Laurel and Associates, Ltd. – Madison, WI

Audit Approach

Do you need  to audit internal and outsourced training to  ensure consistent quality learning?

  • Are you outsourcing  your training programs?
  •  Do you have a number  of facilitators conducting the same training?
  • Are you concerned  that you have lost quality control over their  effective
    presentation in the classroom?
  • Would you like to  assure yourself that the intended learning  is
    happening?

The effectiveness of a training program depends  upon the decisions that the instructors make about  what will be taught and how it will be taught. It is possible to determine the probability of  learning in the classroom by evaluating those  decisions using the Mastery Teaching Model developed  by Dr. Madeline Hunter at UCLA. This is true even  if you do not speak the native language or are  not technically proficient in the content.

We use a proven training audit process that  uses a collaborative approach to work with audited  trainers to review and improve their training decisions regarding content, learner activities,  platform skills, and group facilitation.

The effectiveness of classroom training can  be determined through a collaborative audit process  that is intended to encourage the trainers to: (1) become conscious of the instructional decisions  that they make and (2) actively participate in  a collaborative process with the auditor to improve the quality of those decisions.

These training decisions fall into three  categories:

  • what content to teach next,
  • what the learner will do to learn and to demonstrate learning  has occurred, and
  •  what the trainer will do to facilitate the acquisition of that  learning.

There are seven questions we use to assess  the quality and effectiveness of the design and  delivery of any classroom training program:

  1.  Is anything done to increase learner motivation?
  2. Have the learners been set up for success?
  3. Do they receive timely and constructive  feedback?
  4. Do the learning activities help them build  confidence in their own competence?
  5. Is their interest engaged?
  6. Has their level of concern been raised or  lowered as needed to facilitate learning?
  7. What type of learning climate has the trainer  created?

You can use the answers to these questions to  assess current training effectiveness and to coach  those who design and deliver the training to improve  the learning experience.

To the extent possible, the auditor credits  the trainers with authoring or proposing the recommendations. This enables the trainers to retain their status  as trainers concerned with providing optimal learning.  In addition, their “co-author” attribution publicly  and formally commits them to implementing the  audit recommendations.

We also provide training in how to conduct  a training audit:

  •  Auditing for Quality Training