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KRI Aquarian Teacher Trainer Academy

Trainer Forum Espanola, NMJune 16, 2011

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Music playing?

Tarn Taran Singh KRI Executive Director ATA

Welcome & Opening Remarks

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Welcome Frame day/ Set the Context - High level overview of CHANGES to ACADEMY (see slides) Quick OVERVIEW Of KRI, TTEC, Governance model – Org chart? Why is KRI needed (create ONE organization for carrying on the legacy of the SSSji’s KY teachings; Ensures quality and consistency) Academy - SSSji – legal protection – GRK story Purpose is NOT to create more hoops – rather to preserve the integrity of teachings AND ensure they will carry on AFTER we are all gone Finally have a complete package for Trainer development (work in progress for the past 4-5 years) – 3 legs of Stool Today will focus on CLARIFYING KRI Academy PROCESS and EXPECTATIONS (NEW tools and CHANGES) Review Agenda 1. Check in/ Meet and Greet 2. CEO address - Meditation - CEO report and Web demo - Recognition of new members 3. INTRO to CHANGES in the ACADEMY (TTEC Decisions) 4. Professional Development Committee – Intro to and Application of new TOOLS - Competencies (2 docs) - Units of Study/ Content credits - Roles and Responsibilities 5. Trainer Tent at Solstice (HCK) Level Three Open Mike - Q&A Wrap up by 3:30 INTRODUCE “GREAT IDEA” FLIP CHARTS - Glossary of Terms - Frequently Asked Questions (FAQs) - What else would they like from KRI?

Aquarian Trainer Academy

Purpose/Mission

Who’s Who:– KRI Staff– TTEC – Professional Development Team

“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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Check In - Max 20 min; 3 min per pairing X 3 pairings INTRO: Today we are going to be talking about our roles and responsibilities as members of the Academy…. We want you to have a chance to meet and/or re-connect with other Trainers, as well as create a safe and sacred space for sharing and have us come together as Academy peers. Therefore please STAND and Find a partner (could be someone you know OR Don’t know) Discuss with 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? What responsibility has been my greatest challenge? (timed – 3 min. per pairing) [For those who are BECOMING a TRAINER (APPLICANTS) – what do they THINK these will be as they move from TEACHER to TRAINER] ------- After 3 min. Find NEW partner and continue for 3-4 rounds - NOTE: NO joining of teams (create new dyads – until END) – need to TIME and LET them know when it is time to SWITCH Come together in large circle Stand and acknowledge everyone in group... just be together…Feel connection to each other, to Yogi Bhajan, to the Source and to the Academy’s mission.

Nirvair SinghCEO, KRI

Meditation KRI CEO report – Web Demo Recognition of NEW Academy

members

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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Quick review of progress to date (key milestones) What’s new? Recent TTEC decisions – HIGH LEVEL SUMMARY CHANGES to ATA requirements Progressing Through the Academy IMPORTANCE of the mentor-mentee relationship Mention we will be going through BINDERS (but don’t go through each of the documents… we will be doing that as we do activities)

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.

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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Transition to current and Professionals

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.

IMPORTANCE of the Mentor-Mentee

Relationship

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.

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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INCLUDES SOME of the QUALITIES C Assist TnT in identifying problems and developing solution paths. Share lessons learned and best practices know-how with TnTs. Assist TnT in identifying resources that will help him/her to address problems encountered. Assist TnT in identifying development resources that will help him/her grow as a teacher trainer. Provide on-going support and encouragement to TnT. Meet with TnT (by phone or in person) regularly (at least once a month during training season). Provide updates to KRI regarding TnT accomplishments, challenges, and successes. Provide on-going orientation to the KRI Aquarian Teacher Training Academy for new TNT candidates. Maintain confidentiality of information shared in mentoring sessions based on boundaries established by TnT and KRI.

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

GOAL

Create a Sustainable Process for Developing

Qualified Teacher Trainers

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Difference between TEACHING and TRAINING

Progressing through the Academy

From Applicant to Intern to Associate to Professional to

Lead trainer [to Mentoring Lead]

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SEE ROAD MAPS

Moving Through the AcademyThree Legs of the Stool

Competent ATA Trainer

Rol

es &

Pri

mar

y R

espo

nsib

iliti

es

Mentoring Lead

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).

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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Don’t know what we don’t know – Discovery what you don’t know – Reflect upon Refer back to last year – Worked on last year – Now we have put this together in a way people can document their progress. See the connect from last year.

