This document is a resume for Christopher Leide, who has over 20 years of experience conducting training in management, supervision, and counseling. He has extensive knowledge of adult education concepts and designing, developing, delivering, and evaluating training programs. His experience includes over 1500 hours of classroom training and developing numerous training courses and curricula.
Career education & guidance in schools Premanand Rai
Predictions about participation in the 21st-century workforce are being proven accurate every day. It does demand lifelong learning and an enduring capacity to manage change. Globalization has created even more challenges as well as opportunities for everyone. Young people are entering a more complex and dynamic environment where the interface between work and other facets of life is constantly being reappraised.
As the world changed and opportunities grew, the matching process became more complex. More young people had to decide whether to continue their education or get a job. They had to think about the longer-term consequences of their decisions as well as their next steps. So, careers work changed and young people began to receive some careers education in preparation for their ‘end of school’ guidance interview. This was normally a handful of lessons giving information about the opportunities on offer and advice on how to complete application forms and construct CVs.
Earlier the World of Career was quiet different - In the early days, careers work focused on matching individuals to specific opportunities in education and work. As choice was limited, many young people simply followed in their family’s footsteps. Making decisions about the next steps was a straightforward process, taking little time and requiring little preparation. For most students, an ‘end of school’ careers guidance interview with the Youth Employment Service was generally sufficient.
:: Technology, globalization and other developments have continued to transform the world, and change has become a feature of daily life. In schools, curriculum change meant that young people had some choice about which subjects to study in Years 10 and 11. To help them make these ‘career choices’, most schools extended their careers education lessons into Year 9 and gave young people earlier access to careers guidance.
:: International interest in career education and guidance is increasing as governments acknowledge the personal, social and economic benefits of equipping school students with the attitudes, knowledge and transferable skills they will need to become self-reliant career management and lead positive and fulfilled lives.
Developing effective practitionersusing health promotion and youth worker co...HicksKA
Findings from a small scale research project that indicate what aspects within a competency based degree facilitates the development of competent students.
This presentation presents findings from careers research, policy and practice. It details key findings from an international literature review on careers education in selected OECD countries.
Career education & guidance in schools Premanand Rai
Predictions about participation in the 21st-century workforce are being proven accurate every day. It does demand lifelong learning and an enduring capacity to manage change. Globalization has created even more challenges as well as opportunities for everyone. Young people are entering a more complex and dynamic environment where the interface between work and other facets of life is constantly being reappraised.
As the world changed and opportunities grew, the matching process became more complex. More young people had to decide whether to continue their education or get a job. They had to think about the longer-term consequences of their decisions as well as their next steps. So, careers work changed and young people began to receive some careers education in preparation for their ‘end of school’ guidance interview. This was normally a handful of lessons giving information about the opportunities on offer and advice on how to complete application forms and construct CVs.
Earlier the World of Career was quiet different - In the early days, careers work focused on matching individuals to specific opportunities in education and work. As choice was limited, many young people simply followed in their family’s footsteps. Making decisions about the next steps was a straightforward process, taking little time and requiring little preparation. For most students, an ‘end of school’ careers guidance interview with the Youth Employment Service was generally sufficient.
:: Technology, globalization and other developments have continued to transform the world, and change has become a feature of daily life. In schools, curriculum change meant that young people had some choice about which subjects to study in Years 10 and 11. To help them make these ‘career choices’, most schools extended their careers education lessons into Year 9 and gave young people earlier access to careers guidance.
:: International interest in career education and guidance is increasing as governments acknowledge the personal, social and economic benefits of equipping school students with the attitudes, knowledge and transferable skills they will need to become self-reliant career management and lead positive and fulfilled lives.
Developing effective practitionersusing health promotion and youth worker co...HicksKA
Findings from a small scale research project that indicate what aspects within a competency based degree facilitates the development of competent students.
This presentation presents findings from careers research, policy and practice. It details key findings from an international literature review on careers education in selected OECD countries.
Having served as a business owner for Heartfelt English for the past thirteen years, I have developed my ability to be extremely patient while still achieving academic gains with my students. My experience teaching English internationally has taught me strategies for working with students of all ages and abilities, because of my student’s success and their short-cummings. I will bring not only experience, but patience and creative problem-solving, to this position. I have been in the field of human relations and research for 30 years. Solving problems for individuals groups and organizations. There is nothing I can’t do or learn how to do with pure determination.
Centre for Innovation Excellence in Learning (CIEL) program's final 7 min presentation, with comparison of Kuwait & Canadian Aborignals cultural aspects.
