Access

1
Access Referral to Health
Human Services?

• Developed by
• The Area Agency on Aging of North Central Texas
• with the assistance of
• First Call of
• the United Way of Metropolitan Tarrant County
• the Community Council of Greater Dallas

2
Table of Contents

• Module 1 Overview Background
• Module 2 2-1-1
• Module 3 Communication Skills
• Module 4 Communication for Special Needs
• Module 5 Information Referral Systems
• Module 6 Chronic Clients Difficult
  Behavior
• Module 7 Advocacy Professionalism
• Module 8 Train the Trainer

3
Overview Background

• Module 1

4
Module Objectives

• Identify the purpose, target audience, learning
  objectives, and common language used in this
  training program
• Describe the use and format of the training
  program
• Discuss the demographics of the region and the
  impact on health human services
• Identify the basic components of Information
  Referral Systems

5
Purpose Target Audience
Who is this training for?

• The purpose of this training program is to assist
  health and human service workers in the North
  Central Texas area to more effectively assess
  needs and make referrals for people in their
  communities who need services

6
Learning Objectives
What you will learn

• This training program assumes a wide range of
  skills, knowledge and experience
• Many of you may be new to your jobs, to health
  and human services or to a geographic area
• Many of you may have extensive experience in your
  career or geographic area
• When the learning objectives of this training
  program state learn to it means that the goal
  is to refresh existing skills, learn a higher
  level of current skills, or learn additional
  tools and information

7
Learning Objectives
Learn how to more effectively

• Communicate and interview to assess needs
• Research resources
• Refer and connect people to the right services
• Follow-up to ensure that needs are met and
  improve overall information and referral services
  

8
Language Terminology
I know you think you heard what I said but I
dont think you realize that what you heard is
not what I meant.
Lets Agree to Some Common Language

• Client an individual in need of services
• Alliance of Information and Referrals Systems
  (AIRS) is the professional organization that sets
  the standards and practices for information and
  referral. TAIRS in Texas
• I R centers (Information Referral)
  Official sources for health human service
  information and referral such as the United Way
  First Call and the Greater Dallas Community
  Council
• Agency Service organizations that provide
  health and human services such as the United Way,
  Area Agency on Aging, Alzheimers Association,
  MHMR, Meals on Wheels
• Advocacy groups organizations that do not
  provide direct services but provide information
  and advocacy for people with special needs such
  as the ARC, Autism Society and others

9
Using This Training Program

• This training program contains learning modules
  that can be used separately or together, as
  needed, in a variety of ways
• Computer-assisted training
• Self-paced training
• Staff training
• For people needing information and resources
• Customized for a specific audience or need

10
Introduction

• The diversity of our communities presents many
  challenges

• Access to services when people dont know where
  to find them
• Distance from needed services with thousands of
  people living in rural communities
• Lack of transportation to needed services
• Caregivers who may live long distances from care
  recipients and work full time
• Conflicting priorities for state and federal
  legislation and funding

11
Introduction

• You cannot control many of these challenges
• Our goal is for this learning experience to help
  you
• Refresh your skills
• Learn new techniques
• Identify new information
• Improve your overall ability to communicate with
  people in need of services.

12
Access Assistance

• Comprehensive training
• Resource development
• Intensive promotion
• Local control
• Quality assurance
• Systems design
• Use of the internet and phone
• Efforts to remove barriers
• Use of technologies
• Use of compatible resources

• This training program is based on the Regional
  Access Assistance Plan of of the North
  Central Texas Council of Governments. This
  plan emphasizes improving the access to and
  integration of health and human services
  throughout the region
• February, 2000

13
Demographics
Definition characteristics and statistics of
human population such as  size, growth density

• Why do we need to know about the demographics of
  the North Central Texas area?
• North Central Texas is changing dramatically
• The region is rural and urban
• People live in rural areas and commute to urban
  areas for jobs, recreation and health and human
  services

14
Demographics

• The region is diverse with increasing numbers of
  people who are bilingual
• One out of every five people in America has a
  recognized disability or special need

15
Aging Statistics

• Older Americans are the fastest-growing
  population group
• The most rapid population growth is among persons
  85
• By the year 2005, ¼ of the U.S. workforce will be
  50 or older
• By 2030, one of every five Americans will be 65
• Someone in the U.S. turns 50 every 75 seconds
• People over 50 control 70 percent of the total
  wealth in the U.S.
• Over half of all Americans age 65 have one or
  more disabilities
• Over one third of all Americans age 65 have
  severe disabilities

16
Regional Population

• 5,429,366 people in the 14 county North Central
  Texas region
• 160,000 annualized growth
• 1,317,616 total growth since 1990
• North Central Texas Council of Governments
  January 1, 2001 population estimates

17
Basic Tools

• Assessment
• Resources
• Information referral
• Follow-up
• Advocacy
• Professionalism

18
Getting Help

• Think about a time when you were trying to get
  help or obtain a service
• What happened?
• What was not useful about what the person did or
  said?
• What did the person do to help you?
• What was the outcome?

