Support for Tutors, Reviewers and Country/Region Trainer

© Girlguiding 2017 www.girlguiding.org.uk Support for Tutors, Reviewers and Country/Region Trainer Qualification Coordinators

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Support for Tutors, Reviewers and Country/Region Trainer Qualification Coordinators

IntroductionThis resource is for Tutors, Reviewers and Country/Region Trainer Qualification Coordinators who support Prospective Trainers and Trainers to gain modules as part of the Girlguiding Trainer Qualification. It is designed to complement Tutor trainings available nationally and locally.

The aim of this resource is to help you assist the Prospective Trainer or Trainer taking additional modules to be a competent and confident Trainer for Girlguiding. This guidance should also be used when working with a Trainer who is returning to training.

Throughout this resource: the words ‘she’ and ‘her’ will be used for ease of reading but the resource also applies to male Trainers or Prospective Trainers

zz for those in the Branches, where the document asks you to contact the Country/Region Trainer Qualification Coordinator or Country/Region Trainer Coordinator, please contact the Branch Adviser

zz the roles of Country/Region Trainer Qualification Coordinator and Country/Region Trainer Coordinator are referred to collectively as Country/Region Coordinators.

This resource needs to be read in conjunction with the Trainer Qualification resources, which can be found at www.girlguiding.org.uk > Making guiding happen > Learning and development > Helping others to learn > Trainer Qualification.


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Section Theme Content Page

Chapter 1 Overview of the Trainer Qualification

As a Trainer, good training is… 4

Chapter 2 The role and skills of a Tutor

zz Good Tutoring is….zz The skills and qualities of a Tutor zz Becoming a Tutor zz Ongoing development as a Tutor zz Group tutoring

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Chapter 3 The roles, responsibilities and expectations of those involved in the Trainer Qualification

zz Prospective Trainer zz Trainer zz Tutorzz Reviewer zz Country/Region Trainer Qualification Coordinatorzz Country/Region Trainer Coordinator

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Chapter 4 Working with a new Prospective Trainer

zz Initial contact zz First meeting zz Setting ground rules zz Developing the partnership zz Relationships – beginning, maintaining and ending zz Learning needs and opportunities zz Accrediting prior learningzz Prospective Trainer induction zz Agreeing a development plan zz Example of a Personal Development Plan

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Chapter 5 Working towards and completing a module: The Prospective Trainer in action

zz Getting started zz Reviewing the Training Plans zz Before the training session zz At the training sessionzz Giving feedback afterwardszz Collecting and storing evidencezz Reviewing and recording progress zz Signing off modules zz Completing the Trainer Qualification

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Chapter 6 Practical guidance zz Girlguiding policy zz Inclusion within Girlguiding zz Expenses zz Addressing concerns zz Process for addressing concerns/complaints and other issues

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Chapter 7 The role of the Reviewer

zz Appointmentzz Involvementzz Expectationszz Role zz Record keepingzz Submission of TQ moduleszz Procedure

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Section Theme Content Page

Chapter 8 The role of the Country/Region Trainer Qualification Coordinator

zz Appointmentzz Involvementzz Expectationszz Role zz Record keepingzz Submission of TQ moduleszz Trainingzz Managing the team using a workshop approach

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Chapter 9 Procedure for completions and certification

Procedure 23

Appendices Appendix 1 Record of contact 24

Appendix 2 Checklist for new Tutor training 25

Appendix 3 Checklist for Prospective Trainer induction 27

Appendix 4 Checklist for Reviewer training 28

Appendix 5 Reviewer tracking sheet 29

Appendix 6 Working together: a sample agreement for a Tutor and Prospective Trainer

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Appendix 7 What to look for when reviewing a Training Plan 31

Appendix 8 Financial plan 35

Appendix 9 Quality assurance process undertaken at National level

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Appendix 10 Flowcharts 44

Appendix 11 Personal Development Plans 47

Appendix 12 The Tutor’s role in supporting the Prospective Trainerzz Reviewing Training Planszz The importance of good communicationzz Observing training sessions – before the trainingzz Before the trainingzz At the trainingzz After the training – giving immediate feedbackzz More detailed feedbackzz Feedback dos and don’ts

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Appendix 13 zz What to look for when observing a training sessionzz Before the trainingzz At the trainingzz After the training

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Appendix 14 Good training is... 53

Appendix 15 Induction for Trainer Qualification Coordinator and Trainer Coordinator roles

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Chapter 1Overview of the Trainer Qualification The Trainer Qualification has been created and designed specifically for Girlguiding. To be accredited as a Trainer, the Prospective Trainer, with the guidance of a Tutor, must complete a minimum of two modules: Module 1 and either Module 2, 3 or 4.

Once qualified, the Trainer can then choose to do Module 5 to become a Girlguiding Residential Trainer, and subsequently Module 6 to be able to lead a team of Trainers for Girlguiding.

All the modules are designed to be completed while gaining practical experience as a Trainer, rather than task by task.

This resource is to be read in conjunction with the Introduction: Welcome to training in Girlguiding and with the online resource, Training is www.girlguiding.org.uk > Making guiding happen > Making guiding happen > Learning and development > Information for Trainers > Delivering training.

It is important that the Tutor explains clearly to the Prospective Trainer what the components of good training are. These are summarised below.

1.1 As a Trainer, good training is: zz being able to convey clear, well-structured information in a fun and supportive way, so the participants can use this knowledge with the girls and young women in their units, and the adults in the area

zz creating aims and objectives for a session which reflect the principles of Girlguiding, as defined in the Five Essentials, Guiding Method and in current Girlguiding publications

zz producing clear and detailed plans for training sessions that demonstrate understanding of how adults learn

zz choosing training methods appropriate to the topics being delivered, the size of group, the location, the time of day and the experience of the participants

zz delivering training that complies with all UK legislation, including health and safety, equal opportunities, confidentiality, discrimination and copyright

zz maintaining records of trainings delivered and personal development zz valuing interaction with other Trainers and participating in support groups to give opportunities for peer review and support

zz extending knowledge of any less familiar areas including, where appropriate, the programmes for all four sections

zz understanding her role within the District, Division, County and Country/Regionzz understanding her responsibilities as a Trainer with Girlguiding and WAGGGSzz being forward-looking and positive in adopting and promoting policy and programmezz embracing change in Girlguiding, and helping others to do the same.

More details can be found in Training.


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Chapter 2 The role and skills of a Tutor 2.1 Good tutoring is:

zz supporting a Trainer to become confident and competent to consistently deliver excellent quality training to adults in Girlguiding

zz being able to share skills, knowledge and experience in a partnership where communication is the key

zz having a flexible and friendly approachzz upholding and promoting the principles of Girlguiding and supporting the Prospective Trainer to do the same

zz using the network of support and advice available in the Country/Region and locally.

2.2 The skills and qualities of a Tutor As you guide your Prospective Trainer through the Trainer Qualification, you will use your knowledge and experience to support, instruct, assist and encourage her. Your knowledge includes every aspect of the skill of training, as well as the workings of the Country, Region and national network. A good Tutor brings many qualities and skills to the role.

See Training, the online resource for Trainers, for more information.

2.3 Becoming a Tutor If you are new to tutoring you will be invited to attend a training session on the roles and responsibilities of a Tutor, and to complete the induction checklist in Appendix 2. The session will be run by either your Country/Region or across Regions. Please contact your Country/Region Coordinators for more information.

2.4 Ongoing development as a Tutor It is important that you develop your skills and keep your knowledge up to date by attending trainings, networking with other Tutors to share good practice and keeping records of your own continuing professional development. You may wish to develop your role further by becoming a Reviewer (please see Chapter 3 for details of this role) and should discuss this with your Country/Region Trainer Qualification Coordinator.

Skills

Qualities

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advisory consulting

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2.5 Group tutoring It may be that you have been asked to join a group tutoring team, where two Tutors work together to tutor a small group of Prospective Trainers because:

zz there is a high concentration of Prospective Trainers but few Tutors in a geographical area zz the Prospective Trainers are used to the group situation – they may be young members bringing this experience from The Senior Section.

Group tutoring is similar to a conventional tutoring situation but without a one-to-one relationship between a Tutor and a Prospective Trainer. To ensure the success of this method, there are some important guidelines to follow.

zz Tutors need to set regular meeting times and dates for the group. zz Tutors must share the records of each Prospective Trainer in the group with the other Tutor so either Tutor can support her.

zz If any member of the group is not benefiting from the arrangement, individual meetings must be scheduled. If group tutoring is still not the best option, an individual Tutor will be needed.

zz Members of the tutoring group must be enabled to progress at their own pace. zz The role of the Reviewer for group tutoring may be undertaken by one person or two people working in partnership.


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Chapter 3 The roles, responsibilities and expectations of those involved in the Trainer QualificationRole descriptions for Prospective Trainers, Trainers, Tutors, Reviewers, Trainer Qualification Coordinators and Trainer Coordinators can be found at www.girlguiding.org.uk > Making guiding happen > Volunteer roles in guiding > Training and mentoring roles

Members of the Learning and Development Team who support Trainers and training are:

Trainer/Prospective TrainerJoin hundreds of inspiring volunteers who help other members to learn. As a Trainer, you will facilitate and deliver Girlguiding learning opportunities so that we are all providing quality guiding.

TutorAs a Tutor you’ll do rewarding work with our enthusiastic group of Prospective Trainers - those working towards their Training Qualification - to make sure they have the right skills to train others.

MentorBe a friendly face - and much more - to a fellow volunteer as they train for one of our qualifications. As well as supporting them, you will also decide when they are qualified.

Leadership Qualification CoordinatorHelp volunteers in your area get the most out of our leadership training opportunities. Enjoy working with volunteers as they learn, and watch them succeed with your help.

Reviewer for the Training QualificationAs an experienced Tutor, you will motivate other Tutors to deliver high quality training and support them as they work with prospective Trainers.

Leadership Qualification VerifierUse your expert knowledge of our leadership training to verify qualifications submitted by Leaders in Training. Your contribution will make sure that we offer a consistent standard of mentoring support to members.

Trainer CoordinatorIn this role you’ll be a point of contact for Girlguiding’s impressive programme of training in your area. Responsibilities include making sure that our Trainers get the right training for their role.

Trainer Qualification CoordinatorThis role - for an experienced Trainer - coordinates the training opportunities we offer to Prospective Trainers. This is an opportunity to share your knowledge with members in your area and offer support.


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Chapter 4 Working with a new Prospective Trainer By the time a Prospective Trainer is partnered with a Tutor she will have already had a successful role visit carried out by the Tutor or another experienced Trainer and she will have shadowed a Trainer in action at a training event.

4.1 Initial contact On receiving the details of the Prospective Trainer and your Reviewer from the Country/Region Trainer Qualification Coordinator, you should make the first contact with the Prospective Trainer to introduce yourself and welcome her as soon as possible. Where possible, this contact should be followed by a meeting. This meeting is important as it sets the tone for the partnership between the Tutor and Prospective Trainer.

4.2 First meeting The purpose of the first meeting is to agree an initial learning plan together. It is sometimes best to choose somewhere neutral for your first meeting, such as the periphery of a Girlguiding event, or perhaps a local coffee shop. Take some time to talk about common interests. It often helps to make it more of a social event rather than a working meeting. However, you should establish:

zz the means of communication available to both, for example: email, mobile phone, landline, Skypezz suitable times to make contactzz the priorities for her learning.

Discuss what you learnt from the guiding role visit (if you did it), and what the Prospective Trainer learnt from shadowing a Trainer. Agree the initial learning plan together and, after the meeting, update the Reviewer so that she is also aware of the plan.

If you find that the Prospective Trainer has relevant prior experience, she may be able to achieve the qualification in a shorter time. It is your responsibility to ensure that all relevant prior learning, achievement and knowledge is recognised and accredited. Seek advice from your Reviewer, your local Country/Region Trainer Qualification Coordinator or another Tutor if required.

4.3 Setting ground rules At the beginning of the partnership it will be necessary to establish ground rules for how you will work together. This may involve setting up an agreement – a sample form is available in Appendix 6. Alternatively, you may prefer a less formal approach which adapts over time. It is a good idea to have your agreement in writing for accountability purposes.

4.4 Developing the partnership As you get to know each other better, be explicit about your expectations of the process, how long it will take and how much time you can both give to it. Make it clear that it is quite acceptable to end the working relationship if either of you wishes to for any reason. Agree on a procedure for this at this stage, to avoid potential difficulties later on.

While there is no set timescale for completing the Trainer Qualification, the expectation is that you and your Prospective Trainer will want to complete it as soon as is practical. Make sure the Prospective Trainer is aware that the longer it takes the greater the risk that experience and evidence gained at the beginning will no longer be valid by the end. If your Prospective Trainer will need longer, or to take time out from the qualification, you should satisfy yourself that her training skills and knowledge of the programme remain current. Tutors should have an honest conversation with all Prospective Trainers who have not met the submission requirements after two years to ensure the Prospective Trainer is on track to complete the Trainer Qualification. The Tutor will agree with the Prospective Trainer whether she should continue.

4.5 Relationships – beginning, maintaining and ending The relationship between you and the Prospective Trainer can be one of the most rewarding you will have in guiding and can extend well beyond the period when you are working together on the Trainer


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Qualification. It is important to establish and maintain effective two-way communication and trust from the very beginning of your working relationship. It needs to be strong enough to allow you both to discuss challenging situations, such as a training that did not meet Girlguiding’s expectations, as well as giving her praise for a job well done.

Your Prospective Trainer should also be able to comment on your performance as a Tutor. It is a good idea to discuss the need for honest feedback early in the relationship, and how this will be given in a professional, non-personal manner so that positive outcomes can be achieved.

The behaviours that most often cause disputes between Tutor and Prospective trainer are: failing to respond to or meet deadlines; delaying reviews; not providing appropriate information at the correct time. Most can be resolved by a simple discussion and an agreement on both sides to try harder. However, there may come a point when it is no longer possible to continue to work together and advice must be sought from the Reviewer on how to end the relationship. The most important point in this situation is not to allow the matter to drag on but to act with empathy and decisiveness to bring an end to the relationship

Personal situations do change, and it may be that either one of you needs a break for personal reasons (such as taking maternity leave, taking on a carer role, or mounting work commitments). Discuss the situation together and, with the help of your Country/Region Trainer Qualification Coordinator if necessary, find a way forward that works for both of you. A decision to suspend or end the partnership is a practical option and never seen as a failure on either person’s part.

