Collaborative Training Lessons: Facilitator’s Guide

Section: All

Activity: All

Instructions: If you feel it would be beneficial for class members to have an AWARE form while discussing questions about it, print out copies of the form for the class to use.

Section: Different Roles and How They Complement One Another

Activity: 3

Instructions: Print out a separate copy of each verse found in 1 Corinthians 12:12, 14-21. Cut each verse up so each word is on a different strip of paper. Put the strips of paper into envelopes or bags and give one verse to each group.

Section: Mastering Your Role

Activity: 3

Instructions: Print out a copy of the “Master Your Role” worksheet (found in the “Lesson Resources” section, Resource 1) for each learner.

Section: Personal Accountability

Activity: 3

Instructions: Bring sticky notes.

Section: Leading as the Savior Did through Respect, Love, and Correction

Activity: 2

Instructions: Print out a recipe card for each learner.

Section: Developing Integrity of Heart

Activity: 2

Instructions: Bring masking tape to class for this activity. Give each group four large strips of tape. Each group will make a 1-foot square on the floor. You will have a volunteer from each group stand in each square. Commit these volunteers to give their word of honor that they will remain in the square until you give them explicit permission to leave it. Discuss the questions as a group. After a class member reads the Karl G. Maeser quote aloud, give the volunteers permission to sit down.

Section: Understanding Addiction

Activity: 1

Instructions: Print out an “Addiction Video Quiz” handout (found in the “Lesson Resources” section, Resource 1) for each class member. Because the video is 11 minutes long, this activity takes longer than most and you will need to plan more time to do it.

Section: Identifying Causes and Triggers of Addiction

Activity: 2

Instructions: Print out a true or false “Possible Causes of Addiction” quiz (found in the “Lesson Resources” section, Resource 2) for each class member.

Section: Developing a More Christlike Approach

Activity: 1

Instructions: Preview the videos from the 12 Steps to Change series on addictionrecovery.lds.org. Choose two of these videos to show during the lesson.

Section: Recognizing Long-Term Behaviors Indicative of Substance Abuse

Activity: 2

Instructions: Print out an AWARE form for each class member.

Section: Observing and Approaching Associates Who Have Substance Abuse Problems

Activity: 1

Instructions: Print out a “Substance Abuse Observation and Action Plan” worksheet (found in the “Lesson Resources” section, Resource 1) for each class member.

Section: Hidden Rules of Lower and Middle Economic Classes

Activity: 1

Instructions: If you feel it would be beneficial for class members to have a copy of “The Hidden Rules of the Economic Classes” to reference during the activity, print out copies of the document for the class to use.

Section: Hidden Rules of Lower and Middle Economic Classes

Activity: 3

Instructions: Print out enough copies of the sorting game chart (found in the “Lesson Resources” section, Resource 2) to distribute to several small groups. Before class, cut each chart up into squares and place each set of squares into a plastic bag. Each group will receive a bag and sort the squares into two piles (lower class or middle class).

Section: Identify Your Support System So You Can Accomplish Your Goals

Activity: 1

Instructions: Print out enough copies of the “Social Capital Handout” (found in the “Lesson Resources” section, Resource 4) to give one “social capital dollar” to each learner.

Section: How and When the AWARE Form Should Be Used

Activity: 1

Instructions: If you feel it would be beneficial for class members to have an AWARE form while discussing questions about it, print out copies of the form for the class to use.

Section: How and When the AWARE Form Should Be Used

Activity: 3

Instructions: For this activity, print out the “AWARE Resource and Training Guide” (Deseret Industries Operations Guide, section 2, pages 36–44). Post different pages at various stations around the room. Have the learners walk around to read and ponder these pages.

Section: How the AWARE Form Leads to Success

Activity: 1

Instructions: Remind all job coach trainers to bring their associates’ development plans to this lesson.

Section: Complimenting Improved Behavior

Activity: 1

Instructions: Print out the fill-in-the-blank activity in the “Lesson Resources” section, Resource 1. Cut the sentences into strips and place one strip of paper at each chair along the length of a table.

