Chapter 6, Getting It Where It Does the Most Good: Implementation, is about finding your design’s strengths and flaws through implementation and training your facilitators. George Piskurich provides a sweeping look at how to beta test and pilot a learning experience, what questions to ask during these processes, and who should answer those questions. The chapter opens with tips and tricks for beta testing and piloting. Beta tests include a broad audience for copious feedback, and pilots are trial runs to ensure the training session works precisely as it is designed to.
There are many people to consider when beta testing and piloting a training session, and instructional designers need feedback from each. Obviously, learners’ feedback is crucial. For this reason, beta tests and pilots should include the same audience as the intended learners of the training. Beyond important insights from learners, this is also an opportunity to get employees on board who will promote it among the company.
Other important members of beta tests are subject matter experts to confirm the accuracy and relevance of training and, if possible, another instructional designer to comment on materials and delivery methods. Pilots should only include learners from the intended audience as this is your first swing at the real thing, and that experience is essential to working out training kinks early.
Many types of surveys, evaluations, and checklists are involved in the beta/pilot process. Each is designed to draw the most valuable feedback from all involved parties. For instance, because it is best for the instructional designer to observe beta tests and pilots instead of facilitating them, the IS should create a Beta Test/Pilot Review Checklist. This should include all critical aspects of areas such as design, lesson, and presentation and elicit free-form comments. Because pilots are opportunities to deliver the training strictly as intended (without the feedback breaks required of beta tests), feedback should be attained from participants and instructors/facilitators at the end of the session.
I appreciate that Piskurich encourages finding and training the best instructors and facilitators throughout this chapter. He points out that a well-prepared instructor can make or break training. As a classroom teacher, I have had the opportunity to see teachers, including myself, float or sink based on preparation. The author reminds us good facilitators are prepared for anything and stay calm during confusion or disruption. A favorite quote from this chapter encapsulates this idea “the oldest, and possibly most effective, classroom instruction ever done consisted of a master, a few apprentices, and a stick for writing in the dirt.”
Whether it’s training the trainer, gathering feedback, or building evaluations, remember that all of this is meant to make your piece of instructional design as effective and meaningful as possible. Be open to learning every step of the way, as you never know where a good idea will come from. Implementation can help instructional designers make their good training great.
Jessica White's Learning Technology Blog & Portfolio 