Super Saturday Training - Florida State Universitymyweb.fsu.edu/bhl08/others/DD1_STP.pdfThis...

Super Saturday Training Training Instructional Manual

Polynesian Cultural Center

Content Page

1. Introduction and Overview…………………………………………………………………………………………………………1 2. Training Agenda

Slide 1……………………………………………………………………………………………………………………………………..4 Slide 2, 3…………………………………………………………………………………………………………………………..……..5 Slide 4……………………………………………………………………………………………………………………………………..6 Slide 5, 6, 7, 8, 9………………………………………………………………………………………………………………….…….7 Slide 10, 1, 12, 13………………………………………………………………………………………………………………………8 Slide 14, 15………………………………………………………………………………………………………………………………9 Slide 16, 17………………………………………………………………………………………………………………..……………10 Slide 18, 19, 20……………………………………………………………………………………………………………..………….11

3. APPENDICES

APPENDIX A: Participant Learning Material List………………………………………………………………………………………….13 APPENDIX B1: Phrase Scramble………………………………………………………………………………………………………………….14 APPENDIX B2: Human Knot Game………………………………………………………………………………………..… …………………37 APPENDIX C: Job/Task Analysis Form………………………………………………………………………………….………………………38 APPENDIX D1: Pre‐Training Survey……………………………………………………………………………………..………………………39 APPENDIX D2: Post‐Training Program Evaluation……………………………………………………………….………………………40 APPENDIX E: Aloha Oe ……………………………………………………………………………………………………..………………………..42 APPENDIX F: IWES Program Mission Statement……………………………………………………………….………………………...44 APPENDIX G: Polynesian Cultural Center Mission Statement………………………………………………….………………….45 APPENDIX H: Brigham Young University‐Hawaii Mission Statement & Goals…………………………..…………………46 APPENDIX I: The Church of Jesus Christ of Latter‐Day Saints Mission Statement……………………..…………………47 APPENDIX J: Trainer’s Job Aid………………………………………………………………………………………………………………….…48 APPENDIX K: Certificate of Attendance………………………………………………………………………………..…………………….49

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Introduction

Congratulations! You have been chosen to be the trainer1 for this up‐coming Super Saturday Training. Although you may have

been previously briefed by personnel from the a Polynesian Cultural Center (PCC) Human Resource department about this training, you are encouraged to read and study this training manual carefully before hand so that you are able to accomplish the objectives of this program .

Organization Overview

The PCC is one of the top Hawaii tourist destinations. For the last 6 years, the Center has hosted over a million visitors annually, which is about 16 percent of the total visitors to Hawaii. The daily average count of visitors is about 3,250 people.

PCC serves as a non‐profit organization supporting over 1000 Brigham Young University Hawaii (BYUH) international students from developing countries from the Pacific Islands and Asia, who could not afford an education. Since opening in 1963, PCC has supported over 17,000 students. On top of sales revenue, every year PCC receives many private donations made to the Center from alumni around the world to support more international students to go to school at BYUH.

PCC holds a vision to provide assistance to international students. In return the students sign a contract promising to return to their home countries to fulfill their careers and also serve the Church and society. There are about 1400 employees from the community working at the Center. Among these employees, 700 are students under a work‐study program, called the International Work‐Experience Scholarship (IWES). The IWES program assists less fortunate international Pacific Islanders and Asian students to

1 Special Note to Trainer: These training materials are intended to be used by LDS church members only and not for public use. If you are not an LDS member, please get approval from the PCC HR Department before conducting this training. Furthermore, the participants are expected to be familiar with all IWES, PCC, BYUH, and the LDS Church missions. These training activities are not for orientation program purposes.

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pursue tertiary education within the United States. Many of these students would never have the chance to receive an education without this program.

Training Objective: To help PCC employees understand the correlation between their job performance and the mission statements of the IWES and the PCC Program. Training Duration: 120 minutes Targeted Audience: Due to the nature of the organization, the participants are administrative personnel s of the PCC, who are

also members of The Church of Jesus Christ of Latter‐Day Saints. (LDS, also known as the Mormons) Training Tasks: From pages 4 to 12 you will see the training agenda which will guide you through each step of the training. At the same time, please use the ‘Job Aid’ provided in APPENDIX J to help you prepare for this training.

