Training Outcomes

The first step in preparing a training session is to decide on the outcomes to be achieved by participating in the training session. In other words what is the trainee expected to know or do at the end of the training event.

The National Training Authority (1999), states that "training outcomes is instructional, describing in measurable terms what the candidate is required to know or do in order to achieve workplace competence". (p.(404) 3.15)

To successfully write a training outcome, three criteria must be met.

1. Outcomes must be observable
2. Outcomes must be measurable
3. Outcomes must be clearly written, so as not to be misinterpreted or ambiguous

In terms of competency based training, competencies include both skills and tasks, therefore the training outcomes should be expressed in terms of:

• Performance - What the learner is expected to be able to do as a result of undertaking the training program
• Standards - The standard of performance expected from the learner
• Conditions - The conditions under which the performance will take place

An example of a training outcome could be stated as such:

At the end of this session, the learner will be able to conduct 6 EFTPOS transactions (Performance), during the peak sales period (Condition) within 5 minutes whilst following store practices and procedures (Standard).

Outcomes are usually action oriented and contain words related to “doing” or “knowing” something.  Training outcomes should not be phrased in words such as “understand” or “believe”.  These are too vague.

The emphasis on the action-oriented words is important because this is how the trainer will know that the outcome has been achieved.

Action verbs should be used in the training outcome. The National Training Authority (1999), has provided some examples of action verbs used to describe a particular type of activity that the learner must perform.

Knowledge and understanding (Cognitive) Define State Discuss Formulate Identify Analyse Explain Prepare Skills (Psychomotor) Adjust Operate Construct Insert Repair Assemble Open Replace Attitudes and feelings (affective) Listen Derive Perceive Associate Accept Choose Discuss Describe

Did the Learners meet the training outcomes?

The critical part of any training is assessing the person’s competence.  How will you know when the learner has achieved the training outcomes?

The environment that you will be training in dictates the types of assessment methods you can use.

For example, you have set up a training session on-the-job to teach point of sales skills. The training outcome states:

"At the end of this training session the participants will be able to operate the store’s point of sale equipment to conduct category and pricing enquiries utilising the Price Lookup keys in accordance with store policy and procedures".

It would be inappropriate in this case to conduct a written test on-the-job. As the training outcome suggests ‘participants will be able to operate…..’ So you will need to watch the learner and ask questions on why they operated in certain way. Your assessment therefore focuses on the psychomotor skills plus the knowledge and understanding of the learner.

Training outcomes are a guide for the trainer. If the participant cannot perform the task at the end of your session then the training outcomes have not been achieved.

Using clear and concise training outcomes will assist in:

• Providing a guide for the constructing of assessment tools to evaluate the participants progress
• Providing a guide in selecting the appropriate methods and media
• Removing any abiguity and difficulties in interpreting the tasks set
• Providing participants with a clear direction to achieve the task

Assessing Competency

The trainer must determine the following in relation to assessment during preparation:

• What is the assessment task?
• Where is it to be performed?
• Who will assess the task?
• What assessment methods will be used?
• What evidence of assessment is necessary?

See ‘Assess and confirm the need for training’ for further information.

Collecting Evidence

Collecting evidence of competency usually requires some preparation.  The person being assessed needs to know exactly what is happening in relation to their assessment.

In addition it is important to think through how you will actually check that the person is competent.  Will you need to:

• Watch the person doing it?
• Hear the person discuss or describe something?
• Have the person write a report?
• Question the person?
• Talk to someone else?