preparing for and delivering your training

Preparing for and Delivering Your TrainingTips. Ideas. Strategies.

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crisisprevention.com

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Preparing for and Delivering Your Training — Tips. Ideas. Strategies.

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Introduction .................................................................................................................................................3Planning ......................................................................................................................................................4-5 Announcement ..................................................................................................................................4 Review and Rehearse ........................................................................................................................5Course Continuity .......................................................................................................................................5Class Size ......................................................................................................................................................6Course Materials and Supplies ............................................................................................................ 6-7

Participant Workbooks ......................................................................................................................6 Electronic Presentation......................................................................................................................6 Visual Aids ...........................................................................................................................................7 Instructor Guide .................................................................................................................................7Training Environment ............................................................................................................................. 7-8 General ...............................................................................................................................................7 Welcome .............................................................................................................................................7 Room Size ...........................................................................................................................................8Team-Teaching Strategies .........................................................................................................................8

Benefi ts ................................................................................................................................................8 Challenges ..........................................................................................................................................8Practicing ......................................................................................................................................................9Introductions and Course Expectations ..............................................................................................11Before You Start Training .........................................................................................................................10Active Participation ..................................................................................................................................12Facilitating Activities and Skills ..............................................................................................................12Setting Up, Cueing, and Debriefi ng Activities ....................................................................................13Teaching Skills ...........................................................................................................................................14 Demonstrate .....................................................................................................................................14 Participate..........................................................................................................................................14 Explain ...............................................................................................................................................14Facilitating Lectures .................................................................................................................................15Customization ...........................................................................................................................................15Transitions ..................................................................................................................................................16Questions ...................................................................................................................................................17 Information-Seeking Questions .....................................................................................................17 Validation Questions .......................................................................................................................17 Authority-Challenging Questions..................................................................................................17Inattentive Participants ............................................................................................................................18Participants Avoiding Involvement .......................................................................................................18Noncompliant Participants .....................................................................................................................18Support Contact Information .................................................................................................................19

Table of Contents


p. 3crisisprevention.com

Care, Welfare, Safety, and SecuritySM is a journey, not a destination. Just as your staff will continue building their skills, you will continue to develop as a Certifi ed Instructor.

The strategies in this guide are designed to align with those of your Global Professional Instructor (GPI), and will enhance the training program you deliver, making the experience more enjoyable and effective for participants.

Keep these tips and ideas in mind as you prepare your training room, introductions, examples, exercises, and team-teaching strategies.

Impacting Outcomes Begins With You.



We recommend sending invitations that provide an overview of the training. Knowing what they can expect can help minimize any pre-training anxiety.

Items to include in the announcement:

• Training title

• Date/time

• Location

• How to sign up

• Training delivery method (online + classroom or classroom-only)

• Training objectives

• Continuing Education Units (CEU)*

• Policies, procedures, and regulations for training and re-training

• Dress code for facilitating a safe learning environment

• Participants will be expected to discuss any injuries or physical limitations with the instructor ahead of time

Make sure participants understand the requirements for successful completion of the program.

• Attendance and active participation are required

• Successful completion of post-tests

• Due care/safe participation guidelines

Consider language such as:

“Successful completion of this course is dependent on your attendance and participation throughout the training. If you have any confl icts, please plan to re-schedule your training for a later date.”

PlanningAnnouncement - One Month Before Training

* If you would like your participants to earn CEUs using CPI’s training, we’ve provided everything you need in a CEU packet. It contains the steps to complete set up for your organization. Log in to your account at crisisprevention.com to access the packet.



• Review your notes and Instructor Guide, and practice using the Electronic Presentation.

• Highlight areas that are especially relevant for your participants.

• Plan your timing and breaks. Your Instructor Guide has a suggested timing as part of the course outline.

• Rehearse your presentation to fi t the suggested time frames.

• If you are team teaching, rehearse the content that each person will cover.

• Prepare your transitions between units.

You can get additional resources and guidance as you prepare by going to crisisprevention.com and visit the “My Account” section.

Planning (Continued)Review and Rehearse – Two Weeks Before Training

If you divide the course, be sure to:

• Complete all sessions within a two-week time frame, as recommended by CPI.

