BASIC TRAINING AND LEARNING ASSESSMENT GUIDE
The following training and learning assessment guide has been very useful to me as a trainer and instructional desingner. Feel free to use it if you like. Your input is welcome!
Course Description
A. Aim: Statement of what participants will learn as a result of the training.
B. Topic to be Covered: What is the course about?
C. Place within the Program of Training: State if this is a required training class or course for a specific position(s). Indicate the prerequisites for the training and if the course is a prerequisite for other training.
D. Length: How much time will the training take?
E. Prerequisites: List any training that participants must take before taking this course.
2. Instructional Philosophy
This statement will explain the following: Expectations for performance, how instruction will be delivered, how participants will work (independently and in teams) and how participants will be evaluated.
3. Course Goals
List major course goals. They should be limited to no more than 8 to 10 statements. The range of goals should reflect basic knowledge, higher levels of application and procedural skills to be acquired.
4. Instructional Delivery Plan
Describe the steps you will take or the framework you will follow in delivering instruction.
5. Participant Evaluation
State how the participants will be evaluated. The statement should list each component that will be part of the evaluation. You may include observation, objective performance improvements (sales numbers, turn- over, etc.) or tests and quizes. You may want to include other items as part of this statement. You can use the following performance scale or modify it as needed.
Performance Scale
"Grades" or the performance level will be based on the following levels of knowledge/performance:
Grade Performance Level
1 Independent Learner
Applies trained skills; evaluates their own performance and makes adjustments; needs little help from the trainer/manager; demonstrates knowledge/behavior with 90% consistancy or higher.
2 Semi-Independent Learner
Needs some help from the trainer/manager; applies skills with a few flaws; needs occasional feedback from the trainer/manager to realize performance does not meet standards; adjusts behaviors to meet standards; demonstrates knowledge/bhavior with an 80% accuracy or higher.
3 Dependent Learner
Relies a great deal on the trainer/manager; has to be given procedures for performing tasks; requires significant help to perform according to what was trained; needs help to evaluate their own performance; still does not usually meet standards; demonstrates knowledge/behavior with a 70% consistancy or higher.
4 Failure
Does not demonstrate knowledge or behavior without a great deal of help from the manager/trainer; if behaviors are attempted, they are of such low quality that they do not meet the standards of the performance or meet skills requirements; demonstrates knowledge/behavior less than 70% of the time.