Post-training Preparations 1 Dorothee Spuhler, Leonellha Barreto-Dillon, Martin Wafler, Naomi Radke...

Post-training Preparations


1

Dorothee Spuhler, Leonellha Barreto-Dillon, Martin Wafler, Naomi Radke (seecon international gmbh)

Sreevidya Satish (Ecosan Service Foundation)Bipin Dangol (Environmental and Public Health

Organization)


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1) Certification

2) Evaluation

3) Follow-Up

4) Evaluation versus

Follow-up

5) Report

Contents

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Train the Trainers on www.sswm.info

http://www.sswm.info/category/train-trainers/train-trainers



1) Certification

Why certification?

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• Makes course appear more legitimate

• Tangible proof to put into portfolio

Source: SEECON (2012)



1) Certification

Creating a Good Certificate

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• Look for templates (free templates online)

• Use a text programme (Word/Open Office)

OR

• Use a presentation programme (e.g. PowerPoint) makes composing easier

• Add borders looks more formal

• Use the right font readable, font size 20-50

• Print certificates with laser printer

• Include the right information full name, date and name of training, organisation’s name, water mark/stamp, signature



1) Certification

2) Evaluation

3) Follow-Up


Follow-up

5) Report

Contents

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2) Evaluation

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WHY should we perform Evaluation?

Judging:

•Effectiveness

•Efficiency

•Any other outcome?

Monitor the training approach

•Which elements have contributed to successfully achieve the training aim, objectives, key learning?

•Which have failed their purpose ?

IMPROVE TRAININ

G APPROAC

H




2) Evaluation

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Questions to ask yourself:

Have the participants achieved the course objectives?

Have the participants learned what they are supposed to

learn? (are key learning successfully transferred?)

What unexpected positive outcomes have occurred that

can be incorporated in the future courses?

What are the courses strengths and weaknesses?

Has the performance of the participants improved after

training? How are they integrating the gained knowledge in

their day-to-day job?




2) Evaluation

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Evaluation Levels

Evaluation is often considered as taking place at four different levels (the "Kirkpatrick levels”). The further down you go in the evaluation process, the more valid the evaluation (KIRKPATRICK 1998)

Kirkpatrick’s four levels of evaluation

Source: http://c2workshop.typepad.com/.a/6a00e55002645d8834010535cf2dd1970c-800w [Accessed: 10.05.2010]

• “Reaction”: What does the learner feel?(oral/written feed-back, open and close ended questions)

• “Learning”: What facts, knowledge and experiences did he gain?(observation, reviewing data from exercises, plans, exercises etc.)

• “Transfer”: What skills did he develop? What new information can he use on the job?

• “Results or effectiveness”: Did the learner apply the new skills to his job and what results were achieved?




2) Evaluation

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Evaluation Levels

Kirkpatrick’s four levels of evaluation

Source: http://c2workshop.typepad.com/.a/6a00e55002645d8834010535cf2dd1970c-800w [Accessed: 10.05.2010]




2) Evaluation

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How should we perform Evaluation?

Brainstorming

Time: up to 5 minutes




2) Evaluation

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How should we perform Evaluation?

• Evaluation forms

• Qualitative feedback

• Rating




Be selective!Do not hand out a huge list of questions. What do you really want to know and what is the best way of finding this out?

Be realistic!Form-filling is never fun. Do not expect people to conscientiously work through a long and complex evaluation form.

Be creative!Create evaluative processes that will engage participants and provide you at the same time with a valid feedback (e.g. an activity that is itself engaging and enjoyable!)

Be balanced!Combine standardised element that allows you to make comparisons over time (add changing elements, which shows you a new perspective).

Be holistic!Paper exercises can be very useful but should be part of a wider evaluation process that includes dimensions of learning that are less easy to capture on paper. (adapted from GREENAWAY (1999))

2) Evaluation

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1) Certification

2) Evaluation

3) Follow-Up

4) Evaluation versus Follow-

up

5) Report

Contents

15



3) Follow-Up

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WHY should we perform Follow-up?

Comparison of evaluation and follow-up

Source: LOOMIS 2007)

Further support the trained

people

Development the skills

continuously to improvement

and to promote new practices




3) Follow-Up

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Why should we perform Follow-up?

