National Peer-To-Peer ROMA Training Program

Being a Mentor

National Peer-To-Peer ROMA Training Program

Mentor Guide

National Peer-To-Peer ROMA Training Program

Being a Mentor --

NPtP Mentor Guide

July 2008

This guide is a product of the National Peer-To-Peer ROMA Training and Certification Program, the Community Action Association of Pennsylvania, funded by the US Department of Health and Human Services – Office of Community Services

Table of Contents

Introduction: 4

Historical review of NPtP Project: 5

Beginning in the first year of the second grant cycle 6

2005 brought the introduction of two variations in the training process 6

Four phases of Training Process 7

Mentor Roles and Responsibilties 9

Becoming a Mentor 11

Prepare for the Classroom Training 12

To Be Most Effective 13

Mentor Skills 14

Self-Assessment Questions: Mentoring Skills 16

The Importance of Feedback 17

The Feedback Loop 18

Tips for Mentors in Providing Feedback 19

Questions that Promote Reflection 20

Final Points to Remember 21

Evaluation of Field Performance 23

Evaluation of Performance – ROMA Practice Session 26

ROMA Practice Session – Module Delivery 27

Report of Practice Session 29

Train the Trainer Classroom Training Expenses 30

Notes to Candidates: 31

Mentor Guide © 2008, B. Mooney, Community Action Association of Pennsylvania

Draft – under review by NPtP Mentors

Introduction:

The National Peer to Peer ROMA Training and Certification Project is a "train-the-trainer" approach to helping States and local CSBG eligible entities sustain and advance their implementation of Results Oriented Management and Accountability (ROMA) in support of a National Community Action Goal 5 - Agencies Increase their Capacity to Achieve Results. The Community Action Association of Pennsylvania (CAAP) developed the ROMA National Peer to Peer (NPtP) Trainer Network, first in Pennsylvania in 1999 and 2000, and then throughout the country, from 2001 to 2008.

The original strategy in forming the NPtP Training Network was to spread the capacity for high quality training throughout the country so that local community action agencies would have access to basic ROMA training. This country-wide capacity was developed through recruitment and training of members of the CSBG Network (“peers”) who could reproduce the delivery of a basic set of principles and practices related to ROMA in a standardized way, and do so at low cost to the Network, rather than forcing them to rely on high priced consultants.

The train-the-trainer model, initially called the “Virtual Outcomes College,” was created by John Wilson, Executive Director, Community Action Association of Pennsylvania (CAAP) and Frederick Richmond, CEO and Vice-President, The Center for Applied Management Practices, Inc. (CAMP). The ROMA Virtual Outcomes College was funded by the Pennsylvania Department of Community and Economic Development, Office of Community Services in 1997.

The standardized curriculum used in the project is: Introduction to Results-Oriented Management and Accountability for Community Action Agencies and CSBG Eligible Entities. The “Introduction” curriculum was developed by Frederick Richmond, CAMP. The curriculum was modified with funding from the U.S. Department of Health and Human Services – Office of Community Services, under the direction of John Wilson and Barbara Mooney, CAAP.

CAAP was effective in establishing at least one Certified Trainer in 80% of the States (see maps). In the period between 2001 and 2008, the project trained 215 individuals from 40 states, Puerto Rico and the District of Columbia, with 151 of these achieving certification and 39 Candidates in process.

These trainers represent the full range of stakeholders in the CSBG Network: 26 state Community Action Associations and the National Association for State Community Service Programs (NASCSP), 18 state offices, and local CAAs from 28 states. Trainers also serve as board members and task force members for NASCSP and the National Community Action Partnership.

The NPtP network has been challenged to maintain active Certified Trainers. There are two primary reasons why Trainers are no longer available to provide service to the Network. First, there is “turnover” -- staff who leave the network. Second, many of our trainers have been promoted to other positions in the network, and no longer have the time or the job flexibility to conduct training. We have three Trainers who moved into the Director position in their State CSBG office (PA, NC and PR), six who have become Executive Directors of local Community Action Agencies, and twelve who have been promoted within their agencies. There has also been considerable movement between Association offices, State offices and local CAAs. These job changes affect training and technical assistance duties.

