Section 4: Designing Individual Training Sessions

Section 4 Designing Individual Training Sessions

This section addresses specific components of session planning including  roles of the leader, (4:1);  role of facilitator vs. role of content expert, (4:2);  suggestions and skills for facilitators, (4:3);  questioning strategies, (4:4);  conflict management/mediation, (4:5);  training methods, (4:6);  visual aids, (4:10);  session openers, (4:11)  presentation/training methods, (4:17); and  session closers, (4:22).

The Roles of the Leader

Fail to honor people, They fail to honor you; But of a good leader, who talks little, When the work is done, his aim fulfilled, They will say, "We did this ourselves." Lao Tzu

The camp director must choose an appropriate leadership role for the whole-staff Orientation. Some roles include:

 Teacher (or Content Expert);  Coach;  Facilitator (of others who do the work, or who provide input);  Resource Provider;  Communicator of the Vision;  Spiritual Leader;  Disciplinarian;  Climate Setter.

It is likely that over the course of Orientation you will be expected to wear many hats, but not all can be worn at once. Before beginning any session, it is often advantageous for the camp director to define his or her role. The leadership hat can be passed if the camp director is taking a “back seat” to a temporary leader. If the director is acting as a behind-the-scenes resource provider, The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:1 Section 4: Designing Individual Training Sessions then he/she may have no active part in a session at all; instead, a chosen facilitator or guest speaker will be the group leader. At other times, however, it is essential that the camp director step forward. The roles of Communicator of the Vision, Spiritual Leader, and Disciplinarian often demand the physical presence of the camp leader.

It is the camp director’s responsibility to ensure that session leaders know the differences in leadership roles. Some sessions, such as Teambuilding, require a Facilitator. Others, such as Child Abuse, require a Content Expert, or Teacher. The following section describes the major differences between these two roles.

The Role of the Facilitator vs. the Role of the Content Expert

A facilitator is somewhat different than a trainer or teacher. Be aware, however, that the session leader may have to jump from one role to the other, depending upon the type of activity used in a training situation.

The responsibility of the facilitator is to help the group focus its energies on a task by suggesting methods and procedures, protecting all members of the group from attack, and ensuring that all staff has the opportunity to participate.

Facilitator Content Expert Guides discussion Presents inform ation Provides the ri ght questions Provides the right answers T wo-way co m m unication One-way com m unication Group Centered Leader Centered Inside Inform a tion Brought Out Outside Inform ation Brought In Guide on the Side Sage on the Stage

The facilitator

 Refrains from evaluating or contributing ideas;  Focuses energy of the group on a single task;  Prevents “bird walking” (going off task);  Suggests alternatives methods and procedures for accomplishing the task;  Protects individuals and their ideas from attack;  Helps the group find win/win solutions; and  Gives everyone the opportunity, and the incentive, to participate.

Whenever possible, a Content Expert will also allow a group to offer their own ideas, or try out a concept on their own. When this happens, he or she must change roles and play the role of Facilitator if group participation and a sharing of ideas is desired. If situations or questions demand a conclusive answer, then the leader must revert to Content Expert, and offer a solution The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:2 Section 4: Designing Individual Training Sessions that he or she knows (through experience) will work.

Since facilitation is such an important part of conducting effective training sessions, the subject is discussed in greater depth in the sections that follow. These sections should be shared with staff who are given responsibility for running orientation sessions.

General Suggestions for Facilitators

Below are several simple ways to increase the effectiveness of your facilitated sessions.

 Arrange variables to provide for greater participant comfort, since the physical environment can significantly influence group behavior. Plan ahead to provide optimal room setup, lighting, ventilation, podium, audiovisual needs, food or drink, distances between chairs, placement of materials, etc. Use the Equipment/Supplies Checklist in Appendix G to assist in this task.  If the majority of the session will be facilitated, arrange the chairs in a U-shaped semicircle, with the pad and easel and the facilitator standing at the open end.  Preview your expectations with the recorder; encourage him/her to ask clarifying questions in order to record ideas concisely yet accurately. Such “reflective listening” will model good communication skills for your staff. Also, if you find that your group is shy, you may consider “planting” a respondent or two to get the ideas flowing from the group.  Be aware of your own biases and acknowledge them. Your own feeling on a subject can make a difference.  Clearly identify the session’s goals and time constraints from the beginning. At the same time, however, do not rush a session or plan it for a time that energy or interest levels are low.  Develop group ground rules, or norms for operating, and use them. For example, although most people know the rules for brainstorming, you should review those before proceeding with a brainstorming session.  Designate a place to “park” side issues or hot topics. These can be addressed at a later time, rather than taking the group’s time during a session. (One great idea for resolving these unanswered questions is to have them addressed by an Expert Panel. See 4:17 for details).  Keep in mind that disagreements are natural and likely. How you handle those disagreements will be a model for the staff.  Close each facilitated session with recognition of the group for a "job well done." Discuss what will be done with their “product.”

Communication Skills for Facilitators

 Reflective Listening - Be genuinely interested in other people's thoughts and feelings. Listen intently. Use body language that reflects good listening (body leaned slightly forward, eyes on the speaker, head nodding to emphasize points). The acronym SLANT can help cue you as you facilitate a group: Stand facing the listener, Lean forward, Avoid distractions (don’t cap and uncap a marker, or jingle The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:3 Section 4: Designing Individual Training Sessions

keys or coins), Nod your head, and Track the speaker (follow the speaker with your eyes if he/she moves, or if you move).  Modeling - Practice behavior that you want reflected back to you. Watch your nonverbal messages; remember to have some fun.  Summarizing - Use paraphrasing as a method of clarifying. Use comments such as, “What I hear you saying is...” and “So what you seem to be saying is...” and “It appears that these three ideas are related because...”  Refocusing and Pacing - Keep the group on the topic, using care to limit or reduce repetition. This is one of the facilitator's primary responsibilities. Assign a timekeeper who will give a five and then two minute warning, since checking your watch is poor modeling for good listening skills.  Recognizing Progress and Goal Setting - To recognize process a facilitator might say, “We’re doing great! We’ve got thirty ideas so far.” To set goals, he/she might add, “Let’s get at least twenty more before our time is up.”  Scanning/Observing - Encourage full participation from the group. Observe nonverbal signs such as body movement, facial expression, and gesture.

