DEEDWorkForce CenterRRA Certification Program

Module 1Unit 2: Train-the-trainer II “Improving lives, building communities”

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Unit Competency Statement and Learning Objectives Competency Statement:

Skilled in representing, preparing for, and delivering the training of onsite staff. Adept at coaching, tracking, certifying and giving as well as receiving peer reviews.

Learning objectives: Demonstrate behaviors aligned with being a program

representative Demonstrate expertise in the role of training facilitator Demonstrate expertise in the role of mentor Demonstrate expertise in the role of peer evaluator

Mateffy & Company Jack Mateffy

Engaging People Since 1987

952-472-0820

mateffyco@frontiernet.net

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Unit 2: Train-the-Trainer II

Training Facilitation and Evaluation Skills

Topics and Learning ObjectivesThe four roles you’ll play in the RRA Certification Program 1. Program Representative

Keeping your messages positive Reinforcing the program’s value Being a knowledgeable representative

2. Trainer Getting ready to train Five-step method of teaching a skill

3. Mentor Relationship factors Providing evaluative feedback

4. Peer Evaluator Giving Peer Evaluative Feedback Receiving Peer Evaluative Feedback

When You’ll Fulfill Each Role:

Program representative, as you communicate the value of the program and its purposes.

Trainer, as you teach new skills and/or refine existing skills.

Mentor, as you evaluate their ability to demonstrate the competencies then provide feedback and give encouragement as they develop their skills.

Peer Evaluator, as WCR II & III KSAs complete the modules of the program.

Representation Discussion

What are three compliments customers have shared that showed a deep understanding of what you/your WorkForce Center does to help people?

How would it impact your effectiveness if every customer shared that understanding?

What do you want customers to say about you/your WorkForce Center?

Learning Objective 1

The Role of Program Representative

Demonstrate behaviors aligned with being a program representative.

Modeling a “working together” mindset about the program to alleviate learner concerns about being taught and evaluated.

Keeping Your Message about the Program Positive Regarding:

The time spent on the training. The materials and their content. The training facilitators. The technology used in delivering the learning. The material’s relevance. The role each staff member plays in sharing the skills

they learn.

Ways to Reinforce the Program’s Value Include: Pointing out how skill areas staff

may be struggling with will be covered in upcoming training modules.

Sharing what you are looking forward to learning.

Explaining how the modules affirm many employees’ existing abilities.

Being transparent about what you’ve learned.

Being a Knowledgeable Representative by:

Knowing as much as you can about upcoming training modules.

Knowing the checklists backwards and forwards.

Knowing whom to call when you don’t have answers to questions that come up.

Building your network within the WFC System.

Learning Objective 2

The Role of Trainer

Know how to effectively prepare to facilitate the training.

Use a five-step method for teaching a skill.

Lay Out Your Materials

WCR III Informational Page Communications and Instructions Overview of Program RRA Certification Program Curricula WCR III Module/Unit Tracking Chart Training Validation Forms Module/Unit PowerPoint slide show Competency records

Getting Ready To Train

Know your stuff Schedule adequate time Get participants involved Personalize the materials Set a climate that encourages group input

The Five-Step Method for Teaching a Skill Step One: Explain what competency they’ll be learning

about. Step Two: Review the competency’s checklist with the

learner. Step Three: Demonstrate the competency. Step Four: Check for comprehension Step Five: Ask the learner to demonstrate the

competency.

Step One: Explain Competency Being Covered

In this step you’ll: Explain what competency the

training will focus on. Determine how much the

learner already knows. Tailor the learning to his/her

needs.

Step Two: Review the Competency Checklist with the Learner

In step two, you’ll use the competency records which list the learning objectives and/or competencies.

Ask the learner to highlight the competencies he/she wants to focus on and learn more about.

Mention the section(s) in the module that helped improve your skill sets(s).

Step Three: Demonstrate the Competency Be sure the learner can see and hear your

demonstration. Read the competency out load before the demonstration. Set the stage by suggesting a situation where the

competency will be most often applied. Give your demonstration at half the normal speed. Ask if there are any parts of the demonstration he/she

wants repeated.

Step Four: Check for Comprehension

Stop when you see: Signals of boredom, disinterest, and distraction. Signs of confusion and misunderstanding. When you’re trying to find out where a learner

got lost.

