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Transcript of Staff Training Best Practices
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Staff Training Best Practices
Randall Grayson, Ph.D.
Social, developmental, & organizational psychology applied to camp
www.visionrealization.com
Please utilize the audio that accompanies this
presentation in order to benefit fully
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Randall Grayson, Ph.D. www.visionrealization.com 2
The GoalHave an exceptional staff
training that meets orexceeds current best
practice
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Randall Grayson, Ph.D. www.visionrealization.com 3
Coping with the realities
Summarize over 100 studies and a dozen books?
Simplistic answers are usually naive
Relax, dont try and memorize
Handout has all the information & much more
Presentation can be e-mailed to you
Questions e-mail, or call me no problem
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Randall Grayson, Ph.D. www.visionrealization.com 4
The Problem
My story
Studies of summer camps 97 outdoor education programs
37 camps ability to influence self-esteem
1:3 counselor to camper & 1:9 supervisor to
counselor ratio two-week training 3 week session17 outcomes (social skills, self-esteem, grades, and more9
Studies outside of camp universal principles Parent effectiveness trainings
Fortune 500 leadership trainings
D.A.R.E.
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Randall Grayson, Ph.D. www.visionrealization.com 5
The Point
Its hard
To change people
To train staff well
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But not impossible
D.A.R.E. was fixed
Leadership training can work
Parent trainings models were fixed
Know why some Outward Bound programs
worked well, while others did not
And. . . .
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Your camp can
Understand what went wrong
what went right
Have your training match orexceed best practices
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All for one and one for all
nowledge
ttitude
ehavior
A
B
KDale Carnegie example
Massage example
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Knowledge Pitfall
Among industrialized countries, Americais the most overweight, workaholic in the
world
High risk HIV candidates
Seat belts
Recycling
Speeding
D.A.R.E.
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Knowledge is a
necessary, but
insufficient
condition
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Enhancing Knowledge
A round of applause for camps
Involve counselors in learning
Keep it playful and moving
Respect and utilize their knowledge
Cover a ton of material in short order
One tweak -- 7 + / - 2(more in handout)
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7 + / - 2 for working memory
0
1
2
3
4
5
6
7
8
9
10
2 3 4 5 6 7 8 9 10 11 12
Age
A
D
U
LT
S
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7 + / - 2 for working memory
Telephone numbersMagazine lists for you to remember
Recite a Top 10 listAlphabetize ten first names by 3rd letter
Sticky notes and lists
Under stress, it goes downRed Cross ABC
Emergency 911
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Next three slides
Excellent advice that(a) violates 7 + or 2
(b) is at best knowledge
and hopefully attitude
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Behavior Management Summary To react calmly in uncalm
situations
To maintain a positive attitude
in negative situations
To keep behaviors fromescalating between levels.
(Try to contain them at the
lowest level of appearance.)
To maintain perspective ofyour own self worth.
(You must not take incidents
too personally.)
To defuse situations whenever
possible without confrontation.
To teach the child to learn to
control his/her own behavior.
Do give yourself time to make
good judgments
Do give the child choices
Do treat everyone with dignityand respect
Do use the lowest levels ofcueing possible, to teach selfcontrol
Do be consistent and persistentin maintaining behaviorstandards
Do teach that behaviors haveconsequences
Do use positive reinforcement
Do use educationalinterventions
Do remember that all behavioris communication
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Staff Training Foundations 10
Ways to be Successful(Thurber)
1. Really get to know each camper2. Give children a sense of safe boundaries
3. Listen to campers feelings. Label the feelings.Reframe.
4. Engage cooperation
5. Respond to problems thoughtfully6. Use effective praise. TIPS True, immediate, positive,
and specific.
7. Keep children your top priority8. Use good discretion9. Use safe touch and avoid overstimulation10. Lead by example
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9 Points for Understanding and
Changing Behavior(Ditter)
1. Behavior is code. If a child cant tell you, s/he will show you2. Learn to get good information. Use what instead of why.
Comment on feelings.
3. State what you expect in simple, positive terms. Dont tell themwhat not to do.
4. Be clear about what you expect and remain consistent
5. Learn to channel a childs energy. Use diversions and be creativeabout assigning activities.
6. Reward acceptable behavior. Punishing is not very effective.Encourage rather than try and extinguish.
7. Rule of replacement not this, that8. Target no more than 3 behaviors at a time. Sometimes, one is
enough.