• Follow the approved course outline and do not teach the course out of sequence.

• Allow for the recommended time on each unit.

• Start each session with a review activity.

NOTE: A CPI training advisor is available to help plan your course. Call 877.877.5390 for support.

Course ContinuityGenerally, the most e� ective method of presenting the course is in its entirety. However, courses can be divided into smaller blocks of time.

DEMENTIA CAPABLE CARE CERTIFIED INSTRUCTORS

Don’t forget to mention that participants who complete the training will earn Dementia Care Specialist Certifi cation.



Be aware that lectures and exercises will take longer the larger the group.

Make sure you can see all the active participants when facilitating an activity.

Also consider:

• Size of the training room

• Number of Certifi ed Instructors facilitating the training. (See pg. 9 for tips on Team Teaching)

• Staff group dynamics and familiarity with the program.

• Intended outcomes of training (e.g., desire for practice and application exercises).

When thinking about the number of participants to allow in your training programs, keep in mind that CPI training rosters don’t allow for more than 40 participants.

Class SizeA group of 15–25 participants provides enough people for good discussion while also letting you give individualized attention if necessary.

Course Materials and SuppliesThe following resources are essential to ensuring that your training is e� ective:

Participant Workbooks

• Every participant must have a workbook during each training program conducted.

• Workbooks contain a CPI Blue Card® that you will sign and date for each participant.

• They provide documentation of what is taught.

• They encourage notetaking, which reinforces learning and retaining new information.

Inform participants that they should keep their Participant Workbooks as reference tools.



Electronic Presentation

You can access the Electronic Presentation when logged in to your online account at crisisprevention.com.

Visual Aids

Include participant input during discussion on a fl ip chart or whiteboard.

Instructor Guide

• The Instructor Guide has detailed instructions on speaking points and content from the Electronic Presentation and workbook.

• It serves as a lesson plan.

• The techniques and procedures outlined in the guide are designed as facilitation guidelines.

Course Materials and Supplies (Continued)

Training Environment

General

• Position your visual aids in a way that they can be seen by everyone.

• Depending on group size, determine if audio support like speakers or a microphone is needed.

• Organize prior to class so your teaching is not interrupted by surprises.

Welcome

• Write a welcome note and class details (Instructor name(s), training title, time, breaks) on the fl ip chart or board.

• Have nametags for participants.

• Note your appreciation of your participants’ attendance.

• Have refreshments available.

Welcome!



Training Environment (Continued)

Benefi ts

• More individual attention can be given to each participant.

• Participants can hear different professional perspectives.

• More experienced Instructors can help less experienced Instructors.

• Instructors can teach portions of the program that they are most competent and comfortable with, while observing portions that need development.

Challenges

• Timing of the units, review practicing section for tips.

• Plan and organize segues between units and Instructors

• There can be tension if the Instructors do not work as a team.

• Using the Practice Tips section will help reduce any possible misunderstanding between multiple Instructors

Team-Teaching StrategiesFacilitating training with multiple Certifi ed Instructors provides a number of benefi ts to those you train, but can also present challenges.

Room Size

For an average class size (15–25 participants), a minimum of 1500 square feet (140 square meters) is recommended. Consider a room size where participants have enough room to sit comfortably and also move about for activities and small group discussions.

For Long, Narrow Rooms

For Square Rooms

Open space in the back for activities.

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Leave half of the room open for activities.


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“Pods” around a table can be conducive for the learning experience. Also helps with irregularly

shaped rooms or those that have obstacles.

Generally, the front HALF of the room should be set up classroom style.


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Team-Teaching PracticingAs you practice team teaching, keep an open and honest dialog going. It’s okay to share di� erent professional perspectives with participants, but disagreements with a co-Instructor should be discussed outside the training room.

To ensure the most effective training, discuss the following issues when planning to team teach.

• Who will be involved in pre-course preparation (e.g., classroom setup, setting expectations, getting Participant Workbooks)?

• Who will teach each unit? Is unit timing clear?

• How will activities be facilitated and monitored?

• When will breaks be scheduled? How long will they be?

• How will participant questions be handled? If each Instructor answers every question, time and focus can be lost.

