Tip #83: Auditing Training: Looking at the Content Decisions

The first training decision category is what content to teach next.

The findings from an audit of an asbestos abatement project design refresher class will help to elaborate on the types of strengths and deficiencies I have observed in this category.

Content Strengths:

The general purpose of a refresher class is to review, share ideas, and update the trainees on the new developments in the industry.

First, the training program as it is currently organized includes the review and update on many new industry developments.
The topic of the problems with asbestos and real estate was a good choice.

The section on health effects, respirators, negative air machines and containments was very complete. The group discussion on negative air machines and the problems in maintaining negative pressure in containment covered a number of important issues, including the suggestion that they should test the negative air machines before using them to see that they were still efficient in taking asbestos fibers out of the air.

The safety procedures section was very thorough, particularly the discussion on emergency cases. Other safety suggestions that the instructor made were also very important, including checking for signs on more than just the first day and making sure to use the right respirators for hazards other than asbestos.

The section on legal updates for federal, state, and local regulations was also very well done.

Second, some excellent examples were given that related to the trainees' experience to help them comprehend the information.
It is clear that the instructors are competent and have practical knowledge and experience in their field. In discussing how asbestos impacts the industry, five realistic examples were given to identify the interests and concerns of all the parties who can be concerned by the presence of asbestos in a building, including tenants and mortgage lenders.

The section on electrical safety was done particularly well. Every trainee could relate to the example of the lighting system in the training room. Asking them what troubles they could get into if they were not careful about turning off the electricity got everyone involved and helped them to understand what they did and did not know about the subject. Since liability and safety are major concerns, the instructor had their undivided attention.

Third, the discussion of the role and responsibility of the project designer was very complete and effective. There were good discussion and examples given relating to what the project designer's role is, when to accept a client, and what to tell the client. The trainees were given a good set of questions to ask and problems to be aware of relating to the skills, knowledge, ability, and ethics of a project designer.

For example, the instructor established a credible and effective ethical position when he said that it is the project designer's responsibility to see that the job is done right. "If you want to get out of the responsibility, get out of the business."

Deficiencies and Recommendations

There were six major concerns regarding the content, focus, and organization of the program.

First, there is no organizing principle. The program presentation and emphasis should be placed on what the project designer needs to know to do his or her job well. However, there was no cohesion or continuity to the structure of the course.

Second, the content is incomplete. Although the subjects presented were important and necessary, there were several content areas that were overlooked.

For example, the following subjects were either not covered at all or insufficiently covered: (1) potential exposure situations, (2) recommended and prohibited work practices, (3) scaffold and ladder hazards, (4) preparing abatement drawings and particular problems with abatement drawings, (5) when to consult with an architect or engineer, and (6) when it is necessary to get an architect's signature on structural changes.

In the future, it would be helpful if the instructors conduct a task analysis of the material to identify the necessary information that should be included in the program content.

Third, the content emphasis is misdirected. The program seemed organized around the new equipment that is available to help the project designer do the job rather than what the project designer needs to know to do the job well.

For example, the instructor mentioned that a certain piece of equipment will help the trainees with their documentation. However, the instructor did not detail the kinds of documentation that the project designer will need to be in compliance or to limit liability.

In the future, the instructor may want to ask questions such as "What documentation is needed for air monitoring?" or have the trainees discuss sample problems keying on documentation or the other concerns that need to be reviewed. Then the instructor could present the slides of the equipment and say "As we discussed earlier, it is necessary that proper documentation of personal air monitoring be done and this piece of equipment will help you with that."

Fourth, the information is presented in a way that lacks clear organization. The auditor recommends that, in the future, the instructors should give the trainees an overview of the format and content of the session.

For example, the beginning of the class should be devoted to letting the trainees know what to expect during the day and what the instructors expect from the trainees. In other words, the class should get a brief overview of the day's events.

The trainees should also be given an agenda which identifies the various subjects that the instructor will be covering. This will help the trainees have a better understanding of the format and content of the session. It is not necessary to identify specific times for these subjects or for the scheduled break times on the agenda.

The learning objectives should be identified at the beginning of the session. Once a learning objective has been covered, it is useful to get closure and then provide transitional statements so that the trainees understand the relationship between the subjects that are covered.

For example, when the instructor summarizes health effects, he could ask the class to list the three major health problems associated with asbestos. After someone has answered this question, an example of a transitional statement is "Because we all know of the health problems, the next topic is set up to review and hopefully give us a better understanding of what we as project designers need to do to help limit exposure to asbestos fibers."

Fifth, the course did not sufficiently take into consideration the specific content needs and concerns of the trainees. It would have been useful in determining the coverage and emphasis of specific subject areas if, at the beginning of the session, the trainees were asked to identify any specific information they wanted to get out of the training. Waiting for questions only ensures that the trainees will get clarification on what is presented. It does not ensure that what they feel they need to learn is presented.

