Trainer Forum Espanola, NM June 16, 2011 Tarn Taran Singh KRI - - PowerPoint PPT Presentation

KRI Aquarian Teacher Trainer Academy

Trainer Forum

Espanola, NM June 16, 2011

Tarn Taran Singh

KRI Executive Director ATA

Welcome & Opening Remarks

Aquarian Trainer Academy

 Purpose/Mission  Who’s Who:

– KRI Staff – TTEC – Professional Development Team

“Connecting” – Meet & Greet Exercise

Find a partner and discuss him/her….

In my current role as a t rain rainer (or in my process of

becoming a trainer):

• 1. What

t responsibilit y has brought t m y great e t est t sat i t isfact i t ion and enj oym ent ? 2.

• 2. What

t responsibilit y has been een m y great at est challenge?

(timed – 3 min. per pairing)

Nirvair Singh

CEO, KRI

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

members

Tarn Taran Singh

KRI Executive Director ATA

What’s new ?

• Recent TTEC decisions
• Changes to ATA requirements re:

progressing through the Academy

• Reinforce the importance of the mentor-

mentee relationship

• New Tools to Support Development Process

(TODAY WE WILL ACTUALLY USE !)

Aquarian Trainer Academy

The development and qualification of trainers are based on:

• 1. Personal Competencies
• 2. Ability to Deliver Course Content
• 3. Fulfillment of Roles and Primary

Responsibilities

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

TTEC Changes Affecting Academy Members

• New CONTENT CREDIT qualification system within Units of

Study to demonstrate proficiency

• Trainers can teach subjects in CONTENT CREDITS they have

qualified for

• [ Note: Current Professionals and Lead Trainers will be qualified

for 100% of CONTENT CREDITS and current Associates with at least 25%.]

• Demonstrated competency to deliver the material on stage in a

Teacher Training environment, separated from mastery of content

• Percentage of program content required to move from Associate

to Professional changed from full curriculum to 50%

• Professionals who wish to become Lead Trainers much qualify

for 100% of the CONTENT CREDITS including Western Anatomy

TTEC Changes Affecting Academy Members

• Percentage of program a Professional allowed to

teach unsupervised in a single program changed from 80% to 50%

• Professional maintains relationship with Mentoring

Lead

• A written Mentor / Mentee Operating Agreement will

be required for all new Intern Applicants

• All members of the Academy, including Interns and

Associates, will be required to attend a Trainer Forum at least every other year

• Reminder: as of today, any new applicants to enter

the Academy or candidates to move through the Academy, must have complete all 5 Level Two modules.

IMPORTANCE

• f the Mentor-Mentee

Relationship

Who’s responsible?

 Mentoring Leads are responsible for

guiding the development and confirming the qualification of TnTs.

 TnTs are responsible for their individual

development, as well as tracking and documenting their progress.

Critical Role of the Mentoring Lead

 Be accountable for quality control (ensure mentee is

competent before signing off on qualifications and/or recommending promotion).

 Provide advice, consultation, resources and

mentoring support.

 Guide and train the TnT; Observe and provide

constructive feedback.

 Grant training opportunities (e.g. stage time).  Assist with individual development plan.  Offer ongoing support and encouragement.

ATA & Professional Development Committee Members

Tarn Taran Singh – Executive Director Sadhu Kaur – Bureau Chief Sarb Jit Kaur – TT Administrator

• Dr. Krishna Kaur – PDC Chair

Hari Charn Kaur – PDC Member Updesh Kaur (Gail Dutton) – PDC Member

GOAL

Create a Sustainable Process for Developing Qualified Teacher Trainers

Progressing through the Academy

From Applicant to Intern to Associate to Professional to Lead trainer

[to Mentoring Lead]

Moving Through the Academy

Three Legs of the Stool

Competent ATA Trainer Roles & Primary Responsibilities

Mentoring Lead

Moving Forward

To move to the next level in the Academy, a TnT must:

• 1. Qualify and earn credits in content knowledge

(Units of Study/Content Credits)

• 2. Demonstrate appropriate level of competency

behaviors

(personal behaviors)

• 3. Fulfill their essential duties (Roles & Primary

Responsibilities).

Trainer Qualification Standards

How to Evaluate?

Develop-Demonstrate-Qualify Using an Individual Development Plan (IDP) to document:

• 1. WHAT needs to be learned?
• 2. HOW will they learn it?
• 3. How will they DEMONSTRATE competence?

