YMYG Training Planner BETA for Testing

MY TRAINING PLANNER

Yo u r M o n e y,
Yo u r G o a l s
My Training Planner

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MY TRAINING PLANNER

How do I use this planner?

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The Consumer Financial Protection Bureau (CFPB) developed this guide to help you design and develop a
training for staff and volunteers in your organization or community. This planner includes tools that can help
you choose content that your organization's staff and volunteers need and to successfully and confidently
deliver financial empowerment training to them.
This planner includes five key questions that you should consider as you shape the design and
implementation of your training. You can revisit your plan whenever you need to review or rethink the
design and structure of your training. It can also be used to reflect on your training and record stories and
best practices.
Below are the five key questions that shape your training planning and design:

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Who am I training?
This will help you to think about what is important to your participants and what might
influence how they learn and may respond to the material you present.

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What logistics do I need to consider?
This will help you to think about logistics and constraints that are relevant for your
training.

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What do my participants need to know?
This will help you think about what content to choose for your training based on
participants' needs and your constraints.

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How will I organize my training?
This will help you to think about creating a training agenda to meet the needs of your
participants.

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What do I need to prepare?
This will help you to think about actions that you should take 1 month, 1 week, and 1
day before and after your training.

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Pro Tip: This icon will show you training tips and best practices.

The navigation tool at the top right corner of the page orients you to where you are in the planning
process. The tools in this planner have instructions at the top of each page and space beneath for you to
write down your plans, designs, and ideas.

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MY TRAINING PLANNER

Who am I training?

This will help you to think about what is important to your participants and what might influence how they
learn and may respond to the material you present.
# of Participants:

Examples:

Who are your training participants? Who do they serve?

§§ Recently unemployed
people who are looking for a
new job that...
§§ People who need
emergency assistance...
§§ Head Start parents and...

What is important to my training participants? What values and priorities
guide them in their work?

§§ Helping people manage
their resources...

What financial topics come up most often in your participants' day-to-day
work? What would help participants in the work that they do?

§§ Motivating people to set and
keep short-term and longterm goals...

How can my training participants use information and tools from Your
Money, Your Goals in their day-to-day work?

§§ Include a discussion about
financial goals in meetings
with people...

§§ Encouraging people to set
and work toward goals...

§§ Refer people to specialized
financial empowerment
programs...
GOALS: At the end of the training, participants will:

§§ At the end of the training,
participants will: understand
how to build a cash flow
plan...


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how the language
 Consider
that you use in training

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influences how participants
understand content.

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MY TRAINING PLANNER

What logistics do I need to consider?

This will help you to think about logistics and constraints that are relevant for your training. Consider how
the timing, location, and room set up will affect the training experience.

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DELIVERY:

How will the training be delivered?
At one time

Over more than two sessions

Over two sessions

 TIMING:

How many hours will you have with staff or volunteers for training?
1-3 hours

3-5 hours

5-8 hours

8-12 hours

PRO: Can target and

PRO: Can cover 2-4

PRO: Can cover 4-6

PRO: Can cover all of

CON: Training may

CON: It may be hard

CON: Maintaining

CON: It may be

focus planning around
prioritized content.

cover only 1-2 priority
topics.

priority training topics.

priority training topics.

to cover all of your
selected topics in
detail.

energy throughout the
day and coordinating
schedules may be
challenging.

 LOCATION:

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the training topics in
depth.

challenging to
maintain energy. We
recommend that you
split time between 2
days.
If you haven't been to the
location before, consider

visiting to get a sense of the

Where will the training be
conducted?

resources and space.

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 ROOM SET UP:
How will you set up the
room?

Try to seat participants in

groups of four to seven, so

they can work in teams or small
groups.

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MY TRAINING PLANNER

What do my participants need to know?

