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Youth Modules, Navy Trainers Guide
Programs:
Youth Program
Resource Type:
Training
Published:
01/06
The Youth Staff Training Program is a series of self-study training modules that form the core of the Navy Foundation Training Program for Program Assistants working with youth in sixth ΓÇô twelfth grades. The competency-based training modules equip Program Assistants with the skills and knowledge necessary to be successful working with youth and include real-life situations faced by middle school and teen youth every day.
To promote training consistency across Child and Youth Programs (CYP), the module format and selected activities and content are patterned after similar series of training modules developed by Teaching Strategies Inc. used by military School-Age Care (SAC), Child Development Center (CDC), and Child Development Home (CDH) Programs.
Appendix A has been removed from the Trainer's Guide. If a member of the Training or Management Team needs access to Appendix A, click "Contact Us" above to request access.
Table of Contents
- A Trainer’s Guide
- to
-
The Youth Staff Training Program
- Completing Module 1: Safe
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about safety and what staff can do to keep youth safe.
- Read examples of situations in which staff ensured youth’s safety. Answer questions related to examples.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Answer questions that allow staff to take a look into their own need for safety.
- Discuss Self-Reflection with the trainer.
- Discuss with staff:
- - responses to questions; and
- - personal experiences of feeling safe and how this relates to keeping youth safe.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Activity A – Using Your Knowledge of Developmental Stages to Promote Safety
- Read about some typical youth behaviors that are related to safety.
- Use what staff knows about specific developmental characteristics to describe ways to promote safety.
- Review the charts and strategies identified in the activity.
- Discuss ways to respond to youth’s behavior that help to promote safety.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Activity B – Creating and Maintaining a Safe Environment
- Read about ways to create a safe and inviting environment.
- Include youth in using checklists to evaluate safety conditions in and around the Youth Center.
- List items that need attention, a response to the safety issue, who will respond and when.
- Describe suggested improvements with youth who helped complete the checklist and discuss with the trainer.
- Discuss the importance of maintaining safe adult-youth ratios and working with co-workers to supervise all indoor and outdoor \ൡreas.
- Review answers to the checklist activity and help staff identify additional safety precautions.
- Activity C – Knowing and Following Emergency Procedures
- Read about preparing for emergencies, first-aid procedures, and how to respond in weather-related emergencies.
- Review program’s emergency and evacuation plan and answer questions about procedures for emergencies and accidents.
- Discuss the activity with the trainer. If questions remain, discuss with the supervisor.
- Review and discuss answers to emergency and accident questions. Help clarify procedures that aren’t clear.
- Activity D – Ensuring Safety on Youth Program Trips
- Read about steps to take to ensure a well-planned and safe field trip.
- Record the program’s rules and procedures for ensuring youth’s safety on field trips. Identify additional safety precautions \൴o ensure youth’s safety.
- Discuss the activity with the trainer.
- Review the program’s safety rules and procedures as recorded by the Program Assistant.
- Encourage the Program Assistant to continue teaching youth to use safety precautions while away from the program.
- Provide additional resources and training on this topic, if needed.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Activity E – Working as a Team to Prevent Violence
- Read about how to work with youth, parents and installation representatives to prevent violence at youth program site and acti\൶ities.
- Review warning signs of possible violent behavior.
- Involve youth in a small group discussion about the violence issue.
- Discuss the activity with the trainer.
- Observe staff’s discussion with youth on preventing violence.
- Help the Program Assistant develop a plan for requesting conflict resolution training if youth express an interest in the trai\൮ing.
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module. The competency assessment should include observation of an emergency drill.
- Completing Module 2: Healthy
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about health and nutrition, signs of child abuse and what staff can do to keep youth healthy.
- Read examples of situations in which staff keep youth healthy, respond to signs of possible abuse and answer health questions \ൡsked by youth.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Answer questions that allow staff to take a look at how they responded to internal and external pressures when they were adole\൳cents.
- Discuss Self-Reflection with the trainer.
- Discuss with staff:
- - responses to questions; and
- - personal experiences of the pressures they felt.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Activity A – Maintaining an External Environment that Promotes Wellness
- Read about the kinds of techniques and procedures staff can learn and practice that will keep staff and adolescents healthy an\ keep disease at bay.
- Answer questions on how to protect staff and youth from extreme heat and cold.
- Discuss the activity with the trainer.
- Review completed answer sheets. Discuss additional ways to maintain a healthy environment in the Youth Center.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Activity B – Recognizing and Reporting Child Abuse and Neglect
- Read about what staff must know about recognizing child abuse and neglect. Also read about strategies for making sure youth a\൮d adults are visible to others at all times.
- Complete worksheet questions concerning how to recognize child abuse and neglect.
- Answer questions on staff responsibilities for reporting child abuse and neglect.
- Discuss the activity with the trainer.
- Ensure that staff understands their responsibility to report suspected child abuse and neglect.
- Review answers to the questions.
- Answer additional questions and help alleviate remaining concerns regarding reporting suspected cases of child abuse and negle\ൣt.
- Activity C – Health Choices Facing Youth
- Read about how choices youth make concerning good nutrition affects their health. Also read about healthy snacks that can be \൰rovided at the Youth Center.
- Read about eating disorders, their impact and how to find help for youth with eating disorders.
- Read about how to recognize stress, depression and signs of suicide.
- Read about how to help youth make healthy choices related to tobacco, alcohol and other drug use.
- Complete worksheet questions that relate to health issues facing youth.
- Discuss the activity with the trainer.
- Discuss the kinds of health changes youth face and how staff can help youth use healthy strategies for making choices and deal\൩ng with stress.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing Module 3: Program Settings
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about how program settings and good design impact attracting youth to the Youth Center.
- Read examples of situations in which staff create a physical environment that attracts and supports youth and provides a varie\൴y of activities and appropriate materials. Answer questions related to examples.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Staff answer questions about what attracted them to favorite rooms to study, relax and talk with other youth.
