Monitoring and evaluation training module ppt 2019


  • OPTIONS Tools & Resources
  • Effective Training Delivery and Evaluation: Professional Approaches and Tools
  • ADDIE: 5 Steps To Effective Training
  • What are the different types of Monitoring and Evaluation (M&E)?
  • OPTIONS Tools & Resources

    This article describes how to deliver efficient training sessions that benefit learners, evaluate training sessions, and use the evaluation results to make necessary improvements. Topics covered include learning styles, planning the training, different training styles, monitoring learning progress and adjusting the training, and bringing the training session to a close.

    Examples of training evaluation tools and their role in continual improvement of training for clinical research professionals are highlighted. Despite the increase in the use of eLearning, distance learning, and self-learning, face-to-face training remains the most popular method of delivering training. Quality training requires the right content to achieve the training objectives and efficient delivery of the content by a knowledgeable and experienced trainer.

    Learning Styles There are three basic learning styles; visual, auditory, and kinesthetic Table 1. Some people prefer visual learning, while other people prefer listening or learning-by-doing activities. So, when we train a group of people, there definitely will be a mix of different learning styles. Thus, when planning and delivering the training session, we have to consider how to accommodate all of the learning styles. Planning Training Sessions A successful training session should be properly planned before the training can be scheduled.

    In determining how to deliver a training session, the first thing to consider is the objectives of the training.

    Sufficient time should be allowed to develop the training materials. Once the training objectives have been identified, the trainer should determine how they are going to be achieved.

    Considerations include training content and the level of complexity. The training session may, for example, cover fundamentals or be at an advanced level. The methods to be used, the training style, and the training duration should also be considered. The trainer decides which training materials and handouts are going to be used as well as the training evaluation collection form.

    The training session starts with opening activities and includes actual information, learning activities such as small group tasks, role games, quizzes, etc. The session also has closing activities with training evaluation at the end. Table 2 outlines a sample training session plan. Pre-Training Communications The purpose ofpre-training communication is toovercome possible barriers to training and create the proper environment for the training. Achieving the proper environment requires promoting the learning, instructions for signing up for the training, and possibly, some pre-course work.

    The instructions for signing up for the training should describe the details of the training program, including how to register, and ask the audience to complete the pre-training session questionnaire. The pre-training session questionnaire provides the trainer with the information about the experience level of the learners with the training topic, enabling the trainer to customize the training to their experience and needs.

    Why is considering the audience important? The following is a real life example. Once, a subject matter expert was delivering a scientific training course. The trainer was knowledgeable about the subject and provided good training materials and hand-outs. However, the trainer had not collected any information about the audience as a part of the pre-course preparation.

    The trainer should consider the physical environment, which may affect the training. The room must be accessible and safe. The lighting and the temperature should be appropriate. The best layout of the room — either theater style, classroom style, boardroom style, or cabaret style — should be considered. Certain layouts are best for certain types of training. For example, theater style is best for lectures, and classroom style is best for training with activities.

    For training with a great deal of discussion, cabaret style may be best. The trainer should pay attention to body language, use of space, eye contact, voice, and habits. The trainer should remain confident in front of the audience. Beginning a Training Session The training session begins with arrivals and welcome.

    When the learners come into the training environment, the trainer should try to greet each person individually, if possible. The training session should start on time. The introduction covers rules for the training session such as health and safety requirements and not using mobile phones, as well as arrangements such as refreshments Table 3.

    The trainer must cover the goal and overall structure of the training session, including the planned learning outcome and timing. Making introductions is an important part of the training session. The ice-breaker can be a simple, interesting story related to the training, a small group introduction, or individual introductions. Lecturer style is good in many cases; however, it provides one-way learning, being a passive way that does not enhance practical skills.

    Facilitator and trainer styles ensure two-way active learning. The facilitator style enables self-learning and is best for training where the learners already have some knowledge of the training topic. Trainer style is best for developing knowledge and skills. Table 4 provides an overview of different training techniques. Winston Churchill is reported to have said that his technique for speech making like a presentation was the following: Tell them what you are going to tell them.

    Tell them. Tell them what you have told them. This is a simple but effective technique. Telling the audience what the presentation will cover is the introduction with the objectives, and so forth. After delivering the presentation, telling the audience what the presentation covered is to recap the objectives.

    The VAK concept is based on auditory, visual, and kinesthetic senses. It combines voice, sounds, and words e. Kinesthetic refers to activity or emotion.

    A demonstration is an essential and useful method. But what is the best way to demonstrate? You may want to try the following approach: in the beginning, the trainers demonstrate the entire process.

