Module 1: Training for Girlguiding

Transcription

1 Module 1: Training for Girlguiding The Module z Module 1 is the core requirement for all Girlguiding Trainers. z It is completed in conjunction with at least one other module. z All the required evidence should be submitted together, not module by module. z All observations included in the final submission must be carried out by a Tutor. Requirements table Those undertaking the Trainer Qualification need to complete all tasks listed in the table below. You should discuss each Task and the evidence required with your Tutor. TASK DETAILS EVIDENCE METHOD DATE REF 1 Demonstrate a good knowledge of Girlguiding, including: z use of The Guiding Manual and its key policies z Girlguiding s Strategic Plan z the Five Essentials and how these underpin all elements of guiding work z key facts for each section as defined by The Guiding Handbook z the Good Guiding is... resource. 2 Demonstrate a good knowledge of the Girlguiding Trainer role (see Chapter 1 ), including: z the Guiding Method z activity-based training z how adults learn. 3 Demonstrate knowledge of a range of training and facilitation techniques that meet the different learning styles of adults. 4 Plan for the delivery of good quality training sessions, including: z session planning, working to a budget and preparing materials z developing training plans, both already prepared and from scratch. 5 Carry out risk management in accordance with the Girlguiding guidelines, at a level appropriate to the type of event. a) Knowledge Checklist a) Knowledge Checklist a) Knowledge Checklist 1

2 TASK DETAILS EVIDENCE METHOD DATE REF 6 Deliver training sessions in which you do the following: z finalise the training brief with the organiser and prepare for the session z create an environment that promotes and supports learning z welcome the participants and create a good rapport with them z encourage everyone to participate throughout the session z ensure that the participants understand the learning outcomes of the session z use the Guiding Method throughout training in all sessions z follow the training plan, except where you decide to modify the session to meet the needs of the participants z use pace, tone and language appropriate to the participants, show that you respect them and respond to their needs z ensure participants are involved and engaged throughout the session z check the understanding of the participants and provide feedback to confirm their achievements z seek feedback from the participants throughout and at the end of the session. 7 Demonstrate good communication skills, including active listening and reading of verbal and non-verbal communication cues from the participants. 8 Demonstrate good presentation skills, including clear speech, appropriate projection, suitable body language and good use of a range of presentation materials. 9 Demonstrate that you have helped participants with their selfdevelopment through your sessions. 10 Demonstrate knowledge of resources required to support the learning of participants. a) Knowledge Checklist 2

3 TASK DETAILS EVIDENCE METHOD DATE REF 11 Demonstrate knowledge of evaluation and feedback theory and methods including: z a range of methods and why they are used z the importance of self-evaluation. 12 Demonstrate suitable evaluation and feedback methods, and: z analyse feedback z use findings to improve your training z discuss findings with your Tutor and propose areas for improvement. 13 Understand the needs of volunteers and how guiding fits into their lives. 14 On at least one occasion, deliver a session as part of a training team, with at least one other Trainer (this could be your Tutor). 15 Prepare your expenses for each session and show how you have met the budget. 16 Show your ongoing development as a Trainer through your Personal Development Plan, which should be reviewed and updated after every training. a) Knowledge Checklist b) Co-Trainer Witness Statement d) Personal Development Plan 3

4 Guidance for Prospective Trainers How should I go about completing the module? This qualification is designed to be practical and much of it is achieved on the job. As you work to prepare trainings you will create the necessary evidence. Do not try to complete the qualification task by task. If running your first training seems a little overwhelming, consider co-training with your Tutor to build your confidence and learn new skills. How long should the Training Qualification take to complete? You can work through the module at your own pace. Everyone must do Module 1 and another module to gain the Trainer Qualification. How will I work with my Tutor? You will be in contact with your Tutor regularly, at times that suit both of you. You may wish to meet in person, or sometimes talk online, or by , phone or text. How will my prior learning be accredited? You will work with your Tutor to establish a starting point. This involves looking at any training experience you have or qualifications you have already achieved, either within or outside guiding. Read through the requirements and Knowledge Checklist. Does it match any experience of training or working with adults outside of a guiding context? Talk to your Tutor about any prior experience or learning, even if it doesn t seem immediately relevant. How will I use my Personal Development Plan? This will map your steps to complete the Trainer Qualification. You will need to update your Personal Development Plan after every session to help you stay on track and at least every six months, with the help of your Tutor. Ensure you make a time for this well in advance. It s a good idea to break down the tasks on the Personal Development Plan to make it more manageable. How do I ensure I cover a variety of sessions? Your Tutor will advise you on a suitable range of group sizes, settings and topics and ensure you include at least one session with participants from outside of your County. You will need to agree the sessions you include in your submission file to ensure you cover the whole spectrum of learning opportunities. You can record the variety of sessions on your observation report. How should I reflect on my progress? Feedback from your Tutor and completed evaluations from participants will help with this. Think of feedback as constructive and not as criticism. Reflect on how it could help you improve your next session. It might be appropriate to focus on one or two areas in your next training you could discuss this with your Tutor. 4

