Turn Conflict To Your Advantage

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Here is a treat for anyone who trains others: a complete version of one of our MTL 1daycourseplans. …

Here is a treat for anyone who trains others: a complete version of one of our MTL 1daycourseplans.

That's right! To show you just how easy it is to train with MTL 1daycourseplans, we're giving away a full copy of Turn Conflict To Your Advantage.

This one-day course plan will show your trainees how to turn any conflict into a mutually beneficial negotiation.

Built around the three key sessions of "Negotiating", "Options in Conflict", and "Power Negotiations", this programme is built on the six Conflict Options model and so offers trainees choices in how to negotiate their way out of deadlocks.

The course uses 7 models, including "The Six Options in Conflict" and "Using Your Power"; 4 worksheets, including "What Power Do You Have?" and "Principled Negotiations"; and 7 exercises, including "The Negotiating Style" and "Learn to Say No".

With "Turn Conflict to Your Advantage", you will be able to train anyone how to handle difficult or awkward conflict situations, offering both strategic and tactical ways to succeed. The programme comes zipped as a 50-slide Powerpoint file together with a 43-page pdf Facilitator's Guide.

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    Thanks for sharing these slides and trainer's notes. I've added them to a couple of Groups for Trainers I manage.
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  • Trainer’s Notes: Before You Start The Golden Rule before you start this course is preparation. Print out these notes, read them thoroughly, and become fully acquainted with the course. Amend the programme to fit in with your own brief by adding, deleting, or updating slides. Once you’ve read and amended the programme, you can use these notes to guide you through the course. Use these notes with your Facilitator’s Guide to master your subject. Use a checklist to check that you’ve prepared all of the following: Materials and resources needed, including all Models, Exercises, and Worksheets from the Facilitator’s Guide Details about participants, such as numbers, names, positions, backgrounds Practical issues, such as rooms, access, layouts, washrooms, exits Equipment and tools needed. Aim to complete your preparation well before your training day. Then you can arrive ahead of time feeling relaxed and able to deal with any last-minute issues. As trainees arrive, show the first slide with the course title and aim on. You may want to personalize it with your name, your position, your organisation name, and even some additional phrases or words of welcome. Then, when you’ve done all this, you’re ready to start.
  • Trainer’s Notes: The Course Programme Once everyone has assembled and settled down, you can show the Course Programme slide and formally start the course. Your first formal words are likely to be something along the lines of, “Welcome to (and name the course). This course aims to (and state the aim of the course).” The course aim is on the first slide. Then add something along the lines of, “Today we will be covering a range of topics including these sessions…” Run through the sessions on the table but don’t elaborate on them at this stage.
  • Trainer’s Notes: Session 1 Show the next slide which is the introduction to Session 1. Say something along the lines of, “Our first session is the Introduction…” and read out the purpose of the session. Don’t under-estimate the importance of the Introduction. It’s not just a way to introduce yourself, the trainees and the subject; it’s also a way of winning the trust and enthusiasm of your participants. You can then introduce yourself, if you are new to the participants. Give them a resume of your career as a trainer, perhaps with some amusing stories from the past. Give examples of your experience as a trainer in the particular subject of the day. In the formal plan, based on a 6-hour course from 9.30am to 4.30pm, this session lasts from 9.30am to 10.05am.
  • Trainer’s Notes: Session 1: The Introduction Show the Session 1 slide detailing the topics in Session 1. Run through each topic and reassure everyone that there are no unpleasant surprises. The aim of the Introduction is for everyone to feel relaxed and settled and ready to learn.
  • Trainer's Notes: Introductions If people don’t know each other, or don’t know you, the first thing you need to do in Session 1 is to manage their Introductions. Don’t under-estimate how nerve-racking this can be for some people. If it’s mishandled, you can lose people for the rest of the course. Also, don’t treat this as a mere formality that has to be hurried. If people enjoy the Introductions, they will relax and be more open to what comes next. Only you can decide with the people on your course whether to do a simple round-the-room series of introductions or something less formal. Remember, some people are very nervous at introducing themselves to others and may feel more comfortable doing it without you in an informal way to the rest of the group. There are many excellent icebreakers available today to help you decide what kind of introduction to use. You can get them from any reputable training provider, including ManageTrainLearn. Once you have decided on the format, show the Introductions slide. Explain that in the introductions, it would be nice to know 3 things: Who you are What you do at work Why you are on the course.
