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37
D.B. Durband and S.L. Britt (eds.), Student Financial Literacy:
Campus-Based Program Development, DOI 10.1007/978-1-4614-3505-1_4,
© Springer Science+Business Media New York 2012
Training
The previous chapter discussed possible staff positions you will want to recruit for
your fi nancial education program. The focus of this chapter is the training and devel-
opment of your staff. You may buy skills through hiring or you may develop skills
through providing internal training and development programs for staff (Olian et al.
1998 ) . Key questions to ask when considering training for program staff are posed
here: What types of training support your fi nancial education program’s mission?
What changes in the external environment (e.g., knowledge or fi nancial) demand
training and development of your staff members? Which of your staff members need
training and development and how much do they need? What staff tasks need improve-
ment through training and development? How can experienced program staff be used
to mentor new student staff members? To begin answering these questions, we report
the expert advice of existing program directors surveyed for this book.
As shown in Fig. 4.1 , full-time and part-time fi nancial education staff members
do not always spend their work time doing the same tasks, meaning different train-
ing programs may be needed for various levels of staff members. Full-time fi nancial
S. L. Britt , Ph.D. (*)
Institute of Personal Financial Planning, School of Family Studies and Human Services ,
Kansas State University , 317 Justin Hall , Manhattan , KS 66506 , USA
e-mail: [email protected]
R. E. Halley , Ph.D.
School of Business , George Fox University ,
414 North Meridian Street #6263 , Newberg , OR 97132 , USA
e-mail: halle[email protected]
D. B. Durband , Ph.D.
Department of Personal Financial Planning , Texas Tech University ,
15th Street & Akron, Room 262 , Lubbock , TX 79409 , USA
e-mail: [email protected]
Chapter 4
Training and Development of Financial
Education Program Staff
Sonya L. Britt , Ryan E. Halley, and Dorothy B. Durband
38
S.L. Britt et al.
education program staff members tend to serve as directors and clerical staff members,
which is consistent with the support team categories presented in Chap. 3 . Part-time
fi nancial education program staff members tend to fi ll the roles of fi nancial counsel-
ors and educators.
The remainder of this chapter will present recommendations for necessary and
desirable competencies, training content, and training format considerations.
Core Competencies
Staff members must possess some level of fundamental skills and knowledge to be
effective in providing fi nancial education program services. This section addresses
what we believe to be the core competencies for fi nancial education program staff
members who provide fi nancial counseling or education services. The general com-
petency areas are basic fi nancial knowledge, interpersonal skills, university policies
and procedures, support resources available to students, and presentation skills.
Basic Financial Knowledge
A perusal of any introduction to personal fi nancial planning university-level
textbook reveals coverage of the following broad topics:
Overview of the fi nancial planning process •
Time value of money •
Cash management •
Credit management •
0%
10%
20%
30%
40%
50%
60%
70%
Managing
the program
Scheduling
services
Training
counselors
Providing
counseling
Providing
workshops
Staff Responsibilities
Full-time
Part-time
Fig. 4.1 Staff responsibilities by full-time and part-time status
39
4 Training and Development of Financial Education Program Staff
Major purchases •
Tax planning •
Insurance planning •
Investment basics •
Retirement planning •
Estate planning •
These content concentrations tend to re fl ect the most commonly requested program
topics for campus fi nancial education programs as found in the recent survey of existing
fi nancial education programs surveyed for this book (Durband and Britt 2011 ) . The
study found that 81% of respondents include personal fi nance content within their train-
ing program for their fi nancial education program staff. Figure 4.2 illustrates the most
frequently requested topics for one-on-one fi nancial counseling within the fi nancial edu-
cation programs. The most frequently requested topics for individual counseling were
cash management/budgeting (70%) and student loan repayment (70%).
The most frequently requested topics for group workshops include cash management/
budgeting and establishing and maintaining credit, both reported by 86% of the sample
(see Fig. 4.3 ). Seventy percent of the sample listed reviewing credit reports and credit
scores as a requested topic, followed by a little more than half (56%) reporting student
loan repayment. In addition to students, university faculty, staff, and administrators will
also request group programs for their classes or for campus organizations.