4.6 Learning needs and opportunities Early in the partnership you will need to gain insight into the previous experience of your Prospective Trainer. She may be a trainer in her paid employment, have trained Leaders before as an instructor or Adviser, or she may have no experience. In your first meeting record the qualifications and experience of your Prospective Trainer by asking her to share her background. Where relevant, ask for evidence of qualifications and experience from Girlguiding, her work and other activities. This record is the ‘Statement of Recognised Prior Learning’ that can be submitted as part of the Prospective Trainer’s final submission.

Establish at an early stage the level of support that she needs and agree how you will work together to achieve it. For example, a Prospective Trainer may need help to make the transition between working with girls to working with adults. She may need to consider the difference between working with volunteers, who choose to be there, and paid employees, who are required to attend.

A ‘strengths, opportunities, aspirations and results’ (SOAR) analysis may be a useful technique and you may wish to consider her learning needs against the requirements section in each module she wishes to undertake. When conducting a SOAR analysis, the following questions should be asked.

1. What are your strengths – assets, capabilities, achievements etc?

2. What opportunities are available to you – things that can improve your knowledge and skills?

3. What do you want to achieve in the future?

4. What are the measurable results that will tell you that you have achieved your future aspirations?

Relevant definitionsS = Strengths: What you are doing really well, including your assets, capabilities and

greatest accomplishments.

O = Opportunities: External circumstances that could improve your knowledge, skills and behaviours, threats or weakness reframed into possibilities.

A = Aspirations: What you can be; what you desire to be known for.

R = Results: The tangible, measureable items that will indicate when the goals and aspirations have been achieved.


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4.7 Accrediting prior learningIt is essential that the prior qualifications and experiences of the Prospective Trainer are recognised when discussing and signing off the Knowledge Checklist of any module. A Tutor can sign the Knowledge Checklist if, following discussion and/or observation, she is confident that the Prospective Trainer has the required knowledge. Evidence could be in the form of a qualification certificate and a print-out of the course content, other relevant documentation, or a discussion of the experience.

Gaps in knowledge or evidence should be noted on the Personal Development Plan and discussed the next time you meet.

It is possible that a Prospective Trainer will be able to provide all that is required for you to sign off the Knowledge Checklist at your first meeting. Good practice for the Prospective Trainer’s final submission would be to submit the ‘Statement of Recognised Prior Learning’ described above and a copy of any trainer qualification/adult learning certification and subject matter qualification certification along with the signed Knowledge Checklist. The Go! record of the Prospective Trainer should be part of the submission and should be seen by the Tutor before signing the Knowledge Checklist where relevant (eg Leadership Qualification for those working on Module 3).

Where a Prospective Trainer can detail training experience in a work situation, with WAGGGS, another Member Organisation, or other organisation similar to Girlguiding, the Tutor should recognise this by offering to observe her in a Girlguiding training session so that feedback can be given immediately and any areas for development can be identified and recorded on the Personal Development Plan. Discussion before the observation is important to ensure that the Prospective Trainer understands how Girlguiding training may differ from training in other settings, and is aware both of the Girlguiding minimum training plan requirements and what you will be looking for in the observation.

When the Prospective Trainer is undertaking two modules, a minimum of three observations at the minimum standard is required. If the Prospective Trainer is taking three modules simultaneously, a minimum of four observations at the minimum standard is required. The observations will show that the Girlguiding standard of training delivery has been met and the Prospective Trainer will be able to produce the submission documentation to complete her Trainer Qualification.

4.8 Prospective Trainer induction For consistency it is important that every Prospective Trainer receives the same initial information. The Tutor should provide most of this. It is not necessary to hold a formal induction but you should ensure all the key messages are covered as soon as possible. Use the Induction Checklist in Appendix 3 to mark off the items as you cover them over a series of meetings, and advise the Reviewer when this is completed.

4.9 Agreeing a Personal Development Plan Once you have established the learning needs of your Prospective Trainer, you should work together to agree a Personal Development Plan.

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The Personal Development Plan is used for:

zz identifying learning needszz recording progress zz recording changing development needs over time.

As she achieves her Personal Development Plan actions and gains experience, the Prospective Trainer is automatically gathering the evidence to complete the qualification.

The Personal Development Plan should be refreshed every six months. It needs to be written in some detail for the six months or so immediately ahead, but can be broader for the subsequent six months.

The Tutor’s roleThe Tutor should ensure all targets set are SMART – specific, measurable, achievable, realistic, time-bound.

Specific: Are the details clear? At a later date will the Prospective Trainer be able to understand what has been written?

Measurable: What evidence will be generated? Who is generating it? Will it be useful? How will it be measured?

Achievable: Is the Prospective Trainer clear about why the action is needed? Does she have everything she needs to complete the task?

Realistic: Is it realistically achievable? Is it clear where the action fits into the Trainer Qualification? Can the evidence generated be used more than once?

Time-bound: Does the action have an achievable target date? Has a review date been set?

You should work with the Prospective Trainer to agree when she has reached the required standard.

Encourage her to keep evidence of her progress.

Help her to put together her submission file, using the submissions requirements for each of the modules, ensuring there are no gaps.

Set realistic timescales to help to keep the Prospective Trainer on track. This encourages regular contact and the opportunity to review progress and set new targets for actions. Try to agree a minimum number of contacts a year. This information should also be shared with the Reviewer.

See Appendix 11 for more information.


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Chapter 5 Working towards and completing a module: The Prospective Trainer in action 5.1 Getting started Before any training activity, ensure effective communication with the Prospective Trainer. Discuss what she needs to know and be able to do, so that she is well-prepared and her training experience is positive.

If the Prospective Trainer is new to training, she could start by taking a small role in a training session run by you or another experienced Trainer, or making a presentation to peers from her Support Group. If she has some experience, she could run part of the programme during a day or evening training. Whatever you decide together, make sure that she knows that you will provide support. Go with her if possible, or find another Tutor to be there to support her, look at her plans and resources, and help her to evaluate the session afterwards.

5.2 Reviewing the Training PlansIt can take time to learn the skill of writing a good Training Plan and this should be a priority for the early months of your time together. However, the Prospective Trainer should still be gaining experience in delivering training while she is developing her planning skills.

For more information on planning training please see Training.

See Appendix 7 for guidance on what to look for when reviewing your Prospective Trainer’s Training Plan.

5.3 Before the training sessionDiscuss how you will support her and how you both will respond to any issues that occur at the training. You should cover the following:

zz the method of observation, where you will sit and whether you would like to join in with the participants

zz introductions – how you will explain your presence and role to the participantszz whether you will step in if there is a problem, make a comment or suggestion, or just observezz how the Prospective Trainer will ask for help without making it obvious, perhaps by asking you what you think.

If you cannot be at the session to observe, describe the arrangements you have made to provide an alternative observer. If this has not been possible, discuss the possibility of finding someone suitable on the day who could provide you both with a brief write up of the session, which could then be used as evidence for the qualification.

5.4 At the training sessionAt the session, you should:

zz talk with your Prospective Trainer about how the room can be set out to make sure the participants can see her clearly and not be distracted by the Tutor’s presence in the room

zz know what you’re looking for, but be open to everything you see and hearzz have the Training Plan available and be familiar with itzz be unobtrusive, for example you may wish to stay at the back of the training room. Keep out of the Prospective Trainer’s line of vision if you can

zz take notes – complete the Observation form later zz be sensitive to the participants’ feelings about you – try to make sure they don’t feel inhibited by your presence

zz adjust your input and style of observation as the Prospective Trainer gains experience and needs less support.


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5.5 Giving feedback afterwardsYour feedback during and after an event plays a vital part in a Prospective Trainer’s development. The purpose of it is to encourage her to reflect on what she has achieved and how she might improve her practice. To be effective and constructive, feedback must be timely and objective.

Wait until the Prospective Trainer has finished talking to the participants and they are leaving the room, and then help her clear up and pack, ready to leave or move to another session. She may be feeling anxious, overly critical of herself and in need of early reassurance that she has done a good job so make some positive comments about what went well. On a busy training day, the only opportunity for immediate feedback may come while clearing away one session and setting up for the next. If this is the case, it is important to be tactful when talking over the session so that you do not disturb your Prospective Trainer’s composure before her next delivery. More information on how to give feedback can be found in Appendix 12.

It is also important to encourage the Prospective Trainer to talk about her own thoughts on how the training went, to help her develop self-evaluation skills. Encourage her to do this before you both leave following the event.

As soon as you can after the training, call her and/or send her more detailed written reflections. These should include constructive comments on any points for development, and reinforce all the positive aspects.

5.6 Collecting and storing evidence The Prospective Trainer shows her competence by providing evidence of her actions, knowledge and understanding. This may be in the form of her own work, or other people’s observations, statements and evaluations. The evidence should consist of original documents such as Training Plans, completed worksheets, examples of activities, responses to verbal questions and notes from discussions with you.

As the Prospective Trainer works through the modules, prepares trainings, is mentored, and evaluates sessions, the evidence should occur naturally. Evidence of relevant knowledge can be demonstrated by ‘doing’ and this should be recorded by you as appropriate. The evidence required for the Trainer Qualification can be stored digitally or in a file. Check that your Prospective Trainer knows she has a choice and encourage her to use a system that works for her. It might be helpful early on to suggest ways of collecting and referencing items.

5.7 Reviewing and recording progress Every time Tutors and Prospective Trainers talk or communicate by email, some kind of review should take place. Topics for review may include: work planned and completed, future plans, targets set and actions achieved, and progress through the qualification.

Evaluation of trainings will form an essential part of any review and provide important information about the Prospective Trainer’s progress and future needs.

You should keep a record of your discussions too. If you are keeping written records, bullet points of the main topics are adequate. You may prefer to use audio recording, DVD or video to record the discussion. You should also maintain a record of all contact between you and your Prospective Trainer, either in an email folder or by keeping a written record (see the sample form available in Appendix 1).

It is important that you also keep your Reviewer up to date with progress made and opportunities required.

5.8 Signing off modulesOnce your Prospective Trainer gains experience and you observe she has the knowledge and skill required, sign off the Record of Completion pages in the Trainer Qualification in consultation with the Prospective Trainer. The completion boxes will allow you to identify gaps in her progress towards the completed qualification. Please ensure that the evidence requirements are fully met before submission to your Reviewer.


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5.9 Completing the Trainer Qualification Once the evidence has been collated for every module, the Trainer Qualification Record of Completion and submission file should be handed, or sent by signed-for post or email, to the Reviewer, who will ensure that the required standard has been met. If the Prospective Trainer is sending a hard copy, she should be kept informed as to where her documents are and when they are likely to be returned to her. You and the Reviewer should notify the Prospective Trainer by email if you are to take more than one month to complete any stage of the process.

The Reviewer will send the file to the Region Trainer Qualification Coordinator for Quality Assurance. The Country/Region Trainer Qualification Coordinator will arrange for the certificate and badge to be presented at a suitable occasion and an email sent to the Country/Region Chief Commissioner. Completing the Trainer Qualification is a cause for celebration as it reflects the Prospective Trainer’s hard work and the progress she has made.

It is important that the Prospective Trainer realises that gaining the Trainer Qualification is not the end of the process. To complete Module 1, she will have produced a Personal Development Plan that she will take forward as a qualified Trainer. She should be familiar with the recording system that all qualified Trainers are required to complete. You will need to explain to your Prospective Trainer how these records contribute to the three-year renewal process and what is required for that renewal. The Observation of a Module form found in Module 1 of the Trainer Qualification is the same form that is used for a renewal.


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Chapter 6Practical guidance 6.1 Girlguiding policy Girlguiding’s policies and related statements provide a structure in which guiding can take place safely, consistently and in accordance with legislation. Policies must be followed by Girlguiding’s members and by recognised volunteers involved in delivering or supporting guiding. These policy statements are supported by further information and resources to ensure that our members put the policies into practice. Trainers must ensure they remain up to date. One way of doing this is to subscribe to the policy pages. To do this, go to the Guiding Manual page which contains all recent updates and subscribe at the bottom of the page to receive notification of when updates are made.

6.2 Inclusion within Girlguiding Girlguiding is an inclusive organisation offering equal opportunities to all members and will support all who wish to become Trainers as long as they demonstrate they have the necessary skills. As a Tutor, you should be aware that a Prospective Trainer may have additional needs. In this case, you should offer her the necessary support and also seek advice from your Country/Region Trainer Qualification Coordinator and the relevant Adviser. These are some of the needs you may identify:

zz restricted mobility, such as wheelchair use zz sight or hearing impairment zz shift work or irregular work hours zz lack of a driving licence or own vehiclezz living in a distant or remote location zz family constraints, such as single parenthood, caring responsibilities zz educational needs, such as dyslexia, or other literacy difficulties zz English as an additional language.

For more information, please see the Girlguiding website on how to adapt qualifications – www.girlguiding.org.uk > Making guiding happen > Running your unit > Including all > Including members with additional needs > Adapting qualifications

6.3 Expenses The table in Appendix 8 lists activities undertaken by Trainers, Tutors and Reviewers as well as Country/Region Coordinators. The contents of the table is the approved financial plan for Trainers and training and should be fully implemented from April 2015. Some Countries and Regions have indicated that they will implement the financial plan before this time. Branches and BGIFC will have a supporting financial plan developed to meet their needs.

6.4 Addressing concerns It is your responsibility to make sure that the Prospective Trainer understands what to do if she has a complaint concerning training or the Trainer Qualification process. You should make her aware of the Complaints Policy section of The Guiding Manual.

If she has a concern, she will normally ask you for help to resolve the matter. Difficulties encountered might, for example, be:

zz the numbers in a training session are very different from those anticipated when planning zz the Prospective Trainer’s support network not functioning, so that she is not receiving support zz information not being provided by a Training Organiser.

If you are unable to resolve the situation satisfactorily, you should either speak your Country/Region Trainer Qualification Coordinator, or suggest that the Prospective Trainer does so, whichever is more appropriate. If necessary, you should provide the contact details of the Country/Region Trainer Qualification Coordinator. You should also explain to the Prospective Trainer that if her concern is about you, and she has not felt able to discuss it with you, she should approach the Country/Region Trainer Qualification Coordinator directly. Problems which fall into this category might include personality clashes, or your perceived lack of availability.

Finally, you should explain to the Prospective Trainer that if either of you are dissatisfied with the resolution from the Country/Region Trainer Qualification Coordinator, you may appeal to Girlguiding Headquarters by contacting [email protected].


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6.5 Process for addressing concerns, complaints and other issues In most cases it is anticipated that the Country/Region Trainer Qualification Coordinator will be able to resolve the issue. If she is not, the following steps should be taken.

