Kri aquarian teacher trainer academy
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KRI Aquarian Teacher Trainer Academy. Trainer Forum Espanola, NM June 16, 2011. Tarn Taran Singh KRI Executive Director ATA. Welcome & Opening Remarks. Aquarian Trainer Academy. Purpose/Mission Who’s Who: KRI Staff TTEC Professional Development Team.

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KRI Aquarian Teacher Trainer Academy

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Kri aquarian teacher trainer academy

KRI Aquarian Teacher Trainer Academy

Trainer Forum

Espanola, NM

June 16, 2011

Tarn taran singh kri executive director ata

Tarn Taran Singh KRI Executive Director ATA

Welcome & Opening Remarks

Aquarian trainer academy

Aquarian Trainer Academy

  • Purpose/Mission

  • Who’s Who:

    • KRI Staff

    • TTEC

    • Professional Development Team

Connecting meet greet exercise

“Connecting” – Meet & Greet Exercise

Find a partner and discuss him/her….

In my current role as a trainer(or in my process of becoming a trainer):

1. What responsibility has brought my greatest satisfaction and enjoyment?

  • What responsibility has been my greatest challenge?

    (timed – 3 min. per pairing)

Nirvair singh ceo kri

Nirvair Singh CEO, KRI

  • Meditation

  • KRI CEO report – Web Demo

  • Recognition of NEW Academy members

Tarn taran singh kri executive director ata1

Tarn Taran Singh KRI Executive Director ATA

What’s new ?

  • Recent TTEC decisions

  • Changes to ATA requirements re: progressing through the Academy

  • Reinforce the importance of the mentor-mentee relationship

  • New Tools to Support Development Process


Aquarian trainer academy1

Aquarian Trainer Academy

The development and qualification of trainers are based on:

  • Personal Competencies

    2. Ability to Deliver Course Content

    3. Fulfillment of Roles and Primary Responsibilities

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

Ttec changes affecting academy members

TTEC Changes Affecting Academy Members

  • New CONTENT CREDIT qualification system within Units of Study to demonstrate proficiency

  • Trainers can teach subjects in CONTENT CREDITS they have qualified for

  • [ Note: Current Professionals and Lead Trainers will be qualified for 100% of CONTENT CREDITS and current Associates with at least 25%.]

  • Demonstrated competency to deliver the material on stage in a Teacher Training environment, separated from mastery of content

  • Percentage of program content required to move from Associate to Professional changed from full curriculum to 50%

  • Professionals who wish to become Lead Trainers much qualify for 100% of the CONTENT CREDITS including Western Anatomy

Ttec changes affecting academy members1

TTEC Changes Affecting Academy Members

  • Percentage of program a Professional allowed to teach unsupervised in a single program changed from 80% to 50%

  • Professional maintains relationship with Mentoring Lead

  • A written Mentor / Mentee Operating Agreement will be required for all new Intern Applicants

  • All members of the Academy, including Interns and Associates, will be required to attend a Trainer Forum at least every other year

  • Reminder: as of today, any new applicants to enter the Academy or candidates to move through the Academy, must have complete all 5 Level Two modules.

Importance of the mentor mentee relationship

IMPORTANCE of the Mentor-Mentee Relationship

Who s responsible

Who’s responsible?

  • Mentoring Leads are responsible for guiding the development and confirming the qualification of TnTs.

  • TnTs are responsible for their individual development, as well as tracking and documenting their progress.

Critical role of the mentoring lead

Critical Role of the Mentoring Lead

  • Be accountable for quality control (ensure mentee is competent before signing off on qualifications and/or recommending promotion).

  • Provide advice, consultation, resources and mentoring support.

  • Guide and train the TnT; Observe and provide constructive feedback.

  • Grant training opportunities (e.g. stage time).

  • Assist with individual development plan.

  • Offer ongoing support and encouragement.

Ata professional development committee members

ATA & Professional Development Committee Members

Tarn Taran Singh – Executive Director

Sadhu Kaur – Bureau Chief

Sarb Jit Kaur – TT Administrator

Dr. Krishna Kaur – PDC Chair

Hari Charn Kaur – PDC Member

Updesh Kaur (Gail Dutton) – PDC Member

Goal create a sustainable process for developing qualified teacher trainers

GOALCreate a Sustainable Process for Developing Qualified Teacher Trainers

Progressing through the academy

Progressing through the Academy

From Applicant to Intern to

Associate to Professional to

Lead trainer

[to Mentoring Lead]

Moving through the academy

Moving Through the Academy

Three Legs of the Stool

Competent ATA Trainer

Mentoring Lead

Units of Study/

(Content Credits)

Personal Competencies

Roles & Primary Responsibilities

Moving forward

Moving Forward

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

  • Qualify and earn credits in content knowledge (Units of Study/Content Credits)

    2. Demonstrate appropriate level of competency behaviors(personal behaviors)

    3. Fulfill their essential duties (Roles & Primary Responsibilities).

Trainer qualification standards how to evaluate

Trainer Qualification StandardsHow to Evaluate?


Using an Individual Development Plan (IDP) to document:

  • WHAT needs to be learned?

  • HOW will they learn it?

  • How will they DEMONSTRATE competence?

Individual development plan idp

Individual Development Plan(IDP)





  • Self and Mentor Evaluations

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

  • What rating do I need to move forward? (see Competency Standards by Level version 5-25-11)



Changes to competency documents

CHANGES to Competency Documents

  • Moved Yogic Knowledge to Units of Study/ Content Credits

  • Explanation of the SCALE

  • RATINGS: Expectations for different role levels as they transition through Academy

    QUICK ADMIN review

    • WHAT is filled out WHEN by WHOM?

