Training Outcome and Workplace Outcome S20

“Outcome” focuses on the change for the participant after attending the training session.

In FET, you focus on two different outcomes:

1)  Training Outcomes: What participants will better understand and know how to do at the end of a training session. Training Outcomes give the participant a guide as to what is expected of them during training and they give the trainer a way to determine how well the participants are grasping the knowledge and skills being discussed and practiced during the training session.

2)  Workplace Outcome: The actual change of behavior participants make when they return to their workplace and begin the practice and implementation. The work during training and the continued practice back in the workplace lead to achievement of the Workplace Outcome.

The Workplace Outcome will be directly related to the Core Competency that was selected.

The Training Outcome will be directly related to the knowledge (what they will learn) and skills (what they will do) that are addressed during the training session.

Here is an example: What do participants need to do in order to assist in arranging materials to allow and encourage appropriate independence for 3-5 year olds in a preschool classroom or home child care setting?

There may be additional skills or actions that could be included in the list below, but this is what could be identified:

What participants must DO: (Skills)

Identify and locate materials listed on lesson plans

Sort materials according to learning centers/areas in the classroom or home environment

Assist in placing materials and corresponding labels on shelving in correct centers/areas

Describe how materials support specific behavioral characteristics of the preoperational child

There may be additional pieces of knowledge that could be included in the list below, but this is what could be identified:

What participants must LEARN: (Knowledge)

The behavioral characteristics of the preoperational child

Amount and variety of materials that are appropriate for 3-5 year olds

How behavioral characteristics connect to materials appropriate for 3-5 year-olds

Which learning centers/areas the materials should be placed into and why

Types of labels and rationale for using a variety of labels