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Welcome to Camp Out Trainer Training Pt 1
Agenda
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Introduce yourself name, the city you live in, and your camp name
Camp Out Training�
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Camp Out Training is an opportunity for adult volunteers to learn how to “Girl Scout camp” in- person guided by an experienced and passionate volunteer trainer.
The Goal
For adult volunteers to acquire the skills and build the confidence they need to facilitate Girl Scouts in girl led outdoor experiences, safely. Camp Out training is an exposure training intended to familiarize the attendee with how we “Girl Scout camp” in a welcoming and inspiring environment.
A Great Camp Out Trainer
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Welcoming
Patient
Resourceful
Loves the Outdoors
Prerequisites to become a Camp Out Trainer
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Camp Out Trainer Responsibilities
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Tools of the Camp Out Trainer Trade
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Tools of the Trainer Trade Equipment
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Where is the training equipment for the training?
Some service units have the equipment necessary to run the training. You are welcome to use that equipment or your own to run the training.
We have complete training kits at the San Jose, Alameda, and Santa Rosa offices for trainer use.
Camp Out Training Agenda
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Facilitation Skills
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Facilitation is based on the concepts of pushing, pulling and balancing
Facilitation Skills
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Pushing Push skills occur when information flows from the facilitator to participants. Push skills involve transmitting (giving) information. Example-demonstrating how to a build a tent
Pulling Pull skills occur when the facilitator requests information from the participants.
Pull skills often involve the use of open-ended questions to receive information and invite participation. Example- discussion of personal equipment that may be brought camping
Balancing Balancing skills are a collection of skills used to create and maintain a safe and supportive group atmosphere. By balancing the push and pull of information, you maximize learning and keep it flowing for participants. Examples-Giving and receiving feedback, maintaining a nonjudgmental perspective, keeping on topic, and managing time.
Facilitation Skills Continued
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What are some examples of balancing that you have used in Girl Scouts?
Balancing Balancing skills are a collection of skills used to create and maintain a safe and supportive group atmosphere. By balancing the the push and pull of information, you maximize learning and keep it flowing for participants.
The 4 steps Trainers use to Teach a Skill
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The 4 steps Trainers use to Teach a Skill
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Explain the Concept The first step in teaching a trainee a skill is to clearly explain the concept or reason behind the skill. This provides the “why” and “what” of the skill and its’s importance in their training. By setting a goal or learning objective in the context of the training, trainees are more likely to retain the new information as they are easily able to connect its relevance.
The 4 steps Trainers use to Teach a Skill
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Demonstrate the Skill After the explanation of the concept, it’s time to demonstrate the skill to the trainees. Visually demonstrating a skill in a step-by-step fashion is significantly more effective in explaining the skill than simply verbally describing it. The demonstration should be accomplished in a methodical and easy to follow process.
The 4 steps Trainers use to Teach a Skill
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Practice After the skill has been successfully demonstrated and the trainer has verified there are no questions (check for understanding) it’s time to give trainees a chance to practice. It is not uncommon for participants to feel a little apprehensive to try a new skill, especially in a group format. Be sure to give plenty of global and individual encouragement. If trainees seem like they need more direction, suggest that they also verbally walk themselves through the steps as they go.
The 4 steps Trainers use to Teach a Skill
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Feedback Once trainees have completed their skills practice it is time for the trainer to provide feedback. This can be accomplished in several different ways. Evaluation can be done by the trainee themself. Reviewing their efforts can help them better understand their level of mastery, what went well, and what they may have done differently.
Hard Skills and Soft Skills
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Skills are typically categorized into two categories: hard skills and soft skills. Hard skills are technical skills that are learned and measured, while soft skills are interpersonal traits that are developed over time.
Hard Skills and Soft Skills
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Camp Out training offers opportunities for participants to practice both hard and soft skills. Let’s review some of the elements of the training to determine whether it is a hard or soft skill.