This will help you think about what content to choose for your training based on participants' needs and
your constraints. We've broken up the content of the toolkit into building blocks your can use to create a
customized training agenda. Each building block takes about 45 minutes, including a group activity and
time for discussion. The description will give you a little bit more detail about what is included in each
building block. The tool examples show you some of the tools from the toolkit that are part of each building
block. Check the box to the left of the building blocks you want to use. Then find the corresponding slide
numbers and pages for each of the building blocks you've chosen to plan your training agenda in detail.
BUILDING BLOCKS BY TOPIC

Introductions & closing
§§ Help participants consider
how culture and emotions
can influence decisions about
money
§§ Introduce participants to the
CFPB, the topic of Financial
Empowerment, and the Your
Money, Your Goals toolkit as a
resource.

√ Icebreaker (Money & me)
√ Introduction to financial

empowerment & submitting a
complaint

√ An orientation to the toolkit &
understanding the situation

√ Closing

(Tool examples)
§§ Intro Part 1, Tool 1: Financial
empowerment checklist
§§ Intro Part 2, Tool 2: Financial
empowerment self-assessment
§§ Intro Part 2, Tool 1: My money
picture
§§ Intro Part 3, Tool 1: Top
money conversation

be shortened or lengthened
 Can
based on participants familiarity
with financial topics.

Planning & saving
§§ Cover planning, saving, and
tracking concepts.

(Tool examples)
Setting goals & planning for
large purchases

§§ Module 1, Tool 1: Goal-setting
tool

Saving for emergencies, bills, &
goals

§§ Module 1, Tool 2: Planning
for life events and large
purchases
§§ Module 2, Tool 1: Savings plan
§§ Module 2, Tool 4: Increasing
your income through tax
credits

 Consider starting with goal-setting,
as it can inform the framing and

motivation in other building blocks.

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MY TRAINING PLANNER

What do my participants need to know?
BUILDING BLOCKS BY TOPIC

(Tool examples)

Money in & out
§§ Cover concepts related to
tracking expenses, managing
cash flow. (If you're thinking
of covering "Getting through
the month", consider first
going through "Paying bills &
other expenses" and "Tracking
& managing income &
resources".)

Tracking & managing income &
benefits
Paying bills & other expenses
Getting through the month
"Behind on bills"

§§ Module 3, Tool 1: Income and
resource tracker
§§ Module 4, Tool 1: Spending
tracker

§§ Module 4, Tool 2: Bill calendar
§§ Module 5, Tool 1: Cash flow
budget
in these modules
 Activities
such as the "Needs, Wants, and
Obligations" activity can help

participants to engage in an open
discussion about spending.

(Tool examples)

Debt & credit
§§ Cover concepts related
to handling debt and
understanding credit.

Dealing with debt

§§ Module 6, Tool 3: Reducing
debt worksheet

Understanding credit reports &
scores

§§ Module 7, Tool 1: Getting your
credit report and scores
§§ Module 7, Tool 2: Credit
report review checklist
§§ Module 7, Tool 3: Improving
your credit reports and scores

 Consider explaining the

differences between bills, debt,

and other expenses when working
through one or all the building
blocks.

(Tool examples)

Money resources
§§ Explain and connect
consumers to additional
financial services, tools, and
resources.

Money services

§§ Module 8, Tool 3: Money
services and banking basics

Protecting your money

§§ Module 8, Tool 4: Opening an
account checklist

 Consider what services and

financial resources will be most

relevant to your audience when
making your block selections.
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MY TRAINING PLANNER

Money and me
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BLOCK DETAILS:

Toolkit Modules: Introduction
Part 4: Emotions, values, and
culture: What's behind our
money choices? (Page 53)
Slides: 3-6

OVERVIEW

Estimated
timing

Tools covered in block:
§§ N/A

20 MIN

 Slides: 3

§§ Having an activity prior to introductions is an intentional
component in the training design. Having participants reflect on
attitudes and feeling about money and emotional and cultural
influences on financial decisions can make them more open to
understanding how the people they serve approach decisions
about money. They may also become more open to applying Your
Money, Your Goals to their own lives.
ACTIVITIES

 STORIES & EXAMPLES:
What stories from my own

experience or from previous

trainings might be relevant to
share?

 Slides: 4

§§ Contest: Instruct participants to work in small groups to

brainstorm all of the associations they have with money per the
slide 4 on their flip chart paper.

