Effective Training Location Leaders

This program contains its own student workbook. The workbook can also be used as a reference after you complete the training. You will be directed to parts of the student workbook as you go through this program. Make sure you respond to all the case study questions. You will be directed to parts of the student workbook once you respond to some questions.

For navigation purposes this program consists of only one page.  Use your browser buttons to return to the previous page at any time.

Student Workbook

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Download and print the Student Workbook (542KB). Once you print the workbook return to this page and continue the program.

The overall goal of this program is to make you a better training location leader. This program only introduces you to the various issues that make an effective training location leader. Your servicing administrative office may use this brief program in conjunction with classroom training that will further prepare you for the job of training new employees.

When you complete this training you will be able to:

1. Discuss the knowledge, skills and attitudes necessary to become an effective training location leader.
2. Locate and use a variety of resources available to training location leaders.

This program is divided into three parts

1. Self Evaluation
2. Case Study
3. Final Evaluation

The first part provides you with the opportunity to rate yourself as a training location leader. In the second part you will help a training location leader solve some problems. The third part is an evaluation of what you have learned. You should be able to complete the first part in 15 minutes or less. The second part will probably take about an hour. Speed is not important. Take all the time you need to complete the program.

Self Evaluation

This part provides you with an opportunity to rate yourself as a training location leader. Respond to the statements below with a yes or no. Simply keep a mental record of your answers.

1. I enjoy training new employees.
2. I normally have a positive attitude about the NRCS and its programs.
3. I am technically competent enough to provide a trainee with a well-rounded learning experience in resource conservation.
4. The relationship I have with our partners permits me to provide a positive learning experience for a trainee.
5. I have sufficient knowledge of human resources policies and procedures to answer most of the questions from a trainee on this subject.
6. I know enough about travel regulations and reimbursement procedures to answer most of the questions posed by a trainee on this subject.
7. I completed the "Effective Interpersonal Skills" training (or its equivalent) offered by NRCS.
8. I completed the "Managing for Excellence" training (or its equivalent) offered by NRCS.
9. I completed the "Supervising for Excellence" training (or its equivalent) offered by NRCS.
10. I can explain the "trainer" roles and responsibilities of a supervisor.
11. My code of conduct demonstrates a very professional role model to a trainee.
12. I can explain how to properly design learning experiences for trainees.

If you responded with a no to any of the statements, please talk to your supervisor and your servicing personnel office about the questions you answered with a "no" to ensure you become able to answer with a "yes!" Review the list of qualifications for being an effective training location leader in your workbook.

Case Study

To further evaluate what you know and to provide you with a number of resources to help you become a better training location leader you will now be presented with a case study.

You will observe a district conservationist deal with some of the every-day problems of training new employees.

After you see what the trainer does, you will be presented with an opportunity to choose what you would do in the same situation.

First, let's meet the employees.

This case study involves a district conservationist named Beth Jones, a soil conservation technician named Jim Smith and a trainee named Sam Atkins. The case study takes place in the Edneyville Field Office.

Beth, “My name is Beth Jones. I'm a District Conservationist in the Edneyville Field Office. I've worked for the NRCS for 12 years and been in several field offices. I became a DC six years ago. I grew up on a dairy farm and graduated from the State University with a degree in agronomy. The new trainee that you are about to meet is the third one that I have trained.”

Sam, “My name is Sam Atkins. I just graduated from the State University with a degree in animal husbandry. I grew up on a dairy farm. I look forward to working in a new NRCS office, but I am nervous about moving to a new part of the state. Last summer I worked as a student trainee. I hear that my new supervisor is a great person and a good trainer.”

Jim, “My name is Jim Smith. I have been a technician in the field office for 28 years. I grew up on a farm in the neighboring county and raise a few cows in my spare time. I have helped train about 12 new employees and really enjoy it. I look forward to the arrival of the new trainee.”

Pre Arrival of Trainee

In early March, Beth Jones received a letter from the human resources office informing her that a soil conservationist trainee, GS-7, was scheduled to begin work in her field office on May 21st. The letter stated that Sam Atkins had spent the previous summer as a student trainee in a field office in another part of the state.

Accompanying the letter were a copy of the trainee's EDP and the performance review work sheet from his previous supervisor. Beth reviewed the material and had it filed away.

Beth also called the previous supervisor to inquire about the training Sam had received and to determine what learning objectives to emphasize for the coming year.