1. The person making the complaint should email [email protected] and someone at Girlguiding Headquarters will discuss the issue with the Country/Region Trainer Coordinator.

2. Advice will be given to the Country/Region Trainer Qualification Coordinator and this may involve the Chief Commissioner.

3. The Country/Region Trainer Qualification Coordinator will advise the individual accordingly and update the Chief Commissioner if necessary.

4. If this is agreed by the individual, the decision will be put in writing and actions will be monitored by the Country/Region if required.

5. If the individual does not agree with the decision made, she may ask for a review. The review process will be undertaken by a panel, with the panel chair being appointed by the Chief Guide. The panel will comprise the Chief Commissioner, Country/Region Trainer Coordinator and an independent Chief Commissioner or Country/Region Trainer Qualification Coordinator from another Country/Region appointed by the Chief Guide.

Please note: The Chief Commissioner and/or relevant member of the Learning and Development Team may decide to delegate this role to another senior member of Girlguiding.

6. The panel will consider carefully how the investigation was carried out and whether it was sufficiently thorough. It will consider these questions.

zz Is the response which was made supported by the findings of the investigation?zz Have we done enough to put things right?zz Have the individuals involved been informed of what we have learned?zz Have we responded to what we have learned locally, or throughout the organisation?zz Did we need to go back to the individual to review any action we said we would take, and has this happened?

7. If the panel chair feels the decision was the correct one, the individual will receive a letter to inform them and let them know the reasons for this decision. If she feels that the investigation had not been sufficiently thorough, she will need to ask for the investigation, or parts of it, to be carried out again. It may be appropriate for someone else to carry out this further investigation. After receiving a response, the complainant will be offered the opportunity to return to the review stage.

8. The panel chair’s decision is final and marks the end of the process.

9. Feedback is given to relevant people by the panel chair and changes made as necessary to the Personal Development Plan.


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Chapter 7The role of the Reviewer 7.1 Appointment A Reviewer is an experienced Tutor invited to undertake the role by the Chief Commissioner in consultation with the Country/Region Trainer Qualification Coordinator. There are Reviewers within each Country/Region. If you are a new Reviewer you will be invited to attend a training session on the roles and responsibilities of a Reviewer, and to complete the induction checklist in Appendix 4.

7.2 Involvement A Reviewer is involved at all stages of the Prospective Trainer’s journey.

a) When the initial contract has been set up with the Tutor.

b) Each time the Prospective Trainer’s Personal Development Plan is reviewed and updated.

c) When evidence is ready for sign-off.

d) When a module is completed.

e) When the qualification is achieved.

7.3 Expectations The Reviewer works closely with the Country/Region Trainer Qualification Coordinator, the Tutor and her Prospective Trainer from the outset, developing a positive relationship with them each and advising and supporting the Tutor in ensuring that the requirements of the Trainer Qualification are met by the Prospective Trainer. The Tutor and the Prospective Trainer will create an agreement which the Reviewer will sign. A sample can be found in Appendix 6.

The Reviewer needs a good understanding of the Trainer Qualification as a whole, the process, and the detail of each module, so that she can check evidence against qualification requirements. The Reviewer will help with accrediting prior knowledge and achievement. She will advise and provide constructive feedback to the Tutor and periodically update the Country/Region Trainer Qualification Coordinator on the Tutor’s progress in order to help ensure consistency of approach across the Country/Region.

In turn, the Reviewer has the support of other Country/Region Reviewers and the Country/Region Trainer Qualification Coordinator to ensure consistency of advice, ask for a second opinion if needed, and ensure she is offering current, accurate advice on the qualification.

7.4 RoleThe role of the Reviewer is to carry out the following:

zz advise and support the Tutors for whom she is responsible, and to give them feedbackzz become involved with each Tutor and her Prospective Trainer at an early stage to give advice, review the submission of module(s) from Tutors and their Prospective Trainers, and ensure that the requirements of the Trainer Qualification have been met throughout the tutoring period

zz obtain a second opinion from the Country/Region Trainer Qualification Coordinator or another Reviewer when in doubt

zz provide feedback to the Tutor on her role zz attend any meetings or trainings, providing information as required to the Country/Region Trainer Qualification Coordinator, including participation in standardisation exercises.

Prospective Trainer

Reviewer Tutor


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7.5 Record keeping Each time the Tutor provides an update of her contact with the Prospective Trainer, the Reviewer records this and keeps the record safe in order to report progress to the Country/Region Trainer Qualification Coordinator as required.

The Reviewer keeps a brief record of her discussions with the Tutor, provides feedback to the Tutor on her performance, and reviews her Personal Development Plan to help identify any learning or development needs.

Quality assurance exercises are also carried out by Reviewers to ensure a uniform standard through the Countries and Regions.

7.6 Submission of Training Qualification modulesThe Reviewer is expected to have been involved in the process of preparing the submission, offering advice as appropriate. She will also have seen some of the submission while in progress, so will be reasonably confident that it will be generally satisfactory.

This involvement is necessary to document the process carried out by Reviewers when handling a submission of one or more modules for the Trainer Qualification. This helps ensure the on-going quality of Trainer Qualification submissions by monitoring and developing the work of Tutors.

7.7 Procedure1. The Tutor will agree with her Prospective Trainer when she wishes to make a submission to

her Reviewer. This may be an additional module or a complete submission to gain the Trainer Qualification.

2. At this point, the Tutor signs off the appropriate modules of the Trainer Qualification.

3. The Tutor will hand the submission pack, or forward it by signed-for post or by email to the Reviewer, who will check that the submission meets the requirements of the qualification.

a. The Reviewer should keep the Tutor and Prospective Trainer informed as to where her documents are. She should notify the Tutor and Prospective Trainer by email if it is going to take more than one month to complete any stage of the process.

b. If the Reviewer is satisfied with the submission, she will contact the Tutor and Prospective Trainer to inform them that the Prospective Trainer has successfully completed the module(s).

c. She will then send the evidence portfolio to Country/Region Coordinators to inform them of the successful conclusion. The Country/Region Trainer Qualification Coordinator will then contact the Tutor to thank her and ask her if she wishes to continue tutoring.

d. If the Reviewer is not satisfied with the submission, she will notify the Tutor. If the issue is easily resolved, then the Reviewer will send the evidence portfolio to the Country/Region TQC who will issue the certificate and congratulatory letter. If necessary, the Reviewer will include a note to Girlguiding Headquarters to explain what issues she found and the action that has been taken. This should not stop the Prospective Trainer achieving the Trainer Qualification. If the issue is not easily resolved the Reviewer will contact the Country/Region Trainer Qualification Coordinator who will advise. If required, the Country/Region Trainer Qualification Coordinator and the Reviewer will agree an action plan which must include feedback to the Tutor. The Country/Region Trainer Qualification Coordinator will then be able to plan ongoing Tutor training. If the issue is still not resolved, the Country/Region Trainer Qualification Coordinator will contact [email protected] and someone at Girlguiding Headquarters will seek advice from the relevant member of the Learning and Development Team.

4. On receipt of the certificate from Country/Region Headquarters, the Country/Region Trainer Qualification Coordinator will arrange for a suitable presentation celebration.


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Chapter 8The role of the Country/Region Trainer Qualification Coordinator 8.1 Appointment The Country/Region Trainer Qualification Coordinator is an experienced Reviewer invited to undertake the role by the Chief Commissioner. She works closely with the Country/Region Trainer Coordinator to administer the Training Qualification on behalf of Girlguiding. These two roles may be combined into one appointment.

8.2 Involvement The Country/Region Trainer Qualification Coordinator is involved at all stages of the Prospective Trainer’s journey:

a) appointing the Tutor

b) appointing the Reviewer

c) when a module is completed

d) when the qualification is achieved.

8.3 Expectations The Country/Region Trainer Qualification Coordinator works closely with the Reviewer, the Tutor and her Prospective Trainer from the outset of the qualification, developing a positive relationship with each and advising and supporting the Tutor and Reviewer in ensuring the requirements of the Trainer Qualification are met by the Prospective Trainer.

The Country/Region Trainer Qualification Coordinator needs a good understanding of the Trainer Qualification as a whole, the process, and the detail of each module, so that she can check evidence against qualification requirements. She will help with accrediting and recording prior knowledge and achievement. She advises and provides constructive feedback to the Tutor and Reviewer, and periodically updates the Country/Region Trainer Qualification Coordinator for Girlguiding to help ensure consistency of approach. In turn, the Country/Region Trainer Qualification Coordinator has the support of other Country/Region Trainer Qualification Coordinators and the relevant member of the Learning and Development Team to ensure consistency of advice, ask for a second opinion if needed, and ensure she is offering current, accurate advice on the qualification.

8.4 RoleThe role of the Country/Region Trainer Qualification Coordinator is to undertake the following:

zz manage the operation of the Trainer Qualification within the Country or Region, both for Prospective Trainers and for those Trainers who wish to undertake an additional module(s)

zz support the Country/Region Chief Commissioner, where necessary, to appoint a suitable team of Reviewers sufficient for the needs of the Country/Region

zz allocate Tutors to their Prospective Trainers and allocate a Reviewer to each partnership zz ensure Prospective Trainer, Trainer, Tutor and Reviewer roles are recorded appropriately on Go! ensure that Reviewers receive the necessary training and support to carry out their role

zz ensure that Tutors receive the necessary training and support to carry out their rolezz identify the learning needs of Prospective Trainers, Tutors and Reviewers by reviewing their Personal Development Plans at least annually and arranging training as required

zz liaise with the Volunteer Development Team and Learning and Development Team at Girlguiding, and attend two meetings a year representing the Country/Region

zz design and implement quality assurance systems for the Country/Region, which ensure that the national objectives are met, and consistency and standardisation are achieved

zz ensure all the necessary records are maintainedzz actively promote learning and development within the Country/Region.


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8.5 Record keeping The Country/Region Trainer Qualification Coordinator is responsible for ensuring all Prospective Trainers have a Tutor and Reviewer, and that the triangular approach is working. She must formally review the progress of each individual at least every two years. This should be recorded on the Personal Development Plan.

8.6 Submission of Trainer Qualification modulesThe Tutor will agree with her Prospective Trainer when she wishes to make a submission to her Reviewer. This may be a complete submission to gain the Trainer Qualification or an additional module. Information on submission requirements can be found in the Introduction to the Trainer Qualification. The minimum requirement for an additional module is three successful trainings observed by a Tutor and current knowledge for Module 1.

After signing off the appropriate module(s), the Tutor will hand the submission pack, or forward it by signed-for post or email, to the Reviewer, who will check that the submission meets the requirements.

a. The Reviewer should keep the Tutor and Prospective Trainer informed as to where her documents are and when they are likely to be returned to her. She should notify the Tutor and Prospective Trainer by email if it is going to take more than one month to complete any stage of the process.

b. If the Reviewer is satisfied with the submission, she will contact the Tutor and Prospective Trainer to inform them that the Prospective Trainer has successfully completed this module(s).

c. She will then send the evidence portfolio to the C/R TQC who will issue the certificate and congratulatory letter. The Country/Region Trainer Qualification Coordinator will then contact the Tutor to thank her and ask her if she wishes to continue tutoring.

d. If the Reviewer is not satisfied with the submission, she will notify the Tutor. If the issue is easily resolved, then the Reviewer will send the evidence portfolio to the Volunteer Development’ Team at Girlguiding (by signed-for post), who will issue the certificate and congratulatory letter. If necessary, the Reviewer will include a note to Girlguiding Headquarters to explain what issues she found and the action that has been taken. This should not stop the Prospective Trainer achieving the Trainer Qualification.

If the issue is not easily resolved the Reviewer will contact the Country/Region Trainer Qualification Coordinator who will advise. If required, the Country/Region Trainer Qualification Coordinator and the Reviewer will agree an action plan which must include feedback to the Tutor. The Country/Region Trainer Qualification Coordinator will then be able to plan ongoing Tutor training. If it is not easily resolved, the Country/Region Trainer Qualification Coordinator will contact [email protected] and someone at Girlguiding Headquarters will seek advice from the Country/Region Trainer Coordinator.

A member of the Learning and Development Team will arrange for a suitable presentation celebration.

The C/R TQC will review the evidence using the quality assurance checklist in Appendix 9 and will feed back her findings to the Country/Region Trainer Qualification Coordinator.

8.7 Training The Tutor and Reviewer is responsible for arranging training for Prospective Trainers, Tutors and Reviewers in her area. She also oversees the induction process for each role and ensures this is completed in a timely manner.

8.8 Managing the team using a workshop approach In order to carry out the key tasks of this role, it is good practice to hold a regular meeting/workshop with the Prospective Trainers, Reviewers and Tutors together. This helps gain an overview of progress and confirm that each team’s working relationship is harmonious and conducive to attaining learning goals. It also gives an opportunity to review the content of Personal Development Plans and see the Reviewer Tracking sheets in Appendix 5, which are used for recording observed tutoring and following discussions. The meeting/workshop is also vital for the quality assurance required of the Country/Region Trainer Qualification Coordinator, and for her to feed back to the Country/Region from the twice yearly national networking meeting with other Country/Region Coordinators.


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A formal meeting of the Country/Region Trainer Qualification Coordinator with Reviewers and Tutors could be a standalone meeting. Alternatively, it could take place while Prospective Trainers receive a training session, and perhaps be followed by short skills workshops with Prospective Trainers and Tutors working together, supported by Reviewers. Part of the day could also be used to start training new Tutors. An example of an agenda for this formal meeting is below.

AgendaMeeting for Tutors and Reviewers

Girlguiding Headquarters

10-11.15am

10am Welcome and introduction

10.05am Feedback from national meeting

10.20am Details of Reviewer training

10.30am Discussion on quality assurance for Trainer Qualification Module 3

10.50am Tutor input

zz Progress report on Prospective Trainers zz Progress report on own Personal Development Planzz Support needed

11.05am Training input for Prospective Trainers: identified training needs of your Prospective Trainers

11.10am Any other business

Date of next meeting

11.15am Close

Example agenda for a meeting of a Prospective Trainer and her Tutor with their Reviewer

This three-way meeting usually works best as an informal conversation and need last only a few minutes.


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Chapter 9Procedure for completions and certification The following outlines the process for completion of the Trainer Qualification, providing certificates for newly-qualified Trainers, and for additional modules completed.

9.1 Procedure1. When successful review of a complete Trainer Qualification or additional module has taken place,

the Reviewer will send the completed portfolio to the C/R TQC.