Section: Planning for Productivity

Activity: 3

Instructions: Review the solution for this activity before coming to class (found in the “Solutions” section of this guide). Print out a copy of the activity for each class member so they can reference the numbers and information needed to put together a schedule.

Section: Practicing Behavior Modification

Activity: 1–3

Instructions: If you feel it would be beneficial for class members to have a copy of “Common Behavior Modification Techniques” (found in the “Lesson Resources” section, Resource 3) while working in groups, print out copies of the list for the class to use.

Section: Measuring Productivity

Activity: 1–3

Instructions: If you feel it would be beneficial for class members to have a copy of the GATS chart (found in the “Lesson Resources” section, Resource 2) while working in groups, print out copies of the chart for the class to use.

Section: Recognizing the Spirit of Motivational Interviewing

Activity: 3

Instructions: Choose a recording of an appropriate song to play for the class. Print out a copy of that song’s lyrics for each learner.

Section: Recognizing and Acting on the Contemplation Stage

Activity: 3

Instructions: Write ready or not ready on three or more slips of paper. Hand one of these pieces of paper to each person playing the role of “associate.”

Section: Lesson Resources

Activity: Resource 1

Instructions: If you feel it would be beneficial for class members to have a copy of “The Five Stages of Change in Motivational Interviewing” to reference during role-play activities, print out copies of the resource for the class to use.

Section: Roadblocks to Effective Listening

Activity: 2

Instructions: Locate a video clip of a talk show host interviewing a guest (such as Dr. Phil, Oprah, Dr. Oz, etc.). The clip should include about 5–7 minutes of conversation and should be visually and verbally appropriate.

Section: Reinforce Change Talk

Activity: 2

Instructions: This activity invites learners to find their own videos online. However, it would be helpful for you to prepare a list of suggested videos that they could watch. Search online for Motivational Interviewing videos that apply to the lesson, making sure they explain the DARN and CAT acronyms.

Section: Rolling with Resistance

Activity: 1

Instructions: Print out a copy of the “Exercise: Rolling with Resistance” worksheet (Jennifer Reintjes and Tim Gould, “Mastering Positive Coaching: Rolling with Resistance,” Deseret Employment Quarterly Newsletter, 20) for each class member.

Section: All

Activity: All

Instructions: All development counselors should read Behavioral Management by John N. Marr and Richard T. Roessler before teaching the Behavioral Modification lessons (4.19, 4.20, and 4.21). Even if you have read it in the past, read it again before teaching these lessons.

Section: Recognizing and Explaining Behavior

Activity: 1

Instructions: If you feel it would be beneficial for class members to have an AWARE form while discussing questions about it, print out copies of the form for the class to use.

Section: Reinforcement Schedule

Activity: 2

Instructions: Print out one or more tracking sheets for each learner.

Section: Identifying Positive and Negative Attitudes and Outcomes

Activity: 1

Instructions: On slips of paper, write down five to ten different attitudes that learners could act out as part of a game of charades. These attitudes can be simple or complex. Some examples include: happy, frustrated, anxious, stubborn, sad, self-conscious, and so on.

Section: Making Good Decisions

Activity: 1

Instructions: Print out a copy of the “Choose Your Own Adventure—Decision Making” activity (found in the “Lesson Resources” section, Resource 1) for each class member.

Section: Coaching Associates on Decision Making

Activity: 2

Instructions: If you feel it would be beneficial for class members to have a pro and con sheet during the activity, print out copies of the form for the class to use (found in the “Lesson Resources” section, Resource 5).

Section: Define Problem Solving

Activity: 1

Instructions: Print out enough copies of the puzzle provided in the “Lesson Resources” section, Resource 2.

Section: Creating an Environment of Trust That Maintains Strict Confidentiality

Activity: 1

Instructions: Divide attendees in two equal groups. This is a two-part activity. The first part is playing hangman. For this part, you (the facilitator) will need to bring a jar or box containing slips of paper. Before class, write on these slips of paper words or phrases related to confidentiality and creating an environment of trust that strictly maintains it. Some of the phrases you use might include all or some of the following suggestions:

Privacy, Rights, Respect, Consent, Request, Trust, Explanation, Listening, Protection, Confidential settings, Laws, Integrity, Honor, Dignity, Seeking understanding, Refraining from negative comments, Keeping confidences, and Discussing privacy

Section: Recognizing the Value of Directive and Participative Leadership

Activity: 2

Instructions: Bring enough poster boards and markers for a few separate groups to use.

