Conferences and Training

MHP Teachers to meet at History Conference

Update: Here’s the program description:
Organizing a Learning Expedition to 1910

October 18, 2007
Montana Historical Society

Take your students on an expedition to that most exotic of places: the past. Visit the dusty roads, mining camps, railroad towns, raw new cities, homesteads, businesses, churches, firefighting camps, and cattle drives of Montana in 1910.

Experienced Montana Heritage Project teachers invite all interested classroom teachers to join them as they discuss their plans to take their own students on expeditions to 1910 as well as their plans to create a book of student writing about life in Montana 100 years ago. The workshop will be led by Christa Umphrey (Editorial Director), Sarah Zook (MHP Director) and Michael Umphrey (author of The Power of Community-Centered Education).  This workshop will give teachers the background they need to participate.

It is open to any classroom teacher, though the emphasis will be upon high school history and English teaching. OPI renewal credits available.


Here’s the webpage for the 2007 Montana History Conference. We’ll meet Thursday afternoon, October 18 in what will function as a formal launch of this year’s 1910 Expedition. We’ll have teacher packets on hand for teachers new to the project, and experienced teachers will be available to talk about how to do it.

It seems a little fortuitous that the Society has chosen an image from 1908 to promote the conference.

Posted by Michael L Umphrey on 07/01 at 01:03 PM
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©2007 Montana Heritage Project

Training Evaluation

E-Learning Perspectives

Kirkpatrick’s four-level training evaluation model is still considered an industry standard across the HR and training communities. And quite right too. But who is actually applying the method from A to Z? Who is meticulously looking for every level of feedback?

Level 1: Learner’s Satisfaction
Did the participants like the class? Typically most training classes have participants fill out a short survey at the end of the class. Everyone does this because it is quick, not expensive and very easy to obtain.

Level 2: Increase in Knowledge
Did the participants learn what was intended? This implies that a “test” was administered (formally or informally). Such a quiz is fairly common because it is relatively simple to set up. But ideally you want to determine the amount of learning by having a “pre-test” before the course, and a “post-test.” How many training managers are setting up pre and post-class tests?

Level 3: Change in Behaviour
Are the participants actually using their new skills on the job? This is harder to measure because it typically requires cooperation of line-managers. But this level is actually more important than the 2 previous ones. How many of you send out post-course surveys to the managers, some time after the course, with specific questions geared toward assessing a behaviour change on the job? Or conduct interviews or audits?

Level 4: Effect on Business
Can you prove the effect of training on your business? These may include increased sales, increased quality, higher profits, return on investment ... This level is the hardest to measure, even though measures are often already in place via normal management reporting systems. So the challenge is only to relate these to training and trainees.

Posted by Michael L Umphrey on 03/03 at 09:42 AM
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©2006 Montana Heritage Project

Distance Learning Conference

Distance Learning Conference

Posted by Michael L Umphrey on 03/02 at 08:19 PM
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©2006 Montana Heritage Project
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