2. The Volunteer Development Team at Girlguiding will carry out the following actions.

a. Record the completion on a central database and email a questionnaire on the process to the new Trainer.

3. The Country/Region Trainer Qualification Coordinator will arrange for the Country/Region office staff to record the date of the award on Go! and ensure that the three-yearly renewal process is initiated.


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Name of Prospective Trainer:

Name of Tutor

Date Time Nature of contact Details

Phone/email/meeting

Phone/email/meeting

Phone/email/meeting

Phone/email/meeting

Phone/email/meeting

Phone/email/meeting

Phone/email/meeting

Phone/email/meeting

Phone/email/meeting

Phone/email/meeting

Appendix 1 - Record of contact


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Topic Key content Resources Date completed

Overview of TQ Overview of the Trainer Qualification Introduction to the TQ with PowerPoint presentation if required

Define and review the role and skills of a Tutor

The role and skills of a Tutor Chapter 2

Your support network

The roles, responsibilities and expectations of those involved in the Training Qualification

Chapter 3

Working with a new Prospective Trainer

Working with a new Prospective Trainer

zz Nurturing the Prospective Trainerzz The importance of working with the Prospective Trainer

Chapter 4 Appendix 3 – Checklist for Prospective Trainer induction

Appendix 1– Using the record of contact

Appendix 6 – Sample agreement between Tutor and Prospective Trainer

Accrediting prior knowledge and achievement and how to record it

Section 4.7 of this resource

Defining good training

The Training plan

zz Aims and objectiveszz How to review the plan

Chapter 3

Appendix 7 – What to look for when reviewing a Training Plan

Personal Development Plans

Agreeing a Personal Development Plan Personal Development Plan

Appendix 2 - Checklist for new Tutor training This checklist is to be used by Trainers when they are planning training for new Tutors. It sets out the topics that should be covered. The training can be flexible in terms of the number of sessions and duration, but experience has shown that a weekend training which allows for networking time works best. Newly trained Tutors may wish to print a copy to keep for their records, and use the final boxes to verify their attendance. Existing Tutors do not need to need to use the final boxes.


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The Prospective Trainer in action

The Prospective Trainer in action

zz Getting started zz Reviewing the Training Planszz Before the training session zz At the training sessionzz Giving feedback afterwardszz Collecting and storing evidence zz Reviewing and recording progress zz Signing off moduleszz Completing the Trainer Qualification

Chapter 5Appendix 7 – What to look for when reviewing a Training Plan

Appendix 13 –What to look for when observing a training session

Practical guidance

Girlguiding policy

zz Inclusion within Girlguiding zz Expenses zz Addressing concerns zz Process for addressing concerns/complaints and other issues

Chapter 6

Appendix 8 –Financial plan

Certification Procedure for completions and certification

Chapter 9

Using Module 1 zz For the Tutorzz For the Prospective Trainer

Module 1

Boxes for use by newly trained Tutor only

We confirm that the above has been discussed and is an accurate account of the training and our subsequent discussion.

Signature of Tutor

Date

Signature of Lead Trainer

Date

Print Name of Lead Trainer

Role of Lead Trainer


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Topic Date completed

1. Role visit – feedback

2. Prior learning and experience

3. Background to Trainer Qualification (TQ)

4. Purpose of TQ

5. Who’s who in the Country/Region: Tutor, Reviewer, Country/Region Trainer Qualification Coordinator

6. Expectations and roles of Prospective Trainer and Tutor

7. How the TQ works: modules, learning cycle

8. Timeframes

9. Training opportunities – how to find them

10. Training for Prospective Trainers – Country/Region, County calendars

11. Contract between Prospective Trainer and Tutor

12. Expenses – what, when, how

13. Support groups

14. Resources

15. Complaints and appeals

16. Awareness of applicable legislation: health and safety/risk awareness, data protection, copyright, equal opportunities

17. Make a start on: Learning needs analysis, Personal Development Plan

18. What happens next?/Targets

We confirm that the above has been discussed and a Personal Development Plan started.

Date agreed to review:

Signature of Prospective Trainer Date

Signature of Tutor Date

Appendix 3 - Checklist for Prospective Trainer induction This should be used at your first and subsequent meetings with your Prospective Trainer after the role visit. It can be undertaken in any order and it is anticipated that more than one meeting may be needed to cover all the topics.

Once completed, a copy of this form should be given to the Reviewer.


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Topic Resource Date completed

Working with the Country/Region Trainer Qualification Coordinator

zz What the C/R Trainer Qualification Coordinator expects of a Reviewer

zz What a Reviewer may need from a C/R Trainer Qualification Coordinator

Section 4 of this resource

Overview of the Trainer Qualification:

zz The moduleszz Process flowchart

Trainer QualificationAppendix 10 – Flowcharts

Checking evidence against requirements Appendix 7 – What to look for when reviewing a Training Plan

Recording discussions Appendix 1 – Record of Contact

Offering support to Tutors – when and how to get involved Giving constructive feedback to Tutors

Getting support – who to go to and when a second opinion is needed

Practical issues

zz What to do with the completed workzz Complaints and appealszz Expenses

Chapter 6 – Practical guidance

Boxes for use by newly trained Reviewers only

We confirm that the above has been discussed and is an accurate account of the training and our subsequent discussion.

Signature of Reviewer Date

Signature of Lead Trainer Date

Print name of Lead Trainer Role of Lead Trainer

Appendix 4 - Checklist for Reviewer training This checklist is to be used by Trainers when they are planning training for new Reviewers. It sets out the topics that should be covered in the induction and training of a new Reviewer. The delivery of the training can be flexible in terms of number of sessions and duration to meet the needs of the participants.

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Appendix 6 – Working together: a sample agreement for a Tutor and Prospective Trainer We agree to:

zz be honest with each other

zz maintain good communication (at least every eight weeks) and meet when required

zz give and receive encouragement and support on a regular basis

zz listen to each other

zz evaluate our progress regularly

zz provide prompt responses to each other’s queries

zz be realistic with timescales

zz write, review and update the Personal Development Plan regularly (after every training session or at least every six months)

zz keep records of all work

zz end the partnership if it should be necessary for any reason

zz agree areas of accredited prior learning.

The Prospective Trainer agrees to:

zz commit to undertaking the training

zz refer all invitations to train to the Tutor

zz keep full records of all appropriate experiences

zz review my Personal Development Plan with the Tutor after every training.

The Tutor agrees to:

zz give full support throughout training, from session preparation to evaluation

zz observe the Prospective Trainer leading prepared training sessions

zz help find training opportunities

zz liaise with Country/Region Coordinators and relevant contacts at Country/Region level for adult support

zz share training knowledge, skills and resources

zz explain the Country/Region infrastructure and expenses policies.

Tutor’s signature:

Prospective Trainer’s signature:

Date agreed:

Reviewer’s name:

Reviewer’s signature:

Date:


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Appendix 7 – What to look for when reviewing a Training Plan The following checklist is in two parts: a general checklist for basic elements of good training practice, and a more detailed checklist focusing on specific information.

Although the checklist is designed for use by the Tutor, some or all of it could serve as useful guidance for the Prospective Trainer if introduced in the right way at the right time.

Using the checklistThe initial question to ask yourself is: could you take the plan and deliver the session yourself?

If anything is missing, talk with the Prospective Trainer as soon as possible.

zz She may well be clear about what she is going to do but needs your help to write it down in a plan.

zz She may not have learned how to review her own plans yet, and a timely conversation will enable her to do more of it herself next time.

zz There could be a gap in her training knowledge or understanding and you will need to talk about the effect this will have on the training.

If you think that going ahead would have a negative impact on the quality of the learning experience, you will need to ask yourself these questions.

zz Can she remedy it herself in time for the training?

zz Could you co-train with her for extra support?

zz If this has happened towards the end of the Training Qualification process, is she suited to training for Girlguiding? If you are in doubt, with the help of your Reviewer and Country/Region Trainer Qualification Coordinator, you will need to support her to make a decision about whether she wants to continue with the qualification.

If the answer to any or all of these four questions is no, or you are unsure, discuss this with the Prospective/Trainer NOW. Give her feedback and advice on how to rectify the issues before looking at the detail of the plan.

OVERALL

Evidence Notes Outcome

1. The training plan has aims, objectives, methods, timings and resources all present in the document.

If the standard template has not been used, can you still find all the basic information you would expect to see?

Yes/No

2. The plan is set out in a clear, logical and sufficiently detailed format.

Can you tell what is intended to happen at every stage of the training session, and why?

Yes/No

3. The activities included are likely to achieve the aim of the session?

For example, if the session is programme- based, is there plenty of practical activity? If it is about raising awareness, is there enough discussion etc?

Yes/No

4. Does the training plan meet the needs of the Training Organiser?

Does the plan meet the brief? Yes/No

5. Has the Tutor agreed the training plan with the Trainer?

Does it meet the required standard – if not is the Prospective trainer aware of what to do next?

Yes/No

SPE

CIF

IC D

ETA

IL O

F T

HE

TR

AIN

ING

PL

AN

Evid

ence

Not

esO

utco

me

Com

men

ts

1.Is

the

Pro

spec

tive

Tra

iner

cle

ar a

bout

th

e ta

rget

aud

ienc

e fo

r th

e tr

aini

ng?

Can

you

find

evid

ence

of

cont

act

wit

h th

e Tr

aini

ng

Org

anis

er –

dat

e, t

imes

, nu

mbe

rs,

sect

ion,

ven

ue e

tc?

Yes/

No

2.W

hat

outc

omes

are

exp

ecte

d fr

om t

he

trai

ning

?Ca

n yo

u id

enti

fy t

hat

the

Pros

pect

ive

Trai

ner

has

unde

rsto

od a

nd a

ddre

ssed

the

Tr

aini

ng O

rgan

iser

’s in

tend

ed o

utco

me?

H

ow w

ill t

his

sess

ion

cont

ribu

te t

o ra

isin

g th

e qu

alit

y of

gui

ding

in t

he a

rea?

It m

ay b

e ne

cess

ary

to a

sk t

o se

e su

ppor

ting

co

rres

pond

ence

bet

wee

n th

e Pr

ospe

ctiv

e Tr

aine

r an

d th

e Tr

aini

ng O

rgan

iser

if t

he r

equi

red

outc

omes

can

’t

be f

ound

in t

he t

rain

ing

plan

.

NB:

If t

he o

utco

mes

are

unc

lear

, th

en i

t is

lik

ely

that

ai

m(s

) an

d ob

ject

ives

wil

l be

una

chie

vabl

e an

d ca

nnot

be

eva

luat

ed.

Yes/

No

3.Is

the

re a

cle

arly

sta

ted

aim

?If

yes

, do

es it

see

m a

ppro

pria

te f

or t

he p

arti

cipa

nts?

If n

o, is

the

re o

ther

evi

denc

e th

at s

how

s w

hat

the

aim

is?

Yes/

No

4.Ar

e th

ere

clea

rly

stat

ed o

bjec

tive

s? If

th

ese

are

achi

eved

, w

ould

it b

e lik

ely

to

mea

n th

e ov

eral

l aim

is a

chie

ved

too?

Wha

t do

the

lear

ners

nee

d/w

ant

to b

e ab

le t

o do

as

a re

sult

of

atte

ndin

g? L

ook

for

a se

nten

ce t

hat

begi

ns

‘By

the

end

of t

his

sess

ion

the

part

icip

ants

will

…’,

or

sim

ilar.

If t

here

are

no

obje

ctiv

es s

tate

d, o

r if

the

y do

n’t

seem

ac

hiev

able

for

any

rea

son,

it w

ill b

e ha

rd t

o ev

alua

te

the

trai

ning

. Yo

u sh

ould

ask

the

Pro

spec

tive

Tra

iner

w

hat

the

purp

ose

of t

he s

essi

on is

Yes/

No

5.Ch

oice

of

trai

ning

met

hods

: is

the

re a

n ap

prop

riat

e ba

lanc

e be

twee

n

zz

Trai

ner

inpu

t an

d pa

rtic

ipan

t co

ntri

buti

on

zz

who

le g

roup

and

sm

all g

roup

wor

k?

Is t

here

eno

ugh

vari

ety

to e

ngag

e an

d re

tain

the

inte

rest

of

the

part

icip

ants

?

NB:

A L

eadi

ng a

nd M

anag

ing

Peop

le

sess

ion

shou

ld c

onta

in a

t le

ast

75 p

er c

ent

non-

dire

ctiv

e tr

aini

ng.

Yes/

No

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Coo

rdin

ator

s32

6.Tr

aini

ng a

ctiv

ity:

are

the

act

ivit

ies

suit

able

for

adu

lt p

arti

cipa

tion

? If

an

acti

vity

is a

tri

al o

f a

child

’s a

ctiv

ity,

is

thi

s m

ade

clea

r?

Vari

ety

of t

rain

ing

acti

viti

es u

sed?

Yes/

No

7.Tr

aini

ng a

ctiv

ity:

are

the

cho

ices

of

trai

ning

act

ivit

ies

suit

able

for

the

lo

cati

on?

Is g

ood

use

bein

g m

ade

of lo

cal

faci

litie

s?

Has

any

opp

ortu

nity

to

mod

el g

ood

prac

tice

bee

n ta

ken

– ca

n th

e pa

rtic

ipan

ts w

ork

outd

oors

, us

e ac

tual

eq

uipm

ent

rath

er t

han

talk

abo

ut it

etc

?

Yes/

No

8.Tr

aini

ng r

esou

rces

: ar

e th

ey c

lear

ly

liste

d? A

re t

hey

wha

t yo

u w

ould

exp

ect

to s

ee f

or t

he p

arti

cipa

nts

and

the

sess

ion

topi

c?

Are

they

cur

rent

?

Has

not

ice

been

tak

en o

f co

st,

tran

spor

t pr

acti

calit

ies,

vi

sual

impa

ct,

acco

mm

odat

ion

for

part

icip

ants

wit

h ad

diti

onal

nee

ds?

Yes/

No

9.Tr

aini

ng r

esou

rces

: ha

s th

e Tr

aine

r ad

apte

d a

reso

urce

for

thi

s se

ssio

n?

Doe

s it

mee

t th

e re

quir

ed s

tand

ard

incl

udin

g br

andi

ng

and

is d

ated

?Ye

s/N

o

10.

Safe

ty a

nd R

isk

asse

ssm

ent:

is t

here

any

ac

tivi

ty t

hat

is p

oten

tial

ly u

nsaf

e, o

r in

ne

ed o

f ad

diti

onal

saf

ety

prec

auti

ons/

spec

ialis

t qu

alifi

cati

ons?

