trainer observation guideline (1)

8/12/2019 Trainer Observation Guideline (1)

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TRAINER OBSERVATION TOOL/ CNG CQUAN ST GING VIN

Training course/Kha o to:____________________________

Training date/ Ngy o to:__________________

Trainer/ Ging vin: ___________________________________

Observer/ Ngi quan st:_____________________

Rating key:

Standard 1/ tiu chun 1:The trainer prepares effectively for the learning event/ging vin chun bc hiu qucho bui o to

Well-prepared trainers feel comfortable with training content. They design the workshop tomeet the specific needs of the program and the participants./ ging vin c schun bttcm thy yn tm vi ni dung o to. hthit kbui hi tho nhm p ng nhng yucu cthca chng trnh v ca hc vin.

Competencies/nng lc

Behaviors observed/ hnh vi q uan stCompetency

rating/ mc nh gi

Demons trates athoroughknowledge of thecontent/ chng t

sam hiu thu ovni dung o to

1. Accurately answers questions relevant to thecontent/ trli chnh xc cc cu hi c lin quann ni dung o to2. Supports presentation with research orexamples of successful implementation/ htrcho bi ging bng cc nghin cu hay cc v d

c thc hin thnh cng3. Displays personal enthusiasm and interest inthe subject/ thhin snhit tnh v hng th vicho to

Bases training onachievement-basedobject ives/ xydng kha hunluyn cn ctrnnhng mc tiu l

cc thnh tch tc

1. Clarifies what participants would be able to doby the end of the workshop/ lmcho hc vin hiur nhng cng vic m hc thlm vo cuikha hun luyn2. Includes objectives that addressed theparticipants critical priorities/bao hm cc mctiu c xc nh l nhng u tin quan trngca hc vin

3. Notes how objectives related to changes inparticipants skills, knowledge and attitudes/ ghichp li cc mc tiu o to c lin quan lm

E= Exceptional/ vt tri A =Acceptable/ C thchp nhn

I= Improvement needed/ Cn ci thin

NA = not applicable, no opportunity to observe/ Khng khthi, khng c c hi quan st


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thay i trong k nng, ki n thc v thi cahc vin nh thno

Becomes informedabout theeduc ational level(s)

of the studentsserved by theprog ram as wel l asthe issues thatneed to beaddressed intraining/ trthnhngi thng tin vtrnh ca hc vinc phc vbichng trnhcngnh cc vn cn

c gii quyttrong hun luyn

1. Describes or refers to the student populationcurrently served by the program/ m thoc cp n slng hc vin hin ang c phc

vbi chngtrnh o to2. Addresses cultural, language, and educationissues of the student population./ trnh by ccvn vvn ha, ngn ng, v gio dc chohc vin

3. Describes students typical life and educationgoals/ m tcuc sng in hnh hc vin vnhng mc tiu gio dc ca hc vin

Becomes informedof the backgroundsand learning needsof the trainingpart ic ipants/ trthnh ngi thngtin vcc kin thcnn tng v nhu cuhc tp ca hc vintham gia hun luyn

1. Asks participants what they most wanted orneeded to know/ hi hc vin viu m hmun hay cn bit nht2. Asks participants about their relevantexperience/ hi hc vin vnhng kinh nghim clin quan n ni dung o to ca h


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Standard 2/ tiu chun 2:Trainer establishes an appropriate learning environment/ging vin thit lp c mi trng hc tp ph hp

Skilled trainers foster the full participation of everyone taking the training and create apositive learning environment from the onset of the training./Ging vin c k nng thc y

stham gia tch cc ca mi hc vin v to mi trng hc tp tch cc ngay tlc bt ubui o to

Competencies/nng lc


rating/ mc nh gi

Assures acom fortable andsafe physicalenv i ronment /m

bo c shtng,mi trng o totin nghi v an ton

1. Welcomes participants as they arrive/ chomng hc vin khi hn lp2. Monitors the room temperature/ theo di nhittrong phng

3. Informs participants about the location of theexits, restrooms, time and length of breaks, etc./thng bo n hc vin vli thot him, phngvsinh, thi gian v thi lng gii lao4. Ensures that tables and chairs are arranged sothat all participants can see visuals and interactwith the presenter and each other/ m bo bnghc sp xp sao cho tt chc vin c thnhn thy hnh nh v tng tc vi thuyt trnhvin cng nh gia cc hc vin vi nhau.