§§ Opener: Show and read the definition of “Money.” Contrast the

definition of money to the list of associations generated by the
team. See the facilitator's notes on slide 4 for specific questions.

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QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?





YOUR NOTES:

If you have another activity
that is participatory and

helps uncover emotional and

cultural influences on financial
decisions, you can substitute
that activity for "Money and
me."

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MY TRAINING PLANNER

Intro to financial empowerment & submitting a complaint
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BLOCK DETAILS:

Toolkit Modules: About the
Consumer Financial Protection
Bureau (Page 1), Module 9:
Protecting your Money
Slides: 12-23, 184-186

OVERVIEW

Estimated
timing

Tools covered in block:
§§ Module 9, Tool 1: Submitting a complaint to
the CFPB
§§ Intro Part 1, Tool 2: Financial empowerment

self-assessment

40 MIN

 Slides:13-23

 STORIES & EXAMPLES:

§§ Introduce key facts about the CFPB using information from
Introduction Part 1 and the slides.

What stories from my own

experience or from previous

§§ Explain that a key goal of the training is to connect frontline staff
to the CFPB, and share our information and tools on financial
topics.

trainings might be relevant to
share?

§§ Explain how to submit a complaint and review consumers' rights
related to financial products and services.

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ACTIVITIES

 Slides:23-24

§§ Select either Option A (Debate ) or Option B (Benefit/Cost

Analysis )—not both—for use in your workshop.

§§ Option A: Debate: Pair or group participants to research and

discuss the pros and cons. If you have more than 20 people
in your training, consider two teams for each “side” of the
debate.

§§ Option B: Benefit/Cost Analysis: Using flip charts (one for

benefits, one for costs), have participants brainstorm the
benefits and costs of providing financial empowerment.

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QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?





YOUR NOTES:

As you start the discussion, it

can be helpful to differentiate

strategies (financial education,
financial coaching, financial
counseling) from outcomes
(financial literacy, financial

capability, financial fitness).

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MY TRAINING PLANNER

An orientation to the toolkit & understanding the situation
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BLOCK DETAILS:

Toolkit Modules: The entire
toolkit will be used in this block
of the training.
Slides: 25-56

OVERVIEW

Estimated
timing
75 MIN

Tools covered in block:
§§ Intro Part 1, Tool 1: Financial Empowerment
Checklist
§§ Intro Part 2, Tool 1: My money picture
§§ Intro Part 3, Tool 1: Top Money Conversations

 Slides: 25-56

§§ Review organization of the toolkit using slides and information in
the Table of Contents.
§§ Review the purpose of the toolkit: The goal of Your Money, Your
Goals is to improve outcomes by making it easier for you to help
the people you serve achieve their goals with the resources they
have.

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ACTIVITIES

 STORIES & EXAMPLES:
What stories from my own

experience or from previous

trainings might be relevant to
share?

 Slides:31, 56

§§ Scavenger hunt (entire toolkit): Small groups will review

commonly asked questions about financial topics and locate the
module and specific tools within the module that address each
question.

§§ Brainstorm: Instruct participants to brainstorm a list of ways they

can initiate the financial empowerment discussion.

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QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?





YOUR NOTES:

You should work with the

organization being trained
ahead of time to create

a Referral guide for local

community financial services.

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MY TRAINING PLANNER

Setting goals and planning for large purchases
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BLOCK DETAILS:

Toolkit Modules: Module 1
(Page 61)
Slides: 57-69

Estimated
timing

§§ Tool 2: Planning for life events and large pur-

chases

§§ Tool 3: Buying a car

45 MIN

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Tools covered in block:
§§ Tool 1: Goal-setting tool

OVERVIEW

 Slides: 57-69

 STORIES & EXAMPLES:

§§ Explain the qualities of strong goals using SMART goals (Specific,
Measurable, Able to be reached, Relevant, Time-bound). SMART
goals can provide direction to your financial plans and help you
reach your goals.

What stories from my own

experience or from previous

trainings might be relevant to
share?

