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Water Quality Control Division Capacity Building Unit

COLORADO 2015 PUBLIC WATER SYSTEM

TRAINING STRATEGY ADMINISTRATIVE FRAMEWORK PROJECT

--------- TASK 4 REPORT:

TRAIN-THE-TRAINER PROGRAM DESIGN

MARCH 2013

TASK 4 REPORT: TRAIN-THE-TRAINER PROGRAM DESIGN

i CDPHE Administrative Framework Project, © Copyright 2013 State of Colorado

Prepared by the Rocky Mountain Section AWWA

A C K N O W L E D G E M E N T S

This document was developed by the Train-the-Trainer Workgroup, consisting of:

Bev Rizzolo, Environmental Finance Center

Carter, Elizabeth. City of Aurora

Dave Hoagland, Castle Rock Utilities

Heather Himmelberger, Environmental Finance Center

Jeff Oxenford, Oxenford Consulting

Joshua Baile, Hydrolysis

P R E P A R E D B Y :

Melanie Fahrenbruch, M.Ed. on behalf of the Rocky Mountain Section of American Water

Works Association

Contact Information: [email protected] or (303) 912-3358

RMSAWWA 1685 S. Colorado Blvd Unit S-315 Denver, CO 80222

mailto:[email protected]


ii CDPHE Administrative Framework Project, © Copyright 2013 State of Colorado


T A B L E O F C O N T E N T S

OVERVIEW ................................................................................................................................ 1

Background ............................................................................................................................................. 1

Program Purpose and Description ......................................................................................................... 1

Definitions ............................................................................................................................................... 2

GOALS ....................................................................................................................................... 2

Promote Trainer Standards, Competencies and Expectations .............................................................. 2

Provide Online Trainer’s Toolkit ............................................................................................................. 2

Host Annual Water Training Provider Seminar ...................................................................................... 3

PROGRAM DESIGN................................................................................................................... 3

Standards, Competencies and Expectations for Trainers ...................................................................... 4

What is needed ................................................................................................................................ 4

Online Trainer’s Toolkit ........................................................................................................................... 4

What is needed? .............................................................................................................................. 4

Annual Water Training Provider Seminar ............................................................................................... 5

What is Needed ................................................................................................................................ 5

THE STANDARD ........................................................................................................................ 7

Learning Category Definitions ................................................................................................................ 7

C/ET Organization: ........................................................................................................................... 7

The Provider: .................................................................................................................................... 7

The Trainer: ...................................................................................................................................... 7

Category 4: Learning Event Planning .............................................................................................. 8

Category 5: Learning Outcomes ..................................................................................................... 9

Category 6: Planning and Instructional Personnel ........................................................................... 9

Category 7: Content and Instructional Methods ............................................................................ 10

Instructor Competencies Assessment Instrument ................................................................................ 17

Pro-Net 2000 ........................................................................................................................................ 17

Development of Instructor Competencies ...................................................................................... 17

The Instructor Competencies Assessment Instrument (ICAI) ................................................... 18


CDPHE Administrative Framework Project, © Copyright 2013 State of Colorado


T A B L E O F T A B L E S

TABLE 1: SAMPLE TRAINING TOOLKIT CONTENTS .......................................................... 11

T A B L E O F F I G U R E S

FIGURE 1: TRAINER IMPROVEMENT CYCLE ......................................................................... 8


1 CDPHE Administrative Framework Project, © Copyright 2013 State of Colorado


OVERVIEW

Background

The purpose of Capacity Building Unit (CBU) of the Colorado Safe Drinking Water Program is to provide

training, technical assistance, and management support services to public water systems so they can

strengthen their ability to supply safe drinking water to the public. In July 2010, CBU prepared the 2015

Colorado Public Water System Training Strategy to guide the CBU's annual work planning and priority

setting and to serve as a resource and reference for training partners and other external agencies.

Important components of implementing the 2015 Training Strategy include promoting awareness of and

collaboration around the Strategy among trainers and building trainer support services to the various

trainers in the state.

In winter 2011, the CBU announced a new partnership with the Rocky Mountain Section of the American

Water Works Association (RMSAWWA) to facilitate the development of an Administrative Framework

for the Capacity Building Unit’s 2015 Training Strategy. The Administrative Framework will define the

processes, guidelines and expected outcomes for training activities supported by the CBU and is intended

to assist in decision making regarding the allocation of funds and resources for public water system

training services in the future. Several reports, including this one, are being prepared by work groups

that have been formed to create the deliverables and provide input into all aspects of the project.

The Train-the-Trainer Work Group was charged with preparing this report. This document defines the

Administrative Framework Task Force’s proposed design for the Colorado Water Industry Train-the-

Trainer Program. The Administrative Framework Task Force recommends that CBU dedicate resources

to developing and implementing the Train-the-Trainer Program by 2013-2014 based on the design

contained herein.

The CBU estimates that, while most trainers are effective, there is still significant room for improvement

in training delivery. In combination with delivering excellent, relevant curriculum, the CBU would like to

ensure that all content is delivered by superior trainers. Train-the-Trainer programs help to develop the

capacity of subject matter professionals to deliver better training.

