INSIDE p.2 Northbound Train Spotlight p.2 New Model-Netics Installations p.2 MEMC Recertification for Six Instructors During Third Quarter p.3 Team Teaching Model-Netics p.3 SBMTP Graduates Class #3 p.3 Instructor Insights p.4 Calendar of Events p.4 Contact Information The number in parenthesis after a name refers to the individual's Model-Netics Associate Number.

Team Teaching Model-Netics
Keeping up one's Model-Netics Instructor certification sometimes can be a challenge in today's busy work environment. Trying to schedule a 20-week course into an already full “Organizing Pie” can require creative scheduling. Many Model-Netics Associates have found team teaching an effective and efficient way to continue teaching Model-Netics.

Team teaching Model-Netics occurs when two or more instructors are scheduled to teach various Model-Netics sessions to the same group of class participants over the 20 session schedule. The schedule could be teaching alternating sessions with one instructor teaching the first half and the other teaching the second half of the course (with a team of two, or other combinations - i.e. 12/8 session breakdown). Instructors involved in more than one team teaching experience should vary the sessions taught to assure their knowledge and expertise of all models and the entire Model-Netics course.

The team teaching approach provides several benefits. The participants are exposed to different teaching styles and personalities. This variety is often welcome in the class environment. Different instructor backgrounds (KASH and Denominators) and organizational knowledge add breadth to examples and applications of the models. It is also good to know that when a Mack Truck situation arrives, there is a reliable backup with standardized information and teaching methods to help in the crisis.

While team teaching is a positive approach, it does have some limitations. With fewer opportunities to interact with the class, forming confidence and openness between the individual instructor and the participants takes longer. Instructors must also give priority to assure continuity between sessions regardless of who is teaching a particular session.

There are actions that instructors can take to assure that the team teaching experience is positive for both the participants and the instructors. All instructors should attend the first session and introduce themselves as a team. Detailed instructor profiles for each instructor are also an added benefit. A detailed class schedule with instructors listed for each session should be provided during the first session. Instructors should communicate with the next instructor to share information on how the session went, questions or issues that came up and generally how the sessions are progressing. If possible, the flip chart work from the previous session should be reviewed by the next instructor and used for the following class review.

Model-Netics Instructor Credit for team teaching is assigned according to the percentage of the 20 sessions taught. For instance, if 10 of the 20 sessions are taught, one-half credit is awarded toward certification. A minimum of 4 sessions must be taught to receive partial credit for the team teaching experience.

Many Model-Netics instructors and client organizations have found that team teaching is an excellent way to continue teaching Model-Netics without creating a Tomato Plant Problem for the instructors. It could be a good option for your organization.

Congratulations and best of luck to the graduates pictured above: Left to Right - Front Row: Tim Smith, Natalie McMillan, Jennifer Johnson, Debra Rogers, Diana Leeson. Back Row: Horace Grant, Jack Camp, Mischelle Stewart, Mark Paulson, Gerard Herrador.

For more details about the SBMTP, check the Summer, 2002 and January, 2003 issues of the Instructor News in the Archives section of our website at www.maineventmanagement.com.

Instructor Insights
The goal of “Instructor Insights” is to be a “no cost consultant” by passing on the tips and tidbits that seasoned Model-Netics instructors as well as new associates share with us.

In the last issue of Instructor News (Summer, 2003), this column focused on the positives of continued teaching of Model-Netics. As managers and leaders, Model-Netics instructors can reinforce expectations and culture by teaching Model-Netics to their team. Having a team of like-minded and focused employees is a definite advantage in today's business environment. It not only benefits the organization but you as a manager and coworker. In the Selection-Evaluation-Compensation sessions, emphasis is placed on the benefits of identification and recruitment of the best team. Organizing your "pie" and "defining to delegate" becomes a manageable task with positive outcomes if your team and organization as a whole embraces the Model-Netics concepts. A common language and organizational culture are hallmarks of successful, growing organizations.

We recently received an email from Russell Thomas (1633), Chief of Police in Fort Bragg, CA. Russ shared his positive experience of teaching Model-Netics to establish himself and to bring his new team onboard. His new group had the desire to "do well but lacked management experience and had no defined organization culture." He believes that Model-Netics allowed him to "integrate myself as a leader. Teaching the class established to others that I knew what I was doing and that I was anxious to share this knowledge with them." He stated that Model-Netics helped him reinforce the direction of the organization and created an understanding of what is expected of his team.

The response to his first Model-Netics class was overwhelmingly positive. Russ began to see the positive impact of Model-Netics right away as model concepts and theories were understood and applied. Morale and effectiveness have improved in almost every area.

Thanks, Russell, for sharing your latest teaching experience. This serves as a reminder that teaching Model-Netics goes beyond being a self development tool for the individuals in the class. It can also help us as instructors to introduce and improve effectiveness and efficiency in our own areas of responsibilities.