KRI Aquarian KRI Aquarian Teacher Trainer AcademyTeacher Trainer Academy

Trainer Forum Trainer Forum Espanola, NMEspanola, NMJune 16, 2011June 16, 2011

Tarn Taran Singh Tarn Taran Singh KRI Executive Director ATAKRI Executive Director ATA

Welcome & Opening RemarksWelcome & Opening Remarks

Aquarian Trainer AcademyAquarian Trainer Academy

Purpose/MissionPurpose/Mission

Who’s Who:Who’s Who:– KRI StaffKRI Staff– TTEC TTEC – Professional Development Professional Development

TeamTeam

““Connecting”Connecting” – – Meet & Greet ExerciseMeet & Greet Exercise

Find a partner and discuss him/her…. Find a partner and discuss him/her….

In my current role as aIn my current role as a trainer trainer (or in my (or in my process of becoming a trainer):process of becoming a trainer):

1. What 1. What responsibilityresponsibility has brought has brought my my greatest satisfaction and greatest satisfaction and enjoymentenjoyment??

2.2. What What responsibility responsibility has been my has been my greatest challengegreatest challenge??

(timed – 3 min. per pairing)(timed – 3 min. per pairing)

Nirvair SinghNirvair Singh CEO, KRI CEO, KRI

Meditation Meditation KRI CEO report – Web DemoKRI CEO report – Web Demo Recognition of NEW Academy Recognition of NEW Academy

membersmembers

Tarn Taran Singh Tarn Taran Singh KRI Executive Director ATAKRI Executive Director ATA

What’s new ?What’s new ? Recent Recent TTEC decisionsTTEC decisions Changes to Changes to ATA requirementsATA requirements re: re:

progressing through the Academyprogressing through the Academy Reinforce the importance of the Reinforce the importance of the

mentor-mentor- mentee relationshipmentee relationship New New Tools Tools to Support Development to Support Development

Process Process (TODAY WE WILL ACTUALLY USE !)(TODAY WE WILL ACTUALLY USE !)

Aquarian Trainer Aquarian Trainer AcademyAcademy

The development and qualification of The development and qualification of trainers are based on:trainers are based on:

1.1. Personal Competencies Personal Competencies

2. Ability to Deliver Course Content 2. Ability to Deliver Course Content

3. Fulfillment of Roles and Primary 3. Fulfillment of Roles and Primary ResponsibilitiesResponsibilities

Will review KRI “tools” for all three of these today.Will review KRI “tools” for all three of these today.

TTEC Changes Affecting TTEC Changes Affecting Academy MembersAcademy Members

New CONTENT CREDIT qualification system within Units of New CONTENT CREDIT qualification system within Units of Study to demonstrate proficiency Study to demonstrate proficiency

Trainers can teach subjects in CONTENT CREDITS they Trainers can teach subjects in CONTENT CREDITS they have qualified forhave qualified for

[ Note: Current Professionals and Lead Trainers will be [ Note: Current Professionals and Lead Trainers will be qualified for 100% of CONTENT CREDITS and current qualified for 100% of CONTENT CREDITS and current Associates with at least 25%.]Associates with at least 25%.]

Demonstrated competency to deliver the material on Demonstrated competency to deliver the material on stage in a Teacher Training environment, separated from stage in a Teacher Training environment, separated from mastery of contentmastery of content

Percentage of program content required to move from Percentage of program content required to move from Associate to Professional changed from full curriculum to Associate to Professional changed from full curriculum to 50%50%

Professionals who wish to become Lead Trainers much Professionals who wish to become Lead Trainers much qualify for 100% of the CONTENT CREDITS including qualify for 100% of the CONTENT CREDITS including Western AnatomyWestern Anatomy

TTEC Changes Affecting TTEC Changes Affecting Academy MembersAcademy Members

Percentage of program a Professional allowed Percentage of program a Professional allowed to teach unsupervised in a single program to teach unsupervised in a single program changed from 80% to 50%changed from 80% to 50%

Professional maintains relationship with Professional maintains relationship with Mentoring LeadMentoring Lead

A written Mentor / Mentee Operating Agreement A written Mentor / Mentee Operating Agreement will be required for all new Intern Applicantswill be required for all new Intern Applicants

All members of the Academy, including Interns All members of the Academy, including Interns and Associates, will be required to attend a and Associates, will be required to attend a Trainer Forum at least every other yearTrainer Forum at least every other year

Reminder: as of today, any new applicants to Reminder: as of today, any new applicants to enter the Academy or candidates to move enter the Academy or candidates to move through the Academy, must have complete all 5 through the Academy, must have complete all 5 Level Two modules.Level Two modules.

