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CoreNet Global Learning Standards Learning Strategies, Principles and Approaches for Classroom Programs

© 2015 CORENET GLOBAL 2

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Table of Contents

Introduction .......................................................................................... 5

Purpose of this Guide ................................................................................................... 5

The Learner’s Perspective ............................................................................................. 5

The CoreNet Global Commitment .................................................................................... 6

CoreNet Global’s Overall Process Model: A4DE ................................................................... 8

Faculty/Subject Matter Experts (SMEs) .............................................................................. 9

Role and Expectations ................................................................................................................................. 9

Positive Project Team Relationships .......................................................................................................... 10

The Course Design/Revision Process ........................................................................................................ 11

Design & Development ........................................................................... 14

Definition of Instructional Design.................................................................................... 14

How and Why Adults Learn: Learning Principles ................................................................. 15

Developing Program and Learner Objectives ...................................................................... 17

Using Bloom’s Taxonomy: Levels of Cognition .................................................................... 17

Selecting a Delivery Methodology ................................................................................... 19

Classroom Course Design ................................................................................................ 20

Graphics Considerations .............................................................................................. 22

Organizational Review Process ...................................................................................... 23

Review Checklist ....................................................................................................... 23


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Delivery Best Practices .......................................................................... 25

In the Classroom ....................................................................................................... 25

Ensuring Transfer of Learning ....................................................................................... 26

Evaluation .......................................................................................... 26

Plan to Evaluate Results .............................................................................................. 26

Kirkpatrick’s Model of Evaluation ................................................................................... 26

The CoreNet Global Evaluation Process............................................................................ 29

Using Summative Evaluation for Program Improvement ........................................................ 29

Course Documentation ........................................................................... 30

CoreNet Global Classroom Documentation ........................................................................ 31

Appendix: ........................................................................................... 32


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Introduction

Purpose of this Guide

In support of CoreNet Global’s commitment to help its members connect, grow, learn and belong, we initiated

this project to research, benchmark and document the best practices in adult learning and

corporate/professional educational programs today. Using these best practices as our foundation, we have

committed to design and develop top quality, highly effective programs and seminars.

For additional information or questions, please contact Amy Dreher at [email protected].

The Learner’s Perspective

As a result of participation in CoreNet Global learning and professional development programs, every learner

should have a similar experience that can be described as:

• Delivering a consistent user experience

across all CoreNet Global learning with

regard to look and feel, navigation, and

learner expectations for usability

• Providing an integrated sensory

experience that is visually and

intellectually engaging while actively

involving the learner in the learning

process

• Ensuring a maximum efficient learning

opportunity based on analysis of need, objectives, and well- designed materials and activities

• Including ready availability of focused, need to know content

• Providing access to direct, factually accurate, and grammatically correct information

• Delivering content in chunks, organized and cataloged for logical presentation and quick reference

• Integrating globally and culturally diverse graphics, case studies and scenarios, respectful of

local customs.

• Identifying solutions to work place problems that are built on the applicability or relationship of

new information to existing knowledge

mailto:[email protected]


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The CoreNet Global Commitment

In order to successfully achieve the CoreNet Global Learner’s Experience, the design of learning must

consistently include the following practices and principles:

• Intentional focus on solving problems and establishing the context for learning

• Effective use of design components that include learner choice and social interaction

• Intentional use of Instructional Science to order and

present information in a way that effectively and

efficiently facilitates learning

• Transparent use of leading edge Instructional Design

principles

• Projects initiated from a learner focused design

perspective

• Provision of searchable content, whenever possible

• Use of design templates for consistency and structure

• Use of active voice for audio and text

• Jargon free content

• Question anticipation and answer provision to meet learner needs

• Content based on functional, well designed learning objectives suited to the delivery method

• Focus on small chunks or modules of information to expedite learning and respect learners time

• Intentional design of frequent interactive and engaging experiences

• Commitment to content clarity and top quality for graphics and text

• Inclusion of opportunity for application, practice, and review of knowledge that is proportionate to the

length of the course

• Content designed specifically for classroom delivery


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• Provision of a blended learning approach to address multiple learning modalities and preferences

whenever possible

• Commitment that all graphics are

• Visually relevant and appealing

• Royalty free globally

• Culturally diverse

• People oriented photos (not Clip Art)


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CoreNet Global’s Overall Process Model: A4DE

CoreNet Global’s process for the design of learning is outlined below. To the traditional ADDIE Model we

have added the Discovery Stage for completing comprehensive content research and replaced the

Implementation Stage with a more complex Delivery Stage encompassing everything associated with the

launch of the learning.

