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Training Feedback
Trainer, teachers, & coaches
need to assess their connection with the audience and transfer of ideas
During the actual presentation, it
is crucial to know the warning signs of losing the attention of the
audience. A common mistake presenters often make is to drone on,
unaware that people are tuning them
out. The warning signs are easy enough to spot if the speaker is aware
of the audience's body language. For example, are members of the
audience:
- Fidgeting, shifting and squirming,
- Checking their watches,
- Heading for the exit,
- Focusing on you,
- Sitting still
and upright in their seats,
- Alert and taking notes?
The above signals can be obvious or
subtle. Speakers who fail to react
quickly by making positive
adjustments tend to get flustered, conveying impatience, and appear to
blame to the audience for its inattention — a response that only making
matters
worse.
Preparation
A speaker who focuses on the
topic's objectives
and key messages is well prepared, but they still will
rehearse their presentation. Ideally they are able to test their
presentation in front of a focus group to obtain their feedback so
changes can be make if necessary.
It is the goal of a good presenter to grab
the audience's attention from the start. Go for a bold opener that 's
likely to get
attention. The best opening remarks tie directly to your topic and lead
seamlessly into the talking points of the presentation. A strong
opening creates a framework
that sets up your listeners for what they're about to hear and why they
should care.
A presenter should naturally be
familiar with the topic and never reads their presentation. The
presenter should be able to immediate connection with the audience by
using eye contact. This is the first step in
initiating a person to person communication and it keeps your listeners
focused on you.
A person's voice as another tool
of maintaining connection with an audience. The impact of your voice
has on your listeners. Constantly speaking in a droning monotone does
not have to occur You can learn how to vary the pace, loudness and
pitch of your voice. There are warm up exercises for your voice that
can be accomplish prior to the presentation.
The body language of a presenter
provides both a positive and negative image to the audience. A
presenter's:
Stance
— The
right stance conveys authority and confidence.
Gestures — Be animated
to help emphasis to your
remarks.
Facial expressions — Can engage your listeners.
Your facial expression should look natural, as if you were in
an individual with each member of the audience.
Your body language
becomes even more important when you need to re-focus listeners whose
thoughts may be elsewhere.
If you're using a lectern, walk
away, take a few steps, then return. If you are using a multimedia
podium, use a laser pointer and a portable controller to advance the
PowerPoint presentation.
Value and Purpose of
a developing an Audience Questionnaire
The
feedback a
student provides a teacher, coach, or trainer provides a means of
evaluating:
- Levels of communication,
- Future training needs,
- Improvements to training,
- Modification of raining conditions/environment,
- Evaluate the effectiveness of the investment of specific
training
In
formal classroom or
seminars the program leaders generally prepare a Likert scale
questionnaire that measures the intensity of the respondent's responses
to a series of questions about the course. The Likert
scale
type of question is probably the most widely used response scale that
designers use
in surveys measure attitudes and collect other data.
A Likert scale is named after its inventor,
psychologist Rensis Likert.
Likert developed a scale which measures the intensity of responses to a
set of questions (usually eight or more), and the
format scores along a range of odd numbered predefined responses
(5 or 7 data points are used).
The validity of the questionnaire depends on how
the questions and responses are phrased/structured. A bias, of the
designer, of the test instrument can determine the outcome of the
questionnaire. However, if the items are developed appropriately, the
results reveal a pattern that helps to clarify how the responders would
act in the future.
A Uniform Response Scale
Most people find it difficult to differentiate
between “very good” and “good” – it is better to use “good” and
“excellent”. Test designers seem to prefer a five point scale so
respondents can have a “neutral” middle point; however, there are
others who use a four point scale to “force” people to select a
negative or
positive position. The use of a
“don’t know” option is not used as the term is inconclusive. Some
designers provide and option of "Does not apply" to avoid collecting
data that clearly is false data.
There is always a potential problem with
collecting data from an individual whose emotional state may be
extremely positive or negative due to an unknown reason that related to
the event. Another possibility is that they choose responses to make a
good impression or they are blasé and enter any response without
considering if there is a basis that supports their answer. This
is frequently seen in school where the student answers all questions
with a true or false response because the assume that this insures 50%
of the answers will be correct.
The following is a "Mock up" of a
Questionnaire that could be administered on-line or as a written
handout given to participants as they enter the room at the beginning
of
each training session. Credit for the course would be given only to
those who hand in their questionnaire -
Sample: On-Line
Training Feedback Questionnaire
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Please
provide us with some feedback on the training you recently took
with (insert Instructor's name).
All answers are
strictly confidential and will allow us
to assess the effectiveness of the training.
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2
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Did
the trainer involve you and the rest of the attendees in
discussions? |
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Briefly enter comments and suggestions |
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3
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What
topic(s) did you find most useful in this course? |
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Briefly enter comments and suggestions
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4
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How
was the pace of the training? |
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Briefly enter comments and suggestions
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5
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Did the trainer tie
theoretical concepts to the real world aspects of the training? |
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Briefly enter comments and suggestions
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7
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Would
you recommend the course to others? |
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Briefly enter comments and
suggestions |
8
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How
much of a change do you feel this has made to your abilities within
your training role? |
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9
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Do
you feel more confident in this area as a result of
participating in this course? |
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10
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Did the
course meet its
stated learning objectives? |
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1. Not met
needs
2. Slightly met needs
3. Partially met needs
4. Met most needs
5. Fully met needs |
| Briefly enter comments and
suggestions. |
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11
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How
was the duration of the course? |
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1. Too
short. Too much
content
in a short time of time.
2. A little too short
3. Just fine
4. A little too long
5. Definitely too long. The
concepts could be learned
in much less time. |
| Briefly enter comments and
suggestions. |
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12
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How helpful were the
lecture materials? |
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1. Not
helpful. Made things
more difficult to learn and
understand.
