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

   TRIM Process - Follow Up Activities

The notion of post-training follow-up and support is being increasingly identified in the staff development literature as one of the most overlooked aspects of staff development activities. The traditional one-shot workshop continues to be utilized even though we know that precious little implementation can occur without support in the workplace.

"For most of us, the attainment of skill is not a sufficient condition to bring about transfer of that skill into the workplace. Once a teaching skill has been attained, it needs to be transformed during the process when it is being transferred into the active repertoire. The conditions of the classroom are sufficiently different from training situations that one cannot simply walk from the training setting into the classroom with the skill completely ready for use." (Showers, 1982).

When the object of a training is the development of new knowledge and skills, the specific plans for providing follow-up support to the participants should be woven into the inservice design, not tacked on as an afterthought. Quality staff development offerings assume that the support provided to enhance implementation is the second, but equal, part to the workshop portion of the training.

The design of how support will be provided can take many shapes depending on the outcome (awareness, knowledge or skill) and the resources available to a program that can be targeted toward implementation support.

Steps to Developing a Follow-up Plan

1. Under the "Training Objectives" column, list each objective as it appears on the Training Plan.
2. The next step is to indicate the level of the objective by placing a check in the appropriate column under "Level of Objective". A for Awareness, K for Knowledge, and S for a Skill level objective.
3. Under "Evidence of Implementation" record what observable indicator(s) you will look for that would show that the trainee is implementing the objective. This should be an indicator that any implementation of the objective is taking place, not an indicator of quality.
4. The "Quality of Implementation" column is completed next. This is where you list indicators of full, quality implementation. This should describe mastery of the objective.
5. The people and material resources needed for the trainee to achieve full implementation is now listed under the "Support Needed for Implementation" column.
6. Next use the "Who Responsible for Support" column to list specific name(s) of those assigned this responsibility.
7. Under "Timeline" list the dates by which full implementation is expected to be achieved.
8. The "Score/Obj. Met" column is for listing any criteria or instruments scores related to the indicators listed under "Quality of Implementation."
9. The section at the far right of the this form is for the trainer (coach or mentor) who is supporting implementation to make comments.

Several of the following approaches have been used to provide post-training support to personnel and are provided here to stimulate your own, creative thinking:

• Trainer on-site visit with observation and discussion
• Mentor or coach in same building/program to meet with regularly
• Video of participant demonstrating new skill in learning environment which is reviewed by trainers and returned with feedback
• Completion of products (assessment) which are submitted to trainers for review and feedback
• Opportunity for participant to observe in other settings where individuals previously trained are implementing the skill/practice.