Purpose
Ranger Careers interpreters will be involved in providing
training for seasonal/ temporary workers and/or other
park employees (seasonal rangers, entry and developmental
level interpreters, volunteers, SCA's, interns, cooperating
association employees, etc.). The full performance interpreter
needs to develop knowledge and skills to plan, organize,
present, and evaluate training for the interpretive
development of others, to enhance their ability to provide
interpretive opportunities for park visitors.
Objectives
Upon completion of this component, the learner will
be able to:
Identify training opportunities which meet the needs
of park interpretive goals and objectives, and the
developmental needs of coworkers;
Develop
instructional objectives;
Choose
and use appropriate training methods and techniques;
Devise
and use evaluation tools;
Use
Interpretive Curriculum concepts and principles
as foundational elements of content and delivery
for training sessions.
Approach
Application of skills learned in this component
will result in interpretive training which contributes
to the overall improvement of park interpretive
and visitor services, and meets park management
goals/needs. Training programs which the full
performance interpreter may plan and deliver could
include (but are not limited to): module components
from the Interpretive Development Program curriculum;
specific interpretive skill and technique development
sessions; resource issue, multiple perspectives,
or subject matter interpretation; refresher skills
and concepts for returning seasonals.
The interpretive trainer is able to recognize
and assess needs for training which will help
meet the interpretive goals and objectives of
park programs and planning documents, and the
need for critical resource issue or subject matter
interpretation. With supervisory oversight and
approval, the interpreter works individually or
as part of a team to plan, design, present, and
evaluate the training session(s). All training
efforts are grounded in the concepts and principles
of the Interpretive Development Program Curriculum.
Training evaluation forms are carefully constructed
to solicit specific feedback on 1) the usefulness
of the material presented; 2) the perceived effectiveness
of the presentation methods/techniques used; and
3) the potential for the training to result in
enhanced or increased interpretive opportunities
for park visitors.
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Content
Outline
I.
Planning training
A. Target articulated needs
1. accomplish park interpretive goals
2. operations needs
3. implement park planning objectives
4. performance or outcome based
5. specific objectives targeting performance outcome
6. creative; designed to include optimum experiential
variety (learning styles, media, techniques)
7. grounded in the principles and concepts of the
Interpretive Development Program curriculum
B. The planning process
1. confer with park/division staff, supervisors,
and/or managers to identify and articulate a perceived
need for a particular training session based on:
a. park planning documents
b. planning or training calendar requirements
c. interpretive programming goals/objectives
d. needs assessments
e. special needs such as critical resource issues
or new/emerging resource information
f. developmental needs of employees
g. park operations needs
2. integrate with other training efforts and park
programs to meet optimum needs
a. best use of staff time
b. coordinated for best timing during work year
c. complements other training/program needs to
accomplish park/division goals
3. scheduling
a. dates and training location
b. coordination with other park events/needs
c. employee availability
4. instructional design
a. write outcome-based session goals/learning
objectives (see below)
b. solicit input and review from others
5. content selection and organization
a. identify and sequence content
b. identify resources
c. subject experts, other division staff, other
agency representatives, etc.
d. relevant research materials
e. Interpretive Curriculum materials
f. other reference material
g. identify instructional methods
h. select media and props
i. write lesson plan (see below)
6. schedule other speakers/presenters
a. provide session agenda, goals/objectives
7. develop session evaluation forms (see below)
II.
Effective training session design
A. Outcome-based goals for each training session
target interpretive needs
B. Develop outcome-based, learner-centered instructional
objectives**
1. objectives realistic, achievable, and measurable
2. successful accomplishment of objectives should
contribute to successful outcome of session goals
to meet specific interpretive needs 3. each objective
should address:
a. the performance which will result
b. the conditions under which the performance
will be accomplished
c. the criteria or level of accomplishment (quantity/quality
descriptors) as applicable
C. Interpretive Curriculum as foundational language
and reference for articulating goal and objective
outcomes
D. Develop lesson plans**
1. identify
a. structure
b. sequence
c. time lines
d. teaching techniques
e. teaching aids
2. incorporate
a. assessment of audience and their needs
b. an understanding of the characteristics of
adult learners**
c. instructional objectives
d. fully researched material
e. peer and supervisory review
f. demonstrate concepts of the Interpretive Curriculum
E. Training methods and techniques**
1. technique selection based on
a. instructional objectives
b. nature and content of material
c. experience and education of audience
d. time constraints
e. most effective methods for teaching the principles
and concepts of the Interpretive Curriculum by
example and illustration
2. types of classroom methods/techniques
a. participatory lecture
b. group discussion
c. demonstrations
d. buzz groups
e. brainstorming
f. role playing
g. panels
h. group problem solving
i. critiques
j. case studies
k. experiential activities
l. field trips
m. questioning techniques
n. icebreakers
o. pre- and post-course assignments
3. media and training aid selection
a. appropriate for the audience
b. provide accurate, effective, and vivid images
that insure correct perception of what is presented
to the audience
c. simplify complex materials
d. visually aid concepts presented
e. stimulate and sustain interest
4. types of classroom media/training aids
a. chalkboards, white boards, flipcharts
b. handouts
c. instruments (checklists, quizzes, rating sheets,
surveys, questionnaires, etc.)