19
What are Barriers
to accessing services?

• Clients
• Professionals

• How would you answer?

20
What are Barriers
to accessing services?

• Clients
• Afraid to ask
• Dont know what to ask
• Dont want to feel stupid
• Dont want to ask for help
• Professionals
• Lack time
• Lack knowledge about how to find information
• Information is not up to date
• Not enough copies of printed information
• Lack confidence in using the Internet
• Limited ability to use the internet to find
  resources

How much of your list agrees with this one?

21
When do people look
for services?

• People look for services
  when there is a need
• Sometimes that need has
  become a crisis
• When there is a need it is
  usually one that needs quick
  and easy solutions

22
Crisis
an opportunity riding a dangerous wind Confucius

• Todays world is full of rapid and complex
  changes
• Changes in health, changes in lifestyle, and
  changes in personal finances can create crises
• Our challenge is to prevent a problem from
  becoming a crisis by
• providing information and resources
• connecting people with resources

23
Empowerment
How can we help people tap into their own ability
to find use resources?

• Replace quick-fix Band-Aids? with long-term
  problem solving tools resources
• Encourage people to use their coping skills and
  problem- solving abilities
• Respect individual preferences make plans with
  people rather than for them
• Listen allow others to express themselves

• If I give you a fish today you will eat today
  if I teach to you fish, you will eat for a
  lifetime.

24
2-1-1 Area Information Centers

• Module 2

25
Module Objectives

• Describe the 2-1-1 system
• Discuss the history of the 2-1-1 system
• Identify the role of United Way of Greater
  Tarrant County First Call and the Community
  Council of Greater Dallas
• Identify the benefits of the 2-1-1 system
• Identify the current status of 2-1-1

26
Example of Regional Call Center
United Ways First Call
Tarrant Countys Information Referral Center

• Telephone Information and Referral since 1973
• Publish Blue Book directory since 1973
  disk version since 1996
• Handled 38,000 calls in 2000

27
Benefits to the Community

• Training
• Information Referral
• Community Resources
• Blue Book (directory of community resources)
• Blue Book on disk (computerized database)
• Specialized reports
• Multilingual capabilities
• Staff
• Language Line Services

28
This history of 2-1-1
29
What is 2-1-1?

• July 2000 FCC designated 2-1-1
• March 2001 Texas Public Utilities Commission
  approved new rules
• July 2001 Texas Legislature awarded 4.7 million
  from TIF Board and the tobacco settlement to fund
  2-1-1 implementation
• United Way of Metropolitan Tarrant Countys
  First Call will be the regional Area
  Information Center information on community
  services in Tarrant, Erath, Hood, Johnson, Palo
  Pinto, Parker, Somervell, Tarrant, and Wise
  Counties
• The Community Council of Greater Dallas with be
  the regional Area Information Center for
  information on community services for Dallas,

30
What Changes?
How Will Current Systems Change?

• Expanded hours of operation
• More calls (up to 40 increase)
• Expanded database
• Additional staff resources
• Improved geographic coordination
• Larger budget
• Better technology

31
Preparing for 2-1-1
The Tasks Ahead

• Develop 2-1-1 business plan
• Continue to build and strengthen partnerships
  with service providers, especially those in
  expanded service area
• Collect, enter and maintain expanded data in
  database
• Complete national accreditation

32
Schedule for 2-1-1
The Tasks Ahead

• Texas Information Referral network (TAIRS) will
  develop the telecommunication infrastructure
  needed to implement 2-1-1 statewide
• 12 Area Information Centers state-wide will
  receive funding in June 2002 to begin
  implementation in their specific region
• Hire new staff
• Upgrade technology
• Develop marketing strategies

33
2-1-1 Benefits

• New level of accessibility
• Local IR centers already in place and supported
  by local private funds
• Streamlined access to existing services
• Expanded database

34
Area Information Referral Lines

• 817.258.8100
• Serving Tarrant,
• Johnson, Parker,
• Wise, Palo pinto,
• Hood, Erath,
• Somervell counties
• 214.379.4357
• Serving Dallas,
• Denton, Collin,
• Hunt, Rockwall,
• Ellis, Kaufman,
• Navarro counties

35
Communication Skills

• Module 3

36
Module Objectives

• Identify basic techniques of effective
  communication
• Review and use active listening skills
• Identify effective telephone techniques

37
Communication

• The difference between the right word the
  almost right word is the difference between
  lightning the lightning bug.
• -Mark Twain

38
Back to Basics
Practicing good communication

• Your ability to listen is perhaps your greatest
  skill
• You are building a partnership listening,
  gathering information and problem solving
• Keep sentences short and simple
• Keep the topic of the conversation clear
• Allow enough time for the client to respond
• Eliminate distractions
• Use active listening techniques to make sure
  you understand
• Allow time for the individual to respond
• Provide choices, whenever possible
• Practice patience, patience, patience!