As of June 30, 2008, there were 92 active Certified Trainers, plus the 39 Candidates currently in the “practice” phase of the certification process, representing 33 states, PR and DC.

Historical Review of NPtP Project:

Objectives in the first round of national certification training were:

o  Using key elements of ROMA implementation identified in the Pennsylvania project* and a train-the-trainer approach, deliver a curriculum** to the national Community Action network that would standardize a basic understanding of these key elements across the county;

o  Enable every state to have at least one Certified Trainer.

Using outcome information provided by Trainers:

We surveyed active Trainers in the fall of 2004, to find out what impact the training they were doing (as a result of being a Certified Trainer) was having on their states.

Impact was found in the following areas:

o  Increased ability to implement ROMA

o  Increased understanding of the Six National Goals (CSBG office staff, CAA staff)

o  Revitalization of the Community Action concepts.

o  Increased ability to identify outcomes at the family, agency and community levels.

o  Increased ability to collect and aggregate outcome data at a state-wide level.

o  Increased understanding of the interrelationships among mission statements, implementation of services and data collection

o  Increased ability to work with non-CAA partners.

o  Improved management of local CAAs

Areas where less impact was found:

o  Increased understanding of the importance of Community Assessment, Strategic Planning, and Evaluation and Analysis of ROMA Data.

o  Increased understanding of Board Members of their roles and responsibilities in regards to ROMA implementation

One of the issues identified by respondents to our survey was that there was a need for additional tools to help deepen the understanding of the ROMA process.

Another of the issues identified by respondents was that most of the states that participated in the NPtP had only one or two Certified ROMA Trainers to serve the entire state.

Beginning in the first year of the second grant cycle (2004-2008), we established additional objectives for the project. These were:

o  Create new material to support ROMA implementation

o  Establish new systems to enable states to have multiple ROMA Trainers to support ROMA implementation.

The project produced “ROMA for Boards,” a CD/Multi-media presentation, Planning for Results strategic planning guide (for Facilitators and Participants), the ROMA Cycle graphic to act as a guide for full understanding of ROMA principles and practices, and a short power point presentations with handouts regarding Community Assessment.

In 2005 two variations in the training process were introduced.

o  Use of the ROMA e-course to assure content knowledge of Candidates prior to the Train-the-Trainer Classroom Session

o  Adding Mentors to the training team -- a way for established Certified Trainers to help expand their support network in their states or regions

Modification of the Original Training Approach:

While the original training approach was very successful in the delivery

In assessing the impact that the training has had on the network, CAAP identified a series of Trainer needs.

In the original training approach, candidates for certification attended two 1-week Train-the-Trainer classroom sessions. These sessions were historically held at 6 month intervals: one week in the fall and the other in the spring of following year. During the first week, the focus was on learning the content of the curriculum and increasing understanding of the basic ROMA principles and practices. An introduction to adult learning theory and trainer roles was also provided. During the second week, candidates were provided with the opportunity to practice delivery of two modules, which were video taped for training purposes.

This model required two weeks away from work, and took at least a six month time frame. As these were identified as barriers to increasing numbers of certified Trainers, the time between the two weeks was reduced to address the overall-time-frame barrier but this did not solve the time-away-from- the-office issue.

The introduction of the e-course provided a means for candidates to become immersed in the content material and be introduced to Adult learning theory and trainer tips via the internet. This reduced the “away from office” time frame to one week, and allowed candidates to “fast track” their certification process.

Second, Certified Trainers said that after attending the Train-the-Trainer Classroom Session, the one thing that they would have liked to add was more opportunity to experience delivery of the modules. During the Classroom Session they presented sample modules, but that was in front of an audience that knew what to expect as they were all Candidates. They were prepared with the list of things they needed to do for their Internship, but when faced with a group of actual CSBG Network staff, at the Internship event, things did not always go as they planned. They said they wanted an opportunity to further practice delivering the material, but they wanted that practice to be supported, so that they did not develop bad habits on their own which would be problematic at the Internship. The creation of Mentors was the project’s answer to this challenge. This provides Candidates with a way to work closely with seasoned trainers, work at their own pace to prepare and deliver practice modules, and actually to have the opportunity for unrestrictive practice prior to the Internship.