IMPORTANCE IMPORTANCE of the Mentor-Mentee of the Mentor-Mentee

RelationshipRelationship

Who’s responsible?Who’s responsible?

Mentoring LeadsMentoring Leads are responsible for are responsible for guiding the development and guiding the development and confirming the qualification of TnTs.confirming the qualification of TnTs.

TnTsTnTs are responsible for their are responsible for their individual development, as well as individual development, as well as tracking and documenting their tracking and documenting their progress.progress.

Critical Role of the Mentoring Critical Role of the Mentoring LeadLead

Be accountable for quality control Be accountable for quality control (ensure (ensure mentee is competent before signing off on qualifications mentee is competent before signing off on qualifications and/or recommending promotion).and/or recommending promotion).

Provide advice, consultation, resources Provide advice, consultation, resources and mentoring support.and mentoring support.

Guide and train the TnT; Observe and Guide and train the TnT; Observe and provide constructive feedback.provide constructive feedback.

Grant training opportunities Grant training opportunities (e.g. stage time).(e.g. stage time).

Assist with individual development plan.Assist with individual development plan. Offer ongoing support and Offer ongoing support and

encouragement.encouragement.

ATA & Professional ATA & Professional Development Committee Development Committee

MembersMembers

Tarn Taran Singh – Executive Tarn Taran Singh – Executive DirectorDirector

Sadhu Kaur – Bureau ChiefSadhu Kaur – Bureau ChiefSarb Jit Kaur – TT AdministratorSarb Jit Kaur – TT Administrator

Dr. Krishna Kaur – PDC ChairDr. Krishna Kaur – PDC ChairHari Charn Kaur – PDC MemberHari Charn Kaur – PDC Member

Updesh Kaur (Gail Dutton) – Updesh Kaur (Gail Dutton) – PDC MemberPDC Member

GOAL

Create a Sustainable Process

for Developing Qualified Teacher Trainers

Progressing through Progressing through the Academythe Academy

From From Applicant Applicant to to InternIntern to to Associate Associate to to Professional Professional to to

Lead trainer Lead trainer [to Mentoring Lead][to Mentoring Lead]

Moving Through the Moving Through the AcademyAcademy

Three Legs of the StoolThree Legs of the Stool

Competent Competent ATA TrainerATA Trainer

Role

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R

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R

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sib

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Resp

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sib

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Pers

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Com

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Com

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Units o

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Units o

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(Conte

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(Conte

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redits)

Mentoring Lead Mentoring Lead

Moving ForwardMoving ForwardTo move to the next level in the To move to the next level in the

Academy, a TnT must:Academy, a TnT must:

1.1. Qualify and earn credits in Qualify and earn credits in content content knowledge knowledge (Units of Study/Content Credits)(Units of Study/Content Credits)

2. Demonstrate appropriate level of 2. Demonstrate appropriate level of competency behaviorscompetency behaviors (personal behaviors)(personal behaviors)

3. Fulfill their 3. Fulfill their essential duties essential duties (Roles & Primary (Roles & Primary Responsibilities).Responsibilities).

Trainer Qualification Trainer Qualification StandardsStandards

How to Evaluate?How to Evaluate?