Individual Development Plan (IDP)

Competencies

COMPETENCIES

 Self and Mentor Evaluations

(see Competency Evaluation Form version 5-25-11)

 What rating do I need to move

forward? (see Competency Standards by

Level version 5-25-11)

Competencies

Spiritual & Self Development

1.1 Self Awareness 1.2 Spiritual Connection – Overall Mission 1.3 Continuous Learning and Improvement

Communication

2.1 Communication skills 2.2 Group Facilitation

Teamwork

3.1 Team Support 3.2 Team Teaching and Collaboration 3.3 Coaching and Mentoring

Trainer Development

4.1 Trainer Skills

Training Delivery

5.1 Course Facilitation Skills 5.2 Student Focus

Program Planning & Administration

6.1 Business Acumen & Program Planning 6.2 Promotion & Public Relations 6.3 Administration Skills 6.4 Organization

Leadership

7.1 Leadership 7.2 Trainer Team Management 7.3 Problem Solving 7.4 Ethics and Personal Integrity

Relationships

8.1 Building Relationships/Partnering 8.2 Community Building

CHANGES to Competency Documents

1.

Moved Yogic Knowledge to Units of Study/ Content Credits

2.

Explanation of the SCALE

3.

RATINGS: Expectations for different role levels as they transition through Academy QUICK ADMIN review

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

ACTIVITY

1.

Pick ONE AREA of COMPETENCY you would like to DEVELOP or

STRENGTHEN over the next year (1 min)

2.

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

3.

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

Competencies

Spiritual & Self Development

1.1 Self Awareness 1.2 Spiritual Connection – Overall Mission 1.3 Continuous Learning and Improvement

Communication

2.1 Communication skills 2.2 Group Facilitation

Teamwork

3.1 Team Support 3.2 Team Teaching and Collaboration 3.3 Coaching and Mentoring

Trainer Development

4.1 Trainer Skills

Training Delivery

5.1 Course Facilitation Skills 5.2 Student Focus

Program Planning & Administration

6.1 Business Acumen & Program Planning 6.2 Promotion & Public Relations 6.3 Administration Skills 6.4 Organization

Leadership

7.1 Leadership 7.2 Trainer Team Management 7.3 Problem Solving 7.4 Ethics and Personal Integrity

Relationships

8.1 Building Relationships/Partnering 8.2 Community Building

Units of Study/ Content Credits

Units of Study/ Content Credits

(Ability to deliver course content)

Used for development and evaluation

Units of Study

 Units of Study (develop)

• Organizes Level One content into clusters for

trainer development

• Does NOT change how Lead Trainers choose

to deliver their programs

 Content Credits (demonstrate/qualify)

• Need for subunits; smaller chunks
• Increased flexibility

Units of Study / Content Credits

NEW Changes:

• Units of Study still exist but with greater

flexibility to support different program curriculums;

• TnTs obtain content credits (by chapter or

specialized topic);

• Each chapter or specialized topic has been

given a number of content credits

• Chapters/specialized topics are clustered into

Units of Study;

Units of Study/Content Credits

Introduce Units of Study Content Credits 5-31-11 (see Three Worksheets)

Units of Study/Content Credit Sheets

NEW Content Credits within Units of Study

1. What are Content Credits? 2. New PROCESS for tracking development and demonstration 3. Changes to % of time allowed to train

QUICK ADMIN review

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

Process For Content Credit Qualification

1.

TnT, together with his/her mentor, creates an individual development plan to acquire content credit knowledge

(through a range of possible developmental activities)

2.

Mentors “sign off” on each chapter or specialized topic,

• nce they believe the TnT has demonstrated adequate

competence; This then allows the TNT to deliver this content independently.

3.

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

4.

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

ACTIVITY – Part 1

1.

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

2.

MENTEE: Think about HOW you would

DEMONSTRATE your proficiency (knowledge,

experience and essence) to qualify in that topic/content area for your Mentor

3.

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

4.

Jot down your IDEAS

LUNCH BREAK

ACTIVITY – Part 2

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

1.

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

2.

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

3.

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

Roles & Primary Responsibilities

Roles & Primary Responsibilities (NEW!)

