Title: Your Students Won’t Be Leaders if They Can’t Get on the Bus—A Video Training to Get Paperwork Right! Description: Los Angeles’ Beyond the Bell Branch provides leadership training activities for students at many of its high school after school programs. This year there are 25 schools participating; next year there will be 40. These activities include single day trainings, weekend retreats, and a district wide culmination. What all activities have in common is the need for complete and accurate paperwork. The project will produce video trainings to ensure site supervisors process student paperwork correctly.
Size and Scope: There will be two pilot video trainings for site coordinators. The first willreview the paperwork and procedures needed to bring students to a training orientation aboutthe program at the end of September. The second will review procedures for the fall weekend retreat in the beginning of November. The effectiveness of the trainings will be evaluated and it will be determined whether to produce three more training modules for the year’s activities.
Project Context: To participate in any of the leadership activities, field trip paperwork must becompleted and completed correctly. The longer the trip, the more complicated the paperwork. To be fully prepared for any emergency situation that could arise, students’ paperwork must be completely accurate or they will not be allowed to go. Too often, site supervisors receive apacket of paperwork with inadequate instruction. As a result, the paperwork is often returned with errors and then the site supervisor has to scramble to get the documents corrected andre-submit them. As the program increases in size, there will be more problems unless BTBmoves towards a different training model. BTB is also facing major budget cuts along with therest of the school district. This means there will be fewer staff members expected to deliver even more services with fewer resources. Using video to provide site supervisors and theirstudents step-by-step directions represents a cost effective way to provide on-demand stafftraining and reduce the number of errors in field trip paperwork.
Major Steps: Video technology will not produce more accurate paperwork processing in itself. In planning the training, it is important to carefully consider what will make a meaningful learning experience for the participants (Garrison & Anderson, 2003). Caffarella (2002) maintains that project planning must focus on ensuring learning transfer, i.e. if site coordinators do not acquire new competencies as a result of the video, then it will not be a useful format for training. To achieve an effective training, the following steps are essential: · Analyze what the paperwork process requires for a single day event and for a weekend retreat. · Write the script for each of the training modules incorporating the samples of good paperwork as well as typical errors. · Share the script with Beyond the Bell staff, planners of leadership activities, and the District’s Risk Management Section to ensure that all content is aligned with District and Branch policies. · Video tape each of the trainings · Arrange to have each video on the BTB Website before paperwork for each event is distributed to school staff. · Analyze the effectiveness of each video based upon paperwork results submitted and make necessary revisions based upon what is learned.
Key Activities: To ensure that video modules are effective, it is essential that the process for each major steps be carefully thought out. Analysis of paperwork: · Determine what paperwork is needed for each trip. · Create samples for the fall orientation field trip and the fall weekend retreat. · Analyze errors from the paperwork submitted for the Spring 2010 day training and weekend retreat, so that training video will highlight mistakes site coordinators need to avoid making. Script Writing: · Create a storyboard for each of the modules. · Emphasize the correct process so participants will understand why each element is important. · Incorporate examples of good practice and highlight common errors to avoid. Review of Script: · Submit script to administrative coordinator and assistant superintendent for approval and suggested revisions. · Make any suggested revisions. · Submit to Risk Management to ensure that all information is consistent with District policies. Videotaping: · Rehearse script with staff responsible for reviewing paperwork. · Select attractive setting to make training presentation · Arrange for Branch staff that do video to be available. · Create video trainings and edit to ensure quality. · Review final product. Placing training on the BTB Website: · Prepare field trip packets for each of the two fall events to be distributed to site coordinators three weeks before each event. · Work with contractor who manages BTB website to get each video posted prior to distribution of paperwork for each event. · Test to ensure that the video is properly working. · Remove video for first training before placing second module on the website. Review of effectiveness: · Meet with staff following each event to determine how effective training was based on accuracy of paperwork submitted. · Identify revisions that should be made based on feedback from site coordinators who received training and District staff who had to review paperwork. · Determine if project should be continued and video modules created for Spring 2011 activities. Responsible Parties: Project will be managed by the BTB Field Coordinator who is under administrative coordinator and assistant superintendent. Analysis of paperwork will be done with the clerical staff who process the paperwork. The Field Coordinator will be responsible for creating storyboard and script. Videotaping and editing will be done by BTB’s video person. Actual performance will be by clerical staff who process paperwork. Approvals will be required from the