MCG TRAINER outline
MCG TRAINER OUTLINE
DAY 1 (revised 2015)
Time / Day 1 Topic / Materials / Trainer /8:30
(~30 mins) / Welcome / Overview / Needs Assessment
1. Welcome/Trainer Introductions
· Welcome with brief PBA and invitation to begin warm up sharing visions of excellent facilitators.
2. Warm up: Visions of Excellent Facilitators & Training Overview
· Large group or pairs discussion - an opportunity for engagement, sharing stories, humor, and link to training overview.
“Call to mind a favorite teacher or facilitator. What did they do to facilitate
learning or behavior change?”
· Debrief quickly, inviting participants to hold the vision of some of these excellent qualities in their mind during the training. Link responses to training overview below.
· Training Overview: Over the next two days, we’ll explore how you can create an environment in your groups that encourages people to consider change and take steps towards change. There are three key components to creating this environment: Facilitation Style—Content Organization—Involving Your Participants. (refer to: Health Behavior Change tree). In the online pre-work, you began the foundational first steps: understanding your audience & organizing your content. In the training, we build on that and add facilitation style & skills and involving your participants.
3. Confidence Ruler (0 -10 confidence ruler)
“How confident are you in your effectiveness as a facilitator of groups for health
behavior change?” (Opt: Delete health to broaden question to apply to various
roles of participants.)
4. Agenda
Review agenda. Note:You’ll ask the group what they would like to get from
the training during participant introductions in a few minutes.
5. Ground Rules/Group Agreements
Elicit ground rules from group. If not mentioned, bring out: safety, choice, respect, non-judgment, open mind, and fun. / · Laminated charts & Health Behavior Change poster
· (Opt) Invite participants to the ruler as arrive
· Health Behavior Change Tree Banner (also in binder)
· Chart pad: question & confidence ruler.
9:00
(~45 min)
BREAK
9:45-10:00 / Participant Introductions & Needs Assessment
Create a safe environment for this….keep it fun and light. How this exercise is set up can make a difference in how it is perceived, how well it flows, and what the participants get out of it.
1. Introduce and Set Up (see trainer guide for details)
a. Set expectations: Undivided attention – then you have a minute to write
b. Post-its: Use 1 post-it per participant. On post-it, write: participant’s name. On left side: list 1 strength. Right side (opt) – 1 style element that may have been distracting to the intro.
c. Model an introduction: emphasize 2 min brief, 1 expectation, 1 strength, and (opt) your intention for your participants
2. Participant Introductions
(volunteer starts, move clockwise, keep it moving)
· Remind the group to note feedback after each introduction on a post-it.
· During introductions: 1 trainer quietly chart pads participant expectations/needs assessment.
3. Set Up Feedback
Ask: Participants who would like feedback from others to leave their feedback sheet out. Allow 10 -15 minutes for everyone to place post-its on each person’s form and take quick break. / Chart pad & post in back of room:
Introductions
o Name
o Position
o Groups you facilitate
o One expectation of this training
o One strength you bring to group facilitation
o Your intention for your participants(opt)
· Post-its for each participant
· Personal Introductions worksheet (pocket)
10:00
10:15 / Continue Debrief & Transition to Personal Style
4. Debrief w/focus on style.
Possible debrief Qs:
· Ask for volunteers to share any key learnings from this warm up.
· What was the experience like? Or, What did you notice about yourself?
· What style elements did you see in others that you may want to try?
Co-trainer chart pads elements of style during debrief.
5. Summarize: Acknowledge the group’s diversity of styles, emphasize the difference between self-perception and audience perception. Acknowledge benefit: group got to practice & they may have ideas about a style element to practice on Day 2.
.
Personal Style
1. Introduce (model PBA).
2. Why is style important when presenting or facilitating? (5-10 mins)
· Helps to punctuate message by adding impact & congruency to spoken words. Open, engaging body language can serve to engage the audience and set the tone for interaction and participation.
· Research shows a collaborative, curious, nonjudgmental style promotes behavior change. A directive style that doesn’t promote choice can cause disengagement and build resistance to behavior change.
· Internal style: way of being that supports learning & change.