Program Purpose and Description

The Train-the-Trainer Program provides support, information, and resources to trainers to ensure

excellent, quality instruction for water operators statewide. The Train-the-Trainer Program provides

Colorado water industry trainers with competency-based expectations, the resources to improve the

quality of their training, and information about the Administrative Framework. Trainer expectations are

based on the International Association of Continuing Education and Training standards. The resources

are provided as a trainer’s toolkit containing templates, models, and advice to address each expectation

and standard. In-depth information, documents and templates from the Administrative Framework will

be widely distributed and trainers will be encouraged to learn about these materials and resources, as

well as the 2015 Training Strategy. There will be three major components to the Train-the-Trainer

Program:

Trainer Standards, Competencies and Expectations

Online Trainer’s Toolkit




Annual Water Training Provider Seminar

The Administrative Framework Task Force believes:

There should be some minimum expectations (not mandates) for all trainers

We should support the development and continuous improvement for design, development, and

delivery of training

The success of the 2015 Training Strategy depends upon ensuring that we not only develop the

core curriculum, but that resources be identified to support the Train-the-Trainer program in the

long-term

We will provide the opportunity for all trainers to become more effective

Definitions

For a train the trainer program to be effective, it is necessary to address both the Provider Organizations

and the Trainers. In some cases, the provider and the trainer may be the same individual(s); in other

cases, they may be two different entities. Both, however, need to be aware of the Train-the-Trainer

Program and the resources that are available to improve the trainers’ effectiveness. Provider and Trainer

are herein defined as:

Provider—The organization or individual responsible for the program

Trainer—The presenter and/or facilitator of a training session

GOALS

Promote Trainer Standards, Competencies and Expectations

The CBU should encourage all providers and trainers to strive to meet the following categories of the

International Association for Adult Education and Training standard:

Learning Event Planning

Learning Outcomes

Planning and Instructional Personnel

Content and Instructional Methods

Provide Online Trainer’s Toolkit

The CBU should support the development of the Online Trainer’s Toolkit to:

Improve the quality of training programs through highly qualified instructors. For participants in

CBU-sponsored training programs, there should be a measurable:

Improvement in certification exam scores over time

Improvement in utility compliance over time

Improvement in overall operator competence over time




Improve overall student satisfaction with CBU-sponsored training, including student recognition

of the high quality of CBU-sponsored training as measured by:

Improvement in aggregate training evaluation scores (Kirkpatrick level 1)

Improvement in aggregate training assessment scores over time (Kirkpatrick level 2)

Increase in the satisfaction of RMSAWWA members with CBU training. This element will be

measured through the RMSAWWA annual survey of members. The Section will ask specific

questions regarding Colorado training events to evaluate if students feel they are receiving

higher quality training events. The students will also be asked additional questions to

determine if the training schedule and training locations were improved from the previous

year and may be asked questions such as: “Are you more aware of a drinking water career

path?” if the CBU sees value in receiving these responses.

Train-the-Trainer Program resources should be in demand and of value to the trainers. This

element can be measured by:

An increased percentage of CBU trainers accessing and using Train-the-Trainer resources. It

may be necessary to survey providers and trainers annually to determine their use of the

Train-the-Trainer resources.

Rating and evaluating the program by Train-the-Trainer participants. This element can also

be measured through an annual survey of providers and trainers.

Host Annual Water Training Provider Seminar

The CBU should support an Annual Water Training Provider Seminar. The seminar would educate

providers and trainers about the 2015 Training Strategy and the Administrative Framework to ensure

integration, collaboration, and alignment among training providers. This will be measured by:

Attendance figures and participant evaluations of the seminar

An increased percentage of providers and trainers accessing Administrative Framework

resources, templates, research, and curriculum following the seminar

PROGRAM DESIGN

The Train-the-Trainer Program shall communicate minimum expectations (skills and knowledge) for

trainers and provide resources to assist trainers in obtaining these skills and advancing their knowledge.

The program should be flexible enough to account for all levels of training experience from new to

seasoned trainers. The program should support individuals wishing to become trainers and provide a

pathway for continuous improvement with training. For seasoned trainers, opportunities should be

provided for continual education, growth, and improvement. Finally, the program should provide

information regarding the 2015 Training Strategy and Administrative Framework and any future update

to that program.




Standards, Competencies and Expectations for Trainers

All trainers of drinking water operators in Colorado should have a strong foundation in the subject

matter being taught. They should also have a strong understanding of training organization and content

delivery for adult learners. Trainers may also need skills in curriculum design and development, and

may need to learn how to organize workshops or handle workshop logistics. In some cases, these latter

tasks may be accomplished by a resource other than the actual trainer. If that is the case, the Train-the-

Trainer Program resources can be useful to that entity.

CBU should develop and set standards, competencies, and expectations to ensure that all trainers funded

by CBU have skills in the following areas:

Technical knowledge of the subject area

Technical knowledge of adult learning theory and practices

Knowledge of curriculum design for adult learning

Understanding of the impact of training environment on learning

Presentation and facilitation skills

Ability to assess learning and use in course improvement

The CBU Train-the-Trainer Program should be formed around the International Association for Adult

Education and Training standards. These standards provide a framework to help organizations adhere to

quality continuous education and training practices. The CBU Train-the-Trainer Program will provide

training for the standards including: Planning Learning Events; Learning Outcomes; Planning and

Instructional Personnel; and, Content and Instructional Methods. The specific standards are located in

Appendix A. Sample competencies are found in Appendix D.

