Making training sessions work through evaluation: part three of three

Citation

Mansfield, E.R. (2000), "Making training sessions work through evaluation: part three of three", The Bottom Line, Vol. 13 No. 4. https://doi.org/10.1108/bl.2000.17013dab.003

Making training sessions work through evaluation: part three of three

Making training sessions work through evaluation: part three of three

Keywords Librarians, Training, Computer-based training, Vendors, On-the-job training, Feedback

As librarians, we are charged with keeping on top of the latest information. With most information coming to us through electronic media, our ability to use technology has a direct impact on our effectiveness. As technology improves, we are confronted with new systems and products, as well as enhancements to current products. Enormous learning curves exist and potentially untapped resources could be found in the products we buy for our libraries. To overcome these barriers, many vendors provide training sessions for their products. In the last two issues of The Bottom Line, I have outlined the importance of needs assessments and planning and have also discussed what to do in anticipation of and during the training session. Evaluation of the session, feedback, and measurement of success comprise the final aspects of making the most of vendor-sponsored training sessions.

As discussed in a previous issue, a needs assessment helps us formulate for ourselves and communicate to the trainer what we expect to learn during the session. Created in advance of the session, it forces us to evaluate what we envision to achieve with the product and outlines for the trainer the anticipated goals of the session. This allows the trainer to better plan for and customize the session to meet your library's needs. Now, our needs assessment document plays a role in helping us properly evaluate the session.

Needs assessment in evaluation

Imagine giving an employee their annual review without having seen the job description against which they are to be evaluated. This may sound ridiculous, but attempting to perform an evaluation of a training session without having created a needs assessment would produce the same result – insufficient (and sometimes even unfair) evaluation. If you have not defined what you expected to learn from the session, how can you properly determine if the session was effective? Using your needs assessment at the time of evaluation will provide the checklist upon which to evaluate.

In using your needs assessment as an evaluation tool, think about how the various items were addressed during the session. Did the trainer provide you with a solution to the stated problem/situation? Was the problem addressed at all? If an item was left unaddressed, was there a reason provided? In short, how did the session measure up to the expectations as outlined in the needs assessment?

Beyond the needs assessment

But not all aspects of the training session go back to the needs assessment. Other factors may not be listed, for example, the inclusion of a session take-away. Such documentation may have a profound impact on the long-term effectiveness of a session. Probably the biggest problem with any training session is time. As with all things in our lives these days, there is never enough time to get done all the things we desire. If the duration of the session became an issue, what was the reason? Were there too many items to be covered realistically? Did the session get off track? If so, how and why? Most important, do you have opinions on how to remedy the situation?

All of these questions can provide important feedback not only to the trainer, but also to your library. The trainer can learn how better to guide the session and respond to user needs. The library, in planning for future training sessions, will better be able to prioritize needs, anticipate problems and, hopefully, offset them. Always keep in mind, training sessions are not a one-way venture. Students have as much, if not more, control over what happens during the training through their active participation.

The feedback itself is an important tool. Feedback can be given during the session and is always expected after the session, usually in the form of written evaluations. These evaluations are usually forms that provide a 1-5 ranking of items that are general in nature (e.g. did the session meet your expectations, were the facilities sufficient, etc.). The most important part of these evaluations is the narrative section where the students are given the opportunity to provide constructive criticism or comments to the trainer. Think about what impressed you most, both positively and negatively, about the session. Some things to consider could include:

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  Did the trainer respond well to questions?

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  Did he/she view questions as a challenge to his/her expertise or as an opportunity to share with the students and learn together?

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  Did he/she answer the questions sufficiently?

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  Did he/she use language the trainees can understand? From personal experience, the best trainers are the ones who can take the student's question and answer it using the student's language, example, and scenario.

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  How did he/she handle questions that were outside the realm of the session?

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  How did he/she address problems that are outside the capabilities of the product?

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  How well were workbooks utilized?

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  Were other materials distributed to be referenced at a later date?

The trainer and the company want your honest feedback. Feedback will best enable companies and individuals to determine the efficacy of the program and to plan out changes that are needed. Be honest, but also, be fair. Remember criticism should always be constructive in nature.

Determining training a success

Once completed with an examination of evaluations, how can we determine if the session can be deemed a "success?" Without a doubt, success is only truly determined on a person-by-person basis. Each individual responds differently to the classroom environment. Consequently, the level of success will vary. However, as an organization, the library can make efforts at determining the success of the session by considering some essential factors:

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  Did the trainees come out of the session enthused and ready to implement or share the tips they just learned?

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  Is there less confusion and fewer frustrations with the product(s) on which the training took place?

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  Is there noticeable improvement in efficiency or effectiveness when using the product(s)?

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  Are the products being used?

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  Are they being used more?

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  Are they being used to the potential that had been envisioned?

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  From an organizational perspective, were the goals on the needs assessment achieved?

Looking to the future

Even the training profession itself is feeling the impact of technology. Web-based training is adding an entirely new dimension to training. There are already numerous Web-based training programs ranging from the traditional, custom-designed training sessions conducted via the Web to out of the box sessions providing both product overviews and more in-depth guidance on using the bells and whistles of a product.

Interactive Web-based training could provide a general foundation course, with options of submitting questions via e-mail. For out of the box sessions, users are able to log on when it is convenient for them and proceed through the session at their leisure. The biggest advantage for out of the box and archived, live sessions is that students have the opportunity to return to the session on an as-needed basis and review particular aspects to keep their current skills honed or to learn new skills.

Clearly, there are limitations to online training. Many people fundamentally dislike online training and there are the obvious drawbacks by not having the personal interaction. On the positive side, a broader audience can be served online. For example, an entire city or county public library system can be trained in one session rather than one session conducted at each branch. We can anticipate seeing more training delivered online as the demand for training continues to increase. Such a model may actually save the library money in reduced time away from the library for training.

Training sessions can be of enormous help to libraries today. As the technology changes with lightening speed, we are strapped to keep up with it. While it takes considerable effort to properly prepare for and make the most of a training session, the benefits can far outweigh the costs. Regardless of whether the session is in-person or online, the basic steps should be integrated throughout training initiatives today:

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  creating the needs assessment;

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  using it during the session;

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  being an active participant;

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  providing useful feedback;

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  evaluating the session effectiveness.

Elizabeth R. MansfieldEditor with the Bureau of National Affairs, Inc., Washington, DC