IL NETWORK NCIL/ILRU National Training & Technical Assistance Project BUILDING A STRONG FOUNDATION in a Rapidly Changing Environment BECOMING A MORE EFFECTIVE TRAINER April 6-8, 1998 Oakland, California IL NETWORK NCIL/ILRU National Training & Technical Assistance Project Developers of this TRAINING MANUAL: Mary McGovern Gebhardt Bob Michaels Laurel Richards Dawn Heinsohn Anne-Marie Hughey Ray Lin 1998 ILRU Program 2323 S. Shepherd, Suite 1000 Houston, TX 77019 713-520-0232 (V) 713-520-5136 (TTY) 713-520-5785 (fax) Permission is granted for duplication of any portion of this manual, providing that the following credit is given to the project: Developed as part of the IL NETWORK: NCIL/ILRU National Training and Technical Assistance Project. TABLE OF CONTENTS Agenda v List of Trainers and Project Staff ix About the IL NETWORK xi About the Trainers xv Mary McGovern Gebhardt xv About NCIL xv About ILRU xvi National Resources on Independent Living xvii IL NETWORK Resource Materials xxi Readings and Resources for the Independent Living and Disability Rights Movements xxiii I. The Principles of Adult Learning 1 A. Learning Objectives 1 B. Introduction 2 C. Motivation 4 D. Learning Process 6 1. Recent Learning 6 2. First Learning 7 3. Active Learning 8 4. Multi-Sensory Learning 9 5. Relevant Learning 10 E. Two-Way Communication 11 F. Application 15 II. Teamwork 17 A. Learning Objectives 18 B. Stages of Team Building 19 1. Stage 1 - Finding Common Ground 19 2. Stage 2 - Exploring Differences/Conflict 20 3. Stage 3 - Set Goals 21 4. Stage 4 - Share Success/Accept Responsibility 21 C. Teamwork in Training 22 D. Application 25 III. Training Needs Assessment 27 A. Learning Objectives 27 B. Knowing Your Audience 28 C. Initial Proposal of Training Needs 28 D. Types of Needs Assessments 29 1. Checklist 29 2. Questionnaire 29 3. Telephone Surveys 30 4. Conference Calls 31 E. Application 34 F. Sample Questionnaire 35 IV. Training Logistics 37 A. Learning Objectives 38 B. Location 39 C. Access 39 D. Room Size 39 E. Room Set-Up 40 F. Training Location Checklist 43 G. Application 48 V. Planning the Session 49 A. Learning Objectives 49 B. Introduction 50 C. Research Preparation 51 1. Research Sources for the Trainer 51 2. Research General Guidelines 54 D. Application 56 VI. Training Objectives 57 A. Learning Objectives 57 B. Introduction 58 C. Defining Training Objectives 59 D. How to Write a Training Objective 62 E. Application 63 VII. Methods of Instruction 65 A. Learning Objectives 65 B. Introduction 66 C. Checklist 66 D. Involvement Methods 68 1. Lecture 68 2. Modified Lecture 68 3. Student Practice 68 4. Open Discussion 69 5. Panel Discussion 69 6. Fishbowl 70 7. Role Plays 71 8. Simulations 71 9. Videos/Films 72 10. Brainstorming 72 11. Question and Answer 73 12. Small Groups 73 E. Application 75 VIII. Agenda Development 77 A. Learning Objectives 77 B. Application 80 IX. Presentation Tips 81 A. Learning Objectives 81 X. Evaluation of Training 87 A. Learning Objectives 87 XI. Audio Visual Aids 91 XII. Bibliography 96 XIII. Other Resources 98 A. Training Products 98 B. Newsletters 99 Evaluation 100 Needs Assessment 102 BECOMING A MORE EFFECTIVE TRAINER AGENDA Monday, April 6, 1998 9:00 - 9:20 a.m. Welcome and Overview Feedback from Questionnaires Communication Guidelines for Sessions 9:20 - 10:15 a.m. Participant Introduction--Three Sample Formats Large group presentation Partner exchange Team reporting 10:15 - 10:30 a.m. Break 10:30 - 11:00 a.m. Principles of Adult Education Learning Team Application: "Ben Vogensen, the Disgruntled Trainer" 11:00 - 12:00 a.m. Teamwork in Adult Learning Pairs Teamwork Activity Sheet Four stages of teamwork Tips for the effective trainer 12:00 - 1:00 p.m. Lunch 1:00 - 2:00 p.m. Needs Assessment: Knowing Your Audience "Present your Trainees" Learning Team Application: "How do I survey this group?" The four most popular survey instruments Tips for the effective trainer 2:00 - 2:45 p.m. Break 2:45 - 3:45 p.m. Present Your Training Location Training Location Checklist Tips for the Effective Trainer 3:45 - 4:00 p.m. Closure 4:00 p.m. Close Tuesday, April 7, 1998 9:00 - 10:15 a.m. Welcome Questions/Comments from Day One Agenda Review for Day Two Planning the Session/Training Objectives Research sources How to write a training objective "Present Your Training Objectives" 10:15 - 10:30 a.m. Break 10:30 - 12:00 a.m. Instructional Methods: Practice and Presentations Demonstration Group discussion A fish bowl Role plays Simulations Brainstorming Panels Small group 12:00 - 1:00 p.m. Lunch 1:00 - 2:30 p.m. Instructional methods (con't.) Practice and Presentations 2:30 - 2:45 p.m. Break 2:45 - 3:45 p.m. Audio-Visual Equipment Video Presentation: "Train the Trainer " 3:45 - 4:00 p.m. Closure 4:00 p.m. Close Wednesday, April 8, 1998 9:00 - 9:20 a.m. Welcome Back Questions/Comments 9:20 - 10:15 a.m. Agenda Development Learning team application: Case study, "The Lost Agenda " Tips for the effective trainer 10:15 - 10:30 a.m. Break 10:30 - 11:30 a.m. Presentation tips Evaluation and closure conversations Present your closure 11:30 - 12:00 a.m. Final Debrief 12:00 noon Close LIST OF TRAINERS AND PROJECT STAFF TRAINERS Mary McGovern Gebhardt P.O. Box 688 Fairfax, CA 94978 (415) 454-6146 (v); 721-7582 (fax) E-mail: McGovernME@aol.com NETWORK STAFF NCIL Anne-Marie Hughey Raymond Lin 1916 Wilson Blvd., #209 Arlington, VA 22209 (703) 525-3406 (v), 525-4153 (TTY) 525-3409 (fax) ncil@tsbbs02.tnet.com June Isaacson Kailes Disability Policy Consultant 6201 Ocean Front Walk, Suite 2 Playa del Rey, CA 90293 (310) 821-7080 (v), 827-0260 (fax) jik@jik.com Robert Michaels 65 E. Kelly Lane Tempe, AZ 85284 (602) 961-0553(v/TTY), 961-0533 (fax) michaels@impulsedata.com Roland Sykes President, Greater Independence through Management Programs, Inc. 6256 Ramblewood Drive Dayton, OH 45424 (937) 327-8360 (v) rsykes@gimp.com ILRU Richard Petty Laurel Richards Bob Michaels Dawn Heinsohn Laurie Gerken Redd 2323 S. Shepherd, Suite 1000 Houston, TX 77019 (713) 520-0232 (v), 520-5136 (TTY) 520-5785 (fax) ilru@ilru.org ABOUT THE IL NETWORK The IL NET is a collaboration of the National Council on Independent Living (NCIL), the Independent Living Research Utilization (ILRU) Program, and organizations and individuals involved in independent living nationwide. Now entering its second three-year funding cycle, the IL NET is building on its strong foundation to address the spectrum of needs expressed by centers for independent living and statewide IL councils. The mission of the IL NET is to provide training and technical assistance on a variety of issues central to independent living today--understanding the Rehab Act, what the statewide independent living council is and how it can operate most effectively, management issues for centers for independent living, systems advocacy, computer networking, and others. Training activities are conducted conference-style, via long-distance communication, through widely disseminated print and audio materials, and through the promotion of a strong national network of centers and individuals in the independent living field. IL NET goals include: conducting training on provisions of the Rehabilitation Act, implications for the upcoming reauthorization of the Act, and on independent living center operations nationwide; providing quality technical assistance through support and expansion of a network of individuals around the country who have expertise in various aspects of center operations and Title VII of the Rehab Act; identifying, adapting, and/or developing resource materials to support training and technical assistance activities related to the Rehab Act, center operations, and resource development; using computer networks to support training, technical assistance, and dissemination activities and promoting network development and information sharing among centers and other organizations involved in independent living; exploring the use of distance learning and other innovative technologies in addressing the information, training, and technical assistance needs of the field; fostering inclusion in the independent living field of people from various cultural and disability groups and geographic areas through activities carried out with NCIL's Multicultural Committee and the Association of Programs for Rural Independent Living (APRIL); and designing curriculum and materials to support leadership development efforts that will carry the independent living movement into the future. IL NET STAFF The IL NET is managed by a directorate consisting of Anne-Marie Hughey of NCIL; June Isaacson Kailes, disability policy consultant; and Bob Michaels and Laurel Richards of ILRU. Principal responsibility for curriculum development and training is shared by Kailes and Michaels; logistical coordination by NCIL; materials development and technical assistance coordination by ILRU; and responsibility for information dissemination is shared between NCIL and ILRU. The IL NET also works very closely with individuals and organizations in the field, particularly Roland Sykes of DIMENET, in fostering more effective computerized networking among centers. In addition, individuals with expertise on Title VII of the Rehab Act and on center operations will be involved throughout training and technical assistance activities. IL NET training activities are also supported by research information, databases, and other resources that result from initiatives at the RTC on Independent Living Center Management at ILRU. TRAINING ACTIVITIES In 1994, RSA established a national training and technical assistance project to address specific needs of independent living centers and the newly-funded statewide IL councils. During the first year, the IL NETWORK, as it was first called, conducted training programs in each of the ten federal regions of the country as well as several efforts co-sponsored with other organizations such as regional RCEPs. In all, these programs were attended by nearly 1,200 people from CILs, SILCs, and consumer groups. Year one training activities focused largely on the amended Rehab Act and its implications for independent living centers and statewide independent living councils. Issues related to center operations and to use of DIMENET as a networking and technical assistance tool were covered as well. Year two training and technical assistance activities emphasized newly enacted compliance indicators for centers, critical issues related to statewide independent living councils and development of state IL plans, systems advocacy, computer networking, and a closer look at state-administered CILs in the seven "723" states. Most of these focal points were identified through training participants' input and technical assistance requests. In 1995, the IL NETWORK piloted several new and dynamic training methods--national teleconferences, customized training programs for SILCs, and three five-day training sessions designed to be both comprehensive and intensive. Hands-on training for use of DIMENET and other computer networks was also incorporated into training sessions to allow new and experienced users to receive in-person technical assistance. A total of more than 2,800 individuals attended IL NETWORK workshops and conferences during the project's second year. To build on training curricula developed during the first two years, project staff assessed participants' reactions to trainings and techniques received in 1994 and 1995, requests received for technical assistance, and priorities for future trainings as identified by centers and SILCs on the 704 Report. As a result, 1996 trainings addressed the need for more information about conducting effective systems advocacy, doing outreach to underserved populations, computer networking, developing better presentation skills, innovative management techniques, and systems for collecting and reporting center information (MIS). These topics were again presented in a variety of ways--through customized, one-on-one, distance learning, and traditional interactive styles--to nearly 3,000 people from around the country and U.S. territories. The 1997 training season will again feature programs conducted in various parts of the country, both as complete pieces and as components of collaborative regional trainings. There are also two planned national teleconferences. Training topics include leadership development, advocacy, marketing and resource development for centers, disability culture, diversity and outreach, SILC issues, and network building. TECHNICAL ASSISTANCE Requests for technical assistance, whether from center staff, board members, or others involved in independent activities, are handled through a single point of contact at ILRU. ILRU staff determine who among various