- Discuss Self-Reflection with the trainer.
- Discuss with staff:
- - responses to the Self-Reflection; and
- - personal experiences in different environments and how this relates to creating an appropriate environment in the Youth Cent\r.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Learning Activity A: Understanding How Youth Use the Program Setting
- Read about how to reflect the interests and developmental needs of youth in the program setting. Also learn about the various\ഠcomponents that make a program setting “kid friendly.”
- Observe youth to examine how they use the program setting to reflect their interests. Analyze this and suggest improvements.
- Discuss the activity with the trainer.
- Review the worksheets completed by staff.
- Discuss how the developmental needs of youth can be met in the Youth Center environment.
- Discuss needed changes to make the Youth Center more kid-friendly.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Learning Activity B: Providing Appropriate Materials and Equipment to Enhance Program Settings
- Read about how to identify materials and equipment that enhance the program setting and support youth interests.
- Evaluate the availability and use of current program materials and equipment in the Youth Center. Talk with youth and determi\൮e why youth use some program areas and materials and not others.
- Discuss the activity with the trainer.
- Discuss why some materials and programs aren’t utilized. Ask the Program Assistant to share suggestions for better integratio\൮ of space and materials.
- Help staff think of other ways to involve youth in program planning and evaluation.
- Learning Activity C: Creating Inviting and Exciting Spaces for Youth
- Read about the key elements of a good program setting and explore different program setting options.
- Use the interactive CD-ROM, Kid Spaces: Inviting, Exciting Places for Youth to complete exercises.
- Complete the four quizzes included on the CD-ROM.
- Guide youth to complete activities on the CD-ROM.
- Discuss the activity with the trainer.
- Review the four quizzes completed by staff in Lessons 1-4. Successful completion of the quizzes counts in the Knowledge Asses\൳ment for this module.
- Encourage staff to follow up on design ideas.
- Learning Activity D: Making Design Choices on a Budget
- Read about how to make good design choices and work within a budget.
- Complete worksheets utilizing two different budgets. Seek input from youth on suggestions for improvement. Discuss budgets w\൩th Director.
- Discuss the activity with the trainer.
- Review worksheets and discuss design and budgeting decisions.
- Provide additional suggestions and resources that would be useful in considering price quotes, quality and comfort on items li\൳ted. Also discuss the life cycle of items purchased. Discuss staff recommendations.
- Discuss why adding the suggested items to an area of the Youth Center will better meet the needs of youth who attend the progr\ൡm.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing Module 4: Physical
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about how to help youth make good decisions about physical fitness and healthy food decisions by providing growth opportu\൮ities and reinforcing recreational sports.
- Read examples of situations in which staff provide youth with the opportunity to participate and enjoy physical activities and\ഠmake healthy decisions. Answer questions related to examples.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Answer questions about the kinds of sports and physical activities enjoyed as a youth.
- Discuss Self-Reflection with the trainer.
- Discuss staff responses to the Self-Reflection.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Learning Activity A: Using Your Knowledge of Youth Developmental Stages to Encourage Physical Fitness
- Read about implications for programming based on different physical characteristics of youth of different ages.
- Observe youth in the different age groups involved in physical activity. Complete the worksheets and observations.
- Discuss the activity with the trainer.
- Review the completed worksheets and observations with staff.
- Review examples of youth in three age groups. Discuss how techniques for encouraging physical fitness vary to respond to char\ൡcteristics of each age group.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Learning Activity B: Helping Youth Develop a Positive Self-Concept Through Physical Skills Development
- Read about how to help youth develop a positive self-image through physical activity. Learn the four essential elements to co\൯perative games.
- Answer questions on ways to encourage and positively reinforce youth participation in physical activities.
- Discuss the activity with the trainer.
- Discuss ways to encourage youth so they can feel successful, regardless of the level of their physical skills.
- Observe youth playing cooperative games. Discuss how individual youth become involved and what they appear to be learning.
- Suggest including cooperative games as a regular program activity.
- Learning Activity C: Getting Started: Implementing Sports and Fitness Activities
- Read about how to develop a well-rounded Sports and Fitness program using different strategies to encourage youth.
- Work with youth to develop and play a new game. Evaluate the success of the exercise and answer questions.
- Discuss the activity with the trainer.
- Review the activity conducted with youth and evaluate with staff.
- Review your observations.
- Learning Activity D: Reaching All Youth
- Read about how to involve all youth regardless of experience in sports and fitness activities.
- Identify individual activities that would appeal to youth not normally active in sports and fitness activities.
- Discuss activities that the program could offer that would provide opportunities for all youth to participate.
- Discuss how to market these program ideas.
- Suggest offering a fitness club for interested youth. They could keep fitness records and develop and carry out fitness plans\മ
- Discuss the impact communication style has on youth, particularly girls, in the program.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing Module 5: Education and Career Development
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about how to provide opportunities for youth to enrich their education, set goals and begin exploring career interests.
- Read examples of situations in which staff make learning fun by providing enrichment opportunities. Answer questions related \൴o examples.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff member.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Think about goal setting and answer questions related to staff experiences as a youth.
- Discuss Self-Reflection with the trainer.
- Discuss the meaning of goal setting and how staff’s personal experiences relate to helping youth set goals.
- Discuss staff responses to questions.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Activity A – Learning Styles
- Read about learning styles and how they affect programming in the Youth Center.
- Complete an inventory that assesses how staff likes to learn.
- Have youth take the inventory to determine how they like to learn. Identify activities that will attract youth based on their\ഠlearning styles.
- Discuss the activity with the trainer.
- Discuss the three styles of learning with staff. Review the learning style of the Program Assistant.
- Discuss what staff learned about the individual learning styles of youth in their Center.
