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									Developing Training Plans


     Energy Outwest

       Bob Scott
        NASCSP
          What is Training?

   A comprehensive human development
    program with the objectives of changing
    behavior and enhancing performance
    so they match the mission of the
    organization.
           Trainer Core Competencies
    TRAINER (PAGE 16 OF CORE COMPETENCIES                                           DOCUMENT)
   Prerequisites:
        Trainers should possess Safe Work Practices, Auditor, and Inspector competencies;
        Trainers should be knowledgeable of Installer competencies;
        Completion of adult education training program; and
        Certification in subject areas of presented training.
   Possess a working knowledge of:
        Principles of building science;
        Principles of adult education;
        Benefits of cross-training;
        Building codes, especially energy and health/safety-related codes;
        Allowable activities at the location of training (e.g., knob-and-tube wiring requirements); and
        Available resources to aid students in future understanding and application.
   Demonstrate the ability to:
        Develop curriculum based on student needs;
        Tailor each class to the experience and needs of the students;
        Motivate students through inspirational presentations;
        Provide hands-on training;
        Use technology to enhance the learning experience, especially as related to adult education
         principles; and
        Direct students to other resources to get answers beyond the capacity of the trainer to provide.
          DOE Grant Guidance

   How Grantee assesses training needs
   What training will Grantee provide and is
    attendance mandatory?
   Are any certifications or training required
    prior to hire or by date certain?
   How production and energy savings are
    used in development of T&TA activities
             DOE Grant Guidance

   T&TA funding –
       What % for monitoring
       Apportionment of funds
       Other sources of funds for this purpose
   Assessment of T&TA activities to determine
    whether funds are being spent effectively
       Basics of Adult Learning

   Highly practical learners
   Relevancy oriented
   Goal oriented
   Need to connect what they learn with
    who they are
   Learning must make sense
   Want to feel self-directed
   Want to be shown respect
      Different Types of Smart

   Oral and written word smart
   Visual, picture, spatial
   Mechanical smart
   Logic, math, science
   Music
   People smart
        A Comprehensive Training
               Program
   Should be a coordinated system
       Based on written standards and best
        practices
       Properly funded and supported by all levels of
        management
       Respected by trainees
       Encourage ongoing feedback
       Comprehensive Training Plan
             Considerations
   Sustaining and consistent, yet
      Constantly evolving

   Involve stakeholders from all levels of the
    program with regular meetings
   Identified training curriculums, task analyses,
    learning objectives, testing and evaluation
   Thorough training records and documentation
   Certifications
           Setting the Stage
   Are there up to date standards?
   Is there management support of the
    training program?
   Is there proper funding?
   Is the program respected by trainees?
     Developing a Training Plan

   Identifying training needs
   Who needs to be trained?
   Who will be doing the training?
   Where will the training be?
   What are the best training methods for
    your target participants?
   Buy-in at all levels is critical
     Identifying Training Needs

   Review monitoring reports to see major
    trends or individual agency deficiencies
   What new technologies or issues is your
    WAP facing?
   What DOE or State policy changes need to
    be implemented?
   What already implemented technologies
    need to be reinforced?
      Identifying Training Needs

   What knowledge and skills are needed?
   What knowledge and skills does the staff
    possess?
   What is the gap between the two?
   How do you bridge that gap?
      Who Needs to be Trained?

   Arguably all levels of WAP need constant
    and consistent training but…
   How to you decide what to prioritize and
    where to focus?
        Who Needs to be Trained?

   Often depends on a particular identified need

   ARRA has defined many particular needs
   Training is for WAP with an eye toward
    emerging green retrofit market
       Who Needs to be Trained?

   Field workers need consistent training and
    refreshers
   Often new technology needs 2-3 training
    events to thoroughly grasped, be
    reinforced, and be correctly implemented
   The higher the level of responsibility, the
    more training needed
       Who Needs to be Trained?