Interpersonal Skills
After a basic understanding of fi nancial knowledge is assured, the next step is
becoming con fi dent that staff members have adequate interpersonal skills. A college
or university course in helping relationships or counseling skills would likely
Individual Topics
0% 20% 40% 60% 80% 100%
Cash management/budgeting
Student loan repayment
Establishing & maintaining credit
Reviewing credit reports
Saving money
Goal setting
Major purchases (e.g., car, house)
% of Programs
Fig. 4.2 Frequently requested individual fi nancial counseling topics
40
S.L. Britt et al.
strengthen the interpersonal skills needed by fi nancial education program staff
members. Noncredit courses, online courses, workshops, or books may also be an
option, depending on your available resources.
University and Program Policies and Procedures
The third basic competency needed from fi nancial education program staff is an under-
standing of university policies and procedures. Reviewing existing policies and
procedures will promote organizational awareness and convey the responsibilities,
structure, and rules of one’s college or university to staff members. In addition, staff
members need to be well informed on your internal program policies and procedures.
Resources Available to Students
Universities are known for the numerous free and low-cost services they offer to
students. Given the immense amount of resources available, students may need help
fi nding the best resource to meet their needs. Your fi nancial education program staff
needs to know enough about the other services on campus to make a referral, if
needed. Additional information about making referrals is provided below.
Group Topics
0% 20% 40% 60% 80% 100%
Cash management/budgeting
Establishing and maintaining credit
Reviewing credit reports and scores
Saving money
Goal setting
Major purchases (e.g., car, house)
Tax information
Rent/lease versus buy decision
% of Programs
Fig. 4.3 Frequently requested group workshop topics
41
4 Training and Development of Financial Education Program Staff
Training Content
This section will discuss speci fi c training methods and procedures. It seems logical
to conclude that staff members need a working knowledge of items covered in an
introduction to personal fi nance course, although it is surprising to note that only
26% of programs polled in our study for this book require a for-credit course pre-
requisite for staff members or volunteers. The majority of programs surveyed for
this book offer ongoing training for their staff members (84%). The training is pro-
vided by a diverse group of individuals including faculty for 48% of programs,
fi nancial aid of fi cers for 45% of programs, and external professionals for 42% of
programs. A few programs indicated that they do not provide training because their
services are provided by external professionals.
In the survey of existing fi nancial education programs, respondents were asked
to indicate partners who provide training for their staff. As shown in Fig.
4.4 , faculty
members are the most frequently called upon group to provide training. Other
sources include fi nancial aid of fi ce professionals and external professionals (i.e.,
other fi nancial counselors).
Current fi nancial education program directors are covering the basic competen-
cies among other key topics (see Fig. 4.5 ). Speci fi cally, 81% of programs train on
personal fi nance content, 68% of programs train staff on presentation and counsel-
ing skills, as well as con fi dentiality issues, 61% of programs train their staff on poli-
cies and procedures and ethics, and 58% cover recordkeeping in the training
process.
Figure 4.5 displays how complex and multifaceted the role and responsibilities
of a fi nancial education program staff member can be. A comprehensive list of staff
competencies is provided in Tables 4.1 and 4.2 , and some of these are discussed in
detail in the following section. In addition to personal fi nance content, it will be
necessary for staff to be trained on other issues, such as how to give quality presen-
tations and how to conduct a fi nancial counseling session.
Referrals
There may come a time in the course of providing services when it is appropriate for
the fi nancial counselor to refer a client to another source. One of the most important
aspects of training fi nancial counselors is to help them determine when a referral is
needed. The program staff should be trained on guidelines that would indicate a
need to refer a client for further assistance outside of the fi nancial counseling set-
ting. Some of the warning signs that might be present include:
Dissatisfaction with one’s major or with college itself. •
Multiple class absences. •
Marked seclusion and unwillingness to communicate. •
Outbursts of unexplained crying or anger. •
42
S.L. Britt et al.
Excessive fatigue, lethargy, depressed mood. •
Increased activity levels (e.g., incessant talking, irritability, physical restlessness, •
disruptive behavior).
Any form of physical aggression or violence. •
Noticeable change in dress or personal hygiene. •
Training Sources
0%
10%
20%
30%
40%
50%
60%
% of Programs
Fig. 4.4 Sources providing training for fi nancial education program staff
Training Topics
0%
20%
40%
60%
80%
100%
% of Programs
Fig. 4.5 Topics covered in fi nancial education training programs
43
4 Training and Development of Financial Education Program Staff
Extreme suspiciousness or irrational feeling of persecution. •
Nonsensical conversation, indications of being markedly out of touch with •
reality.
