H M CPE T OW TO

HOW TO MONITOR
A
CPE TRAINING
Instructional Guide for Potential
Training Observers
WHAT IS MONITORING?
Monitoring is a structured process of:
 observation
 data collection
 inspection

Your job is to observe, judge, and record
objectively and impartially.
WHY MONITOR???
Ensures that training programs:
are planned & delivered in a format suitable for both
content and audience
 effectively impact job performance
 meet the needs of trainees as identified
 are in compliance with state and federal regulations
 justify the expenditure of resources

BEFORE THE TRAINING
Print and review monitoring form.
 Review the Principles of Adult Learning (discussed in later
slides).
 If you have any questions, comments or concerns please
contact UNH CPE at:
(603)271-4732

TRAINING DAY!
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Arrive at the training location at least 30 minutes early!
Introduce yourself to the trainer. Explain who you are and why
you are present.
If possible find a seat that is somewhat removed from the
participants that allows you room to observe but not interfere with
the training.
Be courteous, engaged and do not bring other work into the
training.
Remember! You are at the training to observe and assess NOT as a
participant!
Materials Needed: Pen/pencil, paper to take notes, the printed
monitoring form and please obtain a copy of all training
materials from the trainer.
COMPLETING THE MONITORING FORM
Complete the monitoring form throughout the course of the
training.
 Follow all instructions on the form.
 Provide as much detail as possible!
 Use specific examples.
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For example: “The training materials reflected best case practice,
were colorful and comprehensive.”
COMPLETING THE MONITORING FORM
CONTINUED…
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Avoid using first person.
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For example: “I think that…”, “I found...”, “I liked…”
Use objective language and explain statements.
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For example:, Rather than: “The trainer did a good job,” use: “The
trainer effectively engaged the audience, by…”
*Remember!*
The trainer will have access to the content of the
monitoring report.
ADULT LEARNING THEORY
Addresses the ways in which adults learn best.
 There are 6 Principles
 Trainers that meet all 6 principles are most
effective.
 The following slides address each principle
followed by relevant training practices.

PRINCIPLE 1: ADULTS ARE INTERNALLY MOTIVATED
AND SELF-DIRECTED
Trainers role:
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Facilitate student’s movement toward more self-directed and
responsible learning.
Foster student’s internal motivation to learn
Examples of what a trainer can do:
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Develop rapport with participants/students
Encourage questions
Show interest in student’s thoughts/opinions.
Actively and carefully listen!
Use student inquiry to direct information.
Provide regular, constructive and specific feedback (positive and
negative)
Review goals and acknowledge goal completion
Encourage use of resources such as library, journals, internet and
other department resources.
Recognize the preferred learning styles of the students
PRINCIPLE 2: ADULTS BRING LIFE EXPERIENCES AND
KNOWLEDGE TO LEARNING EXPERIENCES.
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Trainer’s Role:
Facilitate integration of student’s knowledge/experiences into the
training.
• Facilitate reflective learning opportunities: allow student to relate
knowledge/experience to training/new information.
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Examples:
Give students opportunity to use/share existing
knowledge/experience in the training.
• Encourage sharing of knowledge/experience
• Validate previous knowledge/experiences.
• Treat student’s as experts in what they do, i.e. knowledge of
system, current practices etc.
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PRINCIPLE 3: ADULTS ARE GOAL ORIENTED
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Trainer’s role:
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Clearly illustrate the need for the information being provided in
the training.
Examples:
Successfully provide links from training information to real world
applications.
• Integrates realistic/relevant case studies and scenarios.
• Clearly outline course objectives that are relevant to work of
intended audience.
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PRINCIPLE 4: ADULTS ARE RELEVANCY ORIENTED
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Trainer’s Role:
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Clearly demonstrate relevancy and value of training content for
intended audience.
Examples:
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Reflect with students on ways in which training content will be
relevant to job performance.
Find ways to relate student’s interests to training content. (Allow
students to choose role plays, case scenarios etc… that relate to
their own interests)
PRINCIPLE 5: ADULTS ARE PRACTICAL
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Trainer’s Role:
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Illustrate how training content can be realistically applied to real
life/work.
Examples:
Through expertise/knowledge can provide examples of ways in
which the learned knowledge/skills/training content can be used by
the participants.
• Demonstrate an understanding of the reality of work for students.
• Provide opportunities for students to try new skills/information
learned for themselves.
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PRINCIPLE 6: ADULT LEARNERS LIKE TO BE
RESPECTED
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Trainer’s Role
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Demonstrate respectful, professional behavior.
Examples:
Actively listen to participants.
• Treat participants as colleagues and equal.
• Encourage expressions of ideas, reasoning and feedback at every
opportunity.
• Value experience/views of the participants
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FINAL STEPS!
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Complete the monitoring form electronically.
Submit completed form via e-mail to:
Christie Davis
[email protected]
Any questions comments or concerns please contact
UNH CPE at:
(603)271-4732
REFERENCES
This Powerpoint presentation, as well as the newly created CPE Monitoring Form
was informed by best practices in Child Welfare evaluation and based on the
following research:
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Antle, B. F., Barbee, A. P., VanZyl, M. A., (2008). A comprehensive model for child welfare
training evaluation. Children and Youth Services Review, volume 30, 1063-1080.
Collins, M. E., Amodeo, M., Clay, C., (2007). Review of the literature on child welfare
training: Theory, practice and research. Boston University School of Social Work.
Curry, D., McCarragher, T., Dellman-Jenkins, M., (2005). Training, transfer and turnover:
Exploring the relationship among transfer of learning factors and staff retention in
child welfare. Children and Youth Services Review, volume, 27, 931-948.
Lieb, S., (1991). Principles of adult learning. Vision, retrieved from:
http://Honolulu.hawaii.edu/ intranet/committees/FaxDevCom/guidebk/teachtip/adults2.htm.
Parry, C., Berdie, J., (2004). Training Evaluation Framework Report. California Social
Work Education Center
QOTFC, (2010). The clinical educator’s resource kit: Adult learning theory and principles.
Retrieved from: http://www.qotfc.edu.au/resource/index.html?page=65375