39
Eliminate Jargon Buzzwords

• What is in the alphabet soup in your
  organization?
• AAA
• I R
• QMB/SLMB

WYSIWYG
40
Active listening

• We were given two ears and one mouth for a
  reason.
• -

• Benefits
• Clarifies what the client is telling you.
• Helps to pace a conversation
• Helps to keep a conversation focused
• Cornerstones of active listening
• Listening to feelings
• Giving feedback
• Being non-judgmental
• Developing empathy

41
Techniques

• Emotion labeling
• Reflecting
• Paraphrasing
• Effective pause

• Minimal encourager
• Open-ended questions
• I-messages
• Consensual validation

42
Telephone Techniques

• What is different about working with someone on
  the phone instead of in person?

43
Telephone Techniques

• Verify numbers, dates, and names
• Listen
• Give your undivided attention
• Signal that you are listening
• Use active listening

• Smile when you answer
• Identify yourself
• Use effective openings
• Be prepared
• Keep forms and reference materials handy

44
Telephone Techniques
Beyond just what you say

• Eliminate background noise
• Follow up when you say you will
• Give progress reports
• Ask, dont demand, to put callers on hold
• Ask if callers prefer a call-back if you need the
  time to research information or verify something
  
• Take complete information or messages
• Use a temporary greeting when you are away from
  your office for an extended time

45
Closing a Conversation

• I wont take up any more of your time.
• Well, I hope it works out for you
• Im glad you called and I hope its helped you
• Call back if you need to.
• I am glad we have been able to help your
  immediate problem.

46
Communicating with People Who Have Special Needs

• Module 4

47
Module Objectives

• Learn to modify communication
• Identify ways to modify
• Written materials for people who have visual
  impairments
• Conversations with people who have hearing
  impairments
• Communication with people who have cognitive
  impairments

48
Special Needs

• Sensory
• Emotional
• Physical disabilities

Walk a mile in my shoes.
49
Communicating
with people who have special needs

• Is there a special need? How will you know?
• Ask the client if he/she understands you
• Own the problem yourself

50
Written Materials

• Written materials must be printed clearly
• If your possible readers may be over age 50, use
  at least a 12 point font size
• Use bright colors red, yellow, orange
• Encourage the reader to increase the lighting if
  necessary

51
With Hearing Impairment

• Reduce background noise
• Speak slowly and clearly
• Speak slightly louder than normal
• Speak at a normal volume if the client wears a
  hearing aid
• Speak at a steady, normal pace
• Lower the tone (pitch) of your voice
• Face the individual if possible

52
With Hearing Impairment

• Cup your hand around the mouthpiece if you are
  talking on the phone
• Keep sentences simple and short
• Keep the topic of the conversation clear
• Avoid chewing, eating or covering your mouth
• Verify that you and the client are understanding
  one another
• Try saying the same thing in different words
• Give instructions slowly, asking the client to
  repeat them back

53
With Visual Impairment

• Use font size of at least 12 point
• Lighting
• Provide adequate lighting
• Encourage callers to go to good lighting

Let me know if you have trouble reading this. I
find these forms are hard to read.
54
With Older Adults
Dementia Alzheimers

• Identify yourself and call the client by name
• Use active listening
• Keep sentences short simple
• Use repetition
• Speak clearly
• Keep terminology simple
• Use nouns instead of pronouns

55
With Older Adults
Dementia Alzheimers

• Use concrete statements
• Speak in a clear, even, normal tone
• Wait for responses to questions
• Dont attempt to finish the clients sentences
  for him or her
• Use humor when appropriate

56
With Older Adults
Aphasia

• Interference in the use or understanding of
  language

• Responses
• Be patient
• Allow the client time to understand and respond
• Use visual cues and gestures
• Use short , clear words
• Use visual aids
• Nod when understanding
• Allow client to write instead of speak

• Characteristics
• Highly sensitive
• to the attitudes of others
• may exhibit frustration
• lack of self-confidence due to inability to speak
  

57
With Older Adults
Fatigue

• Plan for and interview at the best time of the
  day for that individual
• Allow time for interview and short break, if
  needed

58
With Older Adults
Impaired Mental Status

• Remain patient and do not pressure the individual
  for information
• Phrase questions in a clear simply fashion
• Assist the person with orientation by giving them
  some indication of time, place, etc
• Make every effort to obtain the fullest response
  from the older person before relying solely on
  information from others.

