COMMUNITY OUTREACH PROGRAM, ASTD/GOLDEN GATE …



[pic]COMMUNITY OUTREACH PROGRAM

SHARING OUR SUCCESS

Table of Contents:

|Mission Statement |1 |

|COP Guidelines |2 |

|COP Processes Flowchart |4 |

|Outreach |5 |

|Volunteer Management |13 |

|Needs Analysis 1: determine training need |17 |

|Needs Analysis 2: data gathering |24 |

|Instructional Design Steps |28 |

|Evaluation |37 |

Additionally you can find these materials at the Chapter web site:

Brochure: Download at Website: 03 getinvolved/cop.html

Slideshow: How COP works – download at Website: 03 getinvolved/cop.html

For further information about this submission, contact Kris Schaeffer at 415 609 4903 or KirstineS@

COP MISSION STATEMENT

The Community Outreach Program is a SIG within the ASTD / Golden Gate Chapter.

Our volunteers provide San Francisco Bay Area nonprofits with professional services

• Customized instructor-led workshop conducted on site for their people – employees, management, volunteers, board – to achieve better performance and results.

• Training the nonprofit’s subject experts how to develop technical training that leverages their expertise and gives others their knowledge & skills

• Design and facilitation of large group meetings to inform participants and engage them in providing input and decision-making about issues they value.

For the purpose of

• Helping the nonprofit improve the effectiveness of its people (staff, management, Board, volunteers)

• Providing our Chapter volunteers’ with the opportunity for teamwork, skills building, and affiliation as well as provide revenue to the Chapter

• Increasing the visibility and reputation of the profession and the Chapter.

COP GUIDELINES

Liaison with the Chapter Board

While COP does have the opportunity to have a VP/COP position on the Board, we have chosen to focus on COP work. There is not enough time for one person to serve both as a Board VP and as head of COP. Therefore, we divided the various responsibilities of the VP’s position among the COP Core Team. (See )

COP has an on-going liaison with the Board either by having a COP Core Team member serve on the Chapter Board in another capacity or by having past COP Core Team members serve on the Chapter Board.

COP provides the Chapter Board with an annual plan and a monthly report of activities and results against plan.

COP Core Team

COP Core Team consists of 5-7 volunteers who provide guidance to COP and lead the various efforts needed to achieve our mission. COP Core Team volunteers pledge one year’s service, at a minimum.

The Core Team meets once a month. These meetings are virtual and f2f.

The Core Team holds an annual one-day planning retreat.

The Core Team positions are:

• Communications Manager: provides external communications re COP through various publicity efforts (brochure, slide show kiosk, presence on Chapter web site, etc.); internal communications with monthly and annual reports to COP Core Team and the Chapter Board; financial oversight

• Outreach Manager: acquires nonprofit projects through various outreach activities (outbound telephone campaigns; responding to inbound inquiries)

• Project Manager: provides structure and oversight to the COP volunteers working on a project; ensures QC of services and deliverables to the nonprofit

• Volunteer Manager: recruits and matches Chapter members to the various projects – conduct needs analysis, subject expertise in the content of the training, design and develop ILT training, deliver ILT, design meetings

• In-Service Manager: provides COP volunteers with training on the various COP systems so that the team can work smoothly together. Various In-Service training programs consist of Outreach, Needs Analysis, Instructional Design and Development, Meeting Design and Facilitation.

• At-large Core Team member: experienced Core Team members may continue to work with the Core Team even after their one-year commitment has concluded. They are able to provide coaching to their replacement and substitute when needed. They participate in all the COP meetings.

COP Volunteers

The Chapter views participation in COP as a perk. All COP volunteers must be current Chapter members.

Volunteers serve for the duration of the project.

Projects are staffed by a team of senior and junior volunteers. A senior volunteer is the Project Lead and subject expert.

During a project, the Project Lead reports about project milestones to the Project Manager.

Project Guidelines

COP does not want to compete with other consultants whose client base includes nonprofits. Therefore, COP will do only 8 hours of ILT training for one nonprofit per calendar year.

Project Fees

COP provides the initial needs analysis for free. This needs analysis determines whether the potential nonprofit client has a performance issue that could be helped by training.

If there is a training need and the nonprofit wishes to continue, the nonprofit agrees to pay COP $300 for a 4-hour ILT session; $600 for an 8-hour session. Supplies, meeting rooms, etc. are provided by the nonprofit or billed back to the nonprofit at cost.

No one in COP may send an invoice to a client; the Board CFO sends and collects invoices.

The COP Core Team may recommend changes in pricing; the Chapter Board approves.

COP volunteers contribute their own transportation and parking. These are not billed to the nonprofit.

