Participants will classify evaluation activities into four
major levels of evaluation.
Participants will submit an
evaluation plan for training they designed during the face to face session.
Participants will describe the purposes of the data analysis process
and uses for evaluation information.
Participants will select data analysis processes that can
inform them about refinement of one of their training sessions.
Participants will apply key data analysis questions in
analyzing a training session to determine the level of refinement needed.
Roadmap
Review
the purpose of evaluation
Identify
some pros and cons of evaluation
Explore
data collection techniques for evaluating effectiveness of training
Discuss
the three ways data can be used and how that influences analyzing and reporting
the data.
Identify
the four reporting questions that must be asked and answered by the trainer.
Identify
some reflection questions that guide the creation of Evaluation Forms
and support the trainer’s self-reflection of the training session.
[ms_panel title=”Handout” title_color=”#1a72bf” border_color=”#1a72bf ” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]?Please refer to the FET Handout: Levels of Evaluation.?[/ms_panel]
Congratulations! You have now walked through all the steps necessary to complete a Training Plan. Looking forward to putting this into practice at our upcoming face-to-face training. For full details about the face-to-face location and agenda for the day go to FET-9 under My Courses.
Evaluation
Your feedback is valuable and greatly appreciated. FET recently transferred to a new learning management system and we are particularly interested in hearing about your experience.
Please complete the anonymous course evaluation available below:
*Note: This evaluation should only be completed once.
Thank you for your participation!
We know this is a lot of information to
digest. No need to worry, remember your
Training Coach will always be available to assist whenever you are developing a
Training Plan. Training Coaches are
available as a resource before, during, and after FET.
Contact information can be found here:
Training Coach Map
Visit the Partnership for Early Childhood Services Website to find the contact info you need!
By
now, you have been introduced to the Needs Assessment and the Training Plan
Worksheet. These two documents are essential to creating a Training Plan.
Creating
the Training Plan is step #7 (How?) of the 7 steps in developing a Training
Plan. The ‘how’ is all about the Training Plan.
The Training Plan is the
roadmap that guides how the trainer will….
Cover the content
Use appropriate methods and interesting materials
Provide practice opportunities
Meet learning styles
Remain focused
Stay within the timeframe agreed upon
Meet the training outcomes.
The
Training Plan also helps to ensure that participants can be more successful in
meeting the Workplace Outcome. The Training Plan is critical for successfully
addressing the ‘how’.
All
the work you have done up to now will provide the content and information that
is needed when creating your Training Plan.
A blank copy of the Training Plan Form can be found in your FET ?handout on pg 43-45. Please pull and refer to as needed. To download an electronic copy, please click the button below.
Within this second part of Training Aids, you will be exposed to many kinds of training aids for you to consider implementing in your training sessions.
You will need your handout accessible in order to successfully complete this section; pages 31-37.
Training Aid Types, Benefits and Tips for Trainers
The following activity provides you with an opportunity to carefully look at the pages on Training Aids in your FET ?handout and to reflect on one that is of interest to you. As trainers, we use many if not all of these and they can all be useful and effective if matched with the correct content.
Read pages 31 – 37 to learn about the types, benefits and trainer tips for the various training aids described.
From the examples provided, choose one training aid and write a statement as to why you like it and how you use it.
Think of one Training Aid that you plan to use, and in the comment box below, respond to the following:
1) What makes this Training Aid effective?
2) How would you use that Training Aid in a training that you conduct ORhow
you have seen it used by another trainer?
This is an ungraded assignment but must be completed to proceed.
Once you complete the assignment, you will have completed FET: 7 Training Aids. Please move on to FET 8: 3 Components of a Training Plan – found under “My Courses”.
Training Aids are multi-sensory materials designed to also assist the trainer in addressing adult learner characteristics. It is an asset as a trainer to be more intentional to meet the needs of our learners.
