PROCESS
â Workshops are an extremely flexible and effective method for training, learning, development, change in leadership, team building and problem solving. It is Designed to enhance communication and leadership skills, build confidence and self-esteem and improve interpersonal skills such as conflict resolution and avoidance.
â Workshops combine training, development, team-building, communications, motivation and planning. Participation and involvement of PREFECTS would increase the sense of ownership and empowerment, and facilitates the development of organizations and individuals. Workshops is aimed to be effective in managing change and achieving improvement, and particularly the creation of initiatives, plans, process and actions to achieve particular business and organizational aims. This workshop would also be great for breaking down barriers, improving communications inside and outside of streams and classes and social backgrounds.
Basic Workshop Format:
â Prior to workshop session identify and agree via consultation with the team the aim/opportunity area to be addressed.
â It's also important to decide workshop objectives in relation to the team's 'maturity', experience and development to understand and agree the level of freedom and responsibility to give the team during workshops, and in agreeing workshop follow-up actions and responsibilities.
â Set suitable date and venue for meeting and issue agenda, with verbal explanation/reassurance if necessary .
â At start of workshop, introduce aim and process - agree expectations - answer queries. (5 mins)
â Brainstorm the ideas and opportunities with the whole group - flip chart is best . (10-20 mins)
â Split the group into pairs or threes (more usually creates passengers) and ask them to come up with outline actions/initiatives/plans to achieve agreed purpose/aim. (20-30 mins)
â Have groups present back their ideas - review and praise positives aspects in each, and gently agree areas which would benefit from improvement/refining. (max 5 mins per group)
â Then task and agree for groups or individuals to refine outline plans into clear objectives during the workshop, or afterwards which can then be followed up and coached during implementation.
â Follow up, coach, encourage, support and invite ideas for future workshop items and process improvements.
ASG 23-2-2007
OBJECTIVES
Learning Style
Communication
Leadership
Motivation
Teamwork
L e a d e r s h i p
M o t i v a t i o n
Learning Style
Communications
Teamwork
STEP BY STEP FOLLOW UP
Learning Style
Method:-
VAK Learning Styles Self-Assessment Questionnaire
Circle or tick the answer that most represents how you generally behave.
ASG 23-2-2007
(It’s best to complete the questionnaire before reading the accompanying explanation.)
1. When I operate new equipment I generally:
a) read the instructions first
b) listen to an explanation from someone who has used it before
c) go ahead and have a go, I can figure it out as I use it
2. When I need directions for travelling I usually:
a) look at a map
b) ask for spoken directions
c) follow my nose and maybe use a compass
3. When I cook a new dish, I like to:
a) follow a written recipe
b) call a friend for an explanation
c) follow my instincts, testing as I cook
4. If I am teaching someone something new, I tend to:
a) write instructions down for them
b) give them a verbal explanation
c) demonstrate first and then let them have a go
5. I tend to say:
a) watch how I do it
b) listen to me explain
c) you have a go
6. During my free time I most enjoy:
a) going to museums and galleries
b) listening to music and talking to my friends
c) playing sport or doing DIY
7. When I go shopping for clothes, I tend to:
a) imagine what they would look like on
b) discuss them with the shop staff
c) try them on and test them out
8. When I am choosing a holiday I usually:
a) read lots of brochures
b) listen to recommendations from friends
c) imagine what it would be like to be there
ASG 23-2-20079. If I was buying a new car, I would:
a) read reviews in newspapers and magazines
b) discuss what I need with my friends
c) test-drive lots of different types
10. When I am learning a new skill, I am most comfortable:
a) watching what the teacher is doing
b) talking through with the teacher exactly what I’m supposed to do
c) giving it a try myself and work it out as I go
11. If I am choosing food off a menu, I tend to:
a) imagine what the food will look like
b) talk through the options in my head or with my partner
c) imagine what the food will taste like
12. When I listen to a band, I can’t help:
a) watching the band members and other people in the audience
b) listening to the lyrics and the beats
c) moving in time with the music
13. When I concentrate, I most often:
a) focus on the words or the pictures in front of me
b) discuss the problem and the possible solutions in my head
c) move around a lot, fiddle with pens and pencils and touch things
14. I choose household furnishings because I like:
a) their colours and how they look
b) the descriptions the sales-people give me
c) their textures and what it feels like to touch them
