1. Conducting an Interview
Trainer’s Resource Materials
Module 7 Level 2
Conducting an Interview
Personal Safety and Emergency Preparedness
National ID&R Curriculum, Module 7 Level 2
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 1

2. Trainer’s Resource Materials
Module 7 Level 2
Module 7 Level 2 Outline
Handouts, as needed
Pen or pencil
Highlighters
Post-its®
Talking Points
This module is based the National ID&R Manual, Chapter 5: Developing Action Plans and Contacting Families.
Use the Module 7 Level 2 Outline for this module.
The goals and objectives are listed in the box, with space to take notes.
You will not receive a PowerPoint for the presentation, since the Module 7 Level 2 Outline provides the most pertinent information from the slides.
When asked to record responses to questions, participants should refer to the Outline.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 2

3. Trainer’s Resource Materials
Level 2: Goal
Module 7 Level 2
The recruiter will know how to identify potentially unsafe and emergency situations and take precautions to ensure personal safety in the performance of his or her job.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 3

4. Trainer’s Resource Materials
Level 2: Objectives
Module 7 Level 2
Participants will be able to
identify potentially unsafe and emergency situations that could occur on the job;
describe strategies for responding to unsafe conditions; and
recommend actions for responding to potential emergencies.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 4

5. Trainer’s Resource Materials
Level 2: Agenda
Module 7 Level 2
Unsafe Situation vs. Emergency Situation
Unsafe Situation
Emergency Situation
Trouble-Shooting Unsafe and Emergency Situations
Recruiter Safety Review
Assessment
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6. Unsafe Situation vs. Emergency Situation
Trainer’s Resource Materials
Unsafe Situation vs. Emergency Situation
Module 7 Level 2
As recruiters, you run into a variety of situations in the field
Partner with someone at your table and define the following two terms:
An unsafe situation
An emergency situation
Trainer’s Notes
Read the slide and tell participants to think about defining the terms as they relate to their roles as recruiters.
Give participants a few minutes for discussion then reconvene as a whole group.
Ask participants to share what was discussed. Be sure that the participants are able to differentiate between the two terms.
Click to the next slide.
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7. Unsafe Situation vs. Emergency Situation
Trainer’s Resource Materials
Unsafe Situation vs. Emergency Situation
Module 7 Level 2
Unsafe Situation
Emergency Situation
Can cause harm, damage, or loss
Related to an environment you are walking into: a home, apartment complex, migrant camp, etc.
Unexpected
Dangerous situation that calls for immediate action
Related to the larger environment you are working in, not just a home (e.g., earthquakes, wildfires)
Trainer’s Notes
Tell participants that they will use the definitions on the slide for today’s training.
Ask participants to read the definitions from the slide.
Before moving to the next slide, ask participants to write the definitions in their Outline (p.1).
Talking Points
Unsafe situation – these situations often deal with the environment you are walking into: a home, apartment complex, migrant camp, etc. You should quickly assess a situation and make a decision as to whether you feel uncomfortable or unsafe. Planning, preparation, awareness, and common sense can be your self-defense. If a situation doesn’t “feel” right, you should rethink the visit and return another time.
Emergency situation – for our purposes, we are talking about situations you cannot anticipate that are related to the larger environment you are working in, not just a home, for example, earthquakes, wildfires.
We will explore both situations further throughout the rest of the training.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 7

8. Trainer’s Resource Materials
Unsafe Situation
Module 7 Level 2
An unsafe situation – can cause harm, damage or loss.
Example: You stop by a family’s home for a scheduled interview. The father and several of his friends are sitting outside drinking.
Trainer Notes
Ask a volunteer to read the example.
Ask if there are any questions before moving on to the next slide.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 8

