Have you ever trained adult learners and noticed that after several minutes that they are looking at you with a blank stare? It is likely that such disengagement is due to overuse of lecturing. While I am not against the technique of lecturing, if used inappropriately, it can impact your audience’s interest, but to facilitate effective training, you need to
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If you have thought of being a mentor or have considered coaching someone in the training and development field to enrich their core understanding of a particular practice, right now is the time to start. As a Roosevelt University alumnus, I participate in the school’s peer mentoring program, volunteer on the board for the graduate program in training and development
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We often think of training as solely a learning endeavor, but educational events can also serve as opportunities to build new relationships. Whether delivered online or in the classroom, learning experiences–when designed with an eye on socialization–bring people together in ways that typical networking or social events cannot. Learners and instructors have a shared frame of reference (the course content)
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Last week, in the post, “Measuring Intangible Benefits“, you were introduced to strategies to locate tests that allow you to quantify the intangible outcomes of training by using the Mental Measurements Yearbook. As you will find, the “Yearbook” reviews commercially available tests, but there are many other tests in published research studies. The best database available to locate tests is PsychTests,
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When considering the word “intangible” terms like ethereal, ghostly, spectral, unearthly and supernatural come to mind. Not exactly how we think of the efficient and grounded process of calculating the return on investment (ROI) of training. In the Phillips ROI Methodology (see diagram below), intangible benefits are those that not readily converted to a monetary value; outcomes that are difficult
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Few words elicit a more immediate and visceral response than the word “test.” That’s because, in most educational settings, we have testing all wrong. Often, tests are s a primary measure of success and in some instances can have lifelong ramifications—like the ACT and SAT—on one’s future. The same holds true for training evaluation. We often focus on summative evaluation
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This fall RU Training will offer a series of articles addressing advanced topics in training evaluation. I hope that these posts will benefit our current students and our alumni. This series assumes a basic knowledge of both Kirkpatrick’s Model and Phillip’s ROI Methodology. The first article addresses survey design basics. Surveys are an essential tool throughout the training process. Before
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