- Discuss activities that are being implemented in the Youth Center to support the three styles of learning. Ask the Program As\൳istant to identify new activities that could be implemented.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Activity B – High Yield Learning Activities
- Read about the six categories of HYLA that should be part of programming.
- Assess the program’s current HYLAs. Identify new HYLA activities for the Youth Center program.
- Review ways to recognize and motivate youth.
- Discuss the activity with the trainer.
- Discuss the six categories of HYLA that should be a part of the Youth Center programming.
- Review the current Youth Center activities assessment and discuss the skills they do or do not reinforce in youth.
- Discuss the use of intrinsic and extrinsic rewards with youth.
- Activity C – Career Development and Work Options
- Read about career development and job readiness in youth and the competencies necessary for high performance.
- Learn about the relationship between the developmental characteristics of youth and the correlation to the SCANS foundation sk\൩lls. Identify how this link affects job readiness.
- Discuss the activity with the trainer.
- Discuss and answer any questions related to the SCANS foundation skills outlined in this activity.
- Activity D – Working with Youth in Exploring Career Options
- Read about how to identify and utilize local resources and opportunities in order to introduce youth to career options.
- Use the Career Exploration Quick Reference Guide and the CareerLaunchTM web site.
- Complete worksheets focusing on career resources.
- Discuss the activity with the trainer.
- Review the CareerLaunchTM program; making sure that staff has access to these materials.
- Discuss career development and workforce preparation programs and the results of the worksheet staff completed.
- Provide additional resources for the two areas of career interest identified by youth and analyzed by staff in the second exer\ൣise.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing Module 6: Communication
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Learn how to build effective communication skills and model these to youth.
- Build positive relationships with co-workers and youth.
- Read examples of situations in which staff use effective communication skills to deal with specific challenges with youth.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Answer questions about a past experience in talking with someone who was a good communicator. Compare and assess their commun\൩cation skills.
- Discuss Self-Reflection with the trainer.
- Discuss with staff:
- - responses to questions;
- - self-assessment and any personal experiences that relate; and
- - listening habits that need improvement.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Learning Activity A: Basic Communication Skills
- Understand how to become an effective listener.
- Learn how to use body language effectively to become a better communicator.
- Understand the importance and use of feedback to communicate.
- Review the chart and discuss role modeling for effective communication.
- Discuss situations and results on effective listening.
- Review results of survey and discuss body language.
- Review charts concerning nonverbal, “I” messages and active listening responses used by staff.
- Learning Activity B: Creating an Environment that Promotes Effective Communication Skills
- Learn how to promote effective communication skills with youth.
- Encourage youth participation within groups.
- Review with staff responses to situations with youth.
- Discuss staff involvement and effectiveness in encouraging group participation.
- Learning Activity C: Using Your Knowledge of the Developmental Stages of Youth
- Read about typical youth behaviors and how they affect communication.
- Use what staff knows about specific developmental characteristics to better communicate with youth and guide them to become be\൴ter communicators themselves.
- Review the charts with staff.
- Discuss the importance of understanding “Ages and Stages” of youth.
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing Module 7: Creativity and The Arts
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about creativity and the arts and ways they can be combined with technology and science to provide youth an opportunity t\൯ explore, experiment and develop an appreciation of the arts.
- Read examples of situations in which staff provided youth with the opportunity to explore the arts. Answer questions related \൴o examples.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Answer questions that allow staff to take a look into their exploration of the arts.
- Discuss Self-Reflection with the trainer.
- Discuss with staff:
- - responses to questions;
- - personal experiences in art, their success, skills learned, and influences of teachers and other adults; and
- - skills staff could teach based on their own experiences.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Activity A – Using Your Knowledge of Stages of Development to Encourage Creativity in The Arts
- Read about how to nurture creativity and the link of creativity to the developmental stages of adolescence.
- Staff uses what they know about specific developmental characteristics to identify activities that encourage creativity and in\൴erest in the arts.
- Observe youth, keeping logs and making observations.
- Discuss the activity with the trainer.
- Review the observation questions and charts identified in the activity.
- Review the observation logs identified in the activity.
- Discuss ways to encourage youth’s interest and continued development in the arts.
- Activity B – Components of a Well Rounded Program
- Read about the components of and development of a comprehensive creative arts program.
- Staff evaluates the Youth Center program to determine the level of support in creativity and the arts.
- Conduct an in-depth look at different resource areas in the Youth Center that can be used in programming.
- Discuss the activity with co-workers and trainer.
- Discuss creativity and the arts as it relates to programming and changes that might be made to enhance the Youth Center’s prog\൲amming.
- Discuss the resources that would be required and explore what is available.
- Activity C – Planning a Variety of Creative Arts Activities
- Read about how to plan and facilitate creative arts activities.
- Plan, set up and facilitate a creative arts activity using the activity plan provided.
- Evaluate the activity conducted and discuss with the trainer.
- Review the activity plan.
- Discuss the creative arts activity planned prior to the activity being conducted.
- Review and discuss the results of the activity.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Activity D – Left Brain – Right Brain Link to Creativity
- Read about the differences between the left and right sides of the brain and it’s functions and how it affects creativity in y\൯uth.
- Describe creative arts activities and how the activity enhances right brain development.
- Discuss the activity with the trainer.
- Discuss the activities described by the Program Assistant.
- Reinforce how the activity enhances brain development.
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing 8: Personal, Character and Leadership Development
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about how to provide youth with opportunities and experiences to learn to appreciate themselves and build character and l\adership skills.
- Read examples of situations in which staff promote personal, character and leadership development in youth. Answer questions \൲elated to examples.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Complete the Staff Leadership Self-Assessment and identify leadership development areas for self-improvement.
- Discuss Self-Reflection with the trainer.
- Discuss the self-assessment results with staff.