Review examples in workbook. Ask: What stands out to you?
· External style: “way of doing” that demonstrates internal style. These are the body language elements that can help hold your participants’ attention, or distract from your message. Refer to examples from Introduction activity.
3. Activity: Practice external style elements that support effective, congruent delivery. Keep brisk and fun, incorporating mini-practices.(10 min)
a. Posture – review “Ready Position” Ask participants to stand and practice.
b. Movement – review purposeful movement vs. distracting. Movement & gestures help many people manage nervousness and add punctuation.
c. Gesture – review purposeful gestures vs. distracting. Pairs - ask participants to describe a favorite vacation to their partner using gestures (1 min each)
d. Eye communication/facial expression – review 3 second rule
e. Voice/pause – review tone, pitch and pace. Power of the pause: emphasis, replace filler words, gather your thoughts, allow for more answers to OEQs. Pairs – ask participants to tell partner what they have learned about style using eye communication and pause. Alternative: describe a favorite vacation. (1 min each)
4. Ask: Identify 1 style element you’d like to work on during your teaching/facilitating session on Day 2 & write that down.
5. Summarize and Close / · Personal Style & Style Assessment (p.16-18)
10:45 am
(~45 mins) / Learning: Telling Isn’t Teaching
1. Introduce (model P-B-A)
2. Self-reflection/group discussion on learning (30 mins)
· Individuals – Each person completes first 2 boxes of Adult Learning worksheet
· Large group - Review Learning Pyramid to debrief 2nd box
· Small groups – (3-4 groups of 4 people). Ask each group to answer the style or design question in Implications box and chart top responses. Decide how you will report your top 2 responses to the large group using a brief story, image or example.
· Debrief in large group - Each group shares top 2 items
3. Adult Learning Theory (10 mins)
Building on what participants developed in small groups, complete the picture:
· Summarize adult learning: Telling Isn’t Teaching - p.2
· May provide several examples of how to enhance learning if not covered (Ex’s: Pairs – discuss social support. Journal – ideas for solving a problem. Group – practice/return demonstration/discussion)
· Ask: If telling isn’t teaching…. what is?
Partners: What do you currently do to support learning? What more could you do?
4. Summarize & Close with Transition to Behavior Change
Key points: Limiting content can increase involvement activities and retention. However, as important as learning is, knowledge alone does not equal behavior change. In the next section, we will discuss strategies to promote behavior change. / · Adult Learning worksheet
(p. 1 )
· Learning Pyramid (handout in trainer box)
· Small groups: chart pads & markers
Brief Stretch Break
11:15
(~1 hr) / Behavior Change: Knowledge Doesn’t Equal Change
1. Introduce (model P-B-A)
2. Self-reflection/group discussion on behavior change (15 mins)
· Individuals – complete Behavior Change: Personal Experience
· Partners – share responses to questions #2 and #6.
· Large group – When are people most likely to make behavior change?(box)
3. Behavior Change Concepts (25 min)
a. Introduce change as a call to action: Consider the groups you work with - either patient classes or groups of staff or physicians. With all these groups, you may be teaching something or sharing info, AND you’re asking people to make a change (either health behavior change or workflow change). You may sense that some people are ready to make changes while others are less ready and more hesitant. Within most groups, there’s a range of readiness –from nay-sayers, to those who are on the fence, to those who are preparing or already in action. Why? Because getting ready for change is a process that often takes time.
b. Prochaska’s Stages of Change Model
Ask: Who has seen this model? What can you tell us about the model? Fill in key points as needed:
· Review various stages of readiness for change.
· The process of readiness or making changes isn’t linear and everyone follows their own path. This is normal.
· Also normal: uncertainty or ambivalence (feeling 2 ways) about change. Relapse and recycle is part of adult learning.
· Many people in classes are "thinking about it". (70-80% of pts seen in 1:1 appts are unsure = contemplation).
· People do have choice about if, when, and how they go about change. Verbally acknowledging choice can help remove barriers to change. Reactance Theory: when people feel their freedom of choice is threatened, they will naturally tend to push or preserve it. Also, it’s challenging for clinicians who want to help people do the right thing and prevent problems down the road (Righting Reflex).
c. Skills for Supporting Behavior Change
In groups, we’re challenged to engage & facilitate change with people at various levels of readiness.