5 Submission list The following documents will be submitted to your Tutor, who will submit it to a Reviewer for confirmation of completion. a) Module 1: Knowledge Checklist z Your Tutor will complete a copy of this form for each session observed and discuss her observations with you. z Attach your final training plan for each session observed by your Tutor (this may include one ready prepared plan but you must include a statement to say how it met the requirements of the training brief and the needs of the participants). z Attach a room plan for at least one of the training sessions observed, showing the layout of tables, chairs and any equipment, including audio-visual aids. This needs to be confirmed as accurate by your Tutor. z You will include participant evaluations for the observed sessions (or a summary for a large group session). You will also provide the following resource evidence: z one resource you have used to underpin the learning in the session z one resource you have provided to the participants that they can use in their role(s) z observation evidence that you can adapt resources and use them flexibly. Resource evidence does not need to be for the training plans submitted. c) Module 1: Record of completion These items will be submitted alongside items for any of Module 2, 3 or 4. The relevant Observation s completed by your Tutor and discussed with you, including: z self-reflections with notes of discussion with your Tutor, and annotated with any agreed areas of improvement z the training briefs and training plans to match the observations z one completed expenses claim that links to the budget in the training brief for one session delivered. In addition, you will submit: z your Personal Development Plan showing that it has been reviewed and updated after every training z a statement of recognised prior learning. 5

6 a) Module 1: Knowledge Checklist Each item on a Knowledge Checklist is usually assessed through discussion with your Tutor. There are some exceptions to this: z when an item is discussed with your Support Group z when an item is discussed with an expert, either in Girlguiding, or in a particular training field. In these cases, your Tutor will indicate that she agrees that the knowledge has been checked by a suitable person. Task Knowledge item / Date Tutor signature 1 Knowledge of Girlguiding, including: z Girlguiding Strategic Plan z the use of The Guiding Manual and its key policies z the Five Essentials and how these underpin all elements of guiding work z key facts for each section as defined by The Guiding Handbook z the Good Guiding is... resource. 2 Being a Trainer for Girlguiding (as in Chapter 1 ) The Guiding Method Activity-based training How adults learn 3 Knowledge of a range of training and facilitation techniques that meet the different learning styles of adults. 4 Knowledge of evaluation and feedback theory and methods covering: z a range of methods and why they are used z the importance of self-evaluation. 5 Knowledge of resources required to support learning. 6

7 Your Tutor will complete this form and discuss it with you. During the session, your Tutor will record if they are satisfied with the training for each of the criteria listed, using Y, N or, and add comments where required. Y indicates the Tutor was satisfied. N indicates the Tutor was not satisfied. indicates that the Tutor didn t see any evidence. The Tutor will feed back to you after the session and send you a copy of this completed form within two weeks. By the time the form is submitted, all sections should be marked. Prospective Trainer s name: Tutor s name: Title of session: Date of session: Venue: Number of participants: Type of participants: Training plan attached: Is this training part of a team-delivered training? Module 1, Task 14 Is the observing Tutor the same as the Prospective Trainer s Tutor? Module being assessed for: 1, 2, 3, 4 Circle one Module 1 Task Planning (Complete prior to session) Outcome Comments 4, 15 Has the training brief been agreed with the Training Organiser? The brief should cover: z the aims and objectives and/or learning outcomes of the session, and any individual needs that are known z practical details of the session, including time and date, location, nature and experience of the participants, facilities available and budget. 4 Has the Tutor agreed the session plan with the Trainer? Has the Trainer adapted a resource for this session? 4, 10 Has the Trainer sourced all equipment and/or resources? 5 Has a risk assessment been completed? An to confirm is sufficient evidence 7

8 Module 1 Task Preparation (Complete at start of session) Outcome Comments 6 Did the Trainer arrive in plenty of time? 6 Has the training facility been arranged in a suitable, welcoming manner? 6 Are the conditions, such as the temperature, in the facility satisfactory? 6 Has the Trainer set up interesting and relevant displays? 5 Has the risk assessment been checked/updated on arrival? 6 Was the Trainer ready to welcome the participants when they arrived? 8

