Working With Trainers

Most VVAA trainers were content experts involved in various Violence Against Women Act (VAWA)- or Victims of Crime Act (VOCA)-funded training initiatives. Agreements with these grant coordinators helped the development coordinator secure trainers' participation as part of the goals of their individual grants. A mental health expert and a substance abuse expert entered into low-cost contracts to deliver those sections that required their expertise but could not be delivered within the scope of their regular duties. To attract participants, other trainers included high-profile criminal justice experts such as Vermont's U.S. Attorney.

Trainers were prepared individually or in groups according to their approach to the topic. For example, the trainers responsible for the sections on child victimization and domestic and sexual violence decided to pool their hours and present the topics jointly over the course of a 2-day section. Their section, dramatically presented to the participants, features a family wending its way through the criminal justice system. Each trainer agreed to abide by Vermont's Training Principles. They also agreed to use the design tools featured in Dr. Vella's dialogue-education work and OVC's "Ultimate Trainer." The Vella "Seven Steps of Design" is a collaborative design approach that systematically explores the relevant knowledge base of identified participants and trainers, why each topic is necessary at that time in the state, the amount of time needed to present each topic, and the ultimate goals of the training segments. The process continues by having designers identify the knowledge, skills, and attitudes needed to address the desired outcome. The trainers then discern the exact level of educational goals from Bloom's Taxonomy of Educational Objectives. From there, they formulate the learning tasks or activities that meet those goals. This ensures that in every section, participants must engage in one of the learning activities listed in Bloom's Taxonomy so as to ensure learning comprehension. Participants would, for example, recall or predict information through their learning tasks, and then design, explain, or outline as a way of applying the learning. For trainers, the design process is iterative, with activities influencing the chosen knowledge, skills, and attitudes. It is also very collaborative, drawing on the expertise of all, which can be especially challenging during training design.

The development coordinator was careful to respect the trainers' level of commitment, as they were almost exclusively volunteering their time. An optional 2-day Training for Trainers, titled "Behind the Curtain of the Great Oz," was held 6 months after the first collaborative planning meeting. All trainers were invited, but only some opted to attend. Those who chose not to attend later went through the design process step by step with the development coordinator to ensure the quality of the presentations.

All trainers were required to attend the Gathering of Trainers on the third day. The gathering began with an orientation that reviewed the history, goals, and expectations of the training. Then, trainers presented their thoughts about their design process and solicited input from the other trainers. After the presentations, group members identified themes they wanted to keep consistent throughout. Trainers whose material was closely related met in small groups to prevent overlap and discuss their unique approaches.

After completion of the VVAA pilot round, an annual voluntary Gathering of Academy Trainers has traditionally been hosted at a scenic summer spot. Trainers go through a process similar to the Gathering of Trainers in that they present the feedback they received from the participants' evaluations and invite feedback from the other trainers in attendance. The feedback process takes place in a supportive, constructive environment. After the trainers review their participants' evaluation comments aloud, the development coordinator asks the trainers to identify what they liked about their own delivery. The development coordinator then asks the trainers if they would like positive feedback from their colleagues. Trainers then identify what, in light of the evaluations, might be changed in the presentation. Finally, trainers are asked if they are interested in hearing their colleagues' suggestions for improvement. As a result of the respectful environment, trainers report feeling supported, appreciated, and creative. They also report feeling "part of something larger." In addition to this yearly gathering, the development coordinator facilitates feedback sessions individually with trainers who do not attend. The development coordinator also facilitates preparation sessions for all trainers.

Trainers are thanked in writing and given small tokens of appreciation after their presentations. Their meals and overnight accommodations are included in the VVAA budget. Evaluations are returned promptly. Certain trainers, such as the state's attorney, act more as guest speakers. The development coordinator suggests in writing simple ways of supporting the participants in applying the lecture concepts. For example, before the lecture, the development coordinator has participants refer to specific open questions that will be answered in the lecture, and they are instructed to note their responses. After the lecture, the development coordinator acts out common frustrations victims face related to the criminal justice system's application of the material in the lecture. The participants identify any issues that were missed and then work in two-person teams, writing and practicing empowering ways to address the identified barriers. Because trainers and lecturers want to be dynamic educators, they have embraced the development coordinator's suggestions. All trainers are asked to secure and prepare backup trainers in case of an emergency.