partner organizations and individuals are the most qualified to respond to the request, then provide referral to one or more technical assistants who may be ILRU staff, NCIL staff or board members, or other members of the project's technical assistance network. In each project year, IL NET staff respond to over 10,000 telephone requests from the field. With the introduction of resources available through the Internet, and with growing use of e-mail by centers and individuals in the field, an increasing number of technical assistance requests have been received and provided electronically. Many requests come from visitors to the IL NET through the ILRU web site located at http://www.ilru.org. IL NET STAFF NCIL Anne-Marie Hughey Raymond Lin (703) 525-3406 (V); 525-3409 (TTY); 525-3407 (fax) ncil@tsbbs02.tnet.com ILRU Laurel Richards Bob Michaels (602) 961-0553 (V); 961-0533 (fax) Cynthia Dresden Dawn Heinsohn Laurie Gerken Redd (713) 520-0232 (V); 520-5136 (TTY); 520-5785 (fax) ilru@tsbbs02.tnet.com June Isaacson Kailes (310) 821-7080 (V); 827-0269 (fax) jkailes@tsbbs02.tnet.com Roland Sykes (937) 237-8360 (V) rsykes@tsbbs02.tnet.com IL NET SUPPORT Support for both cycles of funding for this three-year training and technical assistance project has been provided in part by the Rehabilitation Services Administration of the U.S. Department of Education, with additional support provided by NCIL, ILRU, DIMENET, and other project partners. ABOUT THE TRAINERS Mary McGovern Gebhardt has over 20 years experience in the fields of adult education, organizational behavior, multicultural management, rehabilitation, and graduate research. Her consultation company, Collaboration and Innovation, began in 1989 and specializes in bringing diverse groups together to promote practical solutions to complex problems. Mary has conducted training in organizations internationally since 1978. She has designed and implemented quality management, communications, and direct service strategies with staff of hundreds of public and private organizations. As a faculty member at the University of San Francisco from 1980 to 1990, Ms. Gebhardt served as director of a graduate program in international rehabilitation administration and consulted with government and community-based organizations throughout the United States, Canada and the Pacific Rim. She credits her understanding of collaborative training models to knowledge she received in here 15 years of community work with native Hawaiian, Alaskan, and Canadian people, and to her work with Navajo and Hopi tribes. In addition, Mary McGovern Gebhardt has served as executive director of a community-based experimental educational facility for the mentally ill in Palo Alto, California and as director of rehabilitation at a vocational training center. She has worked in numerous settings with families and children as a counselor/advocate. ABOUT NCIL Founded in 1982, the National Council on Independent Living is a membership organization representing independent living centers and individuals with disabilities. NCIL has been instrumental in efforts to standardize requirements for consumer control in management and delivery of services provided through federally-funded independent living centers. Until 1992, NCIL's efforts to foster consumer control and direction in independent living services through changes in federal legislation and regulations were coordinated through an extensive network and involvement of volunteers from independent living centers and other organizations around the country. Since 1992, NCIL has had a national office in Arlington, Virginia, just minutes by subway or car from the major centers of government in Washington, D.C. While NCIL continues to rely on the commitment and dedication of volunteers from around the country, the establishment of a national office with staff and other resources has strengthened its capacity to serve as the voice for independent living in matters of critical importance in eliminating discrimination and unequal treatment based on disability. Today, NCIL is a strong voice for independent living in our nation's capital. With your participation, NCIL can deliver the message of independent living to even more people who are charged with the important responsibility of making laws and creating programs designed to assure equal rights for all. ABOUT ILRU The Independent Living Research Utilization (ILRU) Program was established in 1977 to serve as a national center for information, training, research, and technical assistance for independent living. In the mid-1980's, it began conducting management training programs for executive directors and middle managers of independent living centers in the U.S. Since 1985, it has operated the ILRU Research and Training Center on Independent Living at TIRR, conducting a comprehensive and coordinated set of research, training, and technical assistance projects focusing on leading issues facing the independent living field. ILRU has developed an extensive set of resource materials on various aspects of independent living, including a comprehensive directory of programs providing independent living services in the U.S. and Canada. ILRU is a program of TIRR, a nationally recognized, free-standing rehabilitation facility for persons with physical disabilities. TIRR is part of TIRR Systems, a not-for-profit corporation dedicated to providing a continuum of services to individuals with disabilities. Since 1959, TIRR has provided patient care, education, and research to promote the integration of people with physical and cognitive disabilities into all aspects of community living. NATIONAL RESOURCES ON INDEPENDENT LIVING Several national organizations have been established to provide technical assistance on particular concerns relevant to issues in independent living. National Council on Independent Living Founded in 1982, NCIL is a membership organization representing independent living centers and individuals with disabilities. NCIL has been instrumental in efforts to incorporate independent living philosophy in federal legislation and regulations. National headquarters are located outside Washington, D.C. at 2111 Wilson Blvd., Suite 405, Arlington, VA 22201, (703) 525-3406 (v), 525-3407 (TTY), 525-3409 (fax). Association of Programs for Rural Independent Living One of the best resources for information about rural independent living is APRIL. Established in 1986, APRIL is an association of 33 centers and other organizations and individuals across the country serving a predominantly rural constituencies. For further information, contact APRIL president Michael Mayer at the Summit Independent Living Center, 1900 Brooks Street, #120, Missoula, MT 59801, (406) 728-1630 (v/TTY), or Linda Tonsing Gonzales at 1919 Kiva Road, Santa Fe, NM 87505, (505) 984-8035 (v/fax). Disability and Business Technical Assistance Centers on ADA There are ten regional DBTACs funded by the National Institute on Disability and Rehabilitation Research, the U.S. Department of Education, to provide technical assistance and training on the Americans with Disabilities Act (ADA). The Southwest DBTAC, operated by ILRU, features an Hispanic outreach program. By calling 1-800-949-4232 from anywhere in the country, your call will be routed automatically to the appropriate regional DBTAC. American Disabled for Attendant Programs Today One of the oldest and most active grassroots disability rights advocacy groups is ADAPT. Following its tremendous success in advocating for accessible transportation, ADAPT has focused its mission on personal assistance services. With local chapters in many cities around the country, ADAPT is centered in Colorado at 201 South Cherokee St., Denver, CO 80223, (303) 733-9324 (v), 733-6211 (fax). Disability Rights Education and Defense Fund DREDF is an organization dedicated to promoting the civil rights of individuals with disabilities through research, education, and advocacy. The DREDF offices are located at 1633 Q St., NW, Suite 220, Washington, DC 20009, (202) 986-0375 (v), 462-5624 (fax), and 2212 Sixth Street, Berkeley, CA 94710, (510) 644-2555 (v), 841-8645 (fax). Disabled Individuals Movement for Equality Network DIMENET is a computer network that serves the independent living and disability rights movements. It was established in 1985 to meet the demand for a computer network that directly serves the interests of all people with disabilities and that is fully accessible to people with visual impairments. You can access DIMENET from any of three host sites: (508) 880-5412 (Taunton, MA), (937) 341-5205 (Dayton, OH), and (918) 582-3622 (Tulsa, OK). If you have problems or questions regarding accessing DIMENET, technical assistance is also available from individuals at DIMENET regional host sites: Taunton (508) 880-5325 (v/TTY), Dayton (937) 341-5202 (v), 341-5217 (TTY), and Tulsa (918) 592-1235 (v/TTY). Additional help may be obtained from Roland Sykes at (937) 237-8360 (v) or Paul Spooner at (508) 875-7853 (v/TTY). Independent Living Research Utilization Program ILRU Program is a national center for information, training, research, and technical assistance on independent living. Founded in 1977, its goal is to expand the body of knowledge in independent living and to improve utilization of results of related research and demonstration projects. ILRU, 2323 S. Shepherd, Suite 1000, Houston, TX 77019, (713) 520-0232 (v), 520-5136 (TTY), and 520-5785 (fax). World Institute on Disability Originally founded in 1983 from within the grassroots disability rights movement, WID's focus is now international in scope. WID conducts research and training in public policy, personal assistance services, and independent living from its headquarters at 510 16th Street, #100, Oakland, CA 94612, (510) 763-4100 (v), 208-9493 (TTY). RESEARCH AND TRAINING CENTERS ON INDEPENDENT LIVING Four research and training centers funded by the National Institute on Disability and Rehabilitation Research (NIDRR), U.S. Department of Education, focus on independent living. They are: the ILRU Research and Training Center on Independent Living at TIRR; the RTC: IL at the University of Kansas; the RTC on Personal Assistance Services at the World Institute on Disability (WID); and the RTC on Public Policy and Independent Living, also at WID. All four centers conduct research and training projects designed to address the needs of individuals with disabilities, as well as state and private entities involved with independent living. More information about each is given below. ILRU Research and Training Center on Independent Living at TIRR The goals of the ILRU RTC are to enhance management performance in independent living centers through improved management and operational practices developed and tested in research-based models, and disseminated through training, technical assistance, and materials development projects. A major emphasis of these training and technical assistance projects is the promotion of networking among individuals and organizations in the independent living field. ILRU RTC is guided by the independent living philosophy, particularly with regard to the substantial involvement of people with disabilities at all levels of RTC operations. Director: Lex Frieden Associate Director: Quentin Smith Director of Research: Peg Nosek Director of Training: Laurel Richards Coordinating Director: Laurie Gerken Redd For more information, contact: ILRU Program 2323 S. Shepherd, Suite 1000 Houston, TX 77019 (713) 520-0232 (v); 520-5136 (TTY); 520-5785 (fax) http://www.ilru.org Research and Training Center on Independent Living at the University of Kansas The University of Kansas operates a national research and training center which focuses on aspects of independent living particular to rural and other underserved populations, including persons with cognitive and psychiatric disabilities. In addition, the RTC conducts consumer control training, conducts research in prevention of secondary health conditions in people with disabilities, and studies successful attainment of vocational rehabilitation goals. Director: Glen W. White Co-Director: James F. Budde Assistant Director: John Youngbauer Training Director: Kenneth J. Golden For more information, contact: RTC-IL at Kansas 4089 Dole Building University of Kansas Lawrence, KS 66045 (913) 864-4095 (v/TTY); 864-5063 (fax) http://www.lsi.ukans.edu/rtcil/rtcbroc.htm The Research and Training Center on Public Policy and Independent Living Funded by NIDRR at the World Institute on Disability, the RTC-PPIL conducts research and training on major disability policy issues including independent living, leadership development, peer support, and community integration. In addition, WID is attempting to establish the first