CORE COMPETENCIES FOR AFTERSCHOOLnaaweb.org/images/NAA_TrainerCompetencies-1_Planning_Guide.pdf ·...
Transcript of CORE COMPETENCIES FOR AFTERSCHOOLnaaweb.org/images/NAA_TrainerCompetencies-1_Planning_Guide.pdf ·...
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SCreating the training Plan
The following is a suggested training plan format that you might wish to consider when designing your next workshop. The plan is based on a
results oriented model which focuses on training that will bring about behavior change in the workplace. This format is the result of research of
those states which are advanced in developing trainer and training approval systems for early care and school age children. As well, the plan is rooted
in the work of Donald and James Kirkpatrick on the evaluation of training programs, Grant Wiggins and Jay McTighe on backward design, and
training tips and tools published by the American Society of Training and Development.
What is the backward design process?To begin, it is important to understand the structure of backward design—its 3-step process and its intention. Backward design begins with
thinking about the end result. What does the trainer look to achieve that will bring about behavior changes in the workplace that ultimately will
support child and/or youth development? In identifying this end result, it is important for trainers to consider the core competencies for the after
school workforce, the needs of their audience, and the levels and experiences of those participating in the training. Once this end result is identified,
the trainer should plan the assessment process. How will participants demonstrate that knowledge and skills have been gained in the training, and
that the identified learning outcomes are being implemented in the workplace? In other words, what is considered satisfactory evidence that the
training goal is in sight? Finally, the backward design process should identify the content (knowledge and skills) that will support the learning
objectives and outcomes, the training methodologies and facilitation skills, and the principles of adult learning that will bring about a successful
education experience. (Wiggins and McTighe, Understanding by Design, 1998)
i. Begin with the goal SheetThe Goal Sheet identifies 6 elements of the training.
Goal•
Purpose•
Assessment•
Core competency for Afterschool Professionals•
Learning outcomes•
Learning objectives•
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IdentifytheTrainingGoal.1. The goal is the training’s destination. It is a broad statement as to what the training expects to
accomplish for the children and youth attending afterschool programs.
Example: To promote the use of life skills to children and youth so that they can help to create a healthier and safer world
StatetheTrainingPurpose2. : The training purpose is a statement as to why you are offering this workshop. The statement should be
clear and concise (no more than 25 words). It should identify the training’s intention and the actions that will be taken to fulfill this
intention.
This statement should be clear and concise (no more than 25 words) Example: The purpose of this training is to educate afterschool professionals to advance children’s awareness of problem solving through conflict resolution,
anger management, and effective communication.
SummarizetheAssessmentApproach3. : This identifies the evidence that the training participants will need to provide to indicate
that the outcomes and objectives of the training have been met. Evidence should be content oriented and demonstrate actions that
have been implemented in the workplace as a result of the training.
Example: An implementation plan will evidence, through photographs and annotations, children practicing specific problem solving techniques, and include a
description of the problem and the steps taken to resolve it.
IndicatetheCoreCompetencyforProfessionals:4. This is the identified national, state, or local afterschool core competency(ies)
that is met as a result of the training. Keep in mind that core competencies are the capabilities that are critical for afterschool
educators who are committed to high quality programs. Core competencies drive training and the quality assurance of training. Core
competencies are intentionally supported by the goals and objectives of training.
To select the competency, look at the core competency document to which you usually refer. If you do not have such a document, you
can access NAA’s Core Competency document at www.naa.org . Select the competency that relates to your topic and your goal.
Example: Core competency: Ability to relate to and work well with diverse children and youth; Indicator: Supports positive relationships between participants.
IdentifyLearningOutcomes5. :These are behaviors in the workplace that will result from the knowledge and skills gained in training.
They should anticipate the training goal and result from achieving training objectives. When developing outcomes, ask the following
questions: Do your outcomes indicate how the knowledge and skills gained in training will transfer to behaviors in the workplace?
Have you limited outcomes to 3 or less? Are your outcomes measurable and observable?
Example: Participants will guide and motivate children to apply problem solving techniques, appropriately so that increased positive relationships among
children/youth are apparent.
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IdentifyLearningObjectives:6. These are the specific knowledge and skills that are learned in the training, and are nec essary to achieving
outcomes and meeting the goal. This understanding of content will aid participants to implement strategies and actions in the workplace.
