How Develor Trainer Exceeds Expectations
Download as PPT, PDF1 like516 views
The document provides tips for Develor trainers to exceed participant expectations. It emphasizes the importance of thorough preparation, including understanding the participant's industry and needs. During training, the trainer should engage participants through varied activities, practical examples, and facilitation techniques matched to different learning styles. Proper time management, authentic examples, and focusing on performance improvement are also advised. The goal is to shift participant mindsets through an interactive process tailored to each unique group.
How Develor Trainer Exceeds Expectations
- 1. How Develor trainers exceeds the participants expectations Moments of Truth Remata , sometime during the summer 2008
- 2. Look and Learn !!! “ Develor training doesn't end on level of knowledge, but focus on ability to apply such knowledge in praxes. Its not only what you are able to understood but what you are able to do. In the most effective way” Performance of People
- 3. Aha
- 4. I. Group thinks that 70-80 % of success is in the preparation ( setout )
- 5. Preparation (70-80%) Know How (+company info) Arouse the interest Be aware of first impression Assessments of Need Expectation definition Goals presentation Presentation Interactivity Situation exercise Feed back Closing Sums up Conclusions Up sell
- 6. What? So easy ?
- 7. II. Group thinks that Develor trainer must be primarily Professional
- 8. ..preparation is useless. Reality is completely different.
- 9. P repared R espected O pened F air E mpathic S tru ctural I n n ovatived /inspiratived O bjected N Demanding A ssertive L Humane PROFESIONAL
- 10. III. Group thinks that its has to have two faces: Humanistic and Scientist ic
- 12. Humanistic Scientistic Adapt to the group (dynamics) Credibility (experience from praxes) Authority (natural leade r ) Focus on target Ability to attract Systematic Emphaty Observations ability (feed back) Spontaneity Proficiency o n working environment (of the participants )
- 13. IV. Group thinks too much
- 14. Good Develor trainer Data schedule PPT, workbook Data Rest before Active listening Support communikation Support relations Support performance Visualise examples Support creativity Support fantasy Support spontaneity Be dynamic Settle norms Encourage activity Lead Use all of energy INSIGHTS
- 16. „ What should do Develor trainer for being successful???“
- 17. In terms of PREPARATION
- 18. Your personal problems can not influence the training Take a pill if you have headache
- 19. Take a hand-full of positive mood and smiles
- 20. Turn off the button „Help, help me som e body“
- 21. Case studies Put on the shoe of company s employee you are about to trained. Write your OWN situation exercise!
- 22. Don't forgot Insight
- 23. Think over the training target , the way you want them lead and the place you what them to bring Sometime the goal is just mind shift /not always we can do the s h ift in their skills
- 24. Bring clean and opened mind (not in alcohol, not preprogramming, don't be clone of robot)
- 25. In terms of OPENING THE TRAINING
- 26. Dynamic and creative start, which force the participants to forget the reality over there and focus only on here and now . Start - which say in little story : Why they are there (goals) Why just Y ou Why just Develor Why just T hem
- 27. Circle of Concern Circle of influence We have a wide range of concerns, but not all of them fall into our circle of influence Use the Circle of influence
- 28. “ Proactive people focus their efforts in their circle of influence, causing the circle of influence to increase Reactive people focus their effort in the circle of concern. The negative energy generated by that focus causes the circle of influence to shrink” Be sure where you want to FOKUS
- 29. Reactive: I must If only They made me If I had Proactive: I prefer I will I choose I can be You can choose your /their language
- 30. Forgot Yourself. Training is not about You !!!
- 31. .... is about them
- 32. Firstly tune up audience for the listening. Useless you shout if they don't want to listen – they will not hear !
- 33. Listen what group ask for and reflect to it. Find the meet between what you have prepared and what the g r oup need is. Their real training need has priority.
- 34. Tell them there are on the training I don't promise reality, but the s h ift in your skills , in your performance unless you work out with me
- 35. In terms of TRANIG PROCESS
- 36. Theory is just to illustrate something from the reality, what you want them to focus on. U s e it in the form of simple and stupid ! Attention of participants is limited, therefore don't bo ther them with complicated models. Don't play university professor full of dry and useless theory
- 37. The real knowledge is in the h e art . Know-how in your notebook doesn't help you. If you are not able to explain something in the form of „elevator speech“ you don't really understand it !
- 38. Keeps balance between topic, a udience a nd your presentation abilities/possibilities! (TAP model)
- 39. Don't label participants. Each participants is ‘ unique ’ each training is unique and unrepeatable. It all depend on your actual p articipants and actual topic and your actual disposition how the training will be
- 40. Engage them all! Identify where they are (attitude/activity) positive ly tune them up and activ ate t h em !
