About the Project

AMC (Pseudonym) is a dialysis center that delivers three modalities of care: inpatient, in clinics, and at home. The mission of AMC is to deliver superior care to improve the quality of every patient, every day, to effectively set the standard by which others in the healthcare industry are judged.

After a recent reorganization at AMC, the expectations for learning evaluations have become vague in practice and in expectations for everyone. The roles and practices for learning evaluations are not defined so those who disseminate training to clinical nurses do not have a solid understanding of the importance, meaning, and effectiveness of learning evaluation. The client requested that we develop a training program about Kirkpatrick's 5 Levels of Evaluation for their Senior Managers and Directors of Education to standardize the learning evaluation practices.

Analyses of Training Needs, Learners/Environment, and Tasks

Our team started by meeting with the lead of the Learning Content & Solutions team, Dr. Goosander. Through our analyses, we discovered that AMC does not have a standard for training evaluation (assessing and understanding the impact of learning). The lack of a standard evaluation makes it difficult for AMC to engage success rates and use data properly to inform future improvements. The performance goal is for all senior managers and directors to always and effectively deploy Kirkpatrick's 5 levels of evaluations in every learning program. We determined that we should develop a live virtual instructor-led training with a length of approximately one hour. The learning objectives we determined for this training through our analyses are listed below.

Learners will be able to do the following:

• Define the expectations regarding learning program evaluation

• Demonstrate an understanding of Kirkpatrick’s evaluation levels

• Apply Kirkpatrick’s evaluation levels to scenario-based projects in a timely manner

Design of Lesson Plan

Instructional Materials

Pre-Work Poll

Evaluation Scenarios Activity Document

Learning Measurement & Reporting Toolkit

Email Communication

LC&S Evaluation Training PowerPoint

Jamboard Sorting Activity

Commit to Try document

References

OPWL 537 Course Instructors (2021). Instructional design course handbook (4th ed.). Department of Organizational Performance and Workplace Learning, Boise State University.

As previously stated, we decided our training needed to be a live virtual instructor-led training with a length of approximately one hour. Our team developed this lesson plan using the LeaPS model (OPWL, 2021). We decided to use the LeaPS model because it draws on Gagne's nine events and aspects of Merrill's first principles. The LeaPS model distributes nine events into four major phases. These major phases are Learner Preparation, Demonstration, Application, and Transfer Support. We started by getting all our initial ideas onto a document, and then organized them according to the LeaPS model. Finally, we went through the model and created other activities as necessary according to the LeaPS model. After our team developed the lesson plan, we sent it to our client to request any final changes. After receiving feedback on the lesson plan, we made our final changes and started creating instructional materials.