 R& PR GRID

(see GRID Form)

 R&PR by level (see personal R&PR

doc)

Roles & Primary Responsibilities Document

• 1. New Role and Primary Responsibilities

Description (Nature & Scope, Essential duties, KRI

standards, etc)

• 2. Clear expectations regarding what is expected

for each level

• 3. Progression across levels; see transition from

role to role QUICK ADMIN review

• HOW is this document used?
• DISCUSSIONS between Mentor and Mentee

ACTIVITY

1.

REVIEW List of Roles & Primary Responsibilities for YOUR level

2.

CHOOSE ONE AREA of PRIMARY Responsibility you would like to

DEVELOP or STRENGTHEN over the next year

3.

Jot down ideas on how to GAIN EXPERIENCE for your chosen area on the

I NDI VI DUAL DEVELOPMENT PLAN (I DP) – BOTTOM section

4.

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

5.

Share ideas in small group; give feedback and ideas to each other ( 15 min) NOTE: MENTORING Leads are in SEPARATE GROUP – they do SAME exercise but review QUALITIES of a MENTORING LEAD; Choose one to improve

• n and discuss in small group

Individual Development Plan (IDP)

What’s next?

• Pilot for two years.
• Communicate changes to all Academy

members

• Gather input, suggestions and guidelines for

putting it into practice.

Questions?

Come to ATA sessions at Solstice!!

GREAT IDEA! Wall Flip Charts

ADD YOUR IDEAS to:

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

Current PD Team

• Dr. Krishna K. Khalsa - Chair

krishnakhalsa@comcast.net Updesh (Gail Dutton) gdutton1@tampabay.rr.com Hari Charn K. Khalsa hck@kriteachings.org Sadhu K. Khalsa sadhu@kriteachings.org

Sat Nam!

“POCKET” SLIDES

Use ONLY if needed.

Mentoring Lead Trainer - Qualities

Revised after April TTEC meeting

Qualities of a Mentoring Lead Trainer

1.

Passion and Commitment to develop future trainers

2.

Experience as a Lead Trainer

3.

Skilled in HOW to develop others

4.

Time and energy to devote to mentoring;

5.

Knowledgeable – both up-to-date and ancient knowledge

6.

Continuous Learning

Qualities of a Mentoring Lead Trainer

continued

7.

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

8.

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

9.

Maintains spiritual practice and high standards

• f Ethics and I ntegrity
• 10. Values and supports the growth of community
• 11. Aquarian Consciousness; Aware of the

“formless”.

Questions for Mentoring Leads to Ask ….

1.

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

2.

Do I have full confidence that the TnT could independently teach a given content area?

3.

What are the candidate’s strengths/ weaknesses?

4.

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

5.

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

Moving Through the Levels

RECOMMENDED CHANGES to ACADEMY GUIDELINES:

Level:

INTERN

ASSOCIATE PROFESSIONAL LEAD

DEVELOPS CAPACITY for delivering

Units of Study/ Course Content Credits

Becomes competent to teach 25% of Level I Content (earns 50 credits) Becomes competent to teach 50% of Level I Content (earns 100 credits) Becomes competent to teach 100% of Level I Content (earns 200 credits) Competent to teach 100% of Level I Content NOTE: No trainer can teach more than 80% of any program

Personal

Competencies

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 when…

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

SAMPLE – Competency, Development & Assessment Format

Intern

Competency:

Communication

How to Develop How to Demonstrate

• Clearly presents ideas, feedback and

suggestions to trainers and attendees

• f the Level I course
• Listens for comprehension and follows

up with questions or concerns to validate understanding

• Facilitates information sharing within

small groups

• Learns when to share or hold

confidential information in order to serve both the individual and the needs of KRI

• Conduct Self and Other Competency

Assessment

• Discuss results and decide on goals

and priorities for development

• Determine development strategy;

review options and create written development plan with dates

• Brainstorm ideas for HOW to develop

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

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

facilitation skills;

• Reading a book on communication

(e..g Crucial Conversations)

• Get written feedback from course

participants on communication style

• Practicing paraphrasing what was said

in class.

• Leading small group discussion
• Completion of Individual plan
• Completion of goals of plan
• RE-evaluation of Communication

competency (get self and mentor’s ratings)

• Acceptable Range of performance as

rated by both trainee and mentor.

• OPTIONAL: Positive feedback from

course participants

• ADVANCED: Test for comprehension

by students