- Provide feedback and guidance on areas the Program Assistant would like to improve.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Activity A – Helping Youth to Appreciate and Accept Themselves and Others
- Read about the influence staff have on youth in the Youth Center. Learn how to talk with youth, help them appreciate their ow\൮ uniqueness and identify role models.
- Conduct an interview with a youth to learn more about him or her. Summarize what was learned.
- Discuss the activity with the trainer.
- Review the worksheet and notes completed by staff.
- Encourage continued reflection on ways to help youth appreciate their own uniqueness.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Activity B – Developmental Stages of Youth and Implications for Character Development
- Read about promoting character development in each program area.
- Complete charts in three activities to help:
- analyze how to role model character in staff’s role as a Program Assistant drawing upon personal experiences as a youth;
- examine how character development occurs at different ages; and
- learn how to better convey the messages staff intend to send.
- Discuss the activity with the trainer.
- Review the charts completed by staff.
- Discuss the developmental stages of youth and how they are related to character development.
- Encourage staff members to be aware of the messages they convey through their own behavior.
- From written observation, objectively share with staff when they effectively role modeled good character.
- Activity C – Building Leadership Skills
- Read about different leadership styles and how to promote leadership development skills.
- Complete a chart of activities that promote the seven leadership life skills.
- Observe a group of youth to identify the leadership skills they demonstrate.
- Discuss the activity with the trainer.
- Review the worksheets completed by staff.
- Suggest ways to encourage leadership skills among youth.
- Encourage the staff member to continually reinforce and model leadership skills. Ask for other on-the-job examples.
- Activity D – The Connection Between Character and Leadership Development
- Read about how leadership is linked to good character and the importance of modeling both in the Youth Center.
- Review typical behaviors of youth and staff responses that pro-moted character and leadership development.
- Discuss the activity with the trainer.
- Review the answers completed by staff.
- Discuss the importance of how staff responds to youth and staff influence on promoting character and leadership development.
- Encourage staff to model good character and suggest ways for staff to continue to do so.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing Module 9: Social and Cultural
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about social and cultural development in youth. Learn about the importance in providing an environment and experiences f\൯r youth to learn to appreciate the differences in others and to develop positive social skills.
- Read examples of situations in which staff provide youth with experiences to help develop and practice positive social skills \൬eading to healthy peer relationships. Answer questions related to examples.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Reflect on and answer questions related to social development.
- Discuss Self-Reflection with the trainer.
- Discuss staff responses to the Self-Reflection.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Activity A – The Five Areas of Social Competence
- Read about the five areas of social competence.
- Analyze how the current program supports each of the social competencies.
- Discuss the activity with the trainer.
- Review the completed worksheet and discuss what staff can do to support the social competencies.
- Discuss the program activities staff identified and provide additional suggestions.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Activity B – Providing an Environment that Supports Social Skill Development
- Read about ways to help youth develop and practice appropriate social skills.
- Examine adolescent characteristics and interests and think about how to use this information to promote positive social develo\൰ment.
- Discuss the activity with the trainer.
- Review worksheets and discuss answers.
- Discuss the importance of providing an environment that supports social skill development.
- Activity C – Peer Pressure and Healthy Relationships
- Read about the balance between the role of parents and friends and the impact of youth culture on developing healthy relations\൨ips/friendships.
- Observe youth and watch for opportunities for “teachable moments.” Use informal moments to talk with youth, modeling good com\൭unication skills.
- Discuss the activity with the trainer.
- Review the observation staff conducted. Talk about how communication was encouraged and the results. Specifically look at:
- - how the youth expressed themselves;
- - what were some of their ideas and questions;
- - what they were discussing; and
- - how the Program Assistant responded.
- Activity D – Helping Youth to Understand and Respect the Uniqueness of Others
- Read about how to provide an environment that gives youth opportunities to learn about and discuss differences in their cultur\, heritage and personal characteristics.
- Involve youth to help complete a heritage and cultural assessment of the Youth Center.
- Identify and develop a specific activity that enhances cultural awareness.
- Discuss the activity the trainer.
- Review the heritage and cultural assessment with staff.
- Recognize the accomplishments the Youth Center has made in this area and discuss areas for improvement.
- Review the activity conducted by the Program Assistant and discuss the outcome. Listen to staff suggestions on improve-ments.\ഠ Provide feedback.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing Module 10: Guidance and Human Relationships
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about how to provide guidance and promote positive relationships with youth.
- Read examples of situations where staff develops positive and supportive relationships with youth including helping youth to u\൳e conflict resolution skills.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Answer questions about a personal experience that involved a time when staff did not show appropriate self-discipline.
- Discuss Self-Reflection responses with the trainer.
- Discuss with staff:
- - responses to questions; and
- - personal experiences related to self-discipline.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Learning Activity A: Developing a Caring and Supportive Relationship with Youth
- Read about how to build positive relationships and create a caring and supportive relationship with youth.
- Over a two-day timeframe, staff list where they spent time during the workday, how their interactions affected youth and how t\൨ese interactions helped them get to know individual youth in the Youth Center.
- Review the Program Assistant’s two-day log.
- Suggest ways to improve the Program Assistant’s interactions with youth. Focus on where Program Assistants spend their time i\൮ the Youth Center. For example, staying in the background doing paperwork does not encourage positive interaction with youth. 對 Discuss how youth feel as a result of lack of interaction by Program Assistants.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Learning Activity B: Promoting Self-Discipline
- Read about how to help youth learn to identify the consequences of their behavior.
- Describe youth behaviors observed in the Youth Center. Analyze the consequences of those behaviors in terms of logical vs. na\൴ural consequences.
- Review the difference between natural and logical consequences.
- Review answers to the worksheets completed by the Program Assistant.
- Learning Activity C: The Process of Conflict Resolution
- Read about reasons why conflict occurs and the six-step conflict resolution model.
