componecomplete learning outcome?What is missing?How could it be improved?


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Designing Training: Learning Outcomes

Identify an outcome for a training program you are considering developing. Complete the following

tasks related to this outcome:

I. Write a statement for this learning outcome.

II. Identify what learning domain it is in (attitudinal, cognitive, behavioral).

III. Analyze the learning outcome statement according to the guidelines for a well-stated learningoutcome. Does it have the necessary components for a complete learning outcome?

A. Is it results oriented?

B. Can you measure it in some way to determine if learners have successfully demonstrated the

outcome?

C. Is it focused on only one major job-related task?

D. Is it worded as a behavioral statement, something they actually have to do?

E. Is the statement specific and precise about what they are supposed to be able to do.

F. Is it clearly stated, with no clutter.

IV. Is something missing?

V. Ask your neighbor to analyze your learning outcome statement. How can it be improved?


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Selecting Learning ExpDetermine what learning e(strategies) are most effpractical given a particucontext:Interactive Lecturette: Detailed questions from students and trainerClass Discussion: Conversation wiposed to elicit thoughtful responseSmall Group Exercises: 4-6 peoplequestions or solving problems togetTwo & Three-person Exercises: Smadesigned for more intense discussiosolving.Case Studies: Learners analyze a of a realistic situation and how it


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Selecting Learning Exp(cont.)Determine what learning e(strategies) are most effpractical given a particutraining context :Role-playing: Realistic situationlearners.Simulations: Lengthy scenarios siproblems in a job-related environmeGames: Competitive activity that to test their knowledge of and skilSurveys, Quizzes, and Short WritinAnswer questions or write one or twObservations and Hands-on Work in FStudents watching others accomplishtask or practice skills they learne


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Identifying Training RSeveral kinds of trainingneed to be identified:Content Experts: Available/willindevelopment of training?Trainer(s): Available? Relevant Cost?Location(s): Where? Multiple sitBuilding: Suitable rooms availablseating and media available (if applTravel: How will participants trasite(s)? What funds are available?Materials: Books, pens, manuals, cards, food, etc.Time: How long? Training delivereseveral months or concentrated in aMulti-part training? When are lear


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Developing an InstructAn instructional plan is aoutlines the design of youtraining program and inclfollowing: Instructi

and Aids N

Logistica

Content O

including:

Major

address

Brief each to

Identi

learnin

used

Training Program Title

Overall Description ofTraining

Learning Outcomes

Length of Training

Target Learners

Overall Format for

Training

Participant

Requirements

/Participation


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ExerciseTake the outline for aninstructional plan providconstruct a class traininAs a class, choose a training topimost class membersGet into four groups of three or fThe first group will complete the three items in the instructional plapproximately 3-5 minutes and then presults to the next group (or displon a chalkboard).Each group in turn will complete tcomponents of the training plan witminutes and then pass their resultsgroup.The fourth group will be responsibcontent outline (or you can develop


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Summary QuizIn groups of three, quiz ymembers on the following What are learning outcomes?Why is it important that these be and precisely stated?What domains of learning are applitraining?What instructional strategies are use during a training program?What instructional resources must design a training program?What resources may be especially diobtain as you design your own trainWhat is an instructional plan and does it serve in the overall develotraining program?


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AssessDesignDevelop: What content, leaexperiences, and resources include?ImplementEvaluate



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DevelopPrimary questions to answedeveloping content, learnexperiences, and materialstraining program:What content do I want to teach lewill enable them to accomplish the learning outcomes?What learning experiences do I wanteach this content to the target leWhat materials will I develop to sthis learning?


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Developing ContentWhen developing the contentraining plan (i.e., fillithe content outline), whayou consider?Have I consulted primary content exHave I provided enough informationlearning experiences for students tthe stated learning outcomes?Is there a balance of interactive,independent, and instructor-lead experiences?Is there enough detail to allow a use the content outline to teach thprogram?Have I included logistical detail allotted time, instructions, and re


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Developing Learning ExA training program is builtseries of carefully designelearning experiences. Whendeveloping learning experieconsider the following guidDevelop learning experiences basedspecific learning outcome.The learning experience should be afor accomplishing the learning outcThe learning experience should be ato the learning domain.Use a variety of learning experienAllow for questions and student-tointeraction in each learning experiConsider constraints in facilitatilearning experience.