• The Analysis stage is both the beginning and ending of the process. Analysis begins with determining the need for a training component and aligning the proposed learning to existing curriculum paths.

• The Discovery stage encompasses best practices for researching course content information and documenting requirements via a scope document.

• The Design stage addresses all aspects of sound instructional design principles and practices related to all types of course delivery methods.

• The Development stage or “creation” is where the developer uses a tool (or tools) to build the course. A variety of development tools are available for use across the training industry.

• The Delivery stage is complex and consists of many tasks including a quality review, posting to CoreNet Global’s learning management platform, marketing courses, and delivering too!

• Finally, the Evaluation stage conducts programmatic and learning evaluation to determine the success of the earning outcome in meeting the business goals and learning objectives.

Traditional

ADDIE

Model


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CoreNet Global’s learning organization relies heavily on capturing knowledge and skills volunteered by our

faculty and subject matter experts (SMEs). From the start through the finish of the learning process, SMEs

are involved.

Faculty/Subject Matter Experts (SMEs)

When designing course materials, our

faculty/subject matter experts are a critical resource

integrated throughout the design and development

process. SMEs help to ensure accurate, timely

content.

Role and Expectations

Faculty/SMEs have a critical role in the design and

delivery of training content. The basic role and

expectations are as follows:

• Provide content as requested

• Check content for accuracy once it is produced

• Participate in review meetings

• Upon final review, sign off on course materials

• Complete and follow through on assignments in a timely manner.

• Represent a wide diversity of roles, cultures and regions across the globe


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Positive Project Team Relationships

Having a positive and productive working relationship with all members of the course design/revision team

is an important component to a good outcome in developing training. It’s important to develop a sense of

rapport and trust among design/revision team members. The following suggestions can assist in building

and maintaining that relationship.

1. Get on the “same page”.

o Make sure to have clear expectations and orientation to the process.

o Show a sample of a similar project in order to help team members understand what to

expect from this project.

o Provide an overview of the complexity of the final deliverable, the team effort necessary,

and especially, the importance of expert input.

2. Communicate, communicate, and communicate!

o Inform the course review team of the goals of the project and the amount of time it will

take to meet them. .

o Provide minutes to the course review team members after meetings

3. Respect team member’s time, as well as expertise.

o Whenever possible, let team members react to content.

o Come prepared with questions that encourage team members to participate.

o Honor the expert throughout the development process.


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The Course Design/Revision Process

Process Step Description Expectations of Faculty/SME

STEP 1

Initiating the

Project

The CoreNet Global learning team

identifies appropriate faculty/SMEs for the

project. The team prepares a project

document and sends it to the faculty/SME

to initiate the project. This document

ensures the team members understand

exactly what to expect during the course

of the project. This document also

outlines the exact deliverables and

timelines for milestone activities

associated with the project.

Read project document, commit to

participation, sign and return by the

deadline.

Time commitment: approximately 30

minutes

STEP 2

Collection of

Research and

Existing

Materials


collects all currently available research

and documentation and existing course

materials from all faculty/SMEs. This is

compiled for review by project team

members in preparation for the project

team face to face meeting

Digitize and send all related

documentation to CoreNet Global’s

learning team, including, but not

limited to, all existing course

materials, case studies, regional

contextualization resources, all

faculty added supplements, reports,

PowerPoint presentations, white

papers, emails, and other resources.

Time commitment: approximately 60

– 90 minutes

Step 3

Pre Meeting

Preparation

The CoreNet Global learning team will

provide the logistical information

regarding the project meeting, including

location, dates, times, and expense

allowances. The compiled

documentation will be provided to all

team members at least two-four weeks in

advance of the meeting for review,

annotation, and personal preparation by

each team member.

Review and evaluate compiled

information and prepare

contributions for team meeting.

