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| Enhancing Training Effectiveness with Assessment |
We, at CEDR are often asked by our HR colleagues or the CEOs / GMs of our operating companies on how we can ensure the training is relevant to participants and applicable at the workplace. It is indeed a very tough question to answer. We know it is a challenge to make training applicable and effective in the classroom with different trainees, and to get the participants to practice and use the skills they learnt when they are back to the workplace is really an uphill task! We will discuss in detail in this issue on how CEDR uses various types of assessment to make training effective and get participants to engage in an active learning process.
How do we assess participants DURING training?
Most of the assessments we use during training are informal and may occur at any time during training, for example: when the trainer poses a question, when participants express their views and opinions verbally or in written form, or during role-playing. For example:
Formative assessments (informal assessment during training) are based on the learning objectives set for the training. From what has been observed and heard from the participants, our trainers are able to gauge whether the participants have achieved the learning objectives. If the participants get the points right, our trainers will give positive feedback to reinforce learning; however if our trainers find the participants have misinterpreted / misunderstood the key points, feedback for improvement will be used to bring them back onto the right track.
How do we assess participants AFTER training?
Written test is an assessment method disliked by many participants as they feel that answering questions on paper is not practical. We are working to replace the written test with a customised and more meaningful assessment, for example (i) a short but work related assignment (ii) a work related project or (iii) a post training practical session. Here are a few examples:
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Example 1
The participants from Lion Steelworks agreed to carry our a practical session after completing an English language programme. They were requested to discuss a topic of their choice by using English and the assessor from CEDR observed the discussion. Constructive feedback was given by the assessor on the vocabulary and sentences used; it helped the participants to improve their spoken English. | Example 2
The participants from Mahkota Hotel were given a few scenarios to practice after a customer service training. The supervisors were required to monitor the practice and provide feedback to the CEDR trainer. Basically, this assignment was intended to create a continuous learning culture. |
Conclusion
We believe when the right assessment method is used at the right time, it will reinforce learning rather than punish the participants. As a consultant or training provider, we are answerable to companies on training effectiveness and knowledge retention after training; it will always be our commitment to continuously update and improve the assessment method used in our training sessions. |
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