An effective follow-up phase includes several dimensions:

• Determining what the participants have learned during the course

• Giving the learners time to reflect on their learning prior to their completion of their post-training personal action plan, and

• Getting useful feedback in an organised manner to help with future training planning(adapted from RAE 2004)




3) Follow-Up

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How can we perform Follow-up? – some ideas

At the close of training, ask each attendee to commit to trying 1-3 new skills from the program. Let them know that the group will get back together to follow up and discuss techniques tried. Schedule a follow-up session.

Ask each attendee to email you a brief summary of the two most important points they took away from the training. Gather the feedback together and post the responses in a central location. Take the list down after two weeks. Let a few weeks go by and then mail or email the responses to the group, along with any additional feedback that has occurred in the meantime.

Send out a quiz related to the training’s content several weeks after the initial session. Post the responses and award a prize for the “best” answers.

(adapted from BUSINESS TRAINING WORKS n.y.; http://www.businesstrainingworks.com/Onsite Training Web/-Free Articles/PDFs/Five Ways to Follow Up.pdf [Accessed: 21.05.2010])




1) Certification

2) Evaluation

3) Follow-Up


Follow-up

5) Report

Contents

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4) Evaluation versus Follow-up

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Evaluation:

Follow-up:

• After the training

• Often combined with quality control in order to:Further support the trained peopleDevelopment the skills continuously to improvement and to

promote new practices

Collection of any aspect of the an education program or training

Judging:

•Effectiveness

•Efficiency

•Any other outcome?

Analysis and interpretation





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Advantages:

•Reflection about the training among participants and lecturers

•Identification of new and different perspectives on the training

•Gaining insight in the weaknesses of the training

•Improvement and optimisation of the training

•Enhanced legitimation and rationality of the training

Disadvantages:

• Complexity

• Time and cost efforts

• Can be subjective

• Complexity of taking into account and implementing the outcomes

• No definite and closed action but continuous process

Evaluation




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Advantages:

•Reflection about the training among participants and lecturers

•Identification of new and different perspectives on the training

•Evaluation of the impact

•Extension of the impact in the future

•Enhanced legitimation and rationality of the training

Disadvantages:

•Complexity

•Time and cost efforts

•Can be subjective

•Complexity of taking into account and implementing the outcomes

•No definite and closed action but continuous process

Follow-up4) Evaluation versus Follow-up




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Evaluation

Helps you to improve your trainings.

• No training without!

• If time and resources are restricted, cover at least the first dimension (“reaction”)

• Take the results from the last training evaluation, before you start designing the next one!

• Similar methods to compare over time; new elements to improve the quality of information you gain

Follow-up

Helps you to improve your training approach in the long run and extend the impact on the professional life of both, trainers and trainees.

• Give participants a feedback on the results from follow-up

• Try similar methods to compare information over time

• Use different methods to add new perspectives

• Difficult and requires a lot of efforts





1) Certification

2) Evaluation

3) Follow-Up


5) Report

Contents

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5) Report

Why Making a Report?

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• To communicate results to participants

• Reflect outcomes and include results in future trainings

• For funding organisations/partners/employers

Example of a workshop report.Source: GTZ (2010)



5) Report

What Information to Include?

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• Title Page

• Abstract/Executive Summary

• Table of Contents

• Introduction

• Body

• Conclusion

• Recommendations

• References

• Appendix/Appendices

Example of training report content.Source: WHO (2009)



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References

GTZ (Editor) (2010): Report of the Workshop on Developing a Framework for the preparation of the City Sanitation Plans. 29th September 2010 in New Delhi. Eschborn: Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ).

GREENAWAY, R. (2010): Course Evaluation Methods. Stirling: Greenaway. URL: http://reviewing.co.uk/evaluation/methods1.htm [Accessed 14.04.2010]

LOOMIS, M. (2007): Making your trainings more effective. Durham: Family Health International. URL: http://siteresources.worldbank.org/DEVMARKETPLACE/-Resources/Presentation2_NextSteps.pdf [Accessed 21.05.2010]

RAE, L (2004): Evaluation of training and learning. Leicester: Business Balls. URL: http://www.businessballs.com/trainingevaluationtools.pdf [Accessed 21.05.2010]

WHO (Editor) (2009): Ecosan Expert Training Course for the Introduction of Ecological Sanitation in Bhutan. Geneva: World Health Organisation.

Pre-training Preparations 28

“Linking up Sustainable Sanitation, Water Management & Agriculture”

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