Organize groups of three to six attendees. Have each group choose a project that showcases the material presented in the training. The group may draft the project on paper, explaining each step they would take if they were actually completing the project in real time. Participants in the group can share the information they learned and help all members of that group to self-correct and evaluate the assimilation of the material. Group members can also evaluate the effectiveness of the skills taught and how they might be used in real time.
Presenters and evaluators can move among the groups and evaluate each project, if necessary, or have groups present their projects to the entire training class, if time permits. Allow time to correct information and skills that do not reflect correct assimilation of the material.
Presenters can use pre-tests and post-tests to evaluate how effectively members learned the material. Tests also allow participants to compare their knowledge and skills before the training and after. Those who pass the post-test could earn a certificate of completion for class attendance. Class participants who do not pass the post-test could either spend extra time with the presenters going over material they failed to learn until they can pass the post-test, or could be required to retake the training at a later date.
Presenters can invite the attendees to share contact information prior to the end of the training. This information can be used to disseminate follow-up materials and future training opportunities, as these become available. The presenters may provide their own contact information so class members can contact them if they have questions later. Class members may also choose to share contact information with other attendees. This could provide opportunities for focus groups, joint projects and other post-training activities.
Provide the attendees with a way to evaluate the training and the presenters. Include open-ended questions about the training that require more than a "yes" or "no" answer. For instance, ask what material was most and least beneficial. Ask what additional training might be needed to take full advantage of the new training. Ask how effective the presenter's methods were. Presenters, sponsors and supervisors can review the evaluations to improve future trainings. The evaluations may also point to ideas for additional training.