Develop-Demonstrate-QualifyDevelop-Demonstrate-Qualify

Using an Individual Development Plan Using an Individual Development Plan (IDP) to document:(IDP) to document:

1.1. WHAT needs to be learned?WHAT needs to be learned?

2.2. HOW will they learn it?HOW will they learn it?

3.3. How will they DEMONSTRATE How will they DEMONSTRATE competence?competence?

Individual Development PlanIndividual Development Plan(IDP)(IDP)

CompetenciesCompetencies

COMPETENCIESCOMPETENCIES

Self and Mentor EvaluationsSelf and Mentor Evaluations(see Competency Evaluation Form (see Competency Evaluation Form version version

5-25-115-25-11))

What rating do I need to move What rating do I need to move forward? forward? (see Competency Standards (see Competency Standards by Level version 5-25-11)by Level version 5-25-11)

CompetenciesCompetenciesSpiritual & Self Development Spiritual & Self Development 1.1 Self Awareness1.1 Self Awareness1.2 Spiritual Connection – Overall Mission1.2 Spiritual Connection – Overall Mission1.3 Continuous Learning and Improvement1.3 Continuous Learning and Improvement

CommunicationCommunication2.1 Communication skills2.1 Communication skills2.2 Group Facilitation2.2 Group Facilitation

TeamworkTeamwork3.1 Team Support3.1 Team Support3.2 Team Teaching and Collaboration3.2 Team Teaching and Collaboration3.3 Coaching and Mentoring3.3 Coaching and Mentoring

Trainer DevelopmentTrainer Development4.1 Trainer Skills4.1 Trainer Skills

Training DeliveryTraining Delivery5.1 Course Facilitation Skills5.1 Course Facilitation Skills5.2 Student Focus5.2 Student Focus

Program Planning & AdministrationProgram Planning & Administration6.1 Business Acumen & Program Planning6.1 Business Acumen & Program Planning6.2 Promotion & Public Relations6.2 Promotion & Public Relations6.3 Administration Skills6.3 Administration Skills6.4 Organization6.4 Organization

LeadershipLeadership7.1 Leadership7.1 Leadership7.2 Trainer Team Management7.2 Trainer Team Management7.3 Problem Solving7.3 Problem Solving7.4 Ethics and Personal Integrity7.4 Ethics and Personal Integrity

RelationshipsRelationships8.1 Building Relationships/Partnering8.1 Building Relationships/Partnering8.2 Community Building8.2 Community Building

CHANGES CHANGES to Competency Documentsto Competency Documents

1.1. Moved Moved Yogic Knowledge Yogic Knowledge to Units of Study/ to Units of Study/ Content Credits Content Credits

2.2. Explanation of the Explanation of the SCALESCALE

3.3. RATINGSRATINGS: Expectations for different role levels : Expectations for different role levels as they transition through Academyas they transition through Academy

QUICK ADMIN reviewQUICK ADMIN review• WHAT is filled out WHEN by WHOM?WHAT is filled out WHEN by WHOM?• Expectations of DISCUSSIONS with MentorExpectations of DISCUSSIONS with Mentor• What gets turned in to KRI?What gets turned in to KRI?

ACTIVITYACTIVITY

1.1. Pick ONE Pick ONE AREA of COMPETENCY AREA of COMPETENCY you would like to you would like to DEVELOPDEVELOP or or STRENGTHENSTRENGTHEN over the next year over the next year (1 (1 min) min)

2.2. Jot down ideas on HOW you would Jot down ideas on HOW you would develop or strengthen that develop or strengthen that competency for YOUR role level competency for YOUR role level (4 min)(4 min)

3.3. Share with partner; give feedback Share with partner; give feedback and ideas to each other and ideas to each other ( 15 min)( 15 min)

CompetenciesCompetenciesSpiritual & Self Development Spiritual & Self Development 1.1 Self Awareness1.1 Self Awareness1.2 Spiritual Connection – Overall Mission1.2 Spiritual Connection – Overall Mission1.3 Continuous Learning and Improvement1.3 Continuous Learning and Improvement

CommunicationCommunication2.1 Communication skills2.1 Communication skills2.2 Group Facilitation2.2 Group Facilitation

TeamworkTeamwork3.1 Team Support3.1 Team Support3.2 Team Teaching and Collaboration3.2 Team Teaching and Collaboration3.3 Coaching and Mentoring3.3 Coaching and Mentoring

