{"id":235,"date":"2019-12-24T16:42:25","date_gmt":"2019-12-24T16:42:25","guid":{"rendered":"https:\/\/www.socra.org\/blog\/?p=235"},"modified":"2020-01-30T18:48:08","modified_gmt":"2020-01-30T18:48:08","slug":"effective-training-delivery-and-evaluation-professional-approaches-and-tools","status":"publish","type":"post","link":"https:\/\/www.socra.org\/blog\/effective-training-delivery-and-evaluation-professional-approaches-and-tools\/","title":{"rendered":"Effective Training Delivery and Evaluation: Professional Approaches and Tools"},"content":{"rendered":"\n
\"Group<\/figure>\n\n\n\n

Anatoly Gorkun, MD, PhD, Assoc CIPD
Senior Manager
Scientific and Compliance Training, MedImmune <\/h4>\n\n\n\n

Abstract:<\/strong> Different professional training techniques can be used to achieve\ntraining goals. This article describes how to deliver efficient training\nsessions that benefit learners, evaluate training sessions, and use the evaluation\nresults to make necessary improvements. Topics covered include learning styles,\nplanning the training, different training styles, monitoring learning progress\nand adjusting the training, and bringing the training session to a close. Examples\nof training evaluation tools and their role in continual improvement of\ntraining for clinical research professionals are highlighted. <\/em><\/p>\n\n\n\n\n\n\n\n

Despite the increase in the use of eLearning, distance learning,\nand self-learning, face-to-face training remains the most popular method of delivering\ntraining. Quality training requires the right content to achieve the training\nobjectives and efficient delivery of the content by a knowledgeable and\nexperienced trainer.<\/p>\n\n\n\n

Learning Styles<\/strong><\/h2>\n\n\n\n

There are three basic learning styles; visual, auditory,\nand kinesthetic (Table 1). Some people prefer visual learning, while other\npeople prefer listening or learning-by-doing activities. Each person has his\/her\npreferable learning style or combination of those. So, when we train a group of\npeople, there definitely will be a mix of different learning styles. Thus, when\nplanning and delivering the training session, we have to consider how to accommodate\nall of the learning styles.<\/p>\n\n\n\n

Planning Training\nSessions<\/strong><\/h2>\n\n\n\n

A successful training session should be properly planned\nbefore the training can be scheduled. In determining how to deliver a training\nsession, the first thing to consider is the objectives of the training.\nSufficient time should be allowed to develop the training materials.<\/p>\n\n\n\n

Once the training objectives have been identified, the\ntrainer should determine how they are going to be achieved. Considerations\ninclude training content and the level of complexity. The training session may,\nfor example, cover fundamentals or be at an advanced level. The methods to be\nused, the training style, and the training duration should also be considered. The\ntrainer decides which training materials and handouts are going to be used as\nwell as the training evaluation collection form.<\/p>\n\n\n\n

The training session starts with opening activities and includes\nactual information, learning activities such as small group tasks, role games, quizzes,\netc. The session also has closing activities with training evaluation at the\nend. Table 2 outlines a sample training session plan.<\/p>\n\n\n\n

Pre-Training\nCommunications<\/strong><\/h2>\n\n\n\n

The purpose ofpre-training\ncommunication is toovercome\npossible barriers to training and create the proper environment for the\ntraining. Achieving the proper environment requires promoting the learning,\ninstructions for signing up for the training, and possibly, some pre-course\nwork. Promoting the learning by explaining \u201cwhat\u2019s in it for me\u201d is very\nimportant. The instructions for signing up for the training should describe the\ndetails of the training program, including how to register, and ask the\naudience to complete the pre-training session questionnaire. The pre-training\nsession questionnaire provides the trainer with the information about the\nexperience level of the learners with the training topic, enabling the trainer\nto customize the training to their experience and needs.<\/p>\n\n\n\n

Why is considering the audience important? The following\nis a real life example. Once, a subject matter expert was delivering a scientific\ntraining course. The trainer was knowledgeable about the subject and provided good\ntraining materials and hand-outs. However, the trainer had not collected any\ninformation about the audience as a part of the pre-course preparation. As a\nresult, the delivered training appeared to be too basic for that particular audience\nand didn\u2019t receive positive feedback. <\/p>\n\n\n\n

The trainer should consider the physical environment,\nwhich may affect the training. The room must be accessible and safe. The\nlighting and the temperature should be appropriate. The best layout of the room\n\u2014 either theater style, classroom style, boardroom style, or cabaret style \u2014 should\nbe considered. Certain layouts are best for certain types of training. For\nexample, theater style is best for lectures, and classroom style is best for\ntraining with activities. For training with a great deal of discussion, cabaret\nstyle may be best.<\/p>\n\n\n\n

The trainer should pay attention to body language, use\nof space, eye contact, voice, and habits. For example, the trainer\u2019s voice must\nbe loud enough to clearly be heard but not too loud. The trainer should remain\nconfident in front of the audience. Once, a trainer was sitting behind the computer\u2019s\nmonitor while talking, and the audience could barely see the trainer, who did\nnot make eye contact. All of this displayed a lack of confidence, which was\nreflected by learners in the session\u2019s feedback form.<\/p>\n\n\n\n

Beginning a\nTraining Session <\/strong><\/h2>\n\n\n\n

The training session begins with arrivals and welcome. When\nthe learners come into the training environment, the trainer should try to greet\neach person individually, if possible. The training session should start on\ntime. The introduction covers rules for the training session such as health and\nsafety requirements and not using mobile phones, as well as arrangements such\nas refreshments (Table 3). The trainer must cover the goal and overall\nstructure of the training session, including the planned learning outcome and\ntiming. <\/p>\n\n\n\n

Making introductions is an important part of the training\nsession. This includes ice-breakers, which are very useful in breaking down\npeople\u2019s reserve and help the learners get to know each other. The ice-breaker\ncan be a simple, interesting story related to the training, a small group\nintroduction, or individual introductions.<\/p>\n\n\n\n

Training Styles<\/strong><\/h2>\n\n\n\n

There are different training styles: lecturer\/presenter,\ntrainer, or facilitator. Lecturer style is good in many cases; however, it provides\none-way learning, being a passive way that does not enhance practical skills. Facilitator\nand trainer styles ensure two-way active learning. The facilitator style enables\nself-learning and is best for training where the learners already have some\nknowledge of the training topic. Trainer style is best for developing knowledge\nand skills. <\/p>\n\n\n\n

Table 4 provides an overview\nof different training techniques. Winston Churchill is reported to have said\nthat his technique for speech making (like a presentation) was the following: <\/p>\n\n\n\n