- 41. Mind is like parachute Function only if open
- 42. Set the time inside you Do you feel the group dynamics? LimeJam – brand communication
- 43. The audience attention is inconsistent . In the past such a line was working:
- 44. ...but since we have this
- 45. The attention line looks now more like this: Change activities Voice Position Movement in the room
- 46. Don't let them asleep. Know and use energizers .
- 47. The key to time management is not to prioritize what’s on your schedule but to schedule your priorities
- 48. Everything concerning human psyche has to be explain on examples. Say what does it mean s , how does it work, what is the impact of it . Use a lot of examples !
- 49. If You don't put your heart there / won t' touch Theirs
- 50. If you anticipate the group has the answers – use facilitation ( ask questions, questions, questions). If you anticipate that the group does not know the answers – use presentation .
- 51. Do you realize that there are 3 category of level – thinking?
- 52. Walker Prepare for all of them and explain by the ir appropriate way Runner Jumper ...and don't forgot that exist the one who just stand and don't move anywhere. But there are the surfers too !
- 53. Walker Identify your group and train them in appropriate way Runner Jumber
- 54. The Walker – need hand write d basic features which you want pointed out and just check out the uptake and ability to apply „ What it is ?“ First line Managers Its more lecture than training.. It has more presentation than facilitations
- 55. The Runner – give them „technical drawing“ (if they are able to do it – do it together - facilitate) show them how the model work . Call attention to the relations and tell them what does it mean. Deepen their aware skills . „ What does it mean?“ Mid and Uper Managment More training. More facilitation.
- 56. „ What can you do with it ?“ The Jumper – shortly remind or give notice on what you need and support thinking by good questions. Lead them to share their experiences and acknowledgment other way of use. Jumper has the answer inside him. Jumper need just titillation and he find the answers. Jumper is able to put your ideas further or immediately apply them. Top Managment Work shop
- 57. Use E-prime , if you don't know what it is read below Verb „to be“ create linguistic trap Using „ be " extremely misrepresenting reality. Verb „ be " dangerously predict that thing, events, processes stay the same. Its not that way. Verb „ to be “ refers to our mental construct Map is not territory
- 58. Think w in/win
- 59. Bear in mind your target.
- 60. Feed back focus on supporting better performance
- 61. Keep the settled time of beginning and ending of training.
- 62. And something about You Develor TRAINER
- 63. Flipchart is your best friend but you cant hide behind him
- 64. Develor has just men as the trainers?
- 65. Hope not! ?
- 66. Skilled Sells Manadala and Ledership . We are the winning team!!!
- 67. Be authentic All examples you use must look credibly. Be walking example of what you are saying .
- 68. Skilled and use INSIGHTS .
- 69. ... And teach yourself juggle .
- 70. And by the end few thoughts about company culture of Develoru
- 71. Connect yourself. Don't wait for everything. Think over how you cant contribute .
- 72. Take your Develor visiting card with you and do „promo“ for the company anytime is appropriate. Up sell/ cross sell ensure also enough work for you.
- 73. Do the follow ups (evaluations of feed back etc.)
- 74. Recycle your experiences You are part of great network – give to be able to take
- 75. Is your work/life balance durable?
- 76. Read, write, relax, exercise, play, love, engage, reflect... You do developing of Human Recourses so don't forget your own development...
Editor's Notes
