1. Project: Helping the In-School Facilitator Presented by Ellie Bryan & Eileen Smith

2. Executive Summary *As consultants we met with the contact and determined the issues * Gathered more data, found gaps *Analyzed gaps and causes * Based on the analysis, we have 3 recommendations: >Checklist >Feedback documentation >New training

3. Project Introduction * Girl Scouts working with United Way *In-School facilitator bridges gap between sponsor organizations and students *Facilitators have issues >Feedback, communication, supplies insufficient

4. Methodology * “Practices, procedures, and rules” *Phase 1: Determine Desire and Plan *Phase 2: Collect Data, Analyze, Form Recommendations *Phase 3: Implement Chosen Recommendations *Phase 4: Evaluate Implementation

5. Cause & Gap Analysis Findings *Many gaps and causes >Some are not tied to performance issues *Many of the causes are difficult to treat >Most of them would do little to change the issues *Some are critical, tied to performance, can be treated

6. Analysis Results: Incomplete Supplies *Directions missing details *Listed supplies not always present *New items inserted without thought

7. Analysis Results: Lost Teaching Time *Miscommunication *Insufficient Communication *Lack of Consequences for rule-breaking

8. Recommendation 1: An Inventory Checklist *Carbon-type paper form *Made to List items present *Will have a comments section *To be filled out by the Designer, then the facilitator >After completion, will be sent back to the Designer, and to the Facilitator Coordinator

9. Checklist Example Date: Inventory Checklist (√) Satisfactory (X) Requires Action Program yearDesignerFacilitator Directions Are the directions present for all lessons? Are the directions complete for all lessons?? Are they understandable? Materials Needed for Project Are all included materials listed for all lessons? Are all needed materials listed for all lessons? Lesson Goals Are lesson goals present for all lessons? Are lesson goals understandable? Are lesson goals measureable? Comments (Be specific, which items are not satisfactory, or are very acceptable? For which lessons? Include advice to make an item better if you have any specific ideas.)

10. Recommendation 2: Feedback Documentation *Carbon-type paper *Made to increase communication *Can check off specific issues and leave comments *To be filled out by the facilitators >Then sent to the principal for utilization, and the coordinator for filing.

11. Documentation Example Feedback Documentation for Facilitator Facilitator name: Class Grade Level: Classroom number: Assisting Teacher(s) Name: School Name: (√) Yes/ Satisfactory (X) No/ Requires Action Teacher Did the teacher stay in the classroom for the whole class? If not, (on average) how often per week did the teacher leave? Was the teacher helpful with the lesson? Did the teacher control the students during the lesson? If not, (on average) how many times per class did the students become overly disruptive (and you had to pause your teaching to deal with it, or they could not hear you)? Did the teacher inform you of upcoming events (times when the students would not be in the classroom)? Students Were the students respectful? Did the students listen to you when you gave directions? Comments (Be specific. What problems did you experience when, do you know any of the students' names?)

12. Recommendation 3: New Training *Teach new paperwork and facilitator responsibilities >usage/ how to fill items out >processing order *To be offered annually >additional offerings dependent on employees hired during the year

13. Measuring Checklist Success *Short Term >Checklist created and approved >Trial utilization >Checklist improved and re- approved *Long Term >Checklist utilized by all facilitators at least once >Evaluation by coordinator and supervisor two years after initiation >Committee evaluates form when rules and policies dictate change

14. Measuring Documentation Success *Short Term >Initial documentation created and edited by committee >Initial document approved >Document utilized at least once by the end of the program *Long Term >Feedback consequently utilized to improve relations >At least 90% of facilitators utilize form >

15. Measuring Job Training Success *Short Term >Training created >Training administered to most facilitators, current and newly hired before new paperwork dispensed *Long Term >Training administered to all facilitators before the end of their first program phase >Evaluation will take place following facilitator training sessions >emails sent to coordinator providing feedback

16. Implementation Timeline Item name & tasks AugAug SepSep OctOct NovNov DecDec JanJan FebFeb MarMar AprApr MayMay JunJun JulJul AugAug SepSep OctOct NovNov DecDec JanJan FebFeb MarMar AprApr MayMay Approve d Utilized & submitte d Consequ ences distribute d New Training Trial checklist presente d for utilizatio n New training for checklist develope d Hired facilitator s trained Ongoing training offered to new employe es:

17. Implementation Costs *Checklist: 14.5 hours *Documentation: 20 hours *Training: 24 hours *Hours have been approximated. NCR Paper cost for one program season is under $5. One ream with 2,500 sheets of paper is available for $190 @ http://www.officeworld.com/. http://www.officeworld.com/

18. To Summarize... *We found some issues with specific causes *We have suggested some recommendations *We have done both free of charge *If you need help implementing, there will be a fee

19. Resources Utilized Rummler, G. A. (2007). Serious performance consulting: According to Rummler. San Francisco, CA: Pfeiffer, an Imprint of Wiley.

20. Questions? Thank you for your attention!