Transcript: Have Fun! Know your content Input 3 Break it down Teach the content Refrain from going off topic Ask for understanding Initiate feedback Notice if you lose their attention Engage your trainees Recognize when you are talking too much Stay on task Input 2 TIMING IS EVERYTHING PROCESS Makes our lives easier during the Season We will have Competent Employees Confident Employees Consciencious Employees We have a competent and well trained frontline Consistency Input 1 T R A I N E R S Results You are the Facilitators of the learning experience Making sure we are all doing the same thing at the same time we ensure that our Frontline is: getting the same information all information from each section is getting communicated the same the message is the same TRAINING OUR FRONTLINE The Right Input will give our frontline the right Results Split the manual into sessions Teach Check for Understanding Practice By giving the front line the tools they need to do their job
Transcript: Communication Styles Stages of Group Development What’s the purpose of the training? Activities Definition: Persuading through reasoning If you don’t know the answer say so. Promise to check for the answer and deliver it next time. When you don’t want to answer, say so and explain why. “That’s a personal matter and I’m here to discuss technical issues”. Check if the inquirer understood the answer. Turn the question to the audience. Implementation ”Reluctants” Spontaneous Planning Outputs habit inherent knowledge confidence Definition: Persuasion by using your perceived creditability P.L.E Self Presentation Skills Analytic Handouts Flipcharts Slide shows Videos Props During and at the end of the training process. Objective tools. Trainer's evaluation. Changes will be implemented. Documentation of each step in the process of training Implementation Spontaneous Building Rapport Learning Styles Communication Styles Flipcharts Effective Trainer Assessment Planning Avoid gimmicks and sophisticated patents. List the cost and benefits involved. Prove that things have already been done. Provide all the information needed and prepare answers to challenging questions. Handling Tough Questions Finding commonalities Using body language Observing and adjusting Characteristics of Effective Trainer Has clear learning objectives Sticks to plan and shows flexibility. Highly motivated and enthusiastic. Skilled in interpersonal communication: Explanation, questioning, active listening, feedback Maintains constructive relationships. Tone (vocal liking) Implementation Communication Styles Miller & Bebcock Creative, Entrepreneur, Initiator Innovation, Freedom Risk taking Big picture Exciting, Enthusiastic Variety Unexpected, changing Charisma Vision, Pro-active Trainee Special needs, expectations and values, cultural values, personal characteristic. Learning needs What he knows, what his goals are. Learning Styles Visual, Auditory, Tactile and Kinesthetic. Level of education, capability Learning Readiness Energy, motivation, emotional and physical availability. Implementation Planning Communication Styles Thank You for participating Techniques for making an Assessment Interview representatives of the trainees Use questionnaires and follow-up form Consultation with professionals Observation Trainees’ requests and feedback Spontaneous 3. aware that skilled Icebreakers Energizers Exercises Role play/simulation Group work Discussions Panels Implementation effort tension learning Prepare a 60 second presentation. Use the BE-A Formula. Make sure there is P.L.E in your presentation. Practice with a colleague. Present it to the group. Color Size of letters Graphics Posting pages Touch, turn and tell Enthusiasts Implementation empathy Creating Power PPT. Evaluation Creating Power PPT. 1 Authoritative 3 Power, Influence Control Rebellious Determined Fighter Actions Having Quick decisions Results Power Opening + Opening: SAY what the workshop is about Body: Outlines/Sub-Topics examples data facts SAY and train stories activities Ending: SAY what has been learned Power Ending: inspiration, call for action, + powerful question, humor results Present facts in a short, documented way. State the goal of every meeting. Do not tell them how to do things; only suggest. Be specific when delegating: say exactly: who, what, when. Lower risk of them losing control. Show them options for influencing the result. Focus on results and applications. 1. unaware that unskilled obligation experience improvement Resisters Authoritative Maintaining Attention Summarize every 15 minutes Introduce the new sub topic Change of body posture, gesture Change in tone or volume Long pause, sudden silence Activate the audience Humor 2. aware that unskilled Get down to the heart of the matter quickly. Don’t push towards quick decision making. Be well organized, moving logically from one point to another. Present facts, not opinions. Suggest ways to reduce risks. 