- Analyze reactions to conflict and apply the conflict resolution model to a situation that occurred in the Youth Center.
- Discuss with staff how they handle conflict. Review the conflict resolution model and have staff explain how they analyzed a \ൣonflict that took place in the Youth Center.
- Learning Activity D: Youth Center Rules and Policies
- Read about how to involve youth in developing behavioral guidelines for the Youth Program.
- Analyze how behavioral guidelines are established in the Youth Program. Think about how to create positive guidance relations\൨ips with youth.
- Discuss the importance of involving youth in establishing behavioral guidelines for the Youth Program.
- Help establish a schedule for regular review of rules to respond to adolescent’s changing needs.
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing Module 11: Families, School and Communities
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about the importance of building relationships with parents. Read about ways to work with families, schools and the comm\൵nity to provide the best possible services for youth.
- Read examples of situations in which staff worked with families and facilitated interaction between the youth program, local s\ൣhools and the greater community. Answer questions related to examples.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Reflect on and answer questions related to family and how personal experiences affect the way staff work with families in the \൙outh Center.
- Discuss Self-Reflection with the trainer.
- Discuss staff responses to the Self-Reflection.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Learning Activity A: Strengthening Your Partnerships with Parents
- Read about developing positive partnerships with parents by using communication and conflict-resolution skills.
- Inventory the kinds of information currently provided to parents about the Youth Center program.
- Develop a biographical sketch.
- Answer questions on how to deal with an angry person.
- Discuss the activity with the trainer.
- Observe interactions between staff and parents. Give objective accounts of what was said and the non-verbal communication tha\൴ took place.
- Review and discuss notes on interaction with parents. Give feedback and make suggestions for improving relationships, if nece\൳sary.
- Read newsletters, notes, etc., that the program uses to keep parents involved. Discuss tone, language, level and cultural sen\൳itivity.
- Learning Activity B: Encouraging Parent Participation
- Read about ways to involve parents in the program.
- Develop ideas on how to involve parents in the program. Also, attend a CYP Parent Involvement Board (PIB) meeting and answer\ഠquestions about the meeting.
- Discuss the activity with the trainer.
- Discuss ideas and provide guidance on how to involve parents in the program.
- Encourage staff to ask parents how they would like to be involved in the program
- Help set realistic expectations for parent involvement.
- Review the answers from the CYP Parent Involvement Board meeting activity.
- Learning Activity C: Utilizing Community Resources
- Read about the importance of other organizations as resources to enhance and support the program.
- Analyze two situations to identify organizations utilized for programming.
- Conduct an interview the School Liaison Officer (SLO).
- Discuss the activity with the trainer.
- Review the worksheet completed by staff along with the SLO interview.
- Discuss the importance of collaboration and what benefits it brings to the Youth Center’s program.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing Module 12: Program Management
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about the implementation and importance of good program management skills, following policies and procedures and how to w\൯rk as a member of the team to manage the day-to-day program needs.
- Read examples of situations on following policies and procedures, working as an effective team member and involving youth in d\ൡy-to-day program activities.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff member.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Answer questions to assess personal experience as an effective team member.
- Discuss Self-Reflection with the trainer.
- Review the responses to the Self-Reflection questions.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Learning Activity A: The Importance of Following Administrative Policies and Procedures
- Read about the administrative polices and procedures that apply to all staff.
- Identify and describe reports required by the program.
- Discuss the activity with the trainer.
- Review and discuss report schedules and responsibilities with staff.
- Help staff schedule time to complete reports.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Learning Activity B: Your Role in Program Operations
- Read about ways to work as an effective team member, identifying key topics that impact the program operations. Learn how to \൩nteract with youth as part of the Youth Center team.
- Identify and describe the qualities of a successful team.
- Examine how space is utilized in the Youth Center.
- Discuss the activity with the trainer.
- Help staff analyze their success as a team member, providing encouragement and praise in areas they do well and helping them d\termine areas for improvement.
- Review staff assessment of space usage providing feedback on suggestions they will present to the Director.
- Learning Activity C: Providing Support for Administration of the Program
- Read about how to market the program, develop long-range program plans and what’s involved in scheduling staff and activities.
- Examine, in detail, the schedules for the Youth Center. Learn about the factors that affect scheduling.
- Collect information related to youth interest and activity participation and use this data to develop marketing strategies. A\൮alyze the local community and use this data to develop marketing strategies.
- Discuss the activity with the trainer.
- Review worksheets completed by staff. Answer any questions related to long-range planning, community access to resources and \൨ow a Program Assistant contributes to and supports the administration of the program.
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing Module 13: Professionalism
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about the importance of continuing to develop skills and knowledge as a youth worker. Learn about how to demonstrate pro\൦essionalism on the job and in future planning.
- Read examples of situations in which staff improve program skills, talk with co-workers to learn more about working with youth\ഠand demonstrate professional behavior. Answer questions related to examples.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Review staff training files.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Reflect on and answer questions about how to take care of oneself and the message this conveys to youth.
- Discuss Self-Reflection with the trainer.
- Discuss staff responses to the Self-Reflection activity.
- Reinforce the importance of taking care of one’s physical, emotional, intellectual and social well being.
- Be a good role model by taking care of yourself.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Learning Activity A: Assessing Your Own Performance
- Read about how the strengths staff bring to their job impacts both other staff and youth in the Youth Center. Read about the \൩mportance of professional standards.
- Identify strengths along with skills for improvement.
- Discuss the activity with the trainer.
- Review the questions and answers completed by staff.
- Discuss the skills staff identified that need improvement and provide guidance.
- Learning Activity B: Planning for Professional Development
- Read about resources for professional development and the importance of professional development plans.
- Research what each of the military partners offer in terms of providing useful resources.
- Identify resources specific to professional development.
- Outline short- and long-range plans for professional development.
- Discuss the activity with the trainer.