   With so much focus on technology, often
    there is not enough management and
    supervisory training
   The local WAP Coordinator/Director is the
    one most important person to have
    knowledge in all program aspects
   Generally, good WAP Coordinators have had
    good programs, lousy ones have had lousy
    programs
       Who Needs to be Trained?

   ARRA focus on accountability
   IG focus on fraud and abuse
   WAP needs financial and procurement
    training
             Who Will be Doing the
                  Training?
   State Training Staff when feasible
   National or regional trainers
       Another perspective
       Sometimes same state training can become stale
       Can benefit participants by seeing how other states do
        things, or reinforce how you do it
       Enables locals to see we’re all in it together
   Other state or local specialists
   A lot of movement towards community colleges,
    trade schools, WIB’s, and other organizations
    Where Will the Training Be?
     Training Methodologies
   Classrooms
   Training Centers
   Conferences/Meetings
   Tech fairs, crew competitions
   Weatherization job sites
   Mobile training units
   Online training
    Where Will the Training Be?
     Training Methodologies

   Each has advantages and disadvantages
   A good training program will incorporate
    several of the methodologies
           What are the Learning
               Objectives?

   What will the trainee know or be able to do
    as a result of the training?

   Good – Participants will be able to perform
    an accurate blower door test.
   Bad – Instructor will cover how to do a
    blower door test.
         What are the Best Training
        Methods for your Participants?

   We have seen that WAP Personnel are:
       Highly practical learners
       Do not want to be talked down to
       Tend to like informal settings
       Need to be mentally and/or physically involved
       Often feel threatened by tests
       Have different kinds of smarts and learning styles
      What are the Best Training
     Methods for your Participants?

   Instructional Strategies
       Lecture
       Guided discussion
       Demonstration and practice
       Role play (including crew competitions)
       Individualized/mentoring
         What are the Best Training
        Methods for your Participants?
   Use multiple training strategies when
    possible – best way to reach everyone
   Example – dense pack sidewall insulation
       Begin with lecture on stopping air movement in wall
        cavities and increased R-value, how to achieve dense
        pack (include guided discussion)
       Demonstrate technique on wall prop or at job site
       Have small groups practice setup and tubing technique
       Give individualized attention during practice
       Consider crew competition for follow-up
     What are the Best Training
    Methods for your Participants?
   WAP personnel usually respond best to
    hands-on training
   This seems true even with
    administrative/management training
   It often works better to bring training to
    crews than to bring crews to training
      Weatherization Boot Camps
   Designed to cover basics and get worker
    “job ready”
   Usually week long intensive training
   MA model - upon completion, participants
    certificate of "authorization to participate“
    in WAP jobs
   Linking WAP to emerging green economy
           Testing and Evaluation

   Tests are often threatening to WAP workers
   Should always tell trainees in advance –
   What will be measured
   How it will be tested
   How they need to perform to “pass”
       Testing and Evaluation

   Written tests
   Oral tests
   Performance – task analysis

   Some combination of the above
     Evaluate Training Program

   Should be ongoing
   Need to measure success and identify
    ways to improve
        Evaluate Training Program

   Methods –
       Participant evaluation forms
       Compare participants knowledge and skill
        before and after training
       Evaluation when monitoring
       Supervisory or peer evaluation
        Buy-in at All Levels is Critical
   A successful training program needs
    commitment from:
       The   State
       The   Trainer(s)
       The   Monitor(s)
       The   Local Agency
       The   Trainees
           State Responsibilities
   Support a comprehensive and sustaining
    plan
   Provide funds to make it successful
   Make sure there are clear and up-to-date
    standards
   Develop Field Guide
   Adopt core competencies for various job
    descriptions
   Include stakeholders from all levels
          Trainer Responsibilities
   Become an expert and continue personal
    educational process
   Develop and improve curriculums
   Develop and improve props
   Develop a system to measure the effectiveness
    of the training
   Be responsive to needs of participants
   Assist agencies in developing reinforcement of
    training and best practices
           Monitor Responsibilities