  • Trainer’s Notes: Expectations and Concerns After you have completed the Introductions, explain that it is a valuable way to start the programme by sharing everyone’s expectations and concerns for the day. Explain that by “expectations”, you mean aims, hopes, what the day is going to be like, what things people want to cover, what you hope to go away with, and so on. By “concerns”, explain that you mean worries about the subject, worries about being on a training course, worries about what they will have to do, worries about whether they will learn anything, and so on. Show the Your Expectations and Concerns slide. You can run this exercise in stages: First, get everyone to jot down their Expectations and Concerns on a piece of paper. Next, put people into small groups of 2 or 3 where they can share their Expectations and Concerns. You might suggest that the small groups record the views on a flipchart. Finally, bring people back together in the full group and discuss the exercise. Aim to get a feel for what people want to get out of the course. If groups have recorded their views on flipcharts, post these around the room and check them regularly throughout the day to make sure you’re on track. You may like to add your own Expectations and Concerns which could include issues such as respect for each other; a willingness to take part; your style of training; confidentiality; and so on.
  • Trainer’s Notes: Aim of this Course After you have completed the Expectations and Concerns, show the Aim of this Course slide with the Aim of the Course on it. You may want to add that everyone achieves learning aims at different rates and in different ways. Some people will achieve this aim as a result of the day’s course; others will achieve it after the course, perhaps by trying ideas out and putting them into practice.
  • Trainer’s Notes: Some Targets For Today After you have explained in the Aims of this Course that different people learn in different ways and at different speeds, add that there are some targets that everyone can achieve for the day. Now show the Some Targets for Today slide and run through the targets for the day. Explain that these are specific and measurable targets that you want the group to achieve. Tell the group that you will return to this list at the end of the day and you have every confidence that everyone will be able to meet these targets. If you want to incorporate some of the group’s own targets, add them to the list.
  • Trainer’s Notes: Why Learn These Skills? Tell the group that it is important for everyone to keep in mind the context of the day’s training. In other words, why it is important to learn about the subject of the day. You can get answers to this question in one of two ways: Either have a general discussion on the relevance, importance, and value of the subject in which you can record views on a flipchart. Or, get people to jot down their own views and then discuss them in small groups. They can record their views on flipcharts and present them back to the full group when they’ve finished. Either way, post the flipcharts around the training room as a reminder to trainees throughout the day of why it is important for them to learn the day’s subject. Remember, the answer to this question includes both personal reasons (eg to extend my knowledge; improve my skills; help me develop) and organisational ones (eg to apply an organisational scheme; meet business requirements). Show the Why Learn These Skills? slide. The slide summarises the reasons for learning the skills in this course. You can substitute the ManageTrainLearn quote for one of your own if you wish.
  • Trainer’s Notes: Show the An Overview of the Day slide. Tell the group that this is the day’s roadmap. Run through each session on the slide giving a brief description of the session and the highlights. Add that you will use the roadmap again at the end of the course to review the day.
  • Trainer’s Notes: Other Information The final step of Session 1: The Introduction is to run through some essential administrative rules and regulations. It is important not to overlook this feature or hurry through it as trainees need to be aware of certain rules, including anything to do with their personal health and safety. Show the Other Information slide and run through each of the issues in turn. If you need to make a record of everyone who is present, and did not do it at the very start of the course, you can do it now. This completes Session 1: Introduction.
  • Trainer’s Notes: Session 2: Group Exercise The second session of the course is the Group Exercise. The aim of the Group Exercise is to allow trainees to work in small groups by thinking about three important questions related to the course’s themes. This allows trainees to get out of their chairs and move around freely. Make sure you have booked syndicate rooms or there is space in the main training room. Show the Session 2: Group Exercise slide and read it out. In the formal plan, based on a 6-hour course from 9.30am to 4.30pm, this session lasts from 10.05am to 11.00am.
  • Trainer’s Notes: Session 2 Show the slide above detailing the topics in Session 2.
