Post on 01-Apr-2015
HOW TO MONITOR A CPE TRAINING
Instructional Guide for Potential Training Observers
WHAT IS MONITORING?
Monitoring is a structured process of: observation data collection inspection
Your job is to observe, judge, and record objectively and impartially.
WHY MONITOR???
Ensures that training programs:
are planned & delivered in a format suitable for both content and audience
effectively impact job performance meet the needs of trainees as identified are in compliance with state and federal
regulations justify the expenditure of resources
BEFORE THE TRAINING
Print and review monitoring form. Review the Principles of Adult Learning (discussed in
later slides). If you have any questions, comments or concerns
please contact UNH CPE at:(603)271-4732
TRAINING DAY!
• Arrive at the training location at least 30 minutes early!• Introduce yourself to the trainer. Explain who you are and
why you are present.• If possible find a seat that is somewhat removed from the
participants that allows you room to observe but not interfere with the training.
• Be courteous, engaged and do not bring other work into the training.
• Remember! You are at the training to observe and assess NOT as a participant!
Materials Needed: Pen/pencil, paper to take notes, the printed monitoring form and please obtain a copy of all
training materials from the trainer.
COMPLETING THE MONITORING FORM
Complete the monitoring form throughout the course of the training.
Follow all instructions on the form. Provide as much detail as possible! Use specific examples.
For example: “The training materials reflected best case practice, were colorful and comprehensive.”
COMPLETING THE MONITORING FORM CONTINUED…
• Avoid using first person.• For example: “I think that…”, “I found...”, “I liked…”
• Use objective language and explain statements.• For example:, Rather than: “The trainer did a good job,” use:
“The trainer effectively engaged the audience, by…”
*Remember!*
The trainer will have access to the content of the monitoring report.
ADULT LEARNING THEORY
Addresses the ways in which adults learn best.
There are 6 Principles Trainers that meet all 6 principles are most
effective. The following slides address each principle
followed by relevant training practices.
PRINCIPLE 1: ADULTS ARE INTERNALLY MOTIVATED AND SELF-DIRECTED
• Trainers role:• Facilitate student’s movement toward more self-directed and
responsible learning.• Foster student’s internal motivation to learn
• Examples of what a trainer can do:• Develop rapport with participants/students• Encourage questions• Show interest in student’s thoughts/opinions.• Actively and carefully listen!• Use student inquiry to direct information.• Provide regular, constructive and specific feedback (positive
and negative)• Review goals and acknowledge goal completion• Encourage use of resources such as library, journals, internet
and other department resources.• Recognize the preferred learning styles of the students
PRINCIPLE 2: ADULTS BRING LIFE EXPERIENCES AND KNOWLEDGE TO LEARNING
EXPERIENCES.
• Trainer’s Role:• Facilitate integration of student’s knowledge/experiences into
the training. • Facilitate reflective learning opportunities: allow student to
relate knowledge/experience to training/new information. • Examples:
• Give students opportunity to use/share existing knowledge/experience in the training.
• Encourage sharing of knowledge/experience• Validate previous knowledge/experiences. • Treat student’s as experts in what they do, i.e. knowledge of
system, current practices etc.
PRINCIPLE 3: ADULTS ARE GOAL ORIENTED
Trainer’s role:• Clearly illustrate the need for the information being provided
in the training. Examples:
• Successfully provide links from training information to real world applications.
• Integrates realistic/relevant case studies and scenarios. • Clearly outline course objectives that are relevant to work of
intended audience.
PRINCIPLE 4: ADULTS ARE RELEVANCY ORIENTED
Trainer’s Role:• Clearly demonstrate relevancy and value of training content
for intended audience. Examples:
• Reflect with students on ways in which training content will be relevant to job performance.
• Find ways to relate student’s interests to training content. (Allow students to choose role plays, case scenarios etc… that relate to their own interests)
PRINCIPLE 5: ADULTS ARE PRACTICAL
• Trainer’s Role:• Illustrate how training content can be realistically applied to
real life/work. • Examples:
• Through expertise/knowledge can provide examples of ways in which the learned knowledge/skills/training content can be used by the participants.
• Demonstrate an understanding of the reality of work for students.
• Provide opportunities for students to try new skills/information learned for themselves.
PRINCIPLE 6: ADULT LEARNERS LIKE TO BE RESPECTED
Trainer’s Role• Demonstrate respectful, professional behavior.
Examples:• Actively listen to participants. • Treat participants as colleagues and equal. • Encourage expressions of ideas, reasoning and feedback at
every opportunity.• Value experience/views of the participants
FINAL STEPS!
• Complete the monitoring form electronically.• Submit completed form via e-mail to:
Christie DavisChristie.davis@unh.edu
Any questions comments or concerns please contact UNH CPE at:
(603)271-4732
REFERENCES
This Powerpoint presentation, as well as the newly created CPE Monitoring Form was informed by best practices in Child Welfare evaluation and based on the following research:
Antle, B. F., Barbee, A. P., VanZyl, M. A., (2008). A comprehensive model for child welfare training evaluation. Children and Youth Services Review, volume 30, 1063-1080.
Collins, M. E., Amodeo, M., Clay, C., (2007). Review of the literature on child welfare training: Theory, practice and research. Boston University School of Social
Work. Curry, D., McCarragher, T., Dellman-Jenkins, M., (2005). Training, transfer and
turnover: Exploring the relationship among transfer of learning factors and staff retention in child welfare. Children and Youth Services Review, volume, 27, 931-948.
Lieb, S., (1991). Principles of adult learning. Vision, retrieved from: http://Honolulu.hawaii.edu/ intranet/committees/FaxDevCom/guidebk/teachtip/adults-2.htm.
Parry, C., Berdie, J., (2004). Training Evaluation Framework Report. California Social Work Education Center
QOTFC, (2010). The clinical educator’s resource kit: Adult learning theory and principles. Retrieved from: http://www.qotfc.edu.au/resource/index.html?page=65375