Welcome the participants to the training session and introduce the Instructor(s). Ice breakers are designed to familiarize participants with one another and with the Instructor. Conduct Ice Breaker Pass out the ice breaker handout. Review each quadrant with participants. Allow participants 5 minutes to complete each quadrant with an answer that best describes how they feel. After participants are finished, have them introduce themselves give their name, current assignment, and project, and share what they have written. Make a list of responses on flip chart or whiteboard Allow participants 15 minutes to share their responses. Reemphasize Participants should save their papers to be reviewed at the end of class and compare what they have written to what they have actually accomplished during training. Make sure that participants work individually.
Workshop Purpose We are conducting this session to familiarize field personnel with materials and techniques for presenting the Company’s short course training on Standard Work Process and Procedures (file’s). Generate a discussion around: How Instructors can influence on-the-job performance of others (i.e., participants in their training programs) Their responsibilities as Instructors . Write participants answers on a flip chart of whiteboard. Be sure to discuss responses and give examples. Answers will vary.
Workshop Overview This presentation takes approximately 4 hours. Breaks – taken at the discretion of the Instructor but should be at least 15 minutes in duration. Handouts: Note-taking copy of PowerPoint presentation Booklet on Helping Others Learn Improving Your Instructional Performance Developing Effective Learning Events Attachments A – D Course evaluation Ice breaker sheet Encourage participants to ask questions during the presentation. There will also be time for questions and answers at the end of the session. Be sure to encourage participants to take notes throughout the training session. Class Roster – This must be filled out in order to receive 4 hours credit.
Part I – Company and Training Why does the Company train – mission statement the Company Construction Organization Inc. (the Company) and file’s – part of the training plan Part II – file’s and Training Development Background and Overview of file’s – purpose, design, and development Background and Overview of short course training content on file’s – purpose, design, materials, evaluation, managing file short course material, key players, and responsibilities. Part III - Adult Learning Getting the basics down – how and what adults remember Creating a positive learning experience 4 levels of training – effectiveness of learning events 4 corner stones of training/communication Questioning techniques Part IV – Instructional Techniques Positive versus negative characteristics of training Credibility/Believability factors 9 Events of Instruction Blooms Learning Outcomes Tips from audience Evaluation
Workshop Objectives As a result of this workshop, participants will be able to: Describe why the Company trains Identify the purpose and design of short courses on the Company’s file's including: key roles and responsibilities for presenting training materials that are available for short courses and tests Describe how and what learners remember Identify motivational and questioning techniques Describe the 4 levels and 4 cornerstones of training
Workshop Objectives As a result of this workshop, participants will be able to: Describe the characteristics of effective training and instructors Identify the 9 Events of Instruction Ask participants if their objectives coincide with the current objectives of the course. If not, what other expectations do participants have and how can these be met. Write responses on flip chart or whiteboard.
the Company and Training – Part I There are many reasons companies train. Effective training is a key ingredient to company success. Exercise: Think-Pair-Share Have the participants work with the person next to them to answer the question below . Have each pair of participants record their answers on an sheet of paper. After participants write their answers down, they should share responses with the class. Record their responses on flip chart or whiteboard. Be sure to discuss responses and give examples. Allow 3-5 minutes for the entire exercise. Why does the Company train? Answers may include: Improve the knowledge and skills of its workforce Improve the organization's bottom-line performance Improve workgroup/project's performance and contribution to the company Improve individual performance and contribution to the group/company Motivate, reward, teach employees Help employees prepare for next job Improve quality, efficiency
The Company – part of the training plan The Company is dedicated to providing the construction team with guidance, tools, and resources to successfully manage their careers, improve technical and leadership capabilities and enhance Environmental Safety and Health (ES&H), quality, productivity, and profitability across all Global Business Units (GBU’s). The Company supports instructor-led and online courses. Information on these courses is available in the Company’s University Catalog. There are 96 file training courses and online tests. The Company University can be found on the Company’s Intranet site. This site offers a variety of courses including online tests. Courses are available in the Company University Catalog. After completing the file short course, participants can browse out to the Company University where they take an online test. In order to pass, they must obtain a score of 100%.
Part II – File’s and Training Development Background and Overview of File’s – The file approach was defined and authorized under the Company Operating Instructions (M105) and contains lessons learned and best practices from years of the Company experience. Purpose of the File Defines the Company’s standard methodology for performing a specific type of task or operation on a construction project. Identifies critical activities that subcontractors must address in performing their work. Provides consistency for the Company employees and reduces training costs when employees move to new projects.