• When will we rehearse?

• What will co-Instructors focus on when they are not facilitating?

• How will Instructors be involved in assessing participant profi ciency?

• Who will review post-tests and ensure participants receive CPI Blue Card® confi rmations?

• Who will document the class?

• When will we debrief after a training about what to improve?

Remember: all Instructors who actively train will acquire the same training credit.



Before You Start TrainingSuccessful training begins with careful preparation. CPI created this guide to help you get things o� to a good start.

Consider the following as a pre-training checklist.

Confi rm attendance. At least 24 hours before your training begins, confi rm the date, times and location of the training. Make sure participants have pertinent details like directions, dress code, and how to contact you if necessary.

Prepare the room. This is best done the day before your training. Make sure that the room is clean, and tables/chairs are set up properly. Arrange materials and hang a few posters to maximize the learning experience. Be sure that there is enough space to facilitate role-plays and that the area is free of hazards.

Have enough materials. You don’t want to start your day off without enough workbooks or handouts for everyone, as these are critical elements designed to help participants follow along and stay focused on the learnings. Remember to also have fl ip chart paper, markers, pens, tape, and sticky notes.

Test your equipment. Test your computer, projector, speakers, and remote before you go to use them.

Provide refreshments. This doesn’t have to be cost prohibitive. Coffee, tea, and water are typically adequate.

Have a sign-in sheet. Even though you (or your business administrator) will be documenting the training on the CPI website, a sign-in sheet gives you a backup for your own records. Keep it in a fi le with your participants’ post-tests in accordance with your organization’s record-keeping policies. A sign-in sheet can also serve as proof of attendance for participants seeking CEU credits.

Reduce distractions. Consider any conditions that could disrupt learning and compromise the comfort level of your participants, such as sounds, visuals, and temperature.



Introductions and Course ExpectationsWith general expectations set in your previous communications with participants, welcome them as they enter the classroom. Let them know where sign-in sheets and other materials are and remind them of the training start time.

Begin on time with:

• An introduction of yourself and the course.

• Why your organization is offering the training.

• Why you know the training will be benefi cial to the participants.

• Training schedule for the day.

• What successful completion of the course looks like (CPI Recommended):

» Attendance and participation.

» Demonstration of ability to use/apply the skills taught in the program.*

» Ability and willingness to utilize the skills and knowledge in accordance with the philosophy of the training program.

» All participants are expected to maintain a professional environment that is physically and emotionally safe for everyone in attendance.

• You may also want to discuss what the participants can expect from you and the course including the program objectives (See program objectives in your Instructor Guide).

* Be mindful that some persons may be unable to demonstrate skills due to a physical or emotional incapacity. Consult with your manager or HR professional to ensure that expectations are aligned with legislative and organizational policy.



Active ParticipationKeep your content active and engaging with the following tips:

• Keep lecture portions short. Make the key points, provide a relevant example and get participant examples, then move on. Key information is repeated throughout the course by design. Spending more time on a topic and offering too many examples or stories can be counterproductive.

• Involve participants in class and small group discussions. Support the content with examples from the participants’ work settings. This promotes retention of new information. However, be wary of “war stories,” as they can be distracting.

• Use visual aids. Support the Electronic Presentation with other means to record participant input like a fl ip chart. When creating visual aids that follow workbook points, take time to make them look like the workbook. Visual learners will get lost and can tune out if there is incongruence in visual representations in front of them.

• Be prepared with relevant examples, talking points, and questions to prompt your participants’ experiences. You will want to do more than simply read the Electronic Presentation or information in the Instructor Guide. Offer examples that refl ect the topic and/or ask questions that require more than a yes/no response. For example: “Describe a timewhen you saw . . .”

• Allow time for participants to write notes. Engaging with information by watching, listening, and writing will reinforce learning. Repeat important terms and defi nitions you want participants to record in their workbooks.

Facilitating Activities and Skills

How you facilitate activities and exercises impacts participants’ readiness and willingness to use these approaches in their jobs. It is important to remain positive and encouraging throughout this learning process. Understand that for some, you may be introducing concepts that differ from their personal/professional approach. Others will think “That makes sense,” but struggle in actual application.

