ATI’s Short-Term Training Programs
The focus of this paper is ATI’s short-term training programs. Short-term training, as defined by the ATI Training Model, occurs over a half-, one-day, or two consecutive day program. The purpose of the half (or full) day training sessions is to provide trainees with an overview of either a particular topic or a general introduction to the foundations of “best practices” in transition. In comparison, the two-day training sessions allow for further development of the concepts and philosophy of the “best practices.”
This paper documents 11 ATI short-term training programs conducted in 1997, and attended by 278 participants. This paper includes a description of (1) the nature of the short-term training programs conducted, (2) demographic characteristics of the participants, (3) perceived participant “change” due to training, and (4) a sample of participant qualitative statements with respect to the training.
Overview for 1997
Table 1
Overview of ATI’s 1997 Short-Term Training Programs
Date Type of Training Program
Length of Training Program
(# of Days) Training Location # of Trainees ½ 1 2 8/97 Self-Advocacy X Mobile 42 8/97 Self-Advocacy X Mobile 47 8/97 Self-Advocacy X Mobile 51
9/97 Best Practices X Cullman 12
9/97 Parents X Mobile 19
9/97 Parents X Sterrett 22
10/97 Best Practices X Jefferson 28
11/97 Parents X Huntsville 17
11/97 Best Practices X Huntsville 16
11/97 Best Practices X Huntsville 17
11/97 Best Practices X Crenshaw 9
126
The profile information presented below is based upon the Participant Input Questionnaires (PIQ) completed by the trainees. The PIQ is a part of the Training Evaluation Kit-R (TEK-R), which is used to assess the effectiveness of ATI’s training programs. For the remainder of the reported data, the reader will note that not all 278 trainees answered all PIQ items.
Stakeholders Representation
The PIQ provides the trainee with 23 “specific” stakeholder roles representing 7 “generic” areas (e.g., consumers, special education, rehabilitation). A listing of these specific and generic categories is presented in Table 2; whereas, Table 3 reports only the “generic” role for 272 stakeholders who answered this item and were served in the 11 short-term training programs.
Table 2
Stakeholder Categories: Generic and Specific
Generic Categories Specific Categories
consumers students, parents
special education teachers, counselors, coordinators, state administrators career/technical ed. teachers, counselors, coordinators, state administrators
general education teachers, counselors, support staff, school-based administrators rehabilitation counselors, job coaches, state administrators
MH/MR case managers, state administrators
other employers, college students, general public, etc.
Table 3 A Generic Profile of 272 Trained Stakeholders Types Represented N % special education 192 71 consumers 48 18
career / tech education 9 3
general education 9 3
other 9 3
rehabilitation 5 2
MH/MR 0 0
Geographic Representation
On a statewide basis, the Alabama Transition Initiation coordinates its activities in accordance with four state Regions: Region I = Northwest, Region II = Northeast, Region III = Southwest, Region IV = Southeast. These four regions equally represent the population of the state’s 67 counties. Presented in Table 4 is a list of the counties represented by the trainees, as well as the Regions in which they reside (see Figure 1). Again, note that only 252 of the 278 trainees provided this information.
Table 4
Alabama Counties Represented by 252 Trainees
County N % County N % Crenshaw 9 4 Madison 37 14 Cullman 9 4 Mobile 145 56 Dallas 1 .4 Montgomery 1 .4 Etowah 5 2 Morgan 2 .8 Jefferson 27 11 St.Clair 3 1 Lauderdale 1 .4 Shelby 3 1 Lawrence 1 .4 Talledega 5 2 Lee 1 .4 Walker 1 .4 Limestone 1 .4 Winston 5 2 TOTAL 257 100
128 rural and urban settings, respectively.
Program Evaluation
All ATI training programs are evaluated regardless of training strategy. The primary instrument used is the Training Evaluation Kit-revised (TEK-R). This instrument is adaptable to specific training evaluation programs. For example, the entire instrument is used for the intensive, one week training programs; whereas, only the “change” item presented below is used for the short-term training programs.
The reader is first presented the change item which all trainees are asked to complete at the end of training. Subsequently, the results are reported regarding the type and degree of change training participants indicated (see Figure 3). Finally, Table 6 provides a list of verbatim comments the trainees wrote in response to the open-ended question “In my View, this training program was . . . ”
TEK-R “Change” Form
InstructionsWe are interested in learning what changes you think have occurred for you as a result of this training program. Please indicate the degree of change by making a check mark (T) for each of the four change areas below. A review of the definitions will help you to respond more accurately.