[pic] COMMUNITY OUTREACH PROGRAM -- PROCESSES

Output: A customized 4 or 8-hour ILT workshop conducted on site for the nonprofit’s people

|OUTREACH | |VOLUNTEER |

|PREPARATION: Prepare tools and train volunteers | | |

|Schedule date, place to be held quarterly |Outreach Manager |One month prior |

|Get outreach volunte`ers; as needed, inform Outreach Manager |Outreach & Volunteer Managers |2-3 weeks prior |

|Prepare outreach training materials & Outreach List; confirm date and place with outreach volunteers |Outreach Manager |1 week prior |

|Provide volunteers with training. Objective: Given the COP Outreach Talk Points, volunteers will know how to talk about|Outreach Manager |Campaign: Day 1 |

|COP with prospects. Enabling objective: Volunteers will know about COP. | | |

|Tools: COP web site; COP brochure (4-page); Outreach Call Talk Points | | |

|Objective: Given the Outreach Prospect List, volunteers will know their assignments and know how to log the outcomes of| | |

|their calls. | | |

|Set expectations about volunteer tasks: place calls, document calls on Outreach List; keep tally of calls and results; |Outreach Manager |Campaign: Day 1 |

|send information as needed, call back as promised, receive return calls. | | |

|Assign volunteers to nonprofits on the COP Outreach List. |Outreach Manager |Campaign: Day 1 |

|PLACE OUTREACH CALLS | | |

|Given the assigned nonprofits, place outbound calls. |Volunteers |Campaign: Days 1-9 |

|Follow the COP Outreach Talk Points. | | |

| | | |

|Given the results of each call, document on the COP Outreach List. |Volunteers |Campaign: Days 1-9 |

|Keep tally of results. | | |

|Input notes on Outreach List. |Volunteers |Campaign: Days 1-9 |

|Inform Outreach Manager of any non-profits who would like to proceed with COP and the front-end analysis |Volunteers |As soon as non-profit indicates their|

| | |interest |

|FOLLOW UP AND REPORT | | |

|As requested by nonprofit contact, send information with cover email. C: Outreach Manager. (See sample emails) |Volunteers |Campaign: Days 1-9 |

|Turn in tally and typed notes on COP Outreach List at end of campaign. |Volunteers |Campaign: Day 10 |

Outreach Call Talk Points

| |

|Objectives: |

|To identify non-profit organizations in need of training and development services. |

|To secure an appointment for a free Needs Analysis (to determine whether training is a solution to a performance problem). |

| |

|Targets: Non-profits in the Bay Area |

| |

|Offer: (Refer to the COP brochure and slideshow at the ASTD/GG Chapter web site.) |

| |

|The Community Outreach Program increases the effectiveness of a non-profit’s people – staff, managers, Board, and volunteers – through customized|

|training. |

| |

|Customized workshop in soft skills conducted on-site for your people. |

|COP provides training to Bay Area nonprofits. |

|We offer workshops in various topics (see brochure for the list) that are customized for the non-profit and conducted on-site for their people. |

| |

|A training project may include: a needs assessment, further data gathering, a training design document, training preparation and development, and|

|a facilitated workshop. |

|Training is for up to 25 people per session. |

|Work is provided by at least one experienced trainer joined by one or two other trainers |

|There is a $300 fee for each 4-hour session. There may be additional costs for supplies and equipment rental, if needed. |

|A nonprofit may receive up to 8 hours of COP training per year. |

| |

|Design It Yourself (DIY) |

|Sometimes the subject matter is unique to the non-profit and your subject matter experts will develop the training themselves. |

|We provide four two-hour training and coaching sessions to train your SMEs how to design training, write job aids, and use other methods to teach|

|job skills. |

|Work is provided by at least one trainer experience in instructional design joined by one or two other instructional designers. |

|There is a $600 fee for the 4 2-hour sessions. |

| |

|Large Meeting Planning and Facilitation |

|Sometimes a non-profit has a large meeting to plan and run – Board retreat, annual employee planning, alignment with strategic mission, merger, |

|town hall, volunteer forum. |

|COP provides the planning and meeting facilitation for these large meetings. |

|We conduct up to three planning sessions, a meeting design document, and up to four facilitators for a meeting of 4 hours. |

|Work is provided by at least one experienced meeting facilitator joined by the additional meeting facilitators. |

|There is a $600 fee for planning and running the meeting. |

| |

|Introduction and get to decision-maker: |

| |

|(The introduction verifies you have reached the right contact -- the Executive Director or HR/training professional -- and provides the prospect |

|with your name, COP’s name, and the purpose of the call. Try to hook the customer with an attention-grabbing purpose statement.) |

| |

|“Hello, my name is _____________________________________ . |

| |

|“I’m a volunteer with the Community Outreach Program, a part of the local American Society for Training and Development. I’m calling to determine|

|whether your organization can benefit from professional training. COP provides this to non-profits at little cost. |

| |

|“May I speak to the person in your organization that makes decisions about training?” |

| |

|If at this point, the person is unavailable, leave your name and contact phone number. |

|As requested, you may also email a COP brochure to further qualify COP and ASTD. |

|You may also refer them to the website at ASTD/ |

|Enter the contact’s name, direct phone number, email address, and any other contact information. |

| |

| |

|Discovery: |

| |

|(Use open-ended questions to keep the conversation moving, determine needs, and involve the customer in the call. These questions are only a |

|guide.) |

| |

| |

|Needs “What type of skills or performance improvements do you think are needed in your organization?” “Could you describe these needs more? |

|Examples? What is the impact without these skills?” |

| |

|Other training experience “Does your organization have training and development? If so, tell me about it.” “You’re familiar with CompassPoint? |