Step Four: Check for Comprehension by Saying:

“What haven’t I made very clear?”

“What can I explain in a little more detail?

“What part of the demonstration would you like to see again?”

Step Five: Ask the Learner to Demonstrate the Competency Review the competency records which lists the

competency(ies) the learner will demonstrate. Reiterate that evaluations are not based a pass/fail or a

grading system. If any staff are unable to satisfactorily demonstrate the

competencies, then either conduct an on-the-spot training session or schedule one.

Staff able to demonstrate competencies satisfactorily in some training units can test out.

Step Five: Ask the Learner to Demonstrate the Competency Make sure you can clearly see and hear the

demonstration. Give the demonstration context. Ask the learner to demonstrate each competency

individually, if appropriate. Give the learner immediate feedback after his/her

demonstration. Avoid jumping in to help the learner. Record and track competency records after each module

Tips for Presenting to a Group

Project your voice Speak slowly Breathe normally Vary your voice Keep filler words out of

your vocabulary

Tips for Presenting to a Group

Avoid caffeine and dairy products.

Move around. Make frequent eye contact. Maintain good posture. Use natural gestures. Smile and look interested!

Learning Objective 3

The Role of Mentor

Understand relationship factors that impact your training’s effectiveness.

Providing evaluative feedback.

Mentoring Discussion Please take five minutes and

discuss your answers to these questions: Who was/is your best mentor? What did he/she do that made

him/her stand out? Describe your best experience

as a mentor.

Mentoring Defined

Mentoring means to advise and/or train somebody through the transfer of knowledge and experience.

Mentoring Effectively Requires Familiarity: Become familiar enough with the

folks you work with to know how and what to mentor them on. Consider: Career goals. Professional skill and knowledge areas that intrigue

him/her. Job tasks. Comfort level with risk and change. Place in the learning curve.

Mentoring Effectively Requires: Trust Advocacy Reciprocity Sincerity Support Safety

Learning Objective 4

The Role of Peer Evaluator

Able to give peer evaluative feedback.

Willing to receive peer evaluative feedback.

Giving Feedback Discussion Please choose two of these questions to

discuss in the next 5 minutes: What do you do in feedback sessions to

put recipient at ease? What tips can you share that make

feedback sessions productive and positive?

When giving constructive feedback, what are some ways you’ve helped the subject accept your thoughts/ideas?

What do you do if the subject gets too emotional?

Giving Peer Evaluative Feedback Drop your bag of life at the door. Ask for permission. Start by reiterating the topic(s) your feedback will cover. Invite questions, comments, and concerns Ask for the recipient's perspective.

Giving Peer Evaluative Feedback

Avoid statements or praises that end with “but,” “however,” “although” or any other qualifier.

Let recipients supply their own solutions.

Be gracious. Complete evaluations after each

module.

Giving Peer Evaluative Feedback

Stop the session if: It becomes too emotional. It gets too personal. It wanders too far off the topic(s). It no longer addressing the

behavior(s) you need to focus on. You feel unsafe.

An Effective Evaluator:

Checks with the learner to see how his/her use of new skills is going.

Provides additional training to fine tune skills when necessary.

Encourages the appropriate use of skills when you observe it.

Gently re-directs learner when you observe the skills not being used or being used in a manner that doesn’t meet expectations.

Uses the learner as an “expert” resource when he/she is very good at and/or very interested in a task.

Receiving Feedback Discussion In the next 5 minutes discuss:

How this sentence applies to receiving performance feedback,

We often judge others by how they act and judge ourselves by our intentions.

Why some people appreciate feedback and others resist it.

The concerns you have evaluating peers.

Receiving Peer Evaluative Feedback

Be open to the feedback. Give yourself time to absorb the feedback before responding to it. Accept feedback at face value rather than tying motive to it. Ask questions to clarify your understanding, rather than assuming you

know what the other is saying. Ask for examples if you’re still unsure about what is being said. Sum up what you’ve heard and ask for verification. Consider what you will do to incorporate the feedback into how you do

your job.

Recap There are the four roles you’ll play as you

complete the RRC Certification Program: Program Representative Trainer Mentor Peer Evaluator

This completes our training unit.

Thank you!