Time Commitment: 1-5 hours

depending on the amount of

information to be reviewed and the

SMEs amount and complexity of

feedback.


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STEP 4

Course

Design/Revision

Meeting

This facilitated meeting will follow a

specific format to explore the

design/revision of the course. The

outline, objectives, and main concepts

are explored and edited as appropriate in

detail. The CoreNet Global learning team

may bring a recorder to this meeting in

order to capture information about the

topic to refer to later.

Provide input to the project team

during the facilitated team meeting.

Time commitment: approximately

1.5 days

STEP 5

Organizational

Representative

Review

Following the compilation of the

information from the Course

Design/Review Meeting, volunteers from

the organizations membership, as

selected by a committee of board

members, will conduct a review of the

proposed content and provide feedback

Provide feedback regarding the

learning objectives, course content,

contextualized supplements, and

assessment documentation.

Time Commitment: approximately 6-

8 hours

STEP 6

Preparing the

Project

Deliverables


ensures that the information is compiled

using appropriate adult learning

principles and practices. The draft

deliverables for this project are

completed according to the learning

standards. During this time, the CoreNet

Global learning team may contact the

subject matter expert to ask questions,

seek clarification, and request additional

information.

Submit feedback to CoreNet Global

learning team for additional

information or clarifications as

requested

Time Commitment: up to 1 hour


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STEP 7

Final Review

Once the draft is complete, the CoreNet

Global learning team forwards it to the

organizational representatives and

faculty/SMEs for their final review. The

course content should be stable and

require minimal updates at this stage. The

faculty/SMEs are notified that the course is

available for SME review. Each course

design/revision team member and

faculty/subject matter expert reviews the

course checking for content accuracy.

Using feedback from the project team, the

CoreNet Global learning team ensures the

deliverables are revised and final

documents produced.

Review the course checking for

content accuracy. Time commitment:

approximately 30-60 minutes.

Notify the CoreNet Global learning

team immediately if there are any

substantial changes to the content

due to other influences not known

to the team at the time of the

project meeting

Step 8

Launching the

New Content

All new course documents are made

available to the faculty assigned to the

course. The new documents will be

implemented by the faculty for their next

assigned delivery of the course.

Review final documents, become

acquainted with course in the new

format and be prepared to deliver

using the new content for the next

assigned seminar. This could take

anywhere from 2 hours to 10 hours

depending on the faculty members

familiarity with the content and the

extent of the changes to an existing

course


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Design & Development

Definition of Instructional Design

Instructional design is a systematic process of creating engaging, interactive, and motivational learning

activities using learning and instructional theory to enhance on-the-job performance. Effective instructional

design helps the learner to learn and has a direct impact on performance.

The process includes analysis of learning needs and goals, the development of a delivery system to meet

those needs, and design of instructional materials and activities.

When designing training:

• Write solid objectives

• Set the expectations

• Paint the “big picture”

• Link content to existing knowledge

• Use more visuals, less text

• Allow for comprehension and practice

• Assess using the objectives

CoreNet Global is committed to a learner-centered instructional model that assumes an adult's

knowledge is a function of their prior experiences, mental structures and beliefs used to interpret

the world around them and that they master new learning through practice.


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How and Why Adults Learn: Learning Principles

Research has determined the following about adult learners:

Adults learn best when they are seeking resolution to a problem or are ready to accept information.

o Adults look for learning based on a need to know.

Need to see the relevance of the training to their own life experiences.

o Development of new knowledge is easier when presented within the context of information

that is already familiar to adults.

o This means providing a clear understanding about "what's in it for me" and showing the

applicability or relationship of the new information to existing knowledge.

Learn best when they have a measure of control over their own learning experience

Like to apply their own experience and knowledge to the learning

Are actively involved in the learning process

o Research supports the principle that adults learn best when they are actively

involved in the process.

o Presentations, meetings and lectures are the least opportune methods for delivering

training because their role is passive.


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o The more actively the learner is applying or practicing the new knowledge, the more

likely long term transfer of knowledge.

Benefit from task- or experience-oriented learning situations

Learn best in cooperative environments that encourage risk taking and experimentation

Adults learners process information in one of two ways

o Deductively- from the general to the specific

o Inductively-from the specific to the general


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Developing Program and Learner Objectives

Program objectives document the overall purpose of the learning. What is the expected outcome regarding

of the program?

