Training Industry Magazine - September/October 2020 - 36

Lessons learned from the use of
classroom observation in K-16 settings,
such as the Measures of Effective
Teaching (MET) Project, provide insights
for developing an observation practice
in corporate L&D. The MET Project was
a three-year study to explore measures
of teacher effectiveness and highlights
the value of using observations for
teacher development.

ANNOUNCE
OBSERVATIONS TO
REDUCE ANXIETY
ASSOCIATED WITH
BEING OBSERVED,
AND KEEP THE FOCUS
ON DEVELOPMENT.
TIPS FOR DESIGNING
AND IMPLEMENTING AN
EFFECTIVE OBSERVATION
PRACTICE
A well-designed observation practice
provides a rich source of data to develop
instructors and support comprehensive
program evaluation. While this may
seem like a linear process, it should be
agile and iterative with lessons learned
from each phase informing adjustments
to subsequent iterations.

and instructor. For example, some
behaviors are more relevant for face-toface instruction than for virtual training.
Models and instruments developed to
improve instruction for adult learners
will be more relevant in corporate
L&D than those developed for
younger learners.
*	 Determine who will observe. In
academic settings, administrators and
peers are often used as observers. In
a corporate setting, observers could
be internal to the L&D program or
include administrators and peers who
teach similar or different subjects. One
unique consideration in L&D settings
is that many instructors are not trained
as professional educators, so it may be
helpful to include observers who have
experience as professional educators
to provide SMEs with feedback related
to teaching practices.
*	 Train observers to rate using the
rubric and assess interrater reliability.
If possible, use multiple observers to
increase reliability. Raters should be
trained to use the rubric and to develop
a shared mental model. In addition to
assessing interrater reliability as part
of observer training, reliability should
be monitored over time, and there will

Live Observation

Planning is critical and lays the
foundation for all subsequent steps.

| 36

*	 Determine the method of observation.
Should observations be in-person,
recorded or both? There are pros and
cons for both scenarios (see sidebar).
During the COVID-19 pandemic, we
have seen a massive shift to virtual
instruction, which presents the
opportunity to record virtual sessions
for feedback. Recording sessions,
even when doing live observation, is
a good practice given its benefits and
limited drawbacks.
*	 Create an observation sampling plan.
An observation sampling plan ensures
having enough observations from
multiple sources across courses and
instructors. Recording all sessions for
possible observation is a great practice if
feasible, but sessions can be selected in
advance by the organization or even by
instructors. Some best practices from the
MET Project include allowing teachers
to choose their own recordings for
observations, supplementing full-length
observations with shorter observations,
and announcing observations to reduce

OBSERVE LIVE OR RECORD SESSIONS?

STEP 1: PLAN

*	 Create or select an observation rubric
to measure instructional behaviors.
These behaviors should be linked to
learner and program outcomes and
provide actionable insights to help
instructors improve. Rubrics should
include quantitative ratings as well as
opportunities for written feedback.
Several models and instruments of
instructor performance have been
developed and used for K-12 and
adult learning contexts. Select the
most appropriate model or instrument
based on the training content, context

likely be a need for follow-up training
to ensure raters remain calibrated. If
it's not possible to have multiple
raters, have a single observer do
multiple observations.

Pros

Cons

Communicates instructors are
valued, and the organization is
invested in their development.

Presence of an observer could
affect instructor performance
and learner behavior.

Provides an immersive
experience for the observer
and the opportunity to
observe the learning context
and interactions between
learners.

Time-consuming and
resource intensive.
Difficult to schedule.

Can be conducted in
face-to-face and virtual
sessions.

Record Sessions

Less intrusive than live
observation.
Allows multiple observers to
view the same sessions more
easily.
Provides observers with
flexibility to pause and
rewind as needed.
Provides a record of the
session that instructors can
view as part of developmental
feedback conversations.

Expense of recording
equipment for live sessions and
potential need for technology
support to resolve issues.


http://www.metproject.org/ http://www.metproject.org/ https://www.danielsongroup.org/sites/default/files/inline-files/Reliabiilty_Observations_School_Personnel_Gates.pdf https://www.danielsongroup.org/framework/framework-teaching https://www.marzanocenter.com/evaluation/teacher/ https://www.trainingindustry.com/magazine/jul-aug-2019/improving-instructor-impact-on-learning-with-analytics/

Training Industry Magazine - September/October 2020

Table of Contents for the Digital Edition of Training Industry Magazine - September/October 2020