full curriculum for disability studies. The program will offer courses of study at the undergraduate, graduate, professional training, and continuing education levels. Director: Herb Leibowitz Director of Research: Tanis Doe For more information, contact: RTC-PPIL World Institute on Disability 510 16th Street, Suite 100 Oakland, CA 94612-1500 (510) 763-4100 (v); 208-9493 (TTY); 763-4109 (fax) http://www.wid.org The Research and Training Center on Personal Assistance Services at WID One of two RTCs operated by WID, the RTC-PAS was established for the purpose of creating greater understanding about how personal assistance service systems can further the self-sufficiency and economic independence of individuals with disabilities. The RTC will perform a comprehensive evaluation of PAS programs across the country and will seek to define effective PAS from the consumer's point of view. In developing new service programs, the RTC-PAS also focuses on underserved or unserved populations. Director of Training: Simi Litvak Research Assistant: Valerie Bivona For more information, contact: RTC-PAS World Institute on Disability 510 16th Street, Suite 100 Oakland, CA 94612-1500 (510) 763-4100 (v); 208-9493 (TTY); 763-4109 (fax) Revised 6/97 http://www.wid.org _________________________ Developed by the IL NET: NCIL/ILRU National Training and Technical Assistance Project. Requests for technical assistance on this and other independent living issues may be directed to the IL NET Project, c/o ILRU at (713) 520-0232 (v), 520-5136 (TTY), 520-5785 (fax), or NCIL at (703) 525-3406 (v), 525-3407 (TTY), 525-3409 (fax). IL NETWORK RESOURCE MATERIALS The IL NET: National Training and Technical Assistance project, a collaboration of the National Council on Independent Living (NCIL) and the Independent Living Research and Utilization (ILRU) Program, is committed to promoting a national network of centers for independent living, statewide independent living councils, and others involved in the independent living field. Through training and technical assistance activities, project staff seek to provide individuals at all levels of expertise with educational and networking opportunities. To enhance our ability to reach as wide an audience as possible, we are making many of our training materials available in the form of individual fact sheets and packets. The following is a description of resource materials concerning the Rehab Act, statewide independent living councils, state IL plans, funding, and other topics. These materials may be duplicated without acquiring permission, providing that the following credit is given to the project: "Developed as part of the IL NET: NCIL/ILRU National Training & Technical Assistance Project." All materials are available in accessible formats, including copies available to download in either WordPerfect or ASCII from DIMENET in the IL_NETWORK file area. For fact sheets about the Rehab Act, download file 'rehab1.wp' or 'rehab1.asc.' For fact sheets about SILCs, download 'silcpak1.wp' or 'silcpak1.asc.' You will also find each piece of the packets available individually. For assistance with downloading call (508) 880-5325 (v/TTY) or (937) 341-5202 (v), 341-5217 (TTY). For further information or technical assistance, contact ILRU at (713) 520-0232 (v), 520-5136 (TTY) or NCIL at (703) 525-3406 (v), 525-3407 (TTY). FACT SHEETS ABOUT THE REHAB ACT Amendments to the Rehab Act: 1986 & 1992: A Comparison--a set of charts showing changes in the Rehab Act which occurred from 1986 to 1992. Where to Get Information About the Rehabilitation Act--how to obtain copies of the Rehab Act and related background information from the government, from public records, and from DIMENET, the national computer bulletin board for independent living. Terminology Related to the Legislative and Regulatory Process--explanations of terms and concepts related to the legislative process. Key OSERS Staff--a listing of top-level staff members of the Office of Special Education and Rehabilitation Services, the Rehabilitation Services Administration, and the National Institute on Disability and Rehabilitation Research (NIDRR). FACT SHEETS ABOUT STATEWIDE INDEPENDENT LIVING COUNCILS (SILCs) Composition of Statewide IL Councils--an easily understood overview of SILC responsibilities, composition criteria, and examples of some of the problems faced by state IL councils with direct, concrete suggestions for dealing with them. Questions About SILC Governance--identifies many of the pivotal questions an organization can use to establish the bylaws with which it governs itself; covers specific questions for councils operating as private, nonprofit corporations and seeking a tax exempt status. What Every SILC Member Should Know--a checklist of basic information that each SILC member should understand in order to be an effective, voting participant of a statewide IL planning body. Prototype Job Descriptions--basic duties, authorities, and qualifications for the SILC chair, vice-chair, secretary, treasurer, and member; intended as a guideline from which to build individualized descriptions. SILC Profile Analysis--a grid designed to reveal a basic profile of any SILC by mapping characteristics and affiliations of the members; simple, easy-to-follow instructions show whether or not a council is consumer controlled according to legal mandate. SILC Membership Compliance Assessment--a checklist for determining whether or not your SILC is in compliance with the compositional guidelines outlined in section 705(b)(2) the Rehab Act. Directory of Statewide IL Councils--a complete list of all SILCs with contact information for state chairs; current as of May 1995. AUTHORIZED USES OF FUNDS AVAILABLE TO THE STATE IL COUNCIL Authorized Uses of Title VII, Part B--this document gives an overview of the history and development of Title VII, with an emphasis on gains made in controlling how the dollars allotted to support independent living programs and services are spent. Funding Under SILC Jurisdiction--identifies funding sources available to the statewide IL council: Title VII, Parts B and C, Title I, Part C, Social Security Reimbursement Funds, and private or other sources. Funding for Title VII, Part B: Fiscal Years 1994 & 1995--exact 1995 dollar amounts allocated from this source for each state and territory. Funding for Title VII, Part C: Fiscal Year 1994--dollar amounts by state and territory showing 1994 allotments as well as post-reallotment amounts for fiscal year 1993. Revised 3/96 _________________________ Developed by the IL NET: NCIL/ILRU National Training and Technical Assistance Project. Requests for technical assistance on this and other independent living subjects may be directed to the IL NET Project, c/o ILRU at (713)520-0232 (v), 520-5136 (TTY), 520-5785 (Fax), or NCIL at (703) 525-3406 (v), 525-3407 (TTY), 525-3409 (Fax). READINGS AND RESOURCES FOR THE INDEPENDENT LIVING AND DISABILITY RIGHTS MOVEMENTS Updated October 1997 Bowe, F. (1992). Equal Rights for Americans with Disabilities. New York: Franklin Watts, Inc. DeJong, G. "Independent Living: From Social Movement to Analytic Paradigm." Archives of Physical Medicine and Rehabilitation 60 (October 1979): 435-446. DeJong, G. "Physical Disability and Public Policy." Scientific American 248, no. 6 (June 1983): 40-49. DeJong, G. Environmental Accessibility and Independent Living Outcomes: Directions for Disability Policy and Research. East Lansing: University Center for International Rehabilitation, 1981. DeJong, G. and Janice Hughes. Report of the Sturbridge Conference on Independent Living Services. Boston: Tufts Medical Rehabilitation Research and Training Center, 1981. Fasser, Carl E., Quentin Smith, Lex Frieden, Laura W. Smith, J. David Holcomb. "Addressing the Health Care Needs of People with Disabilities." Journal of the American Academy of Physician Assistants 7, no. 1 (January 1994): 26-32. Harmon, G., Ladd, J., and Evans, E. "Being a player: A guide to the ILRU lobbying regulations for advocacy charities." A Report by the Advocacy Forum; A Project of the Alliance for Justice. Washington, D. C.: Harmon, Curran, Gallagher & Spielberg, 1991. House, R., Richards, L., Rennick, V., Jones, D., Dresden, C., and Smith, Q. (1995). Expanding Your Management Foundation: Readings in Management Literature--Strategic Planning. Houston: ILRU. House, R., Rennick, V., Jones, D., Richards, L., and Dresden, C. Expanding Your Management Foundation: Readings in Management Literature--Basic Supervision (In press, 1997). Houston: ILRU. House, R., Rennick, V., Jones, D., Richards, L., and Dresden, C. Expanding Your Management Foundation: Readings in Management Literature--Hiring, Diversity, and More. (In press, 1997). Houston: ILRU. O'Day, B. Issues in Independent Living: Independent Living Programs for Transition to Community Living. (In press, 1997). Houston: ILRU. Kailes, J. I. Advocacy: Reality or Rhetoric Inventory. 5 pages. A popular questionnaire tool used to help evaluate if an independent living center or other disability related organization is truly committed to advocacy and systems change. Revised 1997. Self-published. Kailes, J. I. Americans with Disabilities Act Compliance Guide for Organizations. 225 pages. 1995. Self-published. Kailes, J. I. Centers for Independent Living. 12 pages. Revised 1997. Self-published. Kailes, J. I. Resource List: Wellness, Self-Care, Exercise & Aging with Disability. Research and Training Center on Aging with Disability. Los Angeles, California. Third Edition, 1996. Kailes, June. "Language is More Than a Trivial Concern!" (1984) reprinted in Disability Pride and A Guide to Planning Accessible Meetings (available through ILRU publications). Kailes, June Isaacson. Disability Pride: The Interrelationship of Self-Worth, Self-Empowerment, & Disability Culture. Houston: ILRU Program, 1993. Kailes, June Isaacson, and Darrell Jones. A Guide to Planning Accessible Meetings. Houston: ILRU Program, 1993. Kailes, June Isaacson. Putting Advocacy Rhetoric Into Practice: The Role of the Independent Living Center. Issues in Independent Living No. 8. Houston: ILRU Program, 1988. Lachat, Mary Ann. An Evaluation and Management Information System for Independent Living. Staying on Track: ILRU Management Support Series. Houston: ILRU Program, 1988. Lachat, Mary Ann. The Independent Living Service Model: Historical Roots, Core Elements, and Current Practice. Hampton: Center for Resource Management, 1988. National Council on the Handicapped (now the National Council on Disability). Toward Independence: An Assessment of Federal Laws and Programs Affecting Persons with Disabilities - With Legislative Recommendations. February 1986. Available from NCD, 1331 F Street, NW, Suite 1050, Washington, DC 20004 (202) 272-2004 (v), 272-2074 (TTY). National Council on the Handicapped (now the National Council on Disability). On the Threshold of Independence: A Report to the President and the Congress of the United States. January 1988. Available from NCD (see above). Nosek, Peg, Yayoi Narita, Yoshiko Dart, and Justin Dart. A Philosophical Foundation for the Independent Living & Disability Rights Movement. Occasional Paper No. 1. Houston: ILRU Program, 1982. Pflueger, Susan Stoddard. Independent Living. Emerging Issues in Rehabilitation. Washington, D.C.: Institute for Research Utilization, 1977. Richards, Laurel and Quentin Smith. An Orientation to Independent Living Centers. Houston: ILRU Program, 1987. Shapiro, Joseph P. No Pity. New York: Random House, Inc. 1993. Shreve Maggie, Patricia Spiller, Eric Griffin, Nancy Waldron, and Lynda Stolzman. Martha Williams, ed. Consumer Control in Independent Living. Available from: Center for Resource Management, 2 Highland Road, South Hampton, NH 03847; (603) 394-7040 (v/TTY), 394-7483 (fax). Smith, Quentin, Lex Frieden, and Laurel Richards. "Independent Living." Encyclopedia of Disability and Rehabilitation. New York: Macmillan, Inc., (in press, 1994). Smith, Quentin, Laura W. Smith, Kym King, Lex Frieden, and Laurel Richards. Health Care Reform, Independent Living, and People With Disabilities. Issues in Independent Living No. 11. Houston: ILRU Program, 1993. Smucker, B. (1991). The Nonprofit Lobbying Guide: Advocating Your Cause--and Getting Results. San Francisco: Jossey-Bass, Inc. United States Department of Education. Comprehensive Evaluation of the Title VII, Part B of the Rehabilitation Act of 1973, as Amended, Centers for Independent Living Program. January 1986. Available through clearinghouses (see below). Willig, Chava Levy. A People's History of Independent Living. 