59
Grandparents Raising
Grandchildren Census 2000 Data

• 4.5 million children are living with
  grandparents as primary caregivers
• 2,350,477 grandparents are raising
  children under the age of 18
• 889,415 or 38 are being raised by grandfathers
• 30 increase since 1990
• Grandparents are 60 more likely to be living in
  poverty
• 27 of children in these homes are living in
  poverty
• Grandparent head of households have grown 105
  since 1970

60
A Word About Caregivers
Engaging a Family or Community System

• Engage the caregivers of people who have special
  needs in problem solving
• Recognize stressors and limitation of caregivers
• Encourage clients to identify and communicate
  with caregivers and other community supports

61
Information Referral Techniques

• Module 5

62
Module Objectives

• Know and apply standards the Alliance for
  Information Referral Systems (AIRS)
• Identify key steps for successful information and
  referral
• Identify use key assessment techniques
• Discuss methods to research identify specific
  resources in the North Central Texas area
• Discuss strategies for follow-up

63
Activities of Effective Assessment Referral
Assessment

• Determine needs
• Identify resources
• Provide referral information
• Follow-up

Research
Referral
Assessment
Follow-up
A combination of related activities
64
Build Partnerships

• Establish an foundation built on communication,
  respect, trust
• Engage people in a problem solving partnership
• Partner to identify needs and make plans with the
  person not for the person

65
Key Basic Skills

• Communicating with respect
• Listening
• Identifying assets and supports
• Identifying functional abilities
• Resolving problems
• Identifying choices
• Respecting confidentiality
• Being patient

66
Assessment
67
Assessment Elements

• Establish rapport
• Identify client profile
• Identify service needs
• Gather pertinent data
• Summarize needs

68
Assessment
Aspects of Social Functioning

• Social relationships
• Social activities
• Social resources
• Social supports Assets
• Caregiver role
• Quality of life

69
Gather information

• What help is needed?
• Are there unstated problems?
• How does the person feel about the problem?
• What has already been done?
• Is the person being helped by another agency?
• What resources does the client have?
• Where does the person live?
• Does the person have a religious/cultural
  preference?
• Do you know enough?

70
What do you need?

• Asking this question is one of the most helpful
  you can ask
• Help the person prioritize the needs
• Explore options consequences of choices on
  other needs

71
Assessment Skills

• Active listening
• Asking
• Clarifying
• Verifying

72
Interviewing
Foundation of Assessment

• Observation
• Listening
• Reassuring

73
Interviewing Older Adults
Observe Respond

• The environment
• The language the person uses
• Hearing or visual problems
• Written materials used
• Possible slower response time
• The physical environment including the lighting
  and noise level

74
Assessment Steps
Alliance for Information Referral Systems
(AIRS) Model

• Contact focus on feelings
• Clarification focus on the problem
• Closure focus on action

75
Contact

• Focus on feelings
• Avoid long silences
• Be supportive
• Reassure that feelings are okay
• Be warm
• Keep it personal
• Use active listening

76
Clarification

• Restate
• Rephrase questions as statements
• Prioritize
• Acknowledge inconsistencies
• Probe beyond the presenting problem

77
Closure

• Verify understanding
• Focus on action
• Dont overload the client with information
• Plan follow-up

78
Assessing for crisis

• Is there a real or threatened loss?
• What is the meaning of the problem or event?
• Is support available?
• Does the person have well-developed coping
  skills?

79
Resources
80
Research Resources

• Clearly assess and prioritize the needs
• Consider creative approaches outside the usual
  channels of assistance step outside the box
• Identify research resources

81
Research

• What are the available resources in my community?
• How can I find those resources?
• What are my agencys limitations?
• What are my own limitations?

82
Research
Available Resources

• Data bases
• 2-1-1 when fully implemented
• Special directories
• The internet
• Telephone directories
• Libraries

83
Resources

• Area Agencies on Aging
• I R area information centers
• Community Council of Greater Dallas
• First Call, United Way of Metropolitan Tarrant
  County
• United Way agencies

• Department of Health Human Services
• Disability specific organizations
• MHMR, TRC
• Service/advocacy
• Arthritis Foundation, Alzheimers Association,
  American Heart association

84
Grandparents
Raising Grandchildren Resources

• AARPs Grandparent Information Center,
  800-424-3410
• www.aarp.org/grandparents/searchsupport AARPs
  national database of grandparent support groups
• www.gu.org Generations Unlimited
• www.grandsplace.com GrandsPlace

85
Problem Solve

• Help create a win-win situation
• Identify confirm the next step to take
• Ask what the client needs from you?
• Offer information names, phone numbers,
  resources, faxes, websites

86
Referral
87
Choices
Mutually Choose the Best Referral

• Simple referrals do not require intervention
• Complex referrals require intervention

88
How to Say No

• When someone asks for the impossible, define your
  role
• When someone wont take no for an answer repeat
  the information

89
Making the Referral

• Select 2-3 possible referrals
• Understand agency function and reason for giving
  as a referral
• Record referral
• Call Transfer feature

90
Referral Giving

• Establish rapport
• Restate the need
• Give information
• Ensure appropriateness of information
• Obtain permission to follow up

91
Follow-up
92
Follow Up

• Establish rapport
• Restate the need
• Restate referrals
• Decide if referral was
• Effective case closed
• Ineffective identify and improve

93
Plan Isnt Working
What Questions Should You Ask?

• What are the barriers?
• Is the situation too complex need to be broken
  down to smaller steps?
• Whose plan is it? (the clients or something they
  agreed to do for someone else?)

