Lesson Plans, Training Design & Training Evaluation - Essay Example

Institution Training Lesson Plans, Training Design & Training Evaluation NAME 5/30/2013 Lesson plans are vital roadmaps for facilitators, teachers and trainers during class time. Just like training designs, they enhance organization of the facilitator; therefore enabling the trainees put what is being taught in its proper context. They have standardized acceptable ways of developing them which have clearly been discussed in this report. Their importance in any training session, whether in organizational context or in-class training cannot be understated. Training evaluation is simply a training assessment tool used to gauge whether the training process achieved the goals and objectives for which it was intended. This paper covers these three areas in detail. Table of Contents Lesson Plan 2 Definition of a Lesson Plan 2 Steps in developing a lesson Plan 2 Advantages of a lesson plan 3 Training Design 3 Importance of a training design in a training session 3 Defining active learning 4 Why do adults prefer active learning? 4 How could active learning be incorporated into more training? 5 Training Evaluation 5 Definition of a Training Evaluation 5 Why is Training Evaluation required? 5 Training Evaluation model 6 Data collection design 7 A Lesson plan sample 8 An Evaluation Checklist Sample 8 References 10 Lesson Plan Definition of a Lesson Plan A lesson plan is a trainer’s guide to contents trainees require to be equipped with in the lecture room in an effective manner (Butt 2006). Steps in developing a lesson Plan The first step in developing a lesson plan is to determine the objectives or the content that you would like delivered to your trainees and how well they are able to apply that knowledge outside the classroom context. The ranking of these goals or aims/ objectives should be done according to their importance (Mishra 2006). An interesting initiation to the subject head is then developed to spark off involvement and enhance brainstorming (Butt 2006). A variety of approaches can be used to engage students for example real-world example or practical applications. Many unrelated methods of elucidating on the content such as practical exemplifications and contextual well thought out ideas are then prepared to trap the concentration levels of more trainees and diversify the styles of learning. An estimation of how much time will be spent on each objective should be stated. Build in time for extended explanation (Mishra 2006). Questions to be asked to students to gauge their understanding are then framed and phrased in different styles to actually know whether student understood the concepts. A conjecture of the feedback from students as a result of posing the questions to them should be done. The mode of response to the questions by the trainees should be determined, that is, whether it will be oral or written down (Butt 2006). Scan through the content disseminated in the lecture room by making a summary of the key points covered. This can be done personally or asking one student or even all of them to assist in summarizing the lesson’s content either orally or by writing the key points down (Mishra 2006). Advantages of a lesson plan Advantages of using a lesson plan include inspiring the teacher to improve the further lessons, helping him in evaluating his teaching and instilling self confidence in the teacher. Proper care is taken to gauge the level of previous knowledge of students. It helps the teacher organize himself within a particular time-frame. A lesson plan inspires the teacher to ask relevant and important questions besides providing guidance to the teacher as to what he should teach. Lesson plans therefore help in creating the interest of students towards the lesson as well as stimulating the teacher to think in an organized manner. It helps the teacher to stick to the objectives of the lesson properly (Butt 2006). Training Design Importance of a training design in a training session Training design is important to enable participants receive preparatory information prior to the event. It equips the participants with a full program and a summary of the learning aims. Participants are better prepared as they are given foundation needed in preparation for the task ahead accompanied by instructions. A training schedule is designed in alignment with the degree of awareness and knowledge of the people participating, enhancing relevance. It sets out overall learning goals and specific objectives therefore enabling the trainer remain within context. Aims and objectivity are indispensable in defining, explaining and measuring the anticipated achievements of the event. A training design presents diverse presentation methods of the course work and engaging the students enhances the learners’ understanding. It spells out a variety of learning methods including discussions in both small and large groups, interactive exercises, case studies, and role plays which enhances better organization. Since trainers use a variety of presentation strategies and materials such as charts, handouts, drawings, posters, PowerPoint slides, and any other teaching aid that enhance good presentations, the trainees get a good perspective the class work content (Rodwell 2007). Defining active learning It is an experiment based, mindful, and an involving learning exercise (Carliner 2003). Through active learning one can be exposed to many experiences of learning that are fascinating and effective, and will even become more responsible for his learning. The starting point is a definition of what one wants to learn, followed by a thorough research on the area and then building an origination of events that assist you to learn, and be able to communicate whatever it is that you learnt. For my training session I planned for Active listening, looking/seeing, seeing/hearing and writing. Active listening deliberately lays focus on the person you are listening to in a lecture, conversation or a in a gathering so that you understand him or her. A good listener will always repeat in his own words what the tutor was saying so that he is now satisfied he understood everything. It doesn’t infer that that you concur with what is being said, but rather, discern, what they have said. Looking at images like pictures maps and will make someone see the essence of the image. Multimedia and movies are also advantageous in that they illustrate class work in formats that are quite engaging (Carliner 2003). Demonstrating and trips in the field enriches one’s experiences with regard to class work and provides a personal shared studying experience on a particular topic. They as well enable the learner to be able to witness concepts as they being put into practice in real life scenarios. Writing is a method of expressing what has been learnt. It is a way of evaluating oneself on what he or she knows. It is also an exercise of active learning (Rodwell 2007). Why do adults prefer active learning? Generals tend to have preference of active learning in situations where instructional experiences show some relationship to real-life circumstances because: they want to know the reason for learning something before undertaking the learning. Teachers should therefore assist these old people to be alive on their "need to know" and therefore see the sense of learning; adults have a belief of being fully responsible for their living; they go to a learning with experiences that are different compared to the young people (Rodwell 2007). They have personal variations in background, needs, learning style, interests, motivation and goals, generating a greater necessity for individualized teaching and strategies of learning. Adults have the required resources of learning in them, it would therefore be beneficial to tap into their experiences through experiment based methods such as simulations,, tapping into their experiences through experiential techniques such as discussions, case methods or problem-solving activities; adults are ready to be taught things they require to know so that they are able to put up with real-life situations effectively. Adults need to be taught what will improve their performance in their daily tasks; adults respond to some motivators that are external for instance better job and handsome remuneration perks, but their best motivating factors are internal-based motivators such as the need for a higher job satisfaction and a much positive self-worth (Carliner 2003). How could active learning be incorporated into more training? Facilitators must realize that the greatest learning resource reside in the old people. When training adults therefore they should concentrate on experiments that touch on the learners’ experience, for example simulations, group discussion, games, problem-solving, case studies, and role-play, rather than basically using transmittal methods like lectures (Rodwell 2007). Training Evaluation Definition of a Training Evaluation It is a continued and systematic undertaking to assess the value of a training program, a training process or event, the results of which are used in guiding decision-making with regard to the items of the training program and its overall continuation, modification, or elimination (Kirkpatrick 2010).  Why is Training Evaluation required? Trainers are supposed to assess their training programs every year to know the extent to which their training programs contributed towards accomplishing the intended mission and how well it met the training goals. There have been also increasing demands to demonstrate efficiency of the training program as well as its effectiveness (Philips and Hodges 2004). Training evaluation outcome enhances planning. It assists the trainer in assessing needs, setting priorities, directing allocation of resources and guiding policy. Training evaluation also assists in determining how specific training objectives will be achieved. It identifies the successes and failures of a training design and also determines its cost effectiveness. It helps in directing decision-making and on how to boost the effectiveness of a training design. Training evaluation identifies and facilitates the required change and enhances a continued expansion or termination of a program depending on its outcome (Philips and Hodges 2004). In a nutshell, a training evaluation assist managers in identifying what, and who, should be trained. It determines if training program has achieved expected results. It helps diagnose strengths and weaknesses of a program and pinpoint needed improvements and finally, it justifies and reinforces the value of training. Training Evaluation model The most effective training evaluation model for my case is Kirkpatrick's Training Evaluation