If your training participants like your training, that doesn’t necessarily mean that your training is resulting in effective learning that will have a positive impact on future behavior. They may just like you!
The effectiveness of a training program depends upon the decisions that the trainers make about what will be taught and how it will be taught.
I have used a proven training audit process that is intended to encourage the trainers to: (1) become conscious of the instructional decisions that they make and (2) actively participate in a collaborative process with the auditor to improve the quality of those decisions.
There are eight different methods to gather sufficient information to adequately evaluate a training program:
(1) review all lesson plans and related materials prior to the audit;
(2) speak with the trainers, prior to the audit and during training breaks as time permits, regarding their objectives, teaching decisions, concerns and recommendations
(3) observe the training process and methodology;
(4) observe the learning activities;
(5) speak with the trainees, as time permits, regarding their perceptions of the content and process of training and their recommendations to retain or modify any portions of the training;
(6) review the handout materials and any examinations;
(7) review the examination results, if examinations are given; and
(8) check out concerns and discuss possible modifications with the trainers to get the benefit of their perceptions and recommendations.
It is important to keep in mind that the trainers are professionals who must be treated with respect. They need to feel that the audit process will be reasonable and fair. It helps to check out all observations and assumptions with the trainers and provide opportunities for them to explain the rationale behind their instructional choices. It is best for all concerned if the auditor is positioned as a supportive peer coach rather than a stern judge.
For this reason, all audit recommendations and findings should also be discussed with the trainers prior to the issuance of any report. To the extent possible, the auditor should credit the trainers with authoring or proposing the recommendations. This enables them to retain their status as trainers concerned with providing optimal learning. In addition, their “co-author” attribution publicly and formally commits them to implementing the audit recommendations.
If this strikes your interest, please let me know in the comments below.
May your learning be sweet- and safe.
Deborah
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