Using members as training resources
Abstract
Well-planned and effective training reflects member needs, builds on member expertise, and also works to meet broader program goals. Mosaica's newsletter, TrainingBriefs (February 1998, no. 6), shows trainers and program staff how to tap into the resources that members bring to training.
Issue
The diversity of AmeriCorps members poses both a challenge and an opportunity when it comes to determining training needs.
Action
Trainers and program staff can tap into the resources members bring to training in a number of ways:
Assess member knowledge and needs
Before designing training, assess the members' needs and wants. Consider giving members a pre-training questionnaire or use another assessment technique. Several times during the program year, ask members what they already know, what they want to know, and what they can and want to share with others. Information gained through regular assessments of members at their sites can help programs provide timely training, meet needs as they arise, and keep member development focused and relevant.
Involve members in planning
An excellent way to find out what training topics to offer is to ask returning members, those who have been in national service the longest. Find out what training they found most useful, what was least useful, and how training can be improved. Include returning members in planning sessions and have them lead training workshops. Their input and involvement will ensure training is highly relevant to member needs.
Involve members in developing training materials
Member experiences can be the subject for rich and relevant training materials. Returning members know the daily realities and challenges of their diverse service assignments. Input from members can help you develop realistic scenarios and case studies. For example, a training on organizational culture and norms can benefit from member input on problems encountered at their sites. Use that information to draft relevant role plays, scenarios, or case studies.
Let members train
Vary training by having members give a presentation, participate in a panel discussion, or facilitate a game, activity, or session. For example, members might facilitate a series of role plays that expose new members to likely site situations. Trainers who incorporate small group work into the training design can form groups with both returning members and new members.
Context
Resources members may bring to training include:
Member Experiences
- Living and interacting in a diverse environment
- Traveling to or growing up in other countries
- Past employment, volunteer, or military service
- Hardships, crises, personal barriers
Member Knowledge
- Familiarity with a community or culture
- Understanding of a particular service site
- Technical expertise (e.g., immigrant needs, HIV/AIDS)
- Formal education and training
Member Skills
- Peer training
- Educational programming
- Cross-cultural communication
- Developing teamwork
- Specialized capacities (e.g., counseling, teaching)
Citation
Mosaica's TrainingBriefs. (February 1998). no. 6. Washington, DC: Corporation for National and Community Service.
TrainingBriefs were produced by Mosaica under Cooperative Agreement #98CADC009 with the Corporation for National and Community Service during July of 1997 through October of 1999.
Outcome
Involving members as trainers can empower them as well as help keep training practical and relevant. Besides developing rapport among all members, involving members as resources in training provides them with leadership, training, and personal skills development opportunities.
Posted On
August 27, 2001Resources
Starting Strong: A Guide to Pre-Service Training
See Low-Cost Training Resources: Your Members for the activity "Training Talk Show" to help encourage members' involvement as trainers.
Source Documents
Low-Cost Training Resources: Your MembersRelated Practices
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