Guidelines for Good Questioning

A large part of good facilitating is asking the right questions. The following guidelines should be reviewed repeatedly by any staff leader who must prepare for a training session:

 If a single question is the “burning issue,” or the guiding question of the session, it should be visually apparent at all times during your session. Write it on an overhead transparency, your newsprint, your hand-outs, or provide it using a slide or computer graphic on an overhead screen.  Provide index cards to record ideas, or hand-outs for organizing information. Good discussion cannot exist in a vacuum of information.  After asking a question, wait four seconds or longer before calling on a participant to respond. In education circles, the concept is called “wait time.” By waiting just four seconds longer, this wait time can produce “longer and more elaborate answers, inferences supported by evidence and logical argument, greater incidence of speculative responses, increased participation in discussion, and improved achievement” (McTighe & Lyman, 1988, p.19).  Don’t repeat, or try to clarify, your questions. Be sure your question is clear to begin with, ask it once, and then wait.  Avoid frequent questions which only require a yes or no answer.  Avoid using rhetorical questions. Your audience may begin to assume that all of your questions are rhetorical, and you will get little response.  Try to follow up answers with probing questions such as, “Why?” and “Can you tell us more about that?” Or, involve others by asking, “Who can add to that?” or “Who would like to give another example of that?”  Limit the use of questions which rely entirely upon memory.  Avoid directing a question to a participant for disciplinary reasons (a better approach is to move into that participant’s proximity if he/she is talkative or inattentive).

The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:4 Section 4: Designing Individual Training Sessions

 Avoid repeating answers. Instead, encourage participants to speak louder. Use a microphone if the venue is so large that audience speakers can’t be heard.  Avoid telltale facial expressions and body gestures when listening to a response.  Devise a separate signal for audience members to ask a question; this will help keep the flow of responses going. Or, require that questions be written on an index card and held up. They can be collected and handed to the facilitator.  Ask a question first, call on a participant to answer next. If it is done the other way around, the rest of the audience may “zone out.”  Do not label the difficulty of a question. If you say it’s easy, and no one knows the answer, you will discourage many participants. If you say the question is hard, that may also discourage or intimidate your audience.  Try to leave at least one or two questions unanswered at the end of the session. These should be recorded on a newsprint pad for later discussion.

Conflict Management/Mediation

It is inevitable that conflicts will arise in your training session. Often they are the result of personality clashes. Regardless of their source, however, these conflicts must be addressed if they begin to interfere with the learning or team-building process. Below are several successful conflict management tips.

 Have the team identify the criteria they will use to make a decision, before decision making time arrives. Then evaluate ideas against those criteria.  Post each position on a flip chart, with two charts per idea (one pro and one con). Have participants silently post their ideas on the appropriate flip chart. Each idea must be no more than 5 words in length. Each person can spend no more than 1 minute at a flip chart.  When two people disagree, ask each to reflect the opposite position using active listening. Continue reflecting until the other person agrees that they fully understand the position.  Summarize the issues on which there is agreement and confirm to show progress and possibilities.  When there appears to be agreement, confirm with each team member.  Look for non-verbal signs of dissent (arms folded, head shaking) and address them openly.  Never take sides. Instead, suggest a way for the team to overcome its roadblock.

A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty. Winston Churchill

Focus 90% of your time on solutions and only 10% of your time on problems. Anthony J. D'Angelo in The College Blue Book

Failure is the opportunity to begin again more intelligently. Henry Ford

Failure to prepare is preparing to fail. Benjamin Franklin

Training Methods

Training methods are the techniques a trainer or facilitator employs to present the content of a session. Some examples include lecture, role plays, small group activities, games, storytelling, and case studies. When planning orientation and subsequent training experiences, leaders should vary their methods, but only if the methods chosen truly match the learning to be delivered.

Selecting Training Methods

Appropriate training methods should support the goals and objectives of your Orientation. Training methods should

 Meet the requirements of the learning objectives (a clear objective must guide the choice of training methods);  Incorporate various learning styles (verbal, visual, kinesthetic, etc.);  Be appropriate for the size of the group (role playing, for example, may not be ideal for a large audience since so few participants would have the chance to interact);  Take into consideration the principles of adult learning (see below);  Be compatible with the participants' experience and educational level;  Be familiar to the facilitator; and  Reflect the availability of resources.

Presenters should consider the following seven criteria when selecting training methods:

1) Types of Learning

Activities should enable participants to acquire the specific type of learning (concepts, skill, or attitude) indicated in the objective. For example, if the learning task calls for demonstrating appropriate camper restraint skills, the method selected should be a role play rather than a strict lecture. The former gives participants the opportunity to practice the identified skill, whereas the latter does not.

Therefore, sessions which are meant to impart concepts (theories or facts) could include traditional and participative lectures; structured discussions; film, slide/tape, and other audiovisual presentations; audiotape recordings; and readings coupled with group discussion. Sessions meant to teach skills acquisition would require hands-on practice, role plays, behavior modeling using video playback, and skill assessments. If attitudes are to be altered, it is important to provide a non-threatening situation in which participants can tentatively

shift their attitudes without feeling defensive or threatened. Appropriate activities include role plays and behavior modeling, resulting in meaningful discussions regarding the purpose and implications of learning the new attitudes.