9. Trainer’s Resource Materials
Unsafe Situation
Module 7 Level 2
Think about a time when you encountered an unsafe situation as a recruiter.
In your Outline, list the unsafe situations you heard from your tablemates and the way each of those situations was resolved.
Trainer’s Notes
Read the slide and give participants five to ten minutes to share their stories with their tablemates.
Once participants have shared their situations, click to show the next instruction.
Before participants begin, review the sample in the Outline (p. 2).
When all participants have filled in the table on their Outline, ask volunteers to share their own experiences or an experience they heard from a tablemate.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 9

10. Trainer’s Resource Materials
Emergency Situation
Module 7 Level 2
An emergency situation – an unexpected and usually dangerous situation that calls for immediate action.
Example: You are driving to a rural location to visit a grower when a tornado warning is announced on the radio for your area.
Trainer’s Notes
Ask participants to read through the definition on the slide one more time along with the example.
Ask participants if they have any questions before moving to the next clarifying activity.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 10

11. Recognizing Emergency Situations
Trainer’s Resource Materials
Recognizing Emergency Situations
Module 7 Level 2
Determine the risk level of the potential emergency listed on your handout.
None
Low
Medium
High
Materials
Recognizing Emergency Situations, p. 3 in Trainer’s Resource Materials
Trainer’s Notes
Give each participant a handout and read the directions from the slide.
If participants are from the same area, the risk level for each of the potential emergencies may be the same. If this is the case, allow them work together on the handout.
If the participants are from different areas, the risk level for each of the potential emergencies may be different. If this is the case, allow them to work independently to complete the handout.
Once participants have completed their handouts, ask them to discuss their results with their tablemates.
Debrief as a whole group by reading through the potential emergencies and asking participants what risk level was assigned to each.
Talking Points
This activity will be determined by the group you are working with.
This debrief will help you gain a better understanding of safety risks you may face in the field each day.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 11

12. Troubleshooting Unsafe and Emergency Situations
Trainer’s Resource Materials
Module 7 Level 2
Troubleshooting Unsafe and Emergency Situations
Notice chart papers posted around the room.
Form a group of three.
Choose one poster (one group per poster) as your starting point and wait for further directions.
Materials
Unsafe and Emergency Situation Cards, pp. 4–6 in Trainer’s Resource Materials; each card should be taped to chart paper posted around the room
Chart paper
Markers
Trainer’s Notes
Participants should now have a clear understanding of unsafe and emergency situations.
Click to display the directions on the slide.
Once the groups have formed and chosen a poster, click to the next slide.
Talking Points
Recognizing an unsafe or emergency situation is only the beginning when it comes to keeping yourselves safe on the job. It is also important to know different strategies to help maintain your safety.
This next activity will help you develop and expand that safety net.
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13. Troubleshooting Unsafe and Emergency Situations
Trainer’s Resource Materials
Module 7 Level 2
Troubleshooting Unsafe and Emergency Situations
As a group, read the situation card taped to the chart paper.
You will have one minute to write one response to the question.
Write your answers on the chart paper.
Trainer’s Notes
After reading the directions from the slide, ask participants if they have questions.
If participants do not have questions, give them one minute to complete the task.
After one minute, click on the next slide to provide further instructions.
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14. Troubleshooting Unsafe and Emergency Situations
Trainer’s Resource Materials
Module 7 Level 2
Troubleshooting Unsafe and Emergency Situations
Move to the next situation card, read what has already been written by your colleagues, and write a different response.
Continue the carousel until your group has visited all situation cards.
Trainer’s Notes
Read the directions from the slide, and allow participants to move to the next card and begin. Repeat in one-minute intervals until participants have visited all the cards.
When participants have visited all the posters, ask them to return to their original chart paper with their table groups and their Outline.
Ask participants to discuss the resolutions suggested by their colleagues and record the ones they would like to remember in their Outline (p. 3). Repeat for each card.
Once participants have visited all the chart papers, they can return to their tables.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 14