    • Expectations of DISCUSSIONS with Mentor

    • What gets turned in to KRI?



  • Pick ONE AREA of COMPETENCY you would like to DEVELOP or STRENGTHEN over the next year (1 min)

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

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



Units of study content credits

Units of Study/ Content Credits

Units of study content credits ability to deliver course content

Units of Study/ Content Credits(Ability to deliver course content)

Used for development and evaluation

Units of study

Units of Study

  • Units of Study (develop)

    • Organizes Level One content into clusters for trainer development

    • Does NOT change how Lead Trainers choose to deliver their programs

  • Content Credits (demonstrate/qualify)

    • Need for subunits; smaller chunks

    • Increased flexibility

Units of study content credits1

Units of Study / Content Credits

NEW Changes:

  • Units of Study still exist but with greater flexibility to support different program curriculums;

  • TnTs obtain contentcredits (by chapter or specialized topic);

  • Each chapter or specialized topic has been given a number of content credits

  • Chapters/specialized topics are clustered into Units of Study;

Units of study content credits2

Units of Study/Content Credits


Units of Study Content Credits 5-31-11

(see Three Worksheets)

Units of study content credit sheets

Units of Study/Content Credit Sheets

New content credits within units of study

NEW Content Credits withinUnits of Study

  • What are Content Credits?

  • New PROCESS for tracking development and demonstration

  • Changes to % of time allowed to train

    QUICK ADMIN review

  • WHAT is filled out WHEN by WHOM?

  • Expectations of MENTEE

  • Expectations of MENTOR

  • What gets turned in to KRI?

Process for content credit qualification

Process For Content Credit Qualification

  • TnT, together with his/her mentor, creates an individual development plan to acquire content credit knowledge (through a range of possible developmental activities)

  • Mentors “sign off” on each chapter or specialized topic, once they believe the TnT has demonstrated adequate competence; This then allows the TNT to deliver this content independently.

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

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

Activity part 1


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

  • MENTEE: Think about HOW you would DEMONSTRATE your proficiency (knowledge, experience and essence) to qualify in that topic/content area for your Mentor

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

  • Jot down your IDEAS

Lunch break


Activity part 2


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

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

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

  • IF time, REVIEW Content Credit Sheet and note for yourself topics you believe you are currently qualified to TRAIN

    (to be discussed with your mentor at a future date)

Roles primary responsibilities

Roles & Primary Responsibilities

Roles primary responsibilities new

Roles & Primary Responsibilities (NEW!)

  • R& PR GRID

    (see GRID Form)

  • R&PR by level (see personal R&PR doc)

Roles primary responsibilities document

Roles & Primary Responsibilities Document

1. New Role and Primary Responsibilities Description (Nature & Scope, Essential duties, KRI standards, etc)

2. Clear expectations regarding what is expected for each level

3. Progression across levels; see transition from role to role


  • HOW is this document used?

  • DISCUSSIONS between Mentor and Mentee



  • REVIEW List of Roles & Primary Responsibilities for YOUR level

  • CHOOSE ONE AREA of PRIMARY Responsibility you would like to DEVELOP or STRENGTHEN over the next year

  • Jot down ideas on how to GAIN EXPERIENCE for your chosen area on the INDIVIDUAL DEVELOPMENT PLAN (IDP) – BOTTOM section

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

  • Share ideas in small group; give feedback and ideas to each other ( 15 min)

    NOTE: MENTORING Leads are in SEPARATE GROUP – they do SAME exercise but review QUALITIES of a MENTORING LEAD; Choose one to improve on and discuss in small group

Individual development plan idp1

Individual Development Plan(IDP)

What s next

What’s next?

  • Pilot for two years.

  • Communicate changes to all Academy members

  • Gather input,suggestions and guidelines for putting it into practice.



Come to ata sessions at solstice

Come to ATA sessions at Solstice!!

Great idea wall flip charts

GREAT IDEA! Wall Flip Charts


  • Glossary of Terms

  • Frequently Asked Questions (FAQs)

  • What else would they like from KRI?

Current pd team

Current PD Team

Dr. Krishna K. Khalsa - Chair [email protected]

Updesh (Gail Dutton) [email protected]

Hari Charn K. Khalsa [email protected]

Sadhu K. Khalsa [email protected]

Sat nam

Sat Nam!

Pocket slides


Use ONLY if needed.

Mentoring lead trainer qualities

Mentoring Lead Trainer - Qualities

Revised after April TTEC meeting

Qualities of a mentoring lead trainer

Qualities of a Mentoring Lead Trainer

  • Passion and Commitment to develop future trainers

  • Experience as a Lead Trainer

  • Skilled in HOW to develop others

  • Time and energy to devote to mentoring;

  • Knowledgeable – both up-to-date and ancient knowledge

  • Continuous Learning

Qualities of a mentoring lead trainer continued

Qualities of a Mentoring Lead Trainercontinued

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

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

  • Maintains spiritual practice and high standards of Ethics and Integrity

  • Values and supports the growth of community

  • Aquarian Consciousness; Aware of the “formless”.

Questions for mentoring leads to ask

Questions for Mentoring Leads to Ask ….

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

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

  • What are the candidate’s strengths/ weaknesses?

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

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

Moving through the levels recommended changes to academy guidelines


Sample competency development assessment format

SAMPLE – Competency, Development & Assessment Format

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