What is needed

To establish the expectations and competency level necessary for the Train-the-Trainer Program, the CBU

or a contractor for the CBU should:

Clearly define these skills and levels of proficiency for each skill

Develop a self-assessment that can be used by prospective trainers to evaluate their strengths and

opportunities for improvement

Online Trainer’s Toolkit

The CBU should support the development of the Online Trainer’s Toolkit. The toolkit will provide

templates and information for trainers regardless of the industry they train for, plus Colorado water

industry training-specific tools. The toolkit will be developed in 2013-2014 and will be stored on the web

portal. See Appendix B for a complete list of contents.

What is needed?

The toolkit will be divided into seven sections:




1. Coordination: Tools such as sign-in sheets, agendas, checklists for planning a training event, and

other necessary forms.

2. Needs assessment: Resources to help identify the training needs of targeted participants

3. Design: Tools for planning a training curriculum and determining training content.

4. Development: Tools for creating training manuals, handouts, and exercises.

5. Delivery: Helpful information on conducting a successful training.

6. Evaluation: Resources for evaluating training and assessing participant learning

7. Sample Curricula

The CBU or a contractor will need to develop and customize this material to support Colorado-based

training programs. This work would include forms, processes, and checklists from the CBU, Operator

Certification Program Office, RMSAWWA, or other organizations. Curriculum developed in other

aspects of the project could also be applied.

A trainer community of practice should also be developed for current and potential trainers to share best

practices and lessons learned and to provide program updates. This community can be supported via the

web or through regularly scheduled (quarterly) meetings hosted by CBU. A training mentoring program

may also be established.

Annual Water Training Provider Seminar

The CBU should support the annual Water Training Provider Seminar to promote and train providers on

the 2015 Training Strategy and Administrative Framework; provide some basic Train-the-Trainer skill

building; provide updates, information and targeted training on industry needs, new research and

regulatory changes; and listen to trainers about what is happening the field. This is the next evolution of

the Training Roundtable to be hosted as a full-day workshop.

What is Needed

The goals of the Water Training Provider Seminar include:

Help trainers understand what tools exist, how to access them and how to apply them

Inform trainers about issues that may need to be addressed via training in the next two years

Provide information about the next Request for Applications process

Provide basic train-the-trainer skill updates

Share best training practices among all participants

Conduct focus groups and meetings that may be important

Solicit feedback on the need for new tools and information

Provide updates from the field from Colorado Department of Public Health and Environment

(CDPHE) staff, training partners, and others

Provide a briefing on the Annual Certification Report

Provide regulatory updates that will impact training




Identify where curriculum updates need to occur

Provide recognition to trainers and operators

See the Sample Agenda in Appendix C.




A P P E N D I X A : I N T E R N A T I O N A L A S S O C I A T I O N

F O R C O N T I N U I N G E D U C A T I O N A N D T R A I N I N G

S T A N D A R D

THE STANDARD

The International Association for Continuing Education and Training promotes and ensures quality in

the field of continuing education and training across all disciplines and professions. Its mission is to

promote and enhance quality in continuing education and training through research, education, and the

development and continuous improvement of criteria, principles, and standards. The association’s

history includes development of the original Continuing Education Unit and creation and maintenance of

the American National Standards Institute and International Association for Continuing Education and

Training Standard for Continuing Education and Training.

International Association for Continuing Education and Training has American National Standards

Institute-accredited standards for 10 categories of learning:

Learning Category Definitions

The following learning category definitions contain the criteria applicable to the quality learning process:

C/ET Organization:

Continuing Education and Training Organization

The Provider:

Responsibility and Control

Learning Environment and Support Systems

Learning Event Planning

Learning Outcomes

The Trainer:

Planning and Instructional Personnel

Content and Instructional Methods

Assessment of Learning Outcomes

System for Awarding Continuing Education Units and Maintaining Learner Records

Program Evaluation

http://iacet.org/index.php/iacet-standard/ansiiacet-standard

http://iacet.org/index.php/iacet-standard/ansiiacet-standard




Categories 4, 5, 6, and 7 apply most directly to the Train-the-Trainer Program

Figure 1: Trainer Improvement Cycle

Category 4: Learning Event Planning

4.1 Each learning event is planned in response to the identified needs of the target audience.

4.1.1 The Provider shall have a process for identifying how content is determined. The process shall

include information about how the needs are periodically evaluated to support the currency and

relevancy of the learning event content.

4.2 Identified needs form the basis for planned learning outcomes.

4.2.1 The Provider shall document the relationship between needs analysis and planned learning

outcomes.

4.3 The Provider presents complete, accurate, and timely information on the learning experience

available to learners in advance of the learning event.

4.3.1 The Provider shall have evidence that learners were made aware of the information on the learning

experience in advance of the learning event. Information on the learning experience shall include event

description, logistics, learning outcomes, any prerequisites, technology and other material requirements,

and how the learner will be assessed.

Know the Standard &

Competencies

Assess My Trainer IQ

Develop My Improvement

Plan

Make Improvement by Applying Resources




Category 5: Learning Outcomes

The Provider has clear, specific and measurable written statements of intended learning outcomes for

each learning event that are based on identified needs.