Trainer DevelopmentTrainer Development4.1 Trainer Skills4.1 Trainer Skills

Training DeliveryTraining Delivery5.1 Course Facilitation Skills5.1 Course Facilitation Skills5.2 Student Focus5.2 Student Focus

Program Planning & AdministrationProgram Planning & Administration6.1 Business Acumen & Program Planning6.1 Business Acumen & Program Planning6.2 Promotion & Public Relations6.2 Promotion & Public Relations6.3 Administration Skills6.3 Administration Skills6.4 Organization6.4 Organization

LeadershipLeadership7.1 Leadership7.1 Leadership7.2 Trainer Team Management7.2 Trainer Team Management7.3 Problem Solving7.3 Problem Solving7.4 Ethics and Personal Integrity7.4 Ethics and Personal Integrity

RelationshipsRelationships8.1 Building Relationships/Partnering8.1 Building Relationships/Partnering8.2 Community Building8.2 Community Building

Units of Study/ Units of Study/ Content CreditsContent Credits

Units of Study/Units of Study/ Content Credits Content Credits

(Ability to deliver course content)(Ability to deliver course content)

Used for Used for development and development and evaluationevaluation

Units of StudyUnits of Study Units of Study Units of Study (develop)(develop)

Organizes Level One content into Organizes Level One content into clusters for trainer developmentclusters for trainer development

Does NOT change how Lead Trainers Does NOT change how Lead Trainers choose to deliver their programschoose to deliver their programs

Content Credits Content Credits (demonstrate/qualify)(demonstrate/qualify)

Need for subunits; smaller chunksNeed for subunits; smaller chunks Increased flexibilityIncreased flexibility

Units of Study / Content Units of Study / Content Credits Credits

NEW Changes:NEW Changes: Units of Study still exist but with Units of Study still exist but with greater greater

flexibility flexibility to support different program to support different program curriculums;curriculums;

TnTs obtainTnTs obtain content content creditscredits (by (by chapter chapter or specialized topicor specialized topic); );

Each chapter or specialized topic has Each chapter or specialized topic has been given a been given a number of content creditsnumber of content credits

Chapters/specialized topics are clustered Chapters/specialized topics are clustered into into Units of StudyUnits of Study; ;

Units of Study/Content Units of Study/Content CreditsCredits

Introduce Introduce

Units of Study Content Credits 5-Units of Study Content Credits 5-31-1131-11

(see Three Worksheets)(see Three Worksheets)

Units of Study/Content Credit Units of Study/Content Credit SheetsSheets

NEW Content Credits withinNEW Content Credits withinUnits of StudyUnits of Study

1.1. What are Content Credits?What are Content Credits?

2.2. New PROCESS for tracking development New PROCESS for tracking development and demonstrationand demonstration

3.3. Changes to % of time allowed to trainChanges to % of time allowed to train

QUICK ADMIN reviewQUICK ADMIN review• WHAT is filled out WHEN by WHOM?WHAT is filled out WHEN by WHOM?• Expectations of MENTEE Expectations of MENTEE • Expectations of MENTOR Expectations of MENTOR • What gets turned in to KRI?What gets turned in to KRI?

Process For Content Credit Process For Content Credit QualificationQualification

1.1. TnT, together with his/her mentor, creates an TnT, together with his/her mentor, creates an individual development planindividual development plan to acquire content to acquire content credit knowledge credit knowledge (through a range of possible (through a range of possible developmental activities)developmental activities)

2.2. Mentors “sign off”Mentors “sign off” on each chapter or specialized on each chapter or specialized topic, once they believe the TnT has topic, once they believe the TnT has demonstrated demonstrated adequate competence; This then allows the TNT to adequate competence; This then allows the TNT to deliver this content independently.deliver this content independently.

3.3. TnT tracks progressTnT tracks progress on content credits until he/she on content credits until he/she has fulfilled a complete Unit of Study has fulfilled a complete Unit of Study

4.4. Mentor signs offMentor signs off on fully completed Unit of Study, on fully completed Unit of Study, which qualifies TnT to deliver the Unit which qualifies TnT to deliver the Unit independently.independently.