    Then, they break it down into manageable chunks, explaining each portion of the whole process. This is followed by a repeat step-by-step demonstration. The trainer usually manages learning activities introducing games, discussions, case studies, and work-based activities.

    Learners can be divided into small groups to do the learning activities. The trainer provides content for the activity, clear instructions, along with monitoring the progress of the groups. At the end of the exercise, the small groups report back to the whole group and the trainer provides a debriefing about the activity with the right answers. For visual aids, PowerPoint slides, interactive whiteboards, and flip charts are usually used.

    PowerPoint slides are easy to prepare and can be re-used many times. Web chat may also be used. Interactive whiteboards can be used for multiple purposes: to show video, PowerPoint slides, and can be used as a flipchart.

    However, the trainer should learn how to use interactive whiteboards first. Asking questions, Listening, Monitoring Progress, and Providing Feedback Asking questions and listening are essential skills for trainers. Asking questions helps the trainer gain or keep the attention of learners. Probing questions encourage learners to find answers to questions themselves, and they enable the trainer to monitor the learning progress. Listening could be expressed through eye contact and nods, reflecting back on what has been said to check understanding, and acknowledging or responding to what was said.

    If a course participant is trying to make a point, the trainer has to encourage them. The learning progress has to be monitored in order to know how well the training is being received by the learners and to make adjustments, if necessary, to ensure that the learning objectives are met.

    The trainer can monitor individuals by asking questions about details to assess understanding and by looking at the audience members work. Group review and discussion is another way to assess understanding. Providing constructive feedback to the learners is important. The feedback should be delivered in a positive way. Training Evaluation The purpose of evaluating training is to prove, learn, control, and improve.

    There are a few training evaluation methods in the industry. This can be done through an online or paper questionnaire or voting devices. A Level 1 questionnaire can ask questions about the session content, training materials, and how the instructor delivered the training, the environment, and so forth. For most questions, the learners can be asked to circle an option e. It would also be useful to ask a few open-ended questions.

    A Level 2 questionnaire covers what the class participants have learned at the training session. This could be done as pre- and post-testing, which measures the change in learning from before to after the training session. Sometimes, however, the learners evaluate their knowledge as substantial before the training session, and then they find out during the training session that they really did not know much about the topic.

    During the training session, knowledge could be tested through a quiz or exam, or it could be tested through case studies, discussion, and scenario exercises. Ending a Training Session The training session is brought to a close with a review of the objectives of the session. Then, the trainer asks if the audience had any questions and answers their questions.

    Finally, the trainer asks the audience to complete the training evaluation, remembering to explain the importance of collecting the feedback. Conclusion While planning, developing, and delivering training sessions, we keep in mind that the learners in the classroom represent different learning styles: visual, auditory, and kinesthetic. So, the important thing is to make sure that we accommodate all the learning styles in our classroom.

    Training sessions start well before the actual delivery.

    Effective Training Delivery and Evaluation: Professional Approaches and Tools

    Great news is, the variations of monitoring and evaluation are not mutually exclusive, which means that they can be used in different combinations to leverage the full potential of your project. It is often conducted in conjunction with compliance monitoring and feeds into the evaluation of impact. Compliance monitoring Just as the name suggests, the purpose of compliance monitoring is to ensure compliance with donor regulations, grant, contract requirements, local governmental regulations and laws, ethical standards, and most importantly compliance with the expected results of the project.

    The need for compliance monitoring could arise at any stage of the project life cycle. Context monitoring helps us identify and measure risks, assumptions, or any unexpected situations that may arise within the institutional, political, financial, and policy context at any point during the project cycle. These assumptions and risks are external factors and are not within the control of the project, however, context monitoring helps us identify these on time to influence the success or failure of a project.

    Its primary purpose is to track the overall perceptions of direct and indirect beneficiaries in relation to a project. It includes beneficiary satisfaction or complaints with the project and its components, including their participation, treatment, access to resources, whether these are equitable, and their overall experience of change. Beneficiary monitoring also tracks stakeholder complaints and feedback mechanism.

    Financial monitoring The main purpose of financial monitoring is to measure financial efficiency within a project. It tracks the real expenditure involved in a project in comparison to the allocated budget and helps the project team to form strategies to maximize outputs with minimal inputs. Organisational monitoring As the name suggests, organisational monitoring tracks institutional development, communication, collaboration, sustainability and capacity building within an organisation and with its partners and stakeholders in relation to project implementation.

