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



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



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



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



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



Implementation

Plan

Objectives

Outcomes

Explain assignment Discussion Handouts

Materials

training SuMMary ….

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Wtraining OVerVieW

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



Introduction Objectives

Outcomes

Handouts

Materials

SeSSiOn i



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




Outcomes

Handouts

Materials

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Post

Assessment

Objectives

Outcomes

Handouts

Materials



Implement Objectives

Outcomes

Handouts

Materials

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WSeSSiOn ii



Pre-

Assessment/

Stimulator

Objectives

Outcomes

Handouts

Materials



Explore

Knowledge

&

Skills

Objectives

Outcomes

Handouts

Materials

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Outcomes

Handouts

Materials



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


Always


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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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


Always


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


Always


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


Always


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


Always


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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


Always


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


Always


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


Always


Strategies for improvement:

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SMEN

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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SSES

SMEN

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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P SU

RV

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

_____

_____

_____

_____

_____

1

_____

_____

_____

_____

_____

0

_____

_____

_____

_____

_____

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

_____

_____

_____

_____

1

_____

_____

_____

_____

0

_____

_____

_____

_____

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