Objective Overview This two hours training must be conducted on a Saturday morning in conjunction with the employee recognition award

ceremony. This training aims to alter the long developed working culture of the PCC administrative personnel in managing the IWES

program and align their daily working activities with the organization’s missions. . Many of the PCC administrative personnel have developed non‐mission compliant patterns in interviewing, managing the

IWES applications, and performing contract compliance investigations. These patterns have been around for decades. In order to change the application procedures and shift the paradigm of the PCC administrative personnel, it will take more than just a few new policies. Therefore, this training program is necessary as part of the change‐management steps for the IWES program.

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Training Summary This training program is divided into 15 steps. Each step consists of activities or events that must happen sequentially and the expected results of each as provided in the table below.

Step Action Expected Results

1

Training Preparation a) Review Power Point (ppt) Slides b) Set up training room c) Request HR to pre‐arrange snacks or breakfast. d) Prepare Participant Learning Material Package in Appendix A

Power Point Slides ready for presentation.The training facilities are equipped with a projector, sufficient chairs and tables for, participants as well as a whiteboard and markers. Participant Learning Materials are ready to be used.

2 Pre‐Training Activities

a) Participant arrival and attendance registration b) Pre‐Training Survey

Participants complete the pre‐training survey.

3 Opening and Introduction Welcome everyone and brief them on the training agenda

4 Ice breaker activity Develop team spirit amongst the participants

5 Audience Assessment Audience self‐assessment results

6 Present, identify and discuss IWES Program Mission Statement Define and brainstorm the IWES program Mission Statement

7 Define relationship between the IWES program to PCC, BYUH, and the LDS church’s mission statements

Define relationships between Mission Statements

8 Divide participants into groups of 5‐7 people Forming groups

9 Job Analysis Activity Identify individual job functions

10 Connect the participant’s job functions to the IWES mission and goals Have them make connections between their job functions and

the IWES Mission Statements

11 Discuss consequences if the participant’s function of job duties are not aligned with the IWES mission statement

Discover how other participants relate their job funtions to the Mission Statements

12 Sharing Time Participants share and reflect upon their answers with others

13 Post‐Training Program Evaluation Participants complete Post‐training evaluation

14 Summary and closing Review and recapture the training objectives

15 Prepare and distribute attendance certificates to participants Certificate of Attendance is distributed to participants

Training Agenda Block Tim Task PPT Slide Key Point/ Activity Delivery Method/Media

4

Pre‐training 0:10

Important Note to User Pre‐training Survey

1

Step 1 Trainer’s Prompts: Special Note to Trainer 1) This is a reminder to those who are using these power point

slides. If you are not a member of the LDS Church, please get a written consent from the HR Department Head of the PCC before conducting this training. These training materials are intended to be used by LDS church members only who are familiar with all IWES, PCC, BYUH, and the LDS Church mission statements.

2) Please remember to delete Slide 1. . 3) Prepare the participants’ learning materials listed in the

Participant Learning Material List prior to the training day. (APPENDIX A)

Step 2 Purpose: To collect pre‐training data to determine participants’ behavioral changes after the training. Activity: 1) Upon participants’ arrival, ask them to fill out a Pre‐Training Survey (APPENDIX D1) while waiting for the opening of the training. 2) Collect the pre‐training survey from all the participants.

No PowerPoint Slide Needed


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0:05

Opening

2, 3

Step 3 Purpose: To help the participants to feel welcome and create a comfortable learning environment. First thing first: Before the training starts, make sure every participant receives a folder containing the training materials upon their arrival. Please refer to the Participant Learning Material List for the items to be included in each participant’s folder. Begin the training by welcoming everyone with Aloha. You may use Talofa (Samoan), Malo e leilei (Tongan), Bula Vinaka (Fijian), Kia ora (Maori), and Iaorana (Tahitian). • You will expect the audience to reply the same greeting

back to you. If the response of the audience is not strong or not coherent, you may repeat the same greeting again. This time, you should expect to get a louder and more coherent greeting.

