Chapter 3. Strength Basedpreparation Chapter 1.

Training
Notes I. Overview This section is intended to assist the training coordinator in preparing for a local community team training. Training coordination is critical to the success of the training and the tasks described here can be accomplished by several people. Because the intent of this training is to bring together home visitors from a variety of programs and disciplines, promoting the training among all of the agencies who conduct home visiting in your community will be one of the most important tasks. A. Training Manual The training manual is divided by seven topic sections. In each section you will find an overview that includes: learning objectives, training outline, preparation checklist, description of training learning activities, overheads, handouts and in some sections, additional materials. The learning activities provide the trainer with a description of the activity and directions to use with the training group. Specific content to be used in mini-lectures in most cases is included in the text of the manual. While the training manual is somewhat directive in style, it is intended to be a guide for the trainer. Each trainer will have their own unique style and may have additional materials and content that can be used to enrich the training experience. B. Training Participants The training participants may range in home visiting experience from inexperienced to very experienced. Trainees can be from programs such as Early Childhood Family Education, Head Start and Minnesota Healthy Beginnings. They can represent public health, county social services and other public and private non-profit organizations. They may be volunteers, paraprofessionals and credentialed professionals. Some of the sessions may be optional based on home visitors experience. Attendance at some of the sessions by representatives from a broad scope of home visiting programs in a community enriches the training and can promote a community team approach to serving families.

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Notes II. Training Preparation Task Checklist The first time this training is conducted in your community, it will be important to prepare for the training at least three months in advance. As with any new task, preparation is crucial to the implementation and overall coordination of the event. o Select training team o Promote training among local home visiting programs o Elicit assistance from local community programs and public systems involved with home visiting services to families with young children o Prepare trainers o Provide overview of training including intent and philosophy o Assign sections o Review training manual, general activities, and adult learning principles o Hold practice sessions for selected activities o Select training dates o Select training site (see additional information) o Market training using a variety of methods to appropriate agencies o Develop registration and confirmation system for participants o Prepare agenda o Arrange for snacks and meals as appropriate o Arrange for use of audio visual equipment including overhead projector and TV/VCR o Send confirmation letter to panelists o Prepare participant packets or binders including agendas, handouts and evaluations. o Prepare training certificates o Check with staff at training site to confirm dates, time, equipment, food, room set up, etc. o Hold final preparation meeting with trainers to review logistics and to go over any final questions o Prepare opening remarks and getting acquainted activity o Prepare name tags, training roster and sign in sheet o Determine small groups for selected interdisciplinary team activities On the Day of the Training o Do final check of room set up and audio visual equipment o Welcome participants o Introduce trainers o Provide a brief introduction to the training o Conduct a getting acquainted activity

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Chapter 3. Strength Basedpreparation Chapter 1. Training

o o o o o o o Elicit expectations from training participants. Differentiate between expectations you feel will be met through the training and those that will not. Provide agenda and review the first day Make announcements regarding housekeeping details Establish training ground rules Create an atmosphere of team work and camaraderie Pass out training roster for review Conduct training evaluation Notes

After Training o Send out final training roster to participants o Send thank you notes to panel member o Compile evaluation summary o Process training with training team o Make adaptations and changes in training as needed III. Selecting the Training Team Since this training is intended to be interdisciplinary, it will be important that your training team reflect the variety of disciplines represented by the training participants. Specific topics lend themselves to specific disciplines. You may want to consider the following professionals:

TRAINER
Public Health Nurse

TOPICS
Introduction to Home Visiting, Attachment, Early Parenting: A Focus on Mothering Understanding Family Systems and Family Development, Strength-Based Philosophy Understanding Family Systems and Family Development Strength-Based Philosophy, Culture and Cultural Context

Early Childhood Family Education Parent Educator Social Worker Head Start Social Service Staff

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Notes Trainers should also: Be familiar with specific content of training module. Be experienced in conducting a variety of training activities. Have experience with home visiting whenever possible. Reflect the community teams represented. Should operate within a strength based philosophy in both practice and training style. Can participate in team. Have organizational skills. Be open to feedback. IV. Trainer Characteristics KNOWLEDGE OF TRAINING METHODS The Trainer needs to be familiar with adult learning principles and learning styles and incorporate these into training activities. OPTIMISM Trainers need optimism about people, their innate capacities and their ability to grow. A positive attitude and acceptance of self and others conveys, Lets have fun, we are all in this together. ENTHUSIASM They need to keep trainees engaged and energized. Frequently participants are unfamiliar with sitting in a room all day. CONFIDENCE Trainers need to confidence in their abilities to perform training tasks, as well as, the content they are delivering. RESPECT Trainers demonstrate respect for others when they appreciate and listen to their ideas and feelings. ABILIY TO LISTEN AND OBSERVE A Trainer who is able to listen to and observe training participants can better respond to the unique needs and experiences of each training group. A Trainer can step out of a moment and reflect or anticipate situations. These experiences can also provide learning opportunities for both the Trainer and the training group.