Consistently missed appointments. •
Death or serious illness of family member or friend. •
Dif fi culties in relationships (e.g., marital problems, breakup with signi fi cant •
other).
Roommate or family problems. •
Signs of intoxication or being “hung over.” •
Detached, non-caring, and/or manipulative behavior. •
Table 4.1 What fi nancial education staff members should be able to do
Understand their roles and responsibilities
Maintain client privacy and con fi dentiality
Follow ethical principles
Establish client relationships
Build trust and rapport
Demonstrate empathy
Recognize nonverbal messages
Demonstrate interviewing and listening skills
Manage client expectations
Maintain boundaries
Problem solve
Let clients solve their own problems
Handle dif fi cult questions for which they do not know the answer
Resolve con fl icts
Manage crises
Exercise discretion
Keep good records
Educate clients on sound money management principles
Assist clients in exploring their values, attitudes, beliefs, and behaviors around money
Guide clients in achieving fi nancial goals
Defuse anger
Provide tools and resources for clients
Identify alternatives
Table 4.2 What fi nancial education staff members should know
How to greet a client for the fi rst time
Cultural differences in working with clients
Campus support resources that are available for students
How to make a referral to another resource
How to handle a crisis situation
Personal safety indicators
Internal program policies and procedures
College or university policies and procedures
The scope and boundaries of their position
44
S.L. Britt et al.
Statements of feeling that life in not worth living or that problems cannot be •
solved.
Any reference to personal consideration of harm to self or others. Immediate •
referral is necessary (Newton and Ender
2010 ; Texas Tech University n.d.).
The fi nancial counselor should be instructed to use personal judgment when
assessing the above signs. Financial counseling typically involves working with
students who have fi nancial dif fi culties and are often under substantial stress as a
result of these circumstances. It is not uncommon for a client to cry during a session
or to mention that other areas of life are suffering because of fi nancial stress (e.g.,
poor academic performance). It is important for the fi nancial counselor to exhibit
discretion in assessing each client and to be able to distinguish the “range of normal”
from those signs that indicate that the client needs additional help. Staff member
training on the topic of referrals should provide instruction on the speci fi c steps of
referring. These steps would include:
1. Describe to the client why there is a need for additional assistance. Articulate
why you feel it is necessary or desirable to make a referral.
2. Demonstrate a nonjudgmental attitude. Provide only concrete descriptions of
client behaviors, thoughts, and speech that indicate the need for a referral.
3. Be clear about what services you can provide and what services you cannot.
4. Support the client by suggesting that help-seeking behavior is healthy and a sign
of strength.
5. Acknowledge any fears or anxiety that the client may express about further
counseling.
6. Leave the option open for the client to accept or refuse further counseling. Give
the client time to think the suggestion over.
7. Volunteer to help the client make the initial contact (i.e., provide a phone number
and offer the use of the of fi ce phone). The client should make the initial contact
if at all possible.
8. Encourage the client to check-in with you to see if they followed your
recommendation.
Safety
Staff should always be made aware of the need for exercising safety. There should
also be appropriate training on campus and/or program safety resources. Some
general safety procedures include:
Setting boundaries for giving personal phone numbers to clients •
Using an of fi ce phone for calling clients versus a personal phone •
Positioning the fi nancial counselor’s chair nearest the door when in session •
Leaving the room or terminating the session if the fi nancial counselor feels •
unsafe at any time
Developing a code phrase that a staff member can use to call for assistance •
45
4 Training and Development of Financial Education Program Staff
Knowing who else is present at the facility and where they can be found (e.g., a •
supervisor)
Never conducting a private counseling session in a place where there is no assis-•
tance close by
Knowing the number for campus police or fi nding out if your facility has a police/•
emergency call button
Client Con fi dentiality
Clients need to know that there is a strong commitment to maintaining the con fi dentiality
of the information they share. A con fi dential client fi le should be established and main-
tained in a safe place within the reach of only authorized staff members. Information
discussed in counseling sessions remains con fi dential unless the client indicates in
writing that he or she wishes the information to be communicated to a speci fi c person
outside of the program. If a parent, friend, roommate, employer, or family member
requests information about a client, the program cannot state whether a student has
been to an appointment or not nor can they release any session information.
