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  • How To Measure Long Term Impact of Training

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    ioanrees
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    The document discusses best practices for the pre-delivery stage of training school staff. It recommends collaborating with schools during this stage to jointly refine training goals and measurable outcomes. Engaging schools in this process gives them ownership over the goals and incentives to achieve positive outcomes. The trainer should also negotiate how and when feedback will be collected after training, and how continued support will be provided to help schools achieve their goals through follow-up calls, Skype sessions or visits. Developing a service system that incorporates all these recommendations can help ensure high quality training is consistently delivered.

    Original Description:

    How do you know training has worked? It all starts well before you deliver.

    Original Title

    How to measure long term impact of training

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    The document discusses best practices for the pre-delivery stage of training school staff. It recommends collaborating with schools during this stage to jointly refine training goals and measurable outcomes. Engaging schools in this process gives them ownership over the goals and incentives to achieve positive outcomes. The trainer should also negotiate how and when feedback will be collected after training, and how continued support will be provided to help schools achieve their goals through follow-up calls, Skype sessions or visits. Developing a service system that incorporates all these recommendations can help ensure high quality training is consistently delivered.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    21 views1 page

    How To Measure Long Term Impact of Training

    Uploaded by

    ioanrees
    The document discusses best practices for the pre-delivery stage of training school staff. It recommends collaborating with schools during this stage to jointly refine training goals and measurable outcomes. Engaging schools in this process gives them ownership over the goals and incentives to achieve positive outcomes. The trainer should also negotiate how and when feedback will be collected after training, and how continued support will be provided to help schools achieve their goals through follow-up calls, Skype sessions or visits. Developing a service system that incorporates all these recommendations can help ensure high quality training is consistently delivered.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    of 1

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    lrom my experlence Lhe besL place Lo flx Lhls ls durlng Lhe pre-dellvery
    sLage. 1hls phase offers SC much opporLunlLy for plugglng everyLhlng you
    menLlon.

    1hls sLage of plannlng/llalson wlLh schools ofLen does noL exlsL - and we are
    mlsslng a Lrlck. Pere, Lhe Lralner and/or servlce could really work
    collaboraLlvely Lo "[olnLly" reflne Lralnlng goals and measurable ouLcomes
    soughL. Work hard on Lhls. "Pow wlll you know Lhls has worked for
    you ...eLc?"

    Lngaglng ln Lhls process wlll also provlde schools wlLh addlLlonal lncenLlve
    Lo achleve %7#&1 ',( poslLlve ouLcomes, havlng shared ownershlp on Lhese
    from Lhe wrlLlng sLage (and no-one llkes Lo mlss ouL on achlevlng goals
    Lhey'd wrlLLen/co-deslgned).

    Also, durlng Lhls seL-up phase phase, negoLlaLe Lhe besL ways Lo
    ascerLaln feedback (afLer x ? Z Llme), and galn advance permlsslon for Lhese
    lnLervenLlons.

    Pavlng sald Lhls, schools (llke many) wlll Lend Lo guard Lhelr busy sLaff from
    spendlng valuable Llme glvlng feedback for research sake only.

    re-empLlng Lhls, Lhe Lralner can explaln Lhe Lrue purpose of feedback and
    how lL wlll serve Lo beneflL sLaff (Lralners need Lo work on whaL Lhese
    beneflLs wlll be). ulLlmaLely, feedback needs Lo vlewed by all of us as a
    vehlcle for glvlng school a beLLer servlce/deal, and for dellverlng Lhe
    orlglnal goals LhaL were seL of A 8 C .

    1he Lralner should also negoLlaLe whaL 'conLlnued/posL Lralnlng
    work/supporL' wlll look llke ln order Lo scaffold Lhelr goal achlevemenL
    (maklng calls, skype, pop-lns). uolng Lhls aL Lhe ouLseL drlves home your
    LoLal lnLenLlon Lo bulld relaLlonshlp and provldes Lhem wlLh added
    lncenLlve Lo succeed.

    1he exclLlng blL of all Lhls (for me) ls developlng/wrlLlng a servlce sysLem
    LhaL ensures Lhls happens everyLlme, for every Lralnlng. ur loan C 8ees

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