   Understand role as important part of the
    training program
   Observe field personnel at job site
   Take digital photos that can be used in training
   Provide in-field T&TA and mentoring during visit
   Note deficiencies for use in training needs
    assessment
   Cite training needs as recommendations in
    monitoring reports
             Agency Responsibilities
   Give training the importance it needs rather than
    treating as an inconvenience
   Base wages on training and experience
   Develop training plans for each employee
   Follow up on training
       WAP Coordinator should discuss immediately and
        then 3-6 weeks later
       Have in-house reinforcement and mentoring
            Trainee Responsibilities
   Be receptive to training
   Determine how you can advance through
    training
   Fully participate in event
   Understand that training is an interactive process
   Ask questions if you do not understand
   Behave when away from home – it’s hard to
    learn with a hangover
             Buy In At All Levels
   Will help validate your training program
   Will make your training program more
    sustainable
   Will make your training program easier to
    implement and maintain
              How Do You Get
             Buy In At All Levels
   Consider network wide training committee and
    have regular meetings
   Develop quality evaluations of training and then
    carefully consider recommendations
   Consider certifications or merit based rewards
   Have multiple levels of classifications so
    workers have possible career ladder
   Formalize training program so all are aware of
    a tangible product
                     Documentation

   In the past, this area has probably lacked
   Recommend state have a policy for
    documentation of training records
       For courses - Curriculum, lesson plans, date and
        venue, evaluation tools, participants list and test
        results
       For trainees – participation records, test results,
        advancement through course of study, any
        certifications
         WAP Certifications
   More states are considering developing
    certification program
   Certifications key issue in DOE ARRA T&TA
    Plan
   Wx+ goal of consistent delivery of quality
    services
 Challenges of Maintaining
 Consistent Delivery of Services
Personnel Issues
 Labor force wages have not increased as
  much as technology and diagnostics
 Relatively high turnover rate

 Perception of “entry level” positions

 Underpaid and unappreciated workers can

  lose motivation
    Challenges of Maintaining
    Consistent Delivery of Services

   Changing technologies and standards
   Pressures of production sometimes
    compromise quality of services
   Sporadic enforcement of standards
     What is Driving Certifications?
   Raise the level of competency throughout
    the statewide program
   Provide recognition for WAP personnel who
    do consistent quality work
   DOE initiative for WAP to be gateway to
    emerging Green Retrofit Market
        What is Driving Certifications?
   Develop a systematic training program
       Bring more consistency in statewide training
       Provide a way to measure success in training
       Set standards for knowledge and skills of
        various job classifications
   Give accountability to agency sending staff
    for training
        Benefits of Certifications

   Ensure bar for excellence is established and
    maintained
   Enhance professionalism of statewide
    network
   Add stability to work force
       Increased wages
       Increased respect
       Increased professionalism
          Training Resources
   National Weatherization Training and Technical Assistance Plan
    http://apps1.eere.energy.gov/weatherization/pdfs/wap_tta_plan.pdf
   WAPTAC website www.waptac.org
   Weatherization Core Competencies (on WAPTAC)
   WAP Standardized Curricula (on WAPTAC)
   Saturn Resource Management http://srmi.biz/
   Building Performance Institute (BPI) http://www.bpi.org/
   R J Karg Associates http://www.karg.com


   And many more
  Dense Pack Wall Insulation
 Wall assessment – Inspect wall for evidence of
  moisture damage, knob-and-tube wiring, gaps,
  lead, asbestos, pocket doors and strength of
  construction.
 Where possible, remove siding and drill through
  sheathing.
 Drill pattern should be uniform and provide even
  coverage above windows and doors.
 Probe walls to identify cavity, fire breaks or other
  obstructions.
 Seal balloon frame constructed walls at top &
  bottom prior to insulating.
Dense Pack Wall Insulation




 Remove Siding   Probe Wall   Drill
 Dense Pack Wall Insulation




  Install fiberglass insulation plug or
foam bottom and top of balloon frame
        walls prior to insulation
Dense Pack Wall Insulation

								
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