Effectively Training Summer Staff Kay Robinson, SPHR Robinson HR Consulting, Inc. Erin Ulery Director, Professional Development National Summer Learning Assoc.

Our mission is to connect and equip schools and community organizations to deliver quality summer learning programs to our nation’s youth to help close the achievement gap.

Today’s Objectives Understand the need for staff training and professional development Assess current staff development Identify and collect strategies for training and professional development Review summer training and development resources Share best practices for summer staff training and development

Defining Professional Development and Staff Training  Professional Development: A series of events, a program, or plan that over time, provides opportunities for employees to learn and develop knowledge, skill, or behavior. The goal is to increase the number of professionals in the field of summer learning.  Staff Development: A one time event that has the goal of teaching a skill, behavior, or knowledge.

Quality Indicators of Professional Development

The Value of Professional Development: Professional developments:  improves program quality.  affects the survival of providers in the field.  is vital to enhancing and sustaining a cadre of quality youth workers.  benefits the individual  benefits the program.  benefits the field. Source: Bowie, L., & Bronte-Tinkew, J. (2006, December). The importance of professional development for youth workers (Research-to-Results: Practitioner Insights No ). Washington, DC: Child Trends. Retrieved January 14, 2008, from

Make an Assessment  Think about: Who Lead/manage PD/training Participants What Budget Content When Before, during, and after your summer program How Methods of delivery

Budget for PD and Training  Staff time  Materials  Venue (if donation or payment needed)  Food  Consultants, outside trainers

Making the Most of Summer Handbook, pg. 125

Assessment: Participants  Based on the competencies: Does your summer program staff represent a balance of youth development professionals and teaching professionals? What skills do staff have? What skills do they need? What skills would be helpful? How do you secure this information?

Assessment: Participants  One on one interviews  Focus group  Questionnaires  One on one interviews  Surveys

Assessment: Participants Find out their experience in the following areas:  Planning  Youth development  Academic expertise  Leadership experience  Other program specific expertise

Assessment: Participants  What staff development topic(s) or content would most benefit your work this summer?  What are your interests or hobbies?  What previous experience do you have working with young people (volunteer or paid positions)?  What are your professional goals?  How do you learn the best?

Planning Content  Based on needs, develop training objectives and content  Who will conduct the training?  Who will participate?  Where/when  Think beyond just a one time training Before, during, and after program

Planning Content Based on needs, what are your training objectives? Common staff development topics:  Supervisory Training  Orientation/Onboarding  Safety  Program planning and implementation  Supporting youth and families

Methods:  Lectures  Group Discussions  Simulation and Role Play  Games  Demonstrations  Case Studies Source: “Info Line: Tips, Tools, and Intelligence for Trainers” ASTD, 2007

Supervisory Training  How to: manage within the culture train employees (on policies, tasks) interview applicants for positions orient/on-board new hires provide feedback and coaching discipline employees

Orientation/Onboarding  Share the history, mission, organization chart and culture with the new hire  Program goals  Learning goals  Review job description  Outline standards and expectations  Provide information on performance management process  Review policies and procedures

Safety Onsite and field trip CPR and First Aid Reporting child abuse

Program planning and implementation  Include topics such as: Activity planning Understanding content Engaging instructional practices Assessing learning Creating a positive learning environment

Supporting youth and families Include topics such as: Group management strategies Mediation/conflict resolution Confidentiality Working effectively with families

Examples of Pre-Program Professional Development  Send staff relevant article, then discuss online  Senior staff leads small team of new staff in conference calls to develop ideas for themes, activities for this year’s program, age groups  Staff observes local program/school and reflect  Hold regular interval conference call discussions on select topics from institute

Examples of During-Program Professional Development  Mentoring between senior and junior staff  Interest or study groups on specific topics  Senior staff observes all staff noting strengths, needs, and areas of growth  Use portion of staff meeting time to share, learn, discuss problems +/or best-practices

Examples of During-Program Professional Development  Continue listserv to send articles, news or other relevant information  Staff attends conferences about out-of- school time and summer learning  Offer a class during the year to address issues of summer learning

Examples of Post-Program Professional Development  Continue listserv to send articles, news or other relevant information  Staff attends conferences about out-of- school time and summer learning  Offer a class during the year to address issues of summer learning

Adult Learning Principles  Understand that how people learn is a direct result of the interaction between forces within the individual and the environment – what is known as trainability. Trainability is concerned with: Readiness to learn and motivation Level of ability Perceptions of the work environment

Principles Continued  An individual must have both willingness to learn and ability to achieve learning objectives  Adults want to focus on “real world” issues  Emphasis on how the learning can be applied is desired  Adult learners will come with goals and expectations

Principles Continued  Allow debate and challenge of ideas (but disagreements should not become heated)  Listen to and respect opinions  Adults wish to be resources to the instructor and to each other  Adults seek out a learning experience because they have a need for knowledge or skill being taught

Obstacles to Learning  Low tolerance for change  Lack of trust May not see it as worthwhile or have had negative experiences in the past  Peer group pressure If others don’t see the training as relevant or effective, they may persuade the employee that the training is not important

Understanding Learning Styles  Know that individuals learn in different ways and process ideas differently Visual learners Auditory learners Kinesthetic learners

Understanding Retention of Information Retention of information is best if the employee participates in the learning process – Knows the information can be immediately used – Practices by doing (putting out a fire) – Involved in discussions such as case studies – Watches a demonstration (but doesn’t participate) – Reads (asked to read information) – Listens to a lecture (least effective vehicle for retention)

Understanding the Levels of Learning  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation

 Get creative: Use multiple modes to deliver PD before, during and after the session  Engage experienced staff in delivering training to less experienced staff  Allow for paid, collaborative planning time during pre-service training Keys to Success

Additional Resources:  Making the Most of Summer  Child Trends.org  American Camp Association  National Training Institute for Community Youth Work  National Staff Development Council  National Youth Development Information Center  Beyond the Bell  Cooperation for National and Community Service  BELL Success:  Foundations Inc.  National Summer Learning Association

Next in the Series: Providing Feedback and Coaching Staff – 4/22 – 11-12:00 EST  Do you effectively take advantage of day to day opportunities to empower staff and help them grow professionally using effective feedback and coaching techniques? Kay Robinson, SPHR, from Robinson HR Consulting and Erin Ulery, Director of Professional Development from the Association will explore strategies that you can apply immediately when leading and supporting your staff this summer.

Save the Date!

Remember your benefits! Friend of Summer Learning Individual Organization /District Access to open web content including field news, research and interviews with experts Ability to network with other members through online discussion groups Discounts on conference, publications, and professional development services Two hours of quality program consulting via phone Access to curriculum rating tool, and Excellence in Summer Learning Award winner profiles Free program planning guide

Thank You!  Robinson HR Consulting Kay Robinson  Program Planning/Membership Erin Ulery