Model. This is a 4-level model that helps one to analyze objectively how effective a training is, in order to make improvements in future similar training exercises. These 4 levels we are talking about are reaction level, followed by learning level, then behavior level and finally, the results level. Reaction level measures how your trainees responded when they were being trained. It is obvious that you want them have a feeling the training was of value to them, and that you also want them feel passionate about the trainer, the subject of training, the mode of presenting, and also the place it was presented. The importance of measuring reaction is that it helps the trainer to fathom how excellent the training was receptive to the trainees. In addition, it helps one carry out better training in future by identifying areas and topics that are important but omitted during the training (Kirkpatrick 2010). At learning level, the trainer measures what the students have learnt and the amount of knowledge gained as a result of the training. This level is important because knowledge of what the students are learning and what is appearing difficult to them will enable the trainer to make an improvement in the trainings to follow (Kirkpatrick 2010). At behavior level, we are evaluating on how much the students have modified their demeanor in line with the training. It specifically focuses on how students put the learnt information into real life contexts. However, behavior will change only if conditions favor them. You can imagine for instance having skipped measurement at the reaction and learning levels and, when look at the behavior of your group; you conclude that no behavior change has occurred. You can therefore make an assumption that the students have not learnt anything at all and that the training was useless (Kirkpatrick 2010). At the final level, results, one should make an analysis of the ultimate results of the training. These are the outcomes that the institution or you as a trainer have established to be good enough for you, for the student and for the training institution (Kirkpatrick 2010). Data collection design I recommend using Focus Group Discussions (FGDs) method of data collection. Focus groups comprise small groups of people who are brought together by a moderator and guided through an unstructured informal discussion in order to gain information that is pertinent to the training. In the FDGs the moderator will facilitate the session while the small groups listen, comment and give answers to the questions asked. As this happens you are taking notes or someone does it for you (Philips and Hodges 2004). Focus group discussion will be very useful as a method of data collection because of the following: it is possible to identify students sharing common factors; interaction among the groups of students will have the impetus for deeper insights to be established in regard to the understanding of the students. It will be possible to generate ideas and also to know the common and individual weaknesses, strengths, attitudes as well as the perceptions; the homogeneous nature of the group participants will make them feel comfortable and free to express their ideas or feelings; in focus groups participants will not be required to answer specific questions as individuals. Their responses can be spontaneous and unconventional reflecting an accurate idea of their views. This is the anchor of using focus group discussion. The consensus of group members is very critical (Philips and Hodges 2004). A Lesson plan sample Aim: This lesson is intended for beginner. The main purpose is to demonstrate learners the proper way of replacing the flat tire with a spare tire. Lesson Session Objectives 1 Identify key parts on a vehicle related to the tire changing process Day 1 (4 hours) List necessary tire changing tools Identify key parts on a vehicle related to the tire changing process Demonstrate an ability to use these tools 2 Remove a flatted tire from a car Day 2 (6 hours) Demonstrate the steps of changing a flat tire Explain the importance of Jack Placement. Demonstrate proper tire-changing including jack usage and lug wheel removal. An Evaluation Checklist Sample Criteria Poor Average Very good Excellent Can identify the main tools of changing flatted tire Remove a flat tire from a car. Loosen the lug nuts on an automobile Properly place a car jack and raise the car to the appropriate level to change a tire Questions 1) Can you identify what are the main tools of changing flatted tire? 2) Is there a specific order of changing tire? 3) How many tools used in changing flatted tire? 4) Do you think Jack tool is important? 5) How many spare tires in the car? 6) Can you change a flat tire? 7) What is a lug wheel? References Butt, G. (2006). Lesson planning: [...]. London [u.a.: Continuum. Carliner, S. (2003). Training design basics. Alexandria, VA: ASTD Press. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2010). Evaluating training programs: The four levels. Sydney, NSW, Australia: ReadHowYouWant.com. Mishra, R. C. (2009). Lesson planning. New Delhi, India: A.P.H. Pub. Corp. Phillips, J. J., Phillips, P. P., & Hodges, T. K. (2004). Make training evaluation work. Alexandria, Va: ASTD Press. Rodwell, J. (2007). Activity-based training design: Transforming the learning of knowledge. Burlington, VT: Gower Publishing Company. Read More