Design of file – Each file contains a set of standard elements. These include: Approvals (the Company President, Manager, Functional Manager) Scope, Purpose, Definitions, Responsibilities, Requirements, References Attachments (Process Flow Charts, Division of Responsibility and other forms, etc.) Development of file Initial rollout 1999 Prepared by Subject Matter Expert (SME) Reviewed by: Peers Functional groups outside the Company Engineers Managers of Construction Exercise: Partner Work Have participants make a brief list of their ideas to the question below and trade their lists with the person next to them. Have each participant choose no more than 3 items off of their neighbors list to share with the class. Write responses on a flip chart or whiteboard. Be sure to discuss responses and give examples. Allow 3-5 minutes for the entire exercise. What are some expectations your students will have of you as the Subject Matter Expert? Answers may include: Knowledge of content and materials prior to teaching the course Knowledge of learning objectives Champion of the file initiative Work to help others learn Focus on getting the training done
Background and Overview of short course training The Operating Instructions (M105) established that file’s required training be developed and implemented for each new or revised file. Some file training is delivered onsite. Purpose of short course training Provides general knowledge of the responsibilities and key requirements of the file. NOT for detailed understanding of file content or the skills to perform file tasks. Provides an opportunity for discussion and feedback to help implement file’s.
Design of file short course training Instructor Led Project based courses Instructors – discipline leads (content specialists) identified by the Site Manager Scope Short courses – 30-90 minutes (for all GBUs except Telecoms) Instructor-led courses on project sites – Interactive approach using questioning and discussion techniques Managed by projects (schedule, instructors, facilities) Participants – Employees holding positions with responsibilities described in file; Identified by the Site Manager Evaluation – to measure participant learning and gauge the success of the training (all GBUs including Telecoms) What are some ways that Instructors can ensure their learning event be a positive experience? Answers may include: Come to class prepared Know the learning objectives/outcomes Cover the objectives – first, last, and always Give participants a chance to discuss the content – practice the skill Provide feedback
Instructor Guide Designed and developed to support project Instructors who are not “training specialists” A resource to support the added responsibility for project staff to be instructors Standardized materials Provide guidelines for interactive approach to classroom teaching Supplied on CD to projects by the Company Learning and Development Refer participants to handout Attachment A for a sample page of the Instructor Guide’s first page. Key points of the Instructor Guide include: Each course has 20-30 slides There is one page of notes for each slide. The instructor can use the guide as a script The notes are keyed to icons that cue the instructor to: Ask a question Present information Stress a key point Have a group discussion
Class Roster Enables the Learning Management System in the Company University to credit participants who complete classroom sessions Submitted to the Company Global Training Coordinator for Processing Credit is recorded on Employee Transcript in the Company University Feedback Forms Instructor feedback form Information and recommendations for improving future short courses file feedback form summarize comments, issues, suggestions, and questions about the file Other Materials Provided to Instructor Notes to Instructor for materials preparation and classroom setup Participant Guides – PowerPoint slide with space for notes Handouts i.e., samples of file forms with data filled in
Evaluation The evaluation consists of a test that is completed electronically (in the Company University) or in hardcopy format. Evaluations consists of 10-20 multiple choice questions. Course completion (roster processing) is required before participant can enroll in the online test (except for Telecoms file tests). What are some of the benefits of testing? Answers may include: Assure management that learning occurred Help focus the training on key points Reinforce learning Help improve instruction/instructional design of course What are some benefits of online testing? Answers may include: Saves time Easy to track through LMS system Participants can take the test in their own time
Managing file Short Courses The file courses are designed to be set up and managed by projects for project personnel. Some of the factors that projects will need to manage include: Planning and scheduling courses Obtaining course materials Arranging course equipment (LCD projector) Completing class roster and feedback forms
Key Players for file Short Courses Each file defines responsibilities for managing training on project job sites. Each key player has an important role for managing the file short courses.
