Bridging the Gap: Aligning Learning Goals, Activities & Assessments
Organizations continue to invest heavily in employee training, with total training expenditures by U.S.-based corporations and educational institutions averaging around $100 billion annually over the past three years (Freifeld, 2024). While measuring the effectiveness of these programs can be challenging, one thing is clear: active learning is essential to achieving the objectives of any training program, and Engagement is a crucial part of this process. However, not all participants are fully engaged, which often prevents training programs from realizing their full potential and meeting their objectives.
In corporate training programs, engaged participants are crucial in maximizing the return on investment by applying what they've learned to enhance performance and support organizational goals. Barkley points out that engaged participants take ownership of their professional growth and actively collaborate with trainers to ensure the program's success (Barkley, 2020).
Engagement is closely related to the cognitive side of the learning process. Establishing links between learning goals, activities, and assessments is central to cognitive Engagement, requiring mental effort, reflection, and intellectual investment in the learning experience (Barkley, 2020).
However, fostering participant engagement can often be a significant challenge. College students explain the meaning of Engagement as feeling motivated, being challenged, and excited about the new (Barkley, 2020). Barkley defines motivation as the feeling of interest or enthusiasm that makes somebody want to do something: "Motivation is the inclination to act in a way that satisfies certain conditions, such as wishes, desires or goals" (p. 16). Therefore, aligning a training program's objectives with its activities and assessments addresses learner motivation and ensures a cohesive and purpose-driven learning experience.
Corporate learning and development programs are often organized by managers of higher-level executives and not by the learners. For instance, a department manager may identify areas for improvement within their team, select a training provider, outline their expectations and high-level requirements, and rely on the provider to design a program tailored to these objectives. However, achieving the desired outcomes in such programs becomes challenging—if not impossible—when learners are unaware of or not aligned with the expected outcomes. Mutual understanding and agreement on these outcomes are essential to ensure the training program's success and the team's progress.
In the learning process, a participant who fails to grasp the value and purpose of a course or workshop's content may struggle to engage in active learning. Performing activities without understanding their connection to the learning objectives can lead to reduced motivation, ultimately hindering the effectiveness of a training program. A similar principle applies in project management: success is difficult to achieve when a project team lacks a clear understanding and alignment with the project's goals and desired outcomes. Merely applying tools and techniques is not enough to ensure success—understanding and commitment are essential.
To summarize, aligning goals, activities, and assessments of a training program;
Provides educators with a clear roadmap, enabling efficient planning and delivery of content and improving teaching effectiveness. (Karri, 2023)
Offers meaningful and actionable feedback, allowing instructors and the related organizations to adjust methods to meet learners' and the related organizations' needs.
Supports a learner in becoming autonomous, fostering a deeper connection to the material and encouraging lifelong learning.
Helps learners link learning to the real world and fosters retaining and applying knowledge effectively in real-world contexts (Osika et al., 2022).
References:
Barkley, E.F., Major, C.H. (2020), Student Engagement Techniques: A Handbook for College Faculty, (2nd ed.). Jossey-Bass.
Freifeld, L. (Nov 20, 2024). 2024 Training Industry Report. Training Magazine. Retrieved December 28, 2024, from https://trainingmag.com/2024-training-industry-report/
Karri, L.D. (June 20, 2023). Importance of Structure to Curriculum-A Roadmap [LinkedIn]. Principal Talks. Retrieved December 21, 2024, from https://www.linkedin.com/pulse/importance-structure-curriculum-roadmap-latha-d-karri/
Osika, A., MacMahon, S., Lodge, J.M., Carroll, A. (March 4, 2022). Contextual Learning: Linking Learning to the Real World. Times Higher Education. https://www.timeshighereducation.com/campus/contextual-learning-linking-learning-real-world