5.1 Learning outcomes are clear, specific, and measurable, and reflect what learners will achieve for

each learning event

5.1.1 The Provider shall have learning outcomes that are clear, specific, and measurable based on the

needs analysis for the learning event.

Annex 3 – Bloom’s Taxonomy on page 17 provides examples of measurable terms to use when writing

learning outcomes.

Category 6: Planning and Instructional Personnel

Category 6 defines criteria for evaluating planning and instructional personnel. Qualified personnel are

involved in planning and conducting each learning event.

6.1 Individuals involved in the development and delivery of learning events are qualified.

6.1.1 The Provider shall document that individuals involved in the design, development, delivery, and

evaluation of learning events are qualified in their assigned roles. The individuals shall meet the

following minimum requirements:

Competent in the learning event content. Measured by some combination of education,

experience and/or certification

Knowledgeable in instructional methods and learning processes. Measured by instructors being

credentialed and/or trained in planning and/or facilitating the learning event

6.2 Individuals involved in the development and delivery of learning events remain current in subject

matter material and learning methods.

6.2.1 The Provider shall have a process to document professional development activities for ensuring

individuals involved in designing, developing and delivering learning events remain current in subject

matter material and learning methods.

6.3 Individuals involved in the development and delivery of learning events demonstrate high

standards of professional conduct and do not discriminate against learners.

6.3.1 The Provider shall have a policy that does not discriminate or make explicit references of a

discriminatory nature based on gender, ethnicity, religion, age, disability, socioeconomic status, and/or

sexual orientation.

6.4 The Provider discloses any instructor’s proprietary interest in any product, instrument, device,

service, or material discussed during the learning event, as well as the source of any third-party

compensation related to the presentation.

6.4.1 The Provider shall have a policy that discloses to learners, prior to the start of the learning event,

any instructor’s proprietary interest in any product, instrument, device, service, or material discussed, as

well as the source of any compensation related to the presentation.




6.5 The Provider addresses intellectual property rights for the design and delivery of continuing

education and training.

6.5.1 The Provider shall have a policy that addresses the ownership of intellectual property rights for the

design and delivery of CE/T.

Category 7: Content and Instructional Methods

Content and instructional methods are appropriate for each learning outcome.

7.1 Content is organized in a manner that supports the learning outcomes.

7.1.1 The Provider shall have a process to ensure the selected content logically supports the learning

outcomes.

7.2 Instructional methods are consistent with learning outcomes.

7.2.1 The Provider shall demonstrate that instructional methods are appropriately matched to achieve the

learning outcomes.

For more information about instructional methods, please refer to the illustration entitled From Bloom to

Assessment in Annex 3.

7.3 Instructional methods accommodate various learning styles and are designed to promote

interaction between and among learners, instructors and learning resources, to achieve the stated

learning outcomes.

7.3.1 The Provider shall demonstrate that various learning styles are being accommodated within a

learning event to achieve the learning outcomes.

7.4 Instructional delivery includes discussion of learning outcomes and requirements to earn CEUs.

7.4.1 Discussion of learning outcomes and requirements to earn CEUs shall be presented at the beginning

of the learning event.




A P P E N D I X B : S A M P L E T R A I N I N G T O O L K I T

The following contents should be developed by the CBU/contractor in 2013. All “Tools to be Developed”

should be in Microsoft Office applications such as Word, Excel, and PowerPoint. Online resources should

include web-enabled and interactive tools and templates.

Table 1: Sample Training Toolkit Contents

TOPIC AREA TOOL TO BE DEVELOPED

Coordination

Marketing Sample Marketing Flyers (2): Provides visually pleasing, functional template with information that should be included.

Marketing Checklist for Colorado: Provides a list and web links to all free marketing opportunities

Pre-Training Planning Sample Registration Form for Colorado: Includes all information required for CBU contractors including what demographic data to collect from each participant.

The Colorado TU Approval Process: This document provides a brief overview of the process and web links for additional information and course submittals.

Colorado Water Careers Roadmap: A graphic image of career progression for water operators.

Forms and Checklists Sample Training Agenda: There are two forms here. One is a sheet describing the training, including materials and learning objectives. The other is for the actual training day agenda: what will happen and when. Personalize each form with your logo and training presenters' and coordinators' names. Remember to arrange for language and sign-language interpreters if necessary

Sample Sign-in Sheet: A trainee sign-in sheet at a one-day training course. Can also be used on the first day of a multiple-day training course.

Training Logistics Worksheet: A checklist of equipment and supplies needed for a training center. The checklist covers materials and supplies for a classroom, office, reception area, and storage/supply room. Sample items are technology (e.g., computers and fax machine), furniture, cabinets, general office supplies (e.g., pens, labels, and maps), audio-visual equipment (e.g., CD/DVD player, sound system, TV, computer-driven projector with sufficient multiple-outlet and extension cord(s)), training tables and chairs, podium, whiteboard, flip charts, and participant materials.

Pre and Post-course TO DO Checklists: Pre- and post-course TO DO checklists to help you track details related to training sessions. There is a list of pre-course activities, such as reserving a room, ordering certificates, creating a participant list, and setting up the room. The post-course lists include items such as collecting evaluations and passing out certificates.