· Review page 7 and discuss what facilitator’s can do supports these elements.
· Note: Change language & core values (aka change talk)/DARN CATs may be new concept for participants. Clinicians may be more used to listening for sustain talk and problem solving these barriers. Listening for change talk is often a shift in practice.
5. Activity: Supporting Behavior Change in a Group Setting (20 min)
Divide into 3-4 groups –assign each group a scenario (from handout)
· Small Groups - Read your scenario. Discuss what the facilitator might say and do to keep the group positive and supportive of behavior change.
· Large group debrief– each small group will
· Read scenario to large group
· One group member role plays being the facilitator & shares the facilitator’s response [and plans for facilitation]
· Large group identifies elements being demo’d
· (Optional) Ask for other possibilities from large group: How the facilitator might continue to effectively lead the group toward behavior change? Specifically, what would the facilitator say and do?
5. Summarize and close section w/PBA. / · Behavior Change &
Stages of Change (p. 4-5)
· Behavior Change Group Activity (p. 7 )
· Activity Scenarios (trainer box)
12:15
Lunch / COT Online Tutorial: Before or after lunch, check in re: completion of online COT tutorial.
· Participants who completed it should have their printed materials (Participant profile and COT) out for reference.
· Participants who did not complete it can review a copy of the tutorial (trainer box) during the day. Give them a blank COT (trainer box or participant manual).
Note: Tutorial includes a brief MCG overview, training objectives, COT, intro to learning & change. Using the online version of the tutorial is preferable to a hard copy because the user can utilize interactive features. The tutorial is internet accessible (not optimized for mobile devices) at www.kphealtheducation.org/cot. If users save their work, they will be able to log on with the same email address and find their saved work.
1:00pm
1:15pm
(~30 min) / Recap morning (Opt): What key learnings stood out for you from this morning?
Transition from learning and change foundational work to review of content organizing, and involving your participants. May refer to banner and participants’ copy of banner in their binder (pg 2).
Content Organizing
1. Intro with PBA
2. COT & participant profile review (15 mins)
· Review COT and PBA’s: reinforce key learnings from tutorial, using either tree visual of house analogy:
Tree visual (trainer draws tree w/ roots, trunk, branches). Label roots- facilitator; trunk- COT: branches- opening, body, closing. May also have smaller branches labeled position, benefits, action.) Ask group to fill in the leaves of the tree
OR
House analogy: The COT is like a blueprint for building a house. First, you start with laying the foundation - the participant profile. Next, you put up a frame - the basic COT structure. After that, you will start adding walls, roof, etc. as you plan the sub-points for your opening, body, and closing.
The involvement activities create the “action” and “life” in the house. This basic framework is your outline. You can furnish the house, i.e. the details of your language and specific content, in the moment because you have a strong outline to work from.
· What questions do you have after completing the COT?
· Brainstorm: How might using the COT support your facilitation or presentation? Ex’s: frees up the facilitator to connect more w/ group, minimizes content, emphasizes involvement, supports flexibility to meet the needs of the group.
3. Practice – openings and closings (15 mins)
· Trainer models 1 opening and 1 closing
· Pairs – 5 mins each to practice opening and closing for their practice teach
4. Summarize and Close (with PBA) / Chart pad:Tree visual or house analogy
· Participant Profile & COT (p. 13-14 )
1:45pm / Involving Your Group
Note: Open Ended Questions and Beyond Open Ended Questions is combined into this 1 section.
1. Introduce (model P-B-A)
2. Brainstorm: Why involve your group? (Consider giving participants several minutes to jot down reasons to involve group before opening up to large group brainstorm. Know that concerns/sustain talk will likely surface about involving group).
· Build engagement, assess group’s needs
· Teach content: support adult learning, decrease lecture/content delivery, tap wisdom & experience of group, problem solve
· Support behavior change: elicit change talk, have participants consider their readiness or reasons to change, plan next steps, problem solve
Transition to ways to involve: Open Ended Questions and Activities Beyond OEQs (such as small groups, practice, role play etc)