- Review the worksheets completed by staff.
- Discuss the short- and long-range plans for professional development that have been identified by staff.
- Periodically review staff progress towards reaching their goals. Help them overcome any barriers to reaching their goals.
- Learning Activity C: Becoming an Advocate for Youth Development Programming
- Read about the importance of becoming an advocate for youth.
- Review situations and practice responses as an advocate for youth.
- Discuss the activity with the trainer.
- Review the responses by staff.
- Discuss the importance of advocating for youth development programming.
- Review staff responses to the activity. Focus on helping staff practice their responses to similar situations.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Learning Activity D: Professionalism and Ethical Behavior
- Read about professional behavioral expectations and the importance of modeling professional behavior.
- Review case studies and answer questions about the response of the Program Assistant.
- Discuss the activity with the trainer.
- Review and discuss answers to the case studies. Clarify staff understanding of the activity.
- Discuss staff reactions to professional behavioral expectations.
- Point out examples of ethical behavior from your observations. Continue to discuss issues as they arise.
- Praise staff for good work habits and ethical behavior.
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing Module 14: Programming – Part I
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about the program structure that is in place in every Youth Center, regardless of its size or location.
- Read examples of situations in which staff discuss the program structure to ensure it includes the Four Service Areas, Baselin\ Programming requirements and to identify other kinds of programs that can be offered. Answer questions related to examples.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Staff reflects on and answer questions about their interests as a youth and the skills they developed.
- Discuss Self-Reflection with the trainer.
- Discuss staff responses to the Self-Reflection.
- Ask staff to describe life skills they learned from various activities in their youth and how this relates to their work with \൹outh in the Youth Center.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Learning Activity A: Sports, Fitness and Health Options
- Read about programming that supports the Sports, Fitness and Health Options Service Area.
- Observe youth in the different age groups participating in an activity in the Sports, Fitness and Health Options Service Area \ൡnd answer questions concerning the activity or program.
- Discuss the activity with the trainer.
- Review the worksheets completed by staff.
- Discuss how team sports teach character.
- Review skills the Program Assistant may have that will add to this program area.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Learning Activity B: Life Skills, Citizenship and Leadership Opportunities
- Read about programming that supports the Life Skills, Citizenship and Leadership Opportunities Service Area.
- Observe youth in the different age groups participating in an activity in the Life Skills, Citizenship and Leadership Opportun\൩ties Service Area and answer questions concerning the activity or program.
- Discuss the activity with the trainer.
- Review the worksheets completed by staff.
- Review the key points concerning how developing life skills in this area help youth become productive citizens.
- Learning Activity C: Arts, Recreation and Leisure Activities
- Read about programming that supports the Arts, Recreation and Leisure Activities Service Area.
- Observe youth in the different age groups participating in an activity in the Arts, Recreation and Leisure Activities Service \ുrea and answer questions concerning the activity or program.
- Discuss the activity with the trainer.
- Review the worksheets completed by staff.
- Ask staff to share self-directed activities that are currently being offered in the Youth Center.
- What suggestions do they have for activities in this program area?
- Learning Activity D: Academic Support, Mentoring and Intervention Services
- Read about programming that supports the Academic Support, Mentoring and Intervention Services Service Area.
- Observe youth in the different age groups participating in an activity in the Academic Support, Mentoring and Intervention Ser\൶ices Service Area and answer questions concerning the activity or program.
- Discuss the activity with the trainer.
- Review the worksheets completed by staff.
- Ask staff to share experiences they might have had being or having a mentor.
- Encourage staff to research and be knowledgeable about resources available to youth on and off installation.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
- Schedule assessments for this module.
- Completing Module 14: Programming – Part II
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Overview/Take a Closer Look
- Read about the importance of observation, teamwork and the Youth Program Framework.
- Read examples of staff observing youth in order to improve program activities. Also read examples of staff working as a team \ൡnd including youth in program planning.
- Discuss Overview and Take a Closer Look with the trainer.
- Review ongoing written observations of staff members.
- Discuss staff responses to Take a Closer Look questions.
- Self-Reflection
- Answer questions about a personal observation.
- Discuss Self-Reflection with the trainer.
- Discuss with staff:
- - responses to questions; and
- - personal experiences observing others.
- Pre-Training Assessment
- Complete Pre-Training Assessment and list three to five skills to improve or topics to learn more about.
- Discuss the Pre-Training Assessment with the trainer.
- Discuss the Pre-Training Assessment with staff.
- Validate with written observations whenever possible.
- Learning Activity A: The Power of Observation
- Read about the importance of observation and how to effectively observe others.
- Observe and record the behavior of youth in the Youth Center.
- Discuss the activity with the trainer.
- Review observation records with staff.
- Discuss how you use observation skills in your role as trainer.
- Section or Learning Activity
- What Program Assistants do:
- What trainers do:
- Learning Activity B: Working as a Team Member
- Read about the four steps in program planning and the importance of involving youth.
- Review Commitment to Quality (CTQ) and the Child and Youth Programs Inspection Criteria (CYPIC).
- Plan programming in an area selected with the trainer. Involve youth.
- Review the programming section of the CYPIC and answer questions related to the Youth Center.
- Discuss the activity the trainer.
- Consult with staff to select an area where additional programming is needed in the Youth Center.
- Discuss with staff answers to questions on the worksheet for CTQ along with the programming section of the CYPIC for the Youth\ഠCenter.
- Learning Activity C: The Role of Program Integration
- Read about program integration within the Four Service Areas. Also read about the importance of linkages with partners.
- Learn how to identify and plan programming that provides integration with the Four Service areas for the Youth Center. Also i\entify activities and programs that link together to support baseline programming options.
- Discuss the activity the trainer.
- Discuss the responses from the activities with staff.
- Reinforce the importance of program integration and discuss with staff.
- Provide additional ideas for program integration.