§§ Action plans can help ensure you have the information and

resources you need to reach your goals.

§§ Anticipating life events and large purchases, such as cars, can

empower you to plan and save for them.

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ACTIVITIES

 Slides: 65-66

§§ Scenario analysis in small groups: (Tool 2: Planning for life events

and large purchases) Give each group one of the scenarios.
Instruct participants to identify what life events the individual is
likely to have already experienced, likely to experience one day as
well as any large purchases you can see his or her incurring in the
future.

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QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?





YOUR NOTES:

Review examples by asking:

“Why is a hope, want or dream
NOT a goal?” “What makes
this strong goal strong?”

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MY TRAINING PLANNER

Saving for emergencies, goals, and bills
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BLOCK DETAILS:

Toolkit Modules: Module 2
(Page 83)
Slides: 70-81

Estimated
timing

Tools covered in block:
§§ Tool 1: Savings plan
§§ Tool 2: Savings and benefits: Understanding asset
limits
§§ Tool 3: Finding a safe place for savings

45 MIN

§§ Tool 4: Increasing your income through tax credits




OVERVIEW

Additionally, the "Behind on Bills" bundle is
another resource for training participants

 Slides: 70-81

§§ Savings is money you set aside today to use in the future. People
save for many reasons.
§§ When you save for emergencies in advance, you can handle
them when they happen without having to skip your other bills or
borrow money.

 STORIES & EXAMPLES:
What stories from my own

experience or from previous

trainings might be relevant to
share?

§§ When you borrow money, you have to pay fees and sometimes
interest. Saving money now for unexpected expenses and
emergencies can save you even more money later.



ACTIVITIES

 Slides: 72,75

§§ Exercise in pairs: Ask people some of the benefits of having

emergency savings. Share that one benefit is that it can save you
money—sometimes a lot of money because you can avoid fees
and interest from borrowing money.

§§ (If you have more than 45 minutes consider the following activity).

Carousel: Divide the group into small groups. Assign each group
a flip chart ask them to brainstorm the risks and benefits of that
place to save. Have them rotate to each flip chart and do the
same. Give them 30 seconds or less at each flip chart.



QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?





YOUR NOTES:

Review examples by asking:

“Why is a hope, want or dream
NOT a goal?” “What makes
this strong goal strong?”

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MY TRAINING PLANNER

Tracking & managing income & benefits
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BLOCK DETAILS:

Toolkit Modules: Module 3
(Page 115)
Slides: 82-88

Estimated
timing

§§ Tool 2: Ways to receive income and benefits:

Know your options

45 MIN



OVERVIEW

Tools covered in block:
§§ Tool 1: Income and resource tracker

§§ Tool 3: Ways to increase income and

resources

 Slides: 81-88

§§ Managing income and benefits is essential to financial
empowerment.

§§ Understanding issues of timing and predictability of income and
resources can help you take control of your finances. If you find
you don’t have enough money, it’s important to identify strategies
that can help you bring in more income or resources.

 STORIES & EXAMPLES:
What stories from my own

experience or from previous

trainings might be relevant to
share?

§§ Some ways of receiving income may be more beneficial to you
than others. Understanding the benefits, risks, and costs of a
paper paycheck versus direct deposit versus a payroll card can
empower you to make the choice that is best for you.



ACTIVITIES

Slides: 86-87

§§ Tool analysis: (Tool 3: Ways to increase income and resources)

Ask participants to think about the people they serve. Ask them to
analyze this form from the perspective of the people they serve.
Have them circle the strategies for increasing cash and other
financial resources they think will be feasible for them.

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QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?





YOUR NOTES:

Sometimes income can be
garnished, but there are

protections in place. Wage

garnishment starts on Page
117 in toolkit.