Uses warm-up

act iv i t ies andicebr eakers relatedto the trainingcontent to engagelearning/ tchccc hot ng khing v cc hotng lm th ginbu kh lp hc clin quan n nidung o to dndt vo bi hc

1. Explains the purpose of the warm-up activity/gii thch mc ch ca hot ng khi ng

2. Connects the warm-up activity to an importanttopic or skill in the workshop/ lin kt hot ngkhi ng vi mt chquan trng hay mt knng c trong ni dung hi tho

Provides a s afelearningenvi ronment forpart ic ipants wh erethey feel safe toshare theirthoughts andquest ions/ Cungcp mi trng hctp an ton cho hcvin ni m hcmthy an tm chia

snhng suy nghv thc mc camnh

1. Explains the agenda and the type of activitiesincluded in the workshop/ trnh by nht k oto v cc loi hnh hot ng c trong hi tho2. Ensures that all participants are introduced/m bo tt chc vin u c gii thiu3. Encourages participants to engage in activitiesto the degree that they are comfortable/ khuynkhch hc vin tham gia vo cc hot ng nmc m hcm thy thoi mi4. Establishes rapport and trust by listening andresponding to participants words and feelings/thit lp mi quan hv nim tin vi hc vinbng cch lng nghe v p ng li nhng suynghv kin ca h


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Consistent lydemonstratesflexibil i t y, patienc e,and respect for thepart ic ipants/ Lunthhin slinh hot,kin nhn v tntrng cho hc vin

1. Notices when participants are confused; usesdifferent words to explain/ lu n hc vin khihcm thy khng hiu bi; sdng cc tngkhc nhau gii thch2. Provides alternatives for participants who areunwilling/unable to participate in an activity/ ara cc hot ng mi/ thay thcho nhng hcvin cm thy khng sn sang/ khng ththamgia vo hot ng hin thi3. Addresses participants by their preferrednames/ chnh hc vin bng tn m ha thch

4. Elicits participants prior knowledge andexperiences, building on these to meet objectives/xy dng bi hc da trn nhng kin thc, kinhnghim c khi gi ni hc vin p ngcho mc tiu o to5. Allows time for participants to think before

responding to a question/ dnh thi gian cho hcvin suy ngh trc khi trli cu hi


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Standard 3/ tiu chun 3: The trainer demonstrates professional presentation andplatform skills/ ging vin chng tk nng thuyt trnh v nhng k nng nn tngchuyn nghip

Quality trainers make compelling presentations. They speak the language of the participants.They are good listeners and engage in substantive conversations with the participants./Ging vin gii thc hin cc bi thuyt trnh hp dn. hsdng ngn ngca hc vin khigiao tip. hl nhng ngi bit lng nghe v tham dvo cc cuc i thoi mang tnhtng tcvi hc vin.

Competencies/nng lc


rating/ mc nh gi

Uses approp riatebod y language and

voice mo dulat ion/Sdng ngn ngc thv iu chnhging ni ph hp

1. Maintains eye contact with the participants/ duytr giao tip bng mt vi hc vin

2. Moves around the room to interact withparticipants/ di chuyn quanh phng tng tcvi hc vin3. Can be easily heard by all participants/ c thddng nghe thy mi hc vin4. Varies volume, rate, and pitch to emphasizecontent and to hold participants interest/ thay iln, mc v cao ca ging ni nhnmnh ni dung v li ko c shng th cahc vin

5. Gestures appropriately to emphasize content/cchthch hp nhn mnh ni dungChoosesvocabulary,metaphor s, andexamp les that aremeaningfu l to theaudience/ Chnngn t, cc n dv v dc nghacho ngi nghe

1. Explains unfamiliar terms and acronyms/ giithch cc thut nglv cc tvit tt

2. Uses vocabulary that is appropriate for theeducation and experience level of participants/ sdng cc tngph hp vi gio dc v mc hiu bit ca hc vin

Uses approp riate

closed, open, andfol lowupquest ions/ Sdngcc cu hi ng,m, cc cu hi dndmt cch thchhp

1. Uses closed ended questions to determine if

participants understand concepts/ sdng cccu hi ng xc nh xem hc vin c hiucc khi nim2. Uses follow-up questions to clarify informationor Get a more complete response/ sdng cccu hi dn dlm r thng tin hay thu thpthm mt phn hi hon chnh3. Uses openended questions to encourage avariety of perspectives/ sdng cc cu hi mkhuyn khch nhiu quan im khc nhau