Informational Change: This term refers to the acquisition of professional knowledge. Informational change means an increase in your awareness and understanding of the subject matter of the training program.
Behavioral Change: This term refers to the acquisition of professional skills. Behavioral change means an increase in your ability to apply the subject matter of the training program.
Attitudinal Change: This term refers to the acquisition of appropriate professional values. Attitudinal change means a modification of your beliefs and perceptions related to the subject matter of the training program.
Motivational Change: This term refers to the acquisition of professional incentive. Motivational change means an increase in your desire and drive to be involved with activities related to the subject matter of the training program.
NONE SLIGHT MODERATE MUCH
Results
Type
and Degree of Change
Of the 278 transition stakeholders who attended the 1 1 ATI short-term training programs in 1997, 258 responded to
this
TEK-R item regarding perceived change due to trahing.The
results are reportedin
thefigwe below in terms of percentages. As depicted
in
the bar graph for motivational change,SO%,
36% 1 1 %,md
4% of the respond- respectively reported ''much ", "moderate ", "slight, " and "none ".This reflects all trainees who responded across all kaining programs, since there were
no
appreciable differences b e m e n programs. Also, a cross-tab analysis benvem type and degree of change with other PIQvariables
such as
city school versus county schools, urban settingversus
mdsetting,
and stakeholder role(e.g. special education teacher, parent) showed no significant differences. An example of t h i s f m b g is reflected
fn
Table 5, whichis
a cross tab between degree of "informationaI change " and the job settingvariables
urban versus
rural. Note that 37% and 4 1 %of
the trainees representingurban
versus rural settingsindicated "much" infornational change due to training.
130 In my view, this training program was . . .
Listed in Table 6 is a “sample” of the statements the participants provided on the TEK-R evaluation form at the end of the training session. Statements are not reported separately for individual programs, since there were no appreciable, trainee qualitative statements representing different programs.
Table 6
A “Sample of Verbatim Statements to the open-ended questions:
In my view, this training program was . . .
• “Very informative and motivating.” • “Filled with information.”
• “A bit overwhelming, but nevertheless informative and directional.” • "Vital"
• “WONDERFUL!” • “Exceptional.”
• “Excellent . . . presenters are extremely knowledgeable in the area of transition and Best Practices.” • “Very enlightened by the training. I was able to discuss my concerns and enlighten my knowledge.” • “Excellent, Informative and entertaining from the presenters.”
• “Very informative.” • “Very good!” • “Very interesting”
• “Worthwhile, left me wanting more information.” • “Pleasure to listen and learn from instructors”
• “Really informative and interesting, especially for such a lengthy workshop.” • “This has already been helpful to me. I'm eager to get started.”
• “Very helpful to me in the knowledge of transition.”
• “I am very excited about the ATI.
• “Very informative, and I'm glad that I was able to come.”
• “Beneficial in that it allowed group discussion on the ATI program.” • “Very important to the implementation of the occupational diploma.”
• “Too short. Not enough time was allocated for the amount of information presented.” • “More time was needed to discuss each best practices in greater detail.”
• “It should have been longer.”
• “Beneficial for my subject area of concentration for the individual needs of all of my students.” • “Very informative, but I would like to learn more about transition.”
• “Very informative and motivational.”
• “Both presenters were likeable and personable and made for an interesting day. Thanks!” • “Very professional, very informative.”
• “Very informative. My principal would have learned a great deal.” • “The Web site looks great.”
• “Great info on Web page”
• “Informative - area of strength is the WEB site information.” • “Informative and hopeful for our students future.”
• “Thank you for the validation!! Nice to know that the "extra" things we've been doing are right on target.
• “It's so wonderful to hear people talk about putting STUDENTS first . . . Thank you, very much!!” • “Very informative. Presenters were well prepared. Their caring showed.”
Summary
The Alabama Transition Initiative (ATI) plans and implements its training activities using two models: The ATI Training Model and A Best Practices in Transition Model. Short-term training is one of the defined training strategies employed in these models. The purpose of this paper is intended to document the 11 ATI short-term training programs conducted in 1997 and attended by 278 participants. This Report includes a description of (1) the nature of the short-term training programs conducted, (2) demographic characteristics of the participants, (3) perceived participant “change” due to training, and (4) a sample of participant qualitative statements with respect to the training.