9. Select a target behavior that the child is most likely to be successfulwith
M li h b
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More lists that wont be
remembered 15 ways to improve self-esteem 20 immutable laws of parenting
10 alternatives to punishment
Part of the problem &
Part of the solution
12 things to remember when disciplining a child
Does not apply to
Habits and established routines
Reference material
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Working with 7 + / - 2
FIRST, keep it to 7 or less forworkingknowledge
Acronym - I E.S.C.A.P.E
So much practice that it comes naturally
Distribute on business cards
Daily schedule reminder of the day
How Gumby saved the children!
Utilize as reference (and have it referenced with a mentor)
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Recap of Knowledge Key
Knowledge is a necessary, butinsufficient condition
7 + / - 2
Working memory Does not apply to reference material or
habits
Workarounds
More in handout beyond 7 + / - 2
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Attitude Outline
What is an attitude?
Why do camps need to care so
much about it?
How can attitudes be enhanced?
Attit d i th
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Attitude is the
affective/emotional elementSelling the heart and soul
Internalized belief constant striving
toward a goal through specific behaviors
Along a ContinuumWEAK STRONG
l d P
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Knowledge = Present
Attitude
Present Among industrialized
countries, America is themost overweight,
workaholic in the world
High risk HIV candidates
Media in moderation
27% ACA vote turnout
Seat belts 68%
Recycling
Speeding
D.A.R.E.
P.E.T.
E h d (1 f 6)
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Enhancing Attitude (1 of 6)
First and foremost, preach to the choir
Already know it dont need this I went through staff training last summer why do I need it again?
Wisdom to realize they probably dont
Maturity to accept they might have it wrong
Inspirational stories from parents, children,past staff, and yourself . . . . Sprinkle generously
Beware: builds. . . .rarely changes attitude
E h i i d (2 f 6)
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Enhancing Attitude (2 of 6)
Sleep deprivation
Temporary time crunch
Situation is a crisis/overwhelming
Very long hours
Inability to meet personal needs
Staff motivation (perks, fun, praise, paid enough)
Remove Structural Barriers
Parent Effectiveness Training Leadership Training& Camps
E h i A i d (3 f 6)
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Enhancing Attitude (3 of 6)
Monitoring, external rewards, & punishmentPhilosophy of many prisons
Target values, hopes, dreams, and goals
Philosophy of effective interventions and camps
Base of Power Used
E h i A i d (4 f 6)
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Enhancing Attitude (4 of 6)
Understanding how camp helps
At the end of training, how many of your staff could writea complete list of the outcomes your program offers
participants? How about at the end of the summer?
At the end of training, how many of your staff couldidentify how camp went about achieving each outcomeand their role in it?
How about at the end of the summer?
Avoiding the cog in the machine problem
E l P M R ibilit
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Example Process Map - Responsibility
Camp
Sweep
dining hall
Chores
Gardening
Responsibility
for own
behavior
Groupdecision-
making
Responsibility
Bath house
cleaning
Setting up a
campsite
Bed MakingWaiter /
Waitress
E h i Attit d (6 f 6)
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Enhancing Attitude (6 of 6)
Termites
Majority rules
Small group situation
Entire camp scale
Critical mass / 100th Monkey / Synergy
E h i Attit d R
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Enhancing Attitude - Recap
What is an attitude?
What doesnt qualify for sufficient attitude
Enhancing attitude Preach to the choir
Inspirational stories
Already know it
Structural barriers
Individual or small group values, hopes, dreams Cog in the machine
Termites
Majority rules
B h i O tli
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Behavior - Outline
Knowledge + Attitude = Dedicated Novice
Role plays
Jumping with a bungee cord Modeling
Scaffolding
Final caveats
K A DN (1 f 4)
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K + A = DN (1 of 4)
Child learning to ride a bike
Teacher of your child
Surgeon for your heart
Camp counselor for your children
K A DN (2 f 4)
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K + A = DN (2 of 4)
Improving emotional intelligence
Teachers Medical doctors
Counseling psychologists
Most sports
Drivers education
Best practice - Apprenticeships
Historical norm
Basis of how camp helps children
K A DN (3 f 4)
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K + A = DN (3 of 4)
Returning counselors are usuallybetter
Old joke: How do you get to Carnegie Hall?
