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 t rain rainer (or in my process of becoming a trainer): 1. What t responsibilit y has brought t m y great e t est t sat i t isfact i t ion and enj oym ent ? 2. 2. What t responsibilit y has been een m y great at est 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: 1. 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
GOAL Create 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 Roles & Primary Responsibilities
Moving Forward To move to the next level in the Academy, a TnT must: 1. 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? Develop-Demonstrate-Qualify Using an Individual Development Plan (IDP) to document: 1. WHAT needs to be learned? 2. HOW will they learn it? 3. 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 Spiritual & Self Development Communication 1.1 Self Awareness 2.1 Communication skills 1.2 Spiritual Connection – Overall Mission 2.2 Group Facilitation 1.3 Continuous Learning and Improvement Teamwork Trainer Development 3.1 Team Support 4.1 Trainer Skills 3.2 Team Teaching and Collaboration 3.3 Coaching and Mentoring Training Delivery Program Planning & Administration 5.1 Course Facilitation Skills 6.1 Business Acumen & Program Planning 5.2 Student Focus 6.2 Promotion & Public Relations 6.3 Administration Skills 6.4 Organization Leadership Relationships 7.1 Leadership 8.1 Building Relationships/Partnering 7.2 Trainer Team Management 8.2 Community Building 7.3 Problem Solving 7.4 Ethics and Personal Integrity
CHANGES to Competency Documents Moved Yogic Knowledge to Units of Study/ Content 1. Credits Explanation of the SCALE 2. RATINGS: Expectations for different role levels as 3. 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 1. would like to DEVELOP or STRENGTHEN over the next year (1 min) Jot down ideas on HOW you would 2. develop or strengthen that competency for YOUR role level (4 min) Share with partner; give feedback and 3. ideas to each other ( 15 min)
Competencies Spiritual & Self Development Communication 1.1 Self Awareness 2.1 Communication skills 1.2 Spiritual Connection – Overall Mission 2.2 Group Facilitation 1.3 Continuous Learning and Improvement Teamwork Trainer Development 3.1 Team Support 4.1 Trainer Skills 3.2 Team Teaching and Collaboration 3.3 Coaching and Mentoring Training Delivery Program Planning & Administration 5.1 Course Facilitation Skills 6.1 Business Acumen & Program Planning 5.2 Student Focus 6.2 Promotion & Public Relations 6.3 Administration Skills 6.4 Organization Leadership Relationships 7.1 Leadership 8.1 Building Relationships/Partnering 7.2 Trainer Team Management 8.2 Community Building 7.3 Problem Solving 7.4 Ethics and Personal Integrity
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 content credits (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 within Units of Study 1. What are Content Credits? 2. New PROCESS for tracking development and demonstration 3. 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 1. development plan to acquire content credit knowledge (through a range of possible developmental activities) Mentors “sign off” on each chapter or specialized topic, 2. 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 3. fulfilled a complete Unit of Study Mentor signs off on fully completed Unit of Study, which 4. qualifies TnT to deliver the Unit independently.
ACTIVITY – Part 1 Pick ONE or more Unit of Study/Content Credit area 1. that you would like to gain more experience training. MENTEE: Think about HOW you would 2. 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 3. your MENTEE to DEMONSTRATE his/her proficiency (knowledge, experience and essence) to qualify in that topic/content Jot down your IDEAS 4.
LUNCH BREAK
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