V. Participant will use the TRIM process to develop an outcome statement, objectives, activities, and evaluation measures from information provided.

Developing Follow-Up Activities

There are two major foci for the follow-up activities: the provision of follow-up support/technical assistance and the collection of implementation data. We have learned that the best training does not stop in the workshop, but 'follows' the participant into the workplace to give them feedback, reinforce what they are doing well and assist them to correct errors. Follow-up is an excellent time to continue your training in 'real time'. You can provide training as the need for the information/skill presents itself in the classroom situation. No need for simulations, now you can work with the real thing.

Data collected at the time of follow-up tell us two important things:

1. Was the content viable? Did the participant attempt implementation? Consistent lack of implementation by a number of participants is a good indication that your content was not workable for them.
2. If the content was implemented, was it done at a quality level? Consistently poor implementation of particular content is a good indication that your training needs to be improved. Perhaps participants need more practice during training to acquire the skills.

For the purposes of XYZ, please plan your follow-up activities for the selected training objectives. When selecting instruments please keep in mind that most often instruments to be used at the time of follow-up are pulled from those used to measure the activities during training.

When planning for follow-up look to your training program evaluation activities for what you felt was important enough to measure during training. This may take care of your measurement of trainee performance/products during follow-up. Based on this, it should not be necessary to devise a lot of new evaluation forms for the follow-up. Using the instruments and procedures applied during the training not only make for an efficient training plan, it also make follow-up activities more comfortable to the participant as they are familiar with the evaluation process and forms from the training session.

2. In the far left column fill in the training objectives from your training plan.

3. Next, specify the level of outcome you intend in your training plan for each objective (awareness, knowledge or skill). This will guide you as to how intricate the follow-up may need to be, e.g., awareness level objectives may not need to be followed up beyond the workshop whereas skill level objectives will need follow-up support activities.

4. List observable indicators that implementation of the objective is taking place in the Evidence of Implementation column.

5.List the instrument to be used and level at which mastery is assumed.

6. List people and material resources required and the person who is assigned responsibility for implementation.

7. In the Score/ column you would list the assessment score or indicate that the objective has been met, after the follow-up has occurred.

8. The final column is for comments on progress.

Consider the following items when planning for follow-up/support activities:

• Appropriate agency personnel are informed of follow-up activities.
• Feedback on trainee's performance, products, etc. is given on-site.
• Suggestions for improvement are specific.
• Give feedback on trainee's successful accomplishments.
• Check with trainee to see that support plan has been carried through.

Two forms are provided here for your future use:

1. Click link to view a Follow-Up Support/Cover Sheet in Word format, which allows you to track and document the types of assistance provided.
2. Click link to view a Monitoring Form in Word format, which helps you to track participant progress in implementing components of the training.