1988. Available from the Research and Training Center on Independent Living, 4089 Dole Building, University of Kansas 66045; (913) 864-4095 (v/TTY). In a special edition on independent living in American Rehabilitation 20, no. 1 (Spring 1994): Giordiano, Gerard and Bruno J. D'Alonzo. "The Link Between Transition and Independent Living," 2-7. Shreve, Maggie. "The Greater Vision: An Advocate's Reflections on the Rehabilitation Act Amendments of 1992," 8-13. Smith, Laura W., Quentin W. Smith, Laurel Richards, Lex Frieden, and Kym King. "Independent Living Centers: Moving Into the 21st Century," 14-22. Chappell, John A., Jr. "The Whole is Greater Than the Sum of its Parts," 23-29. Moore, J. Elton and Barry C. Stephens. "Independent Living Services for Older Individuals Who are Blind: Issues and Practices," 30-34. Montagano, Tim. "Bringing the Rehabilitation Family Together: An IL-VR Partnership," 35-36. Lougheed, Val, Bev Hunter, and Susan Wilson. "Partners for Independence: A Team Approach to Community-Based Rehabilitation," 37-38. Baker, David. "Independent Living in Communities: The Role of the Independence Fund in Vermont," 39-41. Lachat, Mary Ann. "Using the Power of Management Information System Technology to Support the Goals of Centers for Independent Living," 42-48. In a special issue on independent living in OSERS 6, no. 2 (Winter-Spring 1994): French, Duane. "Independent Living: Driven By Principles of Democracy," 37-38. Kafka, Bob. "Perspectives on Personal Assistance Services," 11-13. Kennedy, Jae, Hale Zukas, and Simi Litvak. "Independent Living and Personal Assistance Services: The Research, Training, and Technical Assistance Programs at the World Institute on Disability," 43-45. Mathews, Mark R. "Learning from the Experts: Best Practices in Rural Independent Living," 23-29. Michaels, Robert E. "Title VII: A Major Step Forward," 8-10. Nelson, John. "Changes in the Rehabilitation Act of 1973 and Federal Regulations," 4-8. Smith, Quentin, Lex Frieden, Laurel Richards, and Laurie Gerken Redd. "Improving Management Effectiveness in Independent Living Centers through Research and Training," 30-36. Tate, Denise and Julie Daugherty. "The Effects of Insurance Benefits Coverage: Does It Affect Persons with Spinal Cord Injury?" 19-22. Westbrook, John D. "Consumer-Driven Supported Employment: Consolidating Services for People with Significant Disabilities," 14-18. Ziegler, Martha. "How Parent Networks Are Working with Independent Living Centers," 39-42. In a special issue on rural independent living in the Rural Special Education Quarterly 11, no. 1 (1992): Clay, Julie Anna. "Native American Independent Living," 41-50. Curl, Rita M., Shanna M. Hall, Linda A. Chisholm, and Sarah Rule. "Co-workers as Trainers for Entry-level Workers: A Competitive Employment Model for Individuals with Disabilities," 31-35. Nosek, Margaret. "The Personal Assistance Dilemma for People with Disabilities Living in Rural Areas," 36-40. Potter, Carol G., Quentin W. Smith, Huong Quan, and Margaret A. Nosek. "Delivering Independent Living Services in Rural Communities: Options and Alternatives," 16-23. Richards, Laurel and Quentin Smith. "Independent Living Centers In Rural Communities," 5-10. Seekins, Tom, Craig Revesloot, and Bob Maffit. "Extending the Independent Living Center Model to Rural Areas: Expanding Services through State and Local Efforts," 11-15. Smith, Quentin W., Carl E. Fasser, Stacy Wallace, Laurel K. Richards, and Carol G. Potter. "Children with Disabilities in Rural Areas: The Critical Role of the Special Education Teacher in Promoting Independence," 24-30. We Won't Go Away, videocassette. Sells for $20 each, including postage, from the World Institute on Disability, 510 16th Street, Suite 100, Oakland, CA 94612 (510) 763-4100 (v), 208-9493 (TTY). The Disability Rag. A bi-monthly publication reflecting ideas and discussions in the disability rights movement. Available at $12 for a one-year subscription. Write to: Subscriptions, The Disability Rag, 1962 Roanoke Ave, Louisville, KY 40205 (502) 459-5343 (v/TTY/fax). From the television series, Real Life, broadcast on PBS stations, 1995-1996. Childress, D. and King, K., prods. (1995). Real Life: Health Care. Videotape. Houston: ILRU. Childress, D. and King, K., prods. (1995). Real Life: Universal Design. Videotape. Houston: ILRU. Childress, D. and King, K., prods. (1995). Real Life: Media Portrayals. Videotape. Houston: ILRU. Childress, D. and King, K., prods. (1995). Real Life: ADA. Videotape. Houston: ILRU. Most of the readings cited above can be obtained from resource clearinghouses. Several are listed below and can be reached for further information about publications and modem-accessible databases by mail or telephone.  National Clearinghouse of Rehabilitation Training Materials, Oklahoma State University, 816 West Sixth Ave., Stillwater, OK 74078 (800) 223-5219.  National Rehabilitation Information Center (NARIC), 8455 Colesville Road, Suite 935, Silver Spring, MD 20910 (800) 346-2742 (v), 227-0216 (TTY).  ERIC Clearinghouse on Disabilities and Gifted Education (formerly the ERIC Clearinghouse on Handicapped and Gifted Children), 1920 Association Dr., Reston, VA 22091, (800) 328-0272 (v/TTY) at the Council for Exceptional Children, (703) 620-3660, ext. 307 (v). ILRU also offers a number of publications and other materials on various independent living subjects. For a listing of resource materials contact ILRU at 2323 S. Shepherd, Suite 1000, Houston, TX 77019, (713) 520-0232 (v), 520-5136 (TTY). For resource materials and technical assistance on the Americans with Disabilities Act, there are ten regional Disability and Business Technical Assistance Centers (DBTACs). One toll-free number, 1-800-949-4232, will direct your call to a technical assistant in your region. Resource materials are published by the U.S. Department of Justice and many are available free of charge. The Southwest DBTAC in Houston, Texas offers technical assistance and some resource materials in Spanish as well as English. Revised 10/97 Developed by the IL NET: NCIL/ILRU National Training and Technical Assistance Project. Requests for technical assistance on this and other independent living subjects may be directed to the IL NET Project, c/o ILRU at (713) 520-0232 (v), 520-5136 (TTY), 520-5785 (Fax), or NCIL at (703) 525-3406 (v), 525-3407 (TTY), 525-3409 (Fax). I. THE PRINCIPLES OF ADULT LEARNING A. Learning Objectives Upon completion of this session on the principles of adult learning, trainees will be able to: 1. Define seven principles that apply to andragogy. 2. Pinpoint two application methods for each andragogical principle. 3. Apply adult learning principles and appropriate applications to a case study. 4. Apply adult learning principles and appropriate applications to an actual training session. B. Introduction Learning: A change in behavior or attitude. When we expect adults to make changes in their behaviors or attitudes, whether in a classroom situation or on the job, it is essential that we utilize the principles of adult learning. Though these basic concepts certainly may be applicable to all ages, adults possess learning needs because of their matured social standing that distinguish them from children. Andragogy is the study of the learning needs of adults while pedagogy is the study of the learning needs of children. Adult learning is distinguished from a child's learning primarily because adults possess: 1. A long history of learning. A skilled trainer or teacher can utilize the learning history of the adult trainee to illustrate new points of understanding and connect them to past learning. It is also important to realize that some adults may have negative learning experiences from the past that may act as a barrier to behavioral or attitudinal change. 2. Adults have responsibilities that define their obligations in a mature world. A successful teacher of adults respects the fact that new learning must be relevant and practical to training participants. New learning must demonstrate ways to solve real life problems or make everyday work dilemmas easier to manage. It's important to remember that some adults may have negative learning experiences from the past that can act as a barrier. C. Motivation Motivation: Trainees must feel the need to learn. They must want to learn and feel that their learning has purpose. Try this true/false test on motivation: 1. Everyone is motivated somehow. T F 2. What motivates one person may not motivate another. T F 3. A trainer can't motivate a trainee; the trainee's motivation must come from within. T F All of the above statements are true. Everyone is motivated somehow. Often, the trainer's task is to look carefully for individual motivators. While what motivates one person may not motivate another, we do know there are some techniques that can assist the trainer to motivate groups. And motivation does depend on the trainee's decision to engage in purposeful learning; the more a trainer knows about the needs of the trainee, the greater the opportunity to motivate. To Become A More Effective Trainer In Motivation  Design sessions/materials from the participants' point of view.  Keep learning meaningful and worthwhile.  Help participants connect their needs in the workplace (community or home) with the training activities. We do know there are some techniques that can assist the trainer to motivate groups. D. Learning Process 1. Recent Learning Recent learning is the most memorable. Things that are learned last are those best remembered by the trainee. To Become A More Effective Trainer In Recent Learning  Summarize frequently.  Emphasize key ideas over and over again.  Keep training segments short. If training segments need to be longer than 20 minutes, recap often to break a longer session into shorter ones.  Summarize the entire session at the ending. Highlight major points. Review often.  Keep participants aware of the direction and progress of their learning. 2. First Learning The things that trainees learn first are usually learned best. To Become A More Effective Trainer In First Learning  Begin the session with clear, well-organized information.  Demonstrate new learning so that participants "get things right the first time."  Include key points at the beginning of the session.  Expand on key points as session progresses.  Keep participants aware of their learning progress. 3. Active Learning Adults learn by doing. Hands-on application allows parti- cipants to get involved in problem solving. To Become A More Effective Trainer In Active Learning  Use practical exercises.  Ask plenty of questions.  Keep the tone of the training interesting and active.  Keep interest high with short sessions, relevant examples, changes in format. "I hear and I forget. I see and I remember. I do and I understand." - Confucius 450 B.C. 4. Multi-Sensory Learning Use as many senses as possible throughout the session (without sensory overload) for adult learners. To Become A More Effective Trainer In Multi-Sensory Learning  Use a combination of sensory experiences.  Combine activities of listening, watching, reading, and speaking in a session. Remembrance curve: Adults recall 90% = Say & do Adults recall 70% = Say Sighted and hearing Adults recall 50% = See & hear Sighted Adults recall 30% = See Hearing Adults recall 20% = Hear Adults recall 10% = Read 5. Relevant Learning Materials, information and training must be relevant to the needs of the adult learner. To Become A More Effective Trainer In Relevant Learning  Use descriptions, examples that are familiar to the participants to illustrate relevancy.  Ask the participants for relevant examples from their own experience.  Help participants link the training information/materials to their practical needs/concerns.  Be open to questions/comments regarding learning relevance. Don't be defensive. Be open to questions about relevancy. E. Two-Way Communication Adult learning relies on two-way communication. It is important for the trainees to exchange ideas with one another, as well as with the trainer. It is critically important for the trainer to listen to the participants. To Become A More Effective Trainer In Communication  Keep communication open. Invite input.  Ask for ideas on application.  Be sure that body language and voice tone support the message.  Admit not knowing an answer (follow up and find out) or making a mistake.  Establish some guidelines for communication at the session start.  Gently enforce the communication guidelines fairly with all participants.  Stay aware of communication needs of people with disabilities in the session.  Ask that speech be repeated or clarified it not understood.  Check the pace of exchange for interpreters for the deaf and for those with perceptual disabilities.  Be sure teaching aids (chalk boards, flip charts, video screens, etc.) are visible to all members including those in wheelchairs.  