|We complement their generic workshops and could provide you with a customized application of the skills they teach. We charge one fixed fee for |

|up to 25 employees.” |

| |

|About the non-profit “Tell me a little bit more about your organization to understand how training decisions are made.” “Where does your funding |

|for training come from?” “Have you set aside a training budget? If so, what is it for?” |

| |

|Solution: |

| |

|(Explain your offer and how it benefits the customer – improved morale, increased effectiveness.) |

| |

|“Non-profits benefit from the Community Outreach Program by improving the quality of the workplace environment, increasing productivity, and |

|developing the skills of their people. We have various skills training, such as Communication Skills and Time Management, Diversity and Employee|

|Development which are customized for our people and conducted on site. |

| |

|“Our first step is to conduct a free performance analysis to identify a performance and determine the appropriate solution, which may or may not |

|be training. |

| |

|“If we agree to the training needs, then we begin our work together. COP assembles a qualified team of Training and Development Professionals to |

|design, develop, and deliver training. |

| |

|“COP receives a minimal $300 for each 4-hour module. This includes all design, development, and delivery of the workshop.” |

| |

|Set up next steps: |

| |

|(Finish the call by asking for the next step -- a free needs analysis, proving further information, etc.). |

| |

|“When is a good time to set up an initial appointment for a needs analysis? |

|Who should be at this meeting?” |

|If the non-profit agree to the needs analysis, then set expectations about who will call and when. |

|If the non-profit contact is not prepared to set a meeting, “May I call you tomorrow to set up a time?” If no, “When would be a good time to |

|talk again?” |

| |

|*Do not hang up the phone until a follow up step is agreed upon, even if it is a follow up call in 3- 6 months. |

|(Follow Up steps can include: a call with a decision maker at the non-profit, a scheduled call to have more time to discuss COP, providing the |

|name and number of a reference, an appointment to conduct a performance analysis.) |

| |

| |

| |

|Curious Customer -- Possible questions from the nonprofit |

| |

|Q: What does COP do? |

|Q: What’s ASTD? |

|Q: Who else has COP worked for? |

|Q: May I talk with another non-profit you’ve worked for? |

|Q: I’m familiar with CompassPoint. How are you different than CompassPoint? |

|Q: What’s involved in doing one of these projects? |

|Q: If I were to say yes to COP, what would be our first step? |

|Q: You say that COP starts with a Needs Analysis. What is that and why would we do it? |

|Q: We’re planning various other activities -- a Board retreat, _______________ -- can COP help us with that? |

|Q: What are the fees for doing one 4-hour workshop? |

|Q: Can you do any of the following: |

|We have training materials and need trainers to teach it throughout the year to multiple classes. |

|We need trainers to get certified in 40 hours of TTT. |

|We need more than 8 hours of training. Can you do that? |

| |

| |

|Potential Objections: |

| |

|Unknown resource – ASTD has been doing this since 1976. Our original program has been folded into CompassPoint. We represent over 600 training |

|professionals in the Bay Area. You can check us out at . |

| |

|No perceived need – Suggest that the free needs analysis would help the organization with continuous improvement. It will analyze a performance |

|issue and then determine a series of appropriate actions to resolve it. This is done at no charge. |

| |

|Already have training scheduled -- It’s good that the non-profit recognizes the benefits of training. Ask about whether this training is . . . |

|Customized? Conducted on site? Number of employees able to go to this training? |

|Ask about future training for which COP might be the resource. |

| |

|Cost – Emphasize the value that $300 brings in productivity and morale. Minimize the cost by comparing the cost with $10 per person for a group |

|of 25 – one pizza lunch. |

| |

|No budget this year – COP would conduct the free needs analysis which would provide the justification for putting the money in next year’s budget|

|to deal with training needs. Determine the budgeting cycle and when the needs analysis results would be needed. |

| |

|Organization change (merger, layoffs, cut backs, etc.) – Suggest that COP could help with this change by providing employees – staff, managers, |

|etc., -- alignment and motivation to move in the new direction. |

| |

COP OUTREACH: SAMPLE FOLLOW-UP LETTER

Date: ___________________________

Dear _______________________________________,

 

Thank you for your time today and taking interest in the Community Outreach Program (COP) of the Golden Gate Chapter of the ASTD.

 

The COP is our chance to give back to the community by offering the years of training and development experience with the goal of increasing the effectiveness of a non-profit’s people – staff, managers, Board, and volunteers – through customized training.

 

Here is how the program works:

1.    We conduct a free Needs Analysis to analyze your organization’s needs. * You are under no obligation to continue past the Needs Analysis if you find we aren’t a good fit

2.    Using the results of the needs analysis, we prioritize your training options and focus on a solution.

3.    Our volunteer staff designs and develops your workshop, and then delivers it at your location.

 

Who will work on my project?

The COP volunteers include human resource specialists, instructional designers, organizational development practitioners, learning and performance professionals, technical trainers, and educators. We assemble our teams based on your needs and our volunteer’s ability to assist on the project.

 

What is it like to work with COP?

Here is what other nonprofits we’ve worked with have said:

“The Community Outreach trainers from ASTD-GGC were so helpful in supporting our staff during our six month long organization transition. They used the ‘appreciative inquiry’ approach, which focused us on what we do well and brought staff together. When the dust settled, everyone was engaged, committed and feeling positive about the future.”