Speaker Information Form: A form for gathering and tracking information about a particular speaker. The form includes categories for contact information, main presentation points, training style, travel and lodging arrangements, and other anticipated expenses.

Selecting and Making Arrangements for a Training Facility: Tips on selecting and making arrangements for a training facility: detailed questions about issues such as size of room, lighting, safe parking, clinical practicum considerations, catering services, available supplies and equipment, and adherence to universal precautions.

Traveling Training Kit Checklist: Suggestions for a traveling training toolkit for coordinating off-site training sessions. The list includes useful, portable items such as

http://www.go2itech.org/HTML/TT06/toolkit/coordination/index.html

http://www.go2itech.org/HTML/TT06/toolkit/coordination/planning.html

http://www.go2itech.org/HTML/TT06/toolkit/coordination/checklists.html




general office supplies, a telephone extension cord, batteries, blank computer disks/CDs, and a laser pointer.

Needs Assessment

Assessing Needs Sample Needs Assessment: A questionnaire that can be tailored to ask registrants about their specific training needs just prior to a course commencing.

Course Needs Assessment: A list of key tasks to help identify your target audience, determine their needs, and understand their characteristics. Also, a list of the kinds of tools and other resources that enhance a needs assessment, such as getting the opinion of stakeholders and reviewing existing courses.

Adult Learners Adult Learning Principles: Included in this tool are five principles of adult learning, information on how to address the needs and priorities of adult learners, and strategies for working with them successfully. The five principles expand on the need for trust in the group, the wealth of knowledge and experience participants bring to the training, their need for a guide rather than the ultimate authoritative voice, making training meaningful, and avoiding participant impatience.

Teaching Adult Learners: Tips and Styles: match common adult learning styles. The tips match ideas about how adults learn best (e.g., when the learning experience is active rather than passive, when learning is reinforced) with appropriate actions, such as providing participants with opportunities to apply the information and skills they have just learned.

Learning Styles: An overview of learning styles and how to create variety for the Doers, Feelers, Observers, and Thinkers in your audience. The text describes these four types of learners and the training methods that work best for each of them. For example, Doers like to be actively involved in the learning process and usually respond well to practice, applying concepts and simulations.

Training Curriculum Priorities

Colorado Training Topic Prioritization: A list of all Colorado job tasks prioritized by analyzing exam data and job analysis data. Use as is or adapt to fit your needs assessment target audience and the trainings you are able to provide.

ABC Need-to-Know Criteria: Copies of the Water Distribution and Water Treatment NTKC are provided.

Online Resources Note: These resources were accessible on the Internet as of September 1, 2005.

Instructional System Design – Analysis Phase by Don Clark (detailed information on each stage of the ADDIE model)

Principles of Adult Learning by Steven Lieb

Thirty Things We Know for Sure about Adult Learning by Ron and Susan Zemke

Needs Analysis: How to Determine Training Needs from hr-guide.com

Learning Needs Assessment: Assessing the Need by Janet Grant

Learning Needs Assessment from Development Gateway (a compilation of several documents focused on learning needs assessment and HIV/AIDS)

Training Works!: Performance Needs Assessment! published by JHPIEGO

Technology Applications Center for Education Development Assessment Tools

Design

Principles and Strategies

Colorado Core Curriculum Program Plan: The CCPG provides the reasoning, content, and guidelines for implementing core curriculum for water operators in Colorado. This includes common definitions; principles about core curriculum design and implementation; curriculum evaluation, review and development procedures; phases of implementation; curriculum expectations; format and components of curriculum guides; curriculum roles and

http://www.go2itech.org/HTML/TT06/toolkit/assessment/index.html

http://www.go2itech.org/HTML/TT06/toolkit/assessment/needs.html

http://www.go2itech.org/HTML/TT06/toolkit/assessment/adults.html

http://www.go2itech.org/HTML/TT06/toolkit/assessment/resources.html

http://www.nwlink.com/~donclark/hrd/sat2.html

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/m-files/m-adult3.htm

http://www.hr-guide.com/data/G510.htm

http://bmj.bmjjournals.com/cgi/content/full/324/7330/156

http://topics.developmentgateway.org/unhivlearning/rc/BrowseContent.do~source=RCContentUser~folderId=3016

http://www.reproline.jhu.edu/english/6read/6training/Tngworks/pna.htm

http://www.tcet.unt.edu/START/assess/tools.htm

http://www.go2itech.org/HTML/TT06/toolkit/design/index.html

http://www.go2itech.org/HTML/TT06/toolkit/design/strategies.html

http://www.go2itech.org/HTML/TT06/toolkit/design/strategies.html




responsibilities; guidelines and policies for use of CBU curriculum; and, other information.

Creating a Training Program using the ADDIE Model: A graphic design showing the components of the ADDIE training model and information about adult learning. The components are Assessment (what your audience knows and needs to know), Design (learning outcomes and a training plan), Development (content, activities), Implementation (trainers and speakers lined up, resources ready), and Evaluation (satisfaction of participants with the curriculum, the delivery, and the experience).