94
Types of Services
The Goal is to Link People with Services

A spectrum of services based on needs

• Access
• Community
• Institutional
• In-home

95
Chronic Clients Difficult Behavior

• Module 6

96
Module Objectives

• Define describe the behavior of chronic clients
• Discuss use techniques with difficult behavior
• Manipulative
• Angry abusive
• Identify effective techniques for early
  intervention

97
One More Time
Do You Have Clients Who Do Any of the Following?

• Call repeatedly with the same same problem or
  request?
• Are never satisfied?
• Complain constantly?
• Seem to use the system
  for a social outlet?
• Ask for but dont accept help?
• Dont follow up?
• Dont want to be accountable?

98
How Do I Deal With It?

• Consider the likely outcome if you choose to
  talk, or not to talk, with a chronic consumer
• Be consistent
• Set limits
• Remain courteous and professional
• Maintain communication within organization and
  with other referral organizations
• Staff debriefing

99
Someone Abusive or Angry
Ending Calls

• You are welcome to call back when you are ready
  to talk, but you dont seem ready now so Im
  going to hang up.
• Its difficult to talk when youre so angry.
  Call back when you feel ready to discuss this
  your situation and needs.

100
Someone Manipulative

• Be Supportive

• Help person help him/herself
• Try a genuine compliment
• Make I statements
• Follow up when necessary

• Address feelings of fear or helplessness
• Explain the rationale behind your decision
• Define your role

101
Ending Calls Manipulative

• With someone who is manipulative
• We dont seem to be getting anywhere, so I think
  we should end this conversation.
• We seem to be going in circles. Perhaps this is
  enough for today, so I m going to say good-bye
  now.

102
Cooperation
Change the Dynamics for Successful Outcomes

• Set a positive tone from the beginning
• Be supportive
• Make contact
• Use active listening
• Repeat an important thought or phrase you heard

103
Cooperation
Change the Dynamics for Successful Outcomes

• Silence
• Allow the person time to think or collect their
  thoughts or emotions
• Avoid long silences or you can lose the contact
  the person Assure the person that you are still
  there for them
• Demonstrate warmth and acceptance
• Use your voice, eye contact, body language
• Remain non-judgmental
• Dont assume

104
Patience
Skills and Practice

• Pace yourself
• Listen
• Use active listening techniques
• Take time outs if you need to.
• Recognize that change is possible
• Remember that some people do not have problem
  solving skills

105
I was scared
Have You Been in a Situation When You Were Afraid?

• What were you feeling?
• What were you thinking?
• What do you think the person creating the
  situation was thinking or feeling?
• What do you think caused the problem?
• What worked about how you handled it?
• What did not work?
• What did you learn?

106
Triggers
What Causes People to Act Out?

• Fear
• Anxiety
• Anger
• Frustration
• Substance abuse
• Desperation
• Acute, uncontrolled phase of a mental illness
• Loneliness

107
Recognizing feelings

• Be careful in identifying what you think someone
  is feeling people respond in different ways
• Silence
• Allow the person time to think or collect their
  thoughts or emotions
• Avoid long silences the person may become
  agitated again
• Assure the person that you are still there for
  them
• Remain non-judgmental
• Dont judge
• Dont assume

108
Signs of Escalation
Toward Potential Crisis

• Change from usual behavior
• Physical signs uneven breathing, pacing, pick
  something up and put it down
• Verbal signs voice cracks, talks fast or not at
  all

Different for everyone
109
Levels
Of Escalating Violence Potential

• Anxiety
• Defensive
• Acting-out behavior
• Reduction in tension

110
Signs of Escalation
Toward Crisis

• Change from usual behavior
• Physical signs uneven breathing, pacing, pick
  something up and put it down
• Verbal signs voice cracks, talks fast or not at
  all

Different for everyone
111
Defusing a Crisis
What to Do

• Respond dont react
• Stay calm breathe!
• Invite the person to sit down or to get
  comfortable
• Give the person space
• physical space in person
• silence if over the phone
• Be supportive
• Avoid touching the person - why?

112
Defusing a Crisis
What to Say

• Make contact
• Assure the person I know it can be frustrating
  when you cant get the answers you want
• Listen to the complaint or problem
• Ask questions to clarify what need is not being
  met
• Recognize frustration
• Validate feelings It sounds like youve had a
  lot of things happen to you.
• Explore options prioritize
• What would be the most helpful to you right now?

113
Successful Intervention

• Prevention
• Intervene early make contact
• Recognize and remove stressors that may be
  triggering the behavior create safety
• Set limits confront supportively
• Explain why the behavior is unacceptable
• Set simple limits in a positive way
• Explain consequences
• Help problem solve
• End on a positive note with follow-up if
  necessary

114
Suicide Risk Assessment

• Have they already taken the 1st steps?
• What are those steps?
• Is there a plan?
• Are the means readily available?

115
Apologize
If You Need to Do So

• When you or someone else in your organization did
  something that led up to the crisis
• They had to wait a long time with no
  communication about when to expect assistance
• I am sorry that you had to wait.
• Been given the wrong information
• I am sorry that you got the wrong information.
  It is difficult to keep information updated.