Gina Moreland

Executive Director, Habitot Children’s Museum

“Not only did our COP mentor help us develop a workshop which incorporated learning theory in a way we hadn’t been able to before, she showed us how to develop documentation and package everything so that others can put on the same great workshops elsewhere. Thank you Community Outreach Program!”

Helen Seal

Associate Director, CompuMentor

How do I learn more?

 

On-line Slide Show:

On-line Brochure:

 

 

Please call me to learn more or take the next steps.

 

 

 

Name: ___________________________

Volunteer, Golden Gate Chapter of the ASTD,

Community Outreach Program

Phone:_______________________________

Email: _______________________________

April 16, 2010

TO: ASTD Golden Gate Chapter Members

RE: Community Outreach Program -- Join our Outreach Campaign

[pic]

The COP needs Outreach volunteers to get more projects.

Will you help us?

As a volunteer, you get to:

Work with a dedicated team of people. There are many people in the Chapter who have worked on COP projects or attended the Instructional Design workshop. Join us.

Be mentored by experienced pros. COP believes in sharing what we know with our team mates. All projects are staffed with an experienced person. This is true for the outreach campaign.

Gain skills and confidence. All of us network. All of us make outbound phone calls . . . to find resources, to get informational interviews, to locate more work. The more you do, the better you get.

Select your own day times to work. We want this to work within your schedule so you still have time for other demands work, deadlines, appointments. You can make the calls from whatever place you want. (Lounge pants? Beach?)

You participate training. You can also be part of a team to design outreach training. COP will teach you what you need to know . . . about COP, about what to say to the prospective non-profits, about the Outreach process.

We are also going to develop self-study training this year. If you want, you can be part of that team because you’ll have the experience making the calls.

Here’s what’s involved in being a volunteer:

1-2 hours a day for a week. Make calls and be ready to respond to call backs.

You’re introducing COP to the non-profit. Your call lets them know about COP and how it may help them.

Ask them if they want a free needs analysis. At this point, you’re not selling anything. A COP project starts with a needs analysis to determine whether training is an appropriate solution.

Volunteer by contacting COP at volunteer_astdcop@

COP VOLUNTEER REGISTRATION FORM

Thank you for your interest in volunteering with ASTD-COP.

The ASTD-Community Outreach Program (COP) is an opportunity for you to:

- Make a difference in Bay Area Non-Profit Organizations

- Use your skills in training, teaching others to develop their own training, meeting planning and facilitation

- Cultivate your skills – attend COP in-service workshops, work with peers

- Have fun!

You are eligible to volunteer with COP if you are a member of ASTD Golden Gate.

Please help us to manage your talent, interests, and availability by completing this form. While we cannot guarantee a perfect fit, we’ll always discuss a possible assignment with you to find the best match.

If you have any questions, feel free to contact us at volunteer_astdcop@. More information about COP is at .

We look forward to hearing from you. Thank you.

|Contact Information |

| |

|Name | |

|Street Address | |

|City, State, ZIP Code | |

|Home Phone | |

|Best Phone Contact to use | |

|E-Mail Address | |

|Availability |

|Please enter any comments about your availability – days and/or evenings, specific time period, etc. |

|(A needs analysis takes about two hours during the day and time to write up the findings. |

|Designing a workshop takes several days of work with a team. Teaching the workshop takes at least four hours during the day.) |

| |

|Interests/Expertise | |

|Following is a list of some common training demands by non–profit organizations. Put one check for your areas of interests and two | |

|checks if this is your experience. Feel free to add any comments. | |

|career management |stress management |

|communication skills |supervisory skills |

|conflict resolution |teambuilding |

|customer service |time management |

|diversity/cross cultural training | teaching other how to design training |

|meeting planning and/or facilitation | on-boarding |

|management/development | mentor training |

| planning/conducting effective meeting | performance management training |

| sexual harassment |needs analysis |

| | |

| | |

| | |

| | |

|Special Skills or Qualifications |

|What other skills or qualifications do you have? |

| |

|Previous Volunteer Experience |

|Describe any other previous volunteer experience – for whom, what did you do, when did you do it. |

| |

|Additional comments |

|Feel free to add any additional questions/comments. Also we’d love to know why you want to volunteer with ASTD-COP. |

| |

[pic]

ASTD-Golden Gate Chapter

Date: 

COP Volunteers: 

Nonprofit Representative(s): 

Nonprofit Name:

Needs Analysis

Phase 1 Interview

COP Interviewer Note: The following needs analysis interview should take place with those at the non-profit who have knowledge, overall understanding, and perspective of the organization and group to understand and answer all of these questions -- ideally, the executive director or manager of the target group.

The expectation is that the non-profit has received a copy of these interview questions at least two business days before this meeting and/or the day of the interview.

The expectation is also that the non-profit has supplied the following:

● Organizational chart

● Mission Statement

● Brochure given out to the public

● Web site

Section 1: Opening Comments

Introductions: Introduce the Community Outreach Program and the COP volunteers who are conducting the NA. Introduce the nonprofit’s participants and their role in the organization.

