Measuring training effectiveness is vital to the long term success of any program. Measurement takes place during the evaluation phase of any instructional design model.

One model used widely is Kirkpatrick's Evaluation Model, most often employing the first two stages of the model; Reaction and Learning, and reserving the last two stages, Behavior and Results, for organization-wide initiatives.

Level 1, Reaction, often focuses on the facilitator. However, a better practice is to concentrate on the learner and their reactions or takeaways. For example, "I will be able to immediately apply what I learned." Level 2, Learning, gauges whether the learner acquired the necessary skills, typically through pre- and post-assessments. Level 3, Behavior, considers whether the new skills were applied in the workplace. And, Level 4, Results, measures new skills or learning against an organization's business outcomes. Examples might include a decrease in workplace accidents, or increased sales. 

The first two levels, Reaction, and Learning, are fairly straightforward to implement through quantitative KPIs and qualitative question type feedback. Using both approaches is always important to give you a balanced view, including hard data as well as more general feedback that might be used to make course corrections, as needed. The last two levels, Behavior, and Results, require broader support, to reflect and report observations, and for the organization to align on sensible measurements that align to business outcomes. An example, at Level 4, might be the introduction of a new platform, which is intended to better track prospects, leads, and sales. So, following the implementation of new skills associated with tracking prospects, leads, and sales, as a result of training, was there a measurable increase in conversions and therefore an increase in the sales top line?

Whether employing the first two levels of Kirkpatrick's Evaluation Model, or all four levels, measuring training effectiveness is a critical component to monitoring the overall success of learning programs.

Increasing learner responsibility through a scaffolded framework establishes trust and encourages learners to experiment or try activities on their own.

An instructional model I like to use to increase learner responsibility is the facilitation strategy Gradual Release of Responsibility. This model encourages learners to take control of their own learning by moving learners through a continuum of responsibility;

• "I do - You watch"

• "I do - You help"

• "You do - I help", and

• "You do - I watch"

Although often associated with K12 education, this model may be particularly useful for onboarding and everboarding, with modifications to accommodate adult learners and learning online.

As an example, during the first stage, you might listen to a briefing on how to perform a replacement of a hard drive on your computer. This may include a detailed breakdown of the steps. In the second step, you may watch a video providing a detailed explanation by a facilitator on how to replace your current hard drive with a new Solid-State Drive. This could be followed with an opportunity for guided practice while working with a peer to replace the hard drive. The facilitator is handy to answer questions, and provide additional instruction, as needed. Last, you could create a checklist to be shared with peers that illustrates your understanding of the steps to complete the replacement. This final step helps reinforce what you learned and build confidence.

And, you don't necessarily need to start at the beginning of the continuum. You can start anywhere within the framework depending on the needs of your learners.

The key to increasing learner responsibility is to meet them where they are, and provide scaffolding to promote proficiency in their newly acquired skill set.

Promoting authentic learning through increased technology integration, using an eLearning framework, like the SAMR instructional model, offers opportunities for applying real-world experiences.

There is an increased push for online technology assisted learning. SAMR, an acronym for Substitution, Augmentation, Modification, and Redefinition, has roots in K-12 education. This model is easily adapted to adult learning, giving a framework by which to gauge whether we are using the right eLearning tool for the outcome we are trying to achieve.

At the Substitution level, you typically see more traditional activities using a digital delivery method. Examples include reading online and watching self-paced videos.

Augmentation offers learners the opportunity to begin incorporating other forms of technology into their learning. Adding hyperlinks, commenting, creating formative quizzes, and multimedia presentations are all great examples used to enhance learning.

Modification typically includes using a Learning Management System (LMS) to answer questions intended to promote discussion, interaction with the facilitator, working with other learners online which encourages additional dialogue, and tracking completion of modules.

And Redefinition, fundamentally transforms learning, enabling completion of traditional activities that were previously not practical to do online. Examples include practicing and writing your own Hyper Text Markup Language (HTML) or Cascading Style Sheets (CSS) code, using code readers or viewers, and sharing it with other learners via an online learning experience platform.

Promoting authentic learning using the SAMR model is not focused on using the most sophisticated tool, but rather how we can improve learning outcomes, how we can engage and empower learners through technology, and how eLearning can more closely resemble authentic, real-world learning.

Delivering training sequentially helps to increase learning outcomes. An instructional model that uses this step-by-step approach is ROPES. ROPES is an acronym for Review, Overview, Presentation, Exercise, and Summary, which is a methodical framework for teaching a new topic or concept to learners that may be applied to in-person or virtual training.

During the first step, facilitators conduct a review, by tying background knowledge to the new topic they intend to introduce. The overview, describes the topic and highlights the importance of the content. Typically in this step the learning objectives are stated as well. In the presentation step, the facilitator covers the heart of the material, discussing and demonstrating steps, and giving examples. In step 4, Exercise, learners take part in activities that permit them to apply the concept. And in the last step, Summary, the facilitator highlights key points, and reviews the learning objectives.

Delivering training sequentially, using the ROPES facilitator-based instructional model, is a great way to organize the distribution of content, whether in-person or virtual instructor-led training, to help increase learning outcomes.

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