2. Somewhat helpful
3. Helpful for many topics
4. Helpful for most, but not
all topics
5. Really made things easier to
understand and learn. |
| Briefly enter comments and
suggestions. |
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| 13 |
Will you recommend
these materials to others? |
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1. No. Not
helpful without
the "hands on" sessions.
2. Possibly
3. Most likely
4. Very likely
5. Definitely |
| Briefly enter comments and
suggestions. |
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| 14 |
Will you use these
materials in your future training projects? |
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1. No. I
will look for other
sources of information.
2. Possibly
3. Most likely
4. Very likely
5. Definitely |
| Briefly enter comments and
suggestions. |
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| 15 |
How knowledgeable was
the instructor? |
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1. Much less
than my own
technical expertise.
2. Less than my own
technical expertise.
3. On par with my own
technical expertise.
4. More than my own
technical expertise.
5. Highly experienced! |
| Briefly enter comments and
suggestions. |
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| 16 |
Did instructor's oral
explanations add value to the lecture materials? |
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1. No added
value to reading
the materials.
2. Possibly
3. Most likely
4. Very likely
5. Yes. The instructor really
made very useful oral
explanations. |
| Briefly enter comments and
suggestions. |
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| 17 |
How well did the
instructor answer questions from the audience? |
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1. Poorly.
Didn't try to
understand the questions
well or rarely managed to
find useful answers.
2. Possibly
3. Most likely
4. Very likely
5. Answered very well to
questions from the
audience. |
| Briefly enter comments and
suggestions. |
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Don't hesitate to suggest things that could help the
instructor
improve his or her oral message and skills!
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| 18 |
Was the instructor
helpful in the "hands on" practical sessions? |
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1. No, not
enough time
available and little help
during the sessions.
2. Possibly
3. Most likely
4. Very likely
5. Yes. The instructor
definitely helped to make
the "hands on" sessions a
learning opportunity. |
| Briefly enter comments and
suggestions. |
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| 19 |
How useful were the
"hands on" training sessions? |
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1. Not
useful. Didn't add
significant value to the
lectures.
2. Possibly
3. Most likely
4. Very likely
5. Very useful. Helped to
highlight things not under-
stood and build useful
experience. |
| Briefly enter comments and
suggestions. |
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| 20 |
How difficult were the
"hands on" training sessions? |
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1. Too
difficult. Didn't help
or encourage a beginner to
get more familiar with the t
tools and concepts.
2. A bit too difficult. Would
be better if the instructions
gave a bit more details and
explanations.
3. Just fine. Prompted me to
look for answers, get my
own experience and find
my own solutions.
4. Too easy for my own
technical level.
5. Too easy for everyone.
Should challenge
participants more and
help everyone to practice
on real issues. |
| Briefly enter comments and
suggestions. |
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| 21 |
Was enough time
dedicated to the "hands on" sessions? |
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1. No. More
practice is
needed
2. A little bit more time would
help.
3. Just fine
4. A little bit less time would
be enough.
5. Don't need to spend so
much time on these sessions. |
| Briefly enter comments and
suggestions. |
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| 22 |
Were provisions made
for those unable to physically participate in "hands on" sessions? |
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1. No
2. A few
3. Somewhat
4. Yes, but could be improved
on
5. Yes, completely compliant
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| Briefly enter comments and
suggestions. |
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In the below three questions, you also rate the training environment.
This can help people in charge of the training facilities to improve
their service and training conditions for future
sessions.
| 23 |
How do you rate
training conditions (room size, equipment, ...)? |
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1. Poor.
2. Fair
3. Acceptable
4. Good
5. Excellent - first class
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| Briefly enter comments and
suggestions. |
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| 24 |
How do you rate the
training environment? |
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1. Poor. Not
powerful
enough demonstrations
2. Fair
3. Acceptable
4. Good
5. Excellent. Very little time
standing around, more time
learning. |
| Briefly enter comments and
suggestions. |
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| 25 |
How well was the
course organized (program, registration,
schedule, etc.)? |
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1. Poor
2. Fair
3. Tolerable
4. Good
5. Excellent |
| Briefly enter comments and
suggestions. |
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| 26 |
How much did you learn? |
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1. Nothing -
a total waste of
time
2. A few things
3. Acceptable
4. More than I expected.
5. Excellent - first class |
| Briefly enter comments and
suggestions. |
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| 27 |
How useful should this
course be in your daily job? |
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1. Nothing -
a total waste of
time
2. A few things
3. Acceptable
4. More than I expected.
5. Excellent - Will make my
job easier and more
productive. |
| Briefly enter comments and
suggestions. |
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| 28 |
Would you recommend
this course to others? |
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1. No.
2. Unlikely
3. Possibly
4. Yes - with reseervation
5. Yes, definitely. |
| Briefly enter comments and
suggestions. |
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| 29 |
Overall rating |
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1. Very
disappointing
2. Disappointing
3. A little bit disappointing
4. OK
5. Pretty good
6. Very good
7. Excellent |
| Briefly enter comments and
suggestions. |
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| 30 |
Would an extra session
be valuable? |
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1. No.
2. Possibily
3. Why not?
4. Depends on content
5. Yes, definitely. Would you
be interested in an extra
session covering more
topics? If so, which topics? |
| Briefly enter comments and
suggestions. |
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Recommended
Reading:
References:
Resources:
The following internet
links have been
gleaned from personal communications
combined
with
information from
public institutions and athletic
organizations/
associations
that
have a web presence with information concerning team
and
individual
sports
programs:
All
materials are copy protected.
The limited use of the
materials for education purposes is allowed providing
credit is given
for the source of the materials.
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