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MY TRAINING PLANNER

Paying bills & other expenses
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BLOCK DETAILS:

Toolkit Modules: Module 4
(Page 137)
Slides: 89-99

Estimated
timing

Tools covered in block:
§§ Tool 1: Spending tracker
§§ Tool 2: Bill calendar
§§ Tool 3: Ways to pay bills: Know your options

45 MIN

§§ Tool 4: Strategies for cutting expenses
§§ Tool 5: When cash is short - prioritizing bills

and planning spending



OVERVIEW

 Slides: 89-99

§§ Making changes to how you spend means knowing the difference
between your needs, wants, and obligations—changes can
generally only be made to spending for wants.
§§ Paying bills on time may help you avoid late fees, fines, increased
costs of services, and decreases in your credit scores.



ACTIVITIES

 Slides: 90, 95-97

§§ Vote with your body: Prior to the session, hang up three signs on

the walls: “Need,” “Want,” and “Obligation.” Review the definitions
of needs, wants, and obligations. Then have participants "Vote
with their body" by moving to the poster that they believe best
represents each example you give of a need, want, or obligation.

§§ Tool analysis: (Tool 4: Strategies for cutting expenses) Ask

participants to think about the people they serve. Ask them to
analyze this tool from the perspective of the people they serve.
Have them circle the strategies for cutting spending and other
uses of financial resources they think will be feasible for them.



QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?



YOUR NOTES:

12

 STORIES & EXAMPLES:
What stories from my own

experience or from previous

trainings might be relevant to
share?

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MY TRAINING PLANNER

Getting through the month
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BLOCK DETAILS:

Toolkit Modules: Module 5
(Page 137)
Slides: 100-114

Estimated
timing

§§ Tool 2: Cash flow calendar
45 MIN



OVERVIEW

Tools covered in block:
§§ Tool 1: Cash flow budget
§§ Tool 3: Improving cash flow checklist

 Slides: 100-114

 STORIES & EXAMPLES:

§§ The following steps can help you make a cash flow budget.

What stories from my own

§§ Keep track of everything you earn and spend money on for a
week, two weeks, or one month using the income and spending
trackers from Modules 3 and 4. Use this information to create a
cash flow budget. Using Tool 1: Cash flow budget or Tool 2: Cash
flow calendar to complete this step.

experience or from previous

trainings might be relevant to
share?

§§ Remember to include savings for goals, large purchases, and life
events, too! Your cash flow budget is about setting targets for how
you will use your income going forward.



ACTIVITIES

 Slides:104-106

§§ Scenario analysis (Rafael): Instruct participants to get into groups

of three. Review the introduction facts of Rafael's scenario they will
analyze. Use the questions on Slide 106 to start the discussion.

§§ Presentation and small group exercise: (Tool 3: Improving cash

flow checklist) Explain that there are basically three overall
strategies to improving cash flow. Instruct small groups to
brainstorm specific ways to smooth out cash flow. Encourage
them to think about ways to increase income, decrease spending,
and match timing.



QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?





YOUR NOTES:

Remind participants that

a cash flow budget helps

someone understand how
the timing of income and

expenses may be causing

shortfalls within a month; these
shortfalls can be masked in a
static monthly budget.

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MY TRAINING PLANNER

Dealing with debt


BLOCK DETAILS:

Toolkit Modules: Module 6
(Page 183)
Slides: 115-138

Estimated
timing

Tools covered in block:
§§ Tool 1: Debt worksheet
§§ Tool 2: Debt-to-income worksheet
§§ Tool 3: Reducing debt worksheet

45 MIN

§§ Tool 4: Repaying student loans
§§ Tool 5: When debt collectors call: Steps you

can take



OVERVIEW

 Slides: 115-138

§§ Debt is money you owe. You generally have to use future income
to make payments on your debt.
§§ Debt is different from credit—credit is the ability to borrow money.
§§ Secured debt is debt that has an asset attached to it in case you
don’t pay the loan—a home loan or auto loans are examples.

 STORIES & EXAMPLES:
What stories from my own

experience or from previous

trainings might be relevant to
share?

§§ Unsecured debt is debt that does not have an asset attached
to it—credit card debt and student loan debt are examples of
unsecured debt.