15. My first memory is of:
a) looking at something
b) being spoken to
c) doing something
16. When I am anxious, I:
a) visualise the worst-case scenarios
b) talk over in my head what worries me most
c) can’t sit still, fiddle and move around constantly
17. I feel especially connected to other people because of:
a) how they look
b) what they say to me
c) how they make me feel
ASG 23-2-200718. When I have to revise for an exam, I generally:
a) write lots of revision notes and diagrams
b) talk over my notes, alone or with other people
c) imagine making the movement or creating the formula
19. If I am explaining to someone I tend to:
a) show them what I mean
b) explain to them in different ways until they understand
c) encourage them to try and talk them through my idea as they do it
20. I really love:
a) watching films, photography, looking at art or people watching
b) listening to music, the radio or talking to friends
c) taking part in sporting activities, eating fine foods and wines or dancing
21. Most of my free time is spent:
a) watching television
b) talking to friends
c) doing physical activity or making things
22. When I first contact a new person, I usually:
a) arrange a face to face meeting
b) talk to them on the telephone
c) try to get together whilst doing something else, such as an activity or a meal
23. I first notice how people:
a) look and dress
b) sound and speak
c) stand and move
24. If I am angry, I tend to:
a) keep replaying in my mind what it is that has upset me
b) raise my voice and tell people how I feel
c) stamp about, slam doors and physically demonstrate my anger
25. I find it easiest to remember:
a) faces
b) names
c) things I have done
26. I think that you can tell if someone is lying if:
a) they avoid looking at you
b) their voices changes
c) they give me funny vibes
ASG 23-2-200727. When I meet an old friend:
a) I say “it’s great to see you!”
b) I say “it’s great to hear from you!”
c) I give them a hug or a handshake
28. I remember things best by:
a) writing notes or keeping printed details
b) saying them aloud or repeating words and key points in my head
c) doing and practising the activity or imagining it being done
29. If I have to complain about faulty goods, I am most comfortable:
a) writing a letter
b) complaining over the phone
c) taking the item back to the store or posting it to head office
30. I tend to say:
a) I see what you mean
b) I hear what you are saying
c) I know how you feel
Now add up how many A’s, B’s and C’s you selected.
A’s = B’s = C’s =
If you chose mostly A’s you have a VISUAL learning style.
If you chose mostly B’s you have an AUDITORY learning style.
If you chose mostly C’s you have a KINAESTHETIC learning style.
Some people find that their learning style may be a blend of two or three styles, in this case read about the styles that apply to you in the explanation below.
When you have identified your learning style(s), read the learning styles explanations and consider how this might help you to identify learning and development that best meets your preference(s).
Now see the VAK Learning Styles Explanation.
ASG 23-2-2007VAK Learning Styles Explanation
The VAK learning styles model suggests that most people can be divided into one of three preferred styles of learning. These three styles are as follows, (and there is no right or wrong learning style):
Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.
Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!
Someone with a Kinaesthetic learning style has a preference for physical experience - touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first!
People commonly have a main preferred learning style, but this will be part of a blend of all three. Some people have a very strong preference; other people have a more even mixture of two or less commonly, three styles.
When you know your preferred learning style(s) you understand the type of learning that best suits you. This enables you to choose the types of learning that work best for you.
There is no right or wrong learning style. The point is that there are types of learning that are right for your own preferred learning style.
Communication
Method:-
Johari Window
ASG 23-2-2007
Johari Window model
JOHARI WINDOW QUESTIONNAIRE
Instructions: Read each numbered item carefully. Read the statements marked “A” and “B.” Determine which statement is most similar to what you would do. Assign a point value to the A and B statements using the following scale. The total point value for A and B is five (5).
If statement A is most similar to what you would do: A = 5 B = 0
If statement A is not satisfactory, but better than B: A = 4 or 3 B = 1 or 2
If statement B is most similar to what you would do: A = 0 B = 5
If statement B is not satisfactory, but better than A: A = 1 or 2 B = 4 or 3 - Simplify
1. If a friend of mine had a “personality conflict” with a mutual acquaintance of ours and I thought it was important for them to get along, I would:
¾ A. Tell my friend that I felt s/he was partially responsible for any problems with this other person and try to let him/her know how the person was being affected by him/her.