Are

the

se n

oted

/ad

dres

sed?

Is t

he r

isk

asse

ssm

ent

curr

ent

and

accu

rate

? H

as t

he c

onti

ngen

cy p

lan

been

co

mpl

eted

to

the

corr

ect

stan

dard

?

Risk

ass

essm

ent

curr

ent?

Co

ntin

genc

y pl

an c

ompl

eted

to

Gir

lgui

ding

sta

ndar

d.Ye

s/N

o

11.

Tim

ings

: ar

e th

ey r

ealis

tic

for

the

acti

viti

es a

nd m

etho

ds s

elec

ted?

Tim

ings

mee

t re

quir

emen

ts?

Yes/

No

12.

Care

for

indi

vidu

al p

arti

cipa

nts:

is

ther

e ev

iden

ce t

hat

the

Pros

pect

ive

Trai

ner

will

tak

e ac

coun

t of

per

sona

l fa

ctor

s on

the

day

eg

how

wel

l the

pa

rtic

ipan

ts k

now

eac

h ot

her,

any

new

Le

ader

s et

c?

Cont

ent

to q

uery

: ic

ebre

aker

s w

hen

they

pro

babl

y ar

en’t

nee

ded;

no

tim

e fo

r re

flect

ion

or q

uest

ions

. Th

is c

ould

be

a si

gn t

hat

the

part

icip

ants

are

bei

ng

thou

ght

of a

s on

e gr

oup

wit

h si

mila

r le

arni

ng n

eeds

.

Yes/

No

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Qua

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Coo

rdin

ator

s33

Not

es:

13.

Back

up

plan

s: w

hat

if t

he p

arti

cipa

nts

are

muc

h fa

ster

at

an a

ctiv

ity

than

an

tici

pate

d, o

r m

uch

slow

er?

Look

for

add

itio

nal a

ctiv

itie

s th

at c

an b

e us

ed in

the

se

circ

umst

ance

s, o

r no

tes

of w

hat

mus

t be

incl

uded

and

w

hat

can

be le

ft o

ut.

Yes/

No

14.

In s

essi

on e

valu

atio

n: e

vide

nce

that

th

ere

will

be

chec

king

for

und

erst

andi

ng

duri

ng t

he s

essi

on.

Is t

here

tim

e fo

r qu

esti

ons,

obs

ervi

ng le

arne

r ac

tivi

ty,

tim

e fo

r pa

rtic

ipan

ts t

o tr

y th

ings

out

etc

?Ye

s/N

o

15.

End

of s

essi

on f

eedb

ack:

is t

here

tim

e bu

ilt in

for

ver

bal o

r w

ritt

en f

eedb

ack

from

par

tici

pant

s?

Yes/

No

16.

Doe

s th

is p

lan

need

to

refle

ct a

nyth

ing

spec

ific

rela

ting

to

her

Pers

onal

D

evel

opm

ent

Plan

(PD

P)?

Is a

dev

elop

men

tal n

eed

incl

uded

? Sh

ould

a d

evel

opm

enta

l act

ion

be a

dded

to

her

PDP?

Ye

s/N

o/N

A

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tion

Coo

rdin

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s35

App

endi

x 8

– Fi

nanc

ial p

lan

for

Trai

ners

/Tut

ors/

Revi

ewer

s/Le

ad V

olun

teer

s

Th

e fo

llow

ing

tabl

e lis

ts a

ctiv

itie

s un

dert

aken

by

Trai

ners

, Tu

tors

and

Rev

iew

ers

as w

ell a

s Co

untr

y/Re

gion

Coo

rdin

ator

s.

It id

enti

fies

who

fun

ds d

iffe

rent

cos

ts r

elat

ing

to T

rain

ing.

Thi

s w

ill b

e fu

lly im

plem

ente

d fr

om A

pril

2015

and

rev

iew

ed a

nnua

lly.

Act

ivit

y/Co

stA

ctio

nFu

nder

Freq

uenc

y

Beco

min

g a

Trai

ner

volu

ntee

r (B

AT)

Shad

owin

g a

Trai

ner

Coun

try/

Regi

on p

ays

cost

of

Beco

min

g a

Trai

ner.

Trai

ning

org

anis

er p

ays

cost

s of

the

Tra

iner

Coun

try/

Regi

on le

vel

for

Beco

min

g a

Trai

ner

Trai

ning

org

anis

er f

or

Trai

ner

Onc

e pe

r Be

com

ing

a Tr

aine

r

Role

vis

it b

y Co

untr

y/Re

gion

te

am t

o th

e Be

com

ing

a Tr

aine

r vo

lunt

eer

Coun

try/

Regi

on p

ays

for

trav

el o

f th

e ob

serv

erCo

untr

y/Re

gion

leve

lO

nce

per

Beco

min

g a

Trai

ner

Pros

pect

ive

Trai

ner

star

t-up

box

U

p to

£75

to

equi

p th

e Pr

ospe

ctiv

e Tr

aine

r w

ith

esse

ntia

ls s

uch

as

pens

, pa

per,

rel

evan

t re

sour

ces.

Rec

eipt

s ne

eded

for

cla

im.

For

mor

e in

form

atio

n on

con

tent

of

a st

art-

up b

ox,

refe

r to

Cha

pter

3

of t

he o

nlin

e Tr

aini

ng r

esou

rce.

Coun

ty,

man

aged

by

Trai

ner

supp

ort

grou

ps t

o en

sure

co

nsis

tenc

y ac

ross

are

as.

Onc

e pe

r ne

w

Pros

pect

ive

Trai

ner

Dre

ss c

ode

A ne

w G

irlg

uidi

ng t

op a

nd j

umpe

r ev

ery

thre

e ye

ars

to

Pros

pect

ive

Trai

ners

/Tra

iner

s. R

ecei

pts

need

ed f

or c

laim

. Co

untr

y/Re

gion

leve

lEv

ery

thre

e ye

ars

New

res

ourc

e –

hard

cop

y N

atio

nal L

ead

Volu

ntee

r, in

con

junc

tion

wit

h Ch

ief

Gui

de

iden

tifie

s w

hich

cat

egor

y of

Tra

iner

and

Tut

or n

eed

the

new

res

ourc

e an

d th

is is

issu

ed c

entr

ally

on

publ

icat

ion

and

dist

ribu

ted

thro

ugh

the

Coun

try/

Regi

on o

ffice

to

iden

tifie

d Tr

aine

rs a

nd T

utor

s.

Coun

try/

Regi

on le

vel

Phot

ocop

ied

and

Coun

try/

Regi

on le

vel

As r

equi

red

Coun

try/

Regi

on p

ays

for

trav

el o

f th

e ob

serv

erCo

untr

y/Re

gion

pay

s fo

r tr

avel

of

the

obse

rver

Coun

try/

Regi

on le

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ays

for

trav

el o

f th

e ob

serv

erAs

req

uire

d

New

res

ourc

e de

velo

ped

and

appr

oved

at

Coun

try/

Regi

on

leve

l

Nat

iona

l Lea

d Vo

lunt

eer

in c

onju

ncti

on w

ith

the

Coun

try/

Regi

on

Chie

f Co

mm

issi

oner

, id

enti

fies

whi

ch c

ateg

ory

of T

rain

er a

nd T

utor

ne

eds

the

new

res

ourc

e. T

his

is c

opie

d on

pub

licat

ion

at C

ount

ry/

Regi

on le

vel a

nd d

istr

ibut

ed t

hrou

gh t

he

Coun

try/

Regi

onal

offi

ce.

Coun

try/

Regi

on le

vel

Phot

ocop

ied

at C

ount

ry/

Regi

on le

vel

As r

equi

red

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Qua

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s36

Act

ivit

y/Co

stA

ctio

n(s)

Fund

erFr

eque

ncy

Nat

iona

l Tra

iner

s’ C

onfe

renc

e Th

e or

gani

ser

of t

he t

rain

ing

(Gir

lgui

ding

HQ

) w

ill p

ay t

he c

osts

for

th

e Tr

aine

rs t

o at

tend

, in

clud

ing

resi

dent

ial a

ccom

mod

atio

n.

Coun

try/

Regi

on w

ill p

ay t

rave

l cos

ts u

p to

a p

re-d

eter

min

ed s

um

deci

ded

by C

ount

ry/R

egio

n Ch

iefs

in a

dvan

ce,

and

Gir

lgui

ding

HQ

w

ill p

ay t

he d

iffe

renc

e.

Nat

iona

l

Coun

try/

Regi

on le

vel –

tr

avel

cos

ts

Ever

y tw

o ye

ars

Nat

iona

l Tut

ors’

Con

fere

nce

The

orga

nise

r of

the

tra

inin

g (G

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Q)

will

pay

the

cos

ts f

or

the

Tuto

rs t

o at

tend

, in

clud

ing

resi

dent

ial a

ccom

mod

atio

n

Coun

try/

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on w

ill p

ay t

rave

l cos

ts u

p to

a p

re-d

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min

ed s

um

deci

ded

by C

ount

ry/R

egio

n Ch

iefs

in a

dvan

ce,

and

Gir

lgui

ding

HQ

w

ill p

ay t

he d

iffe

renc

e.

Nat

iona

l

Coun

try/

Regi

on le

vel –

tr

avel

cos

ts

Ever

y tw

o ye

ars

Coun

try/

Regi

on e

vent

fo

r Tr

aine

rs

The

orga

nise

r of

the

tra

inin

g (C

ount

ry/R

egio

n) w

ill p

ay t

he c

osts

of

the

Trai

ners

att

endi

ng in

clud

ing

trav

el.

Coun

try/

Regi

on le

vel

Annu

ally

Trai

ning

eve

nt o

r w

orks

hop

sess

ion

for

volu

ntee

rs

deliv

ered

by

Trai

ners

The

orga

nise

r of

the

tra

inin

g (N

atio

nal,

Cou

ntry

/Reg

ion

or C

ount

y,

Div

isio

n or

Dis

tric

t) w

ill p

ay t

he c

osts

of

the

Trai

ner

atte

ndin

g,

incl

udin

g tr

avel

.

Loca

l org

anis

erIn

acc

orda

nce

wit

h re

leva

nt b

usin

ess

plan

Tuto

r an

d Re

view

er c

osts

to

wor

k w

ith

a Pr

ospe

ctiv

e Tr

aine

r, b

oth

init

ially

an

d w

hen

unde

rtak

ing

subs

eque

nt m

odul

es.

Coun

try/

Regi

on t

o fu

nd t

rave

l and

adm

inis

trat

ion

cost

s fo

r Tu

tors

an

d Re

view

ers

and

Pros

pect

ive

Trai

ners

und

erta

king

all

mod

ules

of

the

Trai

ner

Qua

lifica

tion

.

Whe

re a

Pro

spec

tive

Tra

iner

nee

ds t

o ob

serv

e or

be

obse

rved

ou

tsid

e of

her

Cou

ntry

/Reg

ion

(thi

s m

ight

be

the

case

for

Mod

ule

5 an

d 6)

the

cos

ts o

f th

e Pr

ospe

ctiv

e Tr

aine

r or

obs

erve

r w

ould

be

cov

ered

by

the

Coun

try/

Regi

on o

f th

e Pr

ospe

ctiv

e Tr

aine

r fo

llow

ing

disc

ussi

on w

ith

the

Coun

try/

Reg

ion

Trai

ner

Qua

lifica

tion

Co

ordi

nato

r. T

he c

osts

nee

d to

be

disc

usse

d an

d ag

reed

ear

ly in

th

e pl

anni

ng p

roce

ss o

r pr

ior

to t

he P

rosp

ecti

ve T

rain

er a

ccep

ting

th

e ob

serv

atio

n.

Coun

try/

Regi

on le

vel

As r

equi

red

Coun

try/

Regi

on e

vent

for

Pr

ospe

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e Tr

aine

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Tuto

rs

and

Revi

ewer

s

Coun

try/

Regi

on t

o fu

nd v

enue

, ad

min

istr

atio

n of

eve

nt,

food

and

tra

vel c

osts

.

Coun

try/

Regi

on le

vel

One

a t

erm

and

one

sp

are,

(fo

ur w

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day

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year

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less

mor

e ha

ve

been

agr

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k to

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atte

nded

by

up t

o tw

o re

pres

enta

tive

s fr

om e

ach

Coun

try/

Regi

on.

Nat

iona

l to

cove

r al

l cos

tsTw

ice

a ye

ar f

or o

ne d

ay

each

tim

e

Tuto

r Su

ppor

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s Tu

tor

Supp

ort

Gro

up m

eeti

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shou

ld b

e he

ld e

ithe

r th

ree

tim

es

a ye

ar a

s ev

enin

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ents

or

twic

e a

year

as

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ents

, or

as

one

wee

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iden

tial

eve

nt p

er y

ear.

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ors

shou

ld a

tten

d a

min

imum

of

two

supp

ort

grou

p m

eeti

ngs

in t

hree

yea

rs.

Whe

re

a Tu

tor

is n

ot a

ble

to a

tten

d, a

con

vers

atio

n sh

ould

be

had

wit

h th

e Co

untr

y/Re

gion

Tra

iner

Qua

lifica

tion

Coo

rdin

ator

to

iden

tify

al

tern

ativ

e su

ppor

t m

echa

nism

s.

Coun

try/

Regi

on le

vel

Thre

e e

veni

ngs,

tw

o on

e-da

y ev

ents

or

one

wee

kend

res

iden

tial

a

year

Trai

ner

Supp

ort

Gro

ups

Tr

aine

r Su

ppor

t G

roup

mee

ting

s sh

ould

be

held

thr

ee t

imes

a y

ear

as e

veni

ng e

vent

s or

as

a on

e-da

y ev

ent

ever

y ye

ar.

Trai

ners

sho

uld

atte

nd a

min

imum

of

two

supp

ort

grou

p m

eeti

ngs

in t

hree

yea

rs.

Whe

re t

his

is n

ot p

ossi

ble,

dis

cuss

ion

shou

ld b

e ha

d w

ith

the

Coun

try/

Regi

on T

rain

er C

oord

inat

or t

o id

enti

fy a

lter

nati

ve

supp

ort

mec

hani

sms.