2) Size of the Participant Group

Different learning methods accommodate training audiences of different sizes.  One-on-one training requires that the trainer or other qualified person provides individualized instruction, guidance, and feedback to a single learner. This would probably not occur in Orientation, but should certainly be used by supervisors to improve staff skills as the summer progresses.  Training for small groups (15 or fewer participants) is ideal for staff training, and is usually accomplished by dividing staff according to job type. The close ratio of trainer to participants allows for excellent feedback and evaluation. Activities suitable for small groups include participative lectures and structured discussions, open discussions, brainstorming, case studies, role plays, tag team role plays, behavior modeling, and in-basket exercises  Training for groups of average size (15-30 participants) usually requires that participants are broken down (at some point) into smaller groups. Each small group either has its own facilitator, or is charged with a group task which it must complete collaboratively. Participants interact more with each other than they do with the trainer.  Training for large audiences (30 or more participants) is trainer-focused rather than participant-focused. Activities suitable for large training audiences include traditional lectures, participative lectures, and structured discussions. The trainer in this role is usually a Content Expert rather than a Facilitator.

3) The Principles of Adult Learning

The young adults on your staff will respond well to your training sessions if they are treated as adult learners. Too often a director will unconsciously condescend by speaking to his staff as if they were simply older children. Four characteristics of adult learners have implications for your training program:

 Self Concept: Many of your staff members have enjoyed personal success in academics, sports, and work. They enjoy the respect of their peers and parents, and expect to be treated with that same respect by you. They are still anxious about tasks which are unfamiliar to them, however, and may be hesitant to risk failure in front of their peers. Some staff members who may be experiencing academic difficulty may lack confidence in their ability to learn any subject matter that seems too much like “schoolwork.” Implications: The camp director must survey staff in order to identify their real and perceived weaknesses.

 Accumulated Experience: Some staff members have accumulated a wide range of experiences which can contribute significantly to the learning situation. Other participants, as well as the session leaders, can learn from these experiences. One of

the facilitator’s goals is to draw out this prior knowledge. The facilitator is also responsible for helping staff draw relationships between new learning, prior learning, and past experience. Implications: Include activities which encourage communication between the facilitator and learner, and also among learners. This establishes transfer between the past experiences of the learners and the new concepts and skills you wish to explore.

 Readiness to Learn: Young adults are ready to learn what they believe is necessary to perform tasks or solve problems which affect them. For some of your new staff, they see Orientation sessions as courses in survival! However, not all staff are equally ready to learn the same material at the same pace. Implications: The staff trainer is responsible for ensuring that camp goals and content are compatible with the participants' needs as well as with their skill and experience levels. Throughout the learning process, the facilitator must establish clear relationships between the stated goals, learner expectations, and learning activities. Frequent assessments also enable the leadership staff to determine staff members’ readiness to learn more difficult concepts or skills, depending on whether they have successfully mastered simpler material.

 Time Perspective: High school and college aged staff are motivated to learn primarily to solve existing problems or to meet current needs. Many will not see the importance of training when it is offered, since they have had no experience in the problems which the training attempts to address. Implications: Tailor your training to specific requirements which focus on helping staff solve real problems. Do not merely transmit information. This particular principle of adult learning explains why midseason training is so important: that is the time that your staff will be hungry for new ideas and strategies.

4) Experience Levels

Participants' experience with camping and youth will affect their ability to learn effectively through different exercises. For example, participants with poor communications skills may be extremely hesitant to participate in a role play. Directors should also be aware that cultural and academic differences may affect participation. A participant who possesses poor reading skills, for example, may have difficulty participating in a group discussion on an article which the group read silently.

5) Cultural Influences on Learning

People learn based on their experiences, and culture has a major impact on experience. The culture in which one was reared and had his/her first learning experiences sets a framework for future learning. Traditionally in America, for example, storytelling has been used primarily for children. In many Native American, African, and other cultures, storytelling is a primary method of teaching and communicating among adults as well. Music, though universal, is varied, and different types of music appeal to different people. Therefore, when selecting methods and visual aids, review the language and procedures you intend to use for their audience appropriateness. Also critical to this process is the awareness that individual differences exist within all cultures, so avoid making assumptions, particularly those based The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:8 Section 4: Designing Individual Training Sessions

on stereotypes. All African Americans do not prefer "rap music" and all Latino/Hispanic/Mexican Americans do not prefer to speak Spanish. Discussion of culture among your staff is a way to discover and celebrate these differences.

6) Resource Availability

After years of fundraising efforts and planning, the city zoo was excited to be completing construction of its new tiger facility. The resident tiger paced back and forth, back and forth, forty paces at a time, sensing the excitement of the crowd. Finally the day arrived. With great fanfare, the big cat was released into its new home. And there it paced back and forth, back and forth, forty paces at a time. Not accustomed to such a great space to roam, the tiger resumed his traditional ways.

How often are we like that? How often do we rely upon the same small ideas, when we have the resources to do much bigger and better things? A key to successful leadership is examining all of your resources, including personnel, materials, and site, and utilizing them to their fullest potential. Consider:

 the amount of time available to conduct the activities;  the availability of qualified trainers to conduct sessions;  the amount of money available to rent, purchase, or transport needed multimedia materials;  the availability of equipment and supplies;  the ability of the training site to accommodate the structure of the Orientation program.

Different activities require different amounts of time. For example, group discussions and role plays require more time than lectures since they are less controlled by the trainer. Other activities require electronic equipment which must be set up and tested, probably by a staff member other than the trainer. Other training exercises may rely upon the cooperation of the weather. Therefore, only those learning exercises should be chosen which can be conducted properly given existing resources, or given the assurance of effective back-up plans in case of crisis.