A formal policy and procedures manual is highly recommended. If you are develop-
ing a program, some counseling policies that you should consider include con fi dentiality
and ethics. All staff members must sign a con fi dentiality agreement before providing
any counseling. A sample con fi dentiality agreement for staff is provided in Fig.
4.6 .
In terms of location, all individual sessions must be performed in a private of fi ce.
Prior to service delivery, the fi nancial counselor must have the client sign a counsel-
ing consent form. Clients and their counseling sessions are not discussed outside the
program of fi ce with anyone at any time. It is recommended that fi nancial counselors
are given an opportunity to discuss their case load with a supervisor on a regular
basis. This may be organized through regular supervisory meetings or a practicum.
A sample consent form for a university fi nancial education program with student
volunteers in a teaching program is provided in Fig.
4.7 .
Campus Financial Education Program Name
Printed Name:
Signature:
Date:
I hereby agree that I will maintain the confidentiality of clients and that I will not disclose any
personally identifiable client information. I will respect client privacy and the confidentiality of
the client/financial counselor relationship. Such matter will not be discussed outside of the
[Program name] supervisory staff.
By signing this agreement, I agree to fulfill in good faith the confidentiality requirement set
forward herein and be strictly guided by this agreement in all my activities related to [Program
Name].
Fig. 4.6 Con fi dentiality agreement
46
S.L. Britt et al.
When a fi nancial counselor is not sure how to handle a particular situation, it
should be discussed only with a supervisor. Information is not released to anyone,
including faculty, administration, parents, or creditors without written consent from
the client. The only exception to con fi dentiality would be when a counselor suspects
immediate threat of the client’s harm to self or others. In this instance, the counselor
is to notify his or her supervisor and the authorities when there is imminent risk to
the client’s physical health or safety.
Client (1)
Date
I voluntarily consent to receive financial counseling services from the [ ]
Program. I understand that services will be provided by a student of the [ ]
program under the supervision of the [ ] staff or faculty. Additionally,
I understand that a faculty member may be involved in the supervision process. I
further understand that Name of University is a teaching institution and I agree to
be part of the teaching program.
I understand that the student providing financial information is not a licensed
f
inancial professional and cannot recommend any investments, insurance, nor provide
legal advice. If I feel that I need legal advice, I will contact Student Legal Services or
an attorney.
Confidentiality is an important aspect of the counseling process, and we will carefully
guard the information you entrust to us. There are three situations, however, when it
may be necessary for us to share certain information with others: when a counselor is
uncertain of how to address a particular problem and needs to seek advice from a
supervisor; when there is a clear indication that someone may be harmed unless others
intervene; or when it becomes necessary to seek the assistance of others in the
community to help you (with your permission). Please be assured that our counselors
strongly prefer not to disclose personal information to others, and they will make every
effort to help you find ways to resolve a problem as privately as possible.
In the course of [Program Name] providing financial counseling services to me, it may
be necessary for my counselor to discuss my financial information with his/her
supervisor and creditors to whom I owe money.
I understand the educational purpose and potential of questionnaires and supervision
of my financial counseling sessions and I voluntarily consent and agree to their use.
By my signature (or the signature of my guardian) below, I do hereby release,
indemnify, and hold harmless Name of University, its Board of Regents, University
officers, agents and employees, and students of the [ ] program from any and all
liability of any type whatsoever arising from any acts or omissions, negligent or
otherwise, by said [University] officers, agents, employees, volunteers, or students
relating to the [ ] Program.
If I have any questions or concerns now or in the future, I understand that I should
consult with my financial counselor or the Director of the Program (phone number).
I certify that this form has been fully explained to me, that I have read it or had it
read to me*, and that I understand its contents.