Create objectives that are SMART: specific, measurable, attainable, results-driven, and targeted. Think about the concepts you will be
addressing and the skills that will be modeled and practiced so as to transfer to the workplace more easily. And think about the assessment you
will use to check for understanding and determine achievement. When developing objectives, ask the following questions: Do the objectives
identify the knowledge and skills to be addressed in the training? Do they connect what is learned in the training to a desired behavior that will
result in the workplace? In other words, do objectives connect to outcomes? Are they limited to 5 or less? Are they clear?
Example: Participants will explore conflict resolution steps; Participants will explore negotiating skills; Participants will explain the importance of decision-making
techniques in problem solving
training goalTo promote the use of life skills to children and youth so that they can help to create a healthier and safer
world
training PurposeThe purpose of this training is to educate afterschool professionals to advance children’s awareness of
problem solving through conflict resolution, anger management, and effective communication.
training assessment Photographs and notes describing effective problem solving
Core Competency Ability to work well with diverse children and youth
learning Outcomes Increased positive relationships among youth are apparent
learning Objectives Explore conflict resolution, negotiating, and decision-making steps
School Connection for school-based programs only
Identify improvement in problem solving during regular class time
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II. Once the Goal Sheet is developed, a detailed TrainingPlan can be created. The example provided here separates the training plan into
6 distinct areas: Time, Training Segment, Objective/Outcome, Training Content, Presentation Method, and Supports. A blank chart is
available for your convenience should you select to follow this structure.
Training Tip: Think about how you will organize your training material according to your objectives and outcomes. How will you divide and classify the
information so that it is easier for participants to retain? For example, if your training is over a 4 day period, your training plan might be divided into four parts,
beginning with Day 1. By clustering information in a meaningful way, you can focus on specifics and build upon each section, thus avoiding overwhelming the
audience with too much, too fast.
training Plan: Day 1
time Segment Objective/Outcome Content Presentation Method Supports
Time indicates the number of minutes/hours it will take to complete the identified task. Train at a comfortable pace, ensuring sufficient
time for questions and comments.
TrainingSegment is the specific subdivision of the training. There are five elements in this training design: Pre Assessment, Explore
Knowledge and Skills, Application, Post Assessment, and Implementation.
Objective/Outcomesare the specific knowledge and skills learned in the training and the expectation when transferred to the workplace.
The objectives and outcomes should correspond with those identified in the Goal Sheet. By keeping outcomes and objectives to a
minimum, a trainer can ensure understanding is taking place, allowing time for ample discussion. One rule of thumb is to limit training
to 5 objectives and no more than 3 outcomes. An outcome can address more than one objective at a time. The objectives and the resulting
outcomes are supported through the instructional design.
TrainingContent is the knowledge and skills presented in order that training objectives and outcomes can be met. A deep understanding
may be more beneficial than a brief overview.
TrainingMethods are the ways in which content will be presented and skills will be learned and practiced. These methods might include
lecture, modeling/demonstration, discussion, readings, situation analysis, visuals, role play, games, teams or panels
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STrainingSupports are the materials and handouts that will enhance the learning experience. These might include PowerPoint, flipcharts, videos,
music, tip sheets, “nice-to-knows”, puzzles, questionnaires, etc.
III. The Training Plan is divided into five segments, plus the Introduction. These five segments include: PreAssessment,ExploreKnowledge
andSkills,Application;PostAssessment,andImplementation. Together they move the training toward meeting each training objective and the
resulting outcomes.
The Training Plan begins with its Introduction. Theintroduction might include meeting the participants, establishing the ground rules, discussing
participants’ expectations, reviewing training objectives, establishing a “parking lot”, and general housekeeping.
Tip: The tone of your workshop begins with the Introduction. First impressions can matter. During the introduction, ensure that participants are comfortable with you and with
the training environment. Dress professionally, make eye contact, build a rapport with the audience, establish credibility.
Day 1
Segment time Objectives and Outcomes
Content Presentation Method Supports
Introduction 30min Objectives
Outcomes
Welcome
Meet the participants
Housekeeping
Overview of Training
Discuss Agenda
Icebreaker
Introduce topic
Communicate objectives and Outcomes
Handouts
Agenda
Powerpoint
Materials
Chart paper
Markers
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Once the training introduction has occurred, the PreAssessment/Stimulatorsegment should follow. The Pre Assessment is a stimulator.