administrative coordinator, assistant superintendent, and manager of Risk Management. General Timeframes: For the first training module to be ready for staff to access when they receive the paperwork for the fall orientation, it needs to be ready by August 16, 2010 ensuring 2 weeks for the contractor who maintains the website to post it. The second must be ready by September 30, 2010. April: Analyze paperwork needs based upon problems identified in Spring paperwork issues. By working closely with staff who are preparing for May culmination activities, the project planner can develop an understanding of the process and procedures. May: Create necessary examples, storyboard, and write script. June: Share with staff and once BTB’s suggested revisions are done; send to Risk Management for approval. July: Create and edit both videos once approval is received. August: Prepare paperwork packets and arrange to have the first video put online by end of August. September: Post second video by end of September. October/November: Analyze if training has been successful based on fewer errors and determine whether to expand training. Resources Needed: The necessary infrastructure, production equipment, and staff are already in place to create this project. If successful, it represents a way forward to provide necessary staff development to after school providers not only about field trips, but other policies such as attendance and financial reporting. The need for improved staff development is not going away. However, the number of individuals who will be available to assist in training will be greatly diminished. Performance Measures: The following performance measures will serve as benchmarks for success: · Completion of all tasks by necessary due dates. · Paperwork that requires fewer corrections than are presently occurring. · Feedback from staff site and their supervisors indicating satisfaction. · Fewer student no shows at activities due to paperwork errors. Assessment Strategies: The overall effectiveness of the pilot will be determined by the following assessment strategies: Compare percentage of paperwork errors made by site supervisors during Spring, 2010 activities with Fall, 2010. · Survey site supervisors about their perceptions of the effectiveness of the training. · Determine if there were any technical problems by staff in accessing the training or understanding the content. · Interview BTB staff that process paperwork to assess whether video modules reduced the amount of time they had to spend working with site supervisors on each trip.
References
Caffarella, R. (2002). Planning programs for adult learners (Second ed.). San Francisco: Jossey
Bass.
Garrison, D., & Anderson, T. (2003). E-learning in the 21st Century: A framework for research and practice. New York: Routledge Falmer.
Title: Your Students Won’t Be Leaders if They Can’t Get on the Bus—A Video Training to Get Paperwork Right!
Description: Los Angeles’ Beyond the Bell Branch provides leadership training activities for students at many of its high school after school programs. This year there are 25 schools participating; next year there will be 40. These activities include single day trainings, weekend retreats, and a district wide culmination. What all activities have in common is the need for complete and accurate paperwork. The project will produce video trainings to ensure site supervisors process student paperwork correctly.
Size and Scope: There will be two pilot video trainings for site coordinators. The first willreview the paperwork and procedures needed to bring students to a training orientation aboutthe program at the end of September. The second will review procedures for the fall weekend retreat in the beginning of November. The effectiveness of the trainings will be evaluated and it will be determined whether to produce three more training modules for the year’s activities.
Project Context: To participate in any of the leadership activities, field trip paperwork must becompleted and completed correctly. The longer the trip, the more complicated the paperwork. To be fully prepared for any emergency situation that could arise, students’ paperwork must be completely accurate or they will not be allowed to go. Too often, site supervisors receive apacket of paperwork with inadequate instruction. As a result, the paperwork is often returned with errors and then the site supervisor has to scramble to get the documents corrected andre-submit them. As the program increases in size, there will be more problems unless BTBmoves towards a different training model. BTB is also facing major budget cuts along with therest of the school district. This means there will be fewer staff members expected to deliver even more services with fewer resources. Using video to provide site supervisors and theirstudents step-by-step directions represents a cost effective way to provide on-demand stafftraining and reduce the number of errors in field trip paperwork.
Major Steps: Video technology will not produce more accurate paperwork processing in itself. In planning the training, it is important to carefully consider what will make a meaningful learning experience for the participants (Garrison & Anderson, 2003). Caffarella (2002) maintains that project planning must focus on ensuring learning transfer, i.e. if site coordinators do not acquire new competencies as a result of the video, then it will not be a useful format for training. To achieve an effective training, the following steps are essential:
· Analyze what the paperwork process requires for a single day event and for a weekend retreat.
· Write the script for each of the training modules incorporating the samples of good paperwork as well as typical errors.
· Share the script with Beyond the Bell staff, planners of leadership activities, and the District’s Risk Management Section to ensure that all content is aligned with District and Branch policies.