• Briefly explain the agenda and purpose of the training. Note: Remember, some of these participants may not be interested in this training program, because it is conducted on a Saturday morning. This is not their usual time at work. Be sure to provide them a comfortable environment for learning. If you could get HR or respective departments to provide a pre‐training breakfast or snack, it would make the participants more receptive to the training program. If you are not an LDS Church member, remember that the participants do drink coffee and tea. Food provided should be light and tasty.

Cover Page

Agenda


6

0:10

Ice Breaker

4

Step 4 Purpose: Ice Breakers can be an effective way of starting a training session or team‐building event. As interactive and often fun sessions run before the main proceedings, they help the participants to get to know each other and buy into the purpose of the event. You may select one of the two ice breaker activities below. 1. Phrase Scramble (Appendix B1) *when a training consist of less than 21 participants. 2. Human Knot (Appendix B2) *when a training consist of more than 21 participants. After the ice breaker activities, link the purpose of these activities to the goal of this training program, which is to create an understanding of the relationship between their daily job performance and the mission statements of the IWES program. Note: Remember to control the activities so that it would not go the allotted time. This is just the beginning of the training; there will be a few other activities later in the training. If the groups get out of control, simply remind them that we will have more time to socialize after the training.

Verbal Instructions, Physical Movement


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0:15

Assess the audience’s perception of the IWES Mission To review and emphasis the different component of the Mission statement

5 6 7 ‐ 9

Step 5 Purpose: 1) To assess the audiences’ perception of IWES Mission.. Activity: Have the participants write down the purposes of IWES program. Remember these participants know the program very well; therefore they do not need a lot of time. You may extend it to a minute. Step 6 Purpose: To review and emphasize the different components of the IWES Mission Activity: Introduce the Mission Statement by reading it out loud. Pause for 3‐5 seconds to allow the audience to digest and ponder over the mission statement. The next 3 slides are the same as slide 6 except each slide is highlighted to emphasis one key point of the IWES mission. Slide 7: “To provide assistance to international students who need financial support” Emphasis and recognize the IWES program is funded by PCC profits and generous donors who are supporting the IWES Program and its mission statement. Slide 8: “so they can return and provide Church leadership” Ask the participants why leadership is part of the IWES mission. Get one or two persons to answer this question. Slide 9: “in their international regions” Invite one or two international participants to express their gratitude on the IWES program and talk about how they have benefited from the program.


8

0:15 0:05

Introducing PCC, BYUH and the LDS Church’s Mission Statements and compare similarity with IWES Mission Divide the training into smaller groups

10, 11 & 12 13

Step 7 Purpose: To help participants to connect the IWES mission to the PCC mission. Activity: Invite a participant to read the each mission statement out loud. Then ask the participants to identify which part of each statement is similar to the IWES Mission Statement. Sample Questions: What is the relationship between this mission statement and the IWES Mission? Why is this point emphasized in this mission statement? Who is the targeted audience and why is this important? Allow the participants to comment and discuss one or two of the sample questions. Keep the discussion short and brief. Then proceed to the next part. Repeat the same activity for Slides 11 and 12. (keep the discussion between 4‐5 minutes per slide) Ask the participants to keep the relationship between these mission statements and the IWES Mission statement in mind throughout the rest of this training program. Step 8 Purpose: Divide the participants into groups (this time is not to be used as a break, but rather as a transition to the next part of the training). Activity: 1) Ask everyone to get into teams of 5‐7 people and take their folder with them. Take this time to announce that the training will only take about another half an hour to 40 minutes more.


9

0:15 0:10

Identify job, function and task Connect participant’s work responsibility to the IWES mission.

14 15

Step 9 Purpose: to help each participant to identify each their tasks at work. Activity: 1) Fill in Job/Task Analysis Sheets (Appendix C) Participants should have this sheet in their folder. Ask the participants to take out the Job/Task Analysis Sheet and ignore the last column of the sheet. 2) Instruct the participants to start filling up the Job column of the sheet. The Job column is referring to their main job title or scope of their position. 3) Then explain to the participants that in each job there are sub‐responsibilities which are called functions. Some participant’s may have more than one function in their job. Use the Tour‐guide Leader example on the Job/Task Analysis sheet to show them the differences between a job and function within a job. Finally, explain the characteristics of tasks. Tasks refer to specific activities that fulfill a function. Again, use the Tour‐guide Leader example. Give them about 3‐5 minutes to complete the sheet. 4) Allow them to discuss their working responsibilities with other teammates. Step 10 Purpose: To help participants to identify the relationship between their daily tasks and the IWES mission. Activity: After filling up the first 3 columns, now ask the participants to fill up the 4th column. Ask the participants questions like: 1) How does a particular task relate to IWES mission? 2) Why does this task play an important role in the IWES program? 3) If this task is not properly performed, how does it affect the IWES program overall?

