Facilitation Basics (ASTD Training Basics)

End-of-course evaluations are seen by some as “smile sheets” that provide little value. Others see them as an opportunity to gain insights into program and facilitator strengths and development/revision areas. The factors making the level 1 evaluation more usable include the following:

• Is it customized to the course and particular delivery?

• Are the learning objectives included?

• Is there sufficient detail to make a decision regarding program content, facilitator skills, logistics, and so forth?

• Is the information used for feedback to the facilitator, program administrator, or logistical coordinator?

• Is there a separate section relating to the facilitator’s skills?

• Are all areas of the instrument relevant?

All of these issues affect the relevance and use of the level 1 evaluation instrument. There are definitely level 1 areas that can provide feedback to the facilitator.

First, the questions concerning course learning objectives tell you the extent to which the learners say the course objectives were met. This assumes the instrument is of the scaled response type. If a large proportion of the learners respond that certain objectives were not met, this indicates a lapse in content or facilitation of the content.

Some research can tell you which of these factors need to be addressed. Many times as facilitators get behind schedule, they make up time by skimming through content. In other cases, the content was more difficult for the facilitator and therefore not as well “presented” to the learners.

Basic Rule 43

Learner feedback on how well course objectives were met provides insights into the quality of facilitation.

The other critical area on the level 1 evaluation for you as a facilitator is the section dealing directly with your capabilities. Here’s a list of several areas related to facilitators that you will find on many level 1 instruments:

• promoted an environment of learning

• presented clearly to assist the participants’ understanding

• demonstrated knowledge of the subject matter

• provided feedback effectively to participants

• responded well to questions

• presented content in an appropriate sequence

• promoted participant discussion and involvement

• kept the discussion on topic and activities on track

• coached participants on learning activities.

As you can see, specific feedback in this level of detail can provide specific areas for facilitator development or areas of strength to be maintained. The intent of feedback is to identify areas to hone your skills. This includes not only areas for development, but also areas in which you perform well so you can continue to strengthen those skills.

Think About This

The use of level 1 evaluation is delivery specific. Content, design, or facilitation changes should not be made based on the feedback for only one or two deliveries. Instead, collect level 1 evaluation data for several courses you facilitate and look for trends. Gathering more information increases reliability for decision making.