Introduction

1
Introduction

• Train-the-Trainer Seminar

2
Goal

• The goal of this session is to prepare trainers
  to plan and conduct a HCK Seminar.

3
Objectives

• Trainers will be able to
• Assess need for change
• Describe a supportive climate for change
• Apply adult learning principles and coaching
  techniques in training
  
• Model teamwork principles in seminar
• Plan and conduct a HCK Seminar

4
Topics to Explore

• The challenge of change
• Adult learning principles
• A coaching model
• Teamwork
• Training basics
• Implementing a HCK Seminar

5
The Challenge of Change

• Just because Ive been doing things wrong all
  my life is no sign I should change now. Mark
  Twain

6
Change What is it?

• Noun Means to alter the way you do things
  (Procedure)
  
• Verb Means a process involving growth through a
  series of stages. It is the act of changing
  (Behavior)

7
Change Involves

• People
• Help them see a need for change
• Teach them skills needed to change ways of
  preparing food
  
• Create a positive training climate
• Make the training fun
• Plan training to reach staff where they are
• Practice
• Tell them, show them, let them practice, and give
  feedback

8
Why and What?

• Why do school nutrition personnel fear change?
• What practices and behaviors need to be changed?

9
Changing the Scene

• Improving the School Nutrition Environment

10
Components of A Healthy School Nutrition
Environment

• Commitment to Nutrition and Physical Activity
• Quality School Meals
• Other Healthy Food Options
• Pleasant Eating Experiences
• Nutrition Education

11
Changing the Scene

• Improvement Checklist
• Component 2-Quality School Meals

12
Definition of Success

• Menus meet nutrition standards established by
  USDA, conform to good menu planning principles,
  and feature a variety of healthy choices that are
  tasty, attractive, of excellent quality, and are
  served at the proper temperature.
• Component 2 Quality School Meals-Improvement
  Check List-From Changing the Scene
  

13
Definition of Success

• School foodservice staff use food preparation
  techniques to provide school meals that are lower
  in saturated fat, sodium, and sugar. They offer
  healthy food choices that include lean meats,
  fruits, vegetables, whole grains, and low-fat or
  non-fat milk.
• Component 2 Quality School Meals-Improvement
  Check List-From Changing the Scene
  

14
Steps to Nutrition SuccessA Self-Assessment
Resource

• Best Practice Checklist for Family Day Care
  Homes
  
• And
• Best Practice Checklist for Child Care Centers

15
The Supportive Work Environment

• Is created by the way people treat each other and
  themselves
  
• Includes the physical setting of
  worktemperature, safety, lighting
  
• Is upbeat, positive, and enthusiastic
• Expects personnel to succeed

16
Basic Principles of Adult Learning

• Trainers understand the adult learner

17
Principle 1 Adults want to know why and
whats in it for Me?

• Explain why the information is important
• Let them know what they should learn from the
  lesson
  
• Tell them how it will help the CNP
• Relate it to how it is used on the job

18
Principle 2 Adults want to be involved in the
learning process

• Provide hand-on activities
• Involve them in team activities
• Build on their current level of knowledge and
  interest
  
• Use a variety of learning techniques, such as
  group work, demonstrations, videos, role plays,
  and case studies

19
Principle 3 Adults want to know if they are
learning what is being taught

• Compliment them when they answer correctly or use
  a new skill
  
• Ask them how they will use a skill learned in HCK
  at home or on the job
  
• Use the coaching method
• Give feedback in a constructive way

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Principle 4

• Adults want to know
• what is expected of them and
• what they can expect of the instructor

21
Principle 5

• Adults need to be able to see, hear, and
  understand the trainers and team members during
  discussions, laboratory, and lectures.
  

22
Principle 6

• Adults want to learn things they can use in
  their jobs.

23
Principle 7

• Adults need to be coached during practice
  activities.

24
Principle 8

• Adults want to have fun in the
• learning process.

25
The Training Delivery System
26
Healthy Cuisine for Kids

• In the hands of the food service assistant

27
Workers may be unsuccessful if

• They do not know how to do the job
• They do not have the right procedure to follow
• They do not have the resources needed to do the
  job
  
• They do not want to do the job

28
Training is the key

• Training is everything even the Cauliflower is
  nothing more than a cabbage with a college
  education.
  
• Mark Twain

29
Learning Styles

• Visual
• What we see
• Auditory
• What we hear
• Kinesthetic
• What we feel and touch

30
Coaching

• A process that involves teaching a person how to
  do something and encouraging him/her to do it

31
A Good Coach

• Helps employees develop work skills.
• Provides feedback in a positive and constructive
  manner.
  
• Pays attention to every employee.

32
Coaching The Four-Step Process

• 1. Involve the learner
• 2. Allow for practice
• 3. Give immediate feedback
• 4. Allow learner to repeat process

33
Things to Remember About Coaching

• Show FSA correct way to do a task
• Allow time for him/her to practice
• Provide feedback on how they do
• Give encouragement
• Encourage FSA to achieve desired result

34
The U S E D Coaching Model

• U- Understanding
• S- Showing
• E- Experiencing
• D- Doing

35
UUnderstanding

• Find out what the FSA knows about the task.
• 2. Explain what is to be done. If the task
  involves several steps, start with an overview.

36
U-SShowing

• Do the task as you expect the FSA to do it.
• Demonstrate each step of the task, giving reasons
  why.
  
• Have the FSA tell you what he/she sees you doing.

37
U-S-E Experiencing

• Have the FSA practice the task while you
  observe.
  
• Ask questions as needed to lead the FSA through
  the task.
  
• Always give specific feedback during and after
  the task.

38
U-S-E-DDoing

• Allow the FSA time and space to do the task.
• While task is new, give FSA encouragement and
  feedback.
  
• If FSA has difficulty, ask leading questions to
  guide his/her actions.

39
Use Coaching to

• Orient new staff.
• Provide O-J-T.
• Teach a new job or a new way to do a job.
• Demonstrate how a task should be done.
• Train new staff.

40
Use Coaching to

• Help staff set priorities for doing a task.
• Follow-up a training session.
• Provide reinforcement of training.
• Build self-confidence of staff.
• Help staff understand why job is done a certain
  way.
  

41
Teamwork for Training

• Training Team
• Trainers working together to achieve common goal
• Participant Team
• Laboratory partners working together to achieve
  desired skills
  
• Work Team
• Child nutrition staff in your programs who work
  together to achieve common goals
  

42
Summary Training Basics

• Involve FSAs in assessing need
• Understand the learners and the change process
• Apply adult learning principles
• Use coaching and teamwork
• Create a positive learning environment