ACTIVITIES

 Slides: 117, 129

§§ Stand up, sit down activity: Explain that as each type of debt

appears on the screen, they should stand up if they think the debt
is bad debt and stay seated if they think it is good debt. Facilitate
a discussion about the reasons people think the debt is good or
bad.
§§ Activity in pairs: Instruct participants to work together complete
the debt-to-income ratio activity in pairs. Have them discuss
whether they think the individual is in a position to take on more
debt. Instruct them to calculate the debt-to-income ratio without
the proposed new debt and with the proposed new debt.



QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?





YOUR NOTES:

Be sure to challenge them a bit
around “conventional wisdom”
about which kinds of debt are
"good" and which kinds are

"bad." Encourage conversation
about why they believe what

they do about various types of
debt.

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MY TRAINING PLANNER

Understanding credit reports & scores


BLOCK DETAILS:

Toolkit Modules: Module 7
(Page 227)
Slides: 139-160

Estimated
timing

§§ Tool 2: Credit report review checklist
§§ Tool 3: Improving your credit report & scores
45 MIN



OVERVIEW

§§ Explain what a credit report is.

Tools covered in block:
§§ Tool 1: Getting your credit reports and scores

§§ Tool 4: Keeping records to show you've paid

your bills

 Slides: 81-88

§§ Review the reasons credit reports and scores are important.
§§ Your credit history doesn’t just determine whether you get a loan.
It can also affect how much you pay for deposits on your cell
phone and utilities, how much insurance costs, and even whether
you can get the job you want. I’ve got some tools you can use if
you’re interested in getting your free credit report and checking to
make sure it’s accurate.



ACTIVITIES

 Slides: 86-87

§§ Exercise in groups of three: (Example credit report - Page 231).

Instruct the groups to answer the questions on the slide using the
example credit report in the toolkit.

§§ Large group brainstorming: (Tool 4: Keeping records to show

you’ve paid your bills): When repairing or building credit – or
managing finances more generally – it is important to create a
paper trail. Ask participants to brainstorm a list of financial records
that they think someone should keep.



QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?



YOUR NOTES:

15

 STORIES & EXAMPLES:
What stories from my own

experience or from previous

trainings might be relevant to
share?

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MY TRAINING PLANNER

Money services, cards, accounts, and loans


BLOCK DETAILS:

Toolkit Modules: Module 8
(Page 267)
Slides: 161-182

Estimated
timing

45 MIN



OVERVIEW

Tools covered in block:
§§ Tool 1: Know your options
§§ Tool 2: Ask Questions: Choosing where to get
what you need
§§ Tool 3: Money services and banking basics
§§ Tool 4: Opening account checklist
§§ Tool 5: Money transfers & remittances: What
you need to know

 Slides: 161-182

§§ Financial products and services can help you more efficiently and
effectively get, manage, and use your money.
§§ Knowing the reasons you may need financial services and
matching your needs with the right products and services
can ensure you are getting what you need from this complex
marketplace.
§§ Learn the basic terms for financial products and services.
§§ Look at convenience, cost, and service provided before selecting
a product, service or provider.



ACTIVITIES

Slides:163-165, 167

§§ Individual activity and discussion: (Tool 1: Know your options)

Invite participants to complete Tool 1.

§§ Exercise in Pairs: (Tool 3: Money services and banking basics). Get

participants into groups of 2. Distribute financial product/service
cards to each pair. Instruct participants in groups of 2 to define
the product or service, and brainstorm all of the places you can
get this product or service.



QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?



YOUR NOTES:

16

 STORIES & EXAMPLES:
What stories from my own

experience or from previous

trainings might be relevant to
share?

    

MY TRAINING PLANNER

Protecting your money


BLOCK DETAILS:

Toolkit Modules: Module 9
(Page 307)
Slides: 183-194

Estimated
timing

§§ Tool 3: Red flags
45 MIN



OVERVIEW

Tools covered in block:
§§ Tool 2: Protecting your identity
§§ Tool 4: Learning more about consumer

protection

 Slides: 183-194

§§ Refer participants to the CFPB complaint contact information on
slide and in their toolkit, Tool 1.
§§ Explain the following: An empowered consumer understands
their rights. When you know you have rights, you can take steps
to protect yourself. There are many laws that protect your rights
when it comes to financial products and services. It is the CFPB’s
job to enforce these laws and handle consumers’ complaints
about financial products and services.