ACTIVITY – Part 1ACTIVITY – Part 1

1.1. Pick ONE or more Pick ONE or more Unit of Study/Content Credit Unit of Study/Content Credit area that you would like to gain more area that you would like to gain more experience training.experience training.

2.2. MENTEEMENTEE: Think about HOW you would : Think about HOW you would DEMONSTRATEDEMONSTRATE your proficiency (knowledge, your proficiency (knowledge, experience and essence) to qualify in that experience and essence) to qualify in that topic/content area for your Mentor topic/content area for your Mentor

3.3. MENTORMENTOR: Think about WHAT IT WOULD TAKE : Think about WHAT IT WOULD TAKE for your for your MENTEE to DEMONSTRATEMENTEE to DEMONSTRATE his/her his/her proficiency (knowledge, experience and proficiency (knowledge, experience and essence) to qualify in that topic/content essence) to qualify in that topic/content

4.4. Jot down your IDEASJot down your IDEAS

LUNCH BREAKLUNCH BREAK

ACTIVITY – Part 2ACTIVITY – Part 2

FIND a PARTNER SHARE the FIND a PARTNER SHARE the Unit of Study/Content Unit of Study/Content Credit Credit area that you would like to gain more area that you would like to gain more experience training.experience training.

1.1. DISCUSS DISCUSS ideas on HOW you would ideas on HOW you would DEMONSTRATEDEMONSTRATE your proficiency as a trainer in these areas.your proficiency as a trainer in these areas.

2.2. DISCUSS DISCUSS what is the difference between Teaching what is the difference between Teaching vs.Training? Developing vs. Demonstrating?vs.Training? Developing vs. Demonstrating?

3.3. IF time, REVIEW Content Credit Sheet and note for IF time, REVIEW Content Credit Sheet and note for yourself topics you believe you are currently yourself topics you believe you are currently qualified to TRAIN qualified to TRAIN ((to be discussed with your mentor at a future to be discussed with your mentor at a future datedate))

Roles & Primary Roles & Primary ResponsibilitiesResponsibilities

Roles & Primary Roles & Primary Responsibilities (NEW!)Responsibilities (NEW!)

R& PR GRIDR& PR GRID(see GRID Form)(see GRID Form)

R&PR by level R&PR by level (see personal (see personal R&PR doc)R&PR doc)

Roles & Primary Roles & Primary Responsibilities DocumentResponsibilities Document

1. New Role and Primary Responsibilities 1. New Role and Primary Responsibilities Description Description (Nature & Scope, Essential duties, KRI (Nature & Scope, Essential duties, KRI standards, etc)standards, etc)

2. Clear expectations regarding what is 2. Clear expectations regarding what is expected for each levelexpected for each level

3. Progression across levels; see transition 3. Progression across levels; see transition from role to rolefrom role to role

QUICK ADMIN reviewQUICK ADMIN review• HOW is this document used?HOW is this document used?• DISCUSSIONS between Mentor and MenteeDISCUSSIONS between Mentor and Mentee

ACTIVITYACTIVITY1.1. REVIEW List of REVIEW List of Roles & Primary ResponsibilitiesRoles & Primary Responsibilities for YOUR for YOUR

level level

2.2. CHOOSE ONE AREA of PRIMARY Responsibility you would like to CHOOSE ONE AREA of PRIMARY Responsibility you would like to DEVELOPDEVELOP or or STRENGTHENSTRENGTHEN over the next year over the next year

3.3. Jot down ideas on how to GAIN EXPERIENCE for your chosen Jot down ideas on how to GAIN EXPERIENCE for your chosen area on the area on the INDIVIDUAL DEVELOPMENT PLAN (IDPINDIVIDUAL DEVELOPMENT PLAN (IDP) – ) – BOTTOM sectionBOTTOM section

4.4. Divide into ROLE LEVEL Groups (e.g. Interns, Associates, Divide into ROLE LEVEL Groups (e.g. Interns, Associates, Professionals and Leads) Professionals and Leads)

5.5. Share ideas in small group; give feedback and ideas to each Share ideas in small group; give feedback and ideas to each other ( 15 min)other ( 15 min)

NOTE: MENTORING Leads are in SEPARATE GROUP – they do SAME NOTE: MENTORING Leads are in SEPARATE GROUP – they do SAME exercise but review QUALITIES of a MENTORING LEAD; Choose exercise but review QUALITIES of a MENTORING LEAD; Choose one to improve on and discuss in small groupone to improve on and discuss in small group

Individual Development PlanIndividual Development Plan(IDP)(IDP)

What’s next?What’s next?