7) The Facilitator's Experience and Skill Level

Various learning methods require differing degrees of trainer skill. For example, the traditional lecture requires only basic presentation ability since it is a highly structured and predictable method. A role play, however, requires more advanced facilitation skills because there exists an opportunity for unforeseen and sensitive situations in which the facilitator may need to intervene. The trainer should select those learning methods he or she can implement confidently, or should consider asking a more experienced trainer or consultant to assist with that method.

Selecting Visual Aids

Use a visual aid, even a simple one that creates a metaphor for the topic you’re discussing, and The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:9 Section 4: Designing Individual Training Sessions you’ve just tapped into to the main learning mode of over 70 percent of your staff. When properly integrated, visual aids can

 reinforce the learning experience;  help participants retain important information;  provide realistic demonstrations of applied skills or attitudes;  create metaphors for key concepts;  help focus attention on the content; and  clarify points.

Visual and other aids are most effective when their selection and use follow a few general guidelines. Visual aids should

 contribute tangibly to the accomplishment of the objectives;  be compatible with the learning methods selected;  accommodate various learning styles;  be compatible with the trainer's skill in designing materials and operating equipment; accommodate the electrical and other facilities at the training site; and  be affordable and easily transported.

Types of Visual Aids

An effective visual aid enhances your presentation; it does not overpower it. If in doubt, choose one with which you have had success. (But still be certain to plan for burned out bulbs, damaged disks, and cords that are too short).

 Computer Presentations are increasingly popular. Images can be projected onto screens from the front or rear, or onto large screen televisions. A device which allows house lights to remain on is the best. Beware of using too many fonts, graphics, or “bells and whistles,” since these are distracting to many participants. Also realize (with this and all other media discussed below) that color combinations must contrast vividly, due to the fact that nearly 20 percent of all males are color blind.  Slides can be very effective in conveying complicated concepts and pictures. By using a projector that blocks light between slides, or using multiple projectors with fade transitions, you can avoid blinding the audience with a bright white transition screen between images. A real disadvantage is that most slide projectors require a dark room; if participants have low energy (i.e. after meals), they may fall asleep. Slides can also create a psychological distance between speaker and audience.  Transparencies are easily produced, inexpensive, and easy to use. The speaker has opportunity to use the transparency while still facing the audience. Transparencies are quite effective in large groups where chart tablets cannot be seen.  Newsprint is for smaller audiences, but writing should be bold, simple, and easy to read. Use two or more colors for variety. If a marker bleeds through, use every other page. Definitely prewrite pages if you, as presenter, know what will be conveyed. Arrange pages in order of use and make sure newsprint is easily viewed by the entire audience.

 Videotapes are quite effective when they can be paused for audience reaction. If using a video, check equipment and video before presentation. Also be sure to properly edit and queue tape so audience does not view irrelevant material. Images which can be transferred to a photo disk or DVD can also be accessed which greater ease than a videotape.  Written Materials, if handed out before the presentation, can be distracting. Only hand out what will be immediately used or referenced. Also, if you expect the audience to write, then always have pencils on hand.  Props and Costumes can add excitement to a presentation. Props should be kept hidden from audience until ready for use. Props can be themed, such as a number of hats to describe the roles of a counselor.

Session Openers/Session Closers

A session which features a truly focused initial activity is more likely to produce focused learning and results. While Appendix F provides many examples of Get Acquainted/Ice Breaker Games, the session openers that follow are designed to immediately engage the staff member in the training process.

The Closer for each describes how these openers can be revisited in some form at session’s end, thus providing trainees with a quick review and a sense of closure.

Prior Knowledge Experience Tally Presort Observations Rules Read Aloud Pretest Metaphors Share a Goal Fears Sentence Starter A Picture is Worth... Do's and Don’ts Make a New Friend Unscripted Role Play Review Through Competition Describe the Best... Sandwich Boards Role Models Other Methods Think Tank

Prior Knowledge Opener: Staff members discuss and list on a flip chart all they know about the topic to be covered in the session. Closer: At session’s end, members place a + sign by those listed topics which were addressed or confirmed, and circle any issues which group members feel still need to be addressed.

Presort Opener: Each small group is given a number of index cards to sort according to set criteria. A stack of mixed cards, for example, may contain ten false and ten true statements about child abuse. It is the group’s responsibility to sort them. Closer: The group’s sorting is later confirmed or emended through information provided in The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:11 Section 4: Designing Individual Training Sessions

the workshop.

Rules Opener: Have small groups create a list of rules pertaining to the session subject. You can specify that rules begin with prompts such as: • Always... • Never... • At least once a day... • If you want to succeed, you must... • If you want to fail, always... Realize that with this ice breaker you’re likely to receive as many humorous as serious responses. Closer: For that reason, this strategy is a great closure activity if each group’s rules are shared after the session is formally conducted.

Pretest Opener: Similar to Presort, but here each participant is individually given a quiz which they answer to the best of their ability. Staff checks their answers as the session progresses. Closer: Formally review the answers to the pretest, and ask participants to give the reason for, or additional information regarding, each answer.

Share a Goal Opener: Each staff member jots down one goal he or she would like to see addressed in the session. These are posted by group and addressed at session’s end as a form of closure. The same procedure can be done with “questions to be answered.” Closer: Review questions/goals to see what has been accomplished, and which items remain as “burning issues” for future training.

Sentence Starter Opener: Each participant responds orally or in writing to a sentence prompt. Prompts can include: • A good counselor... • Children learn by... • Good behavior can be encouraged by... • One problem facing children today is... • A problem facing our staff this summer is... (a great one to use at a midseason staff meeting) Closer: Have each staff member choose one or two items from the list that they would like to personally focus on, or have a facilitator with a laptop computer copy the list and print it out for each staff member by session’s end. Staff members can use this list for creating a personal goal, prioritizing, etc.