Identify files to train on (Project Training Plan ) Site Manager Not all files apply to every project, projects may qualify for deviation from some files Identify positions to train on files (Project Training Matrix ) Site Training Coordinator Key participants are employees with positions identified as responsible Identify instructors Site Manager Arrange schedule, facilities and equipment Contact the Company Training Coordinator Equipment includes Lap-top and LCD projector Contact the Company for materials Materials will be sent by CD – the Company will provide form for ordering materials (form will enable us to track the materials and provide Revs when available) Single point of contact on project is important to expedite communication – especially for revisions courses when files are revved Instructor or Site Training Coordinator will need to print the materials for the course Ensure class roster and feedback forms are complete and accurate Instructor needs to make sure BUN of all participants are recorded This record must be submitted so that participants can be logged into LMS in order to gain access to online test Instructor and file feedback is important to current and future courses
Instructors’ Key Responsibilities Prepare for class (review the Instructor Guide, the file, etc.) Make the training relevant to job-site conditions - good instructional techniques can help bring site-specific content into the training Ask participants questions (Instructor Guides has sample questions and answers) Encourage participants to ask questions Lead discussions – the Instructor Guide recommends a 5-10 minute discussion at the end of the session Provide feedback – clarifying/amplifying answers & comments from participants Give clear instructions – the Instructor Guide identifies key points to emphasize and content to be summarized Assure that participants fill in the roster and submit roster to the Training Coordinator for transmittal to Frederick Encourage participants to provide feedback regarding the file Complete the Instructor Feedback Form on the course Participants’ Key Responsibilities Engage with the training content (asking, answering questions, providing comments, and suggestions) Fill in the roster Take the test on the Company University Why is it important for the Instructor to interact with participants? Answers may include: To facilitate discussion among participants Encourage involvement and participation Periodically check for understanding – ensure they are “getting it”
Part III – Adult Learning Edward Thorndike identified the following “Laws of Learning” as contributors to effective learning, retention, and transfer back to the workplace. Exercise: Jigsaw The Instructor should break the participants up into groups of two or three to come up with definitions for the words in the statement below. Give each group 2-3 words to define. After participants write their definitions, they should share responses with the class. Record responses on flip chart or whiteboard. Be sure to discuss responses and give examples. Allow 5-10 minutes for the entire exercise. Define the following “Laws of Learning” terminology. Primacy – First things taught tend to be retained best Recency – Last things taught tend to be retained second best Association – Linking what is already known to the new knowledge, skill, attitude, or ability being taught/trained Relevancy – Establishing value for training to the participants (i.e., What’s in it for me?) Intensity – The more dramatic, challenging, fun the experience the better the recall Effect – Behaviors followed by positive outcomes are strengthened Readiness – People learn better when they are prepared for the learning experience Repetition – Lots of practice, performing a new skill repeatedly When Instructors align their training efforts with these laws of learning, retention will improve.
The more involved and active participants are the better they learn and retain the new knowledge, skill, attitudes, and/or abilities. We tend to remember: 10% of what we read – reading 20% of what we hear – hearing words 30% of what we see – looking at pictures 50% of what we see and hear – watching a movie 70% of what we say – participating in a discussion 90% of what we both say and do – doing a dramatic presentation Gaining awareness of participants learning styles shows the need for training to be interactive. There are three basic learner types. Auditory – those who prefer listening, reading, sounds, and music Visual – those who prefer symbols, pictures, videos, graphics Hands-on – those who prefer movement, hands-on doing Exercise: Think-Pair-Share Have the participants work with the person next to them and answer the question below. Have each pair of participants record their answers on an index card. After participants write their guesses down, they should share responses with the class. Record responses on flip chart or whiteboard. Be sure to discuss responses and give examples. Allow 3-5 minutes for the entire exercise. What do you think the American population percentage breakdown is for auditor, visual, and kinesthetic/tactile learning types? Auditory – 5 to 10% Visual – 40 to 45% Hands-on – 45 to 55%
Exercise – What Is Your Learning Style? Pass out the exercise Attachment – B to participants. Read directions and scoring techniques to participants. Have participants work individually to answer each question to the best of their ability and score their “test.” Participants should share their results with the class. Be sure to discuss responses. Do you feel your results accurately measure your learning style? Why or Why not? Answers will vary depending upon participants. How will knowing how participants learn help Instructors teach? Answers may include: By helping Instructors develop greater awareness in how people learn By helping Instructors incorporate a variety of learning activities into instruction By helping Instructors meet the needs of the audience by gaining audience attention through the use of visual, auditory, and hands-on styles during the training session By breaking down barriers to learning since instructor becomes more aware of the different ways participants learn new skills
In order for participants to learn they must be motivated. Motivation is that part of the self that drives a person forward and gears them toward wanting to learn. There are two types of motivation: Intrinsic motivation – comes from within and involves personal satisfaction, i.e., feeling proud or having a sense of mastering a set of skills. Extrinsic motivation – comes from an external source and involves rewards or positive reinforcement, i.e., incentives – working toward a goal of passing a test. Exercise: Motivation Have participants make a brief list of their ideas to the question below and trade their lists with the person next to them. Have each participant choose no more than 3 items off of their neighbors list to share with the class. Write responses on a flip chart or whiteboard. Be sure to discuss responses and give examples. Allow 3-5 minutes for the entire exercise. What are some ways Instructors can motivate participants? Answers may include: By providing positive feedback – i.e., positive feedback that encourages participants to share ideas, instant feedback on class activities and evaluations. By providing healthy competition – i.e., can be with individual or group based or with one’s own pervious class performance. By having meaningful objectives and tasks - i.e., tasks that are pertinent to what the participant is working on in their job or class By utilizing a variety of Instructional techniques - i.e., media, video, guest speakers, activities, games, and assignments Remember when using competition as a motivator care should be taken to keep the loser from become discouraged or wanting to quit.