Pilot for two years. Communicate changes to all Academy

members Gather input, suggestions and

guidelines for putting it into practice.

Questions?Questions?

Come to ATA sessions at Come to ATA sessions at Solstice!!Solstice!!

GREAT IDEA! GREAT IDEA! Wall Flip ChartsWall Flip Charts

ADD YOUR IDEAS to:ADD YOUR IDEAS to:

Glossary of TermsGlossary of Terms Frequently Asked Questions (FAQs)Frequently Asked Questions (FAQs) What else would they like from KRI? What else would they like from KRI?

Current PD TeamCurrent PD Team

Dr. Krishna K. Khalsa - Chair kDr. Krishna K. Khalsa - Chair krishnakhalsa@comcast.netrishnakhalsa@comcast.net

Updesh (Gail Dutton) Updesh (Gail Dutton) gdutton1@tampabay.rr.comgdutton1@tampabay.rr.com

Hari Charn K. Khalsa Hari Charn K. Khalsa hck@kriteachings.orghck@kriteachings.org

Sadhu K. Khalsa Sadhu K. Khalsa sadhu@kriteachings.orgsadhu@kriteachings.org

Sat Nam!Sat Nam!

““POCKET” SLIDESPOCKET” SLIDES

Use ONLY if needed.Use ONLY if needed.

Mentoring Lead Mentoring Lead Trainer - QualitiesTrainer - Qualities

Revised after April TTEC meetingRevised after April TTEC meeting

Qualities of a Qualities of a Mentoring Lead Trainer Mentoring Lead Trainer

1.1. Passion and Commitment to develop Passion and Commitment to develop future trainersfuture trainers

2.2. Experience as a Lead TrainerExperience as a Lead Trainer

3.3. Skilled in HOW to develop othersSkilled in HOW to develop others

4.4. Time and energyTime and energy to devote to to devote to mentoring; mentoring;

5.5. Knowledgeable – both up-to-date Knowledgeable – both up-to-date and ancient knowledgeand ancient knowledge

6.6. Continuous LearningContinuous Learning

Qualities of a Qualities of a Mentoring Lead Trainer Mentoring Lead Trainer continuedcontinued

7.7. Ability to guide their mentee to his/her Ability to guide their mentee to his/her highest potential through use of effective highest potential through use of effective mentoring skillsmentoring skills

8.8. Ability to build and maintain relationship Ability to build and maintain relationship trust; Coordinate team mentoring; Be trust; Coordinate team mentoring; Be collaborative collaborative

9.9. Maintains spiritual practice and high Maintains spiritual practice and high standards of Ethics and Integritystandards of Ethics and Integrity

10.10. Values and supports the growth of Values and supports the growth of communitycommunity

11.11. Aquarian Consciousness; Aware of the Aquarian Consciousness; Aware of the “formless”.“formless”.

Questions for Mentoring Leads Questions for Mentoring Leads to Ask ….to Ask ….

1.1. Has candidate demonstrated the required Has candidate demonstrated the required competencies (both technical & personal) competencies (both technical & personal) to move to the next level? to move to the next level?

2.2. Do I have full confidence that the TnT could Do I have full confidence that the TnT could independentlyindependently teach a given content area? teach a given content area?

3.3. What are the candidate’s strengths/ What are the candidate’s strengths/ weaknesses?weaknesses?

4.4. Is there anything within me that is unfairly Is there anything within me that is unfairly influencing my opinion (+/-)?influencing my opinion (+/-)?

5.5. Would another mentoring lead, with a Would another mentoring lead, with a different approach, arrive at the same different approach, arrive at the same decision?decision?