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ExerciseTake one clearly stated leoutcome and develop oneinteractive learning expehelp learners accomplish Join a group of three to four peopIdentify one clearly stated learniDetermine what kind of domain of loutcome represents (attitude, cogniskill).Develop an interactive learning stlearners can participate in to helpaccomplish the learning outcome.You have approximately 10 minutes tyour learning experience.


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Developing Training

In a group of four to five people, develop an interactive learning experience using the worksheet below.

I Identify one clearly stated learning outcome. This could be an outcome that a member of your group

has already written or one that your group develops together.

II. Determine what kind of domain of learning the outcome represents (attitude, cognitive, skill).

III. Develop an interactive learning strategy that learners can participate in to help them accomplish the

learning outcome. Consider the choices discussed in class. Provide a brief description of this

strategy below.

IV. Explain how this learning experience will assist learners to meet the learning outcome you provided

in I. above.


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Developing MaterialsTraining materials shouldEasy to understand.Economically produced.Relevant to one or more learning oContribute as a secondary source ofand not act as the primary source.Complement the learning experiencelearners are engaging.Include as much practical, direct jinformation as possible.Describe process-oriented tasks instep format, free of extraneous detInclude illustrative examples thatbased information.Minimal -- students will use them reference.


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ExerciseUsing the learning experideveloped in the previousexercise:Develop a handout that supplementsexperience and aids in understandinThe handout can be a worksheet, insheet, or purely informational.You have 15 minutes to develop the


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Summary QuizWrite brief answers to thefollowing questions:Who should be your primary resourcdeveloping training content?What logistical detail should you ian instructional plan? Why?What kind of constraints might thefacilitating a learning experience.consider the constraints in facilitlearning experience?What do you need to consider when training materials?


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AssessDesignDevelopImplement: Can you delivertraining program effectivelEvaluate



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ImplementPrimary questions to answedelivering training:Is the trainer prepared to facilitlearning experiences in an engagingHave the appropriate training matedeveloped?Have questions been developed to chlearners and debrief the learning ex


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Engaging LearnersTen Steps to being positiengaging:Ask learners what they want to leatraining, and then list them.Probe learners with questions freqinteractivity should be an primarycharacteristic of the training.Encourage application of materialexamples, posing job-based problemslearners to consider how they mightthey are learning.Quiz and give feedback in a nonthrway.Start with questions instead of wiinformation (talking at student


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Engaging LearnersTen Steps to being positiengaging (cont.):Pose alternative, thought-provokinand scenarios to get students to crquestion and get beyond the obviousStart with what learners know to eand identify what to build on.Use both visual and aural (hearinglearning.Use organizing techniques (e.g., weve just addressed...now that leto...)that help learners keep trackthey are and what theyve learned.Use humor and stories to enhance cmaintain learner motivation.Deming, B., Ten Steps to being Positively Engaging, Trainin

January 2001, pp. 18-19.


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QuestioningQuestions compel students consider the information tlearning. They serve severlearning purposesExplaining: Asks students to explainresponses or poses a question that askelaboration.Problem solving: Poses problems for answer.Debriefing: After a class exercise oevent, allows students to consider whaexperienced.Predicting: Presents job-related, rehypothetical situations for students tHyman, R., Discussing Strategies and Tactics, Questions,

and Effective Teaching (ed. W. Wilen), 1987, Washington, DC:

pp. 138-139


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ExerciseAs a group, implement the experience you developed iprevious section.Assume that the class is your targlearners.Try to involve all members of yourInclude questions in your learningConsider the extent to which the lexperience is interactive and meetslearning outcome on which it is basYou have ten minutes to practice aminutes to facilitate this mini lesyour learning experience accordingl


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Implementing Training

In the same group of four to five people you worked with in the previous exercise, implement the

learning experience you developed. Assume that the class is your target group of learners. Try to involve all members of your group. Include questions in your learning experience. Consider the extent to which the learning experience is interactive and meets the learning

outcome on which it is based. You have ten minutes to practice and ten minutes to facilitate this mini lesson. Edit your

learning experience accordingly.