Coun

ty le

vel

Thre

e ev

enin

gs o

r a

one

day

(eve

nt p

erha

ps w

ith

resi

dent

ial s

tay)

a y

ear

Rene

wal

s Th

e or

gani

ser

of t

he T

rain

ing

(Nat

iona

l, C

ount

ry/R

egio

n or

Cou

nty,

D

ivis

ion

or D

istr

ict)

will

pay

the

cos

ts o

f th

e Tr

aine

r,

incl

udin

g tr

avel

.

The

Coun

try/

Regi

on w

ill p

ay t

he c

osts

of

a) t

he T

rain

er

unde

rtak

ing

the

obse

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of

trai

ning

.

The

coun

ty w

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ay f

or t

he p

erso

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dert

akin

g th

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le

revi

ew o

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on.

Coun

try/

Regi

on le

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Coun

try/

Regi

on le

vel

Coun

ty le

vel

Ever

y qu

alifi

ed T

rain

er

ever

y 3

year

s –

two

obse

rvat

ions

(o

ne T

rain

ing

and

one

role

obs

erva

tion

)

Cong

ratu

lati

ons

card

s To

be

issu

edzz

on a

ppoi

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ent

of a

Pro

spec

tive

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iner

zz

on c

ompl

etio

n of

Tra

iner

Qua

lifica

tion

zz

on r

enew

alzz

afte

r ev

ery

subs

eque

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odul

e ga

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.

Coun

try/

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s38

Act

ivit

y/Co

stA

ctio

n(s)

Fund

erFr

eque

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Post

age

Post

age

cost

s in

curr

ed in

und

erta

king

a T

rain

er r

ole

shou

ld b

e su

bmit

ted

for

reim

burs

emen

t.

For

Trai

ners

, th

is w

ould

be

to t

he T

rain

ing

Org

anis

er o

f th

e tr

aini

ng

for

whi

ch t

he p

osta

ge c

osts

wer

e in

curr

ed.

For

post

age

cost

s as

soci

ated

wit

h Tr

aine

r Q

ualifi

cati

on s

ubm

issi

on b

y Pr

ospe

ctiv

e Tr

aine

rs,

Tuto

rs,

Revi

ewer

s an

d Co

untr

y/ R

egio

n Tr

aine

r Q

ualifi

cati

on C

oord

inat

or,

this

wou

ld b

e to

the

Cou

ntry

/Reg

ion.

Fo

r po

stag

e co

sts

asso

ciat

ed w

ith

rene

wal

or

annu

al r

evie

w

proc

esse

s, t

his

wou

ld b

e to

the

Cou

ntry

/Reg

ion.

All

othe

r po

stag

e co

sts

shou

ld b

e di

scus

sed

befo

re t

he c

ost

is in

curr

ed w

ith

the

Coun

try/

Regi

on T

rain

er C

oord

inat

or.

Trai

ning

Org

anis

er f

or

trai

ning

-rel

ated

pos

tage

Coun

try/

Regi

on f

or

subm

issi

on,

rene

wal

or

annu

al r

evie

w p

roce

ss

Each

tra

inin

g as

nee

ded

As r

equi

red

Phon

e ca

llsPh

one

cost

s in

curr

ed in

und

erta

king

a T

rain

er r

ole

shou

ld b

e su

bmit

ted

for

reim

burs

emen

t.

For

Trai

ners

thi

s w

ould

be

to t

he T

rain

ing

Org

anis

er o

f th

e tr

aini

ng

that

for

whi

ch t

he p

hone

cos

ts w

ere

incu

rred

. Fo

r ph

one

cost

s as

soci

ated

wit

h Tr

aine

r Q

ualifi

cati

on p

roce

sses

incl

udin

g re

new

al b

y Tr

aine

rs,

Pros

pect

ive

Trai

ners

, Tu

tors

, Re

view

ers

and

Coun

try/

Regi

on

Trai

ner

Qua

lifica

tion

Coo

rdin

ator

, th

is w

ould

be

to t

he C

ount

ry/

Regi

on. A

ll ot

her

phon

e co

sts

shou

ld b

e di

scus

sed

befo

re t

he c

ost

is

incu

rred

wit

h th

e Co

untr

y/Re

gion

Tra

iner

Coo

rdin

ator

.

Trai

ning

Org

anis

er f

or

trai

ning

-rel

ated

pho

ne c

osts

Coun

try/

Regi

on le

vel

Each

tra

inin

g as

nee

ded

As r

equi

red

Prin

ting

and

cop

ying

Prin

ting

and

cop

ying

cos

ts in

curr

ed in

und

erta

king

a T

rain

er r

ole

shou

ld b

e su

bmit

ted

for

reim

burs

emen

t.

For

Trai

ners

thi

s w

ould

be

to t

he T

rain

ing

Org

anis

er o

f th

e tr

aini

ng

for

whi

ch t

he p

rint

ing

and

copy

ing

cost

s w

ere

incu

rred

. (T

his

incl

udes

sub

mit

ting

a r

ecei

pt f

or a

n in

k ca

rtri

dge

to r

epla

ce a

ca

rtri

dge

at h

ome)

. Fo

r pr

inti

ng a

nd p

hoto

copy

ing

cost

s as

soci

ated

w

ith

Trai

ner

Qua

lifica

tion

pro

cess

es,

incl

udin

g re

new

al b

y Tr

aine

rs,

Pros

pect

ive

Trai

ners

, Tu

tors

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view

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and

Coun

try/

Regi

on T

rain

er

Qua

lifica

tion

Coo

rdin

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s, t

his

wou

ld b

e to

the

Cou

ntry

/Reg

ion.

Al

l oth

er p

rint

ing

and

copy

ing

cost

s sh

ould

be

disc

usse

d be

fore

the

co

sts

are

incu

rred

wit

h th

e Co

untr

y/Re

gion

Tra

iner

Coo

rdin

ator

.

Trai

ning

Org

anis

er f

or

trai

ning

-rel

ated

pho

ne c

osts

Coun

try/

Regi

on le

vel

Each

tra

inin

g as

nee

ded

As r

equi

red

Revi

ew It

is

sugg

este

d th

at t

his

plan

is

revi

ewed

ann

uall

y at

the

Gir

lgui

ding

Lea

d Vo

lunt

eers

sum

mer

mee

ting

for

all

Cou

ntri

es a

nd R

egio

ns t

o en

able

Cou

ntry

an

d Re

gion

fina

ncia

l pl

anni

ng f

or t

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ollo

win

g fi

nanc

ial

year

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App

endi

x 9

– Q

ualit

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sura

nce

proc

ess

unde

rtak

en a

t Co

untr

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gion

leve

l

Nam

e of

Pro

spec

tive

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iner

N

ame

of T

utor

Nam

e of

Rev

iew

er

Coun

try/

Regi

on

Dat

e of

qua

lity

assu

ranc

e pr

oces

s By

Dat

e co

mpl

eted

Role

N

atio

nal l

ead

volu

ntee

r fo

r th

e Tr

aini

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ualifi

cati

on

For

all e

vide

nce

subm

itte

d, c

onsi

der

the

follo

win

g.

zz

Suffi

cien

t –

does

it m

eet

the

requ

irem

ents

?

zz

Curr

ent

– is

it w

ithi

n th

e la

st t

wo

year

s, o

r is

exp

lana

tion

giv

en a

s to

why

not

?

zz

Auth

enti

c –

is it

com

plet

ed b

y th

e Pr

ospe

ctiv

e Tr

aine

r?

zz

Rele

vant

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it r

elev

ant

to G

irlg

uidi

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nd d

oes

it m

eet

Gir

lgui

ding

pol

icy?

zz

Valid

– is

the

pro

cess

sou

nd a

nd d

oes

it a

sses

s w

hat

it c

laim

s to

ass

ess

ie a

ll sk

ills,

kno

wle

dge

and

beha

viou

r?

Mod

ule

1

Ev

iden

ceN

otes

Ye

s/N

o

Com

men

ts

1.Kn

owle

dge

Chec

klis

tzz

Mus

t be

ful

ly c

ompl

eted

and

dat

ed w

ithi

n la

st y

ear

Yes/

No

2.O

bser

vati

on o

f Tr

aini

ng

Sess

ion

form

– t

hree

by

Tuto

r (o

r tw

o if

mor

e th

an o

ne m

odul

e is

be

ing

com

plet

ed –

ref

er

to T

rain

er Q

ualifi

cati

on

Intr

oduc

tion

for

su

bmis

sion

s re

quir

emen

ts)

zz

This

may

incl

ude

one

read

y pr

epar

ed

plan

, bu

t yo

u m

ust

incl

ude

a st

atem

ent

to s

ay h

ow it

met

the

req

uire

men

ts o

f th

e tr

aini

ng b

rief

and

the

nee

ds o

f th

e pa

rtic

ipan

ts.

zz

All s

tate

men

ts b

y Tu

tor

mus

t be

‘Ye

s’.

zz

Thes

e m

ust

rela

te t

o th

e m

odul

e su

bmit

ted.

Yes/

No

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3.Th

ree

self

-refl

ecti

ons

(or

two

if m

ore

than

on

e m

odul

e)

zz

Wit

h no

tes

of d

iscu

ssio

n w

ith

Tuto

rzz

Anno

tate

d w

ith

any

agre

ed a

reas

of

impr

ovem

ent

Yes/

No

4.Th

ree

trai

ning

bri

efs

(or

two

if m

ore

than

on

e m

odul

e)

zz

Mus

t m

atch

the

obs

erva

tion

sYe

s/N

o

5.Th

ree

trai

ning

pla

ns

(or

two

if m

ore

than

on

e m

odul

e)

zz

Mus

t m

atch

the

obs

erva

tion

sYe

s/N

o

6.At

tach

a r

oom

pla

n fo

r at

le

ast

one

of t

he t

rain

ing

sess

ions

obs

erve

d

zz

Show

ing

the

layo

ut o

f ta

bles

, ch

airs

an

d an

y eq

uipm

ent,

incl

udin

g au

dio-

visu

al a

ids.

zz

Confi

rmed

as

accu

rate

by

your

Tut

or.

Yes/

No

7.Co

mpl

eted

exp

ense

s cl

aim

zz

Link

s to

the

bud

get

in t

he t

rain

ing

brie

f fo

r on

e se

ssio

n de

liver

ed.

Yes/

No

8.Ev

alua

tion

s fo

r th

ree

sess

ions

(or

tw

o if

mor

e th

an o

ne m

odul

e)

zz

Part

icip

ant

eval

uati

ons

for

the

obse

rved

se

ssio

ns (

or a

sum

mar

y fo

r a

larg

e gr

oup

sess

ion)

.

Yes/

No

9.Re

sour

ce e

vide

nce

zz

One

res

ourc

e yo

u ha

ve u

sed

to u

nder

pin

the

lear

ning

in t

he s

essi

on.

zz

One

res

ourc

e yo

u ha

ve p

rovi

ded

to t

he

part

icip

ants

tha

t th

ey c

an u

se in

th

eir

role

(s).

zz

Obs

erva

tion

evi

denc

e th

at y

ou c

an a

dapt

re

sour

ces

and

use

them

flex

ibly

. zz

Reso

urce

evi

denc

e do

es n

ot n

eed

to b

e fo

r th

e tr

aini

ng p

lans

sub

mit

ted.

Yes/

No

10.

Reco

rd o

f co

mpl

etio

nzz

Fully

com

plet

ed,

date

d an

d si

gned

wit

hin

last

six

mon

ths.

Yes/

No

11.

Pers

onal

Dev

elop

men

t Pl

anzz

Revi

ewed

and

upd

ated

aft

er

ever

y tr

aini

ng.

Yes/

No

12.

Stat

emen

t of

rec

ogni

sed

prio

r le

arni

ngzz

If a

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zz

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invo

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plet

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F CH

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Tuto

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con

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d co

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indu

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oces

s

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mpl

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itia

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ules

to

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ess

PDP

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ning

an

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ared

wit

h Tu

tor

and

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Tuto

r as

ks h

erse

lf:

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s th

e tr

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eet

Gir

lgui

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sta

ndar

d?

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sen

ds e

vide

nce

to

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ner

Qua

lifica

tion

Coo

rdin

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fo

r qu

alit

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sura

nce

TQ C

oord

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or s

ends

con

grat

ulat

ory

emai

l to

new

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iner

, co

pyin

g in

Tu

tor,

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ewer

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aine

r Co

ordi

nato

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f Co

mm

issi

oner

and

HQ

. H

Q s

ends

con

grat

ulat

ions

lett

er t

o ne

w T

rain

er.

C/R

orga

nise

loca

l cel

ebra

tion

an

d pr

esen

tati

on o

f ce

rtifi

cate

an

d ba

dge

Tuto

r an

d Pr

ospe

ctiv

e Tr

aine

r

wor

k to

geth

er a

nd u

pdat

e Re

view

er a

t le

ast

afte

r ev

ery

trai

ning

IF Y

ES .

....

.Rev

iew

sub

mis

sion

cr

itie

ria

for

rele

vant

mod

ule

and

if m

et T

utor

and

Rev

iew

er s

ign

mod

ule

shee

ts

C/R

chan

ges

Go!

rec

ord

from

Pr

ospe

ctiv

e Tr

aine

r to

Tra

iner

Trai

ning

obs

erve

d by

Tut

or

Onc

e a

min

imum

of

2 m

odul

es

are

achi

eved

incl

udin

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odul

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confi

rm q

ualifi

cati

on w

ith

PT

IF N

O..

...

Tuto

r an

d Pr

ospe

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aine

r re

view

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upd

ate

Pe

rson

al D

evel

opm

ent

Plan

an

d sh

are

wit

h re

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SEEK

AD

VICE

FRO

M C

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TRAI

NER

QU

ALIF

ICAT

ION

CO

ORD

INAT

OR

IF T

HIS

HAS

TA

KEN

MO

RE T

HAN

2 Y

EARS

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o: P

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Appl

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lifca

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ified

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nfirm

s co

mpl

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in

duct

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proc

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aine

r

wor

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geth

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pdat

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view

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t le

ast

afte

r ev

ery

trai

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PDP

upda

ted

afte

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ery

trai

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and

sha

red

wit

h Tu

tor

and

Revi

ewer

Tuto

r as

ks h

erse

lf:

Doe

s th

e tr

aini

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eet

Gir

lgui

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sta

ndar

d?

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YES

....

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iew

sub

mis

sion

cr

itie

ria

for

rele

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mod

ule

and

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et T

utor

and

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ign

mod

ule

shee

ts

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sen

ds e

vide

nce

to

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Qua

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Coo

rdin

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fo

r qu

alit

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nce

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oord

inat

or s

ends

con

grat

ulat

ory

emai

l to

new

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iner

, co

pyin

g in

Tu

tor,

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aine

r Co

ordi

nato

r,

Chie

f Co

mm

issi

oner

and

HQ

. H

Q s

ends

con

grat

ulat

ions

lett

er t

o ne

w T

rain

er.