d. overheads
e. computer aided graphics programs
f. slides
g. films/videos
h. audio cassettes
i. CD's
j. Internet
k. satellite link-ups
III.
Presentation effectiveness
A. Learning environment**
1. assure mental and physical involvement by the
participants
a. comfortable, informal classroom environment
b. minimal distractions
c. start and end on time
d. appropriate presentation style and humor
e. positive image
B. Instructing adult learners**
1. characteristics
a. need value and relevance of the session
b. bring past experiences, opinions, and ingrained
habits
c. persuaded by opinions of many, not just one
d. prefer experiential techniques
e. respond to diversity of instruction methods
f. have basic preoccupation when entering the
class
2. build an atmosphere of learning by following
basic learning principles**
a. readiness (willingness)
b. primacy (right way first)
c. effect (satisfaction)
d. intensity (vividness)
e. exercise (repetition)
C. Learner-centered, teacher-directed training**
1. participant centered for performance as an
outcome
2. objectives and outcomes are achievable
3. opportunity to practice the skills being taught
as they are learning them
D. Teaching by example
1. most effective method - by example and illustration
2. modeling
a. connecting the audience (trainees) to the
concepts and principles being taught
b. tangibles, intangibles, and universal concepts
c. multiple points of view
d. significance and meaning of park resources
e. appropriate techniques
f. cohesive development of a relevant idea or
ideas, rather than relying on a recital of facts
or chronology
g. appropriate depth and amount of relevant information
h. using park resources appropriately to create
context and support content
i. an engaging presentation style appropriate
to the audience and the context
j. creativity
k. appropriate logistics
IV
Evaluation** and follow-up
A. Effective evaluation forms
1. reaction evaluation - immediate participant
response
2. learning - concepts mastered measured at the
end of the session
3. behavior - assesses on-the-job performance differences
4. results - on-the-job outcomes
B. Determine measurable indicators
1. tied to the session goals and objectives
2. tied to language and targeting standards of the
Interpretive Development Program
C. Evaluation is only ONE indicator; not be used
as the sole measure of training effectiveness; combine
with:
1. other instructors/coordinator observations
2. peers who observed, but did not participate
3. self-assessment
a. materials presented
b. objectives covered
c. degree of participation
d. training techniques did/did not work well
e. media aids did/did not work well
f. types of questions asked
g. types of discussions generated
h. comments of participants during breaks
i. understanding the Interpretive Development
Program language
D. Follow-up
1. all sources of evaluation for future reference,
or course report
2. assess session goals and objectives and lesson
plans/make notes
3. reinforce the principles/information taught locally
in a coaching role
a. "practice what you preach"
b. provide additional resource material to interested
individuals
c. provide constructive coaching feedback to employees
d. encourage the work of others by recognizing
their attempts to use the principles/information
taught in the training
**For
more detail on these topics, see the NPS Training Methods
handbook, Fifth Edition, National Park Service, 1991).
Suggested
Developmental Activities
1. With supervisory approval, observe and/or request
to apprentice to a park or regional training coordinator
or training team in planning and designing a training
course or session.
2. Acquire old session lesson plans from someone in
your park or region who has experience as a training
instructor. Review them for examples of training methods/techniques
used, and types of media aids used. See if the session
objectives are stated, and if they are clearly addressed
in the lesson plan.
3. Collect blank copies of evaluation forms from the
various training sessions you attend as references
for creating your own.
4. Obtain a copy of a lesson plan from the Interpretive
Skills Curriculum (4/92 version), and determine how
you would alter it using the language and principles
of the Interpretive Development Program Curriculum.
5. Start a file of creative ideas to use for training
sessions including ice breakers, interesting graphics,
appropriate quotations, etc.
6. Arrange an interview with your park or region's
employee development specialist. Discuss how subject-specific
interpretive training at the park or regional level
can and should fit into the "big picture"
of the NPS Employee Development Program.
7. With your supervisor's approval, do a written survey
of your park/site's interpretive staff to assess their
needs for interpretive development (using the competency
standards and Interpretive Development Program Curriculum
as a guide). How do these needs mesh with training
needs expressed by the park/site's planning documents?