Good Hygiene Practices along the coffee chain Training – Evaluating and reinforcing training Module 5.3

Slide 2 Module 5.3 – Training – Evaluating and reinforcing training Why evaluate learning?  We train because:  We want to influence the skill level, behaviour, attitude or knowledge of a particular target group  We expect that our training will lead to a desired change  We evaluate learning because:  We need to know whether we achieved the stated objectives of our training programme  Feedback from each learning event is essential to improve the efficiency and effectiveness of future training interventions

Slide 3 Module 5.3 – Training – Evaluating and reinforcing training Evaluation: An integral part of the training cycle  Preparation for a training event must include planning for the evaluation of learning. Considerations include:  Identification of objectively verifiable indicators that stated learning objectives are met  Aspects of the learning experience that are of greatest interest  Time required for the evaluation  Financial and human resources required for the evaluation  How the evaluation findings are to be used and by whom

Slide 4 Module 5.3 – Training – Evaluating and reinforcing training How do we evaluate learning?  Evaluation of learning:  Is based on the learning objectives Learning objectives and sub-objectives must be clearly stated and agreed by all Verifiable indicators for assessing attainment of objectives should be identified Practicable means of verifying the indicators must be available Responsibilities for monitoring and evaluation should be specified  Is not the same as evaluation of the learning event (organization, premises, catering etc.), but  May consider aspects of the learning event that could affect learning, such as: Physical conditions of the training environment that might affect learners’ concentration Timing of breaks or length of sessions Satisfaction/dissatisfaction of learners with arrangements that might create/undermine enthusiasm Evaluating learning (Action)

Slide 5 Module 5.3 – Training – Evaluating and reinforcing training How do we evaluate learning?  Evaluation of learning:  May be formal or informal  May evaluate individuals or groups  May be done by outsiders, insiders, self or peers  May be an end-assessment or continuous assessment.  May consist of an exam/test, interview, simulation, practical demonstration, focus group discussion, observations of performance, portfolio of work, practical product (e.g. curriculum outline, work plan, action plan, report), reality check (i.e. does it work in real life?).  Should include: learners’ evaluation of (a) relevance of course content and (b) impact of course methodology on learning; views of observers.  Should be followed by an impact evaluation after a longer interval Question: How shall we evaluate learning? Evaluating learning (contd.) (Action)

Slide 6 Module 5.3 – Training – Evaluating and reinforcing training Evaluating impact A long-term impact evaluation will show whether training has had a real effect. It should be done once soon after the training and again about six months later. Impact should be measured not only against learning objectives but against training goals – e.g.:  Has coffee hygiene improved? How can we measure this? Is this the result of training?  Have producers been able to negotiate higher prices? What is the evidence? Is this due to improvements in coffee hygiene? Question: How shall we evaluate impact?

Slide 7 Module 5.3 – Training – Evaluating and reinforcing training How do we reinforce training and follow it up? (or, how do we make training sustainable?) All training needs longitudinal reinforcement. The most effective ways are further practice, further help and support, and passing on the training. Possibilities are:  Dissemination plans – at the end of the course participants plan who to tell, and how  An on-line help desk or website  Networks and contacts for information, enquiry, encouragement, monitoring  Take-home materials for inspiration, dissemination or reference (e.g. pictures/ posters/ pennants/ carrier bags, jingles and slogans, leaflets, models, guides, manuals)  On-the-job activation of new skills and practices  Help and supervision on the worksite  Training trainees as trainers, possibly with a financial incentive and/or expenses  Converting training materials into self-explanatory self-access modules (NB an expert job) Question: How shall we make training sustainable?