Provides posit ivereinforcement andparaphrasingimportant content/Cung cp nhng

1. Repeats participants comments to emphasizeimportant content/lun nhc hc vin a ra kin nhn mnh nhng ni dung quan trng2. When necessary, rephrases participantscomments to check for understanding/ khi cn


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nhgi cng cmang tnh tch ccv din gii nhngni dung quan trng

thi t, nh c l i ki n c a hc vin ki m tra stip thu kin thc ca hc vin

3. Praises participants for asking questions oroffering comments/ khen ngi nhng hc vin cng gp cu hi hay khi ha ra kin

Bui lds on andextendingparticipants ideas/Xy dng v mrng da trn cc tng ca hc vin

1. Provides additional or missing informationfollowing participants comments/ cung cp ccthng tin bsung hoc thng tin thiu st sau khitip nhn kin thc vin2. Connects participants comments to previousinformation or the next topic/ lin kt kin cahc vin n cc ni dung trc hoc cho chktip


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Standard 4/ tiu chun 4: The trainer conducts effective learning activities/ ngihun luyn tin hnh cc hot ng hc tp hiu qu

Learner-centered trainers understand how adults learn. They design activities that enable allparticipants to meet the learning objectives./ Ngi hun luyn ly hc vin lm trung tmhiu i tng trng thnh hc nh thno. Hthit kcc hot ng cho php mi hcvin tham gia p ng mc tiu hc tp

Competencies/nng lc


rating/ mc nh gi

Emplo ys a varietyo fTeachingtechniques,

includin g lecture,demonstrat ion,

ro leplay, pairs,smal l groups, andthe use ofmu lt imedia aids/Sdng nhiuphng php gingdy, bao gm biging, trnh din,ng vai,cp, lmvic theo nhm nhv sdng cc cngchtra phngtin

1. Uses a variety of techniques throughout theworkshop, including individual and small-groupwork/ sdng nhiu phng php trong sut hitho, bao gm lm vic c nhn v lm vic theo

nhm nh2. Chooses techniques that are appropriate tolearning objectives (e.g. lecture or groupdiscussion to learn new information; role play ordemonstration to practice skills)/ chn phngphp ph hp vi mc tiu o to (v d: biging hay tho lun nhm hc kin thc mi;ng vaihay trnh din luyn tp cc k nng)3. Uses visual aids to support the topic/ sdngcc cng chtrtrc quan htrcho biging4. Ensures that all participants can read the visual

aids (ex. flipcharts, LCD projector, video, etc.)/m bo tt chc vin c thc cc thit bhtrtrc quan ( v d: bng lt, my chiu, mnhnh)

Honors dif ferentlearnin g sty les; i.e.,us ingmul t isensorylearning act iv i t iesto accomm odatediverse learning

preferences/khuynkhch pht huy ccphong cch hc tpa dng; sdngcc hot ng hctp a gic quan p ng nhu cuhc tp phong phca hc vin

1. Ensures that participants have opportunities toacquire information and/or skills through visualaids, auditory input, physical movement, groupparticipation, personal reflection, and readingmaterials/ m bo rng hc vin c thun tintip cn thng tin bi hc v/hoc cc k nngthng qua cc cng ctrc quan, nghe ging,

hot ng nhm,lm vic nhm, t duy c nhn,v cc ti liu tham kho

Defines thepurpose of theexercises in

relation to thecontent of thetraining/Xc nh

1. Explains how ideas/topics relate to each other /gii thch mi tng/ chlin quan nh thno vi nhau

2. Explains how each exercise fits with the goalsof the workshop/ gii thch mi bi tp ph hp


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mc ch ca ccbi tp c lin quann ni dung oto

nh th no n mc tiu ca hi tho

3. Explains how the training exercises relate toparticipants work with students/ gii thch cc bitp lin quan nh thno n cng vic ca hcvin

Gives clearinst ruct ions foreach act iv i ty/ acc hng dn rrang cho mi hotng

1. Provides an overview and rationale beforestarting an activity/ cung cp mt ci nhn tngquan v l do trc khi bt u mt hot ng2. Describes in detail how each activity will beconducted/ m tchi tit cch thc hin mi hotng3. Describes the materials and time available forthe activity/ m tcc ti liu v thi gian thchhp din ra hot ng4. Describes what will happen after the activity isfinished/ m tiu g sdin ra sau khi kt thc

hot ng5. Provides oral and written instructions/ cung cpcc hng dn bng ming v bng vn bn