Section: Exploring Resources for Welfare and Self-Reliance

Activity: 1

Instructions: You will need internet access and a projector for this activity.

Section: Understanding Addiction

Activity: 1

“Addiction Video Quiz” (found in the “Lesson Resources” section, Resource 1)

Section: Identifying Causes and Triggers of Addiction

Activity: 2

True/False “Possible Causes of Addiction” quiz (found in the “Lesson Resources” section, Resource 2)

Section: Hidden Rules of Lower and Middle Economic Classes

Activity: 1

Answers to the “Class Sketches” exercise (found in the “Lesson Resources” section, Resource 1):

Example 1: Middle

Example 2: Lower

Example 3: Lower

Example 4: Middle

Example 5: Lower

Example 6: Middle

Example 7: Lower

Example 8: Middle

Example 9: Middle

Example 10: Lower

Section: Planning for Productivity

Activity: 3

Solution: In a 7-hour workday, it is possible to produce 3,360 cupcakes if you work a 60-minute hour. But when measuring productivity, most would use a 50-minute hour, which would only produce 2,800 cupcakes per day. The limiting factor is the person doing the sprinkles. So with some effort, you could set a goal to get close to 3,360 cupcakes every day if you manage your workers well and move them when needed.

Section: Define Problem Solving

Activity: 2

Solution:

Section: Practicing How to Write Effective Case Notes

Activity: 2

Instructions: Answers to “Sample Case Notes” (found in the “Lesson Resources” section, Resource 3):

Case Notes example 1:

Jane called in sick today. She was vague in her responses when I asked her about her sickness and why she felt she could not come in. This is the third time this month this has occurred. I wonder if this is pretty common for her to avoid work, and if this is the reason why she has not been able to keep a job. We had discussed her attendance needing to improve during our R&D meeting on May 15. I reviewed attendance standards on the AWARE form with her, making sure she understood the importance of being reliable in her attendance. We agreed on an action step goal that she would not miss any days for the next two weeks. We also added a milestone for her attendance to be at industry standard three months from now. We agreed that she would earn five DI dollars each time she met the two-week attendance goal. In that meeting she reaffirmed she wants to improve in this area. I wonder if missing work is normal to her or if there is something else going on in her life that she is not yet willing to share with me, like whether she is troubled or anxious or something. I will check with her mentor and ask the development counselor to contact the bishop. I am sad she did not successfully complete the attendance action-step goal. When she is here at work, she stays on task and works with a lot of energy. I will sit down with Jane the next time she comes in to review the milestone and action steps to identify other steps we can take to help her achieve her goals.

Comments:

Least effective

• Too long.
• Includes personal opinions and bias against associate.

Case Notes example 2:

Jane—Sick 6/14. Also sick on 6/1, 6/2, and 6/7. I had met with Jane on 5/15 and set an action step goal with her to not miss any time over the next two weeks. I advised her to improve her attendance so that she could participate in other desired skills training. Based on what I can gather from her responses, there appears to be no clear reason for missing work. I encouraged her to come on time to work and provided an incentive for the next week if she would improve. I am still investigating the possible reasons for her missing work, including contacting her mentor. More severe consequences or a different method of reward may need to be in place to help her improve.

Comments:

Effective

• Contains incident and resolution (2 items of the formula).
• The incident is easy to find.

However,

• Contains personal opinions about associate.
• Contains unneeded information.

Case Notes example 3:

Jane has called in sick multiple times in the last weeks (6/1, 6/2, 6/7, and 6/14). Today we discussed the importance of work attendance and identified reasons of her reported sicknesses. Jane said she understood the importance of coming to work. We set an attendance goal for the next week, with a reward of five DI dollars, based on her progress.

Comments:

Very Effective

• The note is concise, while still mentioning all important items.
• The incident is easy to find.
• Training description is concise.
• Resolution (or action items) are clear.

Notice that following the formula (found in Resource 1 of the “Lesson Resources” section) made the case note effective.