Training & Evaluation guidance for delivering quality education programs: ” we strongly suggest that you take the right steps to ensure that training is actually accomplishing what it was intended to do and contributing to the bottom line. Don’t think about evaluation in terms of demonstrating overall value until you are sure you have done all you can to ensure that your training programs are effective” (pg. 3, Kirkpatrick & Kirkpatrick, 2009).
Ten Requirements for an Effective Training Program
Base the program on the needs of the participants.
Needs analysis from the learners on what they need to learn and also what the organisation needs to develop.
View from the perspective of managers and the organisation.
Set learning objectives.
What is expected to be learned
Any behaviour or cultural changes?
Schedule the program at the right time.
Best method of delivery and time/day for the learners. Engage a positive mindset from the start.
Hold the program at the right place with the right amenities.
Right location for appropriate amenities and travel time.
Invite the right people to attend.
Right number, right mix of hierarchy within team members.
Select effective instructors.
Internal or external subject matter experts.
Use effective techniques and aids.
Accomplish the program objectives (return to point 2).
Update from social media discussion following this post was a resource shared called Learning Transfer Evaluation Model (LTEM) by Work-Learning Research, which “is an improvement over the Kirkpatrick-Katzell Four-Level Model in many respects, notably providing significant improvement and specificity in regards to learning outcomes. Where the Four-Level model crammed all learning into one bucket, LTEM differentiates between knowledge, decision-making, and task competence—enabling learning teams to target more meaningful learning outcomes.”
Kirkpatrick, D. L. (2009). Implementing the four levels: A practical guide for effective evaluation of training programs. ReadHowYouWant.com [excerpt].
Here are a few quick revision tips to put into practice when studying.
Chunking Theory: Make it bitesize the content you are learning. It’s unlikely you can remember entire chapters, so take keypoints and relate them to the clinical environment (make the hooks to link theory to clinical situations)
Challenge: Test yourself, check the textbooks you are using and often you will find questions to challenge your knowledge.
Recall: Try to recall the main ideas when you have completed an article or chapter. Repeat this recall at a different time, maybe when exercising or sitting on the bus. Can you recall all the salient points?
Background: There is a vast amount of data around the science of learning. The evidence comes from an array of specialties, from cognitive psychology, neuroscience, sociology, anthropology and behavioral economics. Much of the evidence is siloed within each speciality and/or level of education practice from school grade, higher education and the professional workplace domains.
Aim: 6 themes are identified that highlight the complex relationship in supporting education. 12 practical tips are provided for utilising the principles around the science of learning.
Improving the processing of information: Cognitive Load Theory: working memory and processing only certain amount of information and stored in long term memory for later use.
Reduce extraneous load whenever possible, especially relevant for the teacher during course design or presenting new information.
Help learners manage intrinsic load: build schemas through starting by using simple examples then building to complex tasks. Chunking content into manageable or ‘bitesize’ worloads.
Promoting effortful learning: If not used regularly what is learned is often forgotten.
Retrieval practice: by retrieving information from long term memory aids and strengthens neural connections.
Spaced retrieval and interleaving content
Applying learned information to new and varied contexts:
Applied what has been learned to new and different contexts, known as ‘transfer’.
To build schemas with clinical reasoning and problem solving.
Developing expertise: Promote the development of novice to expert.