1. This is what we have heard about your organization so far. (Say what you have heard from the initial COP Outreach Call.) Is this correct?

2. The purpose of this Needs Analysis interview is to better understand the cause of the performance issue (opportunities or problems) which your organization is experiencing. During this interview, we will determine whether the performance issue / opportunity can be helped with a training solution. This understanding will help to determine the most appropriate solution(s) to address this performance issue. If the issue is caused by a lack of knowledge and skills which training might solve, the Community Outreach Program would be a resource to help fill that gap. If the proposed solution is something other than training, the COP representative may be able to help clarify the need. Do you have any questions about the focus of this meeting?

3. We understand that you are the decision-maker for this project. Is that correct? Is there anyone else who will be influencing the decision about this training? (If so, discuss whether to continue anyway, or what to do to get that person into the interview.)

4. Our role is to help you identify whether training would help address the performance issue. What you tell us is confidential. (Note client acknowledgement.)

5. (Summarize the discussion so far.) Do we agree on what we have just discussed? Is there anything to clarify between us before we proceed?

Section 2: Getting to know the organization

Interviewer Note: If the non-profit has not supplied the following before the meeting, ask that these be made available at the interview when you make the phone call to set up the appointment. Ask at the start of the interview:

● Organizational chart

● Mission Statement

● Brochure given out to the public

● Web site

1. (If they have a mission statement) Using your Mission Statement as a guide, please describe: What are the values that bring people to volunteer or work here?

2. (If they have an organization chart) Using the organization chart as a start, please describe: How your non-profit is organized or structured. Please include geographical locations.

3. Tell us briefly what is going on in your organization at present that initiated your interest in using the Community Outreach Program?

Section 3: What is the Performance Issue / Opportunity?

In this part of the interview, we’d like to learn more about the performance issue(s) you are concerned about and how that impacts the organization.

1. Whose performance are you concerned about – volunteers, employees, managers, Board, etc. (participants)? What are they currently doing that you would like to see changed, and why?

2. What are some specific examples of how shortfalls / missed opportunities in performance have affected

a. overall organizational goals?

b. units goals?

c. customer satisfaction?

d. other relevant indices?

3. What would you like your participants to be able to do that they don’t/can’t do now?  Please be specific about who should be doing what.  

4. How would better performance contribute to the mission? What would be the benefit if the training participants (staff, managers, volunteers, Board, etc.) were able to do this?

5. Given that this is what you’d like the participants to do, let’s prioritize this list in terms of current and future needs. What do you need participants to do right away? What would you like to see them do in the future?

Interviewer Note: Continue the rest of the interview addressing only the first priority.  If time permits, cycle back, and ask the same questions in Section 3 for each subsequent priority.

Section 4 - Causes of Performance Gap

In this section of the interview, we’ll explore various aspects of the performance opportunity to determine the cause(s) of it. Let’s start with this performance issue: (select first one from the list and ask questions).

Description (recap from discussion): ________________________________

1. Scope / location of problem: Is this an organization-wide issue or is it more prevalent in specific areas, for example, specific departments (client services, admin. support, fundraising and development, etc…) or specific locations (satellite offices)?

2. Starting point: When did the problem/issue first occur?

3. Frequency: When does the problem/issue occur now (times, tasks, activities)? How often?

4. Trend: Is the problem/issue getting better or worse?

5. Possible cause(s): What factors within your organization do you think are causing the performance problem/issue?

6. Direction of possible cause(s): Do you think that these factors will change over time such that the performance issues will be significantly different a year from now than how they are currently?

Section 5 - Making the Decision -- Is this a Training Issue?

1. Ability vs. Willingness: Could the individuals perform the desired behavior if they really had to?  In other words, are their current skills and knowledge adequate for the desired performance?

Interviewer Note:

● “Yes” Response- The cause is NOT due to a knowledge and/or skill deficiency, so training is not the solution.  Let them know this, and ask them if they would like you, or someone else in the Community Outreach Program to try to identify the cause of the issue. Some problems could be a result of a lack of incentives, reward for non-performance, consequences for non-performance, etc. Do remember, however, that some attitude issues could be addressed by training. For example, connecting individual performance to the organizational goals and outcomes.

● “No” Response- A knowledge/skill deficiency exists, so go to the next question.

2. (Ability) Is the correct person in the job with relevant skills? Could the individuals learn to perform as desired?  In other words, do the individuals have the capacity to perform as desired?

Interviewer Note:

● “Yes” Response- Training is a good solution to their performance issue.

● “No” Response- This means an ability deficiency exists.  In these situations, employers should consider one of the following options: transfer, demote, or terminate employees; and/or hire new employees with needed abilities. See instructions below.

3. At this time, we have enough information to determine whether or not this is a training issue. Before we proceed, is there anything you would like to add to any of the points discussed?

Section 6 - Conclude the Meeting

Summarize the findings – performance issue, whether it’s a training need, topic, and target audience -- and briefly describe the next steps. Next steps: If agreed there is a training need and there is time in your interview, continue with NA Part 2, and then turn project over to Volunteer Manager. If there is not a training need, conclude the meeting.

End the meeting

1. At this point, you may have determined whether training is the solution to the performance gap the organization is experiencing.  

● Thank the person for his/her time.