Do's and Don’ts Opener: Have small groups brainstorm lists of “do’s” and “don’ts” pertaining to the topic. For example, the staff may write on the “Do’s and Don’ts of Camper Behavior Management. Post and read aloud (but not necessarily discuss) prior to the session’s formal content. You will find that the session’s speaker, and staff participants, will refer to the list often, and feed The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:12 Section 4: Designing Individual Training Sessions

from its ideas. Closer: This strategy typically leads to the issue of “qualifiers.” Staff members will begin to point out that a “Do” can become a “Don’t” if certain conditions exist, and vice versa. This in turn leads to an excellent discussion on judgment.

Unscripted Role Play Opener: Have staff work in small teams of four to five. Instruct teams to identify one type of person with whom they would have difficulty working. Then have the group act out that type of person while the rest of the participants try to guess what they are acting. This is a fun, energizing activity which can lead to a discussion about needing to keep a sense of humor when dealing with difficult people, and that at one time or another all of us are difficult people. Closer: Rather than do all performances at once, save a few for the end.

Describe the Best... Opener: Staff members brainstorm a list to describe their best teacher, class, learning experience, etc. for the purpose of finding common attributes which point out good teaching, learning, etc. An activity such as “The Ideal Staff Member" (see Staff Training Games in Appendix F) makes this an enjoyable group activity. Closer: Have staff choose one trait they will focus on during a specific role play, or during the next day.

Role Models Opener: Have participants identify and describe in writing a single person who made a positive difference in their lives, and why. Sharing time should be permitted, with a timekeeper allowing only 30 seconds per person. In a large group, conduct sharing in groups. A similar activity can be done to identify people who have had a negative influence, but these should not be shared. Instead, staff should be asked to identify the traits/actions which made this person’s effect upon us so negative and how these traits/actions compare with those that are encouraged in the camp setting. Closer: A member of the leadership staff, or a staff member who was once a camper and returned as a staff member because of a positive experience at camp, can share their story.

Think Tank Opener: Ask a number of general knowledge questions which we all should know, but may not. Have each person complete the quiz independently, then form groups of four to six and let participants share information. Staff will learn that the more people involved, the more informed the process, or, Together Everyone Achieves More (TEAM). This can lead into a discussion on shared problem solving, communication, etc. Closer: The camp leader, widely known as Mr. or Ms. Know-It-All, is challenged to compete against the rest of the staff to answer several more of the general knowledge questions. Staff should be able to collectively answer more questions correctly than any single person.

Experience Tally Opener: Ask each participant how long they've been working at camp, or how long they have worked with children. Total the number of years. Point out that the staff has x number The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:13 Section 4: Designing Individual Training Sessions

of years of experience on which to draw. Closer: Close with a metaphor and perhaps an illustration that the whole of the staff is stronger than any one of its parts. A well-known illustration used by the Iroquois tribe to demonstrate strength through unity involved a single branch, as thick in girth as an adult’s thumb. This was given to one of the stronger members of the tribe, who broke it with ease. Then, a bound bundle of sticks with similar dimensions was given to that same tribe member who attempted to break them but couldn’t. (When using this as an illustration in Orientation, the sticks need to be that same thickness, and should be freshly cut or gathered).

Observations Opener: If participants have made commitments in a previous workshop to change behaviors, ask others to share one thing they've noticed another person doing differently. As an alternative, have each individual share one thing he/she has done differently since the last session. An excellent opener to use midseason, but it must connect to a behavior of which the staff has been continually reminded. Closer: Establish new goals for behavior or attitude.

Read Aloud Opener: The leader asks participants to listen to a piece being read aloud, with a certain objective in mind. The literature piece can be a top ten list (David Letterman style), a humorous piece about a horrible camping experience or a horrible child, a “letter from home” or a “letter to Mom” (both of which would be totally fictional), real letters received from parents in past summers, a news article, a fable, a portion of scripture, etc. One good method is to use a “wisdom book,” as discussed on page 8:5. Closer: Closure depends on the type of literature used. A letter from a mother, for example, can be answered. Groups can be encouraged to create their own “top ten” lists, write their own “Camp is almost over, and here is what we have achieved” letters, or read a related article or story for discussion at a later time.

Metaphors Opener: Divide the team into small groups of four to six people. Have each group discuss and identify an analogy for camp, campers, or the staff. It can be a metaphor (Camp is a [name thing] that...) or a simile (Camp is like a...). For example: "Camp is like a three-ring circus. We have so many things going on at once that it’s both frightening and exciting." Allow five minutes to discuss; then have teams share. Closer: Provide staff with a metaphor of your choosing. Explain how that metaphor should be extended through the summer.

Fears Opener: Ask each person to share his or her greatest concern about participating in the team building or training. Post fears on a flip chart. Closer: At the end of the last session, revisit the list and ask the group to share whether their fears were realized. This is a great activity to do before an overnight outdoor session.

A Picture is Worth... Opener: Have each small group draw a diagram, picture, map, etc., which depicts how they see the functioning of the camp staff as a whole (this is particularly effective two or three The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:14 Section 4: Designing Individual Training Sessions

weeks into camp). Have groups post their pictures, but then have a member of a different group interpret a group’s drawing for the audience (without any help from that group beforehand). The group which created the picture is not allowed to speak during the presentation. Closer: Time allowing, groups can share their true “visions.”