ACTIVITIES

 STORIES & EXAMPLES:
What stories from my own

experience or from previous

trainings might be relevant to
share?

 Slides: 189,193

§§ Skits: (Tool 3: Red flags) Explain that a red flag is something to

watch out for. Explain that sometimes when shopping for or using
consumer financial products, you may encounter a red flag.

§§ Teach back activity: (Tool 4: Learning more about consumer

protection) Give teams of two participants one or two of the laws
outlined in Tool 4 to read, discuss, and teach back to the group in
their own words.



QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?



 Visit the CFPB website often

YOUR NOTES:

for information and updates
regarding laws designed to

protect you and your family in
accessing and using financial
products and services.

17

    

MY TRAINING PLANNER

"Behind on Bills"






BLOCK DETAILS:

Toolkit Modules: N/A
Slides: See "Behind on Bills"
Training Outline

Estimated
timing

Tools covered in block:
§§ "Behind on Bills"
Additional Resources:
§§ "Behind on Bills" Training Outline

3 HRS

 STORIES & EXAMPLES:

OVERVIEW

§§ As a result of this training, participants will:
§§ Understand the content of "Behind on Bills"
§§ Be able to identify moments in which they could introduce
the tools to the people they serve
§§ Be able to use its tools to help people set and take steps to
reach their financial goals
§§ Understand how this resource complements the information
and tools in the full Your Money, Your Goals (YMYG) toolkit
§§ Have an increased understanding of the Consumer
Financial Protection Bureau (CFPB) and be able to access
and refer people to its resources

What stories from my own

experience or from previous

trainings might be relevant to
share?

ACTIVITIES

§§ A variety of training techniques are used. In some cases, tools

are discussed as a group or in small groups. In others, some
tools are demonstrated, and in others, role plays are used. These
varied activities allow participants to explore the resource, learn
its content, practice sharing its tools and information, and begin
considering how to incorporate it into their day-to-day meetings
and encounters with the people they serve. A few examples
include: Goal setting Activity, Group Discussion, Roleplay



QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?





YOUR NOTES:

When explaining how to

use the bundle, refer to the

description on the first page

of "Behind on Bills". The tools
are designed to help people

take on these issues one step
at a time.

18

    

MY TRAINING PLANNER

Closing


BLOCK DETAILS:

Toolkit Modules: N/A
Slides: 219

Estimated
timing

Tools covered in block:
§§ Resources

30 MIN



REFLECTION

 Slides: 219

§§ Ask each participant to share “the most important take away” from
the training or “something they would like to learn more about.”
§§ Write responses on flip chart.
§§ Administer post-training assessment and evaluation.
§§ Conclude with thanks to host and participants.

 STORIES & EXAMPLES:
What stories from my own

experience or from previous

trainings might be relevant to
share?

§§ Make sure everyone signed the sign-in sheet.



QUESTIONS FOR DISCUSSION
§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?





YOUR NOTES:

Have participants think about
specific ways that they will
put the knowledge that

they learned in training into
practice.

19

    

MY TRAINING PLANNER
Use this page to create new building blocks.



BLOCK DETAILS:



OVERVIEW

Toolkit Modules:
Slides:

Estimated
timing

 Slides:

Tools covered in block:

 STORIES & EXAMPLES:
What stories from my own

experience or from previous

trainings might be relevant to
share?



ACTIVITIES



QUESTIONS FOR DISCUSSION

 Slides:

§§ How might this be useful to the people you serve?
§§ How might this be useful in your day-to-day work?



YOUR NOTES:

20

MY TRAINING PLANNER

How will I organize my training?

    

This will help you to think about creating a training agenda and meet the needs of your participants.
Organize your agenda based on the content you selected and the duration of your training. Write in your
chosen building blocks in the schedule.
TRAINING SCHEDULE TEMPLATE (Note these timings are suggested building blocks. Adapt as necessary.)

