Trainer's evaluation of the classroom training session.

1. Tool 73. Trainer’s Evaluation of Session/Learners
Contributed by Randy Woodward
From contributor Randy Woodward: “Being a trainer myself, I understand that the
learner evaluations don't always tell the whole story, so I designed the facilitator
feedback form to put evaluation of a session into a more holistic context. Additionally, it
gives the trainer a chance to reflect on the experience from his or her own point of view
-- something we may otherwise skip, being busy with the next task. I am also a training
manager, and from that perspective the completed form, submitted by trainers on my
staff, provides me the opportunity to put myself in their shoes and look for signs of stress,
issues with systems like registration and marketing (are we getting the right people in the
right class?) and of course to find opportunities to praise good performance. Plus, if
others who may be unfamiliar with the class, trainer, or learners (like C-level staff)
review the training report, they get a more balanced view of the intent and the results.
Finally, the form helps to answer questions like, "Why did this group only show a 2%
improvement in skills?" Maybe they attended a class that was three levels below their
current skills, or because learners were scheduled to attend directly following a twelve
hour shift and hadn't slept for a day and a half. Or perhaps they were sent to training in
an effort to remediate a character flaw that has nothing to do with a knowledge or skill
deficiency. None of these is likely to show up in the learner feedback,
but the trainer will usually know, and should really have a chance to
document that and communicate it to management. Finally, it gives a place for the
facilitator to identify people we want to invest in: star performers and folks who show
potential for future development.”

2. Session/Workshop: ____________________________ Date(s): ____________________
Location: ________________________ Trainer(s): ___________________________
Attitude: 5.…4.…3.…2.…1.…0….1.…2.…3.…4….5
Positive Mixed Negative
Mood: (check all that apply) Focused Fun Rowdy Happy Bored
Angry Confrontational Tired/Sleepy Other___________
Receptiveness to Concepts: 5.…4.…3.…2.…1.…0….1.…2.…3.…4….5
Eager to Learn Neutral Total Rejection
Attention Level: 5.…4.…3.…2.…1.…0….1.…2.…3.…4….5
High Neutral Low
Preparation: (Learners knew what knowledge and skills the session was designed to
convey, what kind of activities to expect, what the trainer would expect from them,
and/or had prepared appropriate learning goals/objectives for themselves)
5.…4.…3.…2.…1.…0….1.…2.…3.…4….5
High Neutral Low
Participation: 5.…4.…3.…2.…1.…0….1.…2.…3.…4….5
Eager Active Moderate Reluctant None

3. Attendance: Much Higher Higher As Scheduled Lower Much Lower
Level of Material: (for this group) Too Easy Just Right Too Hard
Appropriateness of Material: (for this group)
5……4……3……2……1……0……1……2……3……4……5
Highly Applicable Moderately Applicable Not Applicable
Makeup of Learners:
____% Learners (appeared to want to be here, interested in learning)
____% Vacationers (appeared to attend freely but not taking training very seriously)
____% Prisoners (appeared to be—or stated that they were—forced to attend)
____% Not sure
Additional Comments:
Copyrighted material from Bozarth, J. (2008). From Analysis to Evaluation: Tools,
Tips, and Techniques for Trainers. San Francisco: Pfeiffer.