When the image appears on the screen, please use the clapping hands emoji if the image depicts a hard skill
If the image depicts a soft skill, please us the heart emoji
Hard Skill or Soft Skill
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Learning to tie a knot
Hard Skill or Soft Skill
Planning an individual pack list to go camping
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Hard Skill or Soft Skill
Using a camp stove
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Hard Skill or Soft Skill
Troop discussion about camping readiness
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Hard Skill or Soft Skill
Troop Meal Planning to go Camping
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Hard Skill or Soft Skill
Fire Building
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Observing Skills� �
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When observing a participant, look at the person's face, body position, and body movements. Is the person smiling? Frowning? Nodding? Yawning? Looking at you? Looking away? Is the person leaning forward? Leaning back in the chair? Tapping a pencil? Shuffling his/her feet? Non-verbal behavior can paint a picture of how your instruction is being received.
Observing Skills� �
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There are two basic steps for observing your participants:
Observing Skills� �
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Learners’ Non-verbal Behaviors and Their Possible Feelings
Behaviors | Possible Feelings |
Smiling Nodding affirmatively Leaning forward Eye contact |
Enthusiasm/Understanding |
Yawning Vacant stare Shuffling feet Leaning back in chair Looking at clock |
Boredom |
Frowning Scratching head Pursing lips Vacant stare Avoiding eye contact |
Confusion |
Observing Skills� �
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Responding to Learners’ Behaviors
If The Inference You Have Drawn Is... | And... | Then... |
Enthusiasm or Understanding | Several learners display the behavior.
| Continue, and make a mental note that the training is being well received. |
One learner displays the behavior. | Continue, and make a mental note to check again later. | |
Boredom | Several learners display the behavior.
| Try taking a break, speeding up, or checking your training method to be sure that the learners are involved in the training process. |
Only one learner displays the behavior. | Continue, but make a mental note to reassess later. | |
Confusion | Several learners display the behavior.
| Ask learners about areas of confusion and provide clarification by giving examples or rephrasing information. |
One learner displays the behavior. | Ask learner about areas of confusion and provide clarification. Or if time is limited, talk with learner at next break. |
�Observations Activity�� �
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The purpose of this exercise is to give you a chance to observe some typical non-verbal behaviors displayed by learners and to make assessments about what the learners may be feeling. Let’s practice our observation skills! We will look at a series of photos, for each photo
�Observations Activity�� �
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�Observations Activity�� �
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�Observations Activity�� �
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Listening Skills
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In a learning centered setting, listening means obtaining verbal information and verifying that you understand the information. Listening skills enable you to demonstrate your understanding of the learner's perspective and give you feedback about how the training is being received.
Listening Skills
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Listening involves two key steps:
Listening Skills
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What is the goal of paraphrasing?
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Listening Skills
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Internal distractions are the thoughts that run through your mind while the learner is talking. Sometimes they are related to what the learner is saying, sometimes they are mental excursions to unrelated topics. It takes conscious effort to eliminate internal distractions that keep you from focusing on what the learner is saying.
External distractions are things within the learning environment that compete with the learner for your attention. Exclude them, or at least, defer giving attention to them, until the learner has finished speaking. Once you have focused on the learner's message, you can then proceed to the next step--demonstrating your understanding of what the learner said.
Listening Skills Activity
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Paraphrasing Activity
The purpose of this exercise is to practice using listening skills. I will read three statements that might be made by learners. Listen carefully, then using a pen and paper, write paraphrasing statements to illustrate your understanding of what was said.
Listening Skills Activity
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Learner Statement 1
I don’t know if my troop is ready to go camping? We have been on day trips, hiked, and have done some light indoor cooking but I’m not sure if we are prepared to to camp?
Listening Skills Activity
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Learner Statement 2
The caregivers in my troop don’t want to help sell cookies so we can fund our troop travel but they also do not want to pay for our activities out of pocket. I am not sure what to do?
Listening Skills Activity
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Learner Statement 3
The members of my troop have wide ranging likes and dislikes when it comes to food. Meal planning is really a challenge, and we can’t seem to find meals that everyone will eat.
