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KRI Aquarian Teacher Trainer Academy
Trainer Forum Espanola, NMJune 16, 2011
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Tarn Taran Singh KRI Executive Director ATA
Welcome & Opening Remarks
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Aquarian Trainer Academy
Purpose/Mission
Who’s Who:– KRI Staff– TTEC – Professional Development Team
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“Connecting” – Meet & Greet Exercise
Find a partner and discuss him/her….
In my current role as a trainer (or in my process of becoming a trainer):
1. What responsibility has brought my greatest satisfaction and enjoyment?
2. What responsibility has been my greatest challenge?
(timed – 3 min. per pairing)
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Nirvair SinghCEO, KRI
Meditation KRI CEO report – Web Demo Recognition of NEW Academy
members
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Tarn Taran Singh KRI Executive Director ATA
What’s new ? Recent TTEC decisions Changes to ATA requirements re:
progressing through the Academy Reinforce the importance of the mentor-
mentee relationship New Tools to Support Development Process
(TODAY WE WILL ACTUALLY USE !)
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Aquarian Trainer Academy
The development and qualification of trainers are based on:
1. Personal Competencies 2. Ability to Deliver Course Content 3. Fulfillment of Roles and Primary
Responsibilities
Will review KRI “tools” for all three of these today.
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TTEC Changes Affecting Academy Members
New CONTENT CREDIT qualification system within Units of Study to demonstrate proficiency
Trainers can teach subjects in CONTENT CREDITS they have qualified for
[ Note: Current Professionals and Lead Trainers will be qualified for 100% of CONTENT CREDITS and current Associates with at least 25%.]
Demonstrated competency to deliver the material on stage in a Teacher Training environment, separated from mastery of content
Percentage of program content required to move from Associate to Professional changed from full curriculum to 50%
Professionals who wish to become Lead Trainers much qualify for 100% of the CONTENT CREDITS including Western Anatomy
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TTEC Changes Affecting Academy Members
Percentage of program a Professional allowed to teach unsupervised in a single program changed from 80% to 50%
Professional maintains relationship with Mentoring Lead
A written Mentor / Mentee Operating Agreement will be required for all new Intern Applicants
All members of the Academy, including Interns and Associates, will be required to attend a Trainer Forum at least every other year
Reminder: as of today, any new applicants to enter the Academy or candidates to move through the Academy, must have complete all 5 Level Two modules.
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IMPORTANCE of the Mentor-Mentee
Relationship
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Who’s responsible?
Mentoring Leads are responsible for guiding the development and confirming the qualification of TnTs.
TnTs are responsible for their individual development, as well as tracking and documenting their progress.
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Critical Role of the Mentoring Lead Be accountable for quality control (ensure mentee is
competent before signing off on qualifications and/or recommending promotion).
Provide advice, consultation, resources and mentoring support.
Guide and train the TnT; Observe and provide constructive feedback.
Grant training opportunities (e.g. stage time).
Assist with individual development plan. Offer ongoing support and encouragement.
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ATA & Professional Development Committee
Members
Tarn Taran Singh – Executive Director
Sadhu Kaur – Bureau ChiefSarb Jit Kaur – TT Administrator
Dr. Krishna Kaur – PDC ChairHari Charn Kaur – PDC Member
Updesh Kaur (Gail Dutton) – PDC Member
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GOAL
Create a Sustainable Process for Developing
Qualified Teacher Trainers
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Progressing through the Academy
From Applicant to Intern to Associate to Professional to
Lead trainer [to Mentoring Lead]
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Moving Through the AcademyThree Legs of the Stool
Competent ATA Trainer
Rol
es &
Pri
mar
y R
espo
nsib
iliti
es
Mentoring Lead
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Moving ForwardTo move to the next level in the Academy, a
TnT must:
1. Qualify and earn credits in content knowledge (Units of Study/Content Credits)
2. Demonstrate appropriate level of competency behaviors (personal behaviors)
3. Fulfill their essential duties (Roles & Primary Responsibilities).
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Trainer Qualification StandardsHow to Evaluate?
Develop-Demonstrate-Qualify
Using an Individual Development Plan (IDP) to document:
1. WHAT needs to be learned?2. HOW will they learn it?3. How will they DEMONSTRATE competence?
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Individual Development Plan(IDP)
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Competencies
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COMPETENCIES
Self and Mentor Evaluations(see Competency Evaluation Form version 5-25-11)
What rating do I need to move forward? (see Competency Standards by Level version 5-25-11)
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Competencies
Spiritual & Self Development 1.1 Self Awareness1.2 Spiritual Connection – Overall Mission1.3 Continuous Learning and Improvement
Communication2.1 Communication skills2.2 Group Facilitation
Teamwork3.1 Team Support3.2 Team Teaching and Collaboration3.3 Coaching and Mentoring
Trainer Development4.1 Trainer Skills
Training Delivery5.1 Course Facilitation Skills5.2 Student Focus
Program Planning & Administration6.1 Business Acumen & Program Planning6.2 Promotion & Public Relations6.3 Administration Skills6.4 Organization
Leadership7.1 Leadership7.2 Trainer Team Management7.3 Problem Solving7.4 Ethics and Personal Integrity
Relationships8.1 Building Relationships/Partnering8.2 Community Building
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CHANGES to Competency Documents
1. Moved Yogic Knowledge to Units of Study/ Content Credits
2. Explanation of the SCALE
3. RATINGS: Expectations for different role levels as they transition through Academy
QUICK ADMIN review• WHAT is filled out WHEN by WHOM?• Expectations of DISCUSSIONS with Mentor• What gets turned in to KRI?