- Answer any questions staff may have.
- Summarizing Your Progress
- Review responses to Pre-Training Assessment.
- Summarize what was learned in this module.
- List skills developed or improved.
- Schedule the assessments for this module.
- Discuss summary of progress.
-
Schedule assessments for this module.
- The knowledge and competency assessments for each of the modules comprise most of this section of the Trainer’s Guide. A know\൬edge assessment is used to confirm that a Program Assistant comprehends the subject matter introduced in the module. A competen對cy assessment is an observation where staff members show that they can successfully apply the subject matter and related skills\ഠwhile interacting with youth and planning or conducting program options.
- Once it’s been determined that the staff member has completed the all the module components successfully – the Introduction (O對verview, Take a Closer Look and Pre-Training Assessment), the Learning Activities and Summarizing Your Progress – the trainer a對nd Program Assistant can discuss the assessment process. If management staff or others have served as part of the training tea\൭ for a particular module, be sure to gather their input as well. In addition to reviewing accomplishments within the module, g對ive Program Assistants the list of competency assessment criteria and discuss. If staff is comfortable with proceeding, and yo\൵ as the trainer feel they are ready, arrange a time for the first assessment.
- Some staff may feel anxious about completing the assessments. Communicating what you know via a test is easier for some peopl\ than for others. Just as nerve wracking for someone else knows that someone is watching and evaluating you as you interact wi對th youth. Remind staff that this situation is similar to the observations that you or others have been conducting throughout t\൨e training. And let them know that you will still provide support even if they have trouble with one of the assessments.
- Knowledge Assessments
- The knowledge assessment is a written quiz that evaluates how much a person has learned about the ideas, models and theories r\lated to each module’s functional area. Some staff will prefer to take the knowledge assessment first; others will want to com對plete it after their competency assessment observation. Allow at least 30 minutes of uninterrupted time (and a comfortable, qu對iet place) for staff to write and review their answers. Questions on the knowledge assessments are written in various formats 對– true/false, multiple-choice, essay/short answer and matching. Encourage staff to read each question carefully so they are cl\ar on what is being asked. A score of at least 70 must be attained to pass the knowledge assessment.
- Competency Assessments
- The competency assessment is a scheduled observation by the person who has served as the Program Assistant’s trainer for that \൰articular module. They are best qualified to determine if the Program Assistant has acquired the desired work skills and can a對pply knowledge from the module content to real life situations in the youth program. Trainers are assessing the Program Assist\ൡnts using the same competency assessment criteria given to the staff member earlier. Notes from this assessment in combination對 with earlier observation records will be utilized to decide if the Program Assistant has successfully applied what they learne\ in the module to their interactions with youth and to their work throughout the youth program.
- The competency assessment observations should be conducted at the most appropriate time to evaluate the criteria. Some may be\ഠcompleted any time the program is in session. Others may need to be conducted during a specific group session (a staff meetin\൧ or a youth planning group) or as a special event is taking place (a fire drill or a weekend dance). Consider the skills you\ഠneed to observe so you can perform a fair evaluation. If you need to assess how a Program Assistant interacts with the Youth C對ouncil, then you should observe them during a Youth Council meeting. Length of the assessment observation is usually one hour \ൢut can vary depending on the criteria being observed and what is happening in the program.
- The trainer observation forms found in Appendix B are to be used for the competency assessments. There are two parts to the f\൯rm; the trainer should use the first two pages for their notes during the observation. Next is a listing of the assessment cri對teria. Most items can be measured through the observation but some cannot. Criteria related to policies and procedures, the p\൲ogram setting and program evaluation will require the trainer to examine records, evaluate program plans and check out the prog對ram setting. Review these criteria before beginning the actual observation. For all assessment items, the trainer should chec\൫ on the form whether they feel the staff member has met, partially met, or not met the criteria for the module.
- Observations of Staff as They Work with Youth
- The observation notes compiled by trainers are a central component of the competency assessment – it’s what will be used to de\ൣide if the Program Assistant has developed useful skills and applied their knowledge of the functional area concepts successful對ly. Think back to the Learning Activity that staff complete on observations. While a person can’t record everything that’s ha\൰pening during an observation, it’s important to be fair and to write an accurate and objective account of what was seen. Overa對rching most criteria is the question on how the staff member relates to youth; relationships with co-workers are also important\മ Keep the points listed below in mind so your notes will be constructive and helpful when shared with Program Assistants:
- Objectivity – Just record the facts of the situation, not your opinion or feelings. Write down what the Program Assistant do\s, what they actually say and what youth or adults do and/or say in return.
- Specificity – List specific details that verify your observation – describe the setting, how many youth or adults are engage\ in the situation and statements that are made. Recording the specific details gives you a visual image of what takes place, w對hich can be beneficial in your evaluation and later when you are discussing the assessment with staff.
- Accuracy – It’s important to be accurate about the actions you see and the conversations you hear. Make sure your notes refl\ct the correct sequence of how things happened. Use exact quotes to support your observation when possible.
- Completeness – Taking complete notes during an observation isn’t always easy but it will be invaluable to your assessment and\ഠlater discussions. Describe what happens from the start of the observation period until you’re finished. Being objective, spe對cific and accurate, will give you a complete picture of the Program Assistant and whether they have demonstrated competence.
- Discussion of Assessment Results
- Once both assessments are completed, the trainer should score them and discuss the outcome with the staff member either that d\ൡy or the next; most staff will be anxious to know how they did! Schedule a meeting with the Program Assistant when you will ha對ve uninterrupted time to go over both the answers to the knowledge assessment and results of the competency observation.
- The knowledge assessment answer sheets, located in Appendix A, give the answers for each question. For short answer/essay typ\ questions, suggested content is listed. The staff member’s answer may not be worded identically but should include the concep對ts and key information that are listed on the answer sheet. If a question has more than one possible answer, the different opt\൩ons are included on the answer sheet. A score of 100 is a perfect score; to successfully complete the knowledge assessment, a 對Program Assistant needs to score at least 70 percent.