4 Levels of Training There are 4 levels of training: Education – long term learning takes place and is the act or process of imparting or acquiring general knowledge Training – short term learning and behavior change that enables us to learn how to perform a job Instruction – planned process to enable learners to acquire a necessary skill to enhance ability, involves presentation, practice, and feedback pertaining to the information to be mastered Presentation – a form of communication that can be used to convey information to a group of people How does having knowledge of the 4 levels of training help Instructors? Answers may include: Helps Instructor to develop greater awareness in the differences between the levels and their impact on learning Helps Instructor meet the needs of the audience
4 Cornerstones of Training In, “You’ve Got to Be Believed to Be Heard,” Bert Decker describes the 4 cornerstones of training communication as: Subject (Topic) – What the training session is about. Point of View (POV) – Instructor’s point of view, beliefs, or thoughts about the training topic Audience – Instructor tailors the message to meet the needs of the audience and gain audience attention. Instructor incorporates a variety of techniques (Visual, Auditory, Kinesthetic/Tactile) into training session. Action – What does the Instructor want the audience to do once they are “sold” on the ideas presented in training session? Benefits – What benefits will participants gain if they “buy into” the training session? The 4 sections in the cornerstones concept is a repetitive process. Instructors should repeat the process until it works.
Exercise: Think-Pair-Share Have the participants work with the person next to them to answer the question below. Have each pair of participants record their answers on paper. After participants write their answers down, they should share responses with the class. Record responses on flip chart or whiteboard. Be sure to discuss responses and give examples. Allow 3-5 minutes for the entire exercise. What are some questions Instructors could ask while going through the 4 cornerstones of training? Answers may include: Does the Subject/Topic need redefining? Is the issue framed succinctly? Could the Point of View be stated differently? Does the Instructor know the audience? Are the actions expected possible? Are the benefits outlined and useful to the audience? Reemphasize The 4 cornerstones process can be time consuming, but is a necessary ingredient to effective communication and training since it helps Instructors get to know and meet the needs of participants on a more individual level.
Questioning Techniques Questions should be clearly stated and easily understood. They should be worded in such a way that the learner knows exactly what is expected. Questions should be composed of language known to participants. There are 4 basic types of questions open, closed, direct, and indirect. A closed question is one in which there are a limited number of acceptable answers, most of which will usually be anticipated by the instructor. Example: At what depth must trenches either be shored or the wall sloped? 4 feet or 1.2 meters. An open question is one in which there are many acceptable answers, most of which will not be anticipated by the instructor. Example: Why is it crucial for the team and the Instrument Engineer to develop the list? To provide a single list allowing the project to know what is on site To provide a single source of identification and calibration characteristics and reference standards used for verification activities Reemphasize Remember that closed questions have a limited number of responses, and the Instructor usually knows what they are. Open questions have many responses and not all of them are known by the Instructor. Using open ended questions helps participants access extensive knowledge along with allowing them to utilize analytical and critical thinking skills.