C/R

orga

nise

loca

l cel

ebra

tion

an

d pr

esen

tati

on o

f ce

rtifi

cate

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r an

d Pr

ospe

ctiv

e Tr

aine

r m

eet

to w

rite

con

trac

t an

d co

mm

ence

indu

ctio

n pr

oces

s

Trai

ning

obs

erve

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Tut

or

Onc

e a

min

imum

of

2 m

odul

es

are

achi

eved

incl

udin

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odul

e 1

confi

rm q

ualifi

cati

on w

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C/R

upda

te G

o! r

ecor

d

IF N

O..

...

Tuto

r an

d Pr

ospe

ctiv

e Tr

aine

r re

view

and

upd

ate

Pers

onal

Dev

elop

men

t Pl

an a

nd s

hare

wit

h Re

view

er.

SEEK

AD

VICE

FRO

M C

/R T

RAIN

ER Q

UAL

IFIC

ATIO

N

COO

RDIN

ATO

R IF

TH

IS H

AS T

AKEN

MO

RE T

HAN

2 Y

EARS

Flow

char

t th

ree:

Pro

cess

for

und

erta

king

add

itio

nal m

odul

es


47

Appendix 11 – Personal Development Plans A Personal Development Plan (PDP) records aims, steps to achieve those aims, and time frames.

The Prospective Trainer and Tutor work together to draw up a PDP. The Tutor will support the Prospective Trainer to reach her goals and check that SMART targets have been set.

SpecificAre the details clear? At a later date, will the Prospective Trainer be able to understand what has been written? Is she clear about why the action is needed?

MeasurableWhat evidence will be generated? Who is generating it? Will it be useful? How will it be measured?

AchievableDoes the Prospective Trainer have everything she needs to complete the task?

RealisticIs it realistically achievable? Is it clear where the action fits into the Trainer Qualification? Can the evidence generated be used more than once?

Time-boundDoes the action have an achievable target date? Has a review date been set?

The Personal Development Plan will be the starting point for the Prospective Trainer’s continuing development, and more actions can be added at any time. Initially, the contents of a Personal Development Plan will arise from the Induction Process (Chapter 4 and Appendix 3). Aims can be set for the short, medium or longer term. Dates can be adjusted later with agreement between the Tutor and Prospective Trainer. The Tutor’s Reviewer will wish to see the PDP on a regular basis.

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ion

to a

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ach

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need

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lp

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s

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rec

ord

whi

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houl

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tra

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a Pr

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aine

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at

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ery

six

mon

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whe

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qual

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eas

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rise

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ets,

and

set

new

tar

gets

zz

reco

rd c

hang

ing

deve

lopm

ent

need

s zz

prep

are

a le

arni

ng p

rogr

amm

e –

a se

ries

of

acti

viti

es w

hich

lea

ds t

o th

e ac

hiev

emen

ts o

f a

spec

ific

goal

zz

set

real

isti

c ti

mes

cale

s to

hel

p yo

u ke

ep o

n tr

ack.

Nam

e:M

embe

rshi

p nu

mbe

r:D

ate

set:


49

Appendix 12 – The Tutor’s role in supporting the Prospective Trainer The Tutor supports the Prospective Trainer to develop her training skills in three main ways:

zz reviewing Training Planszz observing training sessionszz giving timely and constructive feedback on both.

Reviewing Training Plans Help the Prospective Trainer understand that the biggest challenge is not standing in front of a group for the first time; it is learning how to write a good quality Training Plan.

Practising writing Training Plans should be a priority for the early months of your time together. However, don’t wait until she has perfected this before she starts delivering training.

See Appendix 7 for guidance on what to look for when reviewing our Prospective Trainer’s Training Plan.

See Appendix 13 for guidance on what to do and look for when observing your Prospective Trainer delivering a training session.

The importance of good communication When communicating with your Prospective Trainer:

zz use the most appropriate form of communication for the situation – face to face, phone or emailzz make sure you use clear language and avoid unfamiliar jargon zz listen to her responses and be sensitive to her body language zz ensure that your own body language reinforces what you are saying, and smile – this is reflected in your voice, even on the phone.

Encourage your Prospective Trainer to consider appropriate forms of communication for different scenarios, such as communicating with a Training Organiser or observer – is face to face, phone or email best? She should also consider how much time she should allow for responses.

The Prospective Trainer also needs to bear this in mind when facing a group of participants. Discuss this with her when talking about delivering sessions. Encourage her to think about the most appropriate method for the task at hand. With a Training Organiser or a potential observer is it better to write formally or to send an email? Is it better to speak to someone face to face or by telephone? Does the other person want a quick answer or a full consideration of a proposal? Is it better to ask for an immediate response or to allow them time to consider before responding? Do you prefer time to think about questions or proposals being posed to you? Don’t forget that you and the Prospective Trainer can always promise to respond within a given time rather than answer immediately. But do keep that promise!

Observing training sessions – before the trainingBefore you accompany the Prospective Trainer to a training session she is delivering, discuss how you will support her and how you will respond to any issues that may occur at the training.

zz Ensure you are familiar with the Training Plan.zz Discuss the method of observation with the Prospective Trainer beforehand. Where will you position yourself – at the back of the room or joining in with the participants?

zz Talk about how to set out the room to make sure the participants can see the Prospective Trainer clearly and not be distracted by your presence.

zz Discuss whether you will introduce yourself and explain your presence.zz Discuss whether you will step in if she needs support or if you will stay in an observation only role.zz Discuss how the Prospective Trainer will ask you for support without making it obvious she is struggling.


50

At the trainingzz Know what you’re looking for, but be open to everything you see and hear.zz Have the Training Plan available.zz Be unobtrusive, for example you may wish to stay at the back of the training room. Keep out of her line of vision if you can.

zz Take notes – complete the Observation form later. zz Try to ensure the participants are not inhibited by your presence.zz Reduce your input and take a less active role in sessions as the Prospective Trainer gains experience.

After the Training – giving immediate feedback Your feedback during and after an event plays a vital part in a Prospective Trainer’s development. It will encourage her to reflect on her achievements and think about how she can improve her practice. To be effective, feedback must be timely, constructive and objective.

Wait until the participants are leaving the room and then help her to get cleared up and packed, ready to leave or move to another session. Use this opportunity to provide some immediate feedback using only positive comments on what went well. She may be feeling anxious, overly critical of herself and in need of early reassurance that she has done a good job. Also, encourage her to talk about her thoughts on how the training went to help her develop her self-evaluation skills.

On a busy training day, the only opportunity for immediate feedback may come while clearing away one session and setting up for the next so it is important to be tactful when talking over the session so that you do not disturb your Prospective Trainer’s composure before her next session.

More detailed feedbackAs soon as you can after the training, call her and/or send her your written comments on any points for development. Keep these constructive and reinforce all the positive aspects of the session.

Giving feedback requires honesty, skill, understanding, self-respect and respect for others. Feedback should never be used for venting negative feelings towards another individual – this is a violation of a privileged relationship.

We can usually take in and act on only a few pieces of feedback at a time. If overwhelmed with too many suggestions, it can become confusing. Focus on the area that needs the most improvement.

There are three main types of feedback.

Positive feedback involves praising strengths and achievements. It is extremely important and should be given at every possible opportunity.

Corrective feedback involves being explicit about problems and areas for improvement – more difficult to give, but important and useful if given skilfully.

Constructive feedback is a combination of positive and corrective feedback, with an emphasis on suggestions for dealing with any emerging issues.

If there are problems with a Prospective Trainer’s performance, it is important to be honest. Make sure corrective feedback is given in private. Your Prospective Trainer’s body language will help you to gauge how she is responding to your comments and whether your points are getting across. Allow her an opportunity to comment on what you are saying, and listen to what she says. Always be constructive in your comments so that she is reassured and will perform better at her next session.

If you have the immediate feedback forms from participants and there were any negative comments, emphasise the positive ones and keep the negative comments in proportion. At the end of a feedback conversation, offer any extra help she may need with issues that have arisen and make sure she is left with a feeling of achievement.


51

Feedback dos and don’ts

The most important message about giving feedback is: always end on a positive note!

Dos Don’ts

Talk about behaviour(s) demonstrated Talk about personality traits

Be honest Forget to ask her what she thinks

Give feedback soon after the session Wait too long before giving feedback

Keep to the point Compare her with others

Have face-to-face meetings where possible Give feedback in front of others

Use examples of alternatives Use ‘must’ or ‘should’ too much

Emphasise the positive as well as address the negative

Use absolutes, eg, ‘never’, ‘always’

Be objective and fair Begin or end with a negative point

Be professional but friendly Question her competence


52

Appendix 13 – What to look for when observing a training session Before the trainingBefore you accompany the Prospective trainer to observe a training session or event she is delivering, discuss how you will support her and how you both will respond if any issues occur at the training.

zz Discuss the method of observation with the Prospective Trainer beforehand. Where will you position yourself – at the back of the room or joining in with the participants?

zz Talk about how the room can be set out to make sure the participants can see the Prospective Trainer clearly and not be distracted by the your presence in the room.

zz Introductions – do you say who you are? How will you describe yourself?zz Decide whether you will step in if she needs support, or whether you will stay in an observation only role.

zz Discuss how she will ask for support – perhaps by asking you what you think – without making it obvious that she is struggling.

At the trainingzz Know what you’re looking for, but be open to everything you see and hear.zz Have the training plan available and be familiar with it.zz Be unobtrusive, for example you may wish to stay at the back of the training room. Keep out of her line of vision if you can.

zz Take notes – complete the Observation form later. zz Be sensitive to the participants’ feelings about you – don’t inhibit them.zz Lessen your input and involvement as the Prospective Trainer gains experience.

After the trainingzz Give some immediate feedback – this plays a vital part in a Prospective Trainer’s development.

Wait until the participants are leaving the room and then help her to get cleared up and packed, ready to leave or move to another session. Use this opportunity to provide some immediate feedback using only positive comments on what went well. She may be feeling anxious, overly critical of herself and in need of early reassurance that she has done a good job. Also, encourage her to talk about her thoughts on how the training went to help her develop her self-evaluation skills.

On a busy training day, the only opportunity for immediate feedback may come while clearing away one session and setting up for the next so it is important to be tactful when talking over the session so that you do not disturb your Prospective Trainer’s composure before her next session.

zz As soon as you can after the training, call her and/or send her more detailed written comments. These should cover points for development as well as reinforcing all the positive aspects (Appendix 12).

© G

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Coo

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s53

Mod

ule

1Be

st p

ract

ice

Wor

k in

pro

gres

s A

ctio

n ne

eded

Dem

onst

rate

a g

ood

know

ledg

e of

gu

idin

g, in

clud

ing:

zz

Gir

lgui

ding

web

site

zz

Gir

lgui

ding

key

pol

icie

s

zz

Gir

lgui

ding

Str

ateg

ic P

lan

zz

the

Five

Ess

enti

als

and

how

th

ese

unde

rpin

all

elem

ents

of

guid

ing

wor

k

zz

key

fact

s fo

r ea

ch s

ecti

on a

s de

fined

on

the

web

site

zz

the

Goo

d G

uidi

ng is

...

res

ourc

e

I am

fam

iliar

wit

h th

e co

nten

ts o

f al

l th

ese

docu

men

ts.

I kno

w w

here

to

find

a co

py o

f ea

ch

of t

hem

.

I can

exp

lain

to

anot

her

pers

on t

he

func

tion

of

thes

e do

cum

ents

.

I am

doi

ng m

y be

st t

o ap

ply

the

esse

nce

of t

hese

in m

y ge

nera

l pr

acti

ce a

s a

volu

ntee

r w

ith

Gir

lgui

ding

.

I hav

e he

ard

of a

ll th

ese

docu

men

ts

but…

I don

’t k

now

whe

re t

o fin

d th

em a

ll an

d/or

I don

’t k

now

wha

t is

in e

ach

of t

hem

.

Or

I hav

e he

ard

of s

ome

of t

hem

and

am

co

nfide

nt t

hat

I am

app

lyin

g so

me

of t

hese

in m

y ge

nera

l pra

ctic

e as

a

volu

ntee

r w

ith

Gir

lgui

ding

.

I hav

e on

ly h

eard

of

som

e of

th

ese

reso

urce

s

I wou

ld n

ot k

now

whe

re t

o st

art

to

look

for

the

one

s I h

aven

’t h

eard

of.

I do

not

see

the

rele

vanc

e to

me

of

som

e of

the

m.

Dem

onst

rate

a g

ood

know

ledg

e of

be

ing

a Tr

aine

r fo

r G

irlg

uidi

ng (

see

chap

ter

1 of

Tra

inin

g),

incl

udin

g:

zz

acti

vity

-bas

ed t

rain

ing

zz

how

adu

lts

lear

n

I hav

e re

cent

ly r

ead

the

onlin

e re

sour

ce –

‘Tr

aini

ng’.

I und

erst

and

how

adu

lts

lear

n an

d ho

w it

dif

fers

fro

m h

ow

child

ren

lear

n.

I und

erst

and

why

my

trai

ning

of

adul

ts n

eeds

to

be a

ctiv

ity-

base

d.

The

cont

ent

I inc

lude

in m

y tr

aini

ng

is a

ctiv

ity

base

d an

d de

liver

ed in

a

way

tha

t is

app

ropr

iate

for

ad

ult

lear

ners

.

I hav

e re

ad c

hapt

ers

that

inte

rest

ed

me

in t

he o

nlin

e re

sour

ce –

‘Tr

aini

ng’

I kno

w a

dult

lear

ners

and

chi

ldre

n le

arne

rs h

ave

diff

eren

t ne

eds,

bu

t I’

m n

ot s

ure

whe

ther

the

way

I d

eliv

er t

rain

ing

take

s en

ough

ac

coun

t of

it.

My

trai

ning

sty

le is

pre

tty

cons

iste

nt

– I d

eliv

er t

he c

onte

nt in

the

sam

e w

ay e

ach

tim

e an

d/or

fol

low

the

sa

me

form

at w

hate

ver

the

topi

c.

I hav

e ne

ver

read

‘Tr

aini

ng’,

or

I re

ad s

ome

of it

som

e ti

me

ago.

I pre

fer

to t

ell t

he L

eade

rs w

hat

they

ne

ed t

o kn

ow a

s it

is q

uick

er.