Building a Great Training Organization
Table of Contents
The Strategic L&D Plan
Developing a Great Training Organization Like a Healthy Brain
Change-ready L&D: Ingredients for Success
What Great Training Organizations Do
Building a Learning Strategy thath Drives Business Results
L&D Bottleneck: Why Your Training Material Isn't Being Utilized
10 Best Practices for Leading a Great Training Organization
The Untapped Goldmine of the Service Professional as the Trusted Advisor
Do We Really Need Learning Platforms? Understand the Learning Landscape and Spend Your Budget Wisely
Improving Instructor Development and Performance with Observations
How to Leverage Business Acumen to Create a Future-ready Organization
Accounting for Learning Investments and Organizational Impact
Lessons Learned: A Shared Services Implementation
The Brave New World of L&D: Stepping Up in the Age of Disruption
Winning the Battle for Learner Engagement
Sales Enablement Comes of Age
Company News
Training Industry Magazine - September/October 2020 - Intro
Training Industry Magazine - September/October 2020 - 1
Training Industry Magazine - September/October 2020 - 2
Training Industry Magazine - September/October 2020 - 3
Training Industry Magazine - September/October 2020 - 4
Training Industry Magazine - September/October 2020 - Building a Great Training Organization
Training Industry Magazine - September/October 2020 - Table of Contents
Training Industry Magazine - September/October 2020 - 7
Training Industry Magazine - September/October 2020 - 8
Training Industry Magazine - September/October 2020 - 9
Training Industry Magazine - September/October 2020 - 10
Training Industry Magazine - September/October 2020 - The Strategic L&D Plan
Training Industry Magazine - September/October 2020 - 12
Training Industry Magazine - September/October 2020 - Developing a Great Training Organization Like a Healthy Brain
Training Industry Magazine - September/October 2020 - 14
Training Industry Magazine - September/October 2020 - Change-ready L&D: Ingredients for Success
Training Industry Magazine - September/October 2020 - 16
Training Industry Magazine - September/October 2020 - What Great Training Organizations Do
Training Industry Magazine - September/October 2020 - Building a Learning Strategy thath Drives Business Results
Training Industry Magazine - September/October 2020 - 19
Training Industry Magazine - September/October 2020 - 20
Training Industry Magazine - September/October 2020 - 21
Training Industry Magazine - September/October 2020 - L&D Bottleneck: Why Your Training Material Isn't Being Utilized
Training Industry Magazine - September/October 2020 - 23
Training Industry Magazine - September/October 2020 - 10 Best Practices for Leading a Great Training Organization
Training Industry Magazine - September/October 2020 - 25
Training Industry Magazine - September/October 2020 - 26
Training Industry Magazine - September/October 2020 - 27
Training Industry Magazine - September/October 2020 - The Untapped Goldmine of the Service Professional as the Trusted Advisor
Training Industry Magazine - September/October 2020 - 29
Training Industry Magazine - September/October 2020 - Do We Really Need Learning Platforms? Understand the Learning Landscape and Spend Your Budget Wisely
Training Industry Magazine - September/October 2020 - 31
Training Industry Magazine - September/October 2020 - 32
Training Industry Magazine - September/October 2020 - 33
Training Industry Magazine - September/October 2020 - 34
Training Industry Magazine - September/October 2020 - Improving Instructor Development and Performance with Observations
Training Industry Magazine - September/October 2020 - 36
Training Industry Magazine - September/October 2020 - 37
Training Industry Magazine - September/October 2020 - How to Leverage Business Acumen to Create a Future-ready Organization
Training Industry Magazine - September/October 2020 - 39
Training Industry Magazine - September/October 2020 - 40
Training Industry Magazine - September/October 2020 - 41
Training Industry Magazine - September/October 2020 - Accounting for Learning Investments and Organizational Impact
Training Industry Magazine - September/October 2020 - 43
Training Industry Magazine - September/October 2020 - 44
Training Industry Magazine - September/October 2020 - 45
Training Industry Magazine - September/October 2020 - Lessons Learned: A Shared Services Implementation
Training Industry Magazine - September/October 2020 - 47
Training Industry Magazine - September/October 2020 - 48
Training Industry Magazine - September/October 2020 - The Brave New World of L&D: Stepping Up in the Age of Disruption
Training Industry Magazine - September/October 2020 - 50
Training Industry Magazine - September/October 2020 - Winning the Battle for Learner Engagement
Training Industry Magazine - September/October 2020 - Sales Enablement Comes of Age
Training Industry Magazine - September/October 2020 - Company News
Training Industry Magazine - September/October 2020 - 54
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