Communication research suggests that body language (50%) and voice tone (40%) convey much of the message.  Add other communication needs the more effective trainer should be aware of when working with people with disabilities. 1. 2. 3. 4. 5. 6. 7. F. Application Learning: A change in behavior or attitude. Ben Vogensen is a disgruntled trainer. His training session is half over and he's afraid he's "lost the group." "I don't know why they aren't responding. I researched the topic thoroughly. I have all the latest information to answer their questions. It seems like they're just asking the wrong questions. How do I get them back on track? I've told them the major concerns in the field, but they don't seem to be listening. I've heard some people may even leave early to go back to work! Maybe the morning session went on too long. It was one and one-half hours, but I had lots to cover. And to be honest, it took me a while to feel organized.....Help!!" 1. Help Ben! What would you recommend? 2. How can you improve the application of adult learning principles in your next training? II. TEAMWORK Training with adults provides the opportunity for trainees to learn new ways to relate in groups and to practice teamwork. Typically, trainees who do now know one another need a chance to "warm up" to work cooperatively. To Become A More Effective Trainer In Teamwork  Welcome participants graciously. Help everyone feel that their ideas and experiences are welcome and necessary for full group learning.  Encourage various perspectives and points of view. Ask, for example, "Does anyone have a different experience? What's another approach we might take in this situation that might also be effective?"  Build partnerships or teams among the participants to assist with information and resource exchange both during and after the session.  Assist participants to understand how their learning needs and solutions overlap with one another to form a common ground for exchange. An effective trainer helps trainees find the common ground for problem solving with one another. A. Learning Objectives Upon completion of this session on teamwork, trainees will be able to: 1. Demonstrate four techniques that encourage teamwork with adult learners engaged in training. 2. Define the four developmental stages of team building and apply these stages to actual situations. 3. Demonstrate techniques/methods that assist the adult learner in the areas of inclusion, low stress learning, and individual perception. 4. Complete a teamwork activity sheet with team members and define "controversial" applications guidelines. B. The Stages of Teambuilding The stages of teambuilding come from the idea that there are typical developmental stages for a group of individuals learning to problem solve or complete work together. 1. Stage 1 Finding Common Ground We begin the training as individuals usually closely oriented to our own perspectives. It's difficult to get much distance from our own concerns. An effective trainer can assist individuals to enlarge their perspectives to learn more about the options for problem solving. Help trainees move from their own territory to common ground by introducing the questions: How does my problem/solution relate to yours? How are we each/both motivated? What do we have in common as we begin to define our plans? Can the task we need to accomplish be our mutual common ground? 2. Stage 2 Exploring Differences/Conflict Once common ground has been established and participants feel a need to work together, they may find some areas where they disagree. It is important to acknowledge stage two as a necessary part in building a team. It is a helpful, positive step to manage and explore conflict among team members. Conflict does not go away and in fact can escalate if ignored or disregarded. How do our ideas differ? What are your perceptions of the workplace problems? How can we combine our various perspectives to arrive at workable solutions that accommodate the viewpoints of the team, but still solve the problem? 3. Stage 3 Set Goals Set attainable, measurable, observable goals. Be sure each member of the team knows his or her individual role and how it relates to the roles of others. If the team goal is not attained, break it down into smaller steps that are more attainable. 4. Stage 4 Share Success/Accept Responsibility Review the team's progress. How well is the team doing? What are the strengths and weaknesses of the team? Acknowledge and analyze what is being accomplished. Celebrate the successes and take responsibility (action) for what has not been successful. An effective trainer helps trainees find the common ground for problem solving with one another. C. Teamwork in Training Learners may feel separated or alone in problem solving. They may hesitate to admit mistakes. Often the most common response from a participant after an effective training session is, "I thought I was the only one with this concern. It's great to know it's not just my problem. It really helped to hear how others have worked on the same or related issues." To Become A More Effective Trainer In Teamwork  Treat each team member with respect and fairness.  Give feedback or direction in a constructive manner. Never cause one member to "lose face." Do everything possible to encourage a cooperative environment.  Relate individual questions to group concerns.  Try to keep all participants "up front" with knowledge. Review or recap major ideas. Define language or terms that some members may not know.  Allow for individual styles and differences.  Know how to effectively "break the mood" of serious learning with humor or storytelling. Be sure to test stories or jokes before using them with a group. Never tell jokes that are at the expense of others or other groups. As an experienced trainer learns the timing of certain illustrations, it begins to feel natural to combine "hard and soft" information. Break the moods of serious learning with well rehearsed jokes or stories that illustrate the point being discussed. D. Application Teamwork Activity Sheet True or False: 1. Trainees often need a chance to warm up to a new group. T F 2. It's best to let everyone ask questions, even those who know the least about the topic. T F 3. Conflict among team members can actually help the team reach goals later on. T F 4. It's a good idea to encourage trainees to exchange business cards with one another. T F 5. Even if a trainee's answer to a question is absolutely wrong, it's best for the trainer to respond constructively. T F 6. A trainee will learn more if they feel respected by the group. T F 7. All groups can establish some common ground. T F 8. Acknowledging the strengths and weaknesses of a team encourages self analysis, responsibility, and knowledge. T F 9. Conflict does not go away in a group if not addressed, and may escalate. T F 10. At the beginning of a training, individual team members tend to be self-oriented. T F Write three statements you think are true about adults working in teams. 1. 2. 3. III. TRAINING NEEDS ASSESSMENT A. Learning Objectives Upon completion of this session on needs assessment, trainees will be able to: 1. Define the four most popular training needs assessment survey techniques and their proper applications. 2. Define ten effective trainer techniques used in the assessment of training needs and their proper applications. 3. Apply teamwork guidelines to a case study situation and make useful recommendations for intervention. 4. Review a sample survey instrument and make recommendations for appropriate revisions. B. Knowing Your Audience How to assess the training needs of an audience is a topic of utmost concern to all trainers, experienced or just beginning. Without a clear understanding of the priority issues of the trainees, the trainer is unable to apply a key component of adult learning: Relevancy. C. Initial Proposal of Training Needs Training needs may be proposed initially in a variety of ways: Workplace feedback New work standards Mandated by law Requested by staff Requested by management Requested by customers, consumers To assess the training need after it is proposed, the trainer must investigate the need thoroughly. Only after a thorough investigation will the trainer be able to determine the actual needs for training and related objectives. D. Types of Needs Assessments 1. Checklist: Typically contains topics of general or specific interest to a certain group. Participants are often asked to rank order the list. Be careful not to make the list so broad that issues become unrelated. 2. Questionnaire: All prospective group members are given the same form. Usually, some rating or checklist responses and some essay questions are included. Keep questions explicit and easy to understand. Be sure to ask participants to write legibly or to type responses. Leave plenty of room on the paper between questions. Encourage honesty and expression of individual perspectives (sometimes anonymity as an option is helpful). Include the question, "What would you like to be sure is included in this training?" Set a date for questionnaire response. A shorter turnaround time usually brings more responses and allows the trainer the time necessary to plan an agenda and training objectives. Encourage those who have missed the turnaround deadline to submit them anyway. Explain that their responses may not be reflected directly in the session objectives, but will be utilized and are important. Keep survey questions explicit and easy to understand. 3. Telephone Surveys: The telephone interview is a popular way of scheduling a time to ask survey questions in a more personal manner. Each participant is asked the same set of questions and typically given roughly the same amount of time for the interview. The surveyor must have some method for recording responses and maintaining the conversation simultaneously. A headset is helpful. Tape recording can also be used as long as respondents are aware they're being recorded. A shorter turnaround time on surveys usually brings more responses and allows the trainer the necessary time to plan an agenda and training objectives. 4. Conference Calls: Some groups requesting training may prefer a conference call among the key players. This allows the trainer to hear a number of individual perspectives at one time. Participants will often provide the trainer with a preview of the issues related to the training objectives. Be sure to encourage the members to clarify the need for the training and expected outcomes among themselves. Help them to prioritize the learning needs. Restate your understanding to the group and follow up the conversation with a written description of the agreed upon topics, formats, and objectives. To Become A More Effective Trainer In Assessing Training Needs  Contact individuals who are most relevant to the training first, then contact additional resources.  Ask questions. Let the feedback come from those you interview and survey.  Don't try to bias the feedback, even if some individuals experience the need differently.  Ask for examples of what is happening now and what they would like to see happening. Identify the gap between where things are now and where they will be after the training is implemented.  Ask, "What would be most helpful?"  Ask, "What do you want participants to be able to do after the training that they are unable to do now?" Knowing the audience is the first step in training preparation.  Choose a select subgroup or sample if unable to survey or interview the entire target population.  Recap or present the survey results or main points to the group as an introduction to training.  Help the group connect the survey results to the training objectives.  If some survey requests are beyond the scope of the training, let trainees know if those topics will be covered in later trainings. Identify the gap between present level of trainee knowledge and projected learning. E. Application "How do I survey this group?" Susan has been asked to train a group of twenty managers in communication skills. A number of the participants have disabilities. Says Susan, "This sounds like a diverse group in lots of ways--their skills, their needs, their disabilities. How should I go about making sure I'm putting together learning objectives for the entire group? They all work in the same city, but in three different organizations. Where do I begin? What would be the best survey instrument? Should I find out if bosses and those they supervise are comfortable being on the same work teams? What if some of the trainees are volunteer managers and some are paid? Does that make any difference?" Put together a list of questions for Susan to ask her prospective trainees. What survey method would you recommend? F. Sample Questionnaire Name _______________________________________ Organization__________________________________ City, State, Zip ________________________________ Becoming A More Effective Trainer QUESTIONNAIRE The Becoming A More Effective Trainer workshop sponsored by IL NETWORK is designed to enable participants to develop a training session based on the principles of adult learning that is relevant to identified training audiences and builds competencies that are directly applicable to assessed needs. Please complete the enclosed questionnaire so that we can "individualize" our agenda to best meet your intended outcomes. Be specific and complete in your responses and provide examples whenever possible. 