116
Ignore It or Deal With It?
What Happens If a Situation Is Ignored or Not
Resolved?

• The longer the stress related to the situation
  goes unchecked the more likely the situation will
  escalate
• The earlier the intervention the less risk and
  the less energy is required

117
Advocacy Professionalism

• Module 7

118
Module Objectives

• Define professionalism
• Identify professional responsibilities of health
  human service professionals
• Define advocacy
• Identify specific actions and processes for
  effective advocacy

119
Professionalism

• Embrace client self-determination self advocacy
• Practice flexibility and teamwork
• Maintain confidentiality
• Develop own skills as a professional
• Confront bias abuse

120
Professionalism

• Value your strengths
• Identify your limitations
• Identify ways to learn more about services in
  the organization, community, region
• Plan for individual community initiatives to
  increase awareness access
• State at least 3 personal actions to increase
  access to information and services in own
  community

121
Customer Service Mindset
Connect with people Don't process them

• A customer, by definition, is anyone who receives
  services
• Are your clients your customers?
• How do they differ from a customer in a retail
  store?
• How are they the same?

• Walk a mile in someone elses shoes

122
Stress Management

• What are you doing to manage your stress?
• Breathe
• Take time Out
• Go outside
• Walk
• Watch the caffeine and nicotine

123
Advocacy

• Empowering clients
• Supporting client choice
• Working toward system change
• Confront people who belittle those with problems
  or disabilities
• Be sensitive to indications of exploitation or
  abuse
• Engage the client in the process every step of
  the way

124
Whats Different?

• What does this symbol mean other than a triangle?

Delta
125
In Summary

• What is the one most important thing that you
  learned or learned in a different way today?

126
To Work Toward More Positive Outcomes I Can

• When they (do)(say) I can (do)(say)

127
End
128
Train the Trainer

• Module 8

129
The purpose of this module is to
provide tips and suggestions to
help you train other people to use
the information in these training
materials
Purpose
130
Module Objectives

• Identify uses formats for this training program
  
• Discuss the use of electronic media for training
  delivery
• Explain how to customize materials to the
  audience
• Discuss effective instruction techniques
• Practice presentation skills

131
Presentation Options
For Using the Program

• PowerPoint software viewed with video projector
• Go to a PowerPoint tutorial at http//www.fgcu.edu
  /onlinedesign/manage.html for hints on revisions
  to the basic program
• Viewed as transparencies on an overhead projector
• Shown on a PC and viewed by an individual or a
  small group gathered around a work space

132
E-learning Definitions

• Electronic learning

• CAI - Computer Assisted Instruction
• WBT - Web Based Training
• Blended Learning combination of methods
• CAI
• Teleconference
• Virtual meetings
• Discussion boards

133
Web Tools Terms

• Web user guide
• http//www.fgcu.edu/support/newuser.html
• Web terms glossary
• http//www.dc.peachnet.edu/drobinso/webcourseintr
  o/www_glossary.html

134
E-Learning
Choose wisely It may not be the answer

• Benefits
• Large audience
• Distance learning option
• Use public access computers such as libraries
• Can be posted as web site links for easy viewing
• Use on own schedule

• Limitations Risks
• Technology limitations
• Computer access
• Knowledge
• Comfort intimidation factors
• Transportation limitations
• Isolates learner
• Limits interaction
• Takes discipline to schedule use
• Increased material preparation time

135
Presentation Options
Low Tech.Just Talk Interact.

• If an overhead or video projector is not
  available, use a copy of the slides as talking
  points for a presentation
• Provide participants with a copy of the slides

136
To Print from PowerPoint

Photocopies or Transparencies

• Hold down Ctrl P
• The print window will pop up
• All slides will be printed unless you choose
  certain pages in the print range window
• At the print what window, scroll choose
  slides, handouts, or notes
• If you are printing a handout choose how many
  slides you want
• Hint the more slides printed on the page the
  smaller the letters. If your audience has
  limited vision, print no more that two slides per
  page
• Click on the windows for black and white or
  grayscale

137
Consider the Audience

• What is the size of your audience?
• What are their needs?
• What equipment is available?
• What would be the best use of their time?
• What documents should be revised or updated
  before your presentation?

138
Customizing Materials
Revising the Master PowerPoint Presentation

• Customize to your audience
• Revise to fit a schedule
• Focus on a specific area
• Do not revise the master work from a copy
• Periodically save the document
• Hint Email a saved copy to yourself

139
Scheduling/Promotion

• Locate and schedule a room provide tables to
  write on, if possible
• Due to peoples busy lives and conflicting
  priorities, schedule a site at least two weeks
  before a presentation
• Create a simple flyer mail, email or fax

140
Checklist

• Room set up
• Enough chairs for each participant
• Tables, if available
• Set up in conference table or U shape when
  possible
• Equipment
• Power strip with several outlets, if available
• Sufficient outlets for equipment