¾ B. Not get involved because I wouldn’t be able to continue to get along with both of them once I had entered into their conflict in any way.
2. If one of my friends and I had a heated argument in the past and I realized that s/he was ill at ease around me from that time on, I would:
¾ A. Just let the whole thing drop to avoid making things worse by discussing it.
¾ B. Bring up his/her behavior and ask how s/he felt the argument had affected our relationship.
3. If a friend began to avoid me and act in an aloof and withdrawn manner, I would:
¾ A. Tell him/her about his/her behavior and suggest that s/he tell me what was on his/her mind.
¾ B. Follow his/her lead & keep our contact brief & aloof since that seems to be what s/he wants.
4. If two of my friends and I were talking and one of them slipped and brought up a personal problem of mine that involved the other friend, of which s/he was not yet aware, I would:
¾ A. Change the subject and signal my friend to do the same.
¾ B. Briefly explain what the other friend was talking about and suggest that we go into it later.
5. If a friend of mine were to tell me that, in his/her opinion, I was doing things that made me less effective than I might be in social situations, I would:
¾ A. Ask him/her to describe what s/he has observed and suggest changes I might make.
¾ B. Resent his/her criticism and let him/her know why I behave the way I do.
ASG 23-2-2007
6. If one of my friends aspired to an office in our organization for which I felt s/he was unqualified, and if s/he had been tentatively assigned to that position by the leader of our group, I would:
¾ A. Not mention any misgivings to either my friend or the leader of our group and let them handle it in their own way.
¾ B. Tell my friend and the group leader of my misgivings and leave the final decision to them.
7. If I felt that one of my friends was being unfair to me and his/her other friends, but none of the other friends had mentioned anything about it, I would:
¾ A. Ask the other friends how they perceive the situation to see if they felt s/he was being unfair.
¾ B. Not ask the others how they perceive our friend, but wait for them to bring it up with me.
8. If I were preoccupied with some personal matters and a friend told me that I had become irritated with him/her and others and that I was jumping on him/her for unimportant things, I would:
¾ A. Tell him/her I was preoccupied and would probably be on edge for a while.
¾ B. Listen to his/her complaints but not explain myself to him/her.
9. If I had heard some friends discussing an ugly rumor about a friend of mine which I knew could hurt him/her and s/he asked me what I knew about it, if anything, I would:
¾ A. Say I didn’t know anything and tell him/her our friends wouldn’t believe ugly rumors anyway.
¾ B. Tell him/her exactly what I had heard, when I had heard it, and from whom I had heard it.
10. If a friend said that I had a personality conflict with another friend who was important to me, I would:
¾ A. Consider his/her comments out of line and tell him/her I didn’t want to discuss the matter.
¾ B. Talk about it openly with him/her to find out how my behavior was being affected by this.
11. If my relationship with a friend has been damaged by repeated arguments on an issue of importance to us both, I would:
¾ A. Be cautious in my conversations with him/her so the issue would not come up again to worsen our relationship.
¾ B. Explain the problems the controversy is causing for our relationship and suggest that we discuss it until we get it resolved.
12. If in a conversation with a friend about his/her personal problems and behavior s/he suddenly suggested we discuss my problems and behavior as well as his/her own, I would:
¾ A. Be evasive and try to keep the discussion away from me.
ASG 23-2-2007
¾ B. Welcome the opportunity to hear what s/he felt about me and encourage his/her comments.
13. If a friend of mine began to tell me about his/her hostile feelings about another friend whom s/he felt was being unkind to others (and I agreed wholeheartedly), I would:
¾ A. Listen and also express my own feelings to her/him so s/he would know where I stood.
¾ B. Listen, but not express my own negative views and opinion because s/he might repeat what I said in confidence.
14. If an ugly rumor was being told about me and I suspected that one of my friends had heard it, I would:
¾ A. Avoid mentioning the issue and leave it to him/her to tell me about it if s/he wanted to.
¾ B. Risk putting him/her on the spot by asking directly what s/he knew about the rumor.
15. If had observed a friend in social situations and thought that s/he was doing a number of things which hurt his/her relationships, I would:
¾ A. Risk being seen as a busy-body and tell him/her what I had observed and my reactions to it.