The Course Design Process: A brief overview of planning and structuring a course. This tool outlines important considerations in the planning process, such as designing and achieving goals, integrating learning and teaching styles, and evaluation during and after the course.

Learning Outcomes Creating Instructional Design Elements and Content Review: A tool that helps identify basic design elements and tools to help integrate them into curriculum. For example, needs assessment data, teaching approaches, key messages, learning objectives, and material. This tool includes information on creating learning objectives and designing teaching aids. The content review section will help you decide on what areas you have covered adequately, or need to expand on, e.g., accuracy, appropriateness, and sequential learning designs.

Development

Developing Materials Colorado Content Map: This is a document in Word that provides the basic format.

Colorado Module Map: This is a document in Word that provides the basic format.

Colorado Graphic Design Standards: This document will provide instructions on how CDPHE expects all documents to be formatted including use of logos, colors and fonts.

Developing Presentations

Colorado Logos, graphics, images: Copies of files for use by all CBU training partners


Instructional System Design – Development Phase by Don Clark

Classroom Activities for Active Learning from Center for Teaching and Learning, University of North Carolina

Designing Training Materials by Susan Otto

Delivery

Training Methods Instructional Methods: A comprehensive list of workshop methods, including a description and advantages and possible disadvantages for each. This tool includes methods such as lectures, debates, videos and electronic slides, group discussion, brainstorming, and simulation games. A comments column contains hints for successful use of each tool.

Providing a Positive Learning Experience: A practical approach to providing a positive learning experience. This tool covers three essential training areas: Selecting good trainers (e.g., have right experience, are enthusiastic, have a good approach to the topic); Preparing for the delivery (e.g., identify audience needs, choose appropriate lessons, have backup plan if equipment breaks); and Delivering Training (e.g., track participants’ questions, use case studies, encourage participant involvement).

Interactive Learning: A list of goals and challenges when attempting to involve a group of participants in interactive learning and keep course relevance at the forefront of activities. This tool also lists various helpful methods, e.g., small-group discussions, response cards, and games.

Delivering Effective PPT Presentations: Guidelines for creating and presenting PowerPoint

http://www.go2itech.org/HTML/TT06/toolkit/design/outcomes.html

http://www.go2itech.org/HTML/TT06/toolkit/development/index.html

http://www.go2itech.org/HTML/TT06/toolkit/development/materials.html

http://www.go2itech.org/HTML/TT06/toolkit/development/presentation.html

http://www.go2itech.org/HTML/TT06/toolkit/development/presentation.html

http://www.go2itech.org/HTML/TT06/toolkit/development/resources.html


http://ctl.unc.edu/fyc2.html

http://www.discian.com/resources/reports/report021.asp

http://www.go2itech.org/HTML/TT06/toolkit/delivery/index.html

http://www.go2itech.org/HTML/TT06/toolkit/delivery/methods.html




slides. Helpful hints on creating informative, effective slides; including clear visuals that highlight information rather than create visual clutter; and how to best use equipment to give a successful presentation.

Ice Breaker Activities: A list of twenty-five interactive activities to help you establish a comfortable training environment and promote participant engagement. Some of these icebreakers help participants express their knowledge about the topic or reflect on work teams or mentors. Others are more fun-oriented, but still facilitate participants getting comfortable with each other.

Effective Communication Skills

The Calm and Competent Trainer: A guide to assist trainers to deliver training and demonstrate calm, competence, and confidence through their attitude, professional credibility, cultural sensitivity, ability to include everyone in the training process, and ability to effectively manage the group while growing and learning along with it.

Presentation Skills Checklist: An evaluation checklist—used at the end of a presentation—for reviewing the speaker's/presenter's delivery, content, visual aids, and body language. The speaking qualities in these four areas help assess the presentation and give the speaker a good idea of how well she or he connected with the audience; delivered a clear, concise and interesting presentation; helped the audience feel comfortable; and used visual aids in an easily accessible way.


Instructional System Design – Implementation Phase by Don Clark

Large Group Presentation Skills from Executive Expressions

Common Teaching Situations: Presenting Information from “Teaching and Learning at the UW: A Handbook for Teaching Assistants,” University of Washington

Common Teaching Situations: Leading Discussions from “Teaching and Learning at the UW: A Handbook for Teaching Assistants,” University of Washington

Interactive Training Methods from IFOAM Training Manual

The Art of Communicating Effectively by Art Feierman

Training Works!: Delivering Training published by JHPIEGO

Evaluation

Definitions & Context The Colorado Training Assessment Plan: A document describing the overall training assessment approach in Colorado.

Colorado Training Needs Assessment Cycle: An overview the process by which the CBU may assess training needs.

Forms Colorado Level 1 Training Assessment Form: A form that can be used as a handout or online.

Colorado Level 2 Training Assessment Guidelines: Suggestions for how to measure learning.

Kirkpatrick’s Hybrid Assessment Form: Measures at Level I—an enhanced “smile sheet.”