Faci l i tates sharingof ideas amon gpart ic ipants/ Toiu kin chia s kin gia cc hcvin vi nhau

1. Arranges the chairs and tables to encourageinteraction/ sp xp bn ghstng tcc ddng2. Encourages participants to share ideas,feelings, and attitudes throughout the workshop/khuyn khch hc vin chia s tng, cm nhn,v thi trong sut hi tho3. When appropriate, directs participantsquestions/comments back to the group for a

response/ khi cn thit, hng cc cu hi/ kinca hc vin trli nhm ca mnh phn bin

Provide sampleopportuni ty forreview , prac tice,and ref lect ion ofnewly learnedmaterial/Cung cpcc c hi thcnghim xem xt,thc hnh, v nhgi ni dung cc tiliu va hc

1. Reviews material to reinforce participantsunderstanding / nh gi ti liu cng ckinthc ca hc vin2. Allows participants to practice new skills/ chophp hc vin thc hnh k nng mi3. Uses strategies to encourage participants toreflect on what they learn/ sdng cc chin lckhuyn khch hc vin t duy vnhng iuhtip thu c

Provides forappl icat ion andreinforcement ofprevious ly learnedski l ls/ Cung cp ccc hi thc hnh vcng ccc k nng hc trc

1. Designs activities in which participants applynew skills in a real or simulated context/ thit kcc hot ng m hc vin p dng cc k nngmi trong bi cnh thc thay m phng2. Provides corrective and supportive feedbackafter participants practice skills/ cung cp ccthng tin phn hi chnh xc v mang tnh htrsau khi hc vin thc hnh cc k nng


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Standard 5/ tiu chun 5:The trainer effectively manages the group process/ ngi hunluyn qun l hiu ququ trnh hp nhm

Observant trainers balance the needs of the group with the needs of individual participants.They are skilled at defusing disruptive behavior and accomplishing the goals of the training inthe time allotted./ Ngi hun luyn nhy bn cn bng nhu cu ca nhm vi nhu cu cami c nhn. Hc k nng trong vic xoa du cc hnh vi gy ri v hon thnh mc tiuca o to trong thi gian quy nh

Competencies/nnglc

Behaviors observed/ hnh vi quan stCompetency

rating/mc nh gi

IntervenesEffect ively whenDisrupt ive behavioroccurs/ Can thiphiu qukhi c hnhvi gy ri xy ra

1. Uses humor to defuse the situation whenpossible/ sdng khiu hi hc xoa du tnhhnh khi c th

2. Recognizes what is motivating the behaviorand responds to the needs of the participant/nhn bit iu g lm ng c cho hnh vi v png cc nhu cu ca hc vin3. Maintains composure and treats all participantswith respect/ gisim tnh v i i vi hcvin vi stn trng

Demonstrates

knowledge of thestages of g roupdevelopment andhow th e stagesimp act the learningenvi ronment/ Thhin shiu bit vcc giai on phttrin ca nhm vlm cch no ccgiai on nh hngn mi trng hctp

1. Provides clear structure and direction at the

beginning of the workshop/ cung cp khungchng trnh v hng i r rang ngay lc btu hi tho2. Sequences the training to begin with simpletasks, moving toward more difficult tasks/ trnh to to bt u tcc nhim vn gin, tindn n cc nhim vkh hn3. Increasingly builds opportunities for groupinteraction/ tng dn cc c hi cho vic tngtc nhm

Moni tors t ime foractivit ies/ theo dithi gian cho cchot ng

1. Follows established starting, ending, and breaktimes/ theo di nhng mc thi gian bt u, ktthc v nghgii lao2. Keeps discussions focused on the traininggoals, objectives, and relevant content/ gicccuc tho lun tp trung vo mc tiu o to,vni dung lin quan3. Adjusts activities to accommodate timeconstraints/ iu chnh cc hot ng cho phhp vi thi lng o to c hn

Makes adjustm entsin schedul ing,content, andprocess based on

1. Recognizes when participants need additionalbreaks or a change in activity/ nhn bit khi hcvin cn nghgii lao thm hay mun thay ihot ng


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group b ackground,experien ce, andfeedback/ iuchnh khoch, nidung v qu trnhda trn c imca nhm, kinhnghim v thng tinphn hi

