1. Recruitment, Retention, and Relationship
How-Tos: Simple Strategies, Easily Implemented, Geared to Improve Your Practice
Recruitment, Retention, and Relationship

2. 24 hours in generational poverty
1. Think of an adult in generational poverty.
2. Imagine that you followed that person for a year, observing what happened and how he/she spent his/her time.
3. Write your observations in the circle so that the circle represents an average day in the life of this person.
Activity 1

3. Time Poverty
The impact of Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) of 1996
Established the Temporary Aid to Needy Families or TANF-block grants given to states
Set work requirements and established a lifetime benefit clock.
Limited time for postsecondary school to 2 years and the amount of participants who could attend post secondary school as part of work requirements.
Did not consider “agency time” and or domestic/caregiving responsiblities

4. The heart of the matter:
Relationship

5. The crux of our work: It isn’t about policy It isn’t about curriculum
It isn’t about evaluation or reporting
It is about relationship…how-to engage, facilitate, and maintain relationship
Every Child Needs A Champion

6. Turn to your neighbor… What strategies did she suggest?
Why did they make a difference?
Was it content or relationship that impacted the learning?
What is your take away?
Activity 2

7. “Getting them involved more - What are some easy tasks that could be included to help increase recruitment of that site?”
Small Steps

8. How adults learn best: Andragogy: Malcolm Knowles
Adult learners bring their life experiences to the learning process and this should be acknowledged.
Adults need to know why they are learning something, and how it is relevant to their lives.
Experiential, hands-on learning is effective with adult learners.
Adults approach learning as problem-solving.
Adults learn best when the topic is of immediate value in their lives.

9. What does the literature say about retention?
Adult Worksites
Online Programs that have “meetings” and “home work” activities
Child Care Providers
Specific health improvement programs (i.e. diabetes, coronary) that supplies health assessments at different intervals of the program
Number
% retained
Worksite 40 89
Childcare 97 59
Health Focus
1517

10. Small Steps to Retention
The power of the 4 “5s”

11. What is the power of a postcard?
Retention
Activity 3
Orientation
Warm and Welcoming
Participants set goal
Start Building Relationship
5 minutes before/after class
Encourage Dialogue/Critical Reflection
Follow-up
Send Encouragement
Find out why stopping out
What is the power of a postcard?

12. Small Steps
Never ignore the most important question and answer in any class is “How are you?”
Do not greet a new class, at the door, with the dietary recall. (How would you feel?)
Always use the adult voice.
Never underestimate the power of a warm and welcoming orientation that sets a goal and defines expectations clearly and truthfully.
Never violate the defined expectations.

13. “How are you?” Three Impacts “How are you?” Exercise
Enhance the learning that will follow
Build a more positive atmosphere for class discussion
Get to know your students better
Increases motivation, participation and persistence
1 or 2 participants a week
Ask how are you?
Really listen to answers
Address concerns about class
Remember to follow up

14. Activity 4: Prior to class
What do you notice?
Each time you meet a class it would be a great introduction to the lesson’s material to have some compelling picture up in front that has something to do with the lesson’s subject matter. Then have participants (write, discuss amongst themselves, think quietly then ask the group to share) their responses to these two questions…(click the slide twice for the questions to appear). This allows participants to start to bring their experiences into the learning and to think about and engage with the day’s subject matter. This type of activity promotes deeper learning than simple knowledge transfer and can lead to behavior change.
What do you wonder?

15. First 5 minutes of class
Ask “What did we learn about last time?” or “How did you use what we learned about last time this past week?”
This allows participants to retrieve information from their memories and also helps them critically reflect on how they used information in their everyday lives.
Have them write down success stories for you each week. This can be given back to them in a presentation at graduation and allows the program to capture data as it occurs.
Ask “What do you know about ________?” This helps participants to mentally prepare for the day’s subject matter.

16. Last 5 minutes of class
Don’t cram the last five minutes of class or start cleaning up in preparation to go.
Instead ask these three questions:
What was the most important thing you learned today?
What question still remains in your mind?
How will you practice what you learned today in class at home?
Critical reflection! Participants have time to think about what they learned and how they will use it. Any lingering questions or confusion can be addressed.

17. Why do educators matter in adult education?
Motivation is viewed by adult learners as a personally owned problem.
Demotivation is viewed by adult learners as a teacher owned problem.
The single most important relationship in the adult learning process is the one between the participant and the facilitator!
Why do educators matter in adult education?
(Hint: We can’t do it without you!!!)

18. Activity5: Practice for you! 
What was the most important thing you learned today?
What question still remains in your mind?
How will you practice what you learned today?
Yes, these are the same three questions that we posited earlier as a good way to end the last 5 minutes of your EFNEP classes. Now it is your turn, please talk amongst yourselves for the next 3 minutes and post your answers in the chat box.

19. Thank you for all that you do!!!

20. Questions???
Please fill out the evaluation form for us before you go! Thank you!!