Reflective Evaluation of a Micro Training Event in Learning and Development

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Reflective Evaluation of a Micro Training Event in Learning and Development

Introduction

This reflective report evaluates my contribution to the design, delivery, and evaluation of a 20-minute group training event completed as part of the HR5009 assessment. The training session was developed around an organisational case study and aimed to build participants’ understanding of a business-related skill through structured interaction and practical engagement. The purpose of this reflection is to critically analyse the planning process, professional behaviours required of a trainer, and the key learning outcomes achieved. Drawing on relevant academic literature, this report reflects on how the experience shaped my development as a future learning and development professional, strengthened my strategic understanding of training interventions, and enhanced my core competencies such as time management, collaboration, and communication.

Planning and Design of the Training Event

Effective planning was central to the success of the training event. One of the first considerations was defining clear and measurable learning objectives. According to Bloom’s taxonomy, learning objectives should specify what learners will know or be able to do by the end of the session (Bloom, 1956). Given the limited 20-minute timeframe, objectives needed to be realistic, focused, and aligned with both the case study and the needs of the learners.

The session design followed a structured approach, beginning with a brief introduction, followed by a participatory activity based on the case study, and concluding with a short recap. Adult learning theory strongly influenced this design. Knowles’ theory of andragogy emphasises that adult learners are self-directed and learn best when content is relevant to real-world situations (Knowles et al., 2015). By embedding the learning within an organisational case, the session encouraged engagement and practical application rather than passive listening.

The selection of learning methods was another key consideration. A short group discussion and scenario-based exercise were used to encourage interaction and knowledge sharing. This approach reflected Kolb’s experiential learning cycle, particularly the stages of concrete experience and reflective observation (Kolb, 1984). Visual slides and a simple handout supported different learning preferences and helped reinforce key concepts within the time constraints.

Professional Behaviour and Role of the Trainer

Acting in the role of a trainer required a high standard of professional behaviour. Preparation, clarity of communication, and confidence were essential to establishing credibility. As noted by Torrington et al. (2020), trainers must demonstrate professionalism through organisation, subject knowledge, and the ability to manage group dynamics effectively.

During delivery, it was important to maintain an inclusive learning environment. Encouraging quieter participants to contribute and managing dominant voices required emotional intelligence and adaptability. Time discipline was also critical, as exceeding allocated time would have reduced the effectiveness of the session and demonstrated poor planning. This experience reinforced the importance of professional conduct not only in content delivery but also in behaviour, tone, and responsiveness to learners’ needs.

Learning Gained as a Future L&D Professional

Participating in this training event significantly shaped my understanding of the learning and development role. One of the key lessons was the complexity involved in delivering even a short training session. The experience highlighted that effective training requires more than subject knowledge. It involves understanding learners, structuring content logically, and selecting appropriate delivery methods.

This activity strengthened my awareness of how learning theories translate into practice. Concepts such as active learning, learner engagement, and feedback became tangible rather than abstract. The process also enhanced my confidence in facilitating learning, particularly in managing discussions and responding to unexpected questions. These insights are directly relevant to a future career in learning and development, where adaptability and learner-centred design are essential.

Strategic Understanding of Training Interventions

The training event contributed to my strategic understanding of how training interventions support organisational objectives. Even at a micro level, the session required alignment between learning objectives, delivery methods, and evaluation. This mirrors the broader training cycle used in organisations, which includes needs analysis, design, delivery, and evaluation (Gold et al., 2013).

Developing a simple evaluation tool helped me understand the importance of measuring learner reactions and perceived value. While the evaluation was basic, it reflected Kirkpatrick’s first level of evaluation, focusing on participant feedback (Kirkpatrick and Kirkpatrick, 2006). This experience demonstrated that training should never be delivered in isolation but should form part of a structured and evaluative process that supports continuous improvement.

Self-Reflection on Time Management and Core Competencies

Time management was a significant personal learning point. Balancing preparation with other academic commitments required prioritisation and clear communication within the group. This experience highlighted my strengths in organisation and reliability, as well as areas for improvement, particularly in delegating tasks more effectively.

Working collaboratively enhanced my teamwork and interpersonal skills. Coordinating with group members required negotiation, compromise, and accountability. I also developed greater self-awareness regarding my communication style and ability to remain calm under time pressure. These competencies are essential for HR and L&D professionals, who often manage multiple stakeholders and tight deadlines.