Learner objectives are important to stay focused on what you want the learners to be able to remember

and DO after the training. Learner objectives support the larger program objectives by ensuring the learners

are prepared to fulfill the expected outcome of the program.

Objectives include verbs that are readily measured, such as –

• To match

• To define

• To analyze

• To calculate

Objective statements should NOT contain the following verbs (because these subjective verbs cannot

be measured or evaluated):

• Understand the

• Comprehend the

• Learn the

Following is a list of the levels of cognition associated with Bloom’s Taxonomy. Each one has a sampling of

the types of verbs that would be used in learning objectives being written for that level of learning.

Using Bloom’s Taxonomy: Levels of Cognition

1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,

repeat, reproduce, and state.

2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize,

report, restate, review, select, translate,

3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,

schedule, sketch, solve, use, write.


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4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate,

discriminate, distinguish, examine, experiment, question, and test.

5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate,

manage, organize, plan, prepare, propose, set up, and write.

6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate,

core, select, support, value, evaluate.


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Selecting a Delivery Methodology

Before selecting a method of delivery, it is critical to define each learning objective. Course developers

sometimes make the mistake of selecting the learning delivery and then forcing the content to fit.

Different levels of Bloom’s Taxonomy are more appropriate to

different delivery methods. Understanding the complexity of the

learning objectives and their associated Bloom’s level allows course

developers to select the right delivery methodology to enhance and

maximize the learning experience, and frequently take advantage of

multiple delivery methods.

Today’s savvy instructional designers know that one size does not

fit all and are more frequently opting for opportunities to develop

blended learning programs. This allows the learner to address some content in a self-paced, eLearning

method as is appropriate to the learning objectives for the course. Other content may be experienced

through social learning experiences and online collaborations, and finally, the content associated with some

course objectives is most effectively delivered in a face to face classroom environment.

Method of Delivery Number of

Learners

Type of Content Bloom’s Level

of Objectives

Mobile delivery to

Smart Phone

technology

Unlimited* Review, quick tips, summary of steps, flash

cards, etc. Content needed in the field,

away from the office PC, on the Client site,

etc.

Knowledge

Video (including Live

Meeting Recorded

Sessions)

Unlimited* Distribution of information only, no

opportunities for practice Content is rapidly

changing, information has to be distributed

quickly

Knowledge

Online eLearning

(online eLearning

created in Articulate,

Tool Book,

Captivate, or other

tools)

Unlimited* Business knowledge, introductory

concepts, software applications, scenario-

based decisions, promotes interactive

learning with the content Stable content,

updates are infrequent

Knowledge

Comprehension

Application


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Virtual classroom

sessions (60 – 90

minutes)

Best

Practice: 5 –

15 per

session**

Collaboration between peers, expertise of

instructor is essential, complex content and

concepts, practice opportunities are

available Excellent solution for limited travel

budgets

Knowledge

Comprehension

Application

Analysis

Classroom courses (1

– 2 days)

Best

Practice: 25-

36 per

session***




available

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Workshops (2 – 4

days)

Best

Practice: 25-

36 per

session




available Idea format for delving into more

complex objectives that require synthesis

and evaluation skills

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

**For an ideal learning environment, the recommended class size for a virtual training session is

between 5 – 15 learners per session for no more the 90 minutes per session.

*** For an ideal learning environment, the recommended class size for an in-person classroom

training session is between 25-36 learners per session.

Classroom Course Design

To ensure the consistency of the CoreNet Global user experience, standards have been established for

classroom-delivered content. Research confirms that learners like delivery of content in small “chunks.” As

a result, content should be grouped in a logical manner for presentation and maximum retention.

Exceptional facilitation skills used to guide the interactions of the learners with content should be the focus

of each session, rather than an enormous PowerPoint deck. Use of PowerPoint should serve only as a

roadmap for the facilitator, rather than a comprehensive listing of all content to be addressed.

NOTE: Relevant Graphics, photos that depict a concept and assist the learner to recall that concept,

should be included for each concept in the slides used


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It is important that the facilitator can identify and discuss the learning objective associated with the

PowerPoint pages -- What must the learner be able to DO once this content page is completed? The skilled

facilitator helps the learner connect the learning objectives to the content.