Individual answer varies. Therefore no specific answer is provided to the participants. Note: If time is not permitted, ask the participants to write a summary of overall statement instead for each task.


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0:10 0:10

Groups sharing task‐mission relationships with team members Selected team representative will share team members’ discovery.

16 17

Step 11 Purpose: To ask participants to inculcate and inspire in one other by talking about the relationships between their daily job performance and the IWES Mission. Activity: 1) Have each participant share and discuss with one another

the relationship and importance of their job tasks to the IWES mission.

2) Each team will choose one person in their group to share with the other groups their team members’ identified task‐mission relationships.

Step 12 Purpose: To help overall training participants to see the bigger picture of the relationships of each individual’s job tasks with the IWES Mission. Activity: 1) Selected team representatives will share two of his or her

team members’ identified task‐mission relationships with the rest of the training participants.

Note: Limit each representative to a specific amount of time to speak. If a representative goes over time, kindly thank the person and explain the limitation of time and invite the next representative to speak. However, if an issue is interesting, guide him or her to talk about the specific point, thank him/her and move on to the next.


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:10 valuation,

8

9, 20

tep 13 & 14 ing courses include end‐of‐course questionnaires

It is

t the Post‐Training Evaluation Sheet (Appendix D2) to

the

u have access to musical instruments and able to find

may skip this closing song by

0

EReview, andSummary

1 1

SPurpose: trainthat ask participants to rate various aspects of their training experience. The evaluation measures how those who participated in the program reacted to the training program.also measure of participants’ satisfaction. Activity: 1) Give outhe participants. Ask the participants to return the evaluation form before leaving the training premises. 2) Take a few minutes to debrief the participants about the training program activities and explain the objective of the training program. 3) Thank the participants for attending the training and endtraining with the all time favorite Hawaiian farewell song, “AlohaOe”. Note:1) If yosomeone to play this song, you may use the music note prepared in APPENDIX E. If not you may use the MP3 link provided at the bottom of the slide. 2) In case you run out of time, you just expressing your appreciation for their attendance.


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Certificate of Attendance

Purpose: 1) To motivate employees to higher levels of performance. 2) Remind the participant of the value of their attendance.

1) Within a week after the training, prepare certificates of attendance signed by the President of the PCC.

2) Deliver those certificates to participants’ respective departments.

Activity:

Step 15

Not Applica‐ble

Attendance Certificate

Post‐Training

APPENDIX A: Participant Learning Material List 1. PCC Folder 2. Pre‐Training Survey (APPENDIX D1) 3. Notepad 4. Pen 5. Mission Statements

• IWES Program (APPENDIX F) • Polynesian Cultural Center (APPENDIX G) • Brigham Young University‐Hawaii (APPENDIX H) • The Church of Jesus Christ of Latter‐Day Saints (APPENDIX I)

6. Job/Task ANALYSIS FORM (APPENDIX C) 7. Aloha Oe Lyric (APPENDIX E) 8. Name Tag

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APPENDIX B1: Phrase Scramble Ice Breakers can be an effective way of starting a training session or team‐building event. As interactive and often fun sessions run before the main proceedings, they help people get to know each other and buy into the purpose of the event. The technique is often used when people who do not usually work together, or may not know each other at all, meet for a specific, common purpose. Consider using an ice breaker when: • Participants come from different backgrounds and departments. • They need to bond quickly so as to work towards a common goal of the training. • The topics discussing are new or unfamiliar to many people involved. • As facilitator you need to get to know participants and have them know you better. Object This Phrase Scramble is designed to teach the cultural beliefs of Polynesian Cultural Center. It is great for use with local employees as well as with International IWES student. The object of Phrase Scramble is to connect PCC cultural beliefs and slogan together as possible with a set of words and slogans. Each set is played by maximum 21 participants. The next 21 pages are the words and slogan sheets to be used for this activity. Instruction:

1) Put each sheet of words and slogans facing down at different corner of the room before the training. 2) Make sure that these sheets are left alone until further instructions. 3) Give the instructions to the participants as follows:

a. Each person picks up only one sheet of paper. b. Show each other the words or slogans on the sheet. c. Pair two word to make up a phrase to fit to a specific slogan. d. Display them in the room.