Instructional System Design – Evaluation Phase - Chap VI By Don Clark

Evaluating Training: The Four Levels by Donald Kirkpatrick

Evaluating Training and Results by Carter McNamara (includes additional links to evaluation websites)

Evaluating Training from SIL International

Training Works! Evaluating Training published by JHPIEGO

Train the Trainer, Training Fundamentals, Instructor’sTraining Manual, United Nations

http://www.go2itech.org/HTML/TT06/toolkit/delivery/com_skills.html

http://www.go2itech.org/HTML/TT06/toolkit/delivery/com_skills.html

http://www.go2itech.org/HTML/TT06/toolkit/delivery/resources.html


http://uhr.rutgers.edu/profdev/PowerPoint/Executive_Expressions_class_for_web.ppt

http://depts.washington.edu/cidrweb/TAHandbook/PresentingInfo.html

http://depts.washington.edu/cidrweb/TAHandbook/LeadingDiscussions.html

http://www.fibl.org/english/publications/training-manual/pdf/1-4.pdf

http://www.presentingsolutions.com/effectivepresentations.asp

http://www.reproline.jhu.edu/english/6read/6training/Tngworks/delivering.htm

http://www.go2itech.org/HTML/TT06/toolkit/evaluation/index.html

http://www.go2itech.org/HTML/TT06/toolkit/evaluation/forms.html

http://www.go2itech.org/HTML/TT06/toolkit/evaluation/resources.html


http://www.trainer.org.uk/members/theory/evaluation/evaluating_training.htm

http://www.managementhelp.org/trng_dev/evaluate/evaluate.htm

http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/EvaluatingTraining.htm

http://www.reproline.jhu.edu/english/6read/6training/Tngworks/evaluating.htm




http://www.unescap.org/ttdw/common/tfs/ffmultimodaltx/tot.pdf

Sample Curricula

Samples Samples from Colorado

Other Samples

http://www.go2itech.org/HTML/TT06/toolkit/curricula/index.html




A P P E N D I X C : A N N U A L W A T E R T R A I N I N G

P R O V I D E R S S E M I N A R

Sample Agenda

8 : 0 0 a m – 4 : 0 0 p m Registration

8 : 0 0 a m – 9 : 0 0 a m Continental Breakfast

9 : 0 0 a m – 9 : 3 0 a m

Plenary Session: CDPHE State of the Industry Report & Administrative Framework

9 : 3 0 a m - 1 0 : 4 5 a m Updates from the Field: Fifteen-Minute Table Top Presentations/Discussions

(4 Rotations with CDPHE Staff, Operators, Training Partners, Colorado Water/WW Facility Operators Certification Board presenting lessons learned, observations, ideas)

(Results to be summarized and presented at end of day)

1 1 : 0 0 - 1 2 : 0 0 p m Pop Goes the Weasel: 60 Training Techniques in 60 Minutes

Do I Need a Hammer or a Wrench?: Using the Train-the-Trainer Online Toolkit

How to Survive a Remodel: Altering Your Content to be Outcomes-Based (Using the CBU model)

Web Portal 101

12 :00 pm – 1 :3 0p .m . Lunch Break

1 : 3 0 p m – 2 : 0 0 p m Plenary Session: In The Eyes of An Operator

2:00 p .m. – 2 :30 p .m . Plenary Session: 2012 Operator Certification Report

2:45 p .m. – 3 :45 p .m . From Smiley Sheets to Real Reviews: Using the Level I Training Assessment Tool & More

Do I Need a Hammer or a Wrench?: Using the Train-the-Trainer Online Toolkit

How to Survive a Remodel: Altering Your Content to be Outcomes-Based (Using the CBU model)

Web Portal 101

3:45 p m. – 4 :00 p .m . Afternoon Break

4 : 0 0 p m – 4 : 3 0 p m Report on Updates from the Field (Summary of 9:30 am session) Closure & Evaluation




A P P E N D I X D : S A M P L E C O M P E T E N C I E S

Instructor Competencies Assessment Instrument

The Train-the-Trainer Work Group conducted research to find good samples of trainer competencies. The

Pro-Net 2000 project resulted in what the Work Group views as one of the best lists available. The Pro-

Net 2000 as described below provides a list of 31 competencies and an assessment instrument that can be

used by trainers to self-assess their skills.

Pro-Net 2000

One of the major goals of Building Professional Development Partnerships for Adult Educators (PRO-

NET 2000), an American Institutes for Research project funded by the United States Department of

Education, Division of Adult Education and Literacy, is to provide the field with a national model for

competencies that can be supported by research. Instructor Competencies and Performance Indicators for the

Improvement of Adult Education Programs1, a PRO-NET 2000 publication, can be used to guide effective

instructional practice and strategic plans for professional development, and to foster positive learner

outcomes. This publication and its companion, Management Competencies and Sample Indicators for the

Improvement of Adult Education Programs2, are available online at the PRO-NET 2000 web site (www.pro-

net2000.org).

A driving force behind the development of instructor competencies in adult education is the emphasis on

program reporting, accountability, and development of quality improvement plans, as required by the

1998 Workforce Investment Act (WIA) and the National Reporting System (NRS). Adult education

instructors are expected to enhance learner outcomes and to document how instruction has affected these

outcomes.

Instructors are directly involved in the delivery of quality services to adult learners. To assess the impact

of these services, an agreed-upon body of knowledge and skills that define quality instruction is

necessary. Whereas there have been isolated state efforts to develop such a body of knowledge, the field

lacks a set of instructor competencies that have been nationally developed and verified. Such

competencies enable adult educators to reflect upon programs, instruction, and professional development

in order to identify areas of strengths and weaknesses, and to plan for program and instructional

improvement.