4 Implementation Event- personal story Action- I call you… Benefit - what will you gain from it? Assessment 60 seconds What is your communication style? Fill up a questionnaire to verify your answer. How to communicate with each style? Training System Analysis Implementation Authoritative PLANNING Evaluation Train the Trainer Evaluation 1 Planning The Workshop Plan (+sss+) feedback Analyze the purpose of the training session you will facilitate. BE – A Formula Avoiders Training Principles (continued) Understand that training can cause anxiety and resistance. Allow enough time to learn and practice. Encouraged active participation. Plan techniques to reinforce learning. Create a comfortable learning environment. Consider the pressure conditions of the trainees’ life 4 Analytic Evaluation Characteristics of Effective Trainer (continued) Builds an appropriate learning environment. Has emotional intelligence. Applies principles of change. Creative One subject for each slide - Title No more than 7 words per line No more
Transcript: Back-to-Basics: Communication Skills Community Recreation Supervisor - Fairbank Memorial Community Centre firstname.lastname@example.org You are in Charge: Everyone is a customer Every person you come in contact with should always be treated with professionalism and a caring and welcoming attitude. Make the first move Use every opportunity to interact and communicate with everyone who enters the facility Be Sincere, Honest and Positive Customers instantly notice whether or not you are sincere in your effort Smile Be Positive Be Patient Signal your willingness to serve by maintain direct eye contact with each participant(s), promote positive body language and always end an encounter with a positive note Present a professional attitude Your appearance, attitude and actions send a clear message Know the answers to a customer's questions Our goal is to respond thoroughly, accurately and promptly Be honest if you do not know Professional Manner Your behaviour can promote a positive image of yourself, your facility and the City Communication: Avoid Breakdown of Communication A breakdown of communication caused by such things as: 1. emotion 2. preconceived judgments 3. different positions 4. conflicting personalities 5. distrust of fear 6. jargon and technical terms 7. positional approaches Expressing empathy shows that you are understanding their needs Practice makes perfect Practice Scenarios Receive Feedback Auditions The Buy In: Janice Morrison Empathize: Back-to-Basics: Communication Skills Customer Service Skills Trouble-shooting Practice Makes Perfect Use empathetic words and phrases Miranda Greene YOW - O'Connor Community Centre email@example.com Show interest and concern through voice tone and body language during discussions YOW - Driftwood Community Centre firstname.lastname@example.org Is your TONE... Prepared By: Zecko Jalloul A person with a positive attitude will find that people are more co-operative What the %^&$ ASSERTIVENESS Assertiveness is the ability to express one's feeling and assert one's rights while respecting the feeling and rights of others. Assertive communication is direct, open and honest. It clearly expresses our position to the other person. Common Misconceptions: That you will always get what you want when you are assertive Assertiveness is saying everything that comes to mind – because it serves you to express yourself. Assertiveness requires civility and tact When I express negative information, challenge or confront others – I am making them upset, angry, or hurting their feelings. We are not responsible for other's feelings. However, by definition we are respectful of them. Zecko Jalloul COMPONENTS OF ASSERTIVE BEHAVIOUR: Genevieve Fong See the training from their point of view Know your material Verbal - The words we say Eye contact - Look directly at the person being spoken to Body Language - Relax. Face the person, stand or sit appropriately close, lean towards the person, hold your head erect, yet remain relaxed. Attempt to appear confident Face - Have your facial expression agree with the message being verbally conveyed. Don't smile if it isn't a 'smiley' topic Voice - Voice Tone, inflection and volume can be level, well modulated and conversational. You want to come across as not being upset or disinterested Timing - Be ready for spontaneous expression Stay calm and cool, remain patient Be hard on the problem, but soft on the people Be proactive—ask the other side what you can do to resolve the problem Stay open-minded and look at various perspectives Communicate clearly and assertively Customer Service: Vocal - The Tone we use YOW - Oakdale Community Centre email@example.com Lance Merraro You're the BOSS Julio Alvarado Train-the-Trainer Troubleshooting Troubleshooting YOW - Lawrence Heights Community Centre firstname.lastname@example.org When People Become Difficult: Expectations not being met Because We Can! To Be Difficult – When things go wrong From Boredom To Be Helpful Learn to Manage Conflict Caring? - Are you interested in the topic? Do you want to be here? Do not allow the