¾ B. Keep my opinion to myself rather than be seen as interfering in what is none of my business.
16. If two friends and I were talking and one of them inadvertently mentioned a personal problem which involved me, but of which I knew nothing, I would:
¾ A. Press them for information about the problem and their opinions on it.
¾ B. Leave it up to my friends to tell me or not, letting them change the subject if they wished.
17. If a friend seemed to be preoccupied and began to jump on me for seemingly unimportant things, as well as others without real cause, I would:
¾ A. Treat him/her with kid gloves for a while on the assumption that s/he was having some temporary personal problems which were none of my business.
¾ B. Try to talk to him/her about it and explain how his/her behavior was affecting others.
18. If I had begun to dislike certain habits of a friend to the point that it was interfering with my enjoyment of their company, I would:
¾ A. Say nothing to him/her directly, but let him/her know my feelings by ignoring him/her whenever the annoying habits were obvious.
¾ B. Get my feelings out in the open and clear the air so that we could continue our friendship comfortably and enjoyably.
19. In discussing social behavior with one of my more sensitive friends, I would:
¾ A. Avoid mentioning his/her flaws and weaknesses so as not to hurt his/her feelings.
¾ B. Focus on his/her flaws and weaknesses so s/he could improve his/her interpersonal skills. ASG 23-2-2007
20. If I knew my friends’ attitudes toward me had become rather negative lately and I knew I might be assigned an important position in our group, I would:
¾ A. Discuss my shortcomings with my friends so I could see where to improve.
¾ B. Try to figure out my own shortcomings by myself so I could improve.
Leadership
Method:-
Leadership Activity
Leadership Race Consider using this as to find out the Group profile.
Materials Needed: 2 Pieces of String
for the start and finish lines
List of leadership traits or
statements related to the group
Candy/Prizes (if desired)
Time: 10-15 minutes (depending on group size)
Activity Steps:
1. All participants are to line up at the starting line.
2. Instruct the group that if the statement you read is true about them, they can take one step forward. If the statement is not true about them, they are to stay put.
3. Continue reading statements until you have a winner or group of winners in the Leadership Race.
4. Sample statements:
You like working with people.
You have computer skills.
You have ever babysat in your life.
You are considered a good listener.
You make your bed every day.
Motivation
Method:-
Questionnaire
ASG 23-2-2007
Leaders Questionnaire - Empowerment Motivation For Prefects - Walking the Talk
This questionnaire on student and subordinate motivation focuses on the role of leaders in empowering other kids and improving motivation. Answer the questions honestly to score your motivational capability. Tick whichever is applicable to you.
q I arrive at the school and all other duties on time and do not leave early.
q I expect the same levels of accuracy in my own work as my subordinates.
q I do not blame others. I take responsibility for my part in mistakes.
q I encourage a 'no blame' culture where others are able to admit mistakes and learn from them.
q I do not keep secrets from my subordinates.
q I do not encourage gossip or rumor.
q I set high ethical standards for my behavior towards other students and hold myself to those standards.
q I ensure that students have the adequate extra classes they require.
q I participate in workshops to improve my own skills and competencies.
q Students have an active role in developing objectives for themselves, their team and the company as a whole.
q I regularly check that objectives between different parts of the team or school are harmonious. Everyone pulls together for the same end rather than competing for different results.
q I have a clear system for handling student discontent.
q Students are aware of the system for handling discontent and feel encouraged to use it to address problems.
q Members of my team do not ask me simple questions. Significant matters are brought to my attention. But smaller challenges are considered and resolved by those responsible. I am not bothered by minor matters.
q I do not build rapport with my team by sharing my weaknesses and fears. I am honest but professional.
q Students are encouraged to make mistakes.
q Students tell me when mistakes have been made, how they have been rectified and what the key learnings are from such mistakes.
q I have a coach or mentor who keeps me focused and motivated about my work.
q I do not teach. Instead I lead, share, encourage and stimulate team members to grow, develop and learn.
q I trust my team-‘students’.
Total score ……….
Interpretation:
15 to 20: Well done. You are walking the talk. Of those statements you were unable to tick, which ones would you like to work on?