  • Trainer’s Notes: Group Exercise Guidelines Your trainees will get the most out of the group exercise if it is structured. For this you need some rules or guidelines. Show the Group Exercise Guidelines slide and run through the guidelines. First, make sure trainees answer the questions on their own. This ensures they have some views in order to participate fully in the group discussions. You may wish to allocate, say, up to 10 minutes for this. Secondly, tell the group to come together and listen to each person’s answers. Groups may wish to allocate roles such as leader and flipchart-writer during this stage. This stage may take up to 10 minutes. Next, tell the group that they should aim to find common ground and put their ideas on flipchart. Finally, they should plan a short presentation of their views and rehearse it. Ideally, everyone should take part in the presentation. The presentation preparation stage could take up to another 5 minutes.
  • Trainer’s Notes: Group Formation After you have outlined the guidelines for the group exercise, you need to split the participants into groups and get them to choose a name. Show the Group Formation slide. There are many options on how you can split the participants, including… You choose (eg by counting numbers around the room and forming groups from odd numbers, even numbers, thirds, etc). Discuss with the group what would be the best split, eg based on organisational position, status or department. Let the group decide how they want to split. Now tell participants to move into their groups and choose a group name. A group name gives each group a distinct identity and can be fun. Now that all these steps have been completed, you can move on to the group questions.
  • Trainer’s Notes: Worksheet: Group Exercise Show the Worksheet: Group Exercise slide and hand out the worksheet to everyone. The Group Exercise Worksheet is in your Facilitator’s Guide. Tell everyone to make a note of the questions if they’re leaving the main room. Ask if everyone understands the questions. Tell them to be ready to return to the training room to give their presentations at the end of the exercise. Let everyone know you will be available for advice if they need you. Now send everyone off to their groups. During the group discussions, visit each group in turn and check that they are working properly. If groups are struggling with the questions, stay and facilitate by asking questions that make them think. Be supportive and encouraging. If you want, you can use the Group Exercise Questions as a pre-course preparation exercise. Simply send them out to the participants a few days before the course telling people to think about the questions and prepare their own views. There is enormous value in doing this and it can lead to a better quality discussion and presentation.
  • Trainer’s Notes: Group Exercise Presentations The Group Exercise Presentations is a valuable end to this session. When groups re-convene, decide the order of presentations. For added fun, you can toss a coin or pick the order according to the order in which groups finished. Show the Group Exercise Presentations slide. It is important to be supportive and appreciative of the work the groups have done. Lead the audience by showing interest, asking at least one question of each group, and congratulating each group on their efforts. It is quite challenging to get people to come up with personal views, discuss them fully and present them to others in a short space of time. If you want, give feedback at the end, eg “I thought the A Team had the most original approach; the Gold Stars had the most number of valid points; and the Globetrotters had the most memorable presentation.” If you want, post the groups’ flipcharts around the room.
  • Trainer’s Notes: Group Exercise Feedback Be willing to give as much feedback as you want at the end of the Group Exercise. Of course, some of the issues will be discussed in more detail in the sessions that follow. You can give people tasters of what is to come based on their presentations. Once the main discussions are over, show the Group Exercise Feedback slide and deal with any further questions. That then completes Session 2, Group Exercise.
  • Trainer’s Notes: Morning Break It is now time for a break of 15 minutes. Show the Tea Break slide. In the formal plan, based on a 6-hour course from 9.30am to 4.30pm, the morning break lasts from 11.00am to 11.15am.
  • Trainer’s Notes: Session 3 When trainees return from their break, show the Session 3 slide which introduces Session 3. Read the slide. This is the first of three subject sessions of the day. Each session looks at and develops an important theme of the course. You should familiarise yourself fully with the plan and content for each session and prepare the material using the Facilitator’s Guide. However, you may choose to change the order of the steps, add some steps, or delete some steps. Do not feel you have to rigidly follow the laid-down format if you and your group have other requirements. Having said that, the format is based on what works very successfully in the training room and therefore will also work very well for you. In the formal plan, based on a 6-hour course from 9.30am to 4.30pm, this session lasts from 11.15am to 12.30pm.
  • Trainer’s Notes: Session 3 Show the slide above detailing the topics in Session 3.
  • Trainer’s Notes: Exercise Show the slide for this exercise. The exercise is in the exercise section of the Facilitator’s Guide. You may find it useful to print out this exercise and keep it beside you as you run the exercise. Adaptation: Feel free to adapt the exercise to suit your own needs. Read the Alternatives and Variations section of the exercise for other ways to run it. Timing: Allow sufficient time for trainees to complete this exercise. Make yourself available to the group in case they need any help or explanations. Feedback: Once everyone has completed the exercise, re-convene and get any feedback or comments trainees have on the exercise.