Beth felt ready for Sam to arrive.

Case Study Question 1

Which of the four choices below would you select to ensure that Sam's arrival went smoothly and that he arrived ready to begin his training?

1. Call HR to determine if Sam has any special needs
2. Phone Sam to ask about his housing needs
3. Send Sam an information package on the county
4. All of the above.

The correct answer is “All of the above.” Preparing for the arrival of a trainee is a critical step. Review the Pre Arrival Checklist in your workbook and add any items you think important.

First Day on the Job

Sam arrived on May 21st to begin his assignment in Edneyville. Beth made sure Sam had adequate housing and talked to him about the town. She then introduced Sam to the rest of the staff and office surroundings. About 10:00 that morning Beth showed Sam to his desk and suggested that he contact human resources in the state office to make sure all his paperwork was OK. Beth offered to help if necessary.

Case Study Question 2

Beth took some reasonable steps in getting Sam acclimated to the job on the first day, but she left out some very important items. What else should Beth have done to make Sam's first day more productive?

1. Complete an Employee Development Plan
2. Discuss timekeeping requirements
3. Help develop a schedule for the week.
4. All of the above

The correct answer is “All of the above.” There are a number of important actions to take on the first day. Check out the First Day Checklist in your workbook. Add any other actions you think important.

Employee Development Plan

Early the next day Beth met with Sam to put together an employee development plan (EDP) with him. Beth had several appointments that day so she suggested that Sam ask the SWCD secretary to find the EDP for a former trainee and use what he could of that EDP to prepare a training plan for himself.

Beth left the office to meet her appointments. Sam was able to review the EDP the secretary found, but it did not really contain the elements that he thought he needed. The old plan was for a GS-9 trainee that had worked for two years in the field office.

When Beth returned she found that Sam's plan was mediocre at best.

Case Study Question 3.

Sam was left to develop his own EDP, which didn't turn out very well. Beth could have done more to help him. Of the four actions listed below which would you choose to make sure Sam started off with a sound EDP?

1. Personally work with Sam to develop the EDP.
2. Call the state office to get a copy of an EDP.
3. Let Sam work on it till it is correct.
4. Ask the technician to help Sam.

The correct answer is to personally help Sam develop the EDP.

Completing an EDP

In general the following three steps should be taken to develop an EDP with an employee:

1. Secure a copy of the previous EDP and determine the progress made by the trainee.
2. Determine what areas need to be included in the current EDP.
3. Involve the trainee in the entire process.

The Employee Development Plan form should be used to record all training needs and progress in meeting those needs. Be sure to keep it current.

Review the sample EDP form and the accompanying instructions in your workbook.

Sam's EDP

When Beth returned from her appointments and discovered that Sam had not been able to develop an EDP, she realized her mistake. She then scheduled some time to work with Sam to develop the plan.

Sam's EDP included both formal classroom training and on the job training (OJT). Sam was scheduled to attend two, conservation planning courses developed by the state office and to attend the Basic Field Conservation training. Beth also included some activities that gave Sam some experience with the local SWCD.

Most of Sam's training was to be fieldwork, centered on planning, designing and laying out conservation practices.

Designing On-The-Job Training

One of the items in Sam's EDP was to receive training in using a laser level. Jim, the senior technician in the field office, was listed on Sam's EDP as the person to provide the training. Jim was a veteran and had worked with a number of trainees over the years. Jim enjoyed helping new employees develop skills.

What Jim did to provide the training to Sam is described on the next several pages.

Training Need?

First Jim reviewed Sam's EDP to determine what training he had received in using a level. He then talked with Sam to find out if he had taken any courses in surveying in college or had any other experience in the subject. It turned out that Sam had no training or experience in using a level. It was obvious that Sam needed the training.

Training Design

Realizing that he had to start with the very basics, Jim first asked Sam to read a very brief article on the Internet that introduced him to the terminology. He then talked to Sam about how they would divide his training into segments that would eventually lead to him being able to run a closed circuit. Jim explained to Sam that when they finished the first step he would be able to correctly set up a laser level.

Training Development

Jim and Sam went out to a farm where NRCS had designed several conservation practices ranging from grassed waterways and strippcropping to a manure holding pond. Jim explained how a laser level was used in the design, layout and construction of each of the practices and how being skilled in the use of the instrument would help in his job. Jim then demonstrated how to correctly set up a laser level.

