We set out a methodology of assessment within a plan that also includes documentation of where our trainers are meeting the standards, and where this is not happening. This gives us information on how we might improve our trainers' performance, after which we would refine the assessment method and repeat the process.
Although we expect our trainers to contribute to creating new courses and curricula, in this assessment plan we want to know if they provide effective training. Our trainers deal with a particular cross-section of people here in the establishment. Students are adult, even if they are mostly still young and, for the most part, they learn like adults. That means that they have bigger egos, are less willing to take risks and have some clear expectations.
For our trainers, typically well up on their technical subjects, the challenge is on how they teach, not what they teach. We need to see our trainers deal positively with things like bad prior experiences in traditional education or mixed feelings about authority. We need to see them make optimal use of class learning through group discussions, open-ended questions and positive exchange of feedback.
To start the process for defining learning objectives for the trainers themselves, assessors from this department recently made a needs analysis concerning the trainers. ...