Train the trainer (1)

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1. Roles of a Trainer What a Trainer Should Do Well Feedback & EvaluationVaidehi Suryavanshi 1 2. 2 3. 3 4. Your training goals should support the goals of your organization overall purpose(s) long range visions broad4 5. Self-confidence Awareness of environment Ability to build bridges relate old to new Organizational skills Desire to learn Ability to listen Sense of humor Communication & theatrical skills Flexibility Patience5 6. Cool head & warm heart6 7. Facilitator or Expert Real-Life or Theoretical Active or Passive You do it or Watch Me What would or Heres how to use it. you do?7 8. A: Analysis :formal/informal needs assessment determine goals & objectives D: Design determine the content determine delivery method 8 9. D: Development create the materials I: I mplement deliver the content E: Evaluation results based on objectives 9 10. Find the gap in SKA: SKA = Skills, Knowledge & Attitude Gap = what they know minus what they need to know Determine if training is the answer Determine objectives of training What should they do better to improve job performance or service to the public?10 11. Informal : observation pre-class surveys group discussions Formal :interviews task analysis focus groups surveys 11 12. 12 13. 13 14. 14 15. 15 16. 16 17. 17 18. designs the learning experience 18 19. transmits information19 20. directs the learning situation 20 21. Helps the group to get to an agreed endpoint and helps learning take place 21 22. Provides materials & information 22 23. Models or influences behavior & values23 24. learns along side the trainee24 25. Understands basic teaching methods and applies this knowledge Communicating Facilitating Presenting (separate sessions)25 26. Communication is an exchange, not just a give, as all parties must participate to complete the information exchange. 26 27. Pass through filters and are transformed IntoAs private intentionsAs observable actionsPass through filters and are transformed IntoBs private interpretation s*Based on the work of John Wallen, PhD. 27 28. ReligionEducationWork BackgroundValuesGenderIncome Age Sexual Orientation Family NormsBirth Order Marital Status EthnicityOrganizational RolePhysical Abilities 28 29. exercise29 30. Lack of interest Criticising speakers delivery Boring subject, prejudices Too long 100 things to do Hunger, or some other discomfort Distractions/noisy environment 30 31. To use your communication style better, or to adapt it to different audiences,understand your style and its impact 32. A person who helps a group to work together in a collaborative way, by focusing on the process of how the group members work together Helps the group to get to an agreed endpoint and helps learning take place (both for the group and for individuals within it) 32 33. Authoritative Directing Informing Confrontin gFacilitative Releasing tension Eliciting Supporting33 34. Facilitator uses questions to help a group identify, explore, clarify and develop their understanding, and also help them decide what to do34 35. Joharis Window35 36. 36 37. 37 38. OPENBLINDHIDDENUNKNOWNFigure 1: Small Green Window Pane 38 39. To expand Leadership (Green area) you have the Red and Yellow Pills to offer The Red Pill is disclosure and the Yellow pill is willingness to take in feedback. Leaders who do not disclose and do not take feedback, do not make very effective leaders.39 40. OPEN ---> Ask for Feedback | | / Disclose and Tell about Self in PublicBLINDHIDDENUNKNOW NFigure 2: Large Green Window Pane40 41. 41 42. Takes up all the time with their own issues, making it difficult for others to participate Interrupts, fails to listen and generally dominates discussions42 43. Continually finds fault with everything Is not a problem solver, but a problem seeker43 44. Reluctant to participate44 45. Makes confrontational remarks Attacks (verbal) other participants or the facilitator45 46. Dwells on complications, problems Avoids finding solutions or positive points46 47. Think they have all the answers, want to control the discussion Think they are superior to everyone else. 47 48. Has private conversations while the facilitator or others are speaking. 48 49. Uses humour to distract or put down others49 50. Unhappy Restless In the session against their will 50 51. 51 52. Feedback52 53. 53 54. EffectivenessEfficiencyInputsActivitiesOutputsOutcomesImpact54 55. Levels Description I Reaction: What is the participants response to the training?Result OutputIILearning: What did the participant learn?OutputIIIBehaviour Change: Did the participants Outcomes learning affect their behaviour?IVOrganizational Performance: Did participants behaviour changes affect the organization?OutcomesVReturn on InvestmentImpact55 56. LevelsDescriptionMeasureIReactionSatisfaction or happinessIILearningKnowledge or skills acquiredIIIBehaviour ChangeTransfer of learning to workplaceIVOrganizational Performance Transfer or impact on society 56 57. Daily Feedback Session Feedback End-of-Course Evaluation Post-course Evaluation Research57 58. Defn : A management development program is a program initiated by a company's leadership to train and retrain managers within the company's structure. This program can train employees in how to effectively manage other employees, gain product knowledge, learn negotiating, business etiquette, and filling out company-issued documents.58 59. Management development programs differ among companies. It was earlier also known as Management Training programme