9 Module 1 Task Delivery (Complete during the session) Outcome Comments 6 Did the Trainer make the participants feel welcome and support learning? 6 Did the Trainer explain the domestic arrangements? 6 Were the participants aware of the aims and objectives/ learning outcomes of the session? 6 Did the Trainer establish an effective rapport with the participants? 6 Did the Trainer follow the training plan? Were any adaptations made? 6 (Knowledge 2) Did the Trainer use the Guiding Method (Five Essentials) to deliver the session? z working in groups z encouraging decision-making z delivering a balanced and varied session z showing care for individuals z commitment to a common standard. 6 Were the known needs of the participants met? Did the Trainer help participants with their self-development throughout the session? 6, 7 Did the Trainer involve the participants, giving opportunities for questions, comments and concerns throughout the session? 8 (Knowledge 2 and 3) Did the Trainer use an appropriate non-directive style? For Module 2, to answer this must be for at least 75 per cent of the session. 9

10 Module 1 Task Delivery (Complete during the session) Outcome Comments 7, 8, 13 Was the Trainer s conduct towards the participants supportive and respectful? Was the Trainer considerate of their volunteer role? z Did the Trainer use appropriate language and manner? z Were the pace and tone appropriate? z Was she appropriately dressed? 6, 8 (Knowledge 2 and 3) Did the Trainer take account of different learning styles, and ensure that a significant part of the session was devoted to activities? 7 Did the Trainer communicate effectively with the participants, for example: z use effective questioning z listen actively z read and respond to verbal and non-verbal communication cues from participants z present all key guiding messages positively? 8 Did the Trainer demonstrate good presentation skills when delivering, including: z clear speech z appropriate projection z appropriate body language z good use of a range of presentation materials? 13 Did the Trainer work effectively with participants, showing the needs of volunteers was understood, and how to maintain an effective work/life balance? 10 (Knowledge 1) Did the Trainer use current programme and other Girlguiding resources? 10 Did the Trainer provide resources for the participants to use in their role, as well as resources to reinforce learning? 10

11 Module 1 Task Delivery (Complete during the session) Outcome Comments 10 (Knowledge 1) Were the appropriate policies and projects of Girlguiding, including youth participation, actively promoted? 6 Did the Trainer get involved with activities and tasks to ensure their effectiveness? 6 Did the Trainer manage the group effectively, including all behaviours? 6, 7, 9, 12 Did the Trainer check the understanding of the group throughout the session? 6 (Knowledge 3) Did the Trainer use activitybased training? 6, 9, 12 (Knowledge 11) Did the Trainer give constructive feedback to the participants? 6, 12 (Knowledge 11) Did the Trainer take feedback from the participants during and at the end of the session? Module 1 Task Clearing up (complete at the end of the session) Outcome Comments 6 Did the Trainer end the session appropriately? 6, 10 Did the Trainer ensure the participants had all the supporting materials they need? 6 Did the Trainer leave the training facility clean and tidy? Module 1 Task After the session (complete alongside discussion with the Trainer) Outcome Comments 15 Did the Trainer prepare her expenses and meet the budget set for the session? 12 (Knowledge 11) Did the Trainer evaluate the session effectively? 11

12 Self evaluation by Trainer (Please ask the Trainer for her views on the session delivered. The Trainer should use a self-reflection form similar to the example in the Introduction pack) [Module 1 Task 12 and Knowledge 4] Summary of feedback from participant evaluations [Module 1 Task 12 and Knowledge 4] Positive points of the training (notes of discussion) Broad areas for development (notes of discussion) 12

13 Specific points for development (notes of discussion) Please ensure this is added to your Personal Development Plan Any other comments We confirm that the above is an accurate account of the training session and our subsequent discussion. Signature of Prospective Trainer Date Signature of Tutor Date Signature of Reviewer Date 13

14 c) Record of Completion of Module 1: Training for Girlguiding I, (Prospective Trainer) z accept the responsibilities of a Girlguiding Trainer z will continue to develop as a Girlguiding Trainer, regularly reviewing my Personal Development Plan and actively undertaking the development identified z have joined a Trainer Support Network, and will maintain my development through that network z will undertake the renewal process as a Girlguiding Trainer every three years, or cease to train for Girlguiding. Signature Date I, (Tutor) z confirm that the Prospective Trainer has met the required standard of training in Girlguiding z confirm that the Prospective Trainer has the required knowledge to successfully deliver training in Girlguiding z recommend that the Prospective Trainer is awarded Module 1: Training for Girlguiding. Signature Date Country/Region/Branch Signature (Reviewer) Date 14