Client (2)
* Translator / Counselor
Fig. 4.7 Counseling consent and release
47
4 Training and Development of Financial Education Program Staff
Ethics
It can be helpful to support the program’s ethical stance by incorporating a code of
conduct or adhering to a code of ethics by an outside source. Compliance with the
ethical standards set forth by an organization is crucial. An ethics agreement is
recommended. For illustrative purposes, we use the Association for Financial
Counseling and Planning Education (AFCPE) Code of Ethics. Accredited Fi nancial
Counselors:
Take responsibility for conducting themselves in a credible manner, striving for •
excellence in providing services with competence, diligence, promptness, and
care to the best of their abilities
Continue to grow in professional practice, keeping abreast of industry develop-•
ments and striving to improve professional competence through continuing
education
Exhibit personal and professional honesty and integrity in advising and counseling •
clients
Maintain high standards of ethical conduct according to the objectives of the •
institution with which they are af fi liated
Recognize their limitations, referring clients when appropriate •
Respect client privacy and the con fi dentiality of the client-counselor relationship •
in all matters pertaining to the course of professional service and revealing client
information of any kind to others only with the expressed consent of the client
Establish compensation that is fair and reasonable and assist clients in fi nding •
other services if their fees are not affordable (AFCPE
2009 , reprinted with
permission)
Having an ethics training program and requiring staff to sign a code of ethics can
go a long way in conveying the importance of con fi dentiality and ethics and in creat-
ing uniform standards throughout the program.
Training Manual
The various topics of the training can be reinforced through assembling a training
program and manual. Each of the aforementioned training topics should be covered
in the training manual; the importance of such a document cannot be overstressed.
For example, a training manual clearly circumscribes what guidance can and cannot
be given to clients, which is imperative to address liability concerns. Staff members
should be cognizant of the boundaries of their responsibilities (e.g., con fi dentiality)
and of limitations on the fi nancial information they give to clients (e.g., investment
education and general advising rather than speci fi c mutual fund recommendations).
Finding ways to incorporate continuous learning opportunities through on-the-job
training may be bene fi cial.
48
S.L. Britt et al.
Training Format
The level of training required for staff will be driven primarily by the type of
individuals who are hired or recruited to provide services (e.g., internal or external
professionals or students), as well as the type of academic programs that are avail-
able. If fi nancial planning programs are offered at the respective institution, students
in these programs will likely take an introductory course in fi nancial planning and
possibly a fi nancial counseling or communication skills course. According to Certi fi ed
Financial Planner Board of Standard’s website (CFP Board,
n.d. ), at the time of pub-
lication, there are 326 CFP Board-registered fi nancial planning programs across
certi fi cate, undergraduate, and graduate programs. These are most frequently located
in academic units of human sciences or business. The skills and knowledge acquired
in these courses foster substantial preparation for work as a fi nancial counselor.
If no related-content academic program exists and a peer-to-peer model is cho-
sen, the degree of training required increases substantially. A resource for training
if no academic program exists is an online credit or noncredit program or workshop
from another college or university. For additional training, one might choose to
enroll in a national certi fi cation exam (discussed in Chap. 12 ).
Training Duration
A one-time training workshop is not recommended. Financial services are rapidly
changing, so staff members (particularly those working directly with clients) need
to stay abreast of relevant regulations and pertinent news. A common method for
providing the initial training is through a credit-based course at your college or
university. A quarter of the programs surveyed for this book require a credit-based
course before staff members or volunteers are allowed to provide services to clients.
Recommended courses for this requirement include introduction to personal
fi nancial planning, fi nancial counseling, and/or a helping relationships course. Keep
in mind that fi nancial counseling may not be (and probably is not) entirely
fi nancially driven. Regardless of the personal fi nance content familiarity of staff,
new program recruits need interpersonal skills training prior to facilitating client
sessions or presentations. This training would typically cover topics such as pro-
gram policies, procedural measures, expectations of staff or volunteers, technology
usage, facilitator-client role plays, case studies, touring of facilities, emergency
protocol, liability issues, presentation tips and outlines, and common dif fi cult
scenarios and questions from clients. Knowledge of fi nancial content is a necessary
prerequisite, but communication skills and procedural understanding are equally as
important in providing diligent services.
Outside of requiring a credit-based course, one-time training may also include
half-day or full-day training for new staff members on the content, process, and pro-
cedures of fi nancial counseling. The program director does not need to lecture the
staff members for several hours to be effective; use interactive learning to best capture
49
4 Training and Development of Financial Education Program Staff
the audience. Bringing experts in to talk about different subjects is an enjoyable way
for staff members to learn about topics common to your fi nancial education program.
For instance, inviting a fi nancial aid of fi cer in to talk about their role within the uni-
versity and common questions they receive from students would help prepare
fi nancial counselors and educators for questions they are likely to hear.