  • Trainer’s Notes: Exercise Show the slide for this exercise. The exercise is in the exercise section of the Facilitator’s Guide. You may find it useful to print out this exercise and keep it beside you as you run the exercise. Adaptation: Feel free to adapt the exercise to suit your own needs. Read the Alternatives and Variations section of the exercise for other ways to run it. Timing: Allow sufficient time for trainees to complete this exercise. Make yourself available to the group in case they need any help or explanations. Feedback: Once everyone has completed the exercise, re-convene and get any feedback or comments trainees have on the exercise.
  • Trainer’s Notes: Model All the background information you need to deliver this model is in the Models and Topics section of this Facilitator’s Guide. You will look and feel more confident if you have made yourself thoroughly familiar with this information before the course and rehearsed your presentation of this model. Now show the slide for this model and use it to guide you through your presentation. The model allows you to do any of the following: Run through the model quickly so trainees get a good overview of the subject. Use the model as the basis for a question-and-answer discussion. Deliver the model as your own input and take questions at the end. If you wish, you can even hand out the model to trainees and get them to work on it themselves or in pairs or small groups.
  • Trainer’s Notes: Model All the background information you need to deliver this model is in the Models and Topics section of this Facilitator’s Guide. You will look and feel more confident if you have made yourself thoroughly familiar with this information before the course and rehearsed your presentation of this model. Now show the slide for this model and use it to guide you through your presentation. The model allows you to do any of the following: Run through the model quickly so trainees get a good overview of the subject. Use the model as the basis for a question-and-answer discussion. Deliver the model as your own input and take questions at the end. If you wish, you can even hand out the model to trainees and get them to work on it themselves or in pairs or small groups.
  • Trainer’s Notes: Exercise Show the slide for this exercise. The exercise is in the exercise section of the Facilitator’s Guide. You may find it useful to print out this exercise and keep it beside you as you run the exercise. Adaptation: Feel free to adapt the exercise to suit your own needs. Read the Alternatives and Variations section of the exercise for other ways to run it. Timing: Allow sufficient time for trainees to complete this exercise. Make yourself available to the group in case they need any help or explanations. Feedback: Once everyone has completed the exercise, re-convene and get any feedback or comments trainees have on the exercise.
  • Trainer’s Notes: Model All the background information you need to deliver this model is in the Models and Topics section of this Facilitator’s Guide. You will look and feel more confident if you have made yourself thoroughly familiar with this information before the course and rehearsed your presentation of this model. Now show the slide for this model and use it to guide you through your presentation. The model allows you to do any of the following: Run through the model quickly so trainees get a good overview of the subject. Use the model as the basis for a question-and-answer discussion. Deliver the model as your own input and take questions at the end. If you wish, you can even hand out the model to trainees and get them to work on it themselves or in pairs or small groups.
  • Trainer’s Notes: Exercise Show the slide for this exercise. The exercise is in the exercise section of the Facilitator’s Guide. You may find it useful to print out this exercise and keep it beside you as you run the exercise. Adaptation: Feel free to adapt the exercise to suit your own needs. Read the Alternatives and Variations section of the exercise for other ways to run it. Timing: Allow sufficient time for trainees to complete this exercise. Make yourself available to the group in case they need any help or explanations. Feedback: Once everyone has completed the exercise, re-convene and get any feedback or comments trainees have on the exercise.
  • Trainer’s Notes: Lunch Break It is now time for a lunch break of 1 hour. Show the Lunch Break slide. In the formal plan, based on a 6-hour course from 9.30am to 4.30pm, the lunch break lasts from 12.30pm to 1.30pm.
  • Trainer’s Notes: Session 4 When trainees return from their lunch break, show the Session 4 slide . Read the slide out. This is the second of three subject sessions of the day. Each session looks at and develops an important theme of the course. You should familiarise yourself fully with the plan and content for each session and prepare the material using the Facilitator’s Guide. However, you may choose to change the order of the steps, add some steps, or delete some steps. Do not feel you have to rigidly follow the laid-down format if you and your group have other requirements. Having said that, the format is based on what works very successfully in the training room and therefore will also work very well for you. In the formal plan, based on a 6-hour course from 9.30am to 4.30pm, this session lasts from 1.30pm to 2.45pm.