trainees train you Be mindful; Be confident; Be empathic Dexter Slater CONFLICTS HAPPEN! Conflict is commonplace in problem solving and during negotiations because, as we have seen, people take positions and get emotionally involved or invested in certain outcomes Conflict does not lie in an objective reality so much as it lies in people heads Those who manage conflict well are exceedingly influential because they succeed at solving problem and, at the same time, strengthen their relationships with others The YCC - Youth Training Sub-committee Presents: Practice Makes Perfect Defensive? - Hostile, argumentative, condescending CRP - Oakdale Community Centre email@example.com YOW - Dennis R. Timbrell Community Centre firstname.lastname@example.org Your Tone sets the mood of your training: Non-Verbal - Our body language and Actions can underscore what is being said References Customer Service Skills Practice Makes Perfect
Transcript: WHO: New Company Associates New to the industry, company and/or property/department WHAT: Fundamentals and Key Essentials Company culture, roles and responsibilities New company programs and services Vendor training versus ConAm training Establishing a foundation WHEN: Upon the start date of the new associate Every 2 weeks training request forms sent to RPMs WHERE: In-person and Online Foundation onboarding - web based LMS Role and property/department specific - in-person WHY: Consistency! Every team member, regardless of position, receives the same onboarding and will have the same requirements WHO: Top Performing Associates Desire and motivation for advancement Our future CMs, RPMs, Accountants, REMs WHAT: High-level Learning Opportunities Cross training Committees, task forces, peer leadership programs WHEN: Continuous, Ongoing Immediately identify candidates for mentorship Create succession plans Update quarterly WHERE: Internal Onsite and within departments Current leadership needs to identify our future leaders WHY: Our Company Grows With Our People Let's invest our time, energy and resources in the associates that want to do the same for us WHO: Current Company Associates Most effective for underperforming associates/properties Applicable for those meeting expectations, but need a refresher WHAT: Specialized and Customized Operations Topics Focused on the root of the performance issue Follow-up and follow-through necessary for success Workshops and webinars WHEN: As needed and requested RPMs and CMs coordinate with REMs Monthly scheduled workshops and webinars Third Tuesday Trainings, Education Calendar, "Netflix Training" WHERE: In-person and Online 1:1 in-person coaching Pre-recorded "How-To's" as well as instructor led webinars Hosted workshops in neutral locations WHY: Invest in our Assets People are the most valuable asset in our company Recognize the new direction of the education department in 2016 Emphasize the importance of training new company associates in a consistent manner Understand how to effectively and proactively provide coaching to team members in need Realize the opportunity we have to mentor the future leaders of ConAm New Year, New US! Time for change and time to shift our focus Let's re-brand ourselves and build upon the value we bring to this company REMs aren't the only team members that provide support and development to our associates Today's values can and will be applied throughout the portfolio This is a roadmap for how the education department will approach the overall intention of our jobs WE WILL set the tone for how the operations teams perform as leaders In 2016, we are going to be better Trainers, Coaches and Mentors
Transcript: TRAIN THE TRAINER SBI Practice and activities are a key part of the learning process. You also need corrective feedback in order for it to be effective. Imagine learning to drive without someone giving you corrective feedback. OBJECTIVES Now you are successfully able to: Describe the differences between coaching and feedback. Identify when to coach and when to provide feedback. Apply probing strategy to elicit specific information from an agent. Give people credit for effort Start with easy questions, go to difficult when participants succeed Invite people to ask questions Pay attention to body language NEVER MAKE FUN OF A RESPONSE Handle incorrect responses delicately COACHING AND CONSTRUCTIVE FEEDBACK How to Give Feedback EFFECTIVE FEEDBACK Giving Feedback in a Safe Environment INTRODUCTION By the end of this training you will be able to: Describe the differences between coaching and feedback. Identify when to coach and when to provide feedback. Apply probing strategy to elicit specific information from an agent. Conclusion Do it IMMEDIATELY Use names Reinforce and explain correct responses Ask learners to elaborate Use the group Be tactful but CLEAR Feedback Tool Situation What was the time, place and circumstance(s)? Behavior What did the person actually do or say? Impact How did the behavior affect you or others? How did it impact customers or the business?
