SAPST Workforce Capacity Building: Day 1 Marie Cox, Coordinator, CAPT SW RT LaShonda Williamson-Jennings, Associate Coordinator, CAPT SW RT Austin, TX.

SAPST Workforce Capacity Building:

Day 1

Marie Cox, Coordinator, CAPT SW RTLaShonda Williamson-Jennings, Associate Coordinator, CAPT SW RT

Austin, TXAugust 22-24, 2011

Welcome and Introductions

Please introduce yourself and tell us how many months/years of training experience you have.

Ground Rules

• What ground rules do you need to create a positive and productive learning environment?

Parking Lot

We will use the “parking lot” to post topics and questions that need to be addressed outside the scope of this training

Expectations

What are your expectations for this ToT?

• Write each expectation on a post-it note and place it on the page titled “expectations” at the front of the room.

SAPST ToT Goal

The goal of the Sustaining Prevention Fundamentals Training is to prepare participants to facilitate the SAPST Curriculum with fidelity.

Training Objectives

Participants will be able to:1. Outline the philosophy, content, structure,

and customization requirements of the SAPST curriculum

2. Identify how their own learning and personality style influence their facilitation

3. Put principles of Adult Learning into Action

4. Demonstrate facilitation skills in the delivery of the SAPST curriculum

Agenda OverviewMonday August 22nd 9:00a.m. – Noon SAPST Key

principles

Curriculum Overview

Noon – 1:30 p.m.Lunch (on your own)

1:30 p.m. – 4:30 p.m. Adult Learning Theory

Curriculum Design

Facilitation Skills

Tuesday August 23rd 9:00 a.m. – 10:30 a.m. Learning Styles

10:30 a.m. – 1:00 p.m.Practice Prep and Lunch (on your own)

1:00 p.m. – 5:00 p.m.Practice Facilitation (7 groups)

Wednesday August 24th 9:00 a.m. – 11:00 a.m. Practice Facilitation (4 groups)

11:00 a.m. – 12:00 p.m.Facilitator Development Plan

Expectations Revisited

• Now that the goals and objectives for this training have been reviewed, think again about your expectations

• Write any new expectations you have on a post-it note and place them on the “expectations” page

• Remove any previously posted expectations that you now think are outside the scope of this training and place them on the parking lot

Practice Facilitation Assignment

• Review the facilitator guides and participant materials for the SAPST modules

• Select a partner and together choose a 20 minute segment that you will facilitate as written during this training

• Plan to divide the material you select EVENLY between partners

• Sign up sheets will be available after the training today• Be prepared to provide feedback as you watch other’s

practice and to receive feedback when you facilitate

Break

SAPST Curriculum Overview

• Listen as the facilitator highlights the key components of the SAPST curriculum materials and the curriculum key principles

The SAPST Curriculum:

1. Serves as an introduction to the field of prevention and is supported and complemented by other trainings and resources.

The SAPST Curriculum:

2.Meets needs of learners at multiple levels of knowledge and experience by:– providing a foundation of prevention knowledge and

skills for the practitioner with 0-3 years of experience in the field

– enhancing the knowledge and skills necessary for mentorship and leadership in the field for practitioners with more than three years of experience.

The SAPST Curriculum:.

3. Supports acquisition of knowledge, skills, and abilities needed to attain proficiency in the 5 performance domains designated by the ICRC for Certified Prevention Specialists

The SAPST Curriculum:

4. Focuses on connecting curriculum learning objectives to primary prevention as a central concept.

The SAPST Curriculum:

5. Seeks to provide a learning environment and materials that are accessible to learners and accommodate a variety of needs and abilities.

The SAPST Curriculum:

6. Provides learner focused facilitation which adheres to the principles of adult learning.

The SAPST Curriculum:

7. Utilizes diversity as a foundation for enhancing the learning experience of participants.

SAPST Module Overview

• In pairs or as individuals you will be assigned one of the revised SAPST modules

• Look over the facilitator guide and participant materials

• Create a slogan, motto, or bumper sticker that describes the core components of this module and write it on a piece of chart paper

• Be prepared to share your motto and the reasons behind it with the group

In-Depth Module Review

Work in pairs or individually as assigned to answer the following questions about your assigned module:

1. Content key areas

2. Primary delivery formats (i.e. discussion, game)

3. Necessary preparation for presenters

4. Connections to other modules

Lunch

Adult Learning Experience

• In pairs describe one of your best learning experiences as an adult.

