Methods

Application of the assessment tool in practice

The SMART methods and workshops are initially intended for face-to-face workshops: they can be adapted for online workshops. The corresponding tools are attached in the appendix.

Preparations and framework

Every training, every project needs preparation. Even in SMART courses, participants are first asked what previous knowledge they have, both in terms of experience, what methods they know, what people they have already worked with, especially in terms of target groups. Of course, it is possible for participants with specific needs to enroll in SMART courses: When registering and preparing, facilitators need to ask for and collect all the necessary information in advance.

 

If you choose to register or evaluate online, please include a privacy notice to respect the European Data Protection Regulation, e.g. “Privacy notice: All data will only be used for this project. To evaluate and assess the workshop.”

 

Evaluation for the trainers

Handover protocols

 
After each workshop, trainers take minutes and share experiences with other trainers about the training, participants, group dynamics, adjustments made during the workshop, and lessons learned. A written summary of key points should be available to all trainers. The minutes consist of
  • a short summary
  • Key topics (main results)
  • Important topics for the following training session

Evaluation for the participants

Self-evaluation

Self-evaluation is conducted at the beginning and end of the SMART course. It is a quick and intuitive method of adult learning.

A spider web is drawn on an A4 paper. Along the radii, characteristics are defined that the participant:s are to evaluate whether they are less or more true of themselves.

On the radii, the participants should now mark clearly visible dots that, the further out they are placed, the better their self-assessment should represent. The further in the middle a point is placed, the lower the participants’ assessment of their experiential knowledge of the respective characteristic.

If this survey is conducted online, it is advisable to use an online evaluation platform that supports questionnaires and their evaluation and is
is safe from a data protection point of view. The completed questionnaires should be filled out anonymously by the participants.
with “fantasy names”.

At the end of the course, new empty spider web questionnaires will be handed out and the participants can assess themselves again.
Afterwards, the participants will get back their already completed spider web questionnaires and can compare the two questionnaires by holding the A4 sheets against the light and looking at the changes in the markings.

The participants are asked to comment spontaneously on the changes or non-changes and can reflect on the changes in the self-assessments.

Questionnaire design

The questionnaires are divided into two sections (hemispheres corresponding to the shape of the circle).

  1. The practical experience in workshops and classes (acting).
  2. The personal skills and qualities as an instructor (attitude).

Characteristics are then asked depending on the two sections.

  1. Practical experience in teaching (doing).
    – Planning reliability
    – Identification with the target group
    – Adaptation of course concepts
    – Mediation competence
    – Giving feedback
    – Leading groups
  2. Personal skills and qualities as a trainer:in (attitude)
    – Meaningfulness
    – Critical skills
    – Socio-political embedding
    – Dealing with tensions
    – Adherence to guidelines
    – Openness
    – Impartiality/diversity

“One-Minute-Paper”

The “One Minute Paper” should be completed immediately after each workshop module. It should, as the name suggests, follow on from the immediate experience of the workshop and capture the snapshot.

The “One Minute Paper” can be adapted online.

Questionnaire Design

The “One Minute Paper” consists of two parts. A survey and a response. The survey refers to a quick self-assessment on the questions:

  • How motivated was I?
  • How was the workshop structured?
  • How did I perceive the competences of the trainers?

The second question asks for positive, inspiring examples from the workshop. This question is intended to recall positive things and reflect on what was taken away from the workshop.

The One Minute Papers remain with the participants and are a basis for the final discussion of the SMART Train the Trainer workshop.

The Learner’s Diary

The “Learner’s Diary” is used at the end of each workshop day. It is intended to summarise and help reflect on the course of the day. The “Learner’s Diary” also aims at another time dimension of learning, by recalling a workshop day once again, it can also be used to get an impression of how the workshop modules of a training day fit together, whether the Train the Trainer workshop curriculum is appropriate for the participants, whether it overburdens them or is coherent. The “Learner’s Diary” can be answered in writing at the participants’ discretion.

The „Learner’s Diary“ ist mandatory for the SMART assessment: the tool is useful when there is enough time at the end of the course day for the participants and they are not tired from the intensive course, otherwise the motivation to fill in the diary would be low.