- There will be times when a Program Assistant does not receive a passing score. Go through their answers and evaluate what ass\൩stance is needed so the staff member can fully comprehend the module content. Perhaps they just need to reread one of the Lear對ning Activities. Or maybe some additional resources for needed for further clarification. Discuss various options with the st\ൡff. When they think they are ready, go ahead and arrange for a retest.
- Utilize your assessment observation notes as well as notes from previous observations to score the competency assessment. Mar\൫ on the form whether the staff member has met, partially met, or not met the criteria for the module. Leave blank the rating f對or those criteria you did not observe. Go over your ratings and decide if the Program Assistant has applied their knowledge su\ൣcessfully and exhibited their understanding and competence.
- When talking with Program Assistants about the results of a competency assessment, begin by asking them to share their thought\൳ on how they thought the session went. What did they think worked well and why? What could be improved upon? Ask if they wer對e caught off guard by anything? Is so, how did they think they handled it? Go over your notes with them and help them underst\ൡnd how you saw the situation. Discuss the assessment criteria and have them identify which items they think they successfully 對“met” and which ones they might still need to work on.
- If a Program Assistant obviously demonstrates the desired skills and concepts listed on the assessment and has also applied th\m in previous observations, let them know that they have successfully completed the competency assessment. Recognize their ach對ievement by highlighting examples taken from your observation notes and giving them positive feedback.
- When a Program Assistant meets some of the criteria but clearly doesn’t show a high enough level of competency, explain what t\൨e next step should be. Identify areas that need to be improved and how they might enhance their skills. Share items from your對 observation. Talk together about what help is needed and determine how to proceed. Once they’ve worked on the identified ski\൬ls, the competency assessment can be redone. People usually know if they’ve been successful at something or not. Saying someo對ne is competent when he or she really haven’t mastered the necessary skills only puts them at a disadvantage in their job and m\ൡy have a negative impact on their work with youth.
- As a trainer, you are constantly observing what is going on in the youth program and how staff is interacting with youth, faci\൬itating discussions and planning programs. You may identify situations where it would be beneficial for a Program Assistant to對 review a Learning Activity from a module they’ve already completed to refresh their skills. Perhaps a complete “repeat” of th\ module is needed. Especially consider times when there are many new staff on board or the youth audience has significantly ch對anged; those are opportunities for all the staff to re-look a module or specific activity to retool skills and ways of thinking\മ
-
Copies of the Knowledge Assessments and the Competency Assessments for each module can be found on the following pages. Answe\൲ sheets for the Knowledge Assessments are at Appendix A. Trainer observation forms for the Competency Assessments are at Appen對dix B.
- Multiple Choice. Put an “X” on the line next to the best answer(s). More than one may be correct.
- Multiple Choice: Put an X on the line next to the best answer or answers. More than one may be correct.
- a. _____ accepting the use of slang expressions, instead of role modeling more standard use of the language.
- b. _____ role-modeling appropriate verbal and nonverbal skills.
- c. _____ using put down responses and sarcasm.
- d. _____ structuring a space for communication that facilitates good visual contact and demonstrates interest and acceptance.
- e. _____ b. and d.
- a. _____ brainstorming.
- b. _____ round robin.
- c. _____ small group discussion.
- d. _____ parliamentary procedure.
- e. _____ all of the above.
- a. _____ Ask the group one question.
- b. _____ Allow several minutes for the group to think.
- c. _____ Provide no options to “pass” without commenting.
- d. _____ Have each youth take a turn sharing one of his or her ideas.
- e. _____ Once everyone has taken a turn, continue to have each youth take a turn to share another idea.
- 9. Describe how linkages with partners support program integration.
- 10. Which Service Area are the following programs under?
- a. Special Olympics:
- b. Recreational trips:
- c. Youth Councils:
- d. Homework Center:
- 11. What Service Areas are the following FFR and MWR partnership programs under?
- a. Bowling Tournaments:
- b. Workforce Preparation:
- c. Trips and Tours:
- d. Child Abuse Prevention:
- jump rope challenge
- balloon volleyball
- nerf dodgeball
- soccer skills obstacle
- whiffle ball
- bicycle safety rodeo
- kayaking
- aerobic dance
- floor hockey
- frisbee golf
- sports skills clinics
- field trips – bowling center, skating rink, nature walks
- individual sports instruction – tennis, golf, miniature golf
- aerobic, strength conditioning
- coed volleyball, softball
- individual sports instruction – tennis, golf
- challenge courses
- 3-on-3 basketball
- sports officiating
-
bicycle touring club
- 1. Possible correct answers include:
- Remind individuals through words and actions that the Youth Center is a place of character.
- Act as a role model for youth by demonstrating principles of character.
- Offer a wide variety of activities that do not limit youth’s options because of individual differences.
- Avoid biased remarks regarding gender, disabilities, culture, ethnic background or any other differences.
- Ask youth questions about themselves and their family heritage.
- Provide youth with opportunities to share their family traditions and heritage with others (e.g., theme dinners, parties, et對c.)
- Interact with staff, youth and parents as a person of character.
- Display posters or other information that illustrates principles of character and leadership.
- 2. Possible correct answers include:
- Help youth to identify their unique talents.
- Provide opportunities and encouragement for youth to practice their skills.
- Encourage youth to take risks and learn from their mistakes and try again.
- Provide a variety of materials, equipment, and activities to meet a wide range of abilities.
- Provide youth with meaningful roles in the daily operation of the program.
- Provide genuine recognition to acknowledge youths’ efforts and accomplishments.
- Encourage youth to solve their own problems, but be available to listen and offer support and guidance when needed.
- Encourage youth to establish and achieve personal goals.