I. What questions will you ask your target group of learners?

II. What interactive learning methods will you use?

III. Post-Implementation: Evaluate the success of the implementation. Do you think the learningoutcome was achieved? Why or why not?


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FeedbackProvide feedback on the leexperiences in which you participated.Was the learning experience engagiWas it appropriately interactive?Was there a balance of instructor provided information?Were questions posed that challengDid it help students meet the statWas it completed in a timely manne


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Summary QuizDebate the following statwith two or three people snear you.Trainers are not entertainers. Thprofessionals who are tasked with praccurate, quality information so thcan perform their jobs effectively oleave a training program. It is thresponsibility to pay attention andthe trainer to motivate them to lis


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AssessDesignDevelopImplementEvaluate: How will you kntraining program is meetingthe needs of your learners?



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EvaluatePrimary questions to answeevaluating training:How can you assess if the learningare being addressed adequately duridevelopment and delivery of traininHow can you evaluate the effectivetraining program immediately afterof training?How can you evaluate whether the lthe training is being applied in aafter students complete a training p


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When to EvaluateEvaluation of training caseparated into two primarcategories:Formative: Occurs while the traindesigned, developed, and delivered.trainers to determine what needs totheir training plans and delivery.Summative: Usually completed immeafter training is conducted to evaluextent to which learners enjoyed andthey received valuable learning. Cconducted over the course of weeks after training.


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Evaluation Methods: ForThere are several ways to the effectiveness of traiduring design, developmendelivery.*Needs Assessment AnalysisContent Expert EvaluationBeta Test of TrainingPre and Post Training QuestionnairTrainer AssessmentStudent QuestionnaireClass Interview*See handout entitled Instructional Evaluation Meth

Formative vs. Summative Evaluation


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Evaluation Methods: SumThere are several ways to the effectiveness of traia training has been conduIn-class QuestionnairesPost Training QuestionnairesPost Training DebriefInterviewsJournalsObservations

*See handout entitled Instructional Evaluation Meth



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Questions to ConsiderWhen considering formativsummative evaluation methyour own training programWhat kinds of evaluation are likeleasiest to implement? Most difficuWhat kind of evaluation are learneto respond to? Least likely?What logistical issues do the varievaluation pose for trainers and lea

*See handout entitled Instructional Evaluation Meth



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Levels of EvaluationTraining should be assessdifferent levels of evaluorder to determine its oveffectiveness:*Level 1: Did the participants enjtraining?Level 2: Did the participants bellearned something from the trainingLevel 3: Did the training influenlearners perform in their jobs?Level 4: Did did the training imporganization?Level 5: Was the training cost-ef*See handout Instructional Evaluation Methods: Leve

based on Kirkpatrick, D., Evaluating Training Program

1994, San Francisco: Berrett-Koehler.


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ExerciseConsider the training youbeen involved in today. of four, accomplish the fthree tasks:Develop three questions (numericalended) to evaluate the training at 2 (6 questions total). You have tecomplete this task.Give your questions to another grothem to provide answers. Each grou7 minutes to complete this task. Sresponses with the class.Consider how the trainers could evatraining at Levels 3 and 4. What iWhat are you as learners willing to


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Evaluating Training

Today you have been involved in a workshop on building a training program. Consider your experience

as a learner and answer the following questions with members of the group with whom you have been

working.

I. Develop three questions each at Levels 1 and 2 that will serve to evaluate this workshop.

Level 1

1.

2.

3.

Level 2

1.

2.

3.

II. Answer the questions developed by another group.

Level 1

1.

2.

3.

Level 2

1.

2.

3.

III. What do you think of this groups questions? Do they each get at the appropriate level?

IV. How could the trainers evaluate this workshop at Levels 3 and 4? What are you as a learner willingto do? Not willing to do?