• Sign-in, registration sheet, or roster to
  document participation in your training sessions
• What information do you want to keep about your
  participants?
• For what purpose? (mailing lists, email address
  lists?)
• Paper
• Pencils

141
Training Facilitation Techniques
142
Ground Rules

• Start end on time
• Return promptly from breaks/lunch
• Turn pagers to vibrate cell phones off
• Show respect and courtesy

143
Effective Instruction

• State the goal of instruction
• Introduce the skill(s) and why important
• Tell them what you are going to tell them
• Learning Objectives
• Content/Discussion
• Tell them what you told them Review/Summarize

144
Dos Donts
Effective Training Techniques

• Dont
• Cross your arms
• Frown or scowl
• Look away or stare
• Point with one finger
• Slouch
• Appear tense/anxious
• Clench fists
• Hands in pockets
• Hand hidden
• Chew a pencil

• Do
• Open posture
• Smile
• Eye Contact
• Sit forward, if seated
• Relaxed appearance
• Open palms
• Hands at your sides
• Arms outspread with open palms
• Legs uncrossed

145
Summarize/Review

• Review what they have learned by asking them
• What one thing did you learn?

146
Evaluation

• What do you want to evaluate?
• Achievement of learning objectives
• What format to use?
• Questions What was the most useful thing about
  this training? What was the least useful?
• Checklist such as Met goals objectives,
  information was was organized, and other areas
• What type of scale to use?
• Rate using standard Likert Scale of 1-5
• 1-4
• 1-10

147
Training Theory

• Your goal is to not provide good training. it
  is to provide others an opportunity to learn!

148
Training Learning

• Training
• To coach in or accustom to a mode of behavior or
  thoughts
• To make or become proficient with specialized
  instruction and practice

• Learning
• Acquire knowledge or skill
• To gain comprehension or mastery of through
  experience and practice

149
What Do People Want?

• Practical and relevant content to what they do
• Bottom line What do I really need to know
• To be entertained Adults are just kids in big
  bodies - Bob Pike
• People stay tuned to WIFM - Whats in it for Me?

150
How Do Adults Learn?

• Dont all learn the same so training must
  flexible enough to adjust to different learning
  styles
• Need repetition
• Need concrete examples
• Need a variety of methods to experience knowledge
  skills
• Hands on practice
• Visual observation practice
• Job Aids checklists handouts manuals
• Given these factors, typical classroom training
  is not always the answer

151
Adult Learning Principles

• Focus on how the learning can by applied in the
  real world
• Relate the learning to learners expectations
• Relate the information to real situations and
  experiences
• Allow discussion and difference of opinion
• Listen to and respect the opinions of others
• Encourage people to be resources to each other
• Treat people like adults

152
Learning Styles

• Everyone has a unique learning style that affects
  how they learn and perform
• What is Your Learning Style?

153
Listening Reading

• Learn by researching listening to those who
  know how to perform the skill (Subject Matter
  Experts SMEs)
• Traditional classroom settings where students
  read, take notes, work problems take pencil and
  paper tests
• Example Learn computer skills by reading the
  manual and following demonstrations

154
Observing Imitating

• Learn by watching someone else and then
  imitates/duplicates what they observe
• Example Learn computer skills by sitting by
  someone and duplicating what they see
• What are some of the problems with imitating
  someone else?

155
Doing

• Learn primarily by trial and error
• Try new things and then modify what they do as
  they go along
• Example Sailing - continuously setting and
  adjusting the sails to stay on course

156
Receiving Feedback

• Learn by having someone who has observed their
  behavior give them feedback or advice on what to
  change
• Example Learn computer skills by having others
  observe what they do and coach them
• Will this learner always take the initiative to
  ask about how to learn something?

157
Processing Information Impact on
learning

• Visual
• Auditory
• Kinesthetic

158
Learners as Trainers

• What learning style will someone training others
  most likely use?
• How can that style impact the learner(s)?
• What are the implications about training others?
  

?
159
Training Techniques Tools
160
Accelerated Learning
Research shows that adults learn the most
effectively when all of their senses are
involved, especially what they see. They also
learn more effectively when they are relaxed.
Weave humor and use creativity into your
presentations to create an environment that
encourages people to learn

• During breaks play music
• humor
• Use humor
• When people answer questions throw candy

161
Games Ice Breakers

• Effective Training Techniques

162
Introductions toys

• Gather several toys raiding the bottom of a
  childs toy box, yard sales, dollar stores - most
  lt 1.00
• clay, legos, blocks, keyrings, deck of cards,
  clocks, slinkies, spark plugs, fake money
• Place toys on tables at the training site
• Post a flip chart with these instructions
• Choose a toy from those you see that represents
  what it is like
• finding information for someone who needs it
• living in a community
• being part of a team
• Be prepared to tell the group what you chose and
  why
• (Can add other parts to this such as My name is
  What I expect today is)

163
Introductions

• Pair off with someone you do not know, dont know
  very well, and/or dont work with
• Ask your partner any of these questions and be
  prepared to introduce them and what they said
• What do most people not know about you?
• What one place do you hope to visit?
• Remembering a time when someone taught you how to
  do something, what did that individual do that
  helped you learn?