1. What primary audiences do you intend to train? (Please indicate top 3 choices.) ___ consumers ___ staff from other CILs ___ parents/families ___ community groups ___ advocates ___ non-profit organizations ___ volunteers ___ for profit organizations ___ direct line staff ___ corporate groups ___ administration/management staff ___ collaborative groups ___ board members ___ foundations/funders ___ committee training ___ other: ____________________ 2. What experience have you had as a trainer? What are your learning needs? Please rate your level of learning need in the following areas: ( 3--high need; 2--medium need; 1--low need) ___ needs assessment of audience ___ agenda development ___ audience characteristic identification ___ training outcome development ___ training environment and setup ___ training competency development ___ adult learning principles ___ materials/handouts development ___ training formats: ___ large group ___ break-out groups ___ small group ___ structured discussions ___ panels ___ case studies ___ teams ___ simulations ___ lectures ___ other ___ role plays ___ other ___ balancing group and individual needs ___ training evaluation/feedback ___ time management in training ___ training application/follow-up ___ presentation skills ___ problem solving/communication skills ___ audio/visual skills ___ question/answer sessions ___ other _____________________ 3. Please provide a detailed description of your anticipated training audience(s). a. Audience b. Audience c. Audience 4. Please describe what you perceive to be the anticipated audiences. How have needs been assessed/identified? 5. What questions/comments/recommendations do you have regarding the Becoming A More Effective Trainer session? Please return no later than ___________________ to fax number _______________. IV. TRAINING LOGISTICS The location of the training is one of the most critical issues for all trainers. A seasoned trainer knows that even the best session can be thoroughly undone by noise, heating that can't be adjusted, or poor lighting. Crowding too many people in a small room without windows is exhausting to both trainer and participants. Air conditioning that keeps everyone freezing or flip chart markers that send out dizzying fumes can complicate a training needlessly. A recent remodel of a training room may fill the air with the "fresh" smell of paint and carpet glue that makes the training an impossibility for someone with an environmentally sensitive immune system. A. Learning Objectives Upon completion of this session on training logistics, trainees will be able to: 1. Define the four major areas to review when assessing training location. 2. Demonstrate practical changes that can properly redesign a training room to be more appropriate for learning. 3. Apply training location guidelines to actual situations utilizing the fourteen-point location checklist. 4. Evaluate proposed training locations for appropriateness. B. Location Check out the room before scheduling, if at all possible, or ask someone who does training to check it out for you. C. Access Be sure the training room, restrooms, parking lots, restaurants are truly accessible to everyone. Be sure there aren't "just a couple of stairs" people need to go down for the restrooms or a work space with such a glare, an interpreter for the deaf would be difficult to see. (Use A Guide to Planning Accessible Meetings by June Isaacson Kailes and Darrell Jones, 1993 ILRU Program) D. Room Size Will there be more than enough space for everyone to be comfortable and noisy? Don't expect that a group of adult learners will sit quietly if teamwork or simulations are planned. Is there enough room for wheelchairs to move easily throughout the room? Don't expect or want a group of adult learners to sit quietly. E. Room Set-Up How will the room be arranged? Will there be a microphone? How will we establish the front of the room for focus? Are the exits easily reached? Are there break-out areas for small groups? Try to keep the room looking organized and free of clutter. Remove anything from the room (storage, etc.) that detracts from the focus. Use long narrow tables for large group discussions (usually arranged in a horseshoe or rectangle) and smaller round tables for team work. Do not seat participants on both sides of the table, if possible. It gets too crowded. (For more specific information on room set-up for people with disabilities, use A Guide to Planning Accessible Meetings by June Isaacson Kailes and Darrell Jones, 1993 ILRU Program.) Arrange the room based on how you want the trainees to communicate with one another. If you have to train in a room that is not arranged as you would prefer, you have two choices: 1. Ask the group to help you rearrange the tables, chairs, focus area, etc., based on the day's agenda. OR 2. Briefly discuss with the group the difficulties with the room. Decide whether or not the room location or setup makes the space inaccessible or poses a health hazard to any one of the trainees. If not, the group may decide to remain flexible and cooperate fully to "make it work." (This has proven to be an effective way to warm up the group and get them working as a team early on.) The "fresh" smell of paint and carpet glue may make the training room that has been recently remodeled an impossible location for the trainee with an environmentally sensitive immune system. Sample Room Setups Hollow or Closed Square or Rectangle This setup is appropriate for interactive discussions and note-taking sessions for 25 to 30 people. Conference Style Hollow Square F. Training Location Checklist Access Renovations, i.e., paint and carpet fumes Plans to fumigate with pesticides Elevator service Enforcement of policy Attitudes and responsiveness of staff re: access Room setup options Space Room for everyone + plus Room to be noisy Room to access refreshments Geographic Location Close to public transportation Safe neighborhood Lighting Adjustable Buzzing Audio/Visual Equipment Availability Chalk Board White Board Flip Chart Overhead Distractions In room Overlapping events Outlets Adaptors if necessary Computer availability Noise Overlapping events Construction Adjustable /Lighting Public Address System Acoustics Table/Chair Arrangement Firm, comfortable chairs Fire/Security Alarms Refreshment/Food Availability In room Nearest service G. Application Describe the typical training room you have used for training. Review the Training Location Checklist and discuss any items that have concerned you. Add any items to the list you feel are missing. My Typical Training Room Great Terrible 10 9 8 7 6 5 4 3 2 1 Why? Training Location Checklist Items of concern: V. PLANNING THE SESSION A. Learning Objectives Upon completion of this session on planning the session, the trainees will be able to: 1. Define four research sources for the effective trainer and apply them to actual situations. 2. Define four general research guidelines for the effective trainer and apply them to actual situations. 3. Define methods to research the information necessary to be well informed and ready to answer participants' questions in an actual training. B. Introduction Once a trainer is well oriented to the needs of the audience, it is time to begin the second step of preparation. Training must meet several levels of instruction to be really effective. Some observers of experienced trainers may think that there's a natural talent or a certain style to being an excellent trainer, that it depends on a certain look or physical appearance. In fact, it is a well-rehearsed, time-tested, and thoroughly-prepared trainer who appears to relax and is able to motivate a group easily toward session objectives. And sometimes, given the right "chemistry" in a group and with the facilitation of a "transformational" trainer, the group can achieve more than the session objectives outlined. "The more we know about the task, the more options we have for teaching it." - Marc Gold C. Research Preparation The amount of expertise the trainer possesses on a given topic increases the flexibility available to teach a skill. The more we know about a topic, the easier we'll anticipate and answer questions. The better versed a trainer is in terminology, concerns, advantages of particular methods and, in general, correct and up-to-date information, the more attentive the participants will be. Experienced trainers will tell you that they cannot effectively plan their presentation or communicate confidently to the participants until they completely understand the subject matter. 1. Research Sources for the Trainer a. Interview Specialists/Authorities: Ask individuals who have the most relevant information to share their expertise. b. Use the Library: Define the key topics of the training and use the library for general reference. It's helpful to have a broad background of information that narrows toward specific examples. Use reference librarians and computer databases for assistance. c. Contact Professional Organizations/Universities: Use data that has been collected by others in your field. Review research manuals and professional publications. There may also be resource directories available through some universities and colleges. d. American Society for Training & Development (ASTD) and Other Training Resources. Contact organizations that specialize in training trainers and providing training resources that are topic- or skill-based. Small Group Exercise I. What is the title of your training? How much do you know about your training audience? How were they surveyed? II. What research sources are most relevant to your preparation? a. b. c. It's a thoroughly prepared trainer who can model relaxation in learning. Adults learn best in a low stress environment. 2. Research General Guidelines a. Don't Get Swamped. Stay as close to your topic as possible with the most recent publications/books. While it's helpful to have a strong knowledge base on a topic, you don't need to know everything about the subject. b. Relate Research to Session Objectives. Connect the research information to the expected outcomes of the session. What materials do the participants require as background/technical information to perform in new ways? Select information the trainees must know to improve their performance. c. Divide Research into Primary and Secondary Categories. Define the most relevant information and maintain that focus. Secondary information may be useful for resource materials or back-up subsessions if additional time is available. d. Begin and Continue Researching toward Understanding. Sometimes researching a topic looms as drudgery, but it is often less involved than imagined and often becomes fascinating. Begin the task of researching early on so that there will be plenty of time to think through a topic. Gradually, subject area will move toward a flexible, workable level of understanding as your own expertise starts to evolve. Some say that session research is difficult to begin, but once started hard to end. D. Application 1. Define the key topics of your next training session. a. b. c. 2. How will you research the information necessary to be well informed and ready for participants' questions? VI. TRAINING OBJECTIVES A. Learning Objectives Upon completion of this session on training objectives, trainees will be able to: 1. Demonstrate how to combine needs assessment data with learning needs to define training objectives. 2. Demonstrate how to write training objectives in a given format. 3. Write three sample training objectives for actual trainees. B. Introduction Training sessions are often skill-based. Information is usually exchanged among adult learners with the expectation that there will be application of the learning in an organizational, community, or family setting. Training objectives specify what the trainees will be able to do, in a very practical sense, as a result of the time spent. If trainees do not feel the session was relevant, that is, if it involves an interesting process but no clear answer to the question, "So what?" they will probably feel that their precious time was poorly spent. Adults especially value their time. Training can't just be good process. It must answer the question, "So what?" C. Defining Training Objectives 1. Review the Needs Assessment Information The needs assessment information generated through surveys and interviews defines the general topic areas of the session. It may also provide some specific examples of new learning expected by the trainees. 