Training Needs Assessment Plan Hillsborough Community College Dale Mabry Tutoring Center

Program History Over six years in operation Serves an average of 2000 students per year Certifying organization approved by CRLA Certifies at 3 levels-regular, advanced and master Must conduct yearly evaluations to remain a certifying organization Well supported by SGA

The Mission of the Center To provide a positive learning experience for HCC students facilitated by well-trained tutors, a friendly environment, and up-to-date educational resources in order to advance academic understanding and independent learning skills. Our motto: Helping Students Become Independent Learners

Hindrance to the mission Key phrases upon which to focus Well-trained tutors Tutors must know how to tutor Friendly environment Students must have a comfortable, trusting environment in order to learn What skill do these two factors share? Effective, positive communication

Present Training All tutors are required to achieve Level 1 certification Basic topics are covered such as Organizational procedures Tutoring cycle Questioning techniques Communication skills

The Issue-Communication Students have remarked they are made to feel stupid Tutors have remarked they would like practice in communication techniques Supervisor has noticed a couple of tutors having difficulty containing impatience when students do not catch on quickly

What Can Additional Training Do? Provide additional examples from which tutors can learn Give tutors practice facing possible challenges Reinforce initial training Keep the issue at the forefront of tutors’ performance competencies

What Is Needed? Research to indicate depth of problem Partnership with Dean Buy in by tutors Supervisor willingness to develop new training component Time to administer training Training space and equipment

Research Ongoing comments by students through use of comment forms or verbally Session evaluations given in survey format by students during two week evaluation period

Partnership With Dean Willingness to review training component and offer suggestions Support with faculty to gain their input as evaluators of videotaped sessions

Center Staff Support Tutor buy in Tutors are generally supportive of efforts for improvement Supervisor willingness to develop training Major component of supervisor’s daily tasks

Time, Space, Equipment Training to be conducted during work hours Online component during down time Workshop and reviews-minimal disruption to normal tutoring hours Space within Center is adequate Tables, chairs, plenty of room All necessary equipment available Computers, whiteboards, flipcharts, etc.

Objectives and Evaluation Criteria Tutors will: Exhibit patience not just verbally, but through body language Use a variety of questioning techniques Use positive language Adjust method of delivery according to student preferred learning method Evaluation criteria will be based on these objectives through the use of session evaluations conducted by students, peer tutors, and the supervisor

Feasibility Analysis Minimal cost absorbed within regular day to day duties of tutors and supervisor, broken down as follows: Task/TrainingAssociated Staff TimePay rateTotals Development of training Supervisor20 hrs$14.25/hr$ Administering of training SupervisorWorkshop-3 hrs Review-1 hr $14.25/hr$42.75 Completing training TutorsOnline-1 hr Workshop-3 hrs Review-1 hr Avg. $7.65/hr x 13 tutors $497.25

Proposed Format of Training Online component added to current training Asynchronous to be completed during tutor free time while at work 2 hour workshop during summer semester (slow time of year) Games, role plays, discussion format 2 to 3 review components of approximately 20 minutes each conducted throughout the year

In Conclusion Effective communication is the foundation of the tutoring process If a tutor cannot communicate well, not just in the sharing of knowledge but also in a positive manner both in speech and body language, students will find the service useless Waste of precious college resources to continue to fund it Indications from both staff and students that performance gap in communication skills may exist Adopting the suggested training component discussed will help to close the gap