Development of Instructor Competencies

The instructor competencies were developed using a field-based research approach that included

literature reviews, a series of field surveys, focus groups, and reviews by experts in the field. PRO-NET

identified skills, behaviors, and practices that characterize effective instruction.

The competencies are built around the research literature on adult learning and reflect the Secretary's

Commission on Achieving Necessary Skills (SCANS) definitions of effective job performance. They also

incorporate the research from Equipped For the Future (EFF), a National Institute for Literacy (NIFL)

Project.

http://www.pro-net2000.org/

http://www.pro-net2000.org/




The instructor competencies reflect broadly defined categories. Performance indicators were developed

that operationally define each of the competencies. In addition, sample “competency evidence" was

developed that provides concrete examples of how the indicators may be demonstrated in a real-life

learning situation. Appendix A provides the instructor competencies.

The ICAI assesses the 31 competencies identified in the publication Instructor Competencies and

Performance Indicators for the Improvement of Adult Education Programs. It is not necessary to rate all

31 competencies if they are not relevant to the program or individual.

For each competency in the ICAI, there are associated performance indicators. These indicators are rated

on a four-point scale, with behaviors ranging from 1 - Needs Assistance through 4 - Exemplary. There are

two additional ratings for each indicator: Not applicable (NA) if an item is not applicable to the person

being rated, and Don't know (DK) if the information to complete the rating is insufficient.

An example of the format for the ICAI is shown below. Instructions for administering the ICAI are found

at http://www.pro-net2000.org/CM/content_files/70.pdf.

Competency 1. Develops and maintains a knowledge base in adult learning and development

Competency 2. Develops and maintains an in-depth knowledge base in own content area and in

other relevant areas

Competency 3. Knows how to instruct and/or refer adults who have learning disabilities and

other special needs (e.g., age, prior education, physical limitations)

Competency 4. Knows and is sensitive to demands and responsibilities of adults as workers,

family members, citizens, and community members

Competency 5. Knows how technological systems work and how to apply that knowledge to

instructional and administrative functions

Competency 6. Knows about and/or knows how to access information about own organization,

community resources and issues, relevant laws and regulations

Competency 7. Assesses own need for professional growth and develops and monitors own

professional development plan

Competency 8. Engages in a variety of self-directed and collegial professional development

activities and incorporates new skills and knowledge into learning environment to enhance the

quality of instruction

CATEGORY: ORGANIZES AND DELIVERS INSTRUCTION

Competency 9. Plans instruction that is consistent with the program’s mission and goals

Competency 10. Identifies and responds to learners’ individual and group needs, interests, and

goals when developing instructional plans

Competency 11. Creates a physical and interpersonal climate that is conducive to learning by

drawing on adult learning theory, knowledge of learners’ cultures, and interpersonal dynamics

http://www.pro-net2000.org/CM/content_files/70.pdf




Competency 12. Instructor applies knowledge of teacher-directed and learner-centered

instruction

Competency 13. Models communication, negotiation, decision-making and problem-solving

skills for learners

Competency 14. Employs individual, group, and team learning

Competency 15. Sequences and paces lessons appropriately

Competency 16. Is sensitive to and accommodates diverse learning styles, abilities, cultures, and

experiences, including learners who have disabilities and other special needs

Competency 17. Provides frequent and varied opportunities for students to apply their learning

Competency 18. Monitors and adjusts teaching strategies based upon student needs and

performance

Competency 19. Effectively integrates current and appropriate media and technology as a tool for

instruction Competency 20. Integrates employment, family, and community-related activities

into instruction

CATEGORY: MANAGES INSTRUCTIONAL RESOURCES (TIME, MATERIALS, SPACE, PEOPLE)

Competency 21. Selects and uses a variety of resources for the learning environment (print,

human, and technological)

Competency 22. Acquires, accesses, and uses technology for effective adult learning

CATEGORY: CONTINUOUSLY ASSESSES AND MONITORS LEARNING

Competency 23. Works with learners to identify their needs, strengths and goals, and advises or

refers them to appropriate programs and levels of instruction

Competency 24. Uses results of assessment data (diagnostic and needs) on a regular basis to plan

lessons, develop curricula, monitor progress towards objectives and goals, and to verify learning

Competency 25. Monitors learning beyond simple recall of information using a variety of

assessment strategies

Competency 26. Structures and facilitates ways for learners and peers to evaluate and give

feedback on their learning and performance, through reflection and self-assessment

Competency 27. Guides learners in the development and ongoing review of their educational

plans

CATEGORY: MANAGES PROGRAM RESPONSIBILITIES AND ENHANCES PROGRAM

ORGANIZATION

Competency 28. Collects and manages accurate data for program improvement and

accountability

Competency 29. Suggests and/or collaborates in modifying the program organization and in

developing program alternatives




CATEGORY: PROVIDES LEARNER GUIDANCE AND REFERRAL

Competency 30. Shares information with learners and colleagues about additional learning

resources, educational opportunities, and options for accessing support services

Competency 31. Makes referrals to appropriate resources when guidance and counseling needs

are beyond own expertise

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