Easy Pattern Making Technics Series 1
"Social Media Is a ‘Digital Minefield’ For Employers" – MSNBC "34 percent of companies surveyed reported that a loss of sensitive information due to employee use of social networking and that it had affected business” – Proofpoint “Survey Shows Employers Need to Boost Social Media Training” – SHRM 11/10/11 “…33 percent said that their organizations have disciplined employees for social networking issues in the past 12 months." SHRM 1/1/12 THE FACT IS... The number of organizations having to fire employees for their misuse of social media is growing every day. Employees’ misuse of Social Networking creates unique challenges for school administrators. Lack of Awareness in Personal Social Networking You may not be aware, but your employees are having workplace conversations that can violate Privacy Polices, Workplace Harassment Policies and Code of Conduct Policies. They are sharing information that may appear to be endorsed by your school or district. They are mixing their personal and professional lives in ways that can impact your community’s view of your schools. Perception is reality and the perception of your schools in the community can be shaped by your employee’s use of social networking. The nature of communication has changed and what was once a flippant water cooler comment may now be documented permanently and view-able by an entire community. Online Actions Have Real World Consequences Teachers do not fully understand the reality that everything we do online is public, permanent and documented. Far too many of your employees assume that the statements they post on social media sites stay within their private network. So complaining about their job, their boss, their co-workers, parents or their students will only be seen by their network. The reality is, however, that students and parents can quickly become riled by comments and photos posted online. Many administrators have found themselves in very difficult situations. Teacher Posts Controversial Pictures to Facebook Page Expectations of professionalism and confidentiality are a given between parents and teachers. Trust of teachers and staff by parents and students is imperative and yet can be diminished in mere seconds in a viral world by one employee’s lack of awareness of social media. Many schools and districts are put into a reactive posture not having been proactive in educating employees. A recent example is a school teacher has been forced to resign after a student’s parent saw a few photos on the teacher’s Facebook page from a Germany vacation. In one photo, the teacher was holding a glass of wine in one hand and a beer in the other. There was also one profane word in a post by one of her friends on her wall. (Source: lawster.wordpress.com) A Catholic school teacher was fired after she participated in a Facebook survey saying in the survey she did not believe in God. (Source: AP) Another example in Paterson, N.J., a first-grade teacher in a largely black and Latino school may lose her job after commenting on Facebook that she feels like a “warden for future criminals”. A judge ruled that teacher Jennifer O’Brien can be fired for calling her students future criminals on Facebook. O’Brien’s lawyer, Nancy Oxfeld, argues the posting was just an insignificant blunder said in frustration after a bad day.(Source: NPR) John Palfrey of Harvard’s Berkman Center for Internet and Society says there have always been teachers who say dumb things, but now social media amplify those comments.(Source: NPR) Proactively Training Your Employee’s About Social Networking Pitfalls is Absolutely Essential! Credibility and trust matter, especially to parents. Over one hundred thousand employees and over a thousand employers have been trained over the last decade by our partners on risk management, identity protection and fraud prevention. In 2009, we began providing social networking awareness training to school districts around the country and are now making this training available online. The Social Networking Consequences for Education Course: Addresses the positive and negative impact of employees using social media sites personally and professionally. Teaches employees how misuse of social networking even away from work can and will affect the work environment. Helps employee better understand all the risks of over-sharing in social networking. Communicates the issues through dozens of ‘real life’ examples of the mistakes of others in online sharing in a school environment. Inappropriate use of social networking both during and after work hours in a school environment. This training is proven to increase your employees’ awareness of the issues they do not fully understand about social networking. It does not address specifics details about the use of social networking under your unique social networking policy. Providing Social Networking Policies and More Many states are requiring that schools adopt a social networking policy. We can provide you with a social networking policy that can be customized for your organization. However, policies alone are not enough; training is the key. The purpose of this training is to set the stage for that policy and create awareness and understanding of the need for an organizational policy on the topic of social networking. Too often the introduction of a social networking policy, without proper training, is viewed by employees as a ‘big brother’ employer dealing in areas that should not be its concern. This training is a series of 6 videos that are 8-15 minutes in length that will set the framework for your social networking policy and help employees to change their thinking, thereby changing their behavior when it comes to their use of social networking.
Learn how to read faster...MUCH faster... ...and UNDERSTAND better ...and REMEMBER more Based on over 30 years of using speed reading techniques and 17 years of teaching the techniques all over the world, the focus on this unique course is on speed AND comprehension...reading for knowledge EFFECTIVELY and EFFICIENTLY. On this unique course, you will learn: - a strategy that you can apply flexibly to ALL reading for knowledge and information - exactly how your eyes and brain work together when you are reading - and how to use that information to accelerate your reading dramatically - specific techniques to read faster AND understand better - the one technique that will make everything else you learn even more effective - the importance of the right mindset - how memory works during and after reading - and how to use that knowledge to make sure you remember whatever you need to - HOW to practice so that reading quickly, becomes a habit and a lifelong skill Objectives: Read MUCH faster - two to three times your current reading speed Improve your comprehension Understand how memory works and how to use that understanding to your advantage Become far more efficient and more effective when reading for knowledge and studying Learn a strategy for reading for information and knowledge Understand how to take the knowledge of how to read faster and turn it into a skill that will benefit you for the rest of your life Duration: 90 Minutes
Mind Mapping Mastery course from Illumine e-learning - the leading provider of Mind Mapping training. When learnt properly, Mind Mapping is a uniquely powerful technique. On this interactive and hands-on e-learning course you will learn: - how to establish great mind mapping technique - the secret to using mind maps to enhance the quality of your thinking and planning - how to build a powerful memory with mind maps - the best way to take notes using Mind Maps - why mind maps work - how they work WITH the brain - the wide range of uses of mind maps for work and life BONUS MODULES - how to study and excel in exams with Mind Maps Objectives: - Learn great mind mapping technique - Understand how to use mind maps to enhance the quality of your thinking, organising and planning - Find out how to take notes using Mind Maps - Discover how to build a powerful memory with mind maps - Find out why mind maps work - and how they work WITH the brain - Learn how to use mind maps to dramatically improve your studying and learning Duration: 90 Minutes
Take charge of your career with the NAPR e-learning program. This highly interactive program is skill-focused with your personal and professional development as the end goal. Review the program contents to see what courses are yours for only $129.95! By enrolling in this program, you agree that the $129.95 is the cost for ONE person for a period of one year.