If there is no clear connection to the learning objectives, then the content may be nice to know rather than

need to know. It may add unnecessary complexity to the course or create a distraction for learners.

Clearly identifying when content deviates from the learning objectives will help the learner establish the

priority of the content for learning retention. Nice to know information can add contextual understanding or

provide an opportunity for learners to process essential information, but it should be kept to a minimum to

allow the learner to focus on the course essentials

Key Components that Help to Ensure Instructional Effectiveness

• Goals and objectives are clearly communicated to the learner

• Are learning objectives specific and observable? Give behavior desired and criteria.

• How will the learner remember or use this information? Mnemonic device?

• Active Learning: course uses a high proportion of active, student centered learning activities

• Chunking: content is chunked in small, discrete blocks; sequenced in a clear, logical way

• Are there transitions between concepts?

• Content is sequenced in a logical way

• Clear, and concise direct writing make the content easy to absorb

• Correct punctuation, spelling, no missing words, bulleted lists

punctuated correctly.

• Font size and style is consistent throughout

• Colors for elements: Verify that all the color(s) are the same on all

pages. (e.g. pop-up and text boxes)

• Verify that the format/location of recurring buttons or images are the same

Encouraging Engagement: Practice Activities and Feedback

• Practice Frequency and Quantity: Practice activities are frequent, follow a unit of content and are

adequate to ensure mastery and retention

• Practice Quality: practice activities are dynamic, challenging, and engaging; contain an introductory

statement and clear learner instructions

• Practice Type: Practice activities are designed to maximize similarity to actual job tasks. Case

scenarios, or interactive experiments are used to enhance problem-solving exercises


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• Feedback: is clear and instructive

• ROK: questions/answers support objectives; appropriately test knowledge

Building Motivation

• Inquiry Method: Questions and paradoxes are included to make learners think

• Messages or symbolic rewards are included to encourage/praise hard work

• Examples used relate to learners’ work

• Program Relevance: does program explain its relevance to learners (WIIFM) at the beginning of the

lesson

• A variety of media is included to create/ sustain learner interest, allow learner to interact with the

content

• Lesson and Course summary are present, complete, reinforces concepts taught

Graphics Considerations

No matter the type of learning being designed, relevant graphics should be used in order to assist the

learner with comprehending and recalling the concepts. By definition, a “relevant graphic” is a photograph

depiction of a concept that assists the learner to recall that concept.

The use of clipart is discouraged and is NOT in accordance to CoreNet Global’s learning team approach

regarding the use of graphics. Royalty-free photographs will be used in all course materials


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Organizational Review Process

As select membership volunteer reviewers and the course design/revision team members begin the

review process, the Review Checklist will provide some guidance as to what to look for in the materials.

This checklist can also be used once you have completed your review as a final validation.

Review Checklist

Focus and Purpose:

• From the SME's perspective, what is the purpose of this course?

• From the learner’s perspective, do all of the course elements support the purpose statement above?

• Is the purpose statement clear to the learner?

• Are the benefits from the learner’s perspective provided?

• Are there prerequisites to this course? If so, have they been identified?

Audience:

• From the SME's perspective, do the learning objectives meet the needs of the audience? • Is the depth of content covered in this course appropriate for the intended

audience? • Does the course contain unclear language or concepts that may not be understood?

• Is the use of acronyms avoided? (all terms clearly spelled out)

Research:

• Are all sources of information, charts, graphs, and research sourced and credited?

• Have all copyrights\trademarks been applied per CoreNet Global standards?

Design:

• Are all of the objectives actionable and measurable? For example, the learner will

“describe,” “restate,” “match,” “analyze,” “recall,” etc.

• Are the following verbs avoided (within the objectives)? The learner will “understand,” “learn,”

“know how to” etc.

• Are the review questions directly linked to the objectives of the course? (No trivial questions

are asked.)

• Are the review questions constructed as “multiple choice,” in question format and provide four


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well- written choices? (No true/false, fill-in-the-blank, or all/none of the above.)

• Does the course proceed in a logical and organized way? What would you do differently?

