Roadmapping and Evaluating

One of the most interesting insights provided by Chapter 7 is the idea of knowing what you want to evaluate, what is your intent with the evaluation (Piskurich, 2015). Asking random questions without any forethought will not provide useful feedback. For example, since I have little prior experience with developing training programs, I was concerned that my information, my provided practices, would be unhelpful. Two of my questions in my feedback survey specifically refer to this. Using a Likert scale I asked the questions: “The handouts and materials were adequate and useful” and “I gained knowledge and skills to implement this professional development into my job.” The feedback from the responders was helpful to understanding the successes. The last several questions were opportunities to provide short answer responses and explain how participants expect to use the resources, skills, or materials presented in the training. That helps me to understand if one of the goals of the training was met.

A second insight drawn from Chapter 7 is that evaluation of self-instruction trainings are different from in person trainings. There are five areas of evaluation for self-instruction trainings: sufficiently, usability, currency, compliance, and effectiveness, (Piskurich, 2015). The first two are easily necessary, is the information relevant and easily accessible? The area of currency had me do a double take. When I saw the word currency my first thought was monetary value. However, that is not the case in this scenario. Within the context of self-instruction trainings, currency relates to the material being relevant or dated (Piskurich, 2015). This was impactful given that my training focused on instructional strategies implemented in the three learning modals. The material I presented needed to be relevant to the technology available today, it needed to be accessible, user friendly, and versatile given that the team wanted to utilize it in the different learning modals.

The Method of Loci made me think of roadmapping. Roadmapping is essentially the outline of the process to get from the beginning to the end. It details all the steps through the process. I like big picture thinking; the idea of looking at where I currently am at, where I need to end up, and then developing the steps to accomplish that goal is how I function in any given situation. Whether I am working on a project in my workplace, for school, or even personal activities, I make a roadmap. The Method of Loci simply seemed to be a more detailed mental visualization version of the roadmap.

Combining the roadmap with the evaluation of the training, I can assess the success of the training. Did my roadmap match up with the respondents answers on the feedback survey? Answering that question helps me to determine effectiveness and compliance–two other areas of assessment for self-instruction trainings (Piskurich, 2015). In answer to that question, the response is yes. Based on the roadmap I have for my training and the responses in the feedback survey, I was successful at developing a training that was effective and compliant with the goals.

Piskurich, G. M. (2015). What is This Instructional Design Stuff Anyway? In Rapid instructional

design: Learning ID fast and right. essay, John Wiley & Sons.