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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 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.
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?
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)
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)
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)
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
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 (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
What’s next? • Pilot for two years. • Communicate changes to all Academy members • Gather input,suggestions and guidelines for putting it into practice.
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 firstname.lastname@example.org Updesh (Gail Dutton) email@example.com Hari Charn K. Khalsa firstname.lastname@example.org Sadhu K. Khalsa email@example.com
“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