29 Certified Trainers have volunteered to be Mentors for new candidates since July of 2005. Of these, 21 have practiced with and supported candidates who have been successfully Certified, while others are still working with candidates.

Four phases of Training Process:

There are four phases to the certification process:

Phase One: ROMA e-Course

During Phase One, Candidates will complete the eight modules of the on-line E-Course to demonstrate understanding of the basic content of the Introduction to ROMA training curriculum. The 8 modules of the E-Course must be completed prior to the Classroom Session.

Phase Two: Four Day Train-the-Trainer Classroom Session

During Phase Two, Candidates will participate in a group Classroom Session to examine the issues and concerns that trainers must face as they prepare to deliver the Introduction to ROMA training curriculum. Candidates learn trainer tips and key points about the delivery of the curriculum material. Candidates demonstrate their ability to deliver two modules (which will be videotaped for the Candidate to use after the session as a learning tool). Preparation for these presentations occurs prior to the Classroom Session.

Phase Three: ROMA Practice Session(s)

After the Classroom Session, each Candidate will practice delivering the Introduction to ROMA training curriculum. These Practice Sessions help Candidates increase understanding of the ROMA content as well as their ability to present the curriculum and work with an audience. For the Practice Sessions, Candidates will co-train “in the field” with a Mentor or another Candidate. Mentors will evaluate delivery skills and content knowledge and recommend candidate for the final phase. Practice Sessions are to be completed within 90 days after the Classroom Session.

Phase Four: ROMA Field Internship

Upon successful completion of the first three phases, Candidates will be invited to participate in a field Internship. The ROMA Internship is an opportunity for the Candidate to offer the Introduction to ROMA training curriculum in the Community Action Network with another Candidate as co-trainer. The Internships will either take place in the state where the attendees reside or a nearby state. A Master Trainer will accompany Candidates to the Internship, to provide both technical support and evaluation of the Candidates’ performances. Completion of a successful ROMA Internship will result in Certification as a National ROMA Trainer. Internships are to be completed within 6 months after the Classroom Session.

The four phases translate into a time commitment from Candidates of a minimum of 15 days prior to Certification:

·  4 days * for the on-line e-Course (which is done individually at times suitable to the Candidate, prior to the Classroom Session – a proposed schedule is provided for each session to help Candidates budget their time)

·  5 days for preparation for the Train-the-Trainer Classroom Session (including preparing to present a sample module), attendance and travel,

·  3 days minimum for two Practice Session(s), including preparation and travel

·  3 days for the Internship, including preparation and travel

* Note: the term “day” refers to an 8 hour time frame – most Candidates do not set aside full “days” but rather several hour blocks.

Mentor Role and Responsibilities

It is understood that the key responsibility of a Mentor is to build a strong and trusting relationship with the Candidate, so that the Candidate is able to more effectively work through the ROMA training and certification process. Here are a few “ingredients” in helping that happen.

¨  Clarity about roles and expectations (for both Mentor and Candidate)

¨  Knowledge about how adults learn

¨  Recognition of values and attitudes related to the key issues facing the CSBG network: ROMA, national perspective of “the poor,” etc.

¨  Effective communication skills

¨  Reflection on the experiences Mentors have with the Candidates

¨  Cultural sensitivity

¨  Understanding that “change” happens at different rates for different people

Mentors have responsibility to assist a Candidate progress through the four phases of the training and certification process. Their duties include coaching, challenging, and praising the Candidate.

·  They assist in navigation of the e-course, including discussing new or unfamiliar concepts and tools.

·  They assist in pre-Classroom preparation of sample modules, helping the Candidate practice delivery and understand the material to be delivered as well as prepare visual aides, if appropriate.