It gives an understanding of the awareness level of each participant and can add significance to training through querying the group
as to its present understanding of the subject matter in terms of knowledge, skills, attitudes, and experience. This can stimulate the
group’s expectation of the learning that will take place in the training. Administering a Pre Assessment tells the trainer about some of the
background information each participant brings to the table.
Tip: Make sure that you are able to discuss the content/skill of the pre assessment (or any assessment), at a mastery level. Nothing will cause a trainer to lose
credibility faster than not being able to “score 100%” on any assessment you administer, no matter the format.
Pre assessment: Day 1
Segment time Objectives and Outcomes
Content Presentation Method Supports
Pre
Assessment/
Stimulator
Objectives
Outcomes
Question/Answer
Graphic Organizer
Demonstration
Pair/Share
Carousel
Handouts
Materials
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ExploreKnowledgeandSkills begins the dissemination of new content. There are many ways in which a group explores new knowledge and skills
to increase understanding. This can happen independently, in pairs, or as a full class. Activities should be meaningful, fun, and challenging (but
accomplishable). The presentation of the materials can be designed to reach a variety of learning styles, and be appropriate to audience level and
needs. It is through the exploration of knowledge and skills that the training objectives are met. .
Training Tip: When exploring new knowledge, focus on what your audience needs to know to improve in the workplace and relate the content to the job and to the audience’s
experience. Let the audience know the benefits that this new content will bring to their professional development. In other words, the content needs to be relevant, practical, and
personal (What’s In It For Me! What’s In It For the Children/Youth With Whom I Work! What’s In It For My Employer!) The content also needs to be motivating.
explore Knowledge & Skills: Day 1
Segment time Objectives and Outcomes
Content Presentation Method Supports
Explore
Knowledgeand
Skills
Objectives
Outcomes
Background information
Explanation of topic
Examples/Analogies
Description of skill
Definition of terms
Mini Lecture
Group Discussion
Video
Pair/Share Activities
Association
Visualization
Handouts
Materials
Through the Application ofnew knowledge and skills, participants can practice the behavior changes that are expected to occur in the workplace
as a result of the training content. During Application, modeling of skills occurs in the training session. This modeling (either real or via video)
demonstrates what implementation might look like in the workplace. Following the modeling is practice of performance of the skills by participants.
The use of critical and creative thinking skills can be incorporated into the application process, such as analysis, compare and contrast, prediction,
decision making.
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application: Day 1
Segment time Objectives and Outcomes
Content Presentation Method Supports
Application Objectives
Outcomes
Skill steps
Barriers to
implementation
Modeling/Demonstration
Discussion of transfer
Handouts
Materials
ThePostAssessmentchecks for understanding of the new knowledge and skills presented during the session. These assessments can
be written, project-based, oral, group or independent, and should vary in methods that might include asking questions, self-evaluation,
peer assessment, or any other evaluation technique that will ensure knowledge has been gained. Where necessary reopen discussion and
provide feedback and assistance.
Post assessment: Day 1
Segment time Objectives and Outcomes
Content Presentation Method Supports
PostAssessment Objectives
Outcomes
Review Objective
Reflect on content. Discuss
influence on workplace
behaviors.
Questions
Demonstration
Self assessment
Handouts
Materials
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STheImplementationPlan identifies the way in which transfer will occur from what is learned in the training to behavior in the workplace. It is
similar to a portfolio artifact that demonstrates proficiency. That means it should include proof that the behavior change focused on in the training
has occurred in the workplace. Proof might be in photographs, videos, reflective writings, anecdotal notes, artwork, or any other evidence that
demonstrates performance. The Implementation Plan should connect to core competencies and to the identified outcomes.
implementation Plan: Day 1
Segment time Objectives and Outcomes
Content Presentation Method Supports
Implementation
Plan
Objectives
Outcomes
Explain assignment Discussion Handouts
Materials
training SuMMary ….