Common Training Aids
PowerPoint
Handouts
Video clips
E-charts & graphs
Props
Demonstrations
This list will not surprise you as a trainer or as a participant. They are commonly used and when used appropriately and in balance with other strategies, they are effective, useful and keep the training sessions interesting. The key words here are “used appropriately” and “in balance.” Any strategy, method or aid that is overused loses its effectiveness, so you want to balance your use of the various things that are available to you.
More Training Aids
Flip charts/Posters
Dry-Erase Boards
Models/Mock-Ups
Photos/Pictures
Job Aids
This additional list of training aids is to remind you that you
have lots of options available. That said, these lists should help you to
always keep your training fresh and interesting. It is the trainer’s
responsibility to work on keeping participants “tuned-in” and “turned-on” to
what they have come to your training to receive.
Multi-sensory materials that support the selected training method.
Rationale for using a variety of Training Aids:
Focus learner’s attention
Increase learner’s interest
Improve learner’s retention
This definition and rationale supports
the notion that everything we talk about has a purpose and is designed to help you
design and/or develop a more effective training opportunity for the
participants that will be in your training sessions.
On each box is a common training aid that supports learners.
Props, demonstrations, and testimonies help to focus a learner’s attention.
Graphs, charts, resources help to increase a learner’s interest
If you as a trainer continuously use the same training methods that you enjoy as a participant …
You will be at ease using that training method.
That training method will likely be successful for you.
You could get “stuck” using that training method too much and the result would be less interesting training.
You would not be meeting all of your audience’s learning needs.
You will need to expand your repertoire of training methods.
What should influence your selection?
The following four criteria must be considered and will
influence your selection of a desired “training method”:
Training Outcomes
The Learners
Size of group
Experience levels
Practical Requirements
Training room environment
Time involved (prep and execution)
Materials needed
Costs involved
Advantages and Cautions to Consider of the Training Method
The more familiar and comfortable you become in exploring and implementing various training methods, you will realize how important each of these criteria are in making decisions regarding the feasibility with any given method.
Process or strategy used to present and emphasize workshop
content.
Rationale for
using a variety of Training Methods:
Assists the trainer in addressing adult learner
characteristics as well as meeting the needs of diverse groups of learners.
Training methods are a trainer’s good friend. The effective use of training methods can help your training stay interesting, focused and active, therefore meeting the needs of your participants.
Below are the Training Outcomes and Roadmap that will show the path you will be taking to learn more about Training Methods.
Training Outcomes
Participants will describe basic
training methods that utilize principles of adult learning theory to effectively
present training content to diverse groups of adult learners.
Participants will select training methods that utilize principles of adult learning theory to effectively present training content to diverse groups of adult learners.
Roadmap
Provide the definition and rationale for ‘training methods’.
Discuss four criteria to consider when selecting training
methods.
Identify training methods that support specific principles
of adult learning theory.
[ms_panel title=”Training Methods” title_color=”#1a72bf” border_color=”#1a72bf ” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]?Please refer to the Handout FET: Training Design pages 20-29.?[/ms_panel]
Up to this point you have learned about the what, why and how of the Needs Assessment, developed a Needs Assessment plan, and learned the importance of Core Content. Now you are ready to put the content together, beginning with Identifying Outcomes. You are going to learn about the difference between a Workplace Outcome and a Training Outcome. You also will learn how to write SMART Outcomes and apply that criteria to outcomes you have written or will write.
In 2002, KIDS NOW began planning for the PDF. Workgroups developed individual components of the state wide system with a goal of improving Kentucky’s quality of Early Care and Education through high quality professional development.
The Vision for Kentucky
KIDS Now = Kentucky Invests in Developing Success NOW
Vision
Statement: All young
children in Kentucky are healthy and safe, possess the foundation that will
enable school and personal success, and live in strong families that are
supported and strengthened within their communities.
The PDF is based on research that shows:
Reference: American Federation of teachers, 2002; Kagan & Neuman, 1996; Learning to Care, 1998; North Carolina Partnership, 1998; Whitebrook, Howes, & Phillips, 1990.