Having served as a business owner for Heartfelt English for the past thirteen years, I have developed my ability to be extremely patient while still achieving academic gains with my students. My experience teaching English internationally has taught me strategies for working with students of all ages and abilities, because of my student’s success and their short-cummings. I will bring not only experience, but patience and creative problem-solving, to this position. I have been in the field of human relations and research for 30 years. Solving problems for individuals groups and organizations. There is nothing I can’t do or learn how to do with pure determination.
Centre for Innovation Excellence in Learning (CIEL) program's final 7 min presentation, with comparison of Kuwait & Canadian Aborignals cultural aspects.
1. Christopher Leide Cell: 845-532-8243
ChrisLeide2@gmail.com
11/29/14
Summary
Training specialist knowledgeable in principles of adult learning theory and methods used in designing,
developing and delivering and evaluating successful training programs.
Highlights
Over 20 years conducting training in
management, supervision, and counseling.
Extensive knowledge of adult education
concepts and methods for developing curricula,
delivering and evaluating training.
Exceptional oral and written communication
skills.
Trainer and facilitator in a wide variety of
areas: Leadership, supervision,
management, communication skills.
Narrated computer-based training
programs.
Experience in radio/TV commercial writing
and production.
Accomplishments
Since 1/2011 have conducted over 1500 hr. of classroom training.
Lead instructor for numerous major statewide training initiatives, including:
Leadership for High Performance (organizational change)
NY Model (juvenile justice treatment and case management system)
Supervisory Institute (management and supervisor development)
Qualified to train/facilitate a large variety of content/skills areas, including:
ITIP (Instructional Theory Into Practice) – Curriculum Design and Development
Ethical Decision-making
Crucial Conversations
Basic and Advanced Counseling Skills
Written Communication Skills
Presentation Skills
Experience
Human Services Training Specialist 10/1997 – 11/2014
NY State Office of Children and Family Services Red Hook & Rensselaer, NY
Created numerous training courses, including content, materials, and learning activities.
Conducted management, supervision and leadership training classes.
Conducted Train-the-Trainer classes to develop new training staff.
Trained juvenile justice staff to conduct various counseling interventions with youth.
Supervised professional and support staff.
Liaison to external training and development resources.
Management of training contracts.
Youth Counselor & Supervisor 10/1984 – 10/1997
NY State Division for Youth Highland, Goshen & Wingdale, NY
Conducted individual and group counseling sessions with youth.
Developed and implemented treatment plans for youth.
Supervised and managed daily operations of juvenile justice facility.
Personnel management and supervision.
Program/Music Director 9/1979 – 10/1984
WSPK Poughkeepsie, NY
WHBG Harrisonburg, VA
WIKE Newport, VT
On-air announcing, commercial copywriting and production, staff supervision.
2. Christopher Leide
540 Roberts Hill Rd. Cell: 845-532-8243
West Coxsackie, NY 12192 ChrisLeide2@gmail.com
11/16/14
Education
Connecticut School of Broadcasting, Stratford, CT 1979
Certificate in Radio/TV Broadcasting
State University College, Oneonta, NY 1976
Bachelor of Science – Psychology
Ulster Community College, Stone Ridge, NY 1973
Major – Biology
Curricula Developed:
Coaching
O.A.R.S. Skills
Ethical Decision-making
NY Model Overview
Report Writing
Dialectical Behavior Therapy
Mindfulness
On-the-Job Training Set-up & Debriefing
Group Process
Lead Instructor:
Crucial Conversations
Critical Thinking
NY Model (Juvenile justice behavior and case
management system)
Performance Evaluation for Supervisors
Effective Skills for Managing Today’s
Workforce
Becoming an Effective Learner
Aggression Replacement Training
Practical Skills for Supervisors
Written Communications Skills
Listening and Speaking
Leading Psycho-Educational Groups
Mental Health Training for Juvenile Justice
Staff
Adolescent Development
Shaping and Reinforcing Behavior
Dialectical Behavior Therapy
Qualified to Train:
Instructional Theory Into Practice (ITIP)
Project Management
Emotional Intelligence
Taking the First Step to Supervision
Time Management
Basic Facilitation Skills
Presentation Skills
Facilitating and Leading Work Groups
Basics of Leadership and Empowerment
Leadership for High Performance
Alcohol and Substance Abuse
What Happened to This Child
Stability Management
Sexual Harassment Prevention
Community Worker Safety
Teen Intervene
Training Consultant during development of:
New York Model – Behavior and case management system
Community Case Management Institute
Time Management CBT
“Safetyville” – Community Worker Safety CBT
Motivational Interviewing – video and CBT
Investigative Interviewing training video
Contract Management:
Various counseling and behavior management modalities – with SUNY Albany
3. Christopher Leide Cell: 845-532-8243
ChrisLeide2@gmail.com
Advancing Youth Development – with Cornell
11/29/14