We recommend you mimic the practices of existing programs and offer ongoing
training for your staff members. Periodic continuing education and training semi-
nars are recommended to reinforce content or introduce new content. It allows for
presentation of changes in the external environment (e.g., legislation changes affect-
ing higher education and consumer fi nances). Requiring continuing education is an
expectation of most professional associations and is good practice for life after col-
lege for any students you may have on staff. Ways to enhance the professional
development of staff members include inviting guests to speak, requiring distance
education courses, and participating in webinars, teleclasses, or podcasts. We
encourage you to check with your college librarian for other training resources that
may be available through your institution. Sources of webinars include professional
associations, state guaranty agencies, and nonpro fi t and governmental organiza-
tions. Attendance at local, state, or regional conferences is also encouraged. The
Appendix provides a list of some professional associations that host national con-
ferences. In addition, some universities may allow faculty and staff to take credit or
noncredit courses as an employee bene fi t. These bene fi ts may consist of tuition
reimbursement, tuition waivers, and/or the opportunity to audit courses.
Continuing education serves to keep staff and volunteers apprised of the evolv-
ing laws that affect consumer fi nancial decision-making and acts as a tool to allow
the individual staff members to learn from each other’s experiences. For example,
client cases and presentation experiences may be discussed and used as a tool for
learning. By meeting frequently and sharing previous experiences with each other,
the entire staff is able to stay abreast of the fi nancial issues that are most relevant to
the student population. If a volunteer is unable to attend an established number of
continuing education trainings, it may be bene fi cial to have him or her perform
alternative service duties to stay current in the key role responsibilities.
Frequent continuing education is bene fi cial for several reasons: (a) it creates a
sense of program unity; (b) each staff member can be exposed to the sessions of the
larger whole instead of solely their own clients’ situations; (c) current concerns can be
addressed on a systematic, continuous basis; and (d) directors can monitor the needs
of the staff. If meeting weekly, for example, it is helpful to have a portion of each train-
ing session devoted to staff debrie fi ng. Financial counselors are given the opportunity
to share lessons learned from previous sessions and to learn from one another. Having
staff members write a tip of the week for the general student population is an effective
way for leadership to provide relevant, timely content that they must fi rst research on
their own. As an example, “The tax due date is approaching! Have you claimed the
educational credits you may be entitled to receive? If you are paying for college with
cash or loans, you may be eligible! Schedule an appointment with Your Financial
Education Program’s Name to learn more!” These tips can then be shared through
various outlets: Your website, blog, social media, e-mail, or newsletters.
50
S.L. Britt et al.
Teaching Methods
Now that you have ideas on how to structure your initial training and/or continuing
education, it is time to consider how that education will be delivered. A variety of
teaching methods can be employed as a means of staff training. Methods employed
will depend on factors such as your training objectives and resource or time avail-
ability. Some of the more successful methods reported by current fi nancial educa-
tion program directors include the following:
Invite guest speakers who are experts on topics relevant to both fi nancial coun-•
seling and education. Local experts, video chats, conference calls, and webinars
may be scheduled for speakers who cannot present in person.
Have “lunch and learn” meetings where staff members bring their lunch and •
share stories on what is going well or is challenging for them. The problem-
based learning model (Duch et al.
2001 ) can be used with client case analysis,
which allows opportunities for the counselors to share their experiences with
other staff members. Together, they can brainstorm alternative approaches to the
situations presented.
Use tools such as Google Docs, Facebook, and blogs to create web forums where •
questions can be answered and strategies and techniques can be shared with staff
members in your program and other programs.
Permit the opportunity for staff members to train the rest of the staff on certain •
topics. This method allows the presenting member to become an expert on a
topic and the go-to source for future questions on this topic. It also helps staff
members obtain more experience presenting to an audience.
Presentation Training
Many of the training topics previously mentioned are aimed at fi nancial counselors
who deliver individual client sessions. However, most fi nancial education programs
also offer group outreach in the form of presentations. In order to facilitate the
development of competent and con fi dent presenters who feel equipped to deliver
professional presentations, ongoing training should also be offered for this staff or
volunteer group. Items for inclusion in presentation training can be grouped around
two major themes: presentation preparation and presentation execution.