10-14: The basics are there. Now you need to upgrade. What would need to change for you to score 15 or more? ASG 23-2-2007
5-9: You need to raise your standards. Some essential systems are missing in terms of empowerment motivation for employees. Commit to raising your score to 15 in the next 3 months.
0-4: You can probably see the results of your lack of integrity in your team. Take three simple steps to improve employee motivation immediately. Commit to raising your score to 15 in the next 6 months.
Teamwork
Team Building Activities that encourage people to work together as a team
BROKEN SQUARES
Activity: Group/Team
Time: 30 minutes
Participants: 6 - 18
Materials:
A set of broken squares (pattern at the end of the exercise), Team Instructions, Observer Instructions.
Purpose:
Get the group working as a team, break the ice.
Expose the participants to behaviors that may contribute toward or obstruct group problem solving.
Learning Points:
Participation and cooperation by all members of a team are essential to attain team and individual goals. ASG 23-2-2007
It is necessary to understand the objectives of the task at hand.
Lack of communication makes the problem-solving process almost impossible.
Problem solving requires that team members keep an open mind to a variety of potential solutions.
Preparation and Notes for Facilitator:
J Make the broken squares by using the template below.
J Draw or enlarge on a copy machine, until each square is about 6 X 6 inches.
J Cut the squares apart on the lines. Mix them up and then put an equal (or about equal) number of pieces in 5 envelopes.
J Make sure each group has 5 complete squares or one set.
J You will need one set for each team of 5 members.
J If you use card stock 60 lb. or heavier you should be able to use the same squares over and over again. (A good way to recycle old manila folders.)
J Print Instructions for each team and a set of instructions for each judge/observer.
NOTE: Teams must have 5-6 members each.
Each subgroup should congregate in separate locations.
For subgroups having six members, ask one person from the sub-group to volunteer to as a judge/observer. Give each judge/observer an instruction sheet.
Give each of the subgroups it's set of five broken square envelopes, and instruct the subgroups to distribute one envelope to each of the five participants. (Do not open the envelopes until instructed to do so.). ASG 23-2-2007
Give each subgroup its copy of the "Broken Squares Team Instruction." Read these instructions to the subgroups. Ask for questions or ask the group questions to ensure understanding.
Instruct the subgroups to begin the task. Monitor the subgroups, along with the judge/observers, to ensure that the subgroups follow the rules fairly closely.
When the subgroups complete the task or time runs out, have the judge/observer help you lead a discussion of the experience. Ask, "What happened during the process?" Encourage the team to relate this experience to their work situation.
Have the entire team develop a set of learning points, which you record on a flipchart.
Team Instructions:
J Each of you has been given an envelope that contains pieces of a puzzle.
J When the facilitator gives you the OK to begin, you may begin to reach your objective which follows:
Objective:
Your team will be successful when there is a perfect square, each of the same size, in front of each team member.
Important:
C You may use only the pieces provided.
C No member may speak or gesture in any way throughout the activity
C Members may not ask another member for a piece, take a piece from another member, or in signal in any way that another person is to give them a piece. ASG 23-2-2007
C Members may give pieces to other members.
C Members may not place their puzzle pieces in the center area for other team members to take.
C Your team will have up to 20 minutes in which to meet your individual and team goals.
Observer/Judge Instructions:
Your job is part observer and part judge:
As a Judge, make sure each participant observes the following rules:
There is no talking, pointing, or any other kind of communication.
Participants may give pieces directly to other participants but may not take pieces from other members.
Participants may not place their pieces into the center for others to take.
It is okay for a member to give away all the pieces to their puzzle, even if they have already formed a square.
As an Observer, look for the following:
How willing were members to give away pieces of the puzzle?
Were participants more interested in getting than in giving?
Did anyone finish their puzzle, and then withdraw him or herself from the group problem solving?
If so, how did it affect the rest of the team?
Did dominant individuals emerge, or did everyone seem to participate equally?
Did you detect evidence of frustration? How did it affect the group?
What was the critical turning point(s) affecting the teams working together?
Other observations?
ASG 23-2-2007
Broken Squares
Answer Key
Squares should be reproduced, either
on the computer, or a copy machine
to be about 6-8 inches in size. Each
square should be the same size before
1
2
3
4
5you cut them into the pieces shown.
