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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

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


“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

  • Meditation

  • KRI CEO report – Web Demo

  • Recognition of NEW Academy members


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

    (TODAY WE WILL ACTUALLY USE !)


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

  • 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 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


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

  • 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

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


GOALCreate a Sustainable Process for Developing Qualified Teacher Trainers


Progressing through the Academy

From Applicant to Intern to

Associate to Professional to

Lead trainer

[to Mentoring Lead]


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

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 StandardsHow to Evaluate?

Develop-Demonstrate-Qualify

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)


Competencies


COMPETENCIES

  • 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)


Competencies


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?


ACTIVITY

  • 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)


Competencies


Units of Study/ Content Credits


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

Used for development and evaluation


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 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 Credits

Introduce

Units of Study Content Credits 5-31-11

(see Three Worksheets)


Units of Study/Content Credit Sheets


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

  • 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 (NEW!)

  • R& PR GRID

    (see GRID Form)

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


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

QUICK ADMIN review

  • HOW is this document used?

  • DISCUSSIONS between Mentor and Mentee


ACTIVITY

  • 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(IDP)


What’s next?

  • Pilot for two years.

  • Communicate changes to all Academy members

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


Questions?


Come to ATA sessions at Solstice!!


GREAT IDEA! Wall Flip Charts

ADD YOUR IDEAS to:

  • Glossary of Terms

  • Frequently Asked Questions (FAQs)

  • What else would they like from KRI?


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!


“POCKET” SLIDES

Use ONLY if needed.


Mentoring Lead Trainer - Qualities

Revised after April TTEC meeting


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 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 ….

  • 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 LevelsRECOMMENDED CHANGES to ACADEMY GUIDELINES:


SAMPLE – Competency, Development & Assessment Format


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