  • Trainer’s Notes: Session 4 Show the slide above detailing the topics in Session 4.
  • Trainer’s Notes: Exercise Show the slide for this exercise. The exercise is in the exercise section of the Facilitator’s Guide. You may find it useful to print out this exercise and keep it beside you as you run the exercise. Adaptation: Feel free to adapt the exercise to suit your own needs. Read the Alternatives and Variations section of the exercise for other ways to run it. Timing: Allow sufficient time for trainees to complete this exercise. Make yourself available to the group in case they need any help or explanations. Feedback: Once everyone has completed the exercise, re-convene and get any feedback or comments trainees have on the exercise.
  • Trainer’s Notes: Model All the background information you need to deliver this model is in the Models and Topics section of this Facilitator’s Guide. You will look and feel more confident if you have made yourself thoroughly familiar with this information before the course and rehearsed your presentation of this model. Now show the slide for this model and use it to guide you through your presentation. The model allows you to do any of the following: Run through the model quickly so trainees get a good overview of the subject. Use the model as the basis for a question-and-answer discussion. Deliver the model as your own input and take questions at the end. If you wish, you can even hand out the model to trainees and get them to work on it themselves or in pairs or small groups.
  • Trainer’s Notes: Model All the background information you need to deliver this model is in the Models and Topics section of this Facilitator’s Guide. You will look and feel more confident if you have made yourself thoroughly familiar with this information before the course and rehearsed your presentation of this model. Now show the slide for this model and use it to guide you through your presentation. The model allows you to do any of the following: Run through the model quickly so trainees get a good overview of the subject. Use the model as the basis for a question-and-answer discussion. Deliver the model as your own input and take questions at the end. If you wish, you can even hand out the model to trainees and get them to work on it themselves or in pairs or small groups.
  • Trainer’s Notes: Model All the background information you need to deliver this model is in the Models and Topics section of this Facilitator’s Guide. You will look and feel more confident if you have made yourself thoroughly familiar with this information before the course and rehearsed your presentation of this model. Now show the slide for this model and use it to guide you through your presentation. The model allows you to do any of the following: Run through the model quickly so trainees get a good overview of the subject. Use the model as the basis for a question-and-answer discussion. Deliver the model as your own input and take questions at the end. If you wish, you can even hand out the model to trainees and get them to work on it themselves or in pairs or small groups.
  • Trainer’s Notes: Exercise Show the slide for this exercise. The exercise is in the exercise section of the Facilitator’s Guide. You may find it useful to print out this exercise and keep it beside you as you run the exercise. Adaptation: Feel free to adapt the exercise to suit your own needs. Read the Alternatives and Variations section of the exercise for other ways to run it. Timing: Allow sufficient time for trainees to complete this exercise. Make yourself available to the group in case they need any help or explanations. Feedback: Once everyone has completed the exercise, re-convene and get any feedback or comments trainees have on the exercise.
  • Trainer’s Notes: Afternoon Break It is now time for a break of 15 minutes. Show the Tea Break slide. In the formal plan, based on a 6-hour course from 9.30am to 4.30pm, the afternoon break lasts from 2.45pm to 3.00pm.
  • Trainer’s Notes: Session 5 When trainees return from their break, show the Session 5 slide. Read the slide out. This is the third of three subject sessions of the day. Each session looks at and develops an important theme of the course. You should familiarise yourself fully with the plan and content for each session and prepare the material using the Facilitator’s Guide. However, you may choose to change the order of the steps, add some steps, or delete some steps. Do not feel you have to rigidly follow the laid-down format if you and your group have other requirements. Having said that, the format is based on what works very successfully in the training room and therefore will also work very well for you. In the formal plan, based on a 6-hour course from 9.30am to 4.30pm, this session lasts from 3.00pm to 3.50pm.
  • Trainer’s Notes: Session 5 Show the slide above detailing the topics in Session 5.
  • Trainer’s Notes: Model All the background information you need to deliver this model is in the Models and Topics section of this Facilitator’s Guide. You will look and feel more confident if you have made yourself thoroughly familiar with this information before the course and rehearsed your presentation of this model. Now show the slide for this model and use it to guide you through your presentation. The model allows you to do any of the following: Run through the model quickly so trainees get a good overview of the subject. Use the model as the basis for a question-and-answer discussion. Deliver the model as your own input and take questions at the end. If you wish, you can even hand out the model to trainees and get them to work on it themselves or in pairs or small groups.