Questioning Skills
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Effective questions can help engage participants and increase their interest in your training program because they
Questioning Skills
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Now it’s time to cover the four basic questioning techniques:
Questioning Skills
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Types of Questions
Open-Ended | Closed-Ended |
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Used in presentations or demonstrations to: | |
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Questioning Skills
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Guidelines for Questions
Do’s | Don’ts |
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Questioning Skills
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Directing Questions Effectively
If you want to… | Then… |
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Examples: |
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Examples: |
Questioning Skills
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Now it’s time to practice using our questioning skills in our break- out rooms. Let’s analyze two of the discussion topics from the Camp Out training and what questions you would ask during the discussion to keep the conversation elevated. Please take notes of the questions you as the facilitator would ask and you will share them out with the larger group when we come back.
Questioning Skills
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Topic is Progression in the Outdoors
Conversation prompt: What is Progression? Girl Scout activities should be age-appropriate and should build on existing skills, while being just a little bit (attainable) challenging. Activities should build the girls’ skills as they go. |
Questioning Skills
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Conversation prompt: Girls must be ready for their camping adventure in order for their experience to be a positive one. Readiness is not determined by age, but by each girls’ emotional, physical and necessary knowledge/skills. |
Topic is Readiness for the Outdoors
Handling Participants’ Questions
Participants’ questions provide an opportunity to enhance learning for the group as well as for the individual seeking the answer. The way you respond to questions also affects whether participants will ask more questions during the training program.
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Handling Participants’ Questions
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Strategy | Circumstance |
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Three acceptable ways to respond to participants’ questions are:
Handling Participants’ Questions
What are instances where you have successfully redirected or deferred a question?
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Bloom’s Taxonomy
In 1956, Benjamin Bloom and a group of educational psychologists developed a way to classify levels of thinking in the learning process. This became a taxonomy that included three domains: cognitive (knowledge), psychomotor (skills), and affective (attitudes). The assumption of Bloom’s Taxonomy is that abilities can be measured along a continuum from simple to complex.
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Bloom’s Taxonomy
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Bloom’s Taxonomy
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What are some ways we can incorporate Bloom’s Taxonomy in Camp Out training?
Giving Directions
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Giving clear and concise directions is an important part of any training. Providing specific and distinct directions makes it easier for trainees to understand what is expected of them to meet the desired outcome.
Giving Directions
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Five Rules for Clear Directions
Giving Directions Scripting Activity
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Let’s practice giving directions taking the 5 rules into account. Consider how you would provide step-by-step directions for one of the activities listed below:
Handling Challenging Situations�
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Next, we will discuss challenging situations. Challenging participant situations are those in which learning is inhibited due to the behavior of one or more of the participants. All trainers, even the most skilled and experienced, occasionally run into challenging situations.
Handling Challenging Situations�
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Considerations for Handling Challenging Situations:
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Handling Challenging Situations
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When you are confronted with a challenging situation, it is important to remain as emotionally neutral as possible so you can identify a win-win strategy for handling the situation. Use a rational problem-solving approach such as the one described in the three-step model below:
Step 1:
Identify possible strategies-those you have seen other trainers use as well as those you think would fit the situation
Step 2:
Evaluate them against the five considerations. Reconsider strategies that do not produce a “yes” answer to considerations.
Step 3:
Select a strategy to handle the challenging situation.
Handling Challenging Situations Activity�
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Here is an opportunity to practice identifying strategies for handling challenging situations.
In your breakout room, identify strategies for dealing with one of the challenging situations listed below.
2. A trainee is being negative about the training and derailing the rest of the class
3. A trainee is there with a friend and using the time to socialize and is not engaging in the training.
As a team, discuss your chosen challenging situation and:
Program Evaluation
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The Kirkpatrick model, also known as Kirkpatrick’s Four Levels of Training Evaluation, is a key tool for evaluating the efficacy of training within an organization. This model is globally recognized as one of the most effective evaluations of training.
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It can be used to evaluate either formal or informal learning and can be used with any style of training.
Program Evaluation
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Self Evaluation
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Which of the skills we have discussed do you feel are your strongest?
What is one of the skills you feel you could further develop ?
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Next Steps: In Person Skills Session and
training walk through
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Questions? Thank You!