Make a New Friend Opener: During the second, third, or fourth day of training, ask each person to describe at least one other new person they’ve met, and something they admire about this person. Staff can share their responses, but not include the person’s name. To be effective as a team building activity, do this on the second day. Then warn staff that you will do it every day. Some days collect the cards to read on your own, other days invite people to share. Closer: Staff can be given a small note card to jot down their thoughts on a special new friend, and this card can later be delivered through the camp mail.

Review Through Competition Opener: Upon completion of the content portion of a session (whether the content was presented by a speaker, through a reading, or other means), challenge each group to list, within five minutes, all they learned from the session. Closer: Give a follow-up quiz, and allow groups to share notes to complete the quiz.

Sandwich Boards Opener: Each person in the group writes on newsprint, "Things I Know" (about the content and purposes of the training, areas of personal expertise, etc.). Closer: On a second newsprint sheet, participants write, "Things I Learned." The sheets are joined with tape, sandwich board style, and one member of the team wears the completed piece. All participants mill around, nonverbally, reading the contents of other groups’ sandwich boards.

Other Methods Other short session openers include sharing: • an unusual fact, • a personal experience, • a quotation, • a statistic, • an amusing or thought-provoking anecdote, • a rhetorical question, • a relevant joke, • a story, • an observation of what has occurred that day, or • a reference to a current event.

Some Final Thoughts on Session Openers

 Don’t confuse your opener with the content or skills of your session. The opener is meant to assess prior knowledge, engage the learner, and raise energy levels. Once the session is successfully “kicked off,” more substantial content must be introduced. The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:15 Section 4: Designing Individual Training Sessions

 Reward risk-takers. Enthusiastically welcome and thank the first person who volunteers or asks a question. This will encourage others to participate. Too many presenters act as though questions and comments are an intrusion upon their time.  Keep the openers short. Do this by being prepared. If note cards are required, hand them out as participants enter. If charts are required, set them up ahead of time. The one exception here would be hand-outs, which will only distract staff members if they are handed out too soon. When the hand-outs are needed, they should be passed down rows, a stack at a time. Remember, if you waste one minute of sixty staff members’ time, you have wasted an hour.  Have staff sign-in (for record keeping purposes) as they enter. Clipboards should not be circulating once a session begins. Having four sign-ins at the entrance will speed the process along.  Don’t stop using openers just because Orientation is over. These are also great for staff devotions, in-service training, weekly staff meetings, etc.

Presentation/Training Methods for In-Session Use

Once the trainer has successfully opened the session, he/she must find a way to teach the necessary content, skills, or attitudes which are stated in the session’s statement of goals. For this task, several training methods are available. You may first wish to refer to the Seven Criteria for Selecting Training Methods, which began on page 4:6.

Traditional Lecture

The traditional lecture is a presentation by one or more Content Experts to a group of staff members who may or may not be given the opportunity to ask questions. The prepared speech may be combined with information presented through media such as slides, flipcharts, films, or videotapes. Since interaction is limited, both the presenter and the participants may have difficulty determining if learning has occurred. However, the traditional lecture can offer several advantages if delivered well and presented in conjunction with other kinds of interactive exercises.

Preparation, presentation, and materials costs are likely to be low, and subsequent presentations of the same lecture can be cost-free if done by camp staff (many camp directors, for example, replicate lectures they have heard at camping conferences). Lectures are perhaps the most appropriate format for large groups when general, rather than job-specific, information must be shared.

Participatory Lectures or Structured Discussions

In participatory lectures or structured discussions, the trainer presents small amounts of information and asks preselected and sequenced questions. Both of these structures are useful for presenting information on a subject about which the staff has little knowledge. The facilitator should make no more than three or four significant points before involving the audience by asking questions. The question and answer process is designed to maintain the listeners'

The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:16 Section 4: Designing Individual Training Sessions attention, ensure learning is taking place, and provide a vehicle for leading the group toward desired conclusions. Off-task participant comments are reframed or tabled in order to maintain the momentum of the presentation. Participatory lectures and structured group discussions are most effective when group size is limited, so that all participants can become actively involved.

Brainstorming

Brainstorming develops problem solving skills and emphasizes creativity. This structure requires that participants spontaneously present ideas on a given topic. No idea is judged or excluded since the purpose of brainstorming is to obtain as many ideas as possible. A participant or facilitator lists the ideas as they are shared. Only after the list of ideas is complete does the group clarify, discuss, or criticize each concept. The facilitator avoids giving his or her opinion on the ideas presented. The absence of structure encourages freedom of expression which can result in the development of creative approaches to solving difficult problems. Brainstorming exercises are best suited for small numbers of participants who have considerable knowledge regarding the topic under discussion.

The Expert Panel

One of the best ways to capitalize on the experience and wisdom of veteran staff is to establish an “Expert Panel.” An Expert Panel is composed of staff members who reflect a wide background of camp experiences: counseling, programming, support and administration. Questions and concerns are solicited from new staff members, and these in turn are addressed by the panel. “What if...” and “What should you do when...” questions are often best answered in context of real-life examples. In addition to providing models and strategies for new staff, the Expert Panel demonstrates your confidence in returning staff.

Two suggestions will make the Expert Panel even more effective. First, screen all questions which will be “drawn,” and determine in advance who will respond to which questions. Discuss possible answers to ensure that they are 1) concise, and 2) reflective of camp policies and practices. Second, you can “load” the question box with one or two questions which your staff members may simply not know to ask, but which you feel should be answered.

Role Plays

Participants are given minimal scripts defining their characters and initial actions. In designing role play guides, special care should be taken to give participants the information they need to act out their roles realistically, without providing them with more information than they would have in a real life setting. For example, participants should be provided only with a description of the specific roles they will perform. They should not receive summaries of the roles to be played by their partners.