2. Makes decisions to extend or shorten activitiesdepending on the mastery level of the group, andinforms the group of these decisions/ ra quytnh mrng hoc rt ngn cc hot ng datrn mc lm vic hiu quca nhm, vthng bo cho nhm vnhng quyt nh ny

Attends to theneeds of diversepart ic ipants/ ch n nhu cu a dngca hc vin

1. Makes accommodations for participantsindividual needs, interests, and abilities wheneverpossible/ to squan tm n cn cho nhu cu, sthch, nng lc ca c nhn mi hc vin bt ckhi no c th2. Shows sensitivity to ethnic, racial, cultural, age,and gender issues/ thhin stnhn cc vndn tc, sc tc, vn ha, tui tc, gii tnh


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Standard 6/ tiu chun 6:The trainer uses participant feedback and evaluation techniquesto adjust or improve the training/ ngi hun luyn sdng thng tin phn hi ca hc vinv cc k thut nh gi iu chnh hay ci thin vic o to

Quality-conscious trainers continually gauge how well participants are meeting the trainingobjectives. They employ a variety of techniques to obtain participant feedback and use thatfeedback to adjust current training or improve future training./ Ngi hun luyn c thc vcht lng lin tc nh gi lm thno hc vin t c mc tiu o to. hsdng cck thut a dng c c thng tin phn hi ca hc vin v sdng chng iu chnhhot ng o to hin thi hoc ci thin trong tng lai.

Competencies/nng lc

Behaviors observed/ hnh vi q uan st Competencyrating/ mc nh gi

Uses wri t ten andoral act iv i t ies aswel l as directobservat ion toassess changes inparticipants skills,know ledge, andatt i tudes in relat ionto the trainingobject ives/ Sdngcc hot ng giaotip v kim tra giy

cng nh squanst trc tip nhgi sthay i trongk nng, kin thc,v thi c linquan n cc mctiu o to ca hcvin

1. Periodically asks questions or structuresactivities that help participants retain keyinformation/ t cu hi nh k hoc kt cu cchot ng gip hc vin duy tr cc thng tintrng yu.2. Uses activities (games, exercises, discussions,journals, etc.) to assess changes in participantsattitudes, knowledge, or skills/ sdng cc hotng ( tr chi, bi tp, tho lun, tham quan..) nh gi sthay i trong thi , kin thc, knng ca hc vin

Adjusts train ingbased onevaluat ion/ iuchnh vic o toda trn snh gi

1. Ensures that all participants have time tocomplete a course evaluation form before leavingthe workshop / m bo mi hc vin c thi gianhon thnh phiu nh gi trc khi ri bui hitho2. Reads the feedback and summarizesparticipants positive and negative comments/xem thng tin phn hi v tng hp cc kin tchcc v tiu cc ca hc vin3. When appropriate, develops recommendationsfor improving the workshop/ khi thch hp, phttrin cc xut ci thin hi tho

Recommendsfo l low up train ingbased on ident i f ied

part ic ipant needs/Khuyn co theo divic o to datrn cc nhu cu

1. Provides suggestions to the organization abouttopics and strategies for follow up training (ex.workshops, mentoring, resources), based on

assessment of participantslearning needs andprogress/ cung cp cc xut n tchc vcc ch, chin lc cho vic theo di vic oto (hi tho,t vn, ngun nng lc) da trn s


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c xc nh cahc vin

nh gi nhu c u v ti n trnh hc tp ca hcvin

Observation Summary/ tm tt quan stStandards/ tiu chun Number of Ratings

E A I NA

Standard 1: The trainer prepares effectively for the learning event/Tiu chun 1: ngi hun luyn chun bhiu qucho bui o to

Standard 2: Trainer establishes an appropriate learning environment/Tiu chun 2: ngi hun luyn kin to mi trng hc tp ph hp

Standard 3: The trainer demonstrates professional presentation andplatform skills/ Tiu chun 3: ngi hun luyn chng tk nngthuyt trnh chuyn nghip v cc k nng nn tng

Standard 4: The trainer conducts effective learning activities/ Tiuchun 4: ngi hun luyn tin hnh cc hot ng hc tp hiu qu

Standard 5: The trainer effectively manages the group process/ Tiuchun 5: ngi hun luyn qun l hiu ququ trnh hp nhm

Standard 6: The trainer uses participant feedback and evaluationtechniques to adjust or improve the training/ Tiu chun 6: ngihun luyn sdng thng tin phn hi ca hc vin v cc k thutnh gi iu chnh hay ci thin vic o to

trainer observation guideline (1)

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