Presentation Preparation Training Topics
Being forward thinking is absolutely critical for group presentations. The fi rst ele-
ment is to ensure that details regarding the presentation (requested time, location,
contact person, length, topic(s), particulars about the audience, how many will be in
attendance) are checked once and checked twice the day of or a day before the pre-
sentation. Program directors surveyed for this book also enforced the necessity of
51
4 Training and Development of Financial Education Program Staff
being prepared. Room or time changes are not at all uncommon in a college
setting.
Visiting the presentation room prior to the presentation enables the presenter to
determine the setup of the room (e.g., auditorium, classroom, boardroom, u-shaped,
rounds) and the amenities (e.g., chalk/whiteboards, podium). A visit also allows the
presenter to note what equipment will be needed (e.g., laptop, projector, remote
clicker, laser pointer, microphone). If using a computer already in the room, security
features may prevent the presenter from accessing it without assistance. The pre-
senter may also want to check for wireless connectivity. Be sure to build in extra
time before the presentation to address any last minute technical dif fi culties. The
best advice we can offer is to prepare for the worst. Bring a printed copy of the
presentation that you can refer to in the event the electronic copy fails.
Another more micro-level training topic is to remind presenters that they need to
rehearse their presentation. If using computer visuals, check website URLs and
video links to make sure they are working. Be sure the room has audio so any videos
that are used can be heard. There is nothing more annoying than a presenter who is
unprepared. Respect the audiences’ time. A 30-minute presentation should last
25 minutes with 5 minutes for questions from the audience. Also, if handouts will be
used, be sure to account for the time necessary to distribute the handouts to the audi-
ence. Finally, especially for student presenters, it is wise to have a dress code for
presentations. Some programs provide shirts for staff and students to wear during
program events. These can be in school colors or with a program name or logo.
A fi nal recommendation for presentation preparation is to think about many of
the frequently asked questions that may be received in a presentation. Talk with
other presenters and ask them about questions they have received. It is recommended
that presenters have answers prepared for some of the most frequently asked ques-
tions about the fi nancial education program and personal fi nance matters.
Presentation Execution
During the presentation, as mentioned above, the speaker should plan to arrive early.
Although the presenter should have prepared for technical dif fi culties, it is hard to
predict what new issues might arise.
Presentation training needs to include time for presenters to practice their elevator
speech , which is a brief 1- to 2-minute introduction of who they are, what the
fi nancial education program does, and why they are involved with the fi nancial edu-
cation program. The more presenters practice their introduction, the smoother the
delivery.
Next, presenters should come prepared with an icebreaker or energizer that
allows them to create rapport with the audience. This could be a quiz or a game.
During the presentation, tell stories. Audiences prefer to hear personal stories or
other practical applications of the material that is being presented (Kotter
2008 ) .
Chapter 6 of this book provides ideas for fi nancial education programming
content.
52
S.L. Britt et al.
Questions are a good way to engage an audience. Ask questions throughout the
presentation to gauge the audience’s level of knowledge and comprehension and
call for the audience’s questions either during or after the presentation. Respond
effectively to questions from the audience. If an answer is not known, simply be
honest with the audience. Tell the inquirer that an answer will be found and com-
municated to the inquirer after the presentation.
One of the best ways to improve presentation techniques is to instill more
con fi dence in the presenter. An effective way to do this is to educate presenters on
the topics that will be included in presentations. This can be accomplished through
formal coursework, continuing education sessions, attendance and presentations at
regional and national conferences, and one-on-one training with the presenter.
Another resource to enhance presentation and speaking skills is a Toastmasters club,
some of which can be found on a college campus (Sterman n.d.) The more knowl-
edgeable the presenter, the more likely he or she will be in demonstrating con fi dence
and polished presentation skills.
Tough Questions Training
The importance of giving accurate information in an increasingly complex world of
personal fi nance is paramount. One helpful method for staff is to revolve the content
of continuing education training around the tough questions that get asked by cli-
ents. It is in fi nancial education practitioners’ best interest to be prepared to effec-
tively answer these tough questions. The more comfortable staff members are with
the most frequently asked questions, the more con fi dence that will be portrayed in
the individual session and the more likely the staff member will be comfortable with
questions from a group presentation audience.
TQT (tough questions training) is a problem-based method grounded in experi-
ential learning theory to help fi nancial educators and counselors effectively answer
questions. At the foundation of experiential learning lies the belief that learning
takes place when a person is actively involved with an experience (Kolb 1984 ) ,
which is an integral step in the TQT process. The response of a presenter to dif fi cult
questions can either promote or hinder a strong rapport with an audience. Myths and
misinformation are commonly associated with personal fi nancial information, con-
sequently making the wide array of questions potentially posed quite challenging.
