RECRUITING QUALITY TRAINING STAFF SUPPLEMENTAL ADULT LEADER TRAINING INSTRUCTOR S GUIDE

Transcription

1 RECRUITING QUALITY TRAINING STAFF SUPPLEMENTAL ADULT LEADER TRAINING INSTRUCTOR S GUIDE

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3 Supplemental Adult Leader Training RECRUITING QUALITY TRAINING STAFF Time: 45 minutes Instructional Method: Lecture Discussion Role play Classroom Setting: Academic classroom suitable for discussion, & writing Terminal Performance Objective: Given openings in the district or council training staff, identify needs of the staff and people resources available to fill training staff positions and implement steps to recruit new district or council training staff to fill those needs. Enabling Objectives: 1. Identify needs of the district or council training staff(s). 2. Identify people resources available to serve on the district or council training staff(s). 3. Implement the steps involved in recruiting new district or council training staff members to fill those needs. 3

4 Training Media: (See Appendix A for transparency masters & chart diagrams) Slides/Computer Presentation/Transparencies Writing board Equipment/Materials: (List description & amount needed) 1 - laptop computer (optional) 1- digital projection system (optional) 1 - writing board 1 - flip chart (optional) 1 - screen 1 - overhead projector (optional) 1 - slide projector (optional) Handouts: (See Appendix B for Master Copy of each handout listed below) Recruiting Quality Training Staff References: (Sources of information used in writing this lesson plan) Selecting District People, No Leadership Training Committee Guide, No A Instructional Guide: Recruiting Quality Training Staff is a block of instruction in the Supplemental Adult Leader Training series available on Scouting.org. This series includes lecture, discussion, demonstration and guided practice. The overall intent and purpose of this course is to assist district and council training chairs in recruiting quality training staffs at the district and council levels. To ensure that learning has occurred, there must be feedback from the audience. Try to arrange the classroom seating in a way that will encourage feedback. A chevron style setup will allow good eye contact between the instructor and the audience. The majority of the class involves dealing with the group as a whole; however, some students may grasp the information quicker than others may, so time may need to be allotted to keep everyone on track. Copies of transparencies used in the lesson will be found in Appendix A. Handouts referenced in the plan are in Appendix B. An explanation of the guided practice and an example of test questions are found in Appendix C. 4

5 INTRODUCTORY STEP RECRUITING QUALITY TRAINING STAFF SUPPLEMENTAL ADULT LEADER TRAINING SHOW VA 1 I. Opening Statement: Delivery of training is essential at the local level, but it needs to be offered at the district and council levels as well. Whether it is The Trainer s EDGE or Wood Badge being delivered at the council training center or How to Put On an Exciting Den Meeting, training staffs should be staffed with people who can develop and/or deliver a variety of training programs. Recruiting is an ongoing responsibility. SHOW VA 2 II. Performance Objectives: A. Terminal Performance Objective: SHOW VA 3 Given openings in the district or council training staff, identify needs to the staff and people resources available to fill training staff positions and implement steps to recruit new district or council training staff to fill those needs. B. Enabling Objectives: SHOW VA 4 1. Identify needs of the district or council training staff(s). 2. Identify people resources available to serve on the district or council training staff(s). 3. Implement the steps involved in recruiting new district or council training staff members to fill those needs. III. Reasons: Training decisions at the district or council level need not be made by just one person. It should be a team effort. Qualified trainers need to be brought together to create viable training staffs who can develop and implement quality training programs at all levels of Scouting. 5

6 PRESENTATION STEP Outline I. WHY PEOPLE VOLUNTEER SHOW VA 5 A. We must understand people s goals and interests and what motivates them to volunteer for additional roles. B. Motivational Factors: 1. Desire fun & fellowship. 2. Want to feel like they belong to a team. 3. Wish to develop and improve their personal skills. 4. Look forward to making new friends & associating with people not normally found in their career or community life. 5. Seek recognition and fulfillment that they do not get through their career. 6. Believe in Scouting s values and principles. 7. Want to help other people. 8. Want to get away from the drudgery of their work and do something different and FUN--something they would like to do, but do not feel they could earn a living doing. II. WHY VOLUNTEERS STAY SHOW VA 6 A. Motivational Factors: 1. Appreciate Scouting s role in their child s education. 2. Were given proper orientation. 3. Had adequate training. 4. Enjoy the opportunity to expand their horizons. 5. Enjoy fellowship with other Scouters. 6. Enjoy recognition for their service. 7. Have FUN. III. WHY VOLUNTEERS LEAVE SHOW VA 7 A. Motivational Factors: 1. There was a lack of training 2. They were not given specific assignments 3. They were not given sufficient responsibility 4. There was poor communication with the chairperson 6

7 5. There was lack of recognition 6. There was a lack of personal satisfaction 7. Personal time commitments interfered. IV. RECRUITING NEW STAFF SHOW VA 8 A. Often when we need to recruit a new staff member, we use one of two methods: 1. Pull recruits from an existing trainer list. 2. Think of everyone we know who we think will fit the bill. B. By recruiting new staff this way, we either run out of people to recruit or we start asking the same people over & over again to fill our needs. C. The problem with these methods is that we either do not fill our staff needs or we recruit people who might not be the ideal match to the position. SHOW VA 9 D. The process that follows outlines an effective process for finding the right person to fill your staff needs. V. DEVELOP A NEEDS LIST: A. Before you can recruit new staff, it is important to know what you need. 1. Recruits will want to know their responsibilities and your expectations for them. a. Having the answers to those questions at hand will help you naturally avoid a common problem. b. For example, a group of trainers who are given no specific tasks will do exactly what they are asked to do--nothing. NOTE: Ask participants to name some positions that you need to fill for your district, council, or event. List the answers on a flip chart. Possible answers include: SHOW VA 10 SHOW VA 11 SHOW VA 12 District trainers Event chairs 7