- #58: E-Prime/ S –prime E-Prime má svoje korene v roku 1965, kedy D. David Bourland Jr., známy študent A. Korzybského, predstavil radikálny návrh prestať používať sloveso "to be" ("byť") v anglickom jazyku. Myšlienka zrušiť sloveso "byť" a zrušiť používanie identifikujúceho "byť" rozhodne nebola prijímaná s nadšením; neustále sa však jedná o kontroverznú a ostro diskutovanú tému v komunite Všeobecnej Sémantiky. Napriek tomu, vzrastajúci počet publikovaných prác používa E-Prime, či už v právnickej oblasti, žurnalistike, alebo vo vedeckých článkoch. Sú známi autori kníh, ktorí prepísali svoje knihy do E-Prime. E-Prime slúži ako systematická metóda elicitujúca vyčerpávajúcejšie opisy vedúce k nevyhnutne presnejším záverom. Ich základné tvrdenie znie: Sloveso "byť" tvorí jazykovú pascu Sloveso "byť" tvorí pascu? Áno. Alfred Korzybski (1941 / 1994) varoval, že identifikujúce "byť" (tvoriace identitu) a tvrdiace "byť" tvoria dve lingvistické nebezpečia a sémantické konštrukcie vedúce ku nekorektným záverom. 1. Tvorenie identity spočíva v tom, ako identifikujeme určitý objekt, udalosť alebo seba; 2. tvrdenie spočíva v pripisovaní vlastností objektom, v projektovaní našich obsahov na objekty, bez toho aby sme si to uvedomovali. > Identita dokonca ani neexistuje. Nemôže existovať. V mikro-pohľade všetko existuje ako hra elektrónov, ktoré sa pohybujú, menia. Žiadna vec nemôže zostať tou istou. Nič nie "je" v statickom, permanentnom, nemennom tvare. Používanie "byť" mimoriadne skresľuje realitu. "Je lenivý", "Je to zbytočné tvrdenie" - uvedené vety nekorektne mapujú realitu. Projektovanie súvisí s tvrdením niečoho. "Toto je dobré", "Tento kvet je žltý", "On je skutočne hlúpy" - tieto vety vytvárajú jazykovú štruktúru, ktorá implikuje, že niečo "tam vonku" má kvality "dobra", "žltosti" a "hlúposti". Sloveso "byť" tvrdí, že tieto kvality existujú mimo rečníkovej skúsenosti. Nie je to tak. Tieto kvality linkujú k sebe toho, kto tvrdenie vyslovil. Naše opisy hovoria primárne o vnútorných skúsenostiach indikujúcich naše hodnoty a závery. Presnejšie by sme mali povedať: "Toto považujem za dobré", "Tento kvet vidím ako žltý", "Beriem ho ako človeka trpiaceho hlúposťou". Sloveso "byť" nebezpečne predpokladá, že veci, udalosti, procesy zostávajú rovnaké. Nie je to tak. Tieto slovesá nás pozývajú vytvoriť si mentálne reprezentácie zafixovania; môžeme si tak vytvárať konkrétny svet a žiť v "zmrznutom" vesmíre. Tieto slovesá kódujú dynamické vlastnosti procesov staticky. "Život je ťažký." "Ja nie som dobrý v matematike." Neznejú tieto tvrdenia staticky? To je presne to, čo vytvárajú. Život nie "je" ťažký, "je" taký aký "je". "Ťažkosť" je mentálny konštrukt. Meta-poznámka: niekedy "je" ťažké používať E-Prime. >Ak si pomýlime jazyk, ktorým opisujeme realitu s realitou, potom identifikujeme odlišné veci, čo vytvára nekorektnosť. Nie "je" žiadne "byť". "Byť" dereferencuje. Odkazuje na konštrukt v našej mysli. Nepoukazuje na realitu. Operuje ako iracionálny konštrukt v ľudskej mysli. Mapa nie je teritórium E-Prime poukazuje na to, že vytvárame mapy sveta, ktoré sa inherentne líšia od sveta. E-Prime nás núti myslieť a hovoriť s väčšou čistotou a presnosťou. Dáva do popredia prvú osobu. Používaním E-Prime sa redukujú pasívne tvary "bolo to dokončené", "spravili sa chyby", odhalia sa neznámi autori výrokov. Čo znamená S-Prime? S-Prime je slovenský jazyk bez používania slovesa "byť" (je, sú, bol, budú,...); presnejšie, bez používania identifikujúceho "byť". - Jano je klamár - Peter je matematik - Zuzana je nešikovná S-Prime vychádza z tradície Všeobecnej Sémantiky (General Semantics). Dôvod, prečo používať S-Prime, je: identifikujúce "byť" znamená, že reálny objekt je vlastnený niečím, o čom sa hovorí, že "je" niečo, že má nejakú vlastnosť. Identifikujúce "byť" má tendenciu zaslepiť rečníka aj divákov mnohými dôležitými charakteristikami vzťahu medzi osobou, ktorá opisuje a kvalitou kategórie, ktorá je opisovaná. Martin je rasista Rasizmus nie je merateľná veličina objektu ako napríklad energia, alebo moment; neexistuje "meter pre rasizmus", ktorý by ukázal na Martina a povedal, či má v sebe "podstatu rasizmu". Rasista je meno, ktoré priraďujeme objektu, na základe našich pozorovaní náležitých fenoménov ako správanie; ale priradenie "nálepky" je len "v našich hlavách", nie v realite. S-Prime, zakázaním používania identifikujúceho "byť" dáva explicitne najavo fakt, že sú to tvrdenia o stave nášho nervového systému, nie o stave vonkajšieho sveta. S-Prime sa obmedzuje na pozorovania a operačné tvrdenia ako: Martin častokrát hovorí tvrdenia, ktoré pre mňa znejú rasisticky Počul som, ako Martin vynadal Jožovi "špinavý odpad" Uvedenú vetu môžeme čiastočne akceptovať ako vetu napísanú v S-Prime, aj keď ju uvedieme v nasledovnom tvare: Počul som, ako Martin vynadal Jožovi, že je špinavý odpad Veta v sebe skrýva identifikujúce "byť", ide však o citáciu toho, čo vyslovil Martin a zároveň veta na začiatku predpokladá, že sme to naozaj počuli.