The Challenge
The current training model didn’t have clear objectives and lack consistency of the training experience
Gonzaga University School of Education stakeholders wanted to enforce participation but had difficulty because of a lack of organization and low participation movtiation
Learners had little opportunity to practice new skills
Transition to new trainers resulted in a loss of knowledge and content
The Solution
Conducted analysis of participants needs through interviews and surveys
Developed a cascading leadership model to train the next trainer which resulted in consistent program development since 2018
Implemented feedback methods for all participants to receive timely feedback
Increased participant motivation and built buy-in by clearly communicating the benefits for participants
An internal mentor program to extend beyond the training days.
What it Looks Like
About the Project
The program was initially developed in 2012 by a group of graduate students in Gonzaga University's School of Education. The intention was to create an opportunity for emerging educations to practice new teaching skills and provide free English classes to adults in the community. For five years it remained a relatively small program. I was tasked with re-inventing the program.
I conducted interviews and surveys with past participants, stakeholders, and SMEs to determine the cause of the low morale and participation. From that I learned:
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Participants were given little direction on how to prepare for their first time teaching
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Participants didn't know how the program was benefitting them and often referred to it as a 'waste of time'
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Leaders felt frustrated with the lack of motivation from participants
I launched the new program after presenting my recommendations to stakeholders. I used an iterative design process to continually adapt the program and make changes based on participant feedback. Based on the expressed need for more feedback, I implemented a model for timely feedback with a mentorship program which also allowed for networking to extend beyond the training days.
One of the biggest challenges of this program is that it is student-led, with faculty and alumni mentoring. This model meant a new leader was appointed every semester and there was no method for transitioning materials and knowledge to the next leader. I developed a cascading leadership transition model with each leader assigned first as an Assistant Coordinator for one semester, then promoted to Coordinator the second semester.
After implementing the new program and leading it from 2017-2018, I trained the next leader. Since I left the program has continued to grow and successfully transitioned leaders 4 times.
The program is now featured on Gonzaga University's School of Education website