4) Reveal the correct answers to the participants.

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I live to radiate the

Spirit of God

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I nurture, cultivate and magnify ‘the

legacy’ with passion and commitment

30

I constantly ask what else can I do to

exceed customers’ expectations

31

I align my daily actions to achieve the

Canter’s desired results

32

I take accountability to see it, own it, solve it, do it, and I refuse to blame others

33

I extend trust and am responsible to be worth of yours

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I excel in my job, make decisions

quickly, and move on.

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Answer Sheet: PCC Cultural Beliefs

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APPENDIX B2: Human Knot Game Goals of the Human Knot Game: * Team building and communication * Problem solving * Ice‐breaker or get to know others better Setup for the Human Knot Game: This game is versatile in that multiple group sizes can play. Form groups of about 10 people each. Have each group standing, facing towards each other, in a circle. Each person should be standing shoulder to shoulder. First, instruct everyone to lift their left hand and reach across to take the hand of someone standing across the circle. Next, have everyone lift their right and reach across to take the hand of another person standing across the circle. Make sure that no one is holding hands with someone standing directly beside the person. How to Play the Human Knot Game Step 1: Stand in a circle with a group of at least 6 people. This activity should be limited to maximum 10‐12 people in each group. Step 2: Use one’s right hand to grab the right hand of the person directly across or anyone who is not directly standing next to each other. Step 3: Use your left hand to grab the left hand of the person directly across or anyone who is not directly standing next to each other. Step 4: Try to untangle the group, back into one open circle, without letting go of hands or dislocating any joints. Here is a Youtube video showing an example of human knot game: http://www.youtube.com/watch?v=ZR9NhosZO90

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APPENDIX C: Job/Task ANALYSIS FORM These sheets were given out to each participant. Each participant will fill up the form with their general view of their job functions and tasks.

Job Function Tasks Relationship with IWES and PCC

0.0 Tour‐guide Leader

Example

0.1 Tour Assignments 0.1.1 Scheduling Tours When schedules are done right, we will leave a good impression on the customers. They will tend to return or recommend others to take the tours in the future.

0.1.2Assign Tours

0.2 Tour‐guide Trainer 0.2.1 1.0

1.1 1.1.1

1.1.2 1.1.3

1.2 1.2.1

1.2.2 1.2.3

2.0

2.1

2.1.1 2.1.2

2.2

2.2.1 2.2.2

APPENDIX D1: Pre‐Training Survey Super Saturday Pre‐Training Questionair

Last 4 digits of your phone number: ________ Trainer:__________________________ Date:_________

1. How do you describe your job function in relation to PCC and IWES Missions?

2. How does your daily job performance affect the outcome of the PCC and IWES goals?

3. Does it matter to you? Why?

4. What further development and preparation do you need in your current position?

5. What do you do to improve your performance?

6. What can PCC do to help you improve your performance?

7. What are your aspirations with PCC and IWES Program?

8. How can you prepare yourself to achieve these aspirations?

9. What assistance, if any, can PCC provide you to pursue these aspirations?

APPENDIX D2: Post‐Training Survey Super Saturday Training Program Evaluation

Last 4 digits of your phone number: ________ Trainer:__________________________ Date:_________ Part 1: Instruciton: Please select one answer in the multiple choice questions. Very Poor Fair Good Good Excellent N/A

1. General assessment of the � � � � � � the course: 2. Trainer(s):

A. Knowledge of subject: � � � � � � B. Ability to teach or communicate: � � � � � � C. Ability to answer questions: � � � � � � 3. Presentation Materials/Media:

A. Audio‐Visual: � � � � � �

B. Hand‐Outs: � � � � � � 4. Length of Presentation: Too Long Just Right Too Short

A. Lecture: � � � � � B. Group discussion: � � � � � C. Time for questions: � � � � � D. Entire program: � � � � � 7. Did the Trainer tailor his/her presentation to meet the specific needs Yes No Partially of this training?

