Evaluating the training (Section -VIII)

At the end of a session or training course it is essential to evaluate the event. Training can be evaluated at many different levels. D. L. Kirkpatrick presented a useful model of training evaluation in the 50s which has not been greatly improved upon. 

Level 1 (Reactions):This level deals with the immediate reactions of participants to the learning event, and their level of satisfaction.

Level 2 (Learning):At this level participants are assessed for what they have learnt. What do participants know now that they didn’t know before the training? What new skills have they mastered?

Level 3 (Behavior):This level is more about the impact the learning has on an individual’s behavior at work. How has what was learned on the course been transferred to their everyday life and work?

Level 4 (Results) :Finally at the results level the impact of the training on the participants’ performance and the community in which they are working is examined.

It is difficult to measure levels three and four without committing fairly significant resources to the process. However all trainers should feel responsible for evaluating the training at levels one and two.

Evaluating reactions can be done at a group or individual level. Some suggestions for group evaluations follow:

Group evaluation

Good/Keep the same Agree Disagree Improve/change

Comments

Each group should make their comments in the spaces. Then within the group they should tick the 'agree or disagree' box. When they have done this on their own flip chart they should go around the other groups and do the tick the 'agree or disagree' boxes on their flip charts.

Individual evaluations

Individual evaluation forms

This can be distributed at the end of a session (for a sample form see appendix 2a) or at the end of a training (for a sample form see appendix 2b). Participants can either fill in the form immediately or the trainer can allow some reflection time and ask for forms to be sent in after the training. Unfortunately there is generally a few who will not return the form so for the fullest results ask participants to fill it in immediately. 

 

Finally say good bye to participants and indicate what will happen next.

Finally remember the following…!

The power of suggestion

Make sure that you do not ‘suggest’ to participants that time is too short, the next bit will be boring etc. or you will see your comments come straight back in the evaluation form! In other words do not introduce negative comments – they will be reflected back and discourage participants.

Do not be afraid of silences

It is easy to imagine that you should fill a silence; however silences can seem longer than they really are. Give space for participants to come up with a suggestion or answer, rather than immediately moving on.

Making the training materials your own

Make sure that you are comfortable with the training materials – any level of discomfort reveals itself very quickly to the participants. Do not accept that you have to run things as given. You should adapt the materials to you’re your training style, the needs of the participants and context in which you are working.

Try to think of new ways of doing things and different ways of looking at concepts. Adapt exercises to suit your own context; use images from your context to illustrate points or develop role plays or short case studies to problem solve issues from your own context.

Using images

Use images to illustrate your context. Images can send powerful messages in a much shorter time, and often more effectively, than words. They also appeal to the visual learners and change the dynamic of the training.

Video clips can provide diverting material and can often illustrate a point more realistically then a case study, for example. See references in the Security Modules for video clips.

Set clear objectives

Many trainers live with the fear that there will be too much time or too little time to achieve the learning objectives for the session. Allow a little more time than you would imagine you need, (no participant minds an early or longer break), and ensure that you have built in measures to assess learning so you know whether or not you have achieved your objectives.

Set them at the beginning – don’t plan your session and fill in the objectives later – they really do inform your training session plan!

Include ‘hooks’ or ‘bangs’

Think of ways to start sessions off which will catch the interest of the participants. These have to be your own as you will only be comfortable with your own material. Examples may be starting with a personal anecdote that relates to the session – this is particularly effective when dealing with personal skills or attitudes. Another example would be to provide a prop or video clip that illustrates one of the learning points in the session.

Whatever you use should be a link to the subject, should last no more than a minute or two and should be designed to catch interest.

Say it, say it again and then say what you said

It is essential to reinforce key messages in a variety of ways. This may mean that you present some information, use a practical exercise so participants can apply the information and then recap the key points at the end of the session.

Communicate with learners

Obviously you will have every opportunity to communicate with the participants during the training session, however a good trainer should be talking to participants before the training, on the training during informal sessions such as breaks and also post training.

Arranging the training room

There are many ways to seat a group to maximize interaction, and it obviously depends on the size of the group, the room and the activities that are to be undertaken. The important thing to remember is that as the trainer you take control of the room, and change the lay out to suit the training session, even if this means moving grumbling participants who are happily seated in a back row! Don’t start training until you are happy with the lay out.

Be prepared to throw the plan out of the window!

It is difficult sometimes to completely change direction if you are an ‘occasional’ trainer or are not completely confident with the training materials. However it is more important to satisfy the learning needs of the participants than religiously follow your plan, this means being flexible, listening to the feedback you are getting from participants and responding and adapting the programme as appropriate.

 Appendix 1: Suggested agenda

Appendix 2a: Lead trainer responsibilities chart

 The role of the lead trainer is generally to organise the training and take responsibility for all aspects of coordinating the set up, delivery, evaluation and follow up to the training. The chart below outlines typical responsibilities.  

Before the course

1. Assess learning needs and finalise participant list.
2. Review any previous training evaluations.
3. Review the agency context assessment.
4. Identify and brief additional trainers and resource people.
5. Hold a planning meeting to prepare the agenda, objectives and content of the training.
6. Identify and book the venue, conduct a risk assessment for the venue
7. Amend materials to suit the context.
8. Liaise with administration officer to check budget and issues concerning venue.
9. Inform administrator of resource and equipment needs including handouts, stationary and equipment etc.
10. Prepare and photocopy handouts and other reference documents.
11. Liaise with administration officer on travel arrangements for participants.
12. Travel to venue in time to meet other trainers, discuss any outstanding issues on understandings of training together.
13. Set out room for training, including checking all equipment.