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ACTIVITY
1. Pick ONE AREA of COMPETENCY you would like to DEVELOP or STRENGTHEN over the next year (1 min)
2. Jot down ideas on HOW you would develop or strengthen that competency for YOUR role level (4 min)
3. Share with partner; give feedback and ideas to each other ( 15 min)
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Competencies
Spiritual & Self Development 1.1 Self Awareness1.2 Spiritual Connection – Overall Mission1.3 Continuous Learning and Improvement
Communication2.1 Communication skills2.2 Group Facilitation
Teamwork3.1 Team Support3.2 Team Teaching and Collaboration3.3 Coaching and Mentoring
Trainer Development4.1 Trainer Skills
Training Delivery5.1 Course Facilitation Skills5.2 Student Focus
Program Planning & Administration6.1 Business Acumen & Program Planning6.2 Promotion & Public Relations6.3 Administration Skills6.4 Organization
Leadership7.1 Leadership7.2 Trainer Team Management7.3 Problem Solving7.4 Ethics and Personal Integrity
Relationships8.1 Building Relationships/Partnering8.2 Community Building
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Units of Study/ Content Credits
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Units of Study/Content Credits
(Ability to deliver course content)
Used for development and evaluation
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Units of Study Units of Study (develop)
Organizes Level One content into clusters for trainer development Does NOT change how Lead Trainers choose
to deliver their programs
Content Credits (demonstrate/qualify)
Need for subunits; smaller chunks Increased flexibility
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Units of Study / Content Credits
NEW Changes: Units of Study still exist but with greater
flexibility to support different program curriculums;
TnTs obtain content credits (by chapter or specialized topic);
Each chapter or specialized topic has been given a number of content credits
Chapters/specialized topics are clustered into Units of Study;
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Units of Study/Content Credits
Introduce
Units of Study Content Credits 5-31-11(see Three Worksheets)
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Units of Study/Content Credit Sheets
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NEW Content Credits withinUnits of Study
1. What are Content Credits?2. New PROCESS for tracking development and
demonstration3. Changes to % of time allowed to train
QUICK ADMIN review• WHAT is filled out WHEN by WHOM?• Expectations of MENTEE • Expectations of MENTOR • What gets turned in to KRI?
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Process For Content Credit Qualification1. TnT, together with his/her mentor, creates an individual
development plan to acquire content credit knowledge (through a range of possible developmental activities)
2. Mentors “sign off” on each chapter or specialized topic, once they believe the TnT has demonstrated adequate competence; This then allows the TNT to deliver this content independently.
3. TnT tracks progress on content credits until he/she has fulfilled a complete Unit of Study
4. Mentor signs off on fully completed Unit of Study, which qualifies TnT to deliver the Unit independently.
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ACTIVITY – Part 11. Pick ONE or more Unit of Study/Content Credit area
that you would like to gain more experience training.
2. MENTEE: Think about HOW you would DEMONSTRATE your proficiency (knowledge, experience and essence) to qualify in that topic/content area for your Mentor
3. MENTOR: Think about WHAT IT WOULD TAKE for your MENTEE to DEMONSTRATE his/her proficiency (knowledge, experience and essence) to qualify in that topic/content
4. Jot down your IDEAS
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LUNCH BREAK
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ACTIVITY – Part 2FIND a PARTNER SHARE the Unit of Study/Content Credit
area that you would like to gain more experience training.
1. DISCUSS ideas on HOW you would DEMONSTRATEyour proficiency as a trainer in these areas.
2. DISCUSS what is the difference between Teaching vs.Training? Developing vs. Demonstrating?
3. IF time, REVIEW Content Credit Sheet and note for yourself topics you believe you are currently qualified to TRAIN (to be discussed with your mentor at a future date)
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Roles & Primary Responsibilities
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Roles & Primary Responsibilities (NEW!)