· Video tape each of the trainings
· Arrange to have each video on the BTB Website before paperwork for each event is distributed to school staff.
· Analyze the effectiveness of each video based upon paperwork results submitted and make necessary revisions based upon what is learned.
Key Activities: To ensure that video modules are effective, it is essential that the process for each major steps be carefully thought out.
Analysis of paperwork:
· Determine what paperwork is needed for each trip.
· Create samples for the fall orientation field trip and the fall weekend retreat.
· Analyze errors from the paperwork submitted for the Spring 2010 day training and weekend retreat, so that training video will highlight mistakes site coordinators need to avoid making.
Script Writing:
· Create a storyboard for each of the modules.
· Emphasize the correct process so participants will understand why each element is important.
· Incorporate examples of good practice and highlight common errors to avoid.
Review of Script:
· Submit script to administrative coordinator and assistant superintendent for approval and suggested revisions.
· Make any suggested revisions.
· Submit to Risk Management to ensure that all information is consistent with District policies.
Videotaping:
· Rehearse script with staff responsible for reviewing paperwork.
· Select attractive setting to make training presentation
· Arrange for Branch staff that do video to be available.
· Create video trainings and edit to ensure quality.
· Review final product.
Placing training on the BTB Website:
· Prepare field trip packets for each of the two fall events to be distributed to site coordinators three weeks before each event.
· Work with contractor who manages BTB website to get each video posted prior to distribution of paperwork for each event.
· Test to ensure that the video is properly working.
· Remove video for first training before placing second module on the website.
Review of effectiveness:
· Meet with staff following each event to determine how effective training was based on accuracy of paperwork submitted.
· Identify revisions that should be made based on feedback from site coordinators who received training and District staff who had to review paperwork.
· Determine if project should be continued and video modules created for Spring 2011 activities.
Responsible Parties: Project will be managed by the BTB Field Coordinator who is under administrative coordinator and assistant superintendent. Analysis of paperwork will be done with the clerical staff who process the paperwork. The Field Coordinator will be responsible for creating storyboard and script. Videotaping and editing will be done by BTB’s video person. Actual performance will be by clerical staff who process paperwork. Approvals will be required from the administrative coordinator, assistant superintendent, and manager of Risk Management.
General Timeframes: For the first training module to be ready for staff to access when they receive the paperwork for the fall orientation, it needs to be ready by August 16, 2010 ensuring 2 weeks for the contractor who maintains the website to post it. The second must be ready by September 30, 2010.
April: Analyze paperwork needs based upon problems identified in Spring paperwork issues. By working closely with staff who are preparing for May culmination activities, the project planner can develop an understanding of the process and procedures.
May: Create necessary examples, storyboard, and write script.
June: Share with staff and once BTB’s suggested revisions are done; send to Risk Management for approval.
July: Create and edit both videos once approval is received.
August: Prepare paperwork packets and arrange to have the first video put online by end of August.
September: Post second video by end of September.
October/November: Analyze if training has been successful based on fewer errors and determine whether to expand training.
Resources Needed: The necessary infrastructure, production equipment, and staff are already in place to create this project. If successful, it represents a way forward to provide necessary staff development to after school providers not only about field trips, but other policies such as attendance and financial reporting. The need for improved staff development is not going away. However, the number of individuals who will be available to assist in training will be greatly diminished.
Performance Measures: The following performance measures will serve as benchmarks for success:
· Completion of all tasks by necessary due dates.
· Paperwork that requires fewer corrections than are presently occurring.
· Feedback from staff site and their supervisors indicating satisfaction.
· Fewer student no shows at activities due to paperwork errors.
Assessment Strategies: The overall effectiveness of the pilot will be determined by the following assessment strategies: Compare percentage of paperwork errors made by site supervisors during Spring, 2010 activities with Fall, 2010.
· Survey site supervisors about their perceptions of the effectiveness of the training.
· Determine if there were any technical problems by staff in accessing the training or understanding the content.
· Interview BTB staff that process paperwork to assess whether video modules reduced the amount of time they had to spend working with site supervisors on each trip.
References
Caffarella, R. (2002). Planning programs for adult learners (Second ed.). San Francisco: Jossey
Bass.
Garrison, D., & Anderson, T. (2003). E-learning in the 21st Century: A framework for research
and practice. New York: Routledge Falmer.