Transcript: Addresses weaknesses in order to strengthen them Excellent time management Must have great interpersonal skills Role of Training in Industry Deal with loud groups Skills required to carry out group training Skills required to carry out one-to-0ne practical training Being able to answer questions on the spot Training allows the person to be better able to perform their job Know that you're not always right Expand the knowledge base of all employees Structured training programs ensures that the employees have equal skills Benefits the company and the employers Must have to ability to train the employee for task in hand http://smallbusiness.chron.com/ Train the Trainer http://www.adaptastraining.com/ Risk taking Listening skills http://www.derekstockley.com.au/ Understand what they have to train, have a great knowledge of the subject
Transcript: Train the Trainer By Rachael Babcock An in house training program with the necessary room space to accommodate approximately 20 trainees Trainer A vivid, dramatic and exciting learning experience is more likely to be remembered A well arranged room for easy access by the trainees The objective is to build a pool of competent and qualified trainers who are recruited from staff within the organization, service sectors, advocacy groups and other organizations and interested parties 1. If the participants are self directing individuals, to better motivate them give the training in a way that is meaningful and relevant to them A well prepared lecture and interactive session Michael Armstrong, A Handbook of Personnel Management Practice, reproduced in Personnel in Practice, Currie, Donald: Blackwell Business (Oxford, UK); 1997 Noe, R. (n.d.). Bookshelf Online. Retrieved August 07, 2016, from https://ambassadored.vitalsource.com/#/books/1259766268/cfi/6/2[;vnd.vst.idref=body001] Knowles, M. S. 'Andragogy: Adult Learning Theory In Perspective'. Community College Review 5.3 (1978): 9-20. Web. Objective 2. If the trainees are adult learners they learn differently then children wold learn. Communication material needs to be passed our to all trainees Trial and error - by trying for themselves. Being told -by receiving direct instruction, either orally, or in writing. Imitation - by copying the actions of another person, usually an instructor or a skilled person. Thinking - by organizing one's thoughts about a topic or problem to arrive at an explanation or solution Choosing the Trainer 5. Law of intensity Case studies would be a very effective training plan for these individuals. If a good case is discussed starting from how a particular object of training and learning is to be done and the audience is taken through the various stages of the actual scenario it makes the entire subject come to life and the participants are more likely to remember it. A train the trainer model will be used to assist participants to develop & expand their skills to conduct effective trainings that are specifically related to fulfill the need Trainer Adult learners tend to learn best when they are actively involved in determining what, how, and when. Adults learners feel that the process is more important than the content. Thus, how it is taught is relatively more important than what is being taught 4. Allowing enough time to practice the learning during the training program 6. Ways of learning 8. Assessments The trainer has a significant role in facilitating the learning process and, to make it more effective, they should take into consideration the following factors: 3. The needs of the trainees, meaningful associations between the new material and the familiar learning. Overall goal is to modify or teach a trainee a behavior. Treat all trainee's participating in the learning event as individuals Recognize the differences in their knowledge, skills and attitudes. Provide sufficient time for each individual to achieve success. Create a learning environment that is pleasant, well organized, and free from anxiety as to make it comfortable for the trainee to participate in learning activities designed to bring about the required changes in behavior at work Use assessment to: Determine whether the trainee has acquired the proposed knowledge, skills and attitudes. Determine whether the trainee is now able to perform the task, as per the specified standard. Asking the trainee to comment on the value of the newly acquired expertise in relation to performance of the task and to his or her job in general An overhead projector or any other necessary multimedia tools 7. Structure of the program References: 1. Gain practical, and how to overview of entire training function Necessary writing material, including a post training questionare Learning proceeds smoothly, if we move from the Known to the Unknown. The information should be sequenced so that it proceeds from the simple to the complex. Learning is an active and voluntary process. Involvement enhances learning, as it inspires the learner to retain the information. 2. Through modeling of the best practices and latest techniques in training delivery, trainers can discover the 4ps of training: Purpose & assessments, Planning & preparation, Presentation & facilitation, Performance & Evaluation 3. New trainers will gain a strong foundation in critical training skills and seasoned trainers will be introduced to new approaches for delivering powerful training Preparing for Training Allow time for assimilation, testing, acceptance and internalization. Success is a great motivator . Hence, learning is facilitated by knowledge of results, Allow time for feedback to the trainee on their learning. The feedback should be immediate. Training