Questionnaire design

This “Learner’s Diary” is used to share your own thoughts with the group and the trainers. Think more generally: the feedback is about the daily experience, not so much about a specific workshop. It is meant to stimulate deeper reflection.
Put it in writing. In a free form. On the most important points.

You are free to choose the topics and the way you respond.

If you would like more direct, personal and discreet feedback, you can contact our assessment.

You will be asked about these specific dimensions:

  • Comments on the trainers
  • Comments on the diversity of training methods
  • Comments on the time structure of the workshops
  • Comments on own learning experiences
  • Comments on other topics

The learning diaries are also brought into the discussion at the end of SMART and used as a basis for the participants.

Final Presentation of “Course Design” and Feedback

At the end of the SMART Train the Trainer course, participants present their course designs to the assembled group.

The task of the participants was to develop real courses. In the presentation, the participants should be able to outline their workshops, differentiate between rough and detailed objectives and discuss with the group where the strengths and weaknesses of their workshops are.

Discussion and feedback are essential components for the success of SMART Train the Trainer workshops.

Recommendations for the final presentations

Consider the time per participant: presentations should not take too long. If you get 5 participants and ten minutes presentation including ten minutes of discussion, you will easily take more than one hour all together. To keep some time-management, we recomend:

Presentations should focus on rough goals and basic ideas of the workshops. Are the most essential incrediences implemented.

Questionnaires concerning

  • The target-group
  • Person related like, gender, age, heritage, language or other needs etc…
  • Number of participants
  • Acquisition of target groups
  • Workshops design
  • Workshop content
  • Workshop goals and expectations ofp trainers and participants
  • Workshop time-management on overall course and workshops. Including daytime, breaks, workshop-sessions.
  • Coordination of trainers and participants: communication and feedback rules
  • Acquisition of target groups and registration. How to communicate, find and register target groups, participants?
  • Number of trainers
  • Competences of trainers (and needs)
  • Choosing the location based on needs
  • Choosing equipment based on needs
  • Choosing material for trainings, like flipchart, paper, etc…
  • Preparing presentations
  • Follow up of workshop

The Final Feedback Round

Participants bring the findings from the One Minute Papers and the Learner’s Diaries to the group. The findings are discussed and the SMART trainers can also adapt and improve the SMART Train the Trainer workshops on this basis.

In turn, the participants themselves are given the opportunity to reflect through these assessment methods: by reflecting on the Train the Trainer workshop, future trainers put themselves in the shoes of participants. Workshop feedback skills are essential for critical trainers. This is also practiced again through this final round.

Finally, the self-evaluation questionnaires (spider webs) are used and participants can compare how they evaluate themselves at the beginning and at the end of the Train the Trainer course.

Method To be done Aim of Method
Handover Protocols / Trainer's Diary
After each workshop module
Reflection and adaption of workshops. Communication between trainers about experiences, trainees, structures, schedules and methodes. If there's one trainer delivering the whole course the diary works for self-evaluation.
Self-evaluation (spider web)
At the beginning and end of the SMART-course.
Spontaneous self-evaluation and recognition of learning processes, successes, changes.
One Minute Paper
After each workshop module
Immediate request for workshops on trainers, didactics, structures and best practice
Learner’s Diary
After each course day (Mandatory! Depending on time capacities of courses)
Reflection of a learning day by trainers, coordination of workshops, process and time structures, learning experiences.
Presentation of designed Workshops
At the very end of the SMART-course
Ability to create and present trainings. Adaptation of trainings.
Final feedback
At the very end of the SMART-course
Reflection of the whole SMART-TTT-Workshop for trainers and participants. Lessons learned.

Outcomes of the Assessment: Certification Process

The certificate again shows the SMART approach of „learner centered trainings“. The assessment provides a way of communicating learning experiences and strengthening reflective, critical thinking on the own methods.

After all the feedback from trainers and participants, the certificate represents this learning process. Those who have engaged in the learning itself, the communication of problems and their solutions and who show willingness to continue to open up learning spaces from and with others have passed.