Training objectives, review and control
Key Concepts of Training: Verbs for Learning Objectives
Initiating the learning objective with a strong verb can help guide the development of the training because it focuses attention on what the participants are supposed to be able to do after they complete the training. Choose the appropriate verb according to the type of learning you are trying to achieve or accomplish.
Fact goals
• Locate
• List/Register
• to remember
• eye
• Repeat
• Acknowledge / realize / notice
• register
Mention / announce / state
• Distinguish / classify
Analysis objectives
• Solution
• Categorize
• Distinguish
• estimate/evaluate
• difference / distinction
• Category / Pop / Title
• Compare
• Save
• Compare
Understanding goals
• Discuss
• Locate
• via
Describe
• translate
Transfer / Allowance
• explain
• Reformulate
• Saucepan
Assembly/installation goals
• collect / superimpose
• I assume
• person
Summarize
• suggested
Plans
• Deafness
• Formulate / elicit
• Manage
Orientation goals
• Show sensitivity
• Accept responsibility
• Be ready to help
• Respect opinions
• Show commitment
Application goals
• Count
Calculate
counting
• Fill
• Dish
• show up
• Execute / achieve
• use
• clear up
• interpret
• Practice
skill goals
• run out
• clear up
• Calculate
counting
Role play
• Fill
• Deafness
• show up
• led
• science
Take/take
Completed/completed
• do/do
Adapted from Swift, Robin, ed. 1997. The Heart of Training: A Curriculum Guide to Teaching HIV/AIDS. Joint project of the Collaborative Agreement Training Working Group, Special Projects for the Program of National Importance, Office of HIV/AIDS, Department of Health Resources and Services. Washington, D.C., LTG Associates.
Training monitoring tool
Date: ………………………….. Subject of training: ………………………….. ………..
Target group: ………………………… Number of participants: ………….. ………..
Primary Trainer: ………………………………. Secondary Trainer: ………………… ………………….. Observer: …………………………… …….
Training start time: ……………………………………………… Training end time: …………. ……
Training learning objectives: What are the participants supposed to learn? ………………………………………….. ……………………………..
Instructions: There are two parts to this monitoring tool.
Part 1: Complete Part 1 first by taking notes throughout the exercise. On the left side of the sheet, write only what you see and hear from both the trainers and the participants. Note some of the following:
How did the trainer prepare the training?
What the participants said in response to the training instructions (Are there questions?)
What the participants and the trainers said during the training
How the team extracted information from the training
How to use the time
What are the questions asked
How to answer questions
On the right side of the paper, write down your impressions and questions about what you see and hear.
Did the trainer prepare the training appropriately?
Was there a vital reaction during the exercise?
Did the participants demonstrate their participation in the training?
How well is the trainer monitoring the training?
Was a clear learning objective reached during the training?
Was the debriefing done effectively?
Did the participants learn or improve an important skill?
Part 2: Complete the summary analysis based on the observations you made during the training. Use these notes and your own impressions when completing the summary.
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Training Design Competencies Checklist
Have training designers:
1. Been in dialogue with adult students prior to the course?
2. Prepared the course or session by using a sequential planning model?
3. Negotiated the size of the group for optimal learning?
4. Set learning tasks for small groups of learners as one way of teaching the content?
5. Examined these learning tasks for sequence: easy to more difficult, simple to complex?
6. Designed a warm-up exercise related to the topic and appropriate for the group?
7. Honored in your design the fact that adult learners are in control of their own learning and lives?
8. Named content (skills, knowledge, and attitudes) clearly and precisely?
9. Designed achievement-based objectives that can be readily evaluated?
10. Selected a site that lends itself to small-group work?
11. Built in a time frame so that learning tasks can be accomplished during the allotted course or session time?
12. Planned for open questions to stimulate dialogue throughout the course or session?
13. Examined each learning task for its cognitive, psychomotor, and affective potential?
14. Designed a safe course or session?
15. Set up processes and structures (small groups, breaks, gallery walk review of charts) to assure inclusion?
16. Built in brainstorming or associative processes without judging or editing?
17. Designed for optimal engagement of everyone via small group work, learning tasks, affirming responses, and echoing?
18. Avoid monologues by designing adequate dialogue?
19. Designed a synthesis learning task to summarize all that has been learned?
20. Planned for quiet, reflective time for learners to think about what they are learning?
21. Designed adequate closing tasks for the end of each day or session?
22. Designed an opportunity for small groups to examine their own work together and their task maintenance?
23. Planned for a wide variety of learning techniques?
24. Provide follow-up contact names and numbers and
supportive materials (such as pocket guides, posters, triage trees)
25. Successfully utilized a translator if necessary?
A checklist of training design competencies
Have training designers done:
Have a dialogue with the adult students before the session? 1
Has the course been prepared using a sequence planning model? 2
Was group size negotiated to obtain optimal learning? 3
Are learning tasks assigned to small groups of learners as a way to teach content? 4
Are these learning tasks checked for sequence: easy to hardest, simple to complex? 5
Was the training design relevant to the topic and appropriate for the group? 6
In your design, honoring the fact that adult learners control their own education and lives? 7
Did you define the content (skills, knowledge and orientations) clearly and accurately? 8
Were achievement-based goals easily assessable? 9
Have you chosen a location suitable for small group work? 10
Is the training designed in a timeframe so that the learning tasks can be accomplished within the assigned course or session time? 11
Are open-ended questions scheduled to stimulate dialogue during the course or course? 12
Did you check each learning task for its cognitive, psychological, and emotional potential? 13
Have you designed a safe course or session? 14
Do you want to create processes and structures (small groups, breaks, review charts) to ensure inclusion? 15
Was the course built on brainstorming or associative processes without judgment or editing? 16
Did you design the training for optimal participation of all through small group work, learning tasks, confirming responses, and simulation? 17
Have you avoided talking or monologue by designing for proper dialogue? 18
Did you design the summative learning task to summarize all that was learned? 19
Have you planned quiet, reflective time for learners to reflect on what they are learning? 20
Are appropriate closing tasks designed at the end of each day or session? 21
Have you created an opportunity for small groups to check their work together and maintain their assignments? 22
Have you planned a variety of learning techniques? 23
Have you provided names and contact numbers for follow-up and supporting materials (eg pocket guides, posters, sorting trees)? 24
Have you successfully used the compiler if necessary? 25
Training Manual Checklist
The list includes the most important items that must be taken into account when designing the training guide and an inventory of what has been accomplished of these items
