Critical Analysis Research - 12-10-2011

SkillGate Critical Analysis Research is provided for peer review.
We aim to offer learning statistics associated with specific learning interventions (with a minimal level of interpretation) so that trainers may undertake their own analysis having reviewed the training offered.

Personal Trainer Tutorial: Stand Your Ground. (issued 10 October 2011)

At the end of each tutorial delegates were offered this feedback box to complete:

 

- + ++ How relevant do you think this subject is to you? How useful was this tutorial to you? Would you like more on this subject?

To date we have achieved a 79% course completion and 81% of those completed the feedback form.

With this tutorial we altered the learning approach half way through the tutorial by adding a short 'practical'. The practical told delegates that successful completion of the practical would be assessed by a tutor.

Satisfaction figures were:

First Batch:	2.5 2.29 2.30 (3 max)
Second Batch:	2.5 2.3 2.2 (3 max)

Note: In this case adding the 'practical' left the learning satisfaction numbers mainly unchanged.

However adding the additional session does appear to have added a little more 'friction' on the programme. (Friction is any aspect of the programme that prevents delegates from completing the programme.)

This table describes where delegates have 'stopped' on the tutorial process. Session 4 is the new inserted session that did not exist for the first group. As you can see 8% have stopped on the newly inserted 'practical'.

 

	1st Batch	2nd Batch
Session 1	7%	7%
Session 2	3%	2.5%
Session 3	4%	3.5%
Session 4 (practical)	n/a	8%
Last sessions	86%	80%

We then correlated the 'How useful was this tutorial to you?' against the 'How relevant do you think this subject is to you?' to try to determine if people who think the subject is more 'relevant' find the training more or less 'useful'.

There are three charts. The first lists people who indicated '-' (i.e. minimal) relevance for this subject. The second '+' i.e. some relevance and the third '++' i.e. high relevance. In each chart, columns one, two and three show how useful these delegates thought the tutorial was i.e. -, + or ++.

Note: By comparing the three charts, as you can see, chart 3 is a different shape to the others. There seems to be a strong correlation in that delegates who thought the tutorial was most relevant also found it most useful.

This may seem obvious, but it could have been the case, for example, that delegates who thought the subject very relevant, actually found the tutorial not very useful. It also highlights that when analysing feedback it is important to evaluate it against a measure of relevance.

Or to put it another way. All delegates found the programme 'so' useful. Some delegates found it 'very' useful. It is valuable to know who the latter were.

+++

Below we detail some of the delegate responses to the Practical for your interest. Delegates were taught a three stage approach to 'standing their ground':

+++ These notes are as posted and have not been edited

When asked to leave the safe key with another colleague. My boundary - If you ask me to take responsibility, do not ask me to be flexible with it...If it's me you want to have the responsibility...then please respect that. Justified that it is not fair to ask such responsibilities of me to then expect me to be leanient and 'let things slide' when it suits others. Stopped being nice...I just lost the humour and was serious, was straight to the point and made my case in a clear concise manner.

+++

I am in the middle of producing the training budget for 2012. I know that I will have people all trying to put in for courses and events that are nice to have rather than necessary to the business. I shall stand my ground by asking them why the training is necessary, how it will benefit the business and what the participant will be able to do with the knowledge or skills.

+++

My dad is terminally ill and being cared for at home. I have been asking for an extension to his hospital bed for three weeks to make him comfortable but I kept having to ring up to chase this request . Boundary being crossed: Not giving my dad the respect and care he needs at this time. How I justified not crossing it: As a terminally ill patient, this was a simple request that should have been met straight away. I stopped being nice: I rang the Disability Department and said that if the bed extension wasn't delivered in the next few days, I would be putting in an official complaint about lack of care and dignity being afforded my father at this time. The bed extension came the very next day.