● If you are clear this is a training issue, tell them the (training design team) will be in touch. If agreed ahead that you will do the training if a training issue, and there is time, continue with Part 2NA

● If you are clear that this is not a training issue, tell them why training is not the solution.

● If the issue requires additional consideration to determine whether or not it is a training issue, discuss options such as coming back for more information, first person observation, focus group with target audience, interviews. As the interview team leader, you will follow-up.

Please type up the notes from the meeting on this form, and pass along to the COP Volunteer Manager. Per above, if the interview team is the training team, there is no hand-off. If a different team will conduct the training, the interview team leader is responsible for passing the form along, and telling client that a training team will conduct the next interview and contact them for the next appointment

2. Please check the correct response on the form below

__ a) Move forward with a training project with COP

(Send completed NA1 form to volunteer_astdcop@ so the Volunteer Manager can start recruiting volunteers for the training project. Summarize: Topic of training, audience for the training, performance issue being addressed.)

Let nonprofit know to expect a status update from the Volunteer Manager re finding volunteers within 3-4 weeks.)

If volunteers have already been identified, COP Volunteer Manager introduces the training team to the non-profit and let’s them know approximately when the team can begin work on the training, and what will be expected of the non-profit. If there is a training need and the non-profit agrees to have COP conduct training, they will next sign an agreement. See NA 2 and the COP Agreement for more details.

__ b) Move forward with a training project with COP in the future, but not now.

(Send completed NA1 form to outreach_astdcop@, cc: to volunteer_astdcop@. Let the nonprofit know someone from COP will check in with them in approximately 6 months, or another time frame specified by the nonprofit: ___________________. The Outreach Manager will file the completed NA1 form and add a note to the activity report for Outreach to check in with the nonprofit later.)

__ c) Do Not move forward with a project with COP at all

(Send completed NA1 form to outreach_astdcop@. The Outreach Manager will file the completed form and note on activity report that no training project is moving forward.)

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ASTD-Golden Gate Chapter

Date: 

COP Volunteers:    

Nonprofit Representative:   

Nonprofit Name: 

Needs Analysis

Phase 2 Interview

COP Interviewer Note: You have determined what the cause of the performance problem can be solved with training, so now you need to determine the details and learning objectives of the training, and what authorization might be needed to proceed.  This phase may be conducted in the same session as phase 1, or if a different team will be training, at a different time.

If conducted at a different time, make sure that you send a copy of the completed NA Phase 1 and a blank copy of these questions to the organization. If conducted by a different COP volunteer team, the team needs to make sure that they have read and understand the NA Phase 1.

If you proceed with NA Phase 2, please read and bring a copy of the COP Nonprofit Agreement with you.

Agreement with Client re Fees/authorization/administrative costs

● Because we have determined that there is a training need, I first want to clarify that if the team needs to purchase such items as office and training supplies (flip charts, pens, post-its, etc.) or development software or web services, the organization will cover these costs.  Will your organization pay for these costs?

● Who makes the final decision to approve the training? Does anyone or any group need to buy in to the idea of training?

● What is your projected timeline for implementing the training? When would you like this training conducted? How many hours of workshop training do you envision for this project? (Note: COP provides a maximum of 8 hours of training for one nonprofit per year.)

Training Goals/Objectives

● Let’s revisit and clarify again, what the training will achieve. What are your goals for this training?  What activities/behaviors would you like the target audience to perform at the end of the training?

● Based on the discussion so far, work as a team to develop at least one learning objective for the training session.

Participant Demographics

● Will this training be required for participants or will they attend voluntarily?  Do you foresee any resistance to receiving this training?

● What trainings have the target audience/participants (staff, manages, volunteers) taken part in before? What type of training makes the most impact with them?

● Have the intended workshop participants received prior training in this particular area?  If so, what type of training? What about it was successful?

● What are some characteristics of the target audience such as:

a) Age Range?

b) Tenure (years) in training?

c) Education level?

d) Learning styles?  (give examples)

e) Attitudes towards learning? (give examples)

f) Positions in organization?

g) Will you (the executive director) be attending/observing?

● What is the approximate size of the target audience?  Where are they geographically located?

Training Logistics

● Do you have space available to conduct this training? If not, do you have any suggestions?

● Will you be able to provide the following (Only ask about what supplies/equipment you will need as you understand it at this moment.)

•

• Copying of handouts or participant workbook    (It needs to be downloadable.)

• DVD or CD player / Monitor

• Laptop Projector   “Projector” or “Multimedia Projector”

• Flipchart(s) and Stand(s)

• Other materials needed

11. Who will be the administrative contact person (responsible for making copies, transparencies, and putting together handouts)?

12. What date and time will work for this training?

Review the Nonprofit Training Agreement

(available from the COP team project manager)

Fill in all appropriate information, including the training date, title, and learning objective(s). (Currently, there is a $300 fee for 4 hours of training and $600 fee for 8 hours of training.)

Gain agreement and input from the nonprofit contact person, and ask this person to sign and date the agreement. Set their expectation that they’ll receive an invoice from the ASTD Golden Gate Chapter, and the due date will be the training date.