R& PR GRID(see GRID Form)
R&PR by level (see personal R&PR doc)
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Roles & Primary Responsibilities Document
1. New Role and Primary Responsibilities Description (Nature & Scope, Essential duties, KRI standards, etc)
2. Clear expectations regarding what is expected for each level
3. Progression across levels; see transition from role to role
QUICK ADMIN review• HOW is this document used?• DISCUSSIONS between Mentor and Mentee
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ACTIVITY1. REVIEW List of Roles & Primary Responsibilities for YOUR level
2. CHOOSE ONE AREA of PRIMARY Responsibility you would like to DEVELOP or STRENGTHEN over the next year
3. Jot down ideas on how to GAIN EXPERIENCE for your chosen area on the INDIVIDUAL DEVELOPMENT PLAN (IDP) – BOTTOM section
4. Divide into ROLE LEVEL Groups (e.g. Interns, Associates, Professionals and Leads)
5. Share ideas in small group; give feedback and ideas to each other ( 15 min)
NOTE: MENTORING Leads are in SEPARATE GROUP – they do SAME exercise but review QUALITIES of a MENTORING LEAD; Choose one to improve on and discuss in small group
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Individual Development Plan(IDP)
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What’s next?
Pilot for two years. Communicate changes to all Academy
members Gather input, suggestions and guidelines for
putting it into practice.
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Questions?
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Come to ATA sessions at Solstice!!
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GREAT IDEA! Wall Flip Charts
ADD YOUR IDEAS to:
Glossary of Terms Frequently Asked Questions (FAQs)What else would they like from KRI?
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Current PD Team
Dr. Krishna K. Khalsa - Chair [email protected]
Updesh (Gail Dutton) [email protected]
Hari Charn K. Khalsa [email protected]
Sadhu K. Khalsa [email protected]
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Sat Nam!
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“POCKET” SLIDESUse ONLY if needed.
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Mentoring Lead Trainer - Qualities
Revised after April TTEC meeting
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Qualities of a Mentoring Lead Trainer
1. Passion and Commitment to develop future trainers
2. Experience as a Lead Trainer3. Skilled in HOW to develop others4. Time and energy to devote to mentoring; 5. Knowledgeable – both up-to-date and
ancient knowledge6. Continuous Learning
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Qualities of a Mentoring Lead Trainer continued
7. Ability to guide their mentee to his/her highest potential through use of effective mentoring skills
8. Ability to build and maintain relationship trust; Coordinate team mentoring; Be collaborative
9. Maintains spiritual practice and high standards of Ethics and Integrity
10. Values and supports the growth of community11. Aquarian Consciousness; Aware of the
“formless”.
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Questions for Mentoring Leads to Ask ….
1. Has candidate demonstrated the required competencies (both technical & personal) to move to the next level?
2. Do I have full confidence that the TnT could independently teach a given content area?
3. What are the candidate’s strengths/ weaknesses?
4. Is there anything within me that is unfairly influencing my opinion (+/-)?
5. Would another mentoring lead, with a different approach, arrive at the same decision?
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Moving Through the LevelsRECOMMENDED CHANGES to ACADEMY GUIDELINES:
Level: INTERN ASSOCIATE PROFESSIONAL LEAD
DEVELOPS CAPACITY
for delivering
Units of Study/ Course ContentCredits
Becomes competent to teach
25% of Level IContent
(earns 50 credits)
Becomes competent to teach
50% of Level IContent
(earns 100 credits)
Becomes competent to teach
100% of Level IContent
(earns 200 credits)
Competent to teach100% of Level I
Content
NOTE: No trainer can teach more than 80% of any program
PersonalCompetencies
Develop competencies appropriate to level.Competencies are clustered into eight areas:
1. Spiritual & Self Development 5. Training Delivery 2. Communication 6. Program Planning and Administration3. Teamwork 7. Leadership4. Trainer Development 8. Relationships
Roles & Responsibilities(Contribution & Focus)
Contribute Dependently
Develop Skills
Contribute Independently
Develop Self
Contribute Together & Through Others
Strengthen Course Experience
Contribute Strategically
Build Training Programs & Community
MOVES to next stage when…
Demonstrates required competencies of next level;Proficient in Course Content, Personal Competencies and fulfills Roles & Responsibility
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SAMPLE – Competency, Development & Assessment Format
InternCompetency: Communication
How to Develop How to Demonstrate
Clearly presents ideas, feedback and suggestions to trainers and attendees of the Level I course
Listens for comprehension and follows up with questions or concerns to validate understanding
Facilitates information sharing within small groups
Learns when to share or hold confidential information in order to serve both the individual and the needs of KRI
Conduct Self and Other Competency Assessment
Discuss results and decide on goals and priorities for development
Determine development strategy; review options and create written development plan with dates
Brainstorm ideas for HOW to develop skill (e.g. discuss after each course session how Intern did; provide feedback on skill level and how to improve; get/give feedback on what Intern did well, what could improve)
IDEAs might include:- Taking a workshop to develop group
facilitation skills; - Reading a book on communication
(e..g Crucial Conversations)- Get written feedback from course
participants on communication style- Practicing paraphrasing what was said
in class.- Leading small group discussion
Completion of Individual plan Completion of goals of plan RE-evaluation of Communication
competency (get self and mentor’s ratings)
Acceptable Range of performance as rated by both trainee and mentor.
OPTIONAL: Positive feedback from course participants
ADVANCED: Test for comprehension by students