Locator Skills Video & Practice Quiz
Training Basics Introduction The outcome of this training: o You will be able to transform non-existent or inadequate performance into effective performance in minimal time and at minimal cost. We’ll first take a look at the this systematic approach, and then practice it. o The underlying philosophy is to work backwards. The Basic Template: GOT o Goals o Objectives o Test Items Goals Goals express the vision of the successful outcome of the training. A goal must be written in such a way that it allows you to separate those who fit the description of the goal from those who don’t. Examples: Facilities workers who are safety conscious Able to correctly administer CPR An effective sales presentation Effectively handle an unhappy customer Objectives Performance Objectives are statements of expectations of performance, in measurable terms. State what they are expected to be able to do. o How well o Within what constraints Examples: Given a CPR dummy, hold it in the correct position, and with your body in the correct position to begin administering CPR. Given a simulated prospective buyer, begin a conversation that can lead into a presentation of the features, benefits, and asking for a response regarding the Mark V Torque Converter. Then state how it could be used to lead into that presentation. Given a simulated prospective buyer, present the features, benefits, and ask for a response regarding the Mark V Torque Converter. Given a simulated unhappy customer, demonstrate the “Feel, Felt, Found” technique. Test Item A Test Item is a Criterion-based demonstration of competence. A Test Item is what will you have them do in order to demonstrate that they can perform a task. o How well o Within what constraints Examples: Given a CPR dummy, hold it in the correct position, and with your body in the correct position to begin administering CPR. Change a tire on any mid-size car within 20 minutes. All five lugs must be tight enough to stop turning when you apply most of your strength, but be removed without using most of your strength. Your trainer will pose as a simulated prospective buyer. Present the features, benefits, and ask for a response regarding the Mark V Torque Converter. Practice Now you will practice these techniques. o Goals, Objectives, Test Items Goals Step 1: Identify instances of inadequate performance. Example: The Customer Service people are not adequately referring customers to the correct department to meet their requests. Practice: List three actual or imaginary instances of lacking or inadequate performance. _________________________________________________________________ ____________________________________________________________________ _________________________________________________________________ ____________________________________________________________________ _________________________________________________________________ ____________________________________________________________________ Step 2: Write a goal for an instance of inadequate performance. Example: The Customer Service People are able to refer a customer to the correct department to meet their requests. Practice: For each of the three instances of inadequacy, write a Goal that allows you to separate those who fit the description of the goal from those who don’t. 1. _________________________________________________________________ ____________________________________________________________________ 2. _________________________________________________________________ ____________________________________________________________________ 3. _________________________________________________________________ ____________________________________________________________________ Step 3: Write an objective for a goal. Example: Given a customer who wants to report bad coffee, refer the customer to the correct department. This must be done within five minutes, and the customer must be connected to the correct department. Practice: For each of the three goals, write an objective that makes competency visible, or otherwise measurable. 1. _________________________________________________________________ ____________________________________________________________________ 2. _________________________________________________________________ ____________________________________________________________________ 3. _________________________________________________________________ ____________________________________________________________________ Step 4: Write a Test Item for an objective. Example: Pick up the phone. On it is a customer who wants to report bad coffee. Refer the customer to the correct department. This must be done within five minutes, and the customer must be connected to the correct department. Practice: For each of the three objectives, write a Test Item that makes competency visible, or otherwise measurable. 1. _________________________________________________________________ ____________________________________________________________________ 2. _________________________________________________________________ ____________________________________________________________________ 3. _________________________________________________________________ ____________________________________________________________________ Determining the methods of instruction In reality, the method of instruction in a training program is the least important part. o This is because once you have the Goals, Objectives, and Test Items in place, in many cases the trainee can self-train. The Test Items enable you to either certify the trainee’s competence or not certify it. o Certification simply means that someone is willing to sign their name to the effect that a person is able to demonstrate the performance. The actual training may consist of: o Classroom o On line o Reading o On the Job Training o “Osmosis” on the job o Self-training o Mentor o In-born abilities o Or anything (or nothing) Critical Underlying Principles o Respect the trainee. o If the trainee is not achieving the required results then it is the fault of the training program, not the trainee. (Well, OK, almost always…) o Remove, or at least minimize, all obstacles to the trainee’s learning. o Do not add training content that does not contribute directly to the attainment of the performance objectives. o You may provide that as optional material that the trainee can take away, but don’t allow it to take time away from the program. o Provide plenty of practice, with reinforcing feedback, before the testing. Skip Welles CeleriTRAIN