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Chapter 3. Strength Basedpreparation Chapter 1. Training

ABILITY TO CLARIFY A Trainer often has to simplify information, explain it or reorganize it so that people understand what is being said. FLEXIBILITY A Trainer who is flexible can change behaviors or agendas when the occasion demands it. Trainers can create structure can develop a structure, but adjust the structure to meet the needs ofthe training group. APPROPRIATE SELF-DISCLOSURE A Trainer can enrich the training content with personal experiences and can also establish credibility with training group. However, it is important to draw upon the resources of the training group as much as possible. EMPATHY A Trainer listens to the thoughts and feelings of others and attempts to imagine the experience of the individual. HUMOR The ability to laugh at yourself, to see and create humor at appropriate times is liberating and evokes a feeling of camaraderie. v. Training Environment The training site should be selected based on the needs of your training group. If your participants will be driving some distance, you may want to consider utilizing a hotel space. Typically there are additional charges for use of meeting rooms and may require purchase of meals and snacks. Schools, churches, local health departments and community centers will often provide space for little or no charge. Some things to consider are: convenience to trainees parking availability of audiovisual equipment food on site or restaurants nearby The training room should comfortably accommodate your training group for both large and small group activities. There should be enough room to easily move into groups since this training provides many opportunities for small working groups. Availability of round tables and chairs or areas in the room where break out groups can move to assist in smoother transitions. Comfortable environments enhance the atmosphere essential to building the community team. Minnesota Home Visitor Training Manual Page 9 Notes

Chapter 3. Strength Based Chapter 1. Training preparation

Notes Some things to look for might include: Comfortable chairs Adequate lighting Free of visual obstruction such as columns Carpeting Adequate restrooms Large enough to accommodate break outs and transitions Kitchen or access to food and beverages Adequate heat or cooling system Telephones Electrical outlets Audio visual equipment Free of outside distractions Wall space for posting new sheets, etc. Estimated Cost of Training* Trainer Fees 5days@$700/day $3,500.00 Mileage .345/mile Per diem $30/day X 5days 150.00 Materials for trainees $10 per participant @40 400.00 Meeting Room fees $100/day 500.00 Costs for meals and snacks should also be considered. * These costs will vary from region to region VI. Guidelines for selecting learning activities: Think about the needs of your training group. Think about your strengths and inclinations. Try to match the learning activity with the tone of the content. Consider the variety of learning styles of the training group. Involve as many learning modes as possible

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Chapter 3. Strength Basedpreparation Chapter 1. Training

LEARNING ACTIVITY
Group Discussion

ADVANTAGES
Actively involves learners Helps personalize learning Encourages participants to share ideas. Gets across technical information in short time Presenter has control of time and content

DISADVANTAGES
Often difficult to facilitate when: the group is large, one person dominates, the discussion gets off track Participants passively involved May require more preparation Difficult to assess whether learning is taking place. Ideas are presented without a lot of discussion

Notes

Lecture

Brainstorm

Generates alternatives Can energize group by active involvement Efficient use of time to gather many ideas Participants can observe desired skill or outcome Active involvement Draws on imagination Helps participants anticipate or replay a situation Large percentage of actively involved Covers a lot of information Can communicate complicated ideas by using both visual and auditory reinforcement

Demonstration

May need props and other preparation Some participants may not like to perform Might evoke difficult situations or feelings. Hard to assess learning Passive involvement

Role Playing

Small Group Video

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Notes Panel Brings fresh information Offers expertise and community resources Can present contrasting experiences and ideas Passive involvement unless enough time is give for questions Timing can be hard to control

VII. Adult Learning Principles 1. ADULTS CAN DIRECT THEIR OWN LEARNING. Implications for trainers: Encourage trainees to be a part of their own learning. Involve them as much as possible in how the information is represented. Check in periodically to see how the training process is working. Do there need to be adjustments? Their involvement improves the training process, making it more relevant to their experience. 2. ADULTS HAVE STRONG, INDIVIDUAL LEARNING STYLES. Implications for trainers: Including a variety of training activities will appeal to a broad range of learners. Timing and spacing of various activities is also important. 3. ADULTS NEED AND WANT TO SHARE THEIR EXPERIENCES. Implications for trainers: As an adult matures, his or her readiness to learn becomes oriented to the tasks of their social roles. Opportunities that allow the participant to reflect on experiences in their work and home life will aide in their learning. 4. ADULTS NEED TO APPLY WHAT THEY HAVE LEARNED. Implications for trainers: Provide opportunities for trainees to practice skills and strategies and apply them to their current work. Trainees can also get ideas from one another.

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Date Years of Experience

Home Visitor Training: Daily Participant Feedback

At the end of each day, we would like your thoughts related to the training content and learning process. Your input is important because it will help us to determine what is worthwhile, what needs to be changed and what needs to be eliminated. Directions: Please check a box that best answers the question for you. Add any additional comments. 1. Todays content is important for anyone involved in home visiting. AM PM Strongly Agree Agree Disagree Strongly Disagree Strongly Agree Agree Disagree Strongly Disagree

Please explain: 2. I learned enough new information today to keep me interested. PM Strongly Agree AM Strongly Agree Agree Agree Disagree Disagree Strongly Disagree Strongly Disagree

Please explain: 3. I learned enough new information today to keep me interested. PM Strongly Agree AM Strongly Agree Agree Agree Disagree Disagree Strongly Disagree Strongly Disagree

Please explain:

Daily Participant Feedback - continued

4.

Please describe how todays training helped you improve a skill. AM PM

5.

Please describe how, if at all, todays training sparked a new idea. AM PM

6.

Please comment on todays information or content. What worked well? AM

PM

What needs work? AM

PM

VV