Direct questions assume that the participant knows the answer to what is being asked. Example: Does anyone know the qualifications for a Project Rigging Engineer? (file 1903) Minimum 2 years construction or engineering experience Completed a minimum of 2 months training under the guidance of a Certified Rigging Engineer Indirect questions often provide information that a direct question might block. Example: Who can tell me why are audits and surveillances conducted at the jobsite? (file 7101) To verify conformance to established requirements Reemphasize Questioning can be one of the most effective methods of instruction. Instructors should have set purpose in mind when asking questions. The questions should be thought out and stated clearly and concisely. What are some procedures Instructors should follow when asking questions? Some answers may include: Ask open-ended questions Give participants time to answer Set participants up for success Respond to questions asked Remember questions determine whether or not the participants are learning information.
Part IV – Instructional Techniques Having efficient instructors and training events is essential to a quality learning experience. Instructors want their participants to perform well in the training session and take the skills learned back to be used in the workplace. Positive versus negative characteristics of Instructors and training events. Exercise – 2 group variation Give participants handout Attachment C. Have participants break into 2 groups . Give group 1 the positive and negative characteristics of Instructors handout. Give group 2 the positive and negative characteristics of training events handout. Have participants generate a list of characteristics for their topic. After groups write their answers down, they should share responses with the class. Record their responses on flip chart or whiteboard. Be sure to discuss responses and give examples. Allow 5-10 minutes for the entire exercise. Review roles with participants. Group Roles Recorder – writes answers on the handout Reader – reads questions to the group Leader – shares answers with the class Timekeeper – keeps track of the allotted activity time Participants should answer the question below only after they have completed the activity above. Questions and answers to activity are on the following page. How does knowing the positive and negative characteristics of Instructors and training events help improve learning? Answers may include: Improves Instructor’s awareness of what and how they teach Improves the quality of training by examining critical characteristics before hand
What makes a good or bad instructor? What makes a good or bad training event? Answers may include: Overall lack of interest in class Makes class interesting and fun Fails to encourage class participation Encourages class participation Disorganized and unprepared Organized and prepared Monotonous and vague Explains content and assignments clearly Negative Characteristics Positive Characteristics Instructors Little to no hands-on practice Emphasis of hands-on practice Untailored course content Control of course content Little to no repetition and practice of skills Offers room for repetition and practice of skills Disorganized class structure Task orientated Negative Characteristics Positive Characteristics Training Events
Positive versus negative characteristics of Instructors and training events. Exercise – 4 group variation Give participants handout Attachment C-1. Have participants break into 4 groups . Give group 1 the positive characteristics of Instructors handout. Give group 2 the negative characteristics of Instructors handout. Give group 3 the positive characteristics of training events handout. Give group 4 the negative characteristics of training events handout. Have participants generate a list of characteristics for their topic. After groups write their answers down, they should share responses with the class. Record their responses on flip chart or whiteboard. Allow 5-10 minutes for the entire exercise. Be sure to discuss responses and give examples. Review roles with participants. Group Roles Recorder – writes answers on the handout and keeps track of the allotted activity time Reader – reads questions to the group and shares answers with the class Participants should answer the question below only after they have completed the activity above. Questions and answers to activity are on the following page. How does knowing the positive and negative characteristics of Instructors and training events help improve learning? Answers may include: Improves Instructor’s awareness of what and how they teach Improves the quality of training by examining critical characteristics before hand
What makes a good or bad instructor? What makes a good or bad training event? Some answers may include: Overall lack of interest in class Makes class interesting and fun Fails to encourage class participation Encourages class participation Disorganized and unprepared Organized and prepared Monotonous and vague Explains content and assignments clearly Negative Characteristics Positive Characteristics Instructors Little to no hands-on practice Emphasis of hands-on practice Untailored course content Control of course content Little to no repetition and practice of skills Offers room for repetition and practice of skills Disorganized class structure Task orientated Negative Characteristics Positive Characteristics Training Events
Credibility and Believability The perception that an Instructor is knowledgeable about a subject is the basis for credibility and believability. An Instructor’s character needs to appear as trustworthy. Trustworthiness is earned by speaking in a reliable and consistent manner. Credibility is the Instructor’s ability to make the information appear as object and honest. Believability is the Instructor’s ability to make the information appear as effective and assumed correct. A three part formula for communication impacts the Instructor’s training presentation. According to studies, the average participant views the Instructor’s training presentation into three segments: Verbal – words said Vocal – voice tone Visual – facial expression, body language, and physical appearance Exercise: Think-Pair-Share Have the participants work with the person next to them and answer the question below. Have each pair of participants record their answers on an index card. After participants write their guesses down, they should share responses with the class. Record their responses on flip chart or whiteboard. Be sure to discuss responses and give examples. Allow 3-5 minutes for the entire exercise. From a participants point of view, what do you think the percentage breakdown is for the verbal, vocal, and visual, communication? Verbal – 7% Vocal – 38% Visual – 55%
