IV. Participant will demonstrate knowledge of the components of the TRIM process

   TRIM Process - Specify Outcomes

The anticipated outcomes, competencies, or the goals to which all training activities are directed need to be clearly identified from the initial planning stages for any inservice training endeavor.

There are three possible levels of competency outcome that planners of an inservice could identify:

1. awareness level
2. knowledge level
3. skill implementation level

1. Awareness Level Training
   A participant in awareness level training would be expected to come away with name familiarity and increased familiarity with terminology, target populations, and general descriptors of the project.
   
   The content presented at an awareness level training would be more general in nature and focus on major or key components of a program, approach, etc.
   
   One should not expect to see changes in a teacher's classroom behavior as a result of awareness level training.
   
   
2. Knowledge Level Training
   An inservice activity directed toward knowledge level training would move beyond the awareness level in providing more specific and discrete information about the subject at hand.
   
   Whereas at the awareness level a participant would be familiar with the Distar Language Program, a participant at the knowledge level would have more specific information about the program, i.e., it is based on a direct teaching method, teaching always occurs in a group setting, the printed materials provide a prescribed text for the instructor to follow, it was designed for children from non-standard English backgrounds.
   
   Knowledge level oriented training sessions usually require more than 1-2 hours--often 1/2 to 1 day. Most frequently, in order to impart knowledge relative to a specific subject, participants are provided opportunity to interact with materials, see demonstrations, etc. The provision of written descriptive materials is a common way to impart new knowledge to participants.
   
   As a result of participation in knowledge level training, a teacher might return to his classroom and attempt to utilize some parts of the training or apply his newly acquired knowledge.
   
   
3. Skill implementation Level Training
   An inservice activity directed toward skill development and implementation would incorporate awareness as well as knowledge level training. The greatest return on an inservice investment comes from skill implementation training. In this type of training, objectives are formulated for trainees, with performance criteria established.
   
   The skill level training session is often organized in a workshop format where participants engage in hands-on experiences with materials, procedures, approaches, etc. Skill training often utilizes role play as a means of assisting trainees to develop performance competencies.
   
   These are 'working' training sessions. Usually short lecture/demonstration sessions are followed by some opportunity to apply or implement the skill being discussed.
   
   As a result of participation in this type of inservice, trainees can be expected to be able to return to their own settings and begin implementation of the new skills.

Developing Your Outcome

A planning format to assist in the training plan, the Planning Worksheet for Training, has been developed for use by participants. The Planning Worksheet provides a space to initially indicate the expected training outcome, i.e., in this case, skill implementation. The next three columns are for objectives, activities and evaluation and will be covered later in the tutorial.

To view a Planning form that includes an example of an outcome statement at the skill implementation level, click the icon at left for pdf format or click the following text link for Word format.

• Most individuals find that they have a lengthy list of needs after asking staff to complete a needs assessment. The next job, obviously, is to prioritize the needs. Once that is completed inservice planners are ready to begin the actual planning of the training.
  
  
• Once these decisions have been made, the first step in the planning process is to take the prospective topic and define it in terms of the specific outcomes desired. The question needs to be asked, 'What do we want the trainees to be able to do when they complete the training?'
  
  
• This takes planners beyond simply stating this is awareness level training to the point where they are specifying what it is they expect trainees to be aware of at the end of the session. These outcome statements can be fairly general in nature because they will be further defined as the training objectives are constructed.