Transcript: Choose the correct site for training: Comfortable & Accessible Quiet, private, free from distractions/interruptions Space to move easily Bring learners together in an environment that is similar to their actual workplace Selecting/Preparing a Training Site Wrap-Up Feedback Questions? Evaluation (surveys) Follow up (with learners to ensure training is implemented) Overview Program Design Choose the Right Trainer! Job Aid Selecting/Preparing a training site Choosing Trainers Learning Theories Conducive to Learning Curriculum Road Map Pre/Post Training Activities Program Design Management Support of Training Assessments Job Aid Members of the training team should include: Males and females, to model to equal participation and promote gender sensitivtiy in the program Experts in areas relevant to the focus of the program (knowlege/experience in the area that is being taught) Trainers must have good presentation skills, communication skills, and public speaking ability (Harrington, 2013) Trainers need the freedom to bring up personal experiences/obstacles they have encountered that might thelp the participants later The most important consideration when selecting a trainer is if they are well suited to the training design required to meet the learning goals. For example, if learners prefer computer-based instruction, they'll benefit from a trainer who understands online training technologies. If learners prefer ongoing coaching, they'll benefit from a trainer who is readily accesible to the employee for ongoing advice and guidance. If learners struggle with communication skills, they'll benefit from a trainer who can integrate remedial communications strategies with other training methods. Management should be engaged in all training aspects and ensure employees are as well. Managers must motivate and instill how important training is. Management should ensure that all employees complete training and are utilizing the tools/resources given to them to help the organization succeed. Assessment Trainers must ensure they create a learning setting, prepare materials correctly, and be aware of their audience, and have classroom management. To make the site condusive, the class shouldn't be too big, people must be in a comfortable environment and proper seating Pre: Prepare Course Curriculum/Lessons Study materials and form a presentation routine Gather Supplies (which may include): White board with dry erase markers, Poster Paper (with a stand/sticky back) Ensure binders have appropriate participant materials for this session Room Prep: Arrange tables and chairs in a U-shape so that everyone can see one another as well as the board The best way to assess and ensure training is successful is to monitor participant results that attending the training Issue a test or hands-on piece to evaluate how the employees did Make the Instructor/Site Conducive to Learning! Post: Which Learning Theory? Train the Trainer (Like a Champion!) Program design is a very important piece of training - it sets the standard for how successful the course will be 1.) Ensure the training site is conducive to the training program 2.) Choose the correct trainer 3.) Create an effective presentation 4.) Ensure the lesson plan is relevant to accomplish the course Trainers should use goal theories. This sets a goal for a training session, which helps learners take in all the information presented to make them better employees. Adult learners should use the social learning theory. Participants can learn a lot from others due to social media and taking advice from any training they received. In order to create a good curriculum road map, there should be various training aspects within a training course. A form of computer based training will will ensure that they learner is prepared for the materials they will learn. The face-to-face part of the training course comes next. Last, but not least, the learner needs to perform a type of proficiency tests (hands on training, tests, etc.) in oder to ensure they understand the materials. Level of Management Pre/Post Training Activities! The Curriculum Road Map Maria Fasano 04/17/2016
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