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Summary QuizRespond to the following by stating whether each istrue or false:Formative evaluation can be conducneeds assessment stage.Summative evaluation only measuresstudents liked or believed they learthe training.It is possible to evaluate traininimmediately after a training has beeconducted.Evaluating a training at Level 1 ifor determining whether the learninhave been met.Evaluation at Level 4 is impossiblconduct.


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Workshop SummaryNow that you have completeworkshop, you should be abAssess the needs of your learners.Design a training plan that meets your learners.Develop a training program based oplan.Implement a training program that yEvaluate the training program basethe needs of your learners have bee


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Workshop Follow-up:Immediate ApplicationTo begin using the learninthis workshop immediatelyconsider doing one or morefollowing in the next two Conduct a mini needs assessment oflearners using immediately availablSketch out a rough outline of a trprogram that meets these needs.Brainstorm with those in your work the resources needed to implement thDetermine roadblocks you will needin order to obtain these resources out the training program you have o


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Workshop Follow-up:CritiqueTo receive feedback on youtraining program as you deit, consider doing one or the following in the next weeks:Give the mini needs assessment youto a fellow content expert or co-wothem to evaluate it.Send your training program outlinefacilitator of this workshop or otheprofessional for feedback.Ask members of your target learnerassess your outline and plans for tprogram to determine if they meet t


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Workshop Follow-up:Feedback on this WorkshoTo help us evaluate the exwhich you believe this worprovided you with informawill assist you in developtraining program, please the workshop evaluation.

Thank you.


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Please go to next page

Developed by M.F. Annese for HRSA Grant 1 H4A HA 00051-01 at UW/ NW AIDS Education and Training Center, Seattle, WA (rev. Feb. 2003)

Building A Training ProgramTraining Evaluation and Learning Self Assessment

1. Please rate this training in terms ofTrainers Expertise, Clarity, Cultural Appropriateness, Time Management,

andResponsivenessto your educational needs. Provide any additional feedback in theComments section.

RATING SCALE: 1 = LOW 3 = MEDIUM 5 = HIGH

Trainer Name(s) Expertise ClarityCulturally

AppropriateTime

ManagementResponsiveness

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 51 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Comments:

2. Please review the following list of knowledge and skills statements and give some thought to what you knew and

what you learned here today. Circle the number that best represents your knowledge and skillsbefore then afterthis

training.

RATING SCALE: 1 = LOW 3 = MEDIUM 5 = HIGH

BEFORE TRAINING SELF-ASSESSMENT OF KNOWLEDGE AND SKILLS RELATED TO: AFTER TRAINING

1 2 3 4 5 Assessing students as learners. 1 2 3 4 5

1 2 3 4 5 Assessing student training needs. 1 2 3 4 5

1 2 3 4 5 Designing learning outcomes. 1 2 3 4 5

1 2 3 4 5 Designing an instructional plan for al training program. 1 2 3 4 5

1 2 3 4 5 Developing learning experiences for a training program. 1 2 3 4 5

1 2 3 4 5 Implementing (delivering) learning experiences in a training program. 1 2 3 4 5

1 2 3 4 5 Evaluating training using formative methods of evaluation. 1 2 3 4 5

1 2 3 4 5 Evaluating training using summative methods of evaluation. 1 2 3 4 5

1 2 3 4 5 Evaluating training at different levels of evaluation. 1 2 3 4 5

1 2 3 4 5 Building a training program. 1 2 3 4 5


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OVERALL EVALUATION OF PRESENTATION

3. Please take a moment to answer the following questions. Your comments are animportantcontribution to ourdesigning learning experiences that meet your professional needs.

What will youdo differently in your practice/service setting as a result of this training?

What do you feel were the strengths of this presentation?

What do you feel were the weaknesses of this presentation?

How can we improve this presentation?

What additional training-development education do you require?

4. Please rate the following statements using a 1 through 5 scale where:

1 = Disagree Strongly 5 = Agree Strongly

The difficulty level was about right.

I l th i f ti i ti / i tti

Building at Raining Program

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