The activities and exercises in the training program give your participants an opportunity to experience perspectives of persons in crisis, refl ect on past crises, apply concepts introduced through training, and prepare themselves to apply new learning to their job.



Setting Up, Cueing, and Debriefi ng ActivitiesBefore breaking into groups, know how you want to divide your class. How many people will be in each group? What are all of the roles that need to be played?

Make sure all your participants have a role to play in the activities—as long as they are physically and emotionally able (see: Introductions and Expectations).

• Establish a cue that is visual AND audible. Active learning is often loud, so be sure everyone knows when to stop.

• Debrief each activity by asking participants what they experienced. If you ask yes/no questions like “Did you like that?” you are likely to get one-word responses. Try questions like:

» “What did that feel like?”

» “What was working?”

» “What was the impact when . . .?”

» “What did the staff member do that you want to try?”

These kinds of questions are more likely to lead to sharing the experience while reinforcing the learning, allowing participants to remember concepts and keeping the energy moving forward.



Teaching Skills: Demonstrate – Participate – ExplainUtilizing the model of Demonstrate – Participate – Explain taps into participants’ visual, auditory, and tactile resources. Here are some pointers to e� ectively employ the model:

Demonstrate

• Demonstrate the skill you are practicing before asking participants to join in.

• Keep your description to a minimum and focus on the principles of the skill, as most people will be focused on what you’re doing, not what you’re saying.

• Ask for a volunteer to assist in your demonstration. Keep their involvement simple, and let the volunteer know exactly what you want them to do. Take the active role in the demonstration—you know what you want participants to do and you need to show that.

• Stay visible during the demonstration. Demonstrate twice to make sure everyone saw and understood what you did.

Participate

• Move slowly and deliberately when demonstrating.

• Allow participants to actively practice skills as you have demonstrated. Give clear instructions (i.e. Staff Ready, Patient Ready, Go).

• Be ready to let learners discover how a skill works by letting them make a mistake. However, you also have a responsibility to help them in their success, as long as safety is not jeopardized. If they are continuing to struggle after a couple of tries, then engage them. Be respectful and avoid embarrassing or using them as “an example.”

• Monitor and avoid participating. Keep the cues simple and use them consistently.

• Observe the verbal and nonverbal exchanges, as these are useful when you debrief the activity.

Explain

• Follow up activities and practice by connecting the activity back to the learning that happened beforehand.

• Refer participants to their workbooks and corresponding page numbers.

• Use a visual aids (Electronic Presentation and fl ip charts, and make sure they mirror the workbook).



Facilitating Lectures: Term – Defi nition – ExampleYou’ll be introducing many new concepts throughout your program, so ensure that new information is introduced and explained clearly.

Things to consider when introducing a concept or term:

• Use your Instructor Guide as your reference point. You don’t have to memorize everything.

• Give the term and the defi nition as written.

• Offer a brief example, then ask for examples from your participants.

• Write participants’ responses on a fl ip chart. This gets them involved and gives them time to write their own notes in their workbooks.

Be careful: When using real stories in your examples, be sure to protect the confi dentiality of those involved. Get permission to use a story before the training, if need be.

CustomizationOne of the easiest and most natural ways for you to customize your training is to ensure that it aligns with the policies and procedures of your department and organization. The solutions you offer your staff need to be appropriate and conform to policy. You are likely aware of how the program aligns with your policies and procedures, so point them out as you present various modules. If there are areas that don’t align, you will want to resolve those policies and procedures before your fi rst training.

Another way to customize training is to align it with a current departmental or organizational initiative. How will the training support the goal of the initiative, and what role do staff members play? This helps to enlist the support of your team, especially because they know there is even more happening than a mandatory training event.



TransitionsTransitions connect the individual elements of the program into a cohesive learning event. Transitions come in two forms: bridging and foreshadowing.

Bridging is done by “reaching back” to an earlier concept to connect it to the topic at hand. For example:

“Earlier in Module 1, we introduced the Crisis Development ModelSM. In this model, we described the Defensive level along with the Directive response. In Module 4, we are going to drill down into the Defensive level and explore the specifi c types of Defensive behavior.”