Moving Through the LevelsMoving Through the LevelsRECOMMENDED CHANGES to ACADEMY GUIDELINES:RECOMMENDED CHANGES to ACADEMY GUIDELINES:

Level:Level: INTERNINTERN ASSOCIATEASSOCIATE PROFESSIONALPROFESSIONAL LEADLEAD

DEVELOPS CAPACITY

for delivering

Units of Study/ Units of Study/ Course ContentCourse Content

CreditsCredits

Becomes competent to teach

25% of Level IContent

(earns 50 credits)

Becomes competent to teach

50% of Level IContent

(earns 100 credits)

Becomes competent to teach

100% of Level IContent

(earns 200 credits)

Competent to teach100% of Level I

Content

NOTE: No trainer can teach more than 80% of any program

PersonalPersonalCompetenciesCompetencies

Develop competencies appropriate to level. Competencies are clustered into eight areas: 1. Spiritual & Self Development 5. Training Delivery 2. Communication 6. Program Planning and Administration 3. Teamwork 7. Leadership 4. Trainer Development 8. Relationships

Roles & Responsibilities(Contribution & Focus)

Contribute Dependently

Develop Skills

Contribute Independently

Develop Self

Contribute Together & Through Others

Strengthen Course Experience

Contribute Strategically

Build Training Programs & Community

MOVES to next stage MOVES to next stage when…when…

Demonstrates required competencies of next level;Demonstrates required competencies of next level;Proficient in Proficient in Course Content, Personal Competencies and fulfills Roles & Responsibility

SAMPLE – Competency, Development SAMPLE – Competency, Development & Assessment Format& Assessment Format

InternInternCompetencyCompetency: : CommunicationCommunication

How to DevelopHow to Develop How to DemonstrateHow to Demonstrate

Clearly presents ideas, feedback and Clearly presents ideas, feedback and suggestions to trainers and attendees suggestions to trainers and attendees of the Level I courseof the Level I course

Listens for comprehension and Listens for comprehension and follows up with questions or concerns follows up with questions or concerns to validate understanding to validate understanding

Facilitates information sharing within Facilitates information sharing within small groupssmall groups

Learns when to share or hold Learns when to share or hold confidential information in order to confidential information in order to serve both the individual and the serve both the individual and the needs of KRIneeds of KRI

Conduct Self and Other Competency Conduct Self and Other Competency AssessmentAssessment

Discuss results and decide on goals Discuss results and decide on goals and priorities for developmentand priorities for development

Determine development strategy; Determine development strategy; review options and create written review options and create written development plan with dates development plan with dates

Brainstorm ideas for HOW to develop Brainstorm ideas for HOW to develop skill (e.g. discuss after each course skill (e.g. discuss after each course session how Intern did; provide session how Intern did; provide feedback on skill level and how to feedback on skill level and how to improve; get/give feedback on what improve; get/give feedback on what Intern did well, what could improve)Intern did well, what could improve)

IDEAs might include:IDEAs might include:- Taking a workshop to develop group Taking a workshop to develop group

facilitation skills; facilitation skills; - Reading a book on communication Reading a book on communication

(e..g (e..g Crucial ConversationsCrucial Conversations))- Get written feedback from course Get written feedback from course

participants on communication styleparticipants on communication style- Practicing paraphrasing what was said Practicing paraphrasing what was said

in class.in class.- Leading small group discussionLeading small group discussion- Handling questions in classHandling questions in class Examine available development Examine available development

options within the options within the Type of Teacher Type of Teacher Training ProgramTraining Program

Agree on opportunities to Deliver, Agree on opportunities to Deliver, Develop, Demonstrate. Develop, Demonstrate.

Assign responsibilities; dates for Assign responsibilities; dates for completioncompletion

Completion of Individual planCompletion of Individual plan Completion of goals of planCompletion of goals of plan RE-evaluation of Communication RE-evaluation of Communication

competency (get self and mentor’s competency (get self and mentor’s ratings)ratings)

Acceptable Range of performance as Acceptable Range of performance as rated by both trainee and mentor.rated by both trainee and mentor.

OPTIONAL: Positive feedback from OPTIONAL: Positive feedback from course participantscourse participants

ADVANCED: Test for comprehension ADVANCED: Test for comprehension by studentsby students