    Results monitoring This is where monitoring entwines with evaluation. It helps the project team to determine if the project is on the right track towards its intended results and whether there may be any unintended impacts. But depending on the nature of the project, it may also continue through the implementation stage. Its main purpose is to generate baseline data to investigate the need for the project, raise awareness of the initial project status, identify areas of concern and provide recommendations for project implementation and compliance.

    Process evaluation It is conducted as soon as the project implementation stage begins. It assesses whether the project activities have been executed as intended and resulted in certain outputs. Process evaluation is useful in identifying the shortcomings of a project while the project is still ongoing to make the necessary improvements. This also helps to assess the long-term sustainability of the project. Outcome evaluation This type of evaluation is conducted once the project activities have been implemented.

    It measures the immediate effects or outcomes of the activities in the target population and helps to make improvements to increase the effectiveness of the project.

    Summative evaluation This occurs immediately after project conclusion to assess project efficacy and the instant changes manifested by its interventions.

    Summative evaluation compares the actual outcome data with baseline data to determine whether the project was successful in producing the intended outcomes or bringing about the intended benefits to the target population. It provides evidence of project success or failure to the stakeholders and donors to help them determine whether it makes sense to invest more time and money for project extension. Impact evaluation Impact evaluation assesses the long term impact or behavioral changes as a result of a project and its interventions on the target community or population.

    It assesses the degree to which the project meets the ultimate goal, rather than focusing on its management and delivery. These typically occur after project completion or during the final stage of the project cycle. However, in some longer projects, this can be conducted in certain intervals during the project implementation phase, or whenever there is a need for impact measurement. Real-time evaluation Real-time evaluation is undertaken during the project implementation phase.

    It is often conducted during emergency scenarios, where immediate feedback for modifications is required to improve ongoing implementation. The emphasis is on immediate lesson learning over impact evaluation or accountability. Participatory evaluation This type of evaluation is conducted collaboratively with the beneficiaries, key stakeholders and partners to improve the project implementation.

    Participatory evaluation can be empowering for everyone involved as it builds capacity, consensus, ownership, credibility and joint support. Thematic evaluation Such type of evaluation focuses on one theme across a number of projects, programs or the whole organisation.

    The theme could be anything, ranging from gender, migration, environment etc. Cluster or sector evaluation Just as the name suggests, this evaluation is implemented by larger development and humanitarian sectors, including a group of different organisations, programs or projects that are working on similar thematic areas.

    It assesses a set of interconnected activities across different projects and entities. As a result, it strengthens partnerships within these key sectors, while improving their coordination, accountability, predictability, and response capacity.

    Meta-evaluation This is used to assess the evaluation process itself. Meta-evaluations could be useful to make a selection of future evaluation types, check compliance with evaluation policy and good practices, assess how well evaluations are utilized for organizational learning and change, etc.

    Internal evaluation could help build staff capacity and ownership but they may be subjective at times. On the other hand, external evaluation brings in a degree of objectivity and technical expertise and tends to be more transparent and accountable. Before we sign off, just a quick reminder that this list is not all-inclusive and there are many more types of monitoring and evaluation practiced in the development and humanitarian sectors.

    Post navigation.

    It has been the site of numerous demonstration projects, is currently hosting a large-scale implementation project called Jilinde, and in May initiated a nation-wide rollout of oral PrEP.

    The timeline below captures key milestones in the PrEP introduction journey in Kenya, and offers a window into the many challenges and successes along the way. The main aim is to support national implementation of PrEP and HIV Self-Testing, by highlighting what has worked well and finding solutions for what may not have worked well. The target audience include policy makers, national and county governments, health program managers, regulatory authorities, health providers, potential PrEP users and the general population.

    Kenya PrEP Communications Landscape Analysis As the first step in a larger market preparation and communications plan, McCann Global Health a member of the OPTIONS consortium has conducted a landscape analysis of available information and knowledge on the demand creation and uptake of PrEP among vulnerable populations in Kenya, including serodiscordant couples, adolescent girls and young women, men who have sex with men, female sex workers and people who inject drugs.

    In addition to vulnerable populations, McCann also researched health care workers as the gatekeepers to HIV prevention products, services and information. It helps the project team to determine if the project is on the right track towards its intended results and whether there may be any unintended impacts. But depending on the nature of the project, it may also continue through the implementation stage.

    Its main purpose is to generate baseline data to investigate the need for the project, raise awareness of the initial project status, identify areas of concern and provide recommendations for project implementation and compliance.