9 Events of Instruction According to Robert Gagne, there are nine instructional events that activate processes needed for effective learning. Gagne believes all lessons should include this sequence of events: Gaining Attention – thought-provoking motivation Stating Objectives – creates a level of expectation Stimulating Recall – associating new material with prior knowledge Presenting New Information – majority of new content is presented Guided Learning – 50/50 exchange with Instructor large group discussion Eliciting Performance – learner practices new skill Providing Feedback – informally evaluate learner performance Evaluating Performance – test of new knowledge and skill presented Enhancing Retention – generalizing and synthesizing the subject matter Exercise: Gallery Walk Prior to the start of class Instructor should write down each of the 9 Events of Instruction on separate flip chart papers to be posted around the room. Break participants up into groups of 2-3 people. Assign each group to one of the 9 events . Groups should rotate to each of the 9 events until groups are finished. Have groups write down on the flip chart paper any examples they feel Instructors could use for each of the 9 events. For example, Gaining Attention – share current event about classmate, begin with a question. Stating Objectives – post objectives in outline form, use video presentation. After participants write their guesses down, review the information with the class. Be sure to discuss responses and give examples. Allow 5-10 minutes for the entire exercise.
Blooms Learning Outcomes Benjamin Bloom created this taxonomy for categorizing levels of thinking that occur in educational/training settings. The levels move from knowledge, which is the easiest to evaluation which is more complex. Knowledge – observation and recall of information Comprehension – understanding information Application – use information Analysis – seeing patterns, recognize hidden meaning Synthesis – use old ideas to create new ones Evaluation – compare and discriminate between ideas What effect does Blooms taxonomy have on instruction? Answers may include: Enhances critical thinking skills Enhances understanding of the different levels of thinking Allows instructors to introduce a desired behavior and practice Reemphasize It is important to remember that Instructors know what they want participants to do as they walk out the door from the training, (i.e., know, do, remember, use).
Audience Tips As Instructors what are some tips or suggestions that can be given to enhance future training sessions? Answers may include: Maintain open and effective communication Be aware of verbal, vocal, and visual communication formula Incorporate a variety of instructional techniques into training session Give participants a variety of questions and an opportunity to answer them Motive learners by giving positive reinforcement throughout training session Meet audience needs Give participants time to answer the question. Record their responses on flip chart or whiteboard. Be sure to discuss responses and give examples. Allow 3-5 minutes for the entire exercise. Reemphasize Remember it is important to incorporate a variety to instructional techniques into the training session in order to ensure that learning takes place and is able to be utilized in the work environment.
Conclusion the Company is dedicated to improving the knowledge and skills of its workforce, the organization's bottom-line performance, workgroup/project's performance and contribution to the company, and individual performance and contribution to the group. the Company is dedicated to providing the construction team with the guidance, tools, and resources to successfully manage their careers, improve their technical and leadership capabilities, and enhance Environmental Safety and Health (ES&H), quality, productivity, and profitability across all Global Business Units (GBU’s). The file approach was defined and authorized under the Company Operating Instructions (M105) and contains lessons learned and best practices from years of the Company experience. The Operating Instructions established that file’s required training be developed and implemented for each new or revised file. Part of being an effective Instructor involves understanding how adults learn best. Adults have special needs and requirements that make them unique. Understanding how and what adults remember is important to being efficient Instructor. Motivation, effective communication, and questioning techniques should be utilized by the Instructor throughout the training session.
Conclusion In addition, it is important to remember to utilize strategies learned from previous training session in order to ensure that learning takes place and is transferable to the work environment. Have participants take out the ice breaker handout. Review each quadrant with the class. Go around the room and ask participants to share one example from each quadrant at the beginning of class then ask participants to share how they feel now about each quadrant. See if participants feelings at the beginning of the session match what they feel now. Discuss responses with participants. Return to the flip chart with participants expectations generated at the beginning of class. Review expectations with participants and ask if they feel their expectations were met. A resource/reference list is provided to assist Instructors in further developing their skills and training expertise. Refer participants to Attachment D, Resource/Reference List. Pass out course evaluation. Have participants complete evaluation individually and place their evaluations in the manila envelop provided for the class. Names are not required on the evaluation.
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