Why smart people do dumb things
It is why employers ask for previous
experience especially in the trenches
Street smart vs. book smart
K A DN (4 f 4)
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K + A = DN (4 of 4)
Fortune leadership trainings
37 camps and self-esteem
Parent Effectiveness Trainings
97 outdoor education programs
One camp with 1:3 and 1:9 ratio & 2 week training
Normal trainings are insufficient
Vast majority of counselors are (dedicated) novices
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What is the
best way topractice/learn?
Pl in di ith l pl s (1 f 2)
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Playing dice with role plays (1 of 2)
Breaking up lecture
Making learning more fun
Creating ah-ha moments
Providing pseudo practice
Facilitating understanding
Changing attitudes
Role plays are really good for. . .
Pla in dice with r le pla s (2 f 2)
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Playing dice with role plays (2 of 2)
Small amount of actual practice time
Intuiting the periodic table from a few chemical elements Time consuming
Arent real practice
President
Teacher
Surgeon
Director
Counselor
Role plays are limited
Jumping with a bungee cord
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Jumping with a bungee cord
Option A
Self-study
School of hard knocks
Bootstrapping
Option B
Modeling
Scaffolding(coaching)
Problems with self-study
Requires enormous attitude
Wrong turns maze without a map
Slow
Modeling (1 of 2)
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Modeling (1 of 2)
Model Expertly demonstrates skill
Process the experience afterward
Student learns when . . .
Has seen it enough
Attitude to learn and use is strong
Knowledge behind skill is present Difficulty of the task (easy)
How close student already is to mastering
Modeling (2 of 2)
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Modeling (2 of 2)
Sets and reinforces cultural norms & values Parallel Process (Bob Ditter)
Teach people how to treat you, each other, thechildren, and the camp
Often, but not always, need a majority
Caution
Modeling is essential, but it is
(A) slow and
(B) almost always insufficient in and of itself.
Modeling is not mastering
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Scaffolding (2 of 5)
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Scaffolding (2 of 5)
Temporary support to achieve specific goal
Define the task
Have student think it through
Praise and understanding
Modifies task so it is within grasp
Limited assistance ONLYwhen required
Scaffolding Examples (3 of 5)
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Scaffolding Examples (3 of 5)
Archery
Working with a
distressed child
Training CITs to
lead children
Working with new
office staff
Executive coaching
That relationship you had
Assistant director by
the director
Supervisor with counselor
Parents with children
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Making Behavioral Training the Standard
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Making Behavioral Training the Standard(5 of 5)
Unit heads in groups (handout)
2 hours every day to start
1 hour every 2 days eventually
Supervisors model and scaffold with unitheads 1-2 hours per week(all the way down the line)
Highly skilled counselor in every group
Several more ideas in handout
Final Behavior Caveats
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Final Behavior Caveats
In-services are insufficient
Outsource, hired, chheeeecck!
If at first you dont succeed, try,
try, and then give up
Take home points
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Take home points
Knowledge is necessary but insufficient
Attitude is crucial
But difficult to obtain to a sufficient degree
Methods of improving attitude
Behavior
Knowledge + Attitude = Dedicated Novice
Role plays
Modeling
Scaffolding
Take it from
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Take it from . . .
Fortune 500D.A.R.E.
P.E.T.Outward Bound
Daniel Goleman and EQ best practiceDitter
Brandwein
1 camp doubled effectiveness
Or me
Taking it from here
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Taking it from here
Dont worry, theres no quiz
Use the handout as a checklist and more
Examine your structures How does orientation address K.A.B.?
Across the board, when camp is happening,
include time for experts to train
Assess your ongoing training methods
Where are the specifics?
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Where are the specifics?
Knowledge #19 = 7 points
Handout 4 major points
Attitude
#24 29 = 8 points
Behavior
Modeling 40 41
Scaffolding 43, 44, 46, 47
Much more in handout
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Valuable
framework
anytime anyone isconveyinganything
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Thank you !
Framework
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Framework
Frameworks build understanding and fosterthoroughness
Example: the 4 wavelengths of light Ultraviolet
Infrared
Normal
Black
Define the task
Have student think it through
Praise and understanding
Modifies task so it is within grasp
Problems with Straight Feedback
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Problems with Straight Feedback
What did they pay attention to?
What were they thinking about?
What is their level of understanding? What holesexist in their scope?
How is their motivation?
Are they ready for more?
If youre wrong about their experience, will you
come off as arrogant and clueless?
Instead of sharing and examining brainnodes, youre making a deposit . . . in the
right place? Will it stick?