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TrainingTitle:
TrainingLevel: Beginning Intermediate Advanced
TrainingHours:
training goal
training Purpose (25 words or less)
training assessment
Core Competency
learning Outcomes
learning Objectives
School Curriculum Connection for School-based programs
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training Plan
Segment time Objectives and Outcomes
Content Presentation Method Supports
Introduction Objectives
Outcomes
Handouts
Materials
SeSSiOn i
Segment time Objectives and Outcomes
Content Presentation Method Supports
Pre-Assessment/
Stimulator
Objectives
Outcomes
Handouts
Materials
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WSegment time Objectives and
OutcomesContent Presentation Method Supports
Explore
Knowledge &
Skills
Objectives
Outcomes
Handouts
Materials
Segment time Objectives and Outcomes
Content Presentation Method Supports
Application Objectives
Outcomes
Handouts
Materials
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Segment time Objectives and Outcomes
Content Presentation Method Supports
Post
Assessment
Objectives
Outcomes
Handouts
Materials
Segment time Objectives and Outcomes
Content Presentation Method Supports
Implement Objectives
Outcomes
Handouts
Materials
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Segment time Objectives and Outcomes
Content Presentation Method Supports
Pre-
Assessment/
Stimulator
Objectives
Outcomes
Handouts
Materials
Segment time Objectives and Outcomes
Content Presentation Method Supports
Explore
Knowledge
&
Skills
Objectives
Outcomes
Handouts
Materials
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Segment time Objectives and Outcomes
Content Presentation Method Supports
Application Objectives
Outcomes
Handouts
Materials
Segment time Objectives and Outcomes
Content Presentation Method Supports
Post
Assessment
Objectives
Outcomes
Handouts
Materials
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WSegment time Objectives and
OutcomesContent Presentation Method Supports
Implement Objectives
Outcomes
Handouts
Materials
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training SuMMary
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trainer OBSerVatiOn
Trainer Name: Training Date:
Training Title:
Name of Observer:
the Category the Competency
indicators to Consider level of expertise evidence of expertise (indication of proficiency)
TrainingDesign Exhibits
knowledge of
training design
Develops measurable objectives that •
meet training need
Includes variety of methods/materials•
Designs with outcomes in mind•
Has sufficient delivery time•
Applies principles of adult learning•
Promotes sequential development•
Considers learning styles•
Never
(not observed)
Sometimes
(observed at least once)
Always
(observed regularly)
Professionalism
&
Ethics
Adheres to guiding
principles
Demonstrates a
responsibility to
others
Demonstrates a
responsibility to
the profession
Utilizes professional materials•
Maintains a business-like appearance•
Skillfully manages the classroom•
Never
(not observed)
Sometimes
(observed at least once)
Always
(observed regularly)
Shows respect for participants•
Fulfills obligation to trainees/agency•
Appropriately maintains •
confidentiality
Remains current in the field•
Seeks professional improvement•
Respects/credits the work of others•
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the Category the Competency
indicators to Consider level of expertise evidence of expertise (indication of proficiency)
Facilitation
Skills
Exhibits
exemplary
facilitation skills
Utilizes active learning techniques•
Responds to participants cues•
Assesses and addresses group needs•
Promotes constructive dialogue•
Acknowledges participants input•
Establishes session ground rules•
Effectively co-facilitates•
Never
(not observed)
Sometimes
(observed at least once)
Always
(observed regularly)
Delivery
Methods
Utilizes strong
delivery methods
Ensure adequate time for learning•
Utilize diverse training modes•
Adapts training to audience level•
Demonstrates flexibility•
Provides information for follow-up•
Demonstrates technical savvy •
Never
(not observed)
Sometimes
(observed at least once)
Always
(observed regularly)
Presentation
Skills
Demonstrates
outstanding
presentation skills
Checks for understanding•
Maintains attention•
Relates to participants•
Uses transitioning and summary•
Presents with clarity•
Never
(not observed)
Sometimes
(observed at least once)
Always
(observed regularly)
Transferof
Training
Ensures training
knowledge
and skills are
transferred to
participants
Links objectives to outcomes•
Helps solve for transfer barriers•
Provides supports for transfer •
Never
(not observed)
Sometimes
(observed at least once)
Always
(observed regularly)
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the Category the Competency
indicators to Consider level of expertise evidence of expertise (indication of proficiency)
Learning
Environment
Creates a physical,
intellectual,
and emotional
environment
conducive to
learning
Is comfortable, accommodating, •
versatile, modifiable, and amenable
Is participatory, mentally stimulating,•
accommodates diverse learners, and•
encourages higher order thinking•
Is mutually respectful, assures ease of •
sharing and teaming, demonstrates
sensitivity to diversity, engages,
establishes an agreeable code of
behavior
Never
(not observed)
Sometimes
(observed at least once)
Always
(observed regularly)
Equity&
Diversity
Ensures equity
and diversity are
considered in
training sessions
Models cultural competency in the •
learning environment
Manages emotionally-charged •
discussions
Integrates multiple cultures into •
content
Never
(not observed)
Sometimes
(observed at least once)
Always
(observed regularly)
Evaluation Utilizes evaluation
as part of the
training process
Models assessment strategies•
Uses a variety of assessment methods •
to collect data
Utilizes assessment information for •
improvement
Never
(not observed)
W Sometimes
(observed at least once)
Always
(observed regularly)
Strategies for improvement:
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Ttrainer Self-aSSeSSMent
Taining Date:
Training Title:
The Trainer Self-Assessment is a tool for you to use as you reflect on your training. Check the areas in which you feel your training excelled. Think
about why those areas excelled. Then address the unchecked areas. Make notes on possible strategies to use to improve or modify in those areas.