164
Introductions

• Pair up
• Think about the last time that you could not do
  something or do it well (hobby, game, sports)
• Talk with your partner how did that make you
  feel?
• Identify your expectations for this workshop

165
Expectations
Always start a class asking participants what
they expect

• Ask participants what they expect from the class
• Write these expectations on a flip chart
• Cross off those that are not part of this
  training class and refer to other classes where
  the skills will be learned
• Post the expectations
• At the end of the class review the list
• Decide how the expectations can be met that were
  not

166
Getting to Know You

• Have each person fill out a short questionnaire
  about the person on the left
• favorite color
• car driven before their present car
• does the person like broccoli
• where was this person born
• does this person like to fly, etc.
• Tell the group to pass the questionnaires to the
  person on the left to see how many answers were
  correct.

167
Three Truths A Lie

• Ask participants to think of three "facts" about
  themselves but two were true and one is a lie
• Go around the group and each person will tell
  their three facts
• The group will try to guess which is the lie
• You can have people write down what they think is
  the lie and then give a prize to the person who
  gets identified the most lies
• Good ice-breaker and opens up dialogue about
  making assumptions and stereotyping other people

168
Cartoons

• Watch for appropriate cartoons in daily and
  weekend newspapers
• Ask colleagues and peers to be on the lookout for
  them
• Make transparencies from photocopies or scan into
  your computer and cut and paste into into Power
  Point and other presentations

169
Experiential Learning

• Everyone stands in a circle
• Give instructions
• I will throw in this ball of yarn
• Once you receive it throw the ball to the next
  person in the circle who you provide services or
  information to or you get services or information
  in order to do your job

• Continue throwing the yarn until you have thrown
  the yarn to everyone who either supplies you with
  services or information or you provide to them
• Once group is finished, ask Lets look at this
  activity and see what it has to do with helping
  people find resources?
• Identified gaps
• Interdependence

170
Experiential Learning

• Collect several items
• balls
• toys
• Give Instructions
• I will throw in an item
• Toss it to someone else
• The object of this activity is to keep the item
  moving without dropping it
• Once the one item is being tossed throw in
  additional items
• Debrief to include statements and observations
  about
• Importance of communication including non verbal
• Interdependence
• Multi-tasking and complexity
• Teamwork

171
Drawing Metaphors

• Ask group to draw a map or mural
• Vision of the future
• How they feel about a new change of some kind or
  it could be capturing a "career journey" or
  learning journey of some sort where you represent
  past, present, future
• Encourage people to use symbols and metaphors and
  colors to communicate their message--not just
  words.
• Use a weather analogy or sports analogy to get
  the group going--then leave it to their
  imagination
• Create a motto or coat of arms
• Use crayons or scented markers with colored paper
  or flip charts
• Allow 15-20 minutes for discussion and drawing
• Ask group to post and have a spokesperson share
  their picture

172
Group Activities

• A group cheer!
• Create team names
• Making up parody skits of what "not to do" not
  to say
• Play Jeopardy, Family Feud or Wheel of Fortune

173
Difficult Participants

• KNOW-IT-ALL
• KARATE EXPERT
• ANGRY PARTICIPANTS

• Stay calm and relaxed
• Listen carefully, let him/her know you heard them
• Use challenge as a learning opportunity
• Ask the person to discuss it privately after
  class or during break

Yada Yada
174
Difficult Participants

• SHY
• EMBARRASSED
• UNEASY PARTICIPANTS

• Call on him/her by name cautiously
• Use humor (tell an experience of your own where
  you were embarrassed, etc)
• Ask for a show of hands

175
Difficult Participants

• OVERLY EXCITED
• TALKATIVE
• DOMINANT PARTICIPANTS

• Ask closed-ended questions
• After his/her comment, ask what the rest of the
  group thinks
• Ask him/her to link the comment with the subject
  - Columbo
• Summarize the subject and move on

176
Advantages Drawbacks
of Training Methods

• Case Study
• Demonstration
• Group Discussion
• Role Play
• Structured Exercise
• Trainer Presentation

177
Practice Feedback

• Now it is your turn to practice
  your presentation skills
• 30 minutes to prepare
• 5 minute presentation
• What worked?
• What improvements?

178
Improving Performance

• Based on self assessment and the feedback you
  received from others, how will you improve your
  ability as a trainer and facilitator?
• 1
• 2
• 3

179
Sources
Materials adapted from the following sources

• The ABCs of I R, Alliance for Information and
  Referral Systems, Seattle, Washington.
• Overview of 2-1-1, United Way of Metropolitan
  Tarrant County First Call, 2001.
• Extraordinary Information Referral, Community
  Council of Greater Dallas, 2001.
• People First training program, 2001, Zanda
  Hilger, M. Ed., LPC for the Area Agency on
  Aging of North Central Texas.
• Train the Trainer materials developed by Zanda
  Hilger.

180
End Train the Trainer Module