We also can foreshadow concepts to make connections for your learners. They can sound something like this:

“In this module, we’ve explored safety strategies and how they apply to our organizational policies and procedures. Now, let’s explore the ‘What if?’ that we wonder about. ‘What if someone grabs me? What do I do?’”

If you fi nd yourself saying “Now let’s go to Module X,” try to add a transition. It will help your training sound more natural.

Look for the transition icon in your Instructor Guide for helpful tips on transitioning between topics or units during the training.

TRANSITION



QuestionsParticipant questions can further stimulate learning for everyone, or completely derail training. Know how to respond appropriately using the same skills taught in the Verbal Escalation ContinuumSM.

Information-Seeking Questions

• These questions are simple requests for information to be repeated, clarifi ed, or expanded upon.

• Provide the information if you have it, but don’t be afraid to say, “I don’t know.” You can then offer to fi nd an answer, or get the group involved in the discussion.

• If the answer can be found in the workbook, show the participant where it is located.

Validation Questions

These may be statements that are phrased like questions.

• Validation questions are usually characterized by a participant describing a particular scenario in which they were involved.

• Participants often ask these questions when they are looking to fi nd out if they responded to a situation in an appropriate manner. When answering these questions, be careful not to validate responses without having all the facts.

Authority-Challenging Questions

Sometimes, participants will ask questions in an effort to engage in a debate or question your knowledge and authority. It’s best to not to take up valuable class time answering these questions.

A few options to consider:

• Ask the participant if that is something they experienced, and ask how they handled the situation. Many times the challenging question isn’t rooted in an actual experience.

• Suggest that the question is a bit confusing to you and is obviously quite complex.

From there, invite the participant to take time after class and write down the specifi cs of the question for you to answer if possible, or discuss it with others (such as managers).

• Acknowledge their approach as an option, but not one that fi ts with what you are teaching.

• Invite the participant to discuss the question after class, as it may not be relevant to the whole group and you want to stay on schedule so you can end class on time.



Inattentive ParticipantsIf you fi nd that some of your participants aren’t paying attention, try the following:

• Make eye contact with them.

• Move closer to the individual.

• Involve them in the discussion or activity.

• Talk to the person privately at break to see what’s keeping them from engaging.

• Avoid putting them on the spot or embarrassing them in front of others.

Participants Avoiding InvolvementIf a participant seems to be avoiding involvement in a small group discussion or activity:

• Ask them what you can do to make content more engaging.

• Relieve anxiety with reinforcing comments and support.

• If a participant seems uninterested, convey the expectation that the activities are part of the course and if it isn’t a good time for them to be involved, perhaps they can attend at a later date.

If you allow one or two participants to sit out or be uninvolved, you will fi nd increasing numbers of people doing the same thing as the class progresses.

Noncompliant ParticipantsSometimes participants are required to attend a training and really do not want to be there. They may become disruptive, make inappropriate comments, or detract from the learning in other ways.

• Ask to talk privately with them away from the group.

• Review expectations for their participation and offer reasonable choices, such as attending the course at a different time.

• Let the participant know that you want them to stay in the class and complete it successfully, but if the distractions continue, you’ll have to ask them to leave. NOTE: This approach may need to involve a supervisor.

19-CPI-GDE-0729 09/19

Crisis Prevention Institute10850 W Park PlaceMilwaukee, WI 53224

Have questions? Need additional support?

We’re here to helpOur team of support specialists is here to help ensure the success of your staff training.

• Need to know how to address a specifi c situation?

• Looking for additional advice on creating a positive, engaging experience for your participants?

• Can’t fi nd training materials?

Visit crisisprevention.com

Call 877.877.5390

Email [email protected]

Don’t Forget These Additional Member Benefi ts!• Training advisor consultation• Instructor Community (Yammer) access• Free refresher training

Want advice from a network of peers?Join our Instructor Community and post your question. With over 30,000 members, you’ll get real-world suggestions from other Instructors who’ve had the same experiences. To join, log in to your Certifi ed Instructor account, click on Member Benefi ts and select Instructor Community.

Don’t Forget These Additional Member Benefi ts!• Training advisor consultation• Instructor Community (Yammer) access• Free refresher training

preparing for and delivering your training

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