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Training's Impact On Managment

Training's Impact On Managment

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  • Do: Start out with high energy. Remember, the first 2 minutes of the workshop set the tone. Say: I am very excited to be working with you today for a couple of reasons. First and foremost, I believe you play one of the most important roles in the organization. -you are the link between field and upper management; you must translate down and feed up. -you are responsible for managing a significant amount of business. -You are coaching the future leaders of the company. Most importantly today, we are going to take the coaching skills that we learned in April and build on them. In particular we are going to focus on how to translate the verbal coaching conversation into the FCR written document. Do: Share a personal reason why you are excited ― why and how the topic and content touches you or is important from your perspective. For example, a personal story from your past. If you can leverage something about your background that is relevant, this will often help you bond with the group. (My personal story is starting out as the “red pen” manager and taking a sales team from bottom 20% to bottom 10%. This gets laughs and allows me to be real and start the session with “What do you think I mean by red pen?” Do: Share your background – and importantly how it relates to the topic. Bridge: We also have the support of senior management to continue our mastery of coaching skills. Prework: Bring two consecutive FCRs from one person in your district. Bring additional FCRs from two other individuals in your district. Materials: Participant Workbooks Teach-back slides to be hung on wall 2 blank FCRs per person  2007 VELOCITY. All Rights Reserved. No part of this booklet, or the seminar of which it is part, may be reproduced in any form or by any means without permission in writing from VELOCITY. 1-908-431-9681. For internal distribution and use only.
  • Note: Slides 7 through 14 are optional, depending on how well you think the group has understood the information during the teach back activity. If you use them, note that this is a 15-minute quick overview of the slides. You might be better served to ask for someone to give you a quick overview of the information on each slide and the “So what?” behind it rather than teach it. Do: Review each of the 4 quadrants giving a brief overview. (advance slide) Say: Coaching is a conversation! And the nature of the 4 quadrants reminds us that this is an ongoing process. Do: Ask the group for an example of something they coach in the field. Draw and label 4 quads on a flip chart and write the skill in the success box. Then get more specific info on “what good looks like.” Then move to situation, source, solution giving an example of what it might look like in each quadrant. When you have filled them all in, do a very succinct self role play to show participants how we go around the model in a coaching conversation. Bridge: There are however two rules with this model.
  • Do: Review the quotes from senior leadership. Say: Novo Nordisk has invested in the managers to gain a competitive advantage. Be proud of your leadership’s commitment. Add your support to the importance of the first-line manager. Bridge: The outcomes today consist of the following.
  • Do: Quickly point out the idea of this being a very realistic application workshop to help them to get the most out of their field contacts. Bridge: The following is our agenda.
  • Facilitate the activity following the directions on the slide. Prior to the start of the activity be sure every person has a partner. Stress the fact that you will be calling time after 1 ½ minute with each slide. Notes: Sent with the workshop materials will be the Teach-Back slide deck. Affix each slide to the wall of the breakout room prior to the workshop. Try to space the individual slides around the room to provide as little distraction to the pairs as possible when they are discussing the individual slides. You may want to use a whistle of other device to signal the end of the time with one slide and the need to move to the next. The exercise is complete when each pair has visited all slides. Do: When completed ask the group about their experience with the exercise. Also ask if there are any questions on any of the slides taught. Bridge: Now that we have reviewed the content from our April meeting, we will take a look at your actual field work with it.

How training can affect the role of management1 How training can affect the role of management1 Presentation Transcript