Management training was developed to help supervisors who were subject-matter experts in their field improve their people skills.59 60. Human relations became an area that companies recognized needed improvement when unionization became prevalent. Employees did not feel appreciated and many managers were at a loss to motivate the workers they supervised. The imbalance in manager/employee relations was found to have a direct impact on company profitability.60 61. Managers needed a broader scope of abilities, including handling people issues, delegating responsibilities and coaching employees. In response,companies and universities began teaching management training programs. These incorporated real-world experience as ideas with classroom instruction, which was then tried out in the field.61 62. The principles that worked, such as strategic operations management, were kept and those that were not, such as the authoritarian model of managing, were abandoned, because these methods were proved to be ineffective ways to oversee employees.62 63. There are many types of management training programs available in in the workplace today, including the authoritarian model, the paternalistic model and the egalitarian model. This egalitarian model has several names and variations, but basically it incorporates a holistic view of training both supervisory as well as nonsupervisory employees.63 64. Education is its basic principle, since it became apparent that people who understood how the company worked, what its product lines were and how they were used, and how earnings and profits were calculated were more productive and happy in their jobs. This is the dominant model in today's business climate.64 65. In the 1980s and 1990s, this management training programs became even more prolific and varied after the successes of Japanese techniques like Juran became prevalent. The marketplace demanded that U.S. companies fall in line with initiatives like Total Quality Management and ISO 9000 to remain competitive at home and abroad.65 66. These programs now incorporate quantitative measurements as their backbone. They espouse the need for tying everyone's earnings into the company's productivity numbers. Managers are trained in encouraging a democratic and participative work environment where employee ideas are solicited and initiated when appropriate.66 67. Companies rain new managers extensively on these techniques before promoting them to oversee the business, though much on-the-job training is typical. Today, some laws even require supervisors to receive certain instruction like sexual harassment training. Lawsuits and union grievances have necessitated that even small companies embrace management training programs to avoid legal entanglements with litigious employees. 67 68. Management training programs continue to thrive. As management gurus repackage and reformulate their philosophies, programs are further streamlined and in some cases, improved. Not all companies are up to speed with management training programs, but many will eventually support them, or else risk being eliminated by competition in the global marketplace that treats their employees with respect and gains the best result in the form of profits. 68 69. Management training programs will continue to thrive in the future. They are being introduced developing countries are gradually improving the caliber of management and quality of life for employees69 70. Britannia Case study70 71. The Management Development Program prepares you to become a better leader of your unit, department or college, as well as a more valuable contributor to broader institutional goals.71 72. As a middle manager in organisation, you face a distinctive set of leadership challenges. You are responsible for leading your administrative units, crafting strategy, motivating staff and allocating financial resources, but are also expected to enact the vision of senior leadership and mobilize support for broader institutional goals. To be successful, you must be able to effectively manage both up and down the organizational hierarchy. 72 73. Through real-world case studies, small group discussions and interactive presentations, MDP teaches you to think beyond your own discipline and lead in ways that support larger institutional objectives. You will gain a deeper understanding of how different units function and will be able to incorporate broader strategic considerations into your management decisions.73 74. MDP provides the tools and insight to think more strategically, balance the competing demands of colleagues and spend more time providing forward-thinking leadership. Management Development Programs are designed to foster a pipeline of creative talent that will rotate through multiple departments in a structured process.74 75. These programs, which often last between 18 months and 3 years, provide individuals with the knowledge and skills necessary to fast track their careers (often resulting in placement in a managerial position at the end of the program) and provide the organization with a new generation of talented leaders. Management Development Programs are also referred to as Leadership Development Programs, Rotation(al) Programs, Management Trainee Programs, and Trainee Programs. 75 76. Programs provide a better understanding of the overall working of the organization and the operations involved inside the organization. Exposure to all the important activities and operations of the business. First hand experience of the functioning of the organization, from the very top to the bottom of the management ladder. Become more effective and efficient managers and leaders. 