During the course

1. Open and close the course and take responsibility for heath and safety during the course.
2. Operate on your own or as a team with co-trainers to deliver sessions, keep to time or adapt timetable as necessary, inform participants of breaks, return times etc.
3. Monitor the progress of the training and informally evaluate the learning of participants.
4. Make evaluation notes on the session briefs in the course file.
5. Amend the training as necessary.
6. Welcome and ensure that all resource people are looked after.
7. Run evaluation of the course.
8. Distribute attendance certificates.
9. Clear training room, check and pack all resources and organise their return.
10. Hold a 'debrief' with co-trainers, making notes for course report.

After the course

1.  Write course report with lessons learned and recommendations for future trainings.
2. Follow up with agency managers regarding participant performance (e.g. after 3 months).

Appendix 2b: Co-trainer responsibilities chart

 The role of the co-trainer is to support and assist the lead trainer as specified. Generally the co-trainer will also have responsibilities relating to specific sessions on the course.

Before the course

1. Familiarize yourself with participants’ security experience.
2. Familiarize yourself with the agency context assessment.
3. Review previous evaluation notes for sessions.
4. Liaise with convener and other trainers on course planning, including objectives, content and methodology.
5. Prepare for own sessions.
6. Develop context specific materials for your session.

During the course

1. Assist with setting up the training venue and checking equipment.
2. Operate on your own or as a team with co-trainers to deliver sessions, keep to time or adapt timetable as necessary, inform participants of breaks, return times etc.
3. Support and assist course convenor and administrator with delivery of training and other practicalities arising from the training.
4. Assist in clearing of training room, check and pack all resources and organise their return.

After the course

1. Read internal draft of the course report and feed in with own comments and edits.
2. Write up session evaluation reports – and recommendations for any key lessons learnt/changes to standard session briefs and submit to the course convener.

Appendix 2b: Co-trainer responsibilities chart

 The role of the co-trainer is to support and assist the lead trainer as specified. Generally the co-trainer will also have responsibilities relating to specific sessions on the course.  

Before the course

1. Familiarise yourself with participants’ security experience.
2. Familiarise yourself with the agency context assessment.
3. Review previous evaluation notes for sessions.
4. Liaise with convenor and other trainers on course planning, including objectives, content and methodology.
5. Prepare for own sessions.
6. Develop context specific materials for your session.

During the course

1. Assist with setting up the training venue and checking equipment.
2. Operate on your own or as a team with co-trainers to deliver sessions, keep to time or adapt timetable as necessary, inform participants of breaks, return times etc.
3. Support and assist course convenor and administrator with delivery of training and other practicalities arising from the training.
4. Assist in clearing of training room, check and pack all resources and organise their return.

After the course

1. Read internal draft of the course report and feed in with own comments and edits.
2. Write up session evaluation reports – and recommendations for any key lessons learnt/changes to standard session briefs and submit to the course convener.

Before the course

1. Familiarise yourself with participants’ security experience.
2. Familiarise yourself with the agency context assessment.
3. Review previous evaluation notes for sessions.
4. Liaise with convenor and other trainers on course planning, including objectives, content and methodology.
5. Prepare for own sessions.
6. Develop context specific materials for your session.

During the course

1. Assist with setting up the training venue and checking equipment.
2. Operate on your own or as a team with co-trainers to deliver sessions, keep to time or adapt timetable as necessary, inform participants of breaks, return times etc.
3. Support and assist course convenor and administrator with delivery of training and other practicalities arising from the training.
4. Assist in clearing of training room, check and pack all resources and organise their return.

After the course

1. Read internal draft of the course report and feed in with own comments and edits.
2. Write up session evaluation reports – and recommendations for any key lessons learnt/changes to standard session briefs and submit to the course convenor.

Appendix 3a: Individual Evaluation Form (end of session)

Date of Module:      Location:

Facilitators:  

Please complete and return this form to the facilitators at the end of the workshop.

Your frank evaluations are greatly appreciated. 

Please circle the following categories on a scale of 1 – 4, where 4 = excellent and 1 = poor. 

The achievement of the workshop aims and objectives                                   1  2  3  4

The meeting of your personal expectations                                                      1  2  3  4

The relevance of the content of the workshop to your work                            1  2  3  4

The pace and the balance of the workshop to your needs                              1  2  3  4

The quality of the learning materials and aids                                                  1  2  3  4

The facilitation and presentation of the training                                                1  2  3  4

The quality of the pre-training information received                                    1 2 3 4

The quality of the venue and accommodation                                                   1  2  3  4 

1. Which parts of the module were most useful for you?  
2. What improvements/changes would you suggest?  
3. How will you use what you have learned in your work?
4. Please give any other comments/suggestions.

Appendix 3b: Individual Evaluation Form (end of course)

 Your feedback helps us to evaluate and improve this training for the next time.

1. Course objectives

 1.1 To what extent do you feel your personal learning objectives have been achieved?

Not met Partially met Mostly met Totally met

1.2 Which of your personal objectives were not achieved, and why? 

2. Course relevance

 2. 1. Which parts of the training do you feel will be most useful back at work? 

2.2.Which parts of the training do you feel were least useful, or not at all useful for work?

2.3. Are there additional topics you would like included?

2.4. To make way for additional material what would you leave out?

2.5. How would you rate the programme overall?

No use Little use Quite useful Very useful

3. Presentation

3.1 The handouts and visual aids that were given were:

No use Little use Quite useful Very useful

3.2 The presentation and facilitation of the course was:

No use Little use Quite useful Very useful

3.3 What did you like about the way in which the course was presented and facilitated? 

3.3 How do you think the presentation and facilitation of the course can be improved? 

 4. Course handouts and visual aids

  4.1 How do you think the handouts can be improved? 

 6. Satisfaction

 6.1 Overall, how would you rate this course?

Poor Fair Good Very good

 Thank you very much for completing this evaluation form

 If you have further feedback, please contact:mail id