Training Delivery

After Jim completed the demonstration, he asked Sam to set the instrument up. Jim first talked him through each step and provided feedback on his attempts. He then put the laser level back in its case and asked Sam to set up the level from start to finish. Sam set up the level and returned it to its case without a hitch. Jim congratulated Sam on his success. Over the next several days Sam, with Jim's help, demonstrated he could complete a closed circuit.

Training Evaluation

After each step in Sam's training to complete a closed circuit, Jim reviewed Sam's performance and suggested some minor changes in technique to help his speed. He also asked Sam about the training and if he thought it was effective. Jim then recorded the training on the EDP, and both Jim and Sam initialed the entries.

Case Study Question 4

Read the section on your workbook titled Designing and Delivering OJT. Based on what you read, what major mistake did Jim make in his training attempt? Choose among the four choices below.

1. The exercise should have been problem centered.
2. Jim didn’t make any mistakes.
3. Jim did not set an objective.
4. Jim did not record the training event.

The correct answer is that Jim did not make any mistakes.

Performance Problem

Over the next three months Sam completed the Introduction to NRCS course and attended the Basic Field Conservation training. He also had a chance to attend the summer meeting of the Three Rivers Association of Conservation Districts and went to several Edneyville SWCD Board meetings.

Sam also went with the District Technician and Jim to check out a number of practices. Over the summer Sam observed as Beth developed resource conservation plans with several farmers interested in pasture management and wildlife practices.

Sam's performance was exemplary, and he seemed to learn very quickly. But a problem was about to present itself.

The following fall the construction season began again in earnest. The field office had several construction projects going at one time and everyone was busy. One day Beth was out checking out a grassed waterway. Sam was with her. Beth got an emergency call from a contractor working on a waste management system on a farm down the road.

Beth thought Sam had done well on his laser level training, so she asked him if he could finish without her. He said OK and Beth left him to finish checking out the grassed waterway with the farmer's hired hand. In about an hour Beth returned, and Sam had finished the construction check.

Beth asked Sam how the checkout went.

Sam’s response, “I think it went OK. I had a little trouble when I moved the level but the notes all checked out.”

The next morning Beth met with Sam to review the field notes. The notes were clearly incorrect. Beth was a little puzzled so she asked Sam about the work.

Beth asked, “Sam, I don't understand. This is a simple conservation practice. You did so well in your training. You've had several opportunities to check out practices with other employees. What happened on this one?”

Sam replied, “I just couldn't seem to get the level to work right. I have been out with Jim and the district technician on several jobs. I always kept good notes and always held the rod at the correct position, but when I got to moving the level, I couldn't remember what to do.”

Case Study Question 5

One important job of a supervisor is to be able to analyze performance problems and choose the correct remedy for the problem. It helps to have a model to follow.

Read the section in your workbook titled Analyzing Performance Problems and answer the question below.

You noted in the material that there are several causes of poor performance. Of those five listed below which do you think is the main contributing factor to Sam's poor performance?

1. Lack of knowledge
2. Motivation
3. Lack of practice
4. Lack of proper equipment
5. Managerial deficiencies

The correct answer is lack of practice.

Sam's lack of practice resulted in his not being able to perform, as he wanted. He had no opportunity to practice after he demonstrated only once that he could complete a closed circuit. The job of completing the construction check involved moving the laser level a number of times to get all the shots, and he became confused over how to record the shots in the field book.

As it turned out the conservation practice was installed according to specifications and the episode ended with no negative repercussions for anyone.

Beth then decided to talk with Sam about his performance. Beth met with Sam that afternoon to discuss the construction check notes.

Beth asked, “What do you think about the job you did yesterday with the construction check? Some of the notes were a little off.”

Sam replied, “I thought that I knew how to operate the laser level. It was so easy when Jim helped me with it, I didn't think I would have any problems. But when I started making the turns I got confused and wasn't sure how to record the notes. I was a little embarrassed to ask for help.”

Beth responded, “Well, some of the turns evidentially did cause you some problems. The numbers in the field book really don't add up. I know you and Jim worked with the level quite a bit. What do you think caused the problem?”

Sam answered, “Jim and I did work with the level and I was able to make the turns with no problem. I thought it was so easy That I thought I would never have any problems. I guess I needed more practice before I agreed to do the check myself.”