    Process evaluation It is conducted as soon as the project implementation stage begins. It assesses whether the project activities have been executed as intended and resulted in certain outputs. Process evaluation is useful in identifying the shortcomings of a project while the project is still ongoing to make the necessary improvements.

    This also helps to assess the long-term sustainability of the project. Outcome evaluation This type of evaluation is conducted once the project activities have been implemented. It measures the immediate effects or outcomes of the activities in the target population and helps to make improvements to increase the effectiveness of the project. Summative evaluation This occurs immediately after project conclusion to assess project efficacy and the instant changes manifested by its interventions.

    Summative evaluation compares the actual outcome data with baseline data to determine whether the project was successful in producing the intended outcomes or bringing about the intended benefits to the target population. It provides evidence of project success or failure to the stakeholders and donors to help them determine whether it makes sense to invest more time and money for project extension. Impact evaluation Impact evaluation assesses the long term impact or behavioral changes as a result of a project and its interventions on the target community or population.

    It assesses the degree to which the project meets the ultimate goal, rather than focusing on its management and delivery. These typically occur after project completion or during the final stage of the project cycle. Interactive whiteboards can be used for multiple purposes: to show video, PowerPoint slides, and can be used as a flipchart.

    However, the trainer should learn how to use interactive whiteboards first. Asking questions, Listening, Monitoring Progress, and Providing Feedback Asking questions and listening are essential skills for trainers. Asking questions helps the trainer gain or keep the attention of learners.

    Probing questions encourage learners to find answers to questions themselves, and they enable the trainer to monitor the learning progress. Listening could be expressed through eye contact and nods, reflecting back on what has been said to check understanding, and acknowledging or responding to what was said. If a course participant is trying to make a point, the trainer has to encourage them.

    The learning progress has to be monitored in order to know how well the training is being received by the learners and to make adjustments, if necessary, to ensure that the learning objectives are met.

    The trainer can monitor individuals by asking questions about details to assess understanding and by looking at the audience members work.

    Group review and discussion is another way to assess understanding. Providing constructive feedback to the learners is important. The feedback should be delivered in a positive way. Training Evaluation The purpose of evaluating training is to prove, learn, control, and improve.

    There are a few training evaluation methods in the industry. This can be done through an online or paper questionnaire or voting devices. A Level 1 questionnaire can ask questions about the session content, training materials, and how the instructor delivered the training, the environment, and so forth. For most questions, the learners can be asked to circle an option e.

    It would also be useful to ask a few open-ended questions. A Level 2 questionnaire covers what the class participants have learned at the training session. This could be done as pre- and post-testing, which measures the change in learning from before to after the training session. Sometimes, however, the learners evaluate their knowledge as substantial before the training session, and then they find out during the training session that they really did not know much about the topic.

    During the training session, knowledge could be tested through a quiz or exam, or it could be tested through case studies, discussion, and scenario exercises.

    Ending a Training Session The training session is brought to a close with a review of the objectives of the session. Then, the trainer asks if the audience had any questions and answers their questions.

    ADDIE: 5 Steps To Effective Training

    Finally, the trainer asks the audience to complete the training evaluation, remembering to explain the importance of collecting the feedback. Conclusion While planning, developing, and delivering training sessions, we keep in mind that the learners in the classroom represent different learning styles: visual, auditory, and kinesthetic.

    So, the important thing is to make sure that we accommodate all the learning styles in our classroom. Training sessions start well before the actual delivery.

    Other things to consider are the training methods to be used, the training style, and the duration of the training. Pre-training communications serve toovercome possible barriers to training and create the proper environment.

    What are the different types of Monitoring and Evaluation (M&E)?

    In order to set up the environment, we promote the learning, providing the instructions on how to sign up for the course. The pre-training session questionnaire provides the trainer with very useful information about their audience, including the level of expertise and knowledge on the subject. Such information allows the trainer to customize the training to the needs of the learners, making the session the most effective.

    During the planning stage, we need to decide which training style will fit the best: a lecture, training class, or facilitated session. Selecting the style, we keep in mind that the lecture style provides a passive way of learning that does not enhance practical skills, while facilitator and trainer styles ensure active learning. The facilitator style requires the learners to have some practical or theoretical knowledge of the training topic. Giving a demonstration of a process assumes the following approach: show the whole process, break it down into pieces, and repeat how it all works together.


    thoughts on “Monitoring and evaluation training module ppt 2019

    • 06.09.2021 at 20:57
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      Bravo, seems brilliant idea to me is

      Reply
    • 10.09.2021 at 23:11
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      I regret, that I can not participate in discussion now. It is not enough information. But with pleasure I will watch this theme.

      Reply

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