The TQT method allows program staff to apply what they have learned in their
training and leads to an informal mentoring process. TQT may also be used as an
ongoing refresher training method for experienced fi nancial counselors and educa-
tors by addressing the most current questions asked by audiences. The questions
used are generated from ongoing experience with clients. Current and accurate
information concerning fi nancial issues is critical, as is the consideration of the
needs of a particular audience. Utilizing the TQT approach results in multiple
bene fi ts. First, the process builds collaboration among trainees. Through the group
process, opportunities for future training and development are revealed. When TQT
53
4 Training and Development of Financial Education Program Staff
is used as a continuous training process, constant feedback for quality assurance is
provided. The process of discussing strategies for answering dif fi cult questions fos-
ters learning for educators and counselors. The art of handling dif fi cult questions
with multiple approaches is acquired and honed through the TQT method. Lastly,
self-con fi dence is experienced among fi nancial counselors and educators as they
become better equipped (Goetz et al.
2004 ) .
Mentoring
A mentoring program is a way to gain transfer of knowledge and skills within a
group (Mason and Bailey 2003 ) . A student staff member or volunteer can be paired
with a returning student staff member or volunteer, a nonstudent, or other staff
member in a mentoring program.
Because there are some aspects of fi nancial counseling that are best learned
through experience, new staff members should have the opportunity to observe their
mentors in active fi nancial counseling sessions and, therefore, receive hands-on
training without feeling overwhelmed. In some programs af fi liated with clinical
training programs, rooms may have equipment for recording sessions so that super-
visors can review and provide feedback to trainees. Alternatively, the rooms may be
designed for observation capabilities to assist in training and mentoring.
Some bene fi cial requirements of a mentoring program might include:
1. Before new program staff will be assigned clients, they must observe at least one
of their mentors’ sessions.
The mentor will have the added responsibility of meeting with the new stu-•
dent staff member and discussing the session that was observed. A record of
the meeting should be turned in to the program director once the meeting is
adjourned. An observation write-up might include the following: What was
the presenting problem? What are the solutions that were generated by the
client? By the fi nancial counselor? What were the techniques the mentor
used? Why did he or she choose those techniques? What are other techniques
that could have been used? What were some general observations of the ses-
sion? Are there any questions the new counselor may have?
2. After the new staff member has begun to offer program services, it is advanta-
geous to have a required meeting with the mentor every 2 weeks. The mentor
should take notes from the meeting, including:
When did the meeting take place? What questions did the new fi nancial coun-•
selor have? What suggestions did the mentor make? What other information
does the mentor deem relevant?
3. The mentor should also observe at least two of the new staff member’s fi rst few
sessions. This will allow the mentor to evaluate the mentee’s progress, as well as
serve as an extra resource during those sessions.
54
S.L. Britt et al.
Summary
This chapter covered the nuts and bolts of training fi nancial education program
staff. Training must be oriented around the role of your various staff members;
training clerical staff on presentation skills is probably not an ef fi cient use of time,
but training all staff on con fi dentiality is essential. Other basic competencies needed
for staff members include fi nancial knowledge, interpersonal skills, university poli-
cies and procedures, and support resources available to students. Training staff
members on these core competencies can occur over the course of a day or an entire
academic quarter or semester. Common trainers include university faculty mem-
bers, fi nancial aid of fi ce staff, and external fi nancial counselors.
Training for staff members who work directly with clients should revolve around
the key issues clients bring to individual fi nancial counseling or common questions
asked at group presentations. Cash management/budgeting is the most frequently
requested topic for individual and group fi nancial counseling and education ses-
sions. Budgeting can be made fun by having students give examples of the most
ridiculous item they can think of to plan for in a budget. Other programming ideas
are provided in Chap. 6 .
Finally, seasoned staff members provide a valuable mechanism for developing
newer student staff by transferring their learning and experiences through a formal
mentoring program. Actively learning by observing peers giving presentations or
providing individual fi nancial counseling is an effective way of teaching new staff
members. We encourage you to utilize the methods and resources presented in this
chapter to develop your own training program and accompanying training manual.
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4 Training and Development of Financial Education Program Staff
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