• We’ll ask for some examples from the group

How Adults Learn

Studies show that over a period of three days, adult learning retention is as follows:

• 10% of what you read. • 20% of what you hear. • 30% of what you see. • 50% of what you see and hear. • 70% of what you say. • 90% of what you say as you do (e.g., orally work out a

problem)

(Pike 1989)

The Rate of Adult Learning

The average adult can:• Listen with understanding for

approximately 90 minutes

• Listen with retention for approximately 20 minutes.

90/20/8 Rule

• No more than 90 minutes without a break – 60 minutes is better

• Change the pace every twenty minutes

• Try to find a way to involve people in the content every eight minutes

(Pike 1994)

Adult Learning Principles

• Needs Assessment• Safety• Sound

Relationships• Sequencing and

Reinforcement• Respect • Teamwork

• Clear Roles• Engagement• Immediacy • Cognitive, Affective,

and Psychomotor Involvement

• Praxis • Accountability

Adult Learning Principles Gallery Walk

• Look at the Adult Learning Principles posted around the room

• Choose the principle that is most important to you as a participant and go stand by it. Be prepared to explain your choice

• Now choose the principle that is most important to you as a facilitator and go stand by it. Be prepared to explain your choice

Using the Gallery Walk

Think to the future: what prevention topics could be presented using the gallery walk exercise?

Later on we will discuss other “activity blanks” that can be used to incorporate active learning into training delivery

The Four Stages of Facilitation

• Anchor• Content• Application• Future Use

What have we done in this training so far that is an example of one of stages?

The Nine Events of Facilitation

• Gaining attention• Direction• Recall• Content • Application Level 1• Application Level 2• Application Level 3• Evaluation• Closure

Break

Facilitation Skills

• Creating a positive learning environment• Giving instructions for activities• Effective management of a learner-

centered environment

Creating a Positive Learning Environment

• Meeting and greeting • Outlines rules, plans, and arrangements • Space arrangement • Materials prep • Expectation clarification • Use reinforcement and correction

How do you use these elements in your trainings?

Giving Instructions for Activities

• Why• What• How

Listen as the facilitator gives instructions for the next activity

Effective Management of a Learner-Centered Environment

• Structure: rigid to flexible• Pace: rapid to leisurely• Interaction: cooperative to competitive• Focus: process to results• Concern: individual to group• Control: internal to external

Each small group will be assigned one management area – read the materials and discuss what problems could arise if you focus too much on either end of your area’s continuum and select one group member to report out

SAPST Workforce Capacity Building:

Day 2

Marie Cox, Coordinator, CAPT SW RTLaShonda Williamson-Jennings, Associate Coordinator, CAPT SW RT

Austin, TXAugust 22-24, 2011

Learning Styles

• Visual• Auditory• Kinesthetic

SAPST Activities and Learning Styles

• Move to sit with other participants who share your primary learning style

• Look over the activities you have signed up to facilitate.

• Share with your group the ways that activity may appeal to someone with your primary learning style.

• Be prepared to share your discussion with the larger group

Practice Facilitation Feedback

What Works and What If ?• Creating a positive learning environment• Giving instructions• Attention to adult learning principles• Effective management of a learner-

centered environment

SAPST Workforce Capacity Building:

Day 3

Marie Cox, Coordinator, CAPT SW RTLaShonda Williamson-Jennings, Associate Coordinator, CAPT SW RT

Austin, TXAugust 22-24, 2011

Practice Facilitation Feedback

What Works and What If ?• Creating a positive learning environment• Giving instructions• Attention to adult learning principles• Effective management of a learner-

centered environment

Facilitator Development Plan

• Considering what I know about my personality, learning style, facilitation skills and comfort level with the content of this curriculum, I need to do the following:

START STOP CONTINUE

Planning for SAPST delivery in Texas

• Assess Need• Manage Resources and build Capacity• Plan for Fidelity• Evaluate• Implement

Resources for Curriculum Adaptation

• Activity Blanks Matrix

• Facilitator Guide Format

Evaluation and Closure

• Please complete the evaluation• Thank you and Good Luck