I lik

e th

em t

o tr

y ou

t al

l the

gam

es

and

acti

viti

es a

nd/o

r cr

aft

so t

hey

will

rem

embe

r th

em w

hen

they

ge

t ho

me.

App

endi

x 14

- G

ood

trai

ning

is …

Th

is g

uide

is f

or T

rain

ers

to r

eflec

t on

cur

rent

tra

inin

g pr

acti

ce w

hile

con

side

ring

the

sta

tem

ents

bel

ow.

If a

ny in

the

wor

k in

pro

gres

s or

act

ion

need

ed c

olum

ns a

pply

, tu

rn t

hem

into

an

acti

on t

hat

will

res

olve

or

mit

igat

e th

e im

pact

of

it o

n yo

ur t

rain

ing,

and

add

it t

o yo

ur P

DP.

It m

ay b

e he

lpfu

l to

disc

uss

this

wit

h yo

ur s

uppo

rt g

roup

. Al

l the

tas

ks li

sted

link

wit

h m

odul

e 1

of t

he T

rain

er Q

ualifi

cati

on.

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Regi

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Qua

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Coo

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s54

Plan

for

the

del

iver

y of

goo

d qu

alit

y tr

aini

ng s

essi

ons

incl

udin

g:

zz

sess

ion

plan

ning

, w

orki

ng t

o a

budg

et a

nd p

repa

ring

mat

eria

ls

zz

deve

lopi

ng t

rain

ing

plan

s, b

oth

alre

ady

prep

ared

and

fro

m

scra

tch.

I am

fam

iliar

wit

h an

d ap

ply

the

nati

onal

sta

ndar

d fo

r a

trai

ning

pla

n.

It h

elps

me

ensu

re I

have

mat

ched

co

nten

t to

obj

ecti

ves

and

chec

k fo

r a

bala

nce

in t

rain

ing

met

hods

.

I nev

er o

vers

pend

a b

udge

t. If

the

re

is a

bud

get

I use

it w

ell.

I pre

pare

sup

port

mat

eria

ls a

nd

reso

urce

s th

at f

ollo

w b

rand

ing

guid

elin

es,

are

robu

st e

noug

h to

use

, an

d m

eet

the

need

s of

lear

ners

(e

.g.

use

of c

olou

r, f

ont

size

in v

isua

l ai

ds,

curr

ent

publ

icat

ions

..)

I app

ly t

he n

atio

nal s

tand

ard

for

wri

ting

a t

rain

ing

plan

as

far

as I

can,

but

hav

e ne

ver

had

feed

back

on

whe

ther

it is

ful

ly t

here

. (i

.e.

deta

iled

enou

gh f

or a

noth

er p

erso

n to

run

my

sess

ion

as I

plan

ned

it f

or

me

if I

was

n’t

ther

e.)

I rar

ely

or n

ever

ove

rspe

nd a

bud

get.

My

mat

eria

ls a

re s

uffic

ient

for

the

le

arne

rs b

ut h

aven

’t h

ad t

he b

rand

ing

upda

ted,

or

aren

’t b

rand

ed a

t al

l,

or t

here

isn’

t al

way

s en

ough

to

go

roun

d, o

r th

ey a

re t

oo s

mal

l to

read

.

I’m n

ot f

amili

ar w

ith,

or

do n

ot u

se t

he

nati

onal

sta

ndar

d fo

r a

trai

ning

pla

n.

I spe

nd w

hat

need

s to

be

spen

t so

th

at t

he le

arne

rs f

eel v

alue

d an

d th

e se

ssio

n ru

ns w

ith

good

qu

alit

y m

ater

ials

.

Or

I rar

ely

need

the

bud

get,

or

I use

all

of it

and

mor

e an

d ha

ve t

o de

bate

ho

w m

uch

I can

cla

im b

ack.

I do

cl

aim

for

my

trav

el a

fter

war

ds b

ut I

will

not

hav

e co

sts

asso

ciat

ed w

ith

prov

idin

g ha

ndou

ts e

tc.

Carr

y ou

t ri

sk m

anag

emen

t an

d co

ntin

genc

y pl

anni

ng in

acc

orda

nce

wit

h th

e G

irlg

uidi

ng g

uide

lines

, at

a

leve

l app

ropr

iate

to

the

type

of

even

t. T

his

will

incl

ude

a ro

om p

lan.

I alw

ays

carr

y ou

t a

risk

ass

essm

ent

in r

espe

ct o

f th

e tr

avel

, ve

nue

and

my

sess

ion,

and

pro

duce

a w

ritt

en

docu

men

t se

ttin

g ou

t th

e m

itig

atio

ns

and/

or in

clud

e it

in m

y tr

aini

ng p

lan.

Whe

re it

is p

ossi

ble

to p

repa

re in

ad

vanc

e to

red

uce

a ri

sk if

it o

ccur

s,

I do

so,

e.g.

alt

erna

tive

way

s to

pr

esen

t if

the

re’s

a p

ower

fai

lure

.

I’m

use

d to

thi

nkin

g of

alt

erna

tive

w

ays

to r

un a

n ac

tivi

ty in

a s

essi

on

but

tend

not

to

prod

uce

anyt

hing

as

form

al a

s a

risk

ass

essm

ent.

I am

unc

erta

in a

bout

wha

t is

mea

nt

by ‘

risk

man

agem

ent’

.

If I

need

an

alte

rnat

ive

way

of

doin

g so

met

hing

dur

ing

a se

ssio

n I’

ll w

ork

it o

ut o

n th

e da

y, o

r cu

t sh

ort

the

sess

ion

if I

can’

t th

ink

of a

nyth

ing.

Be a

war

e of

wha

t Tr

adin

g Se

rvic

es

is a

ll ab

out

and

rais

e aw

aren

ess

incl

udin

g et

hica

l and

qua

lity

stan

dard

s as

app

ropr

iate

in t

rain

ing

sess

ions

. Be

aw

are

of w

hat

volu

ntee

r sh

ops

do f

or G

irlg

uidi

ng.

I alw

ays

rais

e aw

aren

ess

of w

hat

Trad

ing

Serv

ices

is a

ll ab

out.

I inc

lude

eth

ical

and

qua

lity

stan

dard

s re

late

d to

Tra

ding

as

appr

opri

ate

in t

rain

ing

sess

ions

.

I can

exp

lain

wha

t vo

lunt

eer

shop

s do

for

Gir

lgui

ding

.

I som

etim

es r

aise

aw

aren

ess

of w

hat

Trad

ing

Serv

ices

is a

ll ab

out.

I som

etim

es in

clud

e et

hica

l and

qu

alit

y st

anda

rds

rela

ted

to T

radi

ng

as a

ppro

pria

te in

tra

inin

g se

ssio

ns.

I am

uns

ure

wha

t Tr

adin

g Se

rvic

es is

al

l abo

ut.

I am

uns

ure

how

to

acce

ss

info

rmat

ion

abou

t Tr

adin

g Se

rvic

es.

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rain

er

Qua

lifica

tion

Coo

rdin

ator

s55

Dem

onst

rate

kno

wle

dge

of r

esou

rces

re

quir

ed t

o su

ppor

t th

e le

arni

ng

of p

arti

cipa

nts

I find

out

bef

oreh

and

from

the

Tr

aini

ng O

rgan

iser

the

tra

inin

g ne

eds

of t

he p

arti

cipa

nts,

wha

t ty

pe o

f tr

aini

ng/t

opic

is w

ante

d fo

r he

r le

arne

rs a

nd t

hen

sele

ct o

r so

urce

re

sour

ces

as a

ppro

pria

te.

I can

rec

omm

end

and/

or p

rovi

de t

he

rele

vant

and

cur

rent

res

ourc

es t

hat

thos

e le

arne

rs w

ill n

eed

incl

udin

g th

ose

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57

Appendix 15 – Induction for Trainer Qualification Coordinator and Trainer Coordinator roles Date:

Place:

Time:

Please wear own clothes as this is non guiding wear event

Indicative agendaNational Information:

zz Who the Learning and Development Team are and their roles zz National meetingszz Strategic plan zz Key contacts at HQ (Senior Project Coordinator for Trainers and Training, Volunteer Development Assistant) – please send any training questions to [email protected] or call 020 7834 6242 x 3012

C/R roles and expectations zz Role description for Trainer Qualification /Trainer Coordinator www.girlguiding.org.uk > Making guiding happen > Volunteer roles in guiding >Training and mentoring roles

zz How the BAT process works and what your part in it is, including which forms you needzz How the Trainer Qualification works for modules 1-4 and what your part in it is – use appendix 2, 3 and 4 in the Support for Tutors, Reviewers and Country/Region Trainer Qualification Coordinators

zz How the Trainer Qualification works for modules 5-6 and what your part in it is zz How the renewals process works and what your part in it is zz Module 2 opportunities zz Commissioner Training opportunities –local induction, national induction weekends, 3rd year review weekends and local opportunities.

zz Training at Activity Centreszz Specialist modules – A Safe Space, 1st responsezz Joint training – PRA, travelling abroad etc

C/R expectations zz Who the Trainers are in your C/Rzz Who the Tutors and the Reviewers are in your C/R, and how you support themzz Key contacts at C/R HQ zz C/R structure and other contacts in C/Rzz Information on policies, systems and processeszz RAG rating - see below

Resources: zz Information for Tutors, Reviewers and Country/Region Trainer Qualification Coordinators – current set of notes and access to back issues

zz Trainer/ Tutor role descriptionzz Support Groups zz Trainer resources section of the Girlguiding website - www.girlguiding.org.uk > Making guiding happen > Volunteer roles in guiding >Training and mentoring roles

zz Trainer Qualification / Trainer Coordinator contact spreadsheet (and password)zz Being our best plan - www.girlguiding.org.uk > Making guiding happen > How we’re being our best zz Handover from previous Coordinatorzz Trainers’ Google Drive and Coordinators’ Google Drive


58

GREEN AMBER RED

Training Plans:All C/R Trainers, Tutors and Reviewers are aware of the national standard for producing training plans (in terms of content required) and the reason for it, and can evidence consistently applying it in their practice.

Most of the Trainers/Tutors/Reviewers in the C/R are aware of, and applying, the national standard for training plans. The remainder are either learning how to use it or are still unaware of the requirement.

Trainers, Tutors and/or Reviewers are either unaware of the standard for producing training plans or are aware but choosing not to follow them, or actively discouraging others from doing so.

Accrediting Prior Learning:LVs and Tutors take every opportunity to accredit the prior learning and experience of BATs and Prospective Trainers so that she/he/they never need to duplicate demonstrating competency; and LVs/Reviewers and Tutors always seek advice from the National LV in any cases of doubt.

LVs and Tutors accredit prior learning and experience intermittently, or only by exception.

LVs and Tutors never accredit prior learning and experience and require all TQ-related qualifications to be completed in full.

Trainer Support Groups (TSG):Every Trainer is a member of a Trainer Support Group and attends a meeting/gathering at least once a year. The national guidelines for the content and format of a TSG are followed.

All Trainers know the function of a Trainer Support Group but not all belong to one; or TSGs exist but the format and/or content are not following national guidelines.

Trainers do not know what a Trainer Support Group is for, and/or do not belong to a group.

Tutor Support Groups:Every Tutor is a member of an active Tutor Support Group and attends a meeting/gathering at least once a year. The national guidelines for an agreed agenda of a TSG are followed.

Some Tutors belong to a Tutor Support Group. The national guidelines for an agreed agenda of a TSG are partially followed.

There are no Tutor Support Groups.

BAT Processing Times:The period for processing a potential trainer from “BAT” to Prospective Trainer partnered with a Tutor is six months or less.

One or more elements of the BAT process have been recognised by the LV as becoming stuck, but she is taking action to ensure the period for processing a potential trainer from “BAT” to Prospective Trainer partnered with a Tutor is still likely to be within 9 months of the initial application being made.

The period for processing a potential trainer from “BAT” to Prospective Trainer partnered with a Tutor has taken or is likely to take more than nine months.


59

Renewal of the Training Qualification:All TQ module holders prepare for and renew their TQ within the specified timeframe or have personal circumstances requiring an extension to the time agreed by the LV.

Most Trainers renew their qualification within the specified timeframe; but the reasons for any delay for the others are not known by the LV.

If more than 25% of C/R Trainers are out of time for renewing their TQ

Stretching PDPS:All Prospective Trainers, Trainers, Tutors and Reviewers have a current PDP and it is one that over time is supporting them in developing the behaviours, knowledge, skills and awareness either to take up or develop further their role as national deliverers of training or help others to do so.

Everyone participates in having a current PDP but the style of the content is more focussed on ‘things to do’ than on developing confidence and expertise in training nationally.

Either there are no PDPs in place, or they are not updated often enough to be meaningful, or they contain content unlikely to bring about development and growth as a trainer for the owner.

After training feedback:Feedback is regularly gathered from learners about trainer/s both at local levels and by occasional sampling across C/R, and is generally consistently positive.

Sampling of feedback is carried out across the C/R occasionally and/or varies in degree of positivity.

No checking or sampling of feedback about trainers is sought, and/or feedback is sought but found to be generally unsatisfactory.

Numbers of trainers:There are sufficient qualified trainers across all modules and specialism to meet C/R needs.

There are sufficient qualified trainers to meet the needs of some modules /specialisms but not all.

There are insufficient trainers to meet C/R needs.

Numbers of trainers with qualifications in mandatory specialist topics:There are sufficient qualified trainers in topics such as Safe Space and First Response to meet C/R needs.

There are not yet sufficient trainers in topics such as Safe Space and First Response to meet C/R needs but there are a good number of trainers working towards their Module 4 qualification in these topics.

There are neither sufficient trainers qualified to deliver these topics nor sufficient numbers of trainers working towards their qualification.

Holders of Module 5: There are sufficient holders of Module 5 to form training teams.

There are insufficient holders of Module 5 to form training teams, but there are a number of trainers working towards the qualifications.

There are insufficient holders of Module 5 to form training teams, and insufficient numbers of trainers working towards these qualifications.

Holders of Module 6:There are sufficient holders of Module 6 to meet the demand for leading training teams across the C/R

There are insufficient holders of Module 6 to meet the demand for leading training teams across the C/R, but there are a number of trainers working towards the qualifications.

There are insufficient holders of Module 6 to meet the demand for leading training teams across the C/R, and insufficient numbers of trainers working towards these qualifications.

RAG rating grid agreed Nov 16 review 2020

Documents

Support for Tutors, Reviewers and Country/Region Trainer