Our clients and friends constantly seek us out because, although their instructors “get by” when delivering courses, one issue is becoming a real headache: training evaluation. Yes, “if it is not measured, it is no use.” But there is no magic formula: everything depends on what is sought, wanted or needed.
First, define what you want to evaluate. When we ask clients this question, they do not always clearly understand why they are evaluating, much less what to evaluate. Our first decision must therefore concern the assessment's fundamental objective:
(a) Are we trying to evaluate the knowledge of participants after the course?
(b) Are we trying to evaluate the return on training investment?
These are entirely different yet directly related things. Does one depend on the other? Yes, perhaps. But they can be developed as separate units, which is how we recommend approaching them, since this can ultimately reduce information bias.
What is easier? Assessing participants’ acquisition of knowledge, by a wide margin. Several useful techniques can help, which I discussed in an earlier blog post:
- Evaluation of knowledge.
- Skills assessment.
- Evaluation of skills.
- Attitude assessment.
These are obviously not the only ones, but they are the most widely used, common and easy to develop for measuring achievement of training objectives. What comes next? The instructor adds creativity and style, because yes, assessments should also be fun and enjoyable for participants. Remember that most people turn pale when we mention the word “exam”—even if they do not faint.
These assessments must be conducted in every internal training course. For external training, they are an even greater obligation for the consultant providing the service. Be careful: many professionals do not assess training unless the client requests it. That is a serious lack of process and professionalism. Think carefully before choosing that provider again.
Now we have assessed knowledge, obtained hard data on whether participants are progressing, collected evidence of learning and prepared an executive report. Does the work end here? NO! I have to say that many consultants treat follow-up as a separate project. If you request it, they charge a fortune per working hour and per consultant. It should not be this way, but the market includes “divas” who sell their services as though God the Father himself were providing the consultancy. That is wrong.
Follow-up, with agreed schedules and planning, should be part of comprehensive training. Every elite instructor should be directly responsible not only for participants’ knowledge acquisition but also for how well they apply it in practice. Only then can we speak of substantial improvement. Do your instructors arrive, teach, assess and leave? Do not let them simply disappear: always request follow-up service. Without it, how can you ensure the expert guides participants toward improvement? Only this way can you measure whether a $10 training investment returned $100 through reduced waste, lower turnover or greater productivity, for example.
Our train-the-trainer course reviews precisely this point: “You cannot call yourself a true facilitator if your work ends with assessment and delivery of the final report.” Those are not the instructors who become change agents.
Let’s do an exercise: Think back to middle school, high school, or university. Remember that great teacher who changed your life and left a lasting impression. Did that person simply deliver the lesson? No, right? Those are true agents of change.
Now think about your instructors... do they resemble that teacher? No?
Contact us; you need training of trainers.
Rock´n roll people!
