Content

1. Why observe training?
2. Preparation for observation
3. Selecting observers
4. Providing feedback
5. Evaluation

1. Why observe training?

Magistrates will benefit because they will see that your Area values training quality.  Your MATC should gain a better understanding of what actually happens in training events.  Effective observation can also promote self-knowledge and personal development for trainers.  Trainers will become more confident and self-aware.  Whilst an effective trainer will be able to gain positive feedback, the less confident trainer will be supported to develop further.

It is important to manage the purpose of the observation. Any concerns can largely be addressed if the focus remains on the developmental benefits rather than any focus being on compliance. It is vital that the reasons and basis of the observation are fully explained to the trainers and delegates prior to the event.

So, observing training plays a vital role in:

• - ensuring training is fit for purpose
• - evaluating training processes
• - providing an opportunity for trainer development to take place
• - supporting and encouraging trainers.

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2. Preparation for observation

It is important to follow some simple steps when considering how you prepare for the observation of training:

• - Select observers. More information on this is provided below.
• - Agree what you are to observe with the trainer. Explain why this is taking place (for example professional development, quality assurance).  It would be useful to discuss prior to the observation what the trainer would like to focus on and to establish a supportive and non-judgemental atmosphere.
• - Get a copy of the trainer’s presentation notes so you can look at these before and during your observation.
• - Use a standard observation note (see Annex 1 for an example).  The observation note should be based on the Framework of Standards for Magistrate Training and Development (the Standards) – Stages 2 & 3.
• - Give the opportunity for the trainer to self-evaluate their own performance (see Annex 2 for an example). 
• - Ensure that delegates on training events understand that an observer will be present and why.
• - Conduct the observation and summarise the information (see Annex 1).
• - Give feedback to the trainer. See Providing feedback.

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3. Selecting observers

Different people may wish to observe training for different purposes.  For example:

• - The Justices’ Clerk may wish to observe training as part of the performance management process.
• - Senior legal advisers/legal managersmay wish to observe colleagues as part of their own and colleagues' development.
• - Authors of training material may wish to observe as part of the materials development process, and
• - Magistrates may wish to observe as part of the evaluation processes or at the request of the MATC/BTDC for quality assurance reasons such as assessing whether the training matches magistrates’ needs.

With all observations, no matter who is to carry it out, the competence of the person who is observing is an important consideration.

It is important to consider what skills are necessary to carry out this role and who has these qualities.  Some of these skills would include being able to:

• - give appropriate feedback
  - ask appropriate questions
  - listen actively
  - gain the trust and support of colleagues.

The need to be suitably skilled as a trainer (for example CIPD training qualification, teaching background) is recommended.  There should be suitable training locally to meet these observer requirements, as the need dictates.

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4. Providing feedback

The benefits of feedback are two-way.  The trainer benefits, because they receive close supportive attention on their training from colleagues and others, as appropriate.  The observer  benefits through paying close attention to someone else’s training and asking them questions about it.  Also it gives the opportunity for observers to think about their own training, if appropriate, when observing others.

Where appropriate, the observer should be prepared to offer a brief verbal feedback to the trainer.  This feedback should be limited to the points that you have agreed with the trainer beforehand. Where the observer is providing feedback, the purpose is to offer constructive comment on the observations made and not to state or advise preferred practice. 

The observation note,  Annex 1, is based on the Standards – Stages 2 & 3.  You should agree with the trainer or trainers, matters of confidentiality with any observation notes that are written.

Annex 3 gives further information on feedback skills.

It might be helpful, depending on the nature of the observation and resources, if the trainer has the opportunity to self-assess their own performance, ready for your feedback session.  A self-evaluation checklist is provided, Annex 2.

More detailed information on self-reflection is given in the JSB M&E Evaluation Guidance.

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5. Evaluation

It is necessary for effective evaluation that some form of observation takes place, and that general trends and training and development needs are fed back into the overall process of improving the quality of training for magistrates, at both Bench and Area level. 

A suggested process for providing feedback to the MATC (see Annex 4 for an example) would be, at regular intervals to:

• - record systematically the observations undertaken
• - comment on general trends that have been observed in terms of what has worked well and not so well, and why
• - provide appropriate development opportunities for trainers
• - quality assure the training delivered against the Standards.

The summaries are not intended to identify individual trainers by name but to reflect a general impression on how the observation process is working.  An example of how the process could work might be for a Justices’ Clerk to organise a regular trainers’ forum.  This would give an opportunity to discuss what has arisen from the observation process, issues to be resolved and ways to develop further.  However, it is for local discussion as to how such a process would work.

This can then inform the Area self-assessment of the Standards.

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Further information

If you would like us to provide additional support or advice on this topic (for example advice on implementation, initial support with observations, using MATC members as observers) Please do not hesitate to contact the JSB M&E Team

You can also find guidance in the JSB M&E Evaluation Guidance.

References

The Complete Learning Evaluation Toolkit, Frances & Roland Bee (2000)
ISBN –0-85292-871-8

Chartered Institute of Personnel and Development (www.cipd.co.uk)

Guidance notes on the observation of Teaching and Learning (Higher Education Quality Assurance Agency - Subject Review Handbook 2000/01)

JSB Magistrate & Legal Adviser Training website (www.estudo.co.uk/jsbmoodle/)

JSB M&E Evaluation Guidance

Office for Standards in Education (Ofsted) www.ofsted.gov.uk

Norwich Union Healthcare (feedback guidance)

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Annexes 1,2,3,4 [96KB]

Page Last Updated 10 December 2007