Duration

Timing
meter

Module

20 min.

Icebreaker (Money and me)

40 min

Introduction to financial empowerment &
submitting a complaint

75 min

Orientation to the toolkit & understanding
the situation

1 HR



Icebreakers: Getting a

group to participate in

the first 5 minutes boosts
engagement, not only

between participants, but

2 HR

also between the right
and left brain. Starting
a session with an ice

breaker also helps kick

15 min

BREAK

3 HR

45 min
45 min

4 HR

LUNCH

off the session in a more
natural, informal way.

Energy: Energy typically
dips right before and

after lunch. Think about
ways you can energize

45 min

5 HR

6 HR

BREAK

standing, moving, sitting,
and actively moving.

Breaks: Take a break

45 min

7 HR

every 90-120 minutes.
This will ensure that

people will stay alert and

45 min
30 min

longer training events.

Balance activities between

45 min
15 min

participants during

7.75
HR

CLOSING

21

active in the training.

MY TRAINING PLANNER

How will I organize my training?

    

If your training will run longer than one-day or will take place over multiple sessions, you can use the
agenda below to map the schedule for additional building blocks.
TRAINING SCHEDULE TEMPLATE (Note these timings are suggested building blocks. Adapt as necessary.)

Duration

Module

15 min.

Review key messages from Day 1.

1 HR

45 min
45 min
15 min

2 HR
BREAK

45 min
45 min

Timing
meter

3 HR
LUNCH

4 HR
45 min
5 HR

45 min
15 min

BREAK

6 HR

45 min
45 min
30 min

7 HR
CLOSING

+20
min

22

    

MY TRAINING PLANNER

What do I need to prepare?

Once you have completed and reviewed your training planner and finalized your training design, this will
help you to think about actions that you should take 1 month, 1 week, 1 day before and after your training.
30

1 MONTH BEFORE

Finalize Training Planner
Confirm a training space
Send out training
invitations or save-thedates
Coordinate with the
training sponsors
Determine training budget
Visit the training space if
possible to confirm that
there are:
§§ Adequate seating
arrangements
§§ Comfortable
environmental
conditions
§§ Sufficient lighting
§§ Required equipment,
such as video player/
monitor, slide
projectors, flip charts
and other media

+

7

1 WEEK BEFORE

1

1 DAY BEFORE

Confirm training
participants

Review material checklist
on the next page

Send an email that
includes the agenda,
location logistics,
etc. Consider asking
participants about any
questions they might have
in advance.

Review training notes and
training plan

Gather/prepare any
training materials
Print training material
Review Training Planner

POST TRAINING

 A "parking lot" can be used to
record the group's ideas that

Submit post-training surveys
Follow up on any "parking lot" topics or outstanding questions

you want to come back to.

Send post-training communication to connect participants with resources reviewed during training
and each other

23

MY TRAINING PLANNER

What do I need to prepare?
0

    

DAY-OF / MATERIALS CHECKLIST

Envelopes with role play roles for
groups of 3 and copies of notes sheets
for the observer

A training room / venue
Computer
LCD Projector

Copies of slide 61 for each participant

Projection screen or wall

Copies of slide 105 for each participant

Small table for projector & computer

Copies of slides 168 through 177 for
pairs of participants

Extension cords
Easel

One copy each of slides 190 through
193

Flip chart pad

Copies of the toolkit for each
participant. Financial educators
will need to ensure copies are
made in advance of the training for
each participant, or provide each
participant with a link to instructions for
downloading and printing or accessing
electronically during the training.

Tape
Markers for facilitators and participants
Large post-it notes 4”x6” or 5”x8”
Prepared flip chart for group exercises
Training agenda

Pre- and post- training surveys for each
participant. If you would like to use
CFPB-developed surveys, they can be
downloaded at cfpb.gov/your-moneyyour-goals
Copies of the Referral guide
Sign in sheets (Slide 216)

24

    

MY TRAINING PLANNER

How did it go?

Use the space below to write down your reflections on the training planning process and delivery.



What went well? What would I do again?



What didn't go well? What would I do differently next time?

25