Sixth, too much information is presented at one time. Despite the fact that this was a refresher overview, there was still too much information covered for the trainees to absorb and remember. Real learning is more likely to occur if a short meaningful amount of information is presented and then the trainees are given time to practice using that information.

Tip #82: Auditing Training: Looking at the Training Decisions

I firmly believe that the effectiveness of a training program depends upon the decisions that the instructors make about what will be taught and how it will be taught. I have found that it is possible to determine the probability of learning in the classroom by evaluating these decisions, without technical knowledge of the subject matter.

This philosophy is based upon the Mastery Teaching Model developed by Dr. Madeline Hunter, of the University of California at Los Angeles, to increase instructional effectiveness. Dr. Hunter defines "training" as "a constant stream of professional decisions made before, during and after interaction with the learner; decisions which, when implemented, increase the probability of learning."

According to Dr. Hunter, regardless of who or what is being taught, all training decisions fall into three categories: (1) what content to teach next, (2) what the learner will do to learn and to demonstrate learning has occurred, and (3) what the trainer will do to facilitate the acquisition of that learning.

Tip #81: Auditing Training: The Audit Process

There may be times when you are called on to audit the training program provided by outside vendors, internal trainers, and trainers seeking certification. It is actually possible to determine the degree of effective learning in a classroom, even if you are unfamiliar with the technical content or even the language in which the training is presented. In a later Tip, I will share my experience auditing masters degree courses at the University of Osijek in Croatia!

The audit process I use typically involves eight different methods to gather sufficient information to adequately evaluate a training program. I recommend that auditors:

1. review all lesson plans and related materials prior to the audit;

2. speak with the instructors, prior to the audit and during training breaks as time permits, regarding their objectives, teaching decisions, concerns and recommendations;

3. observe the training process and methodology;

4. observe the classroom activities;

5. speak with the trainees, as time permits, regarding their perceptions of the content and process of training and their recommendations to retain or modify any portions of the training;

6. review the handout materials and any examinations;

7. review the examination results, if examinations are used; and

8. check out concerns and discuss possible modifications with the instructors to get the benefit of their perceptions and recommendations.

It is important to keep in mind that the instructors are professionals who must be treated with respect. They need to feel that the audit process will be reasonable and fair, checking out all observations and assumptions and providing opportunities for the instructors to explain the rationale behind their instructional choices. It is best for all concerned if the auditor is positioned as a supportive peer coach rather than a stern judge.

This audit process is intended to encourage the instructors to: (1) become conscious of the instructional decisions that they make and (2) actively participate in a collaborative process with the auditor to improve the quality of those decisions.

For this reason, all audit recommendations and findings are discussed with the instructors prior to the issuance of the report. To the extent possible, the auditor should credit the instructors with authoring or proposing the recommendations. This enables them to retain their status as instructors concerned with providing optimal learning. In addition, their "co-author" attribution publicly and formally commits them to implementing the audit recommendations.

Tip #80: Handling a topic that scares some of the participants

The Challenge: The topic to be covered generates fear among some of the participants

Possible Approaches: Although it seems rather dramatic to say that a topic might scare or frighten participants, there are topics that tend to create anxiety for people. For example, childbirth, CPR, computer skills, test taking, statistics, giving stand up presentations, communicating assertively, or giving performance feedback, etc. You can feel free to add other topics that you have first hand experience dealing with participant terrors.

Recognize past transfer that might have a chilling effect on the participants. Try to disconnect the past negative transfer and use positive transfer experiences that are similar. For example, if teaching computer skills, ask if anyone has ever used a typewriter or a microwave. If so, they already have basic data entry and programming skills.

Avoid using jargon that can increase the participants' sense of unease with the unfamiliar. Use terms that are simple to understand and already within the participants' vocabulary.

Indicate that a building block approach will be used that ensures basic steps are learned before moving on. Explain the task analysis that identified the sequence of steps and the commitment to ensure each participant's successful learning. For example, you will have an opportunity to practice your presentation skills within your small group before we do anything in front of the entire class.

Offer the use of team/mentors, as well as opportunities for individual assistance during breaks and after class.

It may be necessary to promise the participants that they can "pass" on any exercise or activity with which they feel uncomfortable. Role playing is an activity, for example, that many participants approach with trepidation. However, you may be able to help them get their toes wet if you simply ask them to "help out" someone else in a role play. Once they find the experience is not quite so terrifying, they may be willing to do it on their own.

In all situations, however, it is important to dignify their concerns, show empathy and understanding, and do your best to design content and activities that allow the participants to build on small successes and develop confidence in addressing their fears.