ASG 23-2-07
SPIDER WEB
Activity: Group/Team
Time: 30 –40 Minutes
Participants: 7 – 15
Materials:
1 large ball of yarn or string
1 roll of duct tape
1 pair of scissors
Purpose:
Wonderful problem solving activity for teams.
It requires the entire team to manage their differences (size, disposition, strength, intelligence, etc.), it requires commitment, it’s very physical without being strenuous, and it's fun,
The object of the game is to score points by passing everyone through holes in a spider web without touching the web. (Remember this when building the web. Make openings different size. Make sure there is a hole large enough for everyone to go through.)
The problem brings up all the standard group/team problem solving issues, quality issues, (what is a web touch?), ethical issues (calling a touch when you see one), and strategic issues (when do we cut our losses). ASG 23-2-2007
Safety:
C Do not allow any one to dive though the web.
C NO HEADFIRST! Stop the action if this is about to happen.
C When they are lifting some one, remind them to protect the participant’s neck and shoulders.
C Stop action if they are doing anything that you deem dangerous.
C If the web breaks, you may stop the activity and make repairs or start the review.
Building the Web:
Choose a location with two fixed objects (such as two trees, walls, a hallway, a stake and a tree) 8 - 14 feet apart. If outside, make sure there are not a lot of branches hanging over the site and that the ground is free of hazards. Sometimes you need to use a metal pole and a tree. If you are building a web in-doors, use duct tape on the walls and floors. Watch for it as it may be pulled loose during the activity.
Tie and weave the string/yarn between the items you have chosen in a web like fashion.
Make at least two more holes than you have participants in the group.
You should make some easier holes (like underneath the web) and some more difficult holes (smaller or higher). It’s also good to have two or three extra holes so that the participants have some decisions to make.
Make the general structure of the web with one piece of string instead of many pieces tied off. String the web from one object to another, back and forth until you have a structure.
When stringing the web, you do not need to tie a knot at each cross of the yarn. You do need to wrap the active string around each stationary string it crosses. Each time you take a turn around the object or stationary string, pull it tight. There should be no slack in the web.
Use shorter pieces of the string to divide the large holes into smaller ones. ASG 23-2-2007
Team Instructions:
GOAL: To get the highest final score you can.
The specifications:
A point is scored each time a person passes entirely through an opening in the web without touching it.
Once a person goes through an opening, the hole is closed. No one else can go through that hole.
If each person in the group scores, all the holes reopen and can be used again to score additional points, if time permits.
You may use the openings between the ground and the string, and between the wall and the string.
If any person touches a string at any time, all must return to the starting side of the web, the score returns to zero, and all holes are open for scoring.
All members of your group must start from the original side of the web.
No one may go over or around the web, except when returning to start over.
You may not alter the web in any way.
Both the coach and the team members are responsible for monitoring touches of the web.
Each member of the team is responsible for the safety of all others members of the team. Be sure that the head and shoulders of any person being lifted and/or passed are well supported.
Your team’s final score is the number of points it has at the end of 25 minutes.
ASG 23-2-2007
Quick Training Evaluation and Feedback Form, based on Kirkpatrick's Learning Evaluation Model.
kirkpatrick's four levels of training evaluation
This grid illustrates the basic Kirkpatrick structure at a glance.
level
evaluation type (what is measured)
evaluation description and characteristics
examples of evaluation tools and methods
relevance and practicability
1
Reaction
ASG 23-2-2007
reaction evaluation is how the delegates felt, and their personal reactions to the training or learning experience, for example:
did the trainees like and enjoy the training?
did they consider the training relevant?
was it a good use of their time?
did they like the venue, the style, timing, domestics, etc?
level of participation
ease and comfort of experience
level of effort required to make the most of the learning
perceived practicability and potential for applying the learning
typically 'happy sheets'
feedback forms based on subjective personal reaction to the training experience
verbal reaction which can be noted and analysed
post-training surveys or questionnaires
online evaluation or grading by delegates
subsequent verbal or written reports given by delegates to managers back at their jobs
can be done immediately the training ends
very easy to obtain reaction feedback
feedback is not expensive to gather or to analyse for groups
important to know that people were not upset or disappointed
important that people give a positive impression when relating their experience to others who might be deciding whether to experience same
ASG 23-2-2007
2
learning
learning evaluation is the measurement of the increase in knowledge or intellectual capability from before to after the learning experience:
did the trainees learn what what intended to be taught?