8 Council trainers Council training events Certified trainers Train-the-trainer courses Event trainers Skill instructors Session leaders NOTE: Distribute the Prospect Work Sheet and have participants fill in as much information as possible, listing a specific position description and a list of skills that an ideal prospect would possess. When participants have had time to work on their work sheets, share several of them with the entire group. Tell participants: Once you have defined the position you re looking for, you can begin the recruiting process. VI. THE RECRUITING PROCESS: A. Step 1: Identifying Your Staffing Needs: 1. Critical to the success of your training program is the selection of quality staff who represent the values of the Boy Scouts of America. 2. The selection process begins with identifying the number of people and any specific talents they should have. 3. Important in staffing is planning for your succession. 4. Consider prospects for key positions a year or two in advance. 5. Who might have the skills? 6. Cultivate them in advance. 7. Create a position of responsibility for the person you are cultivating. 8. Build good rapport with that person. 9. Prepare a position description for your training staff. a. This will help both in identifying prospects and in the actual recruiting process. b. Don t use a canned description--make it specific to your current needs. SHOW VA 13 SHOW VA 14 SHOW VA 15 SHOW VA 16 8

9 10. Your district executive or council staff can provide many support materials and can share recruiting techniques and other information that will be vital to your search for a quality training staff. B. Step 2: Develop a List of Prospects: 1. Develop a list of prospects that closely fit the training needs for your event or training staff needs. 2. Here are some tips: a. Consider current Scouters, Scouting families, former Scouters, Wood Badge bead recipients, and recommendations from other Scouters. b. Brainstorm by yourself and with others to identify potential candidates. c. Be sure potential candidates demonstrate the values of the Scout Oath and Law in their daily lives. d. Prioritize prospects for specific needs. 3. Consider forming a nominating committee to identify and help in recruiting prospects. a. The result can be a broader range of candidates b. Buy in by training stakeholders and c. Likely some of your new trainers will be nominating committee members. 4. When recruiting staff for a repetitive function or training, remember it is important to continuously bring in new people so as to: a. Avoid burning out the regular helpers. b. Have additional trained people available to fill in if the regulars are unavailable. c. Build up a base of available trainers to ease the burden of staffing an event. d. Try to have a diverse staff that reflects age, ethnic, geographic area, and gender so as to offer the participants a comfortable enough feeling to address their issues and answer personal questions. C. Step 3: Contact Your Prospects: 1. Talk with your prospect about the position, including: a. The job description. b. How their skills, talents, and personality fit with you re staff or event needs. SHOW VA 17 SHOW VA 18 SHOW VA 19 SHOW VA 20 SHOW VA 21 SHOW VA 22 9

10 c. Any time requirements, dates, and any other important information they may need for the position. 2. Ideally, you will identify the right person to ask the prospect--the person with the best connection to the prospect. a. If you can t find the right person, do the best you can. b. It might work best to have two or three people making contact, but remember not to overwhelm the candidate with a large group of people. 3. Make the contact face-to-face if possible and convenient for the prospect. NOTE: Divide participants into groups and role-play the first scenario of contacting the prospect. SHOW VA 23 SHOW VA 24 The minimum number of participants include: the training chair, the prospect, and an acquaintance of the prospect. When participants have had a few minutes to practice the role-play, lead the reflection tie by asking: How did you feel about asking for help? How about when you were being asked to help? Was this exercise helpful? If so, how? Have the same participant groups role-play the second scenario, and repeat the reflection questions. 4. Hopefully, your contact with the prospect will be successful. a. If the prospect does agree to serve on the training staff, the next step is to seal the deal. D. Step 4: Ask for Commitment: 1. Welcome the prospect to your training staff or event. a. Thank him/her for volunteering. b. Explain the schedule and calendar. 2. If the prospect is hesitant, be ready with further information and resources. SHOW VA 25 10

11 a. Give the prospect a reasonable, short period of time to decide (two or three days). b. If the prospect declines, thank him/her anyway. c. Consider asking the prospect to consider a different position (be sure to have a specific one in mind). E. Step 5: Schedule Training: 1. Schedule training as necessary. a. Depending on the prospect s individual talents, experience, and training status, determine what training may be necessary and schedule as appropriate. b. The BSA wants each member of the training staff to succeed in his/her new role. c. If we fail to explain the expectations we have for the new training staff member, we fail to communicate the tools to do what is expected, then the odds of the new training staff member succeeding and being comfortable in the new position are greatly reduced. SHOW VA 26 SHOW VA 27 CONCLUSION STEP I. Summary: Recruiting new staff is a continuous process. We always need to be on the lookout for opportunities to expand our training staff, but we need to do so by recruiting the right person for the right position. We need to be aware that if we find the right person, he or she might not be available at that time. Always keep your prospect list ongoing. SHOW VA 28 By following the five steps to recruiting quality training staff, we can avoid recruiting people just to have them around with no specific purpose. If we do not give them a responsibility, then we risk that they will do nothing for us since we have never asked them to do anything. And ALWAYS take YES for an answer. NOTE: Review Enabling Objectives: 1. We have identified needs of the district or council training staff(s) SHOW VA 29 11

12 2. We have identified people resources available to serve on the district or council training staff(s). 3. We have implemented the steps involved in recruiting new district or council training staff members to fill those needs. II. Questions from the Class. SHOW VA 30 NOTE: Ask students if they have any final questions or comments. III. Closing Statement. Developing strong training programs throughout all levels of Scouting will require finding qualified people to fill identified needs within district and council training staffs. Unit leaders time is valuable. They are already giving more than most people. We need to offer training programs that don t waste their time. It is a team effort. SHOW VA 31 12