Tag Team Role Plays

This variation of the role play involves many participants taking turns playing the roles acted by only two or three participants in the traditional role play. A large audience might be divided into teams of ten to twelve. Members of each team "tag" each other on the shoulder when they want The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:17 Section 4: Designing Individual Training Sessions to replace players currently involved in the role play. Participation is voluntary. Although the players change, the role play must continue uninterrupted. The tag team model offers three main advantages over the traditional role play: . more people can become active participants than is feasible in the traditional role play; since only two to three of them are actually playing at a given time, it is easy for the facilitator to observe all participants; . the use of teams can encourage participation by individuals who might be reticent to participate in traditional role play format; . the variety of players increases the number of different perspectives and attitudes brought to the particular situation.

Case Studies

Widely and effectively used in schools of law, business, and education, case studies provide a venue for examining diverse approaches to real-life problems and scenarios. Writing case studies is an excellent activity for upper tier staff during the Leadership Staff Orientation (page 3:12). Case studies which present simulated situations requiring that participants apply specific knowledge or skills must be sufficiently detailed and complete. Participants should be able to perform the exercise successfully without having to spend time repeatedly obtaining clarification from the trainer. Guides also can be developed for practice in camp processes (such as reporting sexual harassment, page 7:11).

A real strength of this approach is that it allows staff to practice responses to situations which will inevitably occur before they do occur in actuality. This better equips staff to handle problems with cool heads and a repertoire of strategies. Case studies can be written and employed midseason in order to address issues which are regularly mishandled or neglected.

One way to design case studies is to have staff act out scenarios and videotape them. The facilitator pauses the tape while participants discuss possible solutions, and resumes the tape to illustrate a solution or method which the camp recommends.

Incident Process

An incident process is very similar to a Case Study. The main difference is that the incident process provides less information than the case study. Participants must obtain facts regarding the situation (the incident) by asking questions of the facilitator (or other trainer) who responds with factual answers. Once the participants have obtained the facts they feel they need, they work backward to diagnose the causes of the incident, and cooperatively compile solutions that will prevent the incident from occurring again. The facilitator must respond to the participants' questions consistently and completely (he/she must totally comprehend all nuances of the incident), and must limit the answers to the questions posed. The trainer must also be able to moderate discussions when group activity becomes unproductive without influencing the group’s work. Incident process exercises must be planned carefully and rehearsed, in order to ensure that the facilitator, or other trainer, can answer all questions posed. A separate facilitator may be needed to guide the group.

Response Boards

Response boards are similar to the Expert Panel (4:17) structure in that they pose a question in order to solicit possible responses. Response boards, however, can remain in place over several days, while the Expert Panel cannot. On chart paper or a white board, a member of the leadership staff might write, “How do you get your campers to sleep each night?” Counselors then list their responses, which may range from the very practical to the hilarious (even the latter, however, provide for a healthy outlet). See the Staff Training exercise called Message Mural in Appendix F (page 53) for additional ideas using Response Boards.

Jigsaw Teaching

In the Jigsaw structure, participants are grouped into fours, and numbered 1 to 4. All the number 1s are then gathered together and taught a specific skill, strategy, or other piece of discrete information. Simultaneously, numbers 2, 3, and 4 are engaged in their own learning. Once all groups have had the opportunity to learn and practice their skill or content, the four members of each group reconvene, and each member in turn teaches his/her area of expertise to the other three group members. A real strength of this approach is that it provides all staff members the opportunity to be teachers. A written miniquiz can assess whether all learning was achieved.

PreTests

Often the misconceptions of staff members stand in the way of their acquisition of new knowledge. Teachers, for example, were asked, “Which of the following methods would be more effective in promoting reading comprehension:

1. Randomly calling on students to read aloud during a class reading session, or 2. Reading in a “round robin” style, in which reading aloud is done by the class in a very specific, predictable order?”

Most teachers selected the first option. Their reasoning: if students didn't know when they would be called upon to read, then they would pay better attention. In actuality, however, researchers found that the latter method was more efficient. Why? When students could count ahead and guess the paragraph that they would be required to read, they could actually practice the passage ahead of time, and read it with greater fluency and understanding when their turn came.

An excellent way to erase misconceptions is to give a “pretest.” Participants respond to a number of questions (true/false, multiple choice, short answer). Through a video, lecture, or active learning, the answers are then presented and discussed. A sample of one such pretest (on Sexual Harassment) is provided in Appendix J.

The Other Side of the Story

A fight breaks out on the playground, and the two combatants are hauled into your office. If you chose to hear a single version of a story, you could easily lay blame on a single guilty party; your decision, however, would not be a fully informed one. In “The Other Side of the Story,” participants read a single account of an incident from the viewpoint of only one participant. They The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:19 Section 4: Designing Individual Training Sessions are then asked to discuss what occurred. What participants don’t realize until part way through the discussion, however, is that they have, in fact, read the account through the eyes of two different participants (half of the audience read one child’s account, while the other half read the second child’s account), and each had a very different impression of what occurred. This exercise not only provides staff with a scenario they are likely to encounter in real life, but it points out that staff will likewise view events through their own perspectives, and misunderstandings are likely to occur. This structure is excellent for introducing hard-to-teach topics like sexual harassment.

Learning Games

Sometimes an exercise can be based on well-known game. Examples include Twenty Questions, What's My Line?, Family Feud, and various matching and crossword puzzle type games. Imagination and creativity are obviously needed on the part of trainers who design these games and compile the questions. One excellent idea is to use game buzzer systems to create both competition and cooperation among your staff members.

Behavior Modeling

Through observing a demonstration of a behavior, staff members can learn to model that same behavior. This learning activity has become increasingly popular because it can be used effectively in conjunction with videotaping. The videotape can illustrate the desired behavior, record the participants' simulation, and provide feedback by enabling participants to observe and compare the modeled behavior with their simulations. Live demonstrations of the desired behavior can also be staged, and a number of experienced senior staff can act as coaches, providing feedback as staff attempt to copy these same behaviors. This learning activity is most effective when conducted in small groups.

