Education and Program Design, Delivery, and Evaluation
Design, delivery, and evaluation
Start with a needs assessment: identify the gap between current and desired performance using multiple data sources (appraisal data, incident reports, surveys, observation, regulatory requirements). Distinguish a learning gap (cannot perform because of knowledge or skill) from a non-learning gap (cannot perform because of systems, equipment, or staffing) - education cannot fix a systems problem.
Anchor design in adult learning theory: Knowles' andragogy (relevance, problem-centered, self-directed), Kolb's experiential cycle, Bloom's taxonomy for cognitive objectives, and Benner's novice-to-expert for sequencing. Write measurable objectives containing a condition, an observable verb, and a criterion, and match the verb to the intended level (list is not apply). Use ADDIE (analyze, design, develop, implement, evaluate) or an equivalent instructional design model.
Delivery follows the objective: psychomotor skills need hands-on practice with feedback; high-risk, low-frequency events favor simulation; knowledge updates may suit blended formats with spaced reinforcement.
Evaluation follows Kirkpatrick's four levels: reaction (satisfaction), learning (knowledge or skill gain), behavior (transfer to practice), and results (organizational outcomes). Level 1 is the most common and least meaningful; levels 3 and 4 require planned follow-up.
Traps: using smile-sheet data to claim practice change; confusing formative (during) with summative (end) evaluation; writing objectives with unobservable verbs such as understand; treating an agenda item as an objective.
Rule of thumb: one objective equals one observable behavior equals one evaluation method.