How to Monitor a CPE Training

1. How to Monitor a CPE Training Instructional Guide for Potential Training Observers

2. What is Monitoring? • Monitoring is a structured process of: • observation • data collection • inspection Your job is to observe, judge, and record objectively and impartially.

3. Why Monitor??? Ensures that training programs: • are planned & delivered in a format suitable for both content and audience • effectively impact job performance • meet the needs of trainees as identified • are in compliance with state and federal regulations • justify the expenditure of resources

4. Before the Training • Print and review monitoring form. • Review the Principles of Adult Learning (discussed in later slides). • If you have any questions, comments or concerns please contact UNH CPE at: (603)271-4732

5. Training Day! • Arrive at the training location at least 30 minutes early! • Introduce yourself to the trainer. Explain who you are and why you are present. • If possible find a seat that is somewhat removed from the participants that allows you room to observe but not interfere with the training. • Be courteous, engaged and do not bring other work into the training. • Remember! You are at the training to observe and assess NOT as a participant! Materials Needed: Pen/pencil, paper to take notes, the printed monitoring form and please obtain a copy of all training materials from the trainer.

6. Completing the Monitoring Form • Complete the monitoring form throughout the course of the training. • Follow all instructions on the form. • Provide as much detail as possible! • Use specific examples. • For example: “The training materials reflected best case practice, were colorful and comprehensive.”

7. Completing the Monitoring Form Continued… • Avoid using first person. • For example: “I think that…”, “I found...”, “I liked…” • Use objective language and explain statements. • For example:, Rather than: “The trainer did a good job,” use: “The trainer effectively engaged the audience, by…” *Remember!* The trainer will have access to the content of the monitoring report.

8. Adult Learning Theory • Addresses the ways in which adults learn best. • There are 6 Principles • Trainers that meet all 6 principles are most effective. • The following slides address each principle followed by relevant training practices.

9. Principle 1: Adults are internally motivated and self-directed • Trainers role: • Facilitate student’s movement toward more self-directed and responsible learning. • Foster student’s internal motivation to learn • Examples of what a trainer can do: • Develop rapport with participants/students • Encourage questions • Show interest in student’s thoughts/opinions. • Actively and carefully listen! • Use student inquiry to direct information. • Provide regular, constructive and specific feedback (positive and negative) • Review goals and acknowledge goal completion • Encourage use of resources such as library, journals, internet and other department resources. • Recognize the preferred learning styles of the students

10. Principle 2: Adults bring life experiences and knowledge to learning experiences. • Trainer’s Role: • Facilitate integration of student’s knowledge/experiences into the training. • Facilitate reflective learning opportunities: allow student to relate knowledge/experience to training/new information. • Examples: • Give students opportunity to use/share existing knowledge/experience in the training. • Encourage sharing of knowledge/experience • Validate previous knowledge/experiences. • Treat student’s as experts in what they do, i.e. knowledge of system, current practices etc.

11. Principle 3: Adults are goal oriented • Trainer’s role: • Clearly illustrate the need for the information being provided in the training. • Examples: • Successfully provide links from training information to real world applications. • Integrates realistic/relevant case studies and scenarios. • Clearly outline course objectives that are relevant to work of intended audience.

12. Principle 4: Adults are relevancy oriented • Trainer’s Role: • Clearly demonstrate relevancy and value of training content for intended audience. • Examples: • Reflect with students on ways in which training content will be relevant to job performance. • Find ways to relate student’s interests to training content. (Allow students to choose role plays, case scenarios etc… that relate to their own interests)

13. Principle 5: Adults are practical • Trainer’s Role: • Illustrate how training content can be realistically applied to real life/work. • Examples: • Through expertise/knowledge can provide examples of ways in which the learned knowledge/skills/training content can be used by the participants. • Demonstrate an understanding of the reality of work for students. • Provide opportunities for students to try new skills/information learned for themselves.

14. Principle 6: Adult learners like to be respected • Trainer’s Role • Demonstrate respectful, professional behavior. • Examples: • Actively listen to participants. • Treat participants as colleagues and equal. • Encourage expressions of ideas, reasoning and feedback at every opportunity. • Value experience/views of the participants

15. Final Steps! • Complete the monitoring form electronically. • Submit completed form via e-mail to: Christie Davis Christie.davis@unh.edu Any questions comments or concerns please contact UNH CPE at: (603)271-4732

16. References This Powerpoint presentation, as well as the newly created CPE Monitoring Form was informed by best practices in Child Welfare evaluation and based on the following research: • Antle, B. F., Barbee, A. P., VanZyl, M. A., (2008). A comprehensive model for child welfare training evaluation. Children and Youth Services Review, volume 30, 1063-1080. • Collins, M. E., Amodeo, M., Clay, C., (2007). Review of the literature on child welfare training: Theory, practice and research. Boston University School of Social Work. • Curry, D., McCarragher, T., Dellman-Jenkins, M., (2005). Training, transfer and turnover: Exploring the relationship among transfer of learning factors and staff retention in child welfare. Children and Youth Services Review, volume, 27, 931-948. • Lieb, S., (1991). Principles of adult learning. Vision, retrieved from: http://Honolulu.hawaii.edu/ intranet/committees/FaxDevCom/guidebk/teachtip/adults-2.htm. • Parry, C., Berdie, J., (2004). Training Evaluation Framework Report. California Social Work Education Center • QOTFC, (2010). The clinical educator’s resource kit: Adult learning theory and principles. Retrieved from: http://www.qotfc.edu.au/resource/index.html?page=65375