  • “ How Training Can Affect The Role of Effective Management” By Andre’ Harrell Head Of International Sales & Marketing Operations
  • OBJECTIVES
    • How managers can succeed as coaches, and how training can make that difference
    • Understanding the power of the “Follow Up” and “Consistency”
    • How to avoid “Training Sabotage” and ensure training is modeled
    • How training and core competencies help solidify the role of effective management
  • WHY ARE SOME MANAGERS UNSUCCESSFUL?
    • Managers are taught often times in training what they should do, but not how to do it
    • Managers often are confused about what “Management” is
    • Management is the process of getting activities completed efficiently and effectively with and through other people.
    • Communication, Communication, and Communication
  • TRAINING PROGRAMS
    • Management Training: (Phase IV)
    • Facilitation Skills Training
    • Helping Others Adapt to Change
    • HR Management Training
    • Management Training: (Phase III)
    • Writing Effective Feedback/Evaluation Training
    • Performance Planning-Setting Expectations Training
    • Delegating For Productivity & Growth Training
    • Preparing productive/successful cycle meetings
    • Management Training: (Phase II)
    • Training programs designed to build trust, guiding conflict resolution, and facilitating performance
    • Social Styles & Versatility/Conflict Management Training
    • Performance Management Coaching
    • “ Coaching to the Development Plan” Training
    • Management Training: (Phase I)
    • Management Development Lab program that focuses on those behaviors & best practices of good coaching skills
    • Manager simulation training & certification
    • Training Program “Preparing Others for Success”
    • Management Competency Training
    • Management Development tools implemented (“9-Box Grid”, Coaching Performance Model)
  • TRAINING (EXPECTED OUTCOMES)
    • Management Training: (Phase IV)
    • Training participant verbalizes direction to team in a concise and cogent manner
    • Training participant has helped his/her team Adapt to Change in a positive manner
    • Training participant understands and can articulate the Human Resources policy
    • Management Training: (Phase III)
    • Training participant provides effective written feedback after coaching sessions (documented)
    • Training participant demonstrated the ability to delegate effectively, either while running a project or cycle meeting
    • Management Training: (Phase II)
    • Training participant is now demonstrating the ability to manage conflict in the field
    • Training participant demonstrated the ability to modify his/her social style to facilitate improved performance during coaching discussions
    • Training participant has demonstrated the ability to build trust and facilitate improved performance with peers
    • Management Training: (Phase I)
    • Training participant was able to articulate own strengths and areas of improvement regarding how to coach
    • Training participant created an effective Career Development Plan to address strengths and areas for development
    • Training participant is proactive in executing Career Development Plan, providing updates, and seeking developmental opportunities
    • Training participant’s behavior has changed
  • PHASED DEVELOPMENT PROCESS Field Application Training E-Learning Training Classroom Training On The Job
    • Training Assignment
    • Run a quarterly meeting
    Coaching Model Training
    • E. Learning Modules
    • Building Trust
    • Guiding Conflict Resolution
    • Valuing Differences
    • Preparing Others for Success
    PHASE I
    • Training/Coaching Assignment
    Social Styles & Versatility Conflict Management
    • E. Learning Modules
    • Skills for Building Commitment
    • Leading Successful Meetings
    • Facilitating Improved Performance
    PHASE II
    • Running a Region Project/Contest
    • Conduct Monthly Interviews
    Writing Effective Feedback (FCR) (Scenario Based)
    • E. Learning Modules
    • Performance Planning-Setting Expectations
    • Delegating For Productivity & Growth
    PHASE III
    • Training Assignment
    • Run a quarterly competencies meeting
    BRD/RBM Competency Development Seminar
    • E. Learning Modules
    • Helping Others Adapt to Change
    • HR Management Training
    PHASE IV
    • New Manager Training Assignment
    HOME OFFICE PRODUCT TRAINING/MGMT DEV Training
    • Product/Therapeutic Training
    • Orientation Session w/NSD
    • Playbook Review
    N New Hire On-boarding
  • WHY MANAGEMENT TRAINING DOESN’T WORK
  • WHY MANAGEMENT TRAINING DOESN’T WORK
    • Five Reasons:
    • Training is put together in the midst of serious turmoil
    • Senior Managers sabotage management training
    • Managers are not held accountable to improve their performance after training
    • Training objectives are not clear
    • There is no follow-up after training
  • WHY MANAGEMENT TRAINING SHOULD WORK
    • It is well known by psychologists, teachers and training professionals that repetition is key to learning
    • Revisiting and restating key training information multiple times in different ways reinforce it’s importance (and helps to change behavior .
    • Tactics:
    • Act on feedback immediately after training program
    • Work-sessions will reinforce learning’s and captured on field contact reports
    • Each training program/initiative will transition from the previous
    • Nomenclature, Nomenclature, and Nomenclature
  • “ TRAINING SABOTAGE”
  • The Art of Strategic Communication WRITE
  • Coach 4 Success The Strategic Conversation What is happening now as compared to success Things that cause the situation or barriers to success The outcome: what we are trying to achieve, and what it looks like Steps and roadmap to success Conversation
  • Why Are We Doing This?
    • “… The BRD is perhaps the most important role in the company. No single management team can generate the immediate and sustainable field impact that the BRD can.” President
      • “ Our goal is for our BRDs to become master coaches, thereby giving us a competitive advantage in the marketplace.”
            • Assistant Vice President
  • Outcomes
    • Review the 4S coaching process; share successes and best practices.
    • Strengthen the application of the current level of specific behavioral information contained in the Field Coaching Report.
    • Recognize and implement key division strategic directions during field contacts.
    • Enhance consistency/continuity in the ability to write Field Coaching Reports to increase productivity.
  • Teach-Back Activity
    • Work with a partner to discuss each Coach 4 Success information slide.
    • Alternate from slide to slide between the roles of discussion Teacher and Learner.
    • Use your Participant Workbook as a reference, refer to the page number printed on the slide in RED.
    • As leader, address the items indicated in the WHITE OUTLINED BOX on each slide.
    • Teach for 1 ½ minutes per slide topic. All rotate clockwise together until you have covered all topics.
  • “ WHAT HAPPENED 4 MONTHS LATER”
  • LEADERSHIP MODELING TRAINING
    • Leaders at all levels have to lead by example
    • The success of our aspiring leaders are our responsibility
    • Training needs to be part of the “discussion”
    • Accountability goes around and around
    • PARTNERSHIP WITH TRAINING IS PARAMOUNT
  • TRAINING AND CORE COMPETENCIES DRIVE EXCEPTIONAL MANAGEMENT SKILLS
  • WHAT ARE COMPETENCIES?
    • Competencies are the critical success factors for effective performance
    • Behaviors: What I demonstrate, what I do and say (e.g., Build Customer Relationships)
    • Skills: The behaviors necessary to perform specific tasks effectively (e.g., selling skills
    • Knowledge: Information a person has in a particular area (e.g., Business/Industry knowledge)
    • Values: Principles or standards that are important to the individual (e.g., Customer Focus, Integrity)
    • Motives: Goals that consistently drive behaviors (e.g., Commitment to Excellence, Achievement Motive)
  • COMPETENCIES (IMPACT ON TRAINING)
    • A well developed and validated competency model serves as a needs analysis to determine long and short-term training requirements
    • The competency model clearly defines training needs in behavioral terms. Learning Objectives flow from the behavioral indicators and create a strategic training map
    • If new training is needed, the organization prepares and executes a training strategy that will meet the business needs. Existing training is evaluated and enhanced in accordance with competencies
    • Through a strategic phased approach that addresses the needs of the manager and ensures a predictable successful outcome
    • Involve everyone in the training/development of our managers (ensures follow up & follow through)
    • Stay discipline towards meeting and exceeding competencies at every level of management
    “ How Training Can Affect The Role of Effective Management”
  • THANK YOU!!