Beth again, “Some scheduled practice would have helped you avoid the mistakes you made. I'll take some of the responsibility for not checking more closely with you. It's important to remember that your EDP is your EDP. You have a major role to play in your training and especially the practice you need. What I would like you to do is to be sure to schedule some practice and let Jim or me know when you are not sure about something. We'll check with you a little closer also. We want you to succeed. Can I count on you to schedule the practice?”

Sam concluded, “I guess I expected everyone to look out for me. I realize now that I have to do some things on my own. I'll put together a practice schedule for you to look at.”

Case Study Question 6

Providing feedback to employees, especially new employees, is a critical part of the job of a supervisor. Being able to provide constructive feedback is a skill that can be learned.

Review the information in your workbook titled constructive feedback and answer the question below.

Beth used all three stages of constructive feedback to counsel Sam, true or false?

The correct answer is true.

Constructive feedback is not always as easy as has been depicted on the last few pages. Many times the problems are much more controversial. Emotions can be charged, and the problems have no simple solutions.

This training simply introduces the issue of counseling with employees. For you to become proficient in providing constructive feedback you must practice the skill until it becomes a part of you.

Training in the skill of constructive feedback is available in the NEDC sponsored training, Effective Interpersonal Skills. Talk with your supervisor about attending the training if you have any questions about your skills.

Employee Ethics

One day while Beth and Sam were working out in the field, Sam posed an interesting question.

Sam asked, “Yesterday when I went out to check on the contractor he offered to give me two tickets to a ball game that I want to see. The tickets cost $150 and I can't afford them so I took the tickets. Is that OK?”

Case Study Question 7

How would you respond to Sam? Choose from the four choices below.

1. Tell Sam to return the tickets and explain why.
2. Tell him it’s Ok to keep the tickets.
3. Tell him not to go to the ball game.
4. Tell him it’s Ok just this once but not to accept anything else.

The correct answer is to tell Sam to return the tickets and explain why.

Federal employees are prohibited from accepting gifts of the monetary value that Sam accepted. Sam should return the tickets and explain why.

Access the USDA Ethics web site. for an explanation.

When you access the site, click on:

Rules of the Road, then

Ethics at a Glance, and then

Gifts from Outside Sources.

Once you have reviewed the information return to this page.

Beth explained to Sam why it was necessary to return the tickets. Beth also spent some time with Sam reviewing the USDA Ethics Web page and showing him how to navigate the site to get answers to his questions.

Beth went with Sam to return the tickets and observed him as he explained to the contractor why accepting the gifts was not permissible.

The contractor was very understanding.

Sam learned an important lesson about employee ethics!

Equal Opportunity

One day while eating lunch with employees from another federal agency, an employee asked Sam how to file a discrimination complaint. Sam was unsure of the procedure so he asked Beth about it.

Beth went through the process and explained the USDA Policy against discrimination. She also directed Sam to the information on the EEO complaint process.

Go to the Web sites and review the USDA Civil Rights Policy and EEO Complaint Process. Once you review the information return to this page.

EO in Program Delivery

Sam was working at his desk one day and overheard two farmers outside in the hallway discussing a problem one of them had with a federal agency official. One of the farmers asked the other about a complaint procedure. The conversation intrigued Sam.

He didn't know anything about a complaint procedure so he asked Beth. Beth discussed the General Manual issuance on the subject and the complaint process.

For purposes of this training read Part 405.1 - the policy statement and the complaint procedure. 

Case Study Question 8

The civil rights policy of the NRCS mandates that we create a work environment and deliver services free from discrimination or harassment based on race; color; religion; sex, including sexual orientation; age; national origin; or disability. True or false?

The correct answer is true.

Career Counseling

Sam progressed in his training with the help of Beth, Jim and others. At several times throughout the year Beth and Sam talked about opportunities for advancement.

Career Progression

Time flew by for Sam, and soon he was nearing his one year anniversary in the field office.

Based on the career counseling sessions that Beth had with Sam, he asked to be reassigned at the end of the year to receive additional training in another part of the state.

Soon Sam received an opportunity to go to an urban area of the state to round out his experiences. He gladly accepted the reassignment.

Last Day on the Job

On the last day that Sam worked, Beth met with him to review his performance for the year and to review his EDP. They discussed where he had performed well and also areas where he needed additional training.

Beth gave Sam an opportunity to talk about the year's training and to suggest ways in which training in the field office could be improved. Sam made several suggestions.

Beth provided Sam with copies of all the documents they discussed. She used a checklist to make sure she did everything she was supposed to do.