76 77. Those in the program are recognized as potential candidates for top positions in the future. Able to understand the routine work and communication within the organization Broad exposure: Project rotations provide valuable networking opportunities, including division, plant and corporate contacts In-class learning in addition to on-the-job experience while promoting leadership skill development and professional growth.77 78. Provides valuable experience in many facets of business. Since most Management Development Programs spend short stints in many different areas, these programs provide a good amount of diversity and variety for its trainees. Often results in placement in a preferred area or field. 78 79. Provides the transferable skills, knowledge, and entrepreneurial mindset for various other careers/opportunities Considered one of, if not the, fastest track to management for entry-level positions after college.79 80. he difference between training and management development tends to lie in timing. Typically, training is the process by which people are taught critical skills. Participants gain knowledge to carry out their current responsibilities. To goal is to improve performance in the short term. Development activities, on the other hand, tend to prepare people for additional job roles for the long term.. 80 81. Training usually refers to organized group events, such as workshops, classes or seminars that have a beginning and end date. Development tends to refer to more personalized, individualized experiences, such as a certification process, job rotation period, coaching or mentoring. Small-business owners can take advantage of the Small Business Administration Training Network for both training and management development needs 81 82. Training professionals develop and deliver instructional programs to produce performance changes in participants. Training courses usually include detailed agendas, explicit learning objectives and a clearly defined formal curriculum.82 83. Less formally, human resources professionals coordinate management development programs to motivate, inspire and generate personal growth. These programs enable succession planning and ensure that qualified personnel have the skills, knowledge and experience to take over company leadership when older executives retire or reduce their role in the company. Small-business owners can guide employees to use Internet websites that provide free training resources, such as MindTools, for career development.83 84. Companies typically offer both training and management-development programs to their staff to foster growth, provide opportunities and build employee morale. Employees appreciate these programs because enrichment opportunities allow these workers to improve operations and accept greater challenges, possibly resulting in higher pay.84 85. Training programs usually address remedial problems and improve on-the-job performance, making it possible for employees to work safely and effectively. Management development programs enable employees to progress in their careers. Small-business owners can utilize free resources, such as the Massachusetts Institute of Technology's free online course materials website, to provide enrichment opportunities to themselves and their employees. 85 86. Providing training and managementdevelopment programs to employees benefits employers by developing the team skills required to achieve organizational goals. Training programs motivate employees to reach higher standards, improve operational efficiency and increase customer satisfaction.86 87. Longer term, management-development programs prepare employees for promotional opportunities and tend to decrease employee turnover, increase morale and spark innovation and creativity. Successful small-business owners use training and management development to grow and expand their business by developing their staff.87 88. Determining training needs involves assessing employee performance to develop a skills-gap analysis. Employees may request training themselves, when presented with a new assignment or task, changes in technology or process and procedure updates. Changes in the companys mission or value statements often dictate the need for management development to match the new direction.88 89. Additionally, performance reviews may demonstrate the need for both remedial training and management development opportunities, depending on the individual.89 90. Training programs usually include traditional instructor-led courses, workshops and seminars as well as newer options, such as web-based training, video-based courses and distance-learning alternatives. Training topics typically include how to use software applications, follow procedures or use hardware products and services.90 91. Management development programs typically provide resources for personnel to increase their skills in communication, business acumen, project management or customer service. Training tends to include formal events, such as orientation training, diversity workshop or work/life balance seminars. Management development activities tend to occur on an informal, flexible schedule, based on the individual employees needs assessment. 91 92. Effective small-business owners plan for both training and management development activities that fit their budget and strategy.92


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