Individual Development Plan(IDP)

Competencies

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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Now pull out this two documents

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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Seen before – streamlined section REVISED competencies See we have a change Yogic Knowledge section has been moved. Even for LEAD Trainers – Something to get better at

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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Introduce - TWO documents Competency Evaluation Form Competency Scale (name??) APPLICANTS turn one in too Options WHENEVER CANDIDATE CHANGES a LEVEL (Both Mentor and Mentee EVALUATIONS) What needs to be turned into

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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ONE CATEGORY AREA Have them look in their workbook What can you get better at

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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Seen before – streamlined section REVISED competencies See we have a change Yogic Knowledge section has been moved. Even for LEAD Trainers – Something to get better at

Units of Study/ Content Credits

Units of Study/Content Credits

(Ability to deliver course content)

Used for development and evaluation

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Training vs. Teaching

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

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;

Units of Study/Content Credits

Introduce

Units of Study Content Credits 5-31-11(see Three Worksheets)

Units of Study/Content Credit Sheets

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Might what to bring up the actual spreadsheet Pull out of your binger

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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Demo spreadsheet on screen or take them through the handouts Changes from what you had before Remember last year – evolution from last year – didn’t lose work from last year 2 worksheets get turned in when ready how to

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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Highlight Interns and Associates – section by Associates to Professional Once signed off – fully qualified to teach that sections

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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15 minutes Lunch Assignment – Share best practices among peers

LUNCH BREAK

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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Time 30 minutes Want mentors to think about what it would really take. Distribute the sheets from last year – HANDOUT – Okay to struggle with a bit…

Roles & Primary Responsibilities

Roles & Primary Responsibilities (NEW!)

R& PR GRID(see GRID Form)

R&PR by level (see personal R&PR doc)

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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Introduce - TWO documents Roles & Primary Responsibilities - Matrix Individual R&PR document Support IDP – experience – getting what you need to take on progressive responsibility Clarify expectations and responsibilities for each level – some silence to review and take a look Opportunity to EXPAND Resp. to perform

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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We’re all works in progress – we can all get better at something What am I going to get better at. 14 leads…. Need a PDC representative member in each of the groups 6 to 8

Individual Development Plan(IDP)

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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43 500+

Questions?

Come to ATA sessions at Solstice!!

GREAT IDEA! Wall Flip Charts

ADD YOUR IDEAS to:

Glossary of Terms Frequently Asked Questions (FAQs)What else would they like from KRI?

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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Get permission gather and release contact information

mailto:[email protected]




Sat Nam!

“POCKET” SLIDESUse ONLY if needed.

Mentoring Lead Trainer - Qualities

Revised after April TTEC meeting

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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Passion and Commitment to develop future trainers (greater than desire to conduct training on own; Willingness to “give up the stage”; to delegate responsibilities and give others a chance to train); Experience as a Lead Trainer (Has considerable experience with a wide range of situations and students typically gained over time; LEADS should know program first , then take on mentoring) Skilled in HOW to develop others (Ability to utilize and/or create development plans and provide opportunities to develop skills; Sets development goals; helps mentee plan how to achieve them) Time and energy to devote to mentoring; (Engaged in process through levels; “Hands on”; Observes TnT training in person; Are present and involved in helping the TnT to move through the levels) Knowledgeable – both up-to-date and ancient knowledge (e.g. understands Academy, trainer roles and expectations of KRI; expert in Kundalini Yoga) Continuous Learning – (willing and able to continue to learn; open to learning from mentoring relationship; “To be a good teacher, need to be a good student”; servant leaders)

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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Ability to guide their mentee to his/her highest potential through use of effective mentoring skills, that might include: Coaching and counseling ability; Ability to reflect back to mentee Excellent Communication skills (e.g. ability to give and receive feedback; active listening skills; open to dialogue) Facilitation and Networking skills Organization, Time management and Accountability skills Patience Provide ongoing support and encouragement Willingness to have difficult conversations, To “poke provoke, confront and elevate”; And perhaps as a result not be “liked” Allow technology to “chisel” the trainee Ability to build and maintain relationship trust; Coordinate team mentoring; Be collaborative Maintains spiritual practice and high standards of Ethics and Integrity Values and supports the growth of community Aquarian Consciousness; Aware of the “formless”. �HOW TO USE THESE QUALITIES As a mentor, to GUIDE DEVELOPMENT As a Lead to help DECIDE if he/she wants to become a mentor As an mentee who asks the question “what do I look for in a mentor:” As a member of the Academy – for DECISIONS about who should be a Lead Mentor

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?

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)



(earns 100 credits)



(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

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