15. Troubleshooting Unsafe and Emergency Situations
Trainer’s Resource Materials
Module 7 Level 2
Troubleshooting Unsafe and Emergency Situations
How realistic were the situations described in the cards?
Did your colleagues have some suggestions for resolving those situations that you had not thought of? Explain.
Trainer’s Notes
Facilitate whole group discussion: Ask participants to respond to each of the questions.
Click to show the first question, discuss.
Click to show the second question, discuss.
Make sure all resolutions suggested are appropriate behavior for a member of the MEP.
Talking Point
You should talk to your program director about state safety policies and protocols that are periodically reviewed with recruiters.
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16. Personal Safety Strategies
Trainer’s Resource Materials
Personal Safety Strategies
Module 7 Level 2
Plan ahead
Prepare for emergencies
Be aware of your surroundings
Use common sense
Talking Points
Plan ahead: The recruiter should plan visits with safety in mind. Knowing which labor camps or neighborhoods may be cause for concern or what apartment complexes should not be visited alone may keep the recruiter from entering a potentially dangerous situation.
Prepare for emergencies: Each MEP should have safety policies that are reviewed during the recruiter’s initial training. In addition, many MEPs find it useful to meet annually with local law enforcement officers to review personal safety strategies.
Be aware: The recruiter should always be alert to surroundings and be aware of his or her personal safety and security. Driving down a country road after dark, entering a building in a dangerous part of town, coming across threatening dogs guarding a farmhouse, or being female in a camp full of males are just a few situations the recruiter may encounter.
Use common sense: If a situation does not “feel” right, the recruiter should rethink the visit and return another time.
Safety is always the first priority of the MEP. No student enrollment opportunity is greater than a recruiter’s personal safety. If the recruiter is in a dangerous situation, he or she should leave and return another time with additional support (recruitment team or agricultural employer).
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 16

17. Recruiter Safety Review
Trainer’s Resource Materials
Recruiter Safety Review
Module 7 Level 2
In your Outline, read the group of statements and place a check by each statement that indicates a recruiter’s best practice to maintain his or her safety.
Materials
Handout on Safety While Recruiting (National ID&R Manual, Chapter 5: Developing Action Plans and Contacting Families), pp. 7–9, Trainer’s Resource Materials, one copy per participant.
Trainer’s Notes
Read the directions from the slide to participants.
Tell participants they can work with one other person from their tables or as an entire table group to identify best practices. Additional directions are on the Outline (p. 4), but tell participants they are only identifying best practices right now.
Debrief by reading each statement and asking participants if they chose this statement as a best practice; why or why not?
Ask participants to highlight the statements that identify their current practices.
Ask participants to look at any practices they did not highlight and to underline one or two that they will adopt from now on.
Provide participants with the Safety while Recruiting section from the National ID&R Manual, Chapter 5: Developing Action Plans and Contacting Families. Give them enough time to review the handout and ask questions. You should also direct participants to state or local safety plans, protocols, or best practices.
Talking Point
All statements have been identified as best practices in the National ID&R Manual, Chapter 5: Developing Action Plans and Contacting Families.
National ID&R Curriculum, Funded by the U.S. Department of Education, V 3.0 17

18. Trainer’s Resource Materials
Level 2: Assessment
Module 7 Level 2
Please complete the assessment independently.
When all participants are done, discuss answers with a partner; revise answers if needed.
We will review as a whole group and you will grade your own.
Materials
Level 2: Assessment, p. 10 in Trainer’s Resource Materials, one copy per participant
Level 2 Assessment Key p. 11 in Trainer’s Resource Materials, one copy per trainer
Trainer’s Notes
Remind participants that the assessment is an indication of how well the content of the training was delivered, not an indication of how well they can recruit.
All resources given during the training may be used during the assessment.
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19. Trainer’s Resource Materials
Final Thought
Module 7 Level 2
No student enrollment opportunity is greater than a recruiter’s personal safety. If the recruiter is in a dangerous situation, he or she should leave and return another time with additional support.
Trainer’s Notes
Ask a volunteer to read the statement on this slide.
Ask participants to share one thing they learned today that will improve their personal safety and emergency preparedness while recruiting.
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