Response Rounds

Group members are given a task or question to work on individually. Each member is asked to respond in turn. Members are allowed to pass. The facilitator records all responses, and the process is repeated until the group runs out of responses. Summarize each round of responses if it seems appropriate. This is an excellent structure to use in groups where conflict often arises, or where more dominant members tend to monopolize discussions.

Buzz Groups

A large group is divided into smaller groups of 2-5 participants. Each group is given a clear question or task. A time limit is established and each group self-selects a recorder. Once time is up, the whole group reconvenes and the work of the smaller groups is posted and presented. The whole group can point out commonalities, identify unique items, or circle favorites. This is a good way to keep a group stimulated because participants are given more opportunity to share in small groups, and are also held accountable for helping to produce a product.

Silent Reflection Pause

Participants are asked to consider a stated question or suggestion for a minute or two, in silence, and to write down their responses without discussion. Responses can be heard aloud or not, at the discretion of the facilitator. This structure allows more reflective thinkers time to compose thoughts, and can also slow the pace if a previous activity raised participants’ energy levels too high.

Stumbling Blocks and Stepping Stones

The facilitator begins by writing a goal or objective of the camp, or of that particular session. Group members then brainstorm variables that would help or hinder them reaching that stated goal. This technique allows for the group to see what factors could support them and those that need to be hurdled in reaching their goal. Helping forces need to be reinforced; hurting forces need to be eliminated. This can also be used to process a newly learned skill or attitude.

Presentation/Training Methods for Closing a Session

Session Openers/Session Closers which begin on page 4:11 contain many excellent ways to link your openings to your closings. Some additional ideas for closings are included below.

Session Closers

Group Question

It is usually fruitless to ask, “Are there any questions?” in newly formed staff groups. Instead, upon completion of a session’s content portion, separate participants into groups and ask each group to form the “two best questions” they can. One is asked only; the other is there just in case someone “takes” the group’s first question.

Quick Toss

Use a small stuffed animal, bean bag, or Nerf toy to toss to participants. Each person shares one thing he or she learned, and then tosses the object to another participant. Greater control can be exercised (particularly if this is adapted for use by campers) if the speaker tosses the object back to the session leader, rather than another participant.

What Now?

Each person jots down (or could share) one specific strategy or skill he/ she learned and how it will be used in the immediate future. It is best to “warn” participants ahead of time that they will be asked to do this.

New Knowledge

When designing the session, jot down 4 to 6 key questions that each participant should be able to answer by the session’s close. Distribute these questions to each participant at session’s end, and have them answer the questions aloud in small groups. You can also use participants’ questions which were gathered at session’s start.

Learning Goals

At session’s end, provide each participant a list of intended outcomes or new behaviors based upon workshop content. Have each staff member check off two or three that he/she will try to accomplish within the next few days, or within the first week of camp. These sheets should be collected as the staff leave the session, and can later be used when conferencing with staff.

Learning Map

Have each group of 4 to 6 draw a diagram, picture, map, etc. symbolically representing the concepts just covered. These can be shared with the group or posted for all to view.

Game It

Use an online word search or crossword puzzle creator (such as www.puzzlemaker.com) to create a puzzle containing relevant information from the session. In order to make this a group- oriented activity, puzzles can be enlarged into posters.

Sentence Starters

Use a sentence prompt to which participants will respond either orally or in writing. Sentence prompts can include: • One strategy I will use tomorrow is... • One new thing I learned about was... • I will need to lean on others for help with... • A prayer concern I have now is...

Message Wall

Prompts similar to those mentioned above can be jotted on a mural. Staff members can then respond to the questions/sentence starters at their leisure, and responses will remain available in a public place for all to see.

Words of Encouragement

Following a session in which a group has worked closely together, each group member writes a note of encouragement for the person sitting to their left. These notes can be exchanged immediately, or placed in staff mailboxes at the start of the first camper session.

Traditional Discussion Questions

Many presenters are more comfortable asking traditional questions. These can be answered in The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:22 Section 4: Designing Individual Training Sessions writing, or they can be answered orally in small or large groups. These can also be included in an end-of-session evaluation form.

Since debriefing after each meeting should focus on both what was accomplished (new content or skills) and how it was accomplished (interaction and teamwork), both types of questions should be included. Note that some questions below refer to structures that must be in place before the session’s start.

Content/Process Questions: How did this meeting match your expectations? Did this meeting answer any of your questions about this topic? Compare what was said to the original objectives (or burning questions) for this meeting. Did we accomplish what we said would be accomplished? What other questions do you still have about this topic? What are you taking away from this meeting? Share one new idea or skill you will try as a result of this meeting. Which exercise (or illustration, or role play) was most helpful to you? What could have been done in a more efficient or effective way?

Teamwork/Interaction Questions: How did we work together as a team? What could we have done to increase participation? What else do we need to do to continue to grow as a team?

Closure Questions: What was the best part of this meeting? What was the worst? If we conducted this session again, what should be done differently? What suggestions do you have for our next meeting?

Mile by mile it's a trial; yard by yard it's hard; but inch by inch it's a cinch.

The significant problems we face cannot be resolved at the same level of thinking we were at when we created them. Albert Einstein

Never change a winning game, always change a losing one. Vince Lombardi, Sr.

Challenges can be stepping stones or stumbling blocks. It’s just a matter of how you view them. Source Unknown

In long-term relationships, we tend to overvalue what someone is not, and undervalue what they are. Source Unknown The Salvation Army Eastern Territory Camp Staff Orientation and Training Manual page 4:23