2. Combine Needs Assessment Information with Research Given the assessment input and the state-of-the-art research information, what can we say about the expected learning? For example: If trainees request information on employee recruitment sources, we may be able to combine statistical information available through the Department of Labor with data from the organizational personnel offices to provide a complete picture. An objective for the session might include: (By the end of the training session) "Participants will be able to correctly identify five local recruitment sources that correspond to DOL projections." 3. Define the Objectives for the Training Session Define the specific skills trainees will be able to demonstrate once they have completed the training. The competencies should define the direction for the course, so that the participants know they are clearly on track. 4. Define the Objectives for the Subsessions. Define what trainees can expect to be able to demonstrate clearly as a new competency following a specific subsession. For example: (By the end of the subsession on the Americans with Disabilities Act) Trainees will be able to list the building code requirements necessary for newly-constructed commercial restrooms with 85% accuracy. Training objectives specify what the trainees will be able to do, in a very practical way, as a result of the time spent. D. How to Write a Training Objective Training objectives must be: Specific Pertinent Attainable Measurable Observable Training objectives provide direction to the trainer and trainees. They provide the basis for evaluation of the training session. Sample Format: By the end of the session, participants will be able to (cite behavior or action) under the following conditions with level of accuracy. E. Application By the end of the session, participants will: 1. List four needs assessment tools while referring to class notes without error. 2. Demonstrate two adult learning principles to their learning team within 15 minutes. 3. Evaluate the appropriateness of a training location for two simulated groups with 90% accuracy. Please write examples of training objectives for your proposed trainees here: 1. 2. 3. VII. METHODS OF INSTRUCTION A. Learning Objectives Upon completion of this session on methods of instruction, trainees will be able to: 1. Define 12 effective methods of instruction and their proper applications with adult learners. 2. Define the four stages of learning and provide examples of instructional methods for application at each stage. 3. Apply the effective methods of instruction to an actual training and discuss appropriate method utilization. 4. Utilize team members' expertise to generate a checklist of trainer tips re: instructional methods when training participants with disabilities. B. Introduction The method of instruction utilized by a skilled trainee depends ultimately on what the trainer is trying to teach. For many years, it was assumed that the success of a training depended on the presentation skills of the trainer. Gradually, as we have understood more about the principles that guide adult learning, we have come to realize that group involvement is actually the key to competency. Methods that tap the adult learner's knowledge and apply to real life situations will bring even the newest trainer success. C. Checklist Lecture Modified lecture Demonstration Student practice Student reading Group discussion Fishbowl Role plays Simulation Games Videos/films Brainstorming Programmed instruction Field trips Question and answer From Basic Training for Trainers by Gary Kroehnert, 1996 McGraw-Hill Publishers. Group involvement is the key to effective adult instruction. D. Involvement Methods 1. Lecture A trainer's lecture needs to be very organized, interesting, and short. Adult learners prefer to become involved. The trainer should not read from notes, if possible. 2. Modified Lecture This method is similar to the lecture, but does allow for some group participation. The trainee's experiences can generate discussion. Be sure to allow sufficient time for this instructional method. 3. Student Practice Allows the trainees to work alone, in pairs, or in small groups to practice the new skill. Practice is a necessary part of learning. Stages of Learning Acquire: New Learning Strengthen: Practice Maintain: Skill Development Generalize: Flexibility 4. Open Discussion A forum for all participants to share their perceptions on a topic. A skilled facilitator is careful to make sure that trainees understand the relationships between individual remarks and that everyone who wants to give his or her opinion has the opportunity. 5. Panel Discussion A panel is usually made up of topic experts. A moderator usually introduces the topic, each panel member, and keeps the individual panel members on time. This method is popular, but does not allow for much exchange with the audience unless the moderator is careful to allow time for questions and answers. Panel members may have differing views on a topic and may discuss the issue in a "facilitated free form." Typically, there is a reason for the outer group to listen in a fish bowl experience. 6. Fishbowl The participants listening to the discussion sit in the outer circle, while those speaking about an issue sit in the inner circle. Typically, there is a reason for the outer group to listen--perhaps the topic is controversial or outside their experience. Participants can exchange places in round two. The facilitator leads the full group discussion to debrief. It's best to practice with a skilled trainer prior to the session if you plan to utilize the fishbowl method. 7. Role Plays Real life situations can be confronted and worked through in a training setting. The trainer should brief the trainees on their expected roles and insist that they stay in role. Often, the trainer can model the first role play or play a role that might be more difficult. This method is also highly effective in small groups, provided that the trainer helps the groups to debrief. 8. Simulations Group participants are put into situations or gaming activities that invite imagination and teamwork. A large group is typically divided into smaller groups during the simulation exercise. The trainer must allow the group members to report back and listen to what was learned. Finally, it is the trainer's responsibility to be sure that the trainees understand the connection between the simulation and real life/work situations. Simulation experiences must connect to real life situations. 9. Videos/Films Trainers can use these tools to reinforce a point or to generate discussion. Be careful when films are shown (i.e., not after lunch) and make sure the narration provides enough information for persons with visual disabilities. Close-captioned videos are available to serve the training needs of hearing-impaired individuals. 10. Brainstorming After a topic is introduced, members of a small group (typically) generate as many of their own ideas or thoughts about the issue as possible. There is no wrong answer. Someone will need to record the responses. When the group has completed their "storm," they may want to go back and cluster or prioritize topics. Adults usually find this activity to be low stress, fun. The trainer should encourage trainees to "loosen up" and get involved. 11. Question and Answer The trainee's questions are the best ongoing needs assessment data available to the trainer. Encourage questions. If a trainee is too far off topic, note the question and cover it in a later discussion. Encourage trainees to ask the right questions rather than look for right answers. Also remember that there may be several solutions to every problem. 12. Small Groups Breaking a large group into smaller ones is common practice and an effective trainer can do it smoothly. Trainees count off depending on how many small groups will meet. Then all the "ones" group together, all the "twos," etc. Have the group choose a timekeeper and a notetaker (or they may decide to rotate these duties). Be sure the directions are absolutely clear and prepare them for the fact that the trainer will briefly join the group to check in. Be sure that if groups leave the main training area that you know where they're going. Each group must be responsible for returning to the room on time. The trainee's questions are the best ongoing needs assessment data available to the trainer. E. Application Teamwork on Instructional Methods Worksheet Preliminary Discussion with Team Members 1. Describe the group you'll be training. What are their learning needs? What are the session objectives? How much time do you have for the session? How many trainees will attend the session? Describe the location of the training. 2. What instructional methods will you utilize? Why? "A trainer should not rely on a sole method of instruction for all subjects. The experienced trainer will look at a topic and decide on methods that can be used independently or combined." - Gary Kroehnert VIII. AGENDA DEVELOPMENT A. Learning Objectives Upon completion of this session on agenda development, trainees will be able to: 1. Demonstrate how to outline a day's agenda appropriately for adult learners. 2. Define ten effective guidelines and their application re: agenda development with adult learners. 3. Apply effective agenda development guidelines in a case study situation. Prior to agenda development, trainer has: 1. Surveyed the training need. 2. Researched the topic. 3. Secured a learning location. 4. Set out the learning objectives. 5. Decided on methods. Now it is time to realistically manage the information into an interesting, workable training package.  The agenda should be outlined initially with the major subsessions scheduled for the prime time of the morning session.  The hard thinking time should be scheduled when the group is most fresh, but warmed up.  Afternoon time should be used to go even more in depth, but with lively, interesting interactive activities.  Don't show films or attempt to lecture right after lunch.  Do ask the group to "think about something" over lunch. Even if they forget, it provides the trainer with a nice lead-in to start the afternoon.  Do provide variety and changing partners in groups.  Do connect one activity to another so learners know the sequence.  Do have the agenda on a handout and ask participants to review it.  Remind trainees that the schedule is set, but flexible. Times may run over slightly.  Be prepared to restructure your agenda if it's not working. Have the trainees assist if appropriate. Don't keep a poor agenda if it's not meeting the objectives. The agenda is a realistic plan to manage the information into an interesting, workable training package. B. Application Case Study: "The Lost Agenda" Sharon prepared for her training session very well. She set instructional objectives and decided on the methods she felt were most appropriate to reach the goals. However, there is one participant who asks very long, off-the-topic questions. Already, he's taken up more of the group's time than planned. The agenda is about 30 minutes off. What should Sharon do? Choose an intervention for Sharon in this situation and then be prepared to tell her an alternative solution if your first idea doesn't work. IX. PRESENTATION TIPS A. Learning Objectives Upon completion of this session on presentation tips, trainees will be able to: 1. Demonstrate presentation techniques that open a session in a clear, organized manner. 2. Demonstrate presentation techniques that indicate flexibility and professionalism in unpredictable training situations. 3. Define the presentation readiness necessary to work with diverse groups. 4. Assess their own presentation style and deliver a 3-minute "improved" presentation following a practice session with observer feedback. To Become A More Effective Trainer in Presenting to Groups  Relax, breathe, visualize the presentation going well. Usually, a well-planned session will compensate for nervousness.  Communicate clearly and slowly. Whatever a trainer's method of communication, the information should be conveyed so that trainees are understanding the content.  Arrive early at the training. Check out the room, the materials, be willing to greet and welcome early participants. Don't expect to get a lot of work done in the 45 minutes before the training.  