training DeSign Strategies to improve
I understand the components of training design:
training was based on outcomes
objectives were SMART:
Specific
Measurable
Achievable
Relevant
Within a set Time
teaching strategies were appropriate
adult learning strategies were applied
learning styles were addressed
PrOfeSSiOnaliS & ethiCS Strategies to improve
I demonstrated responsibility to others and to the profession by:
being respectful
using professional materials
fulfilling obligations to participants/agency
keeping records confidential
crediting the work of those who influence my training
keeping current in the field
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faCilitatiOn SKillS Strategies to improve
Toassistinunderstandingthecontent,I:
utilized active learning techniques
responded to participants cues
assessed/addressed group needs
promoted constructive dialogue
acknowledged participants input
established session ground rules
DeliVery MethODS Strategies to improve
Mydeliverymethodsincluded:
ensuring adequate time to learn
utilizing diverse training modes
adapting training to audience level
demonstrates flexibility
providing information for follow-up
demonstrating technical savvy
PreSentatiOn SKillS Strategies to improve
Mypresentationskillsincluded:
checks for understanding
maintaining attention
Relating to participants
uses transitioning and summary
presenting with clarity
tranSfer Of learning Strategies to improve
Iensuredtransferoflearningby:
Linking objectives to outcomes
Helping to solve for transfer barriers
Providing supports for transfer
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Tthe learning enVirOnMent Strategies to improve
Thelearningenvironmentwas:
comfortable
versatile
participatory
stimulating
respectful
sensitive to diversity
Thelearningenvironmentaccommodated:
diverse learners
teaming
higher order thinking
an established code of behavior
eQuity anD DiVerSity Strategies to improve
Iconsideredequityanddiversityby:
modeling cultural competency
managing emotionally charged discussions around such issues
integrating multiple cultures in content
eValuatiOn Strategies to improve
Iusedevaluationaspartofthetrainingprocess:
modeled assessment strategies
used various assessment types to collect data
utilized assessment information for improvement
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EYPartiCiPant WOrKShOP SurVey
Trainer(s)Name:
TrainingTitle:
TrainingDate:
Dear Participant. In order to help ensure the quality of training, your comments would be most appreciated. Circle the appropriate number that
corresponds to the question. There is a space provided if you have specific comments. Comments certainly are welcome. Please note the following
key:
2: Most or Usually
1: Some or Sometimes
0: None or Never
Was the trainer knowledgeable in the content presented?
2 1 0 Comment:
Was the content current and relevant to your work?
2 1 0 Comment:
Did the objectives of the training meet your needs?
2 1 0 Comment:
Can you easily apply in your workplace what you learned in this training?
2 1 0 Comment:
Did the group problem solving around possible barriers to applying in your workplace what you learned in this training?
2 1 0 Comment:
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Were you given the opportunity to actively participate in the learning experience? (place a check in the appropriate column)
to practice new skillsa. to reflect b. to share experiences/ideasc. to receive feedbackd. to discuss application of content in e. the workplace
2
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1
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0
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Comment:
Did you feel motivated and energized to learn?
2 1 0 Comment:
Did you find the trainer to be:
organizeda. engagingb. respectfulc. flexibled.
2
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