Closing comments to non-profit

Thank you for your time. We’d like to let you know what is going to happen next. We, as the training developers, will contact you to develop the content, discuss any technical set up to deliver the training, confirm the schedule and probably deliver the training. (The developers might or might not be the actual trainers.)

COP Interviewer Note: Send the agreement on the Project Manager who will post the agreement to the LMS/project folder. The client retains a hard copy.

INSTRUCTIONAL DESIGN STEPS

Welcome to the COP design team.

You each may have your own experience in developing workshops. These Instructional Design Steps will guide you as you work together on your project.

You are designing an instructor-led workshop, customized for the nonprofit organization. Because this is a one-off workshop, you will not be able to pilot and revise the workshop. So, careful planning will help to ensure the success of the workshop.

It may have already been determined whether your team will conduct the training or whether this may be passed along to another COP team. Your thoroughness in completing these steps in the design will help with the development and delivery of the workshop.

Thank you for your professional contribution.

Here are the instructional design steps:

1. Gather information and write the key points

2. Write the learning objectives

3. Sequence the learning objectives and content

4. Select an instructional strategy

5. Design the instructional steps and activities; complete the lesson plan

6. Format this into a design document

While you do your work, feel free to call upon your COP Project Mentor or the COP In-Service Manager for any assistance you need.

1. Gather information. Write the key points, content and a model

1. Start with the information already gathered in the Needs Analysis 1 and Needs Analysis 2 meetings. You may have been a part of those meetings. If so, you’ll already understand the background. If not, carefully study this material. As needed, discuss the information with the Needs Analysis team. You may also need to contact the nonprofit.

2. Gather further information about your topic. To gather this information, you may conduct a task analysis, consult experts (look up references, conduct interviews, do direct observation, have a discussion with experts on the Internet), or use your personal experience and expertise. For this step, we have suggested brainstorming, mind mapping, and other techniques. Use what works for yourself.

3. Then, generate a list of the key points or content for that topic.

4. Refine your list, sort it into categories, and pare down the content to keep the most important information.

5. As appropriate to your content, develop a model for your content.

2. Write the learning objectives

1. Refer to the content and key points that you wrote in the previous application exercise.

2. Now write as many learning objectives as needed. Remember that learning objectives include the condition, verb-object, and standard.

3. Select an appropriate sequence to teach the material

Directions:

1. Review the content and learning objectives that you wrote in the earlier exercises.

2. Determine an appropriate sequence to teach the material -- Chronological, Importance, Frequency, or Difficulty. These variables are influenced by the starting level of the participants, the amount of time for the training, etc.

3. Be ready to explain your rationale to others.

4. Then go back to your learning objectives and content and put them in that order.

4. Select an instructional strategy

Given the sequenced content and learning objectives, now select an instructional strategy for each learning objective.

You may wish use a combination of didactic and experiential strategies for various parts of the material. Didactic design changes minds and skills. An experiential design changes hearts and attitudes.

Didactic steps -- Information, Demonstration, Practice, Feedback, Application.

Experiential steps – Experience, Debrief & Testify, Information, Demonstration, Practice, Feedback, Application.

5. Design the lesson plan and instructional activities

1. Given one learning objective and the appropriate instructional strategy, design the instructional activities. For each learning objective, follow the appropriate instructional steps based upon the instructional strategy that you selected:

Didactic -- Information, Demonstration, Practice, Feedback, Application.

Experiential – Experience, Debrief & Testify, Information, Demonstration, Practice, Feedback, Application.

Write the directions for the step.

Some of these are directions for the trainer – explain, illustrate, conduct practice exercise. Some of these are the directions for the participants’ exercises.

2. Write how the feedback will be conducted, i.e., where does the feedback come from? (trainer, workbook, or peers); and how is the feedback given? (solo or in a small or large group)

3. You may refer to Participant Workbook, Reference section, for a list of instructional activities. Also look at the sample of the design document in your materials for the wording for the steps.

Then complete your “lesson plan” by including these parts to start the lesson -- Gain attention, explain learning objective, link to prior experience or learning -- and the parts to complete the lesson -- Summarize the learning and learning objective and link to next lesson.

Example of lesson plan

Here is an example a partially-completed lesson plan. We put the instructional steps in bold to make it easier for you to see them. You will fill in the other columns in the next application exercise.

Learning Objective: Given the content and key points, write learning objectives that include all 3 elements (condition, verb-object, performance standard)

| |Instructional Steps | |

| |Introduce the lesson | |

| |Gain attention. Ask participants why it’s important to have a learning objective. | |

| |Explain why a learning objective is important. | |

| |Link to prior experience – ask how many participants have taught a sport. | |

| |Link to prior learning – the task analysis is written as verb-object. (English grammar class) | |

| |Explain information and give example – 3 parts of a learning objective | |

| |Explain the 3 key elements of a learning objective – condition, verb-object, and standard. | |

| |Show examples of learning objectives using sports analogy and “How to write a learning objective” as an example. | |

| |Conduct practice and feedback | |

| |Conduct practice exercise: Given 3 Learning Objectives, identify the 3 key elements in each. | |

| |Feedback follows in the workbook. | |

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| |Explain content and give example – verb-object, condition, standard | |