Be professional. Dress professionally. Try to look the part of a well-prepared, organized trainer. Have your materials ready and organized.  Anticipate questions. Welcome feedback.  Relax and enjoy the unpredictability of the situation. Give the trainees the impression that "they're in good hands" and you can handle whatever comes up.  Establish your credibility early on. Move into the role of leader and invite participation.  Let the group know what is expected. Provide an outline of the day. Set communication and comfort guidelines. Discuss smoking, restroom location, beepers, cell phones, lunch, breaks, and parking.  Communicate with participants to check out any special learning needs, including interpreters, location of audio-visual equipment, environmental barriers, etc.  Practice your presentation before the session. Practice your opening to each subsession. Practice how to move people into small groups and how to close the session.  Find out as much as possible about the trainees' backgrounds. How diverse will the group be? Practice working with different socio-economic, age, disability, and cultural groups. Sit in on sessions to become more familiar with groups if you lack experience.  Appear to be enthusiastic. Even if you're tired, the group will pick up on your level of energy. Use some ice breakers with the group if there is just too little exchange. Break them into pairs to talk to one another or ask why the lack of response. The information may be a repeat of something already covered.  Develop your own style and enjoy your strengths. The secret of good training presentation is flexibility as well as skilled experience. Presentation Worksheet  How would you assess your presentation style?  Prepare a three-minute introduction to your organization. Practice for at least 10 minutes with two observers watching. Ask for observer feedback.  Present your three-minute presentation to the group. Strengths Needs Develop your own style and enjoy your strengths. X. EVALUATION OF TRAINING A. Learning Objectives Upon completion of this session on evaluation of training, trainees will be able to: 1. Demonstrate a discussion of closure evaluation that effectively debriefs trainees. 2. Design a follow-up application evaluation to be used with an actual training group. 3. Design a long-term application evaluation to be used with an actual training group. 4. Define how an effective trainer is able to utilize ongoing evaluation in four specific areas when training adults. To Become A More Effective Trainer in Course Evaluation  Review course objectives. Were trainees able to judge their own learning and feel satisfied? How does the trainer evaluate the trainees' knowledge and skill compared to the levels of information prior to the training?  Have a discussion at closure. Ask trainees to describe what they've learned and how they'll apply it. Ask that trainees express the positive and negative aspects of the learning experience, but end on a positive.  Do an individual, written, private evaluation. Sometimes trainers are given scores for each section or are rated for presentation skills.  Do a follow-up application. This technique is very effective. Trainees leave with an assignment (which they may have designed) to implement some of the learning. The trainee then briefly writes up the results and sends them back to the trainer for review.  Long-term evaluation. A survey or follow-up evaluation is sent out 30-60 days following the training. Responses are tabulated and evaluated for long-term impact. Remember to evaluate throughout the session. Watch people's faces and mannerisms. See how they interact with one another. Listen to how their questions change. Point out learning throughout the day. That way, evaluation won't be an afterthought when the group is tired and ready to go home. XI. AUDIO-VISUAL AIDS A. Flip charts B. Overhead projectors C. Film projectors D. Slide projectors E. Videos F. Additional audio visual aids/reasonable accommodations 1. Close-captioned videos 2. Real-time captioners 3. Risers 4. List additional resources here:     G. The essentials of good audio visual aids 1. 2. 3. 4. 1. When words are not enough! Words and pictures. Audio visual aids. The vital ingredient of presentations. Graphics--the "invisible" support. Foolproof visual aids? Attention grabber or distraction? Choosing the appropriate audio/visual aid(s). Be aware of your choices. Getting down to basics--Checklist 1A. Pitting graphics to communication points--Checklist 2 2. When to use nonelectronic media. Flipcharts Chalkboards Flannelboards Mock-ups and models When to use electronic media. Advantages of projection equipment Drawbacks of projection Using overhead projectors Using slide projectors Using film strip projectors Using videotape 3. Use of computer software/hardware Computer generated images Different software programs LCD projectors LCD screens Software/LCD projection Software/LCD/audio projection Software/audio/monitor presentation XII. BIBLIOGRAPHY Baird, L, Schneier, C, and Laird, D. The Training and Development Sourcebook, Massachusetts: Human Resource Press, 1985.* Boydell, T H. A Guide to the Identification of Training Needs, 2nd Edition, London: British Association for the Commercial and Industrial Education, 1983. Cohen, L and Mamon, L. Research Methods in Education, London: Croom Helm, 1980. Collins, R and Saul, P. Management Competencies Development Program, Sydney: McGraw-Hill Publishers, 1991. Jones, K. Imagination Event for Training, New York: McGraw-Hill Publishers, 1993. Knowles, M. The Adult Learner: A Neglected Species, 2nd Edition, Houston: Gulf Publishing Company, 1978.* Kroehnert, G. Basic Training for Trainers, A Handbook for New Trainers, Sydney: McGraw-Hill Publishers, 1995. Laird, D. Approaches to Training and Development, Massachusetts: Addison Wesley Publishing Company, 1978.* Magen, R. Preparing Instructional Objectives, 2nd Edition, California: Pitman Learning Company, 1984.* Nilson, C. Team Games for Trainers, New York: McGraw-Hill Publishers, 1993. Newstrom, J and Scannell, E. Even More Games Trainers Play, New York: McGraw-Hill Publishers, 1994. Rae, L. How to Measure Trainer Effectiveness, England: Gower Publishing Company, 1987. Tracey, W. Training Employees with Disabilities. Strategies to Enhance Learning & Development for an Expanding Part of Your Workforce, 1996. Zenke, R and Kramlinger, T. Figuring Things Out: A Trainer's Guide to Needs and Task Analysis, Massachusetts: Addison-Wesley Publishing Company, 1981. * Recommended publications. XIII. OTHER RESOURCES A. Training Products 1. American Media Incorporated 4900 University Avenue West Des Moines, IA 50266-6769 Telephone: (800) 202-2557, ext. 123 2. Career Track Publications 3085 Center Green Drive P.O. Box 18778 Boulder, CO 80308-1778 Fax: (800) 622-6211 3. Langevin Learning Services P.O. Box 279, 5510 Main Street Manotuk, Ontario Canada Telephone: (800) 223-2209 4. Pfeiffer & Company Telephone: (800) 274-4434 (to order a catalogue) Fax: (800) 569-0443 Talico, Inc. Telephone: (904) 241-4388 5. USA Training 13515 Dulles Technology Drive Herndon, VA 22071 Fax: (703) 713-0125 B. Newsletters 1. Creative Training Techniques Newsletter Telephone: (800) 707-7749 2. Lakewood Publications 50 S. 9th Street Minneapolis, MN 55402 BECOMING A MORE EFFECTIVE TRAINER EVALUATION April 1998 1. Describe your basic understanding of these workshop topics BEFORE and AFTER this workshop by circling the appropriate numbers below (a 7 being "high, detailed knowledge" and a 1 being "none"). BEFORE AFTER Principles of adult learning 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Teamwork in training 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Training needs assessment 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Training logistics 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Planning the session 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Training objectives 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Methods of instruction 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Agenda development 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Presentation tips 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Evaluation tips 1 2 3 4 5 6 7 1 2 3 4 5 6 7 Audio visual 1 2 3 4 5 6 7 1 2 3 4 5 6 7 (over) 2. What parts of the workshop/training did you find MOST helpful? Why? 3. What parts of the workshop/training did you find LEAST helpful? Why? 4. What topics would you like to see covered in future workshops? Name/phone (optional): IL NET NEEDS ASSESSMENT April 1998 1. Who are you? Check all that apply. CIL: ___Staff ___Volunteer ___Board SILC: ___Staff ___Volunteer ___Board ___State employee ___Federal employee ___Other: 2. Please circle years involved in independent living. Less than 1 1-2 2-3 3-4 4-5 5-9 Over 10 3. If you have never attended an IL NET workshop or teleconference before, please tell us why. ___New to the field ___Did not know about training ___Location ___Cost (travel, lodging, registration) ___Not interested in the topic ___Other: a. What specific factors would increase the chances of your participating in future trainings? 4. Do you have access to the Internet or e-mail, either at home or work? ___No ___Yes If Yes... a. Have you taken any courses online? ___No ___Yes (tell us the topic, length, strengths, weaknesses) b. Would you be interested in participating in a online course offered by IL NET? ___No ___Yes 5. Circle the number of job-related training programs you attend per year. 0 1 2 3 4 Over 5 6. Circle the number of training programs you attend on average that are: Out of town, more than two days in length, not the teleconference you attended today. 0 1 2 3 4 Over 5 7. IL NET offers technical assistance in answering questions about CILs and SILCs. Have you requested technical assistance through the IL NET? ___No ___Yes a. If yes, did you receive a timely response to your request? ___No ___Yes b. Was the information you received useful in dealing with your concern? ___No ___Yes c. If no, what do you view as the problem with the information you obtained? Please be specific. 8. Please rank order from 1 to 10, with 1 being most important, your training needs. _____ Becoming a more effective trainer and consultant _____ Center funding _____ Center operations _____ Completing the 704 report--centers and SILCs _____ Compliance indicators for centers _____ Computer networking _____ Computer networking--accessibility issues _____ Consumer satisfaction studies _____ Disability culture: The role of centers _____ Disability oppression _____ Disability pride _____ Diversity and inclusion: Outreach to underserved populations _____ Effective systems advocacy _____ Promoting transition from oppression to activism _____ IL and the Rehab Act _____ IL history and philosophy and practice _____ Innovative management techniques _____ Leadership development _____ Leadership development: The relationship between advocacy and leadership _____ Legislative updates: Educating lawmakers without lobbying _____ Lobbying and CILs _____ Marketing and resource development for centers _____ Needs assessment studies--more effective approaches _____ Reauthorization of the Rehab Act _____ SILC composition and responsibilities _____ SILC funding _____ SILC issues and network building. _____ State-administered CILs ("723" states) _____ State IL plan development and review _____ Successful SILC operations _____ Others (list): THE PRINCIPLES OF ADULT LEARNING Principle Explanation Guideline Motivation Trainees feel the need to learn. Know training has meaning and purpose of their needs. Participants' point of view. Help connect real needs to training. Recent Learning Recent learning most memorable. Things learned last are remembered best. Review. Summarize. Keep segments short. Point out direction and progress. First Learning Things learned first are learned best. Begin with clarity. Begin with good organization. Demonstrate new learning. Active Learning Adults learn by doing. Be practical. Keep tone active and interesting. Involve trainees in "hands-on" learning. Relevant Learning Materials, information, and training must be relevant to needs of the adult learner. Use familiar examples. Ask trainees for examples. Help link information and needs. Stay open to questions. Communication Adult learning relies on two-way communication. It is important for trainees to hear from one another, as well as from the trainer. Invite output. Ask for ideas. Check body language and tone. Admit mistakes. Establish communication guidelines at session start and gently enforce. Stay aware of communication needs of people with disabilities. ---------- End of Document