Examiner Training Contacts Forum eBook

o Elevator pitch – trainees have 30-60 seconds to summarize their thoughts on what they reviewed, without their notes. If they understand the story, they can talk about it at an exit, be freer of the text on the page, do a better job of stressing the main points in their agenda and report comments, and answer questions from bankers. It can also help you identify additional training opportunities. Use when projects are completed and handed over, and preparing for exit meetings. o Trainees should focus on telling the stories in their reports and agendas. Less focus on copying and pasting UBPR data, more on the examiner’s judgment, banker’s comments, etc. Introduce new activities and push them as much as you can. • Training is not one size fits all, it is one size fits one. Training needs to be tailored to the individual. Let people with prior experience or catching on faster to move quicker, don’t hold them back with others. #5 Provide support and feedback throughout. • Often and ASAP, positive and constructive, genuine and helpful. • Every 30 days with regional mentors – what have you done in the last 30 days, what questions do you have today, and what is the plan for the next 30 days. • Put experienced staff in positions to support people (OM when trainee EIC, etc.) UBPR Progressive and Repetitive Drill Example Take 2 days – work through a series of UBPR’s that build on each other, starting with a bank with a simple risk profile to one that is very complex. • UBPR 1 – small clean bank, with low loan to asset ratio, tons of liquidity, but weaker earnings as a result. • UBPR 2 – small clean bank, with low loan to asset ratio, but takes more risk in the investment portfolio. Opportunity to dive more into investments. • UBPR 3 – larger bank with a modest loan to asset ratio, takes risk in the bond portfolio and takes gains/losses on the sale of bonds. Introduces more asset-liability teaching points, along with a discussion of non-core earnings considerations. • UBPR 4 – rural community ag bank with a high loan to asset ratio, provides an opportunity to switch focus to the impact of AQ on an institution's performance good and bad, along with a tighter liquidity position. • UBPR 5 – medium to large bank with AQ problems, elevated level of classification, past due, non accrual, while taking charge-offs and incurring large provision expenses. This bank can really highlight the interrelatedness of CAMELS components, while also exposing the learner to 3 rated components, enforcement actions, etc. • UBPR 6 – Pick a very large or complex institution, or one in with more severe problems than the prior example and continue the learning process. 30 Storytelling Tips For Teachers: How To Capture Your Students’ Attention by TeachThought Staff Please note: the contents of this story have been modified to save time and be more applicable to what we do. 1. Know Your Ending Before You Begin Before you tell a story, know the ending. Know where you are going so your story doesn’t go down rabbit trails that distract the listeners. Good storytellers when they begin to formulate their story, start at the end and work backwards. 15 #4