| |Explain verbs that describe actions in learning objectives | |

| |Show examples of verb-objects in learning objectives. | |

| |Explain conditions in learning objectives. | |

| |Show examples of conditions in learning objectives. | |

| |Explain performance standards. | |

| |Show examples of performance standards | |

| |Conduct practice and feedback | |

| |Identify inappropriate verbs and rewrite them [find & fix]. Feedback in workbook. | |

| |Identify inappropriate conditions and correct them [find & fix]. Feedback in workbook. | |

| |Write appropriate conditions. Feedback in workbook. | |

| |Identify inappropriate performance standards and correct them [find & fix]. Feedback in workbook. | |

| |Given conditions and actions, write performance standards. Feedback in workbook. | |

| |Differentiate between appropriate and inappropriate learning objectives and fix the incorrect ones [find & fix]. | |

| |Feedback in workbook. | |

| |Conduct Application | |

| |Given the key points or content [from the prior exercise], write learning objectives. | |

| |Provide peer and trainer feedback. Standard: each learning objective contains all three parts. | |

| |Conclude the lesson | |

| |Summarize learning objective. Link to next lesson – sequence the content. | |

LESSON PLAN OUTLINE

Learning Objective:

| |Instructional Steps | |

| |Gain attention. | |

| |State learning objective. | |

| |Link to prior experience or learning. | |

| |Present information | |

| |Provide demonstration | |

| |Conduct practice and provide feedback. | |

| |Conduct application exercise. | |

| |Summarize and link to next learning. | |

6. Format into Design Document

So far, you have the following:

• Key points and content (and model, as appropriate)

• Learning objectives

• Sequence to teach the material

• Instructional strategy (strategies)

• Instructional activities for the lesson plan

Now it’s time to format all of this into a design document.

In this application exercise, you will use all of the material that you have worked on before and format it into a design document. You already have the learning objective and have completed the Instructional Steps column with the learning activities that you wrote in the previous exercise.

1. In the Key Points column, write in the material that you will cover, at least as much as you know now. This column is for the content that the trainer will deliver. Remember that you are writing just Key Points, not a script and not the participant workbook materials, so this content may be brief. Put it in bullet form.

2. In the Media/Materials column, indicate the type of tool that you will use – slide, workbook, flip chart, wall chart, etc.

The following pages have the design document template and a blank form for you to use.

DESIGN DOCUMENT FORMAT

For this application exercise, you will fill in the Instructional Steps and Key Points.

Learning Objective:

Time:

|Media/materials |Instructional Steps |Key Points |

|*See key below |Instructional verbs used in design document: |Write the key points here. |

| |Gain attention; explain learning objective; link to experience or prior learning |Use bullets |

| |Explain directions for experiential activity | |

| |Conduct debriefing session | |

| |Explain content | |

| |Show example; demonstrate; give illustration | |

| |Conduct practice exercise. (Describe directions.) | |

| |Conduct feedback session. Include trainer notes if the exercise is designed to teach additional | |

| |material. | |

| |Conduct application exercise | |

| |Summarize learning objectives and link to next lesson | |

*Key to abbreviations for media and materials:

|PPT - PowerPoint slide |PW - Participant workbook |

|FC - Flip chart |AE - Application Exercise (can be assembled in one section of PW) |

|WC – Wall chart |REF - Reference section (can be assembled in one section of PW) |

| |HO – Hand out |

| |JA – Job aid |

As an example, we have included two pages from our Design Document for this workshop.

Then you will find blank Design Document forms.

DESIGN DOCUMENT TEMPLATE OR FORMAT

Learning Objective:

Time:

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|Media/materials |Instructional Steps |Key Points |

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Part I

Indicate the extent you agree or disagree with the following statements by writing the number that most closely matches your response.

1=Strongly Disagree 2=Disagree 3=Neither Agree nor Disagree 4=Agree 5=Strongly Agree

For items 1 - 8, rate each trainer separately.

Trainer A =

Trainer B =

Trainer C =

| |Trainer A |Trainer B |Trainer C |

|1. The trainer was organized and presented the material in a logical manner. | | | |

|2. The trainer made good use of class time. | | | |

|3. The trainer was well prepared and had a good command of course material. | | | |

|4. The trainer explained course subject matter in a clear and understandable manner. | | | |

|5. The trainer was approachable and helpful if asked for personal assistance or clarification. | | | |

|6. The trainer provided a good atmosphere for learning. | | | |

|7. The trainer presented material in an interesting and enjoyable way. | | | |

|8. Overall, the instruction in this course was excellent. | | | |

For items 9 - 13, rate the course overall.

|9. The course objectives and outline were presented at the beginning of the course. | |

|10. The course materials (handouts manuals, etc.) were useful and clear. | |

|11. The amount of course work required was appropriate. | |

|12. Overall, the course was well organized and all course objectives were successfully met. | |

|13. The course content has been valuable for my professional development. | |

Part II

Respond to the following questions.

1. What were the highlights of this course for you?

2. What are the learnings you will take away? What benefits have you received?

3. What aspects of this course could have been enhanced?

4. What changes can you recommend for improving future courses?

5. Are there any other comments you would like to make about any aspect of the course?

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ASTD Golden Gate Chapter

Community Outreach Program

Course Evaluation

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