Review the last Day on the Job Checklist in your workbook and add any items you think important.

Good By

That same day the field office staff treated Sam to a good-by luncheon. He left the field office well prepared to take on his new assignment.

Beth and Jim felt good about their efforts to prepare Sam for his next assignment.

Exam and Certificate of Completion

Now it is time to test what you have learned in this brief review of the knowledge, skills and attitudes necessary to be an effective training location leader. Choose the "best" answer to each question.

The test consists of 20 questions.

The correct answer is indicated after the question. You may wish to review the materials to find the answer to any question that is missed.

After you complete the exam you will receive instructions for printing a certificate of completion.

ETLL Final Exam

1. Which of the four choices below is not a qualification for being an effective training Location Leader? Choose from the four choices below.

   Strong desire to be a trainer

   Strong technical competence

   Effective communication skills

   Being politically connected
   
   The correct answer is being politically correct.
    

2. As a trainer you serve as both a behavioral model for trainees and as a change agent.

   True

   False
    

   The correct answer is true.
    

3. Knowledge of the subject means just staying one step ahead of the trainee.

   True

   False

   The correct answer is false.
    

4. Which of the five choices below means being well prepared to train?

   Having strong skills in resource conservation.

   Being able to apply adult learning theory to training activities.

   Being skilled in using a variety of teaching techniques.

   Being able to cope with learner needs.

   All of the above.
   
   The correct answer is all of the above.
    

5. It is the sole responsibility of the state office to ensure that a trainee arrives with their basic living needs taken care of and are ready to go to work.

   True

   False

   The correct answer is false.
    

6. If you as a trainer have a good idea of what a trainee should learn, it is not necessary to complete a written Employee Development Plan.

   True

   False

   The correct answer is false.
    

7. Success in the delivery of training on the job is based on the combined factors of subject matter knowledge and communication skills.

   True

   False

   The correct answer is true.
    

8. There are four critical elements of learning. Which of the four choices below is not one of the elements?

   Motivation

   Reinforcement

   Retention

   Dedication

   The correct answer is dedication.
    

9. Providing specific, frequent feedback to trainees on their progress is a good way to increase learner motivation.

   True

   False

   The correct answer is true.
    

10. One barrier to the transfer of training to the job is interference from the immediate work environment. Which of the four choices below is the best way to overcome this barrier?

    Provide continual feedback

    Set high standards

    Schedule time for practice

    Make sure training is practical

    The correct answer is “schedule time for practice.”
     

11. Training can always solve a performance problem.

    True

    False

    The correct answer is false.
     

12. At times it is necessary to provide constructive feedback to employees about performance problems. The final step in providing constructive feedback is getting a commitment to solve the problem.

    True

    False

    The correct answer is true.
     

13. Of the five choices below which best represents what you should do at an exit conference with a trainee?

    Discuss the trainee’s performance appraisal

    Review EDP and progress made

    Provide opportunity for trainee to ask questions

    Give trainee a copy of performance appraisal and updated EDP

    All of the above

    The correct answer is all of the above.
     

14. Poor performance can be caused by: Choose the best of the following six options.

    Lack of knowledge

    Lack of proper equipment

    Lack of motivation

    Lack of practice

    Managerial deficiencies

    All of the above

    The correct answer is all of the above.
     

15. I can find the best answers to the employee ethics questions by doing what?

    Go with my gut feeling

    Ask a fellow district conservationist

    Asking the State Ethics Officer

    Visiting the EEOC Web site

    The correct answer is asking the state ethics officer.
     

16. The civil rights policy of the NRCS mandates that we create a work environment and deliver services free from discrimination or harassment based on race; color; religion; sex, including sexual orientation; age; national origin; or disability.

    True

    False

    The correct answer is true.
     

17. As part of your ethical responsibilities as a training location leader, you are responsible for dealing justly and impartially with trainees, regardless of their physical, mental, racial or religious characteristics.

    True

    False

    The correct answer is true.
     

18. The NRCS shares both the positive and negative reputation of its trainers.

    True

    False

    The correct answer is true.
     

19. Trainers often times underestimate the potential impact they may have on those they train.

    True

    False

    The correct answer is true.
     

20. Before a trainee leaves to go to another assignment it is a good idea to provide an opportunity for the trainee to discuss any aspect of the training or his/her experiences in the office.

    True

    False

The correct answer is true.

Thank you for completing the training. Please go to the course completion page and complete the activities there.