did the trainee experience what was intended for them to experience?
what is the extent of advancement or change in the trainees after the training, in the direction or area that was intended?
typically assessments or tests before and after the training
interview or observation can be used before and after although this is time-consuming and can be inconsistent
methods of assessment need to be closely related to the aims of the learning
measurement and analysis is possible and easy on a group scale
reliable, clear scoring and measurements need to be established, so as to limit the risk of inconsistent assessment
hard-copy, electronic, online or interview style assessments are all possible
relatively simple to set up, but more investment and thought required than reaction evaluation
highly relevant and clear-cut for certain training such as quantifiable or technical skills
less easy for more complex learning such as attitudinal development, which is famously difficult to assess
cost escalates if systems are poorly designed, which increases work required to measure and analyse
ASG 23-2-2007
3
behaviour
ASG 23-2-2007
behaviour evaluation is the extent to which the trainees applied the learning and changed their behaviour, and this can be immediately and several months after the training, depending on the situation:
did the trainees put their learning into effect when back on the job?
were the relevant skills and knowledge used
was there noticeable and measurable change in the activity and performance of the trainees when back in their roles?
was the change in behaviour and new level of knowledge sustained?
would the trainee be able to transfer their learning to another person?
is the trainee aware of their change in behaviour, knowledge, skill level?
observation and interview over time are required to assess change, relevance of change, and sustainability of change
arbitrary snapshot assessments are not reliable because people change in different ways at different times
assessments need to be subtle and ongoing, and then transferred to a suitable analysis tool
assessments need to be designed to reduce subjective judgement of the observer or interviewer, which is a variable factor that can affect reliability and consistency of measurements
the opinion of the trainee, which is a relevant indicator, is also subjective and unreliable, and so needs to be measured in a consistent defined way
360-degree feedback is useful method and need not be used before training, because respondents can make a judgement as to change after training, and this can be analysed for groups of respondents and trainees
assessments can be designed around relevant performance scenarios, and specific key performance indicators or criteria
online and electronic assessments are more difficult to incorporate - assessments tend to be more successful when integrated within existing management and coaching protocols
self-assessment can be useful, using carefully designed criteria and measurements
measurement of behaviour change is less easy to quantify and interpret than reaction and learning evaluation
simple quick response systems unlikely to be adequate
cooperation and skill of observers, typically line-managers, are important factors, and difficult to control
management and analysis of ongoing subtle assessments are difficult, and virtually impossible without a well-designed system from the beginning
evaluation of implementation and application is an extremely important assessment - there is little point in a good reaction and good increase in capability if nothing changes back in the job, therefore evaluation in this area is vital, albeit challenging
behaviour change evaluation is possible given good support and involvement from line managers or trainees, so it is helpful to involve them from the start, and to identify benefits for them, which links to the level 4 evaluation below
ASG 23-2-2007
ASG 23-2-2007
4
results
results evaluation is the effect on the business or environment resulting from the improved performance of the trainee - it is the acid test
measures would typically be business or organisational key performance indicators, such as:
volumes, values, percentages, timescales, return on investment, and other quantifiable aspects of organisational performance, for instance; numbers of complaints, staff turnover, attrition, failures, wastage, non-compliance, quality ratings, achievement of standards and accreditations, growth, retention, etc.
it is possible that many of these measures are already in place via normal management systems and reporting
the challenge is to identify which and how relate to to the trainee's input and influence
therefore it is important to identify and agree accountability and relevance with the trainee at the start of the training, so they understand what is to be measured
this process overlays normal good management practice - it simply needs linking to the training input
failure to link to training input type and timing will greatly reduce the ease by which results can be attributed to the training
for senior people particularly, annual appraisals and ongoing agreement of key business objectives are integral to measuring business results derived from training
individually, results evaluation is not particularly difficult; across an entire organisation it becomes very much more challenging, not least because of the reliance on line-management, and the frequency and scale of changing structures, responsibilities and roles, which complicates the process of attributing clear accountability
also, external factors greatly affect organisational and business performance, which cloud the true cause of good or poor results
ASG 23-2-2007
ASG 23-2-2007
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