• Is each concept organized around one main objective?

• Is the text on the page pleasing to the eye? (no scrolling) (online eLearning)

• Are there reinforcement activities for each objective built into the course?

• Are the activities appropriate? What suggestions do you have to improve the activities?

• Is each concept clearly explained using the least amount of words

possible?

• Has all non-critical content been removed (need to know vs. nice to know)?

• Is like information grouped together?

• Are ample examples and case studies provided?

• Is the learner provided an opportunity to write down notes, key concepts and important information?

• Is the timing of the course reasonable from the learner’s perspective? (Maximum: 45-

minute eLearning, 90-minute virtual)

• Does the timing for each section\activity seem reasonable? (classroom)

• Is there enough facilitator direction? (classroom and virtual)

• Is there adequate debrief guidance for the facilitator? (classroom and virtual)

• Do the Job Aids and Reference Guides contain the appropriate information?

Development:

• Are relevant, appropriate and royalty-free photographs used on each page, as needed? (No clip art)

• Are there obvious spelling and grammar errors? If so, where?

• Does each activity function as designed?

• Is the navigation clear, easy and functional (if applicable)?

• Is the course engaging and interactive?

• What improvements would you recommend


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Delivery Best Practices

In the Classroom

• Practice - practice the delivery, but don’t memorize it.

• Express your ideas clearly and concisely

• Be available both before and after class to answer questions.

• Create an atmosphere where learners are self-motivated.

• Establish the purpose of the course and obtain buy-in from your learners.

• Start on time, end on time.

• Establish ‘Ground Rules’ at the beginning of the session. Several example ground rules include:

• Be respectful of others

• Encourage participation by all

• Start and end on time

• Encourage learning from one another

• Be patient with learners

• Stay focused

• Be honest

• Have a sense of humor

• Balance confidence with modesty

• Avoid reading the manual or lecturing for long periods of time.

• Ensure the course is interactive, engaging, and energetic.

• Be supportive of learners and their questions.

• Change the stimulus frequently and unexpectedly – intersperse lecture with group

activities, etc.

• Introduce lessons with an attention getting activity

• Arouse learners curiosity

• Use mnemonic devices to improve retention and memory


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Ensuring Transfer of Learning

A critical skill of a classroom facilitator is enabling transfer of learning back to the job. If learners don’t know

how to apply what they learn when they get back to their offices, then the time in the classroom was wasted.

To encourage transfer of learning

Provide a workbook they can take back with them

Include blank pages to write down tips and ideas they want to immediately apply upon their return to

work.

As activities are debriefed, encourage learners to write down how this could apply on the job

Prepare job aids for learners to take with them

Ask learners to write three things they learned and plan to do as soon as they get back to work.

Evaluation

Plan to Evaluate Results

When post training evaluation and assessment is required, the critical skills, knowledge and behavior that

need to be assessed must be determined up front. Knowing what will be assessed ensures that content

development focuses on what is important. Learning objectives clarify the skills, knowledge and behavior to

be assessed and provide a roadmap to the designer regarding what content to include and what to leave

out.

Kirkpatrick’s Model of Evaluation

The Kirkpatrick Foundational Principles are the key beliefs underpinning the Kirkpatrick Evaluation Model.

The end is the beginning.

Effective evaluation begins before the learning program even starts. Don Kirkpatrick said it best (1st

Edition, Berrett-Koehler, 1993):


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"(Learning professionals) must begin with desired results and then determine what behavior is needed to accomplish them. Then trainers must determine the attitudes, knowledge, and skills that are necessary to bring about the desired behavior(s). The final challenge is to present the training program in a way that enables the participants not only to learn what they need to know but also to react favorably to the program."

It is important that the results are defined in measurable terms so that all involved can see the ultimate

destination of the initiative. Clearly defined results will increase the likelihood that resources will be used

most effectively and efficiently to accomplish the mission.

Return on Expectations (ROE) is the ultimate indicator of value.

Stakeholder expectations define the value that learning programs are responsible for delivering. Learning

professionals must ask the stakeholders questions to clarify and refine their expectations. This is a

negotiation process in which the training professional makes sure that the expectations are satisfying to

the stakeholder and realistic to achieve with the resources available.