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Part 2: Instruciton: Please write your answers in the space provided below each questions.

1. What material or topics were the most useful? Be specific.

2. How do you describe your job function in relation to PCC and IWES Missions? 3. How does your daily job performance affect the outcome of the PCC and IWES goals?

4. Does it matter to you? Why?

5. What further development and preparation do you need in your current position?

6. What do you do to improve your performance?

7. What can PCC do to help you improve your performance?

8. What are your aspirations with PCC and IWES Program?

9. How can you prepare yourself to achieve these aspirations?

10. What assistance, if any, can PCC provide you to pursue these aspirations?

11. What material or topics could have been omitted?

12. What information was missing that you would have liked presented?

13. My general comments and suggestions for improving this course are: (optional) Name: ___________________________________________________________ Title: _________________________________________________ Phone: ________________________ Thank you for your comments and suggestions.

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APPENDIX E

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APPENDIX F: IWES Program Mission Statement

To provide assistance to international students who need financial support, so they can return and provide Church

leadership in their international regions.

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APPENDIX G: Polynesian Cultural Center Mission Statement

The Polynesian Cultural Center is a unique treasure created to share with the world

the cultures, diversity and spirit of the nations of Polynesia. In accomplishing this we will:

• Preserve and portray the cultures, arts and crafts of Polynesia. • Contribute to the educational development and growth of all people at Brigham Young University‐Hawaii and the Polynesian Cultural Center.

• Demonstrate and radiate a spirit of love and service which will contribute to the betterment, uplifting and blessing of all who visit this special place.

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APPENDIX H: Brigham Young University‐Hawaii Mission Statement & Goals Brigham Young University–Hawaii, founded by prophets and operated by The Church of Jesus Christ of Latter‐day Saints, exists to assist individuals in their quest for perfection and eternal life and in their efforts to influence the establishment of peace internationally. We seek to accomplish this by:

1. Educating the minds and spirits of students within an intercultural, gospel‐centered environment and curriculum that increases faith in God and the restored gospel, is intellectually enlarging, is character building, and leads to a life of learning and service.

2. Preparing men and women with the intercultural and leadership skills necessary to promote world peace and international brotherhood, to address world problems, and to be a righteous influence in families, professions, civic responsibilities, social affiliations, and the Church.

3. Extending the blessings of learning to members of the Church, particularly in Asia and the Pacific.

4. Developing friends for the University and the Church. 5. Maintaining a commitment to operational efficiency and continuous improvement.

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APPENDIX I: The Church of Jesus Christ of Latter‐Day Saints Mission Statement

1. Proclaim the Gospel 2. Redeem the Dead 3. Perfect the Saints 4. Care for the poor and needy

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APPENDIX J: Trainer’s Job Aid

Step Duration Action Slide Check Box

1 No Time

Training Preparation a) Review Power Point (ppt) Slides b) Delete first slide of the ppt c) Set up training room d) Request HR to pre‐arrange snacks or breakfast. e) Prepare Participant Learning Material Package as in Appendix A

NA

2 Approximately 15‐20 minutes

Pre‐Training Activities 1. Participant arrival and attendance registration 2. Pre‐Training Survey

NA

3 5 minutes Opening and Introduction 2,3

4 10 minutes Ice breaker activity 4

5 5 minutes Audience Assessment 5

6 10 minutes Present, identify and discuss IWES Program Mission Statement 6‐9

7 15 minutes Vitality of the IWES program to PCC, BYUH, and the LDS church 10‐12

8 5 minutes Divide participants into groups of 5‐7 people 13

9 15 minutes Job Analysis Activity 14

10 10 minutes Connect their job functions and task to the IWES mission and goals 15

11 10 minutes Discuss consequence and costs, if those functions and tasks do not meet the Mission and goals

16

12 10 minutes Sharing Time 17

13 10 minutes

Post‐Training Program Evaluation 18‐20

14 Summary and closing

15 A week after the

training Prepare and distribute attendance certificates to participants

NA

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APPENDIX K: Certificate of Attendance

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