Value must be created before it can be demonstrated.

Research suggests that as much as 90% of training resources are spent on the design, development, and

delivery of training events that yield 15% on-the-job application (Brinkerhoff, 2006). Reinforcement that

occurs after the training event produces the highest level of learning effectiveness, followed by activities

that occur before the learning event.

The original four levels of training evaluation created by Dr. Don Kirkpatrick have been clarified with the New

World Kirkpatrick Model. Below is an outline of the updated model of training evaluation with new

explanations.

The New World Kirkpatrick Model

Level 1: Reaction

To what degree participants react favorably to the training

Customer Satisfaction

The original definition measured only participant satisfaction with the training.

Engagement

The degree to which participants are actively involved in and contributing to the learning experience

Relevance

http://www.kirkpatrickpartners.com/AboutUs/DonKirkpatrick/tabid/223/Default.aspx


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The degree to which training participants will have the opportunity to use or apply what they learned

in training on the job

Level 2: Learning

To what degree participants acquire the intended knowledge, skills, attitudes, confidence and

commitment based on their participation in a training event

Knowledge “I know it.”

Skill “I can do it right now.”

Attitude “I believe this will be worthwhile to do on the job.”

Confidence “I think I can do it on the job.”

Commitment “I intend to do it on the job.”

Level 3: Behavior

To what degree participants apply what they learned during training when they are back on the job

Required Drivers

Processes and systems that reinforce, encourage and reward performance

of critical behaviors on the job

Level 4: Results

To what degree targeted outcomes occur as a result of the training event and subsequent

reinforcement

Leading Indicators

Short-term observations and measurements suggesting that critical behaviors are on track to

create a positive impact on desired results


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The CoreNet Global Evaluation Process

CoreNet Global uses multiple types of evaluation to determine the effectiveness of the learning programs in

achieving the established goals. Consideration is given to the many factors outside of course design to

determine effectiveness, including facilitator skills, environment, cultural and language variables, and

individual readiness for learning.

This includes:

Faculty/Course Observations (see appendix)

Participant Feedback

Faculty Input and Feedback

Stakeholders Feedback: Chapters, Corporate Partners, Board of Directors

Peer Reviews

Testimonials

Metrics and Programmatic Analysis

Using Summative Evaluation for Program Improvement

CoreNet Global uses the resulting analysis of available evaluation data to determine the need for

improvements, enhancements, or refinements to learning programs.


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Course Documentation

When designing learning documentation, the needs of the learner are the primary consideration. Ask the

following:

• Who will use the materials?

• How will they use them?

• When will the learners need the training manual? Consider any pre-work such as reading or

completing assessments.

• What do your learners expect?

• Where will your learners use this manual? Consider environmental factors

• Why do your learners need training documentation?

Characteristics of effective learning documentation includes

taking into consideration these attributes and differences

between learners

• experience

• cultural background

• values

• language

• environment

All documentation should be designed from the learner’s

point of view and must be available in a form and place that

learners can refer to when needed. The document should

have information that is:

• easy to find

• easy to comprehend

• up-to-date, reflecting latest changes and revisions

• reliable and convincing

• useful

• related to the learning objectives


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CoreNet Global Classroom Documentation

Course documentation for all CoreNet Global courses will be part of an integrated individual course Tool Kit used by all facilitators.

Tool Kits will consist of the following:

Facilitator’s Manual

Participant Guide

PowerPoint Presentation

Course Overview, including

o Course Description

o Learning Objectives

Summary of Essential Learning, including

o Action Planning

o Links, Samples and Resources

Course Assessment

Course Evaluation

Additional Resources and Job Aids, as designed by the Instructional Designer

NOTE: Learners will not be given print outs of the PowerPoint presentation or the 3 slide notes taking pages

available in the PowerPoint software. The presentation is a subset of the overall course and may not

accurately reflect the course concepts when taken out of the context of the total learning experience.

All source and output documentation for classroom courses will be filed in the CoreNet

Global offices.


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Appendix:

Facilitator’s Guide – Branded Sample


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Participant Guide – Branded Sample


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Bloom’s Verb Chart


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Faculty/Course Observation


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corenet global learning standards - results directcng.files.cms-plus.com/learning/files/learning...

Documents