  • Trainer’s Notes: Exercise Show the slide for this exercise. The exercise is in the exercise section of the Facilitator’s Guide. You may find it useful to print out this exercise and keep it beside you as you run the exercise. Adaptation: Feel free to adapt the exercise to suit your own needs. Read the Alternatives and Variations section of the exercise for other ways to run it. Timing: Allow sufficient time for trainees to complete this exercise. Make yourself available to the group in case they need any help or explanations. Feedback: Once everyone has completed the exercise, re-convene and get any feedback or comments trainees have on the exercise.
  • Trainer’s Notes: Session 6: Review and Close The last session of the course is the Review and Close. This session both looks back and forward; back to the day’s learning and forward to how trainees are going to transfer their knowledge and skills to the workplace. Show the Session 6 slide and read it out. In the formal plan, based on a 6-hour course from 9.30am to 4.30pm, this session lasts from 3.50pm to 4.30pm.
  • Trainer’s Notes: Session 6 Show the slide above detailing the topics in Session 6.
  • Trainer’s Notes: A Review of the Day The first activity of Session 6: Review and Close is to review the day. Tell everyone that review is a very important part of all learning. It enables us to repeat the information we’ve received and consolidate it. The more you review, the better you learn. Show the A Review of the Day slide. One way you can review the day is by re-playing some of the things that happened during the day, a bit like re-winding the video. Simply go through each session highlighting the main things you did. You can also re-call some of the less formal incidents, perhaps amusing ones. You can do the Review in one of 3 ways… Lead the review yourself Do it together as a question and answer session Turn it into a game in which the group reviews and presents to you.
  • Trainer’s Notes: Key Points Show the Key Points slide. The Key Points for this course are on the Key Points handout which is in your Facilitator’s Guide. It is up to you how you run the Key Points topic. Here are some options… Print off the Key Points handout and give it to everybody to read either individually or in pairs. Ask your trainees what they think are the Key Points of the day and then compare them to the “official” handout version. Rank the list of Key Points from 1 to 10 in importance for this particular group. Simply read the Key Points out and discuss them one by one, perhaps looking at how easy or difficult it will be for trainees to implement them back at work.
  • Trainer’s Notes: Our Targets For Today Remind everyone that, at the start of the day, you set some specific and measurable targets for everyone to reach by the end of the day. Now is the time to find out if everyone has reached them. Show the Our Targets for Today slide with the targets on. There are several ways to run this exercise. You could get everyone to do it individually under strict test rules. You could also get people to form pairs or small teams and work together on the answers. If time is short, allocate just one question to each team. You could also play a team quiz game by splitting the group in two and getting one team to take half the questions and the other team to take the other half. Each team then puts their questions to the other team and you, as referee, score the answers. Note: the answers to all the questions are in the course programme.
  • Trainer’s Notes: Time To Reflect Reflection is an important step in all learning models. It allows trainees to review their experience of learning, make sense of it, see important connections, reflect on how they feel, identify possible blocks, and consider where they go next. Show the Time To Reflect slide and run through it. Tell your trainees to spend a few minutes reflecting on the day. They may wish to review the material, re-read their notes, and think about the future. Give them the option of doing this on their own or in small groups. On re-convening, ask if anyone has any important issues to raise or questions to ask.
  • Trainer’s Notes: Transferring Your Learning Explain that training is about a change in behaviour or performance and therefore makes no sense unless trainees go back to work and implement what they have learnt. The next step in this session is to help trainees think about when, where, and how they can try out what they have learnt today. Show the Transferring Your Learning slide. One way to help trainees to focus on transferring their learning is to get them to identify the skills and sub-skills of the day and identify triggers and situations when they will use them. For example, in customer care, going into active listening mode when they deal with a customer complaint. This is known as Future Pacing
  • Trainer’s Notes: Developing Your Skills Tell trainees that, although it is nearly the end of the course, it is not the end of their learning. Tell them that they can each continue to develop learning and attain a high level of competence. There are many ways to develop our learning. Show the Developing Your Skills slide and run through the different approaches. These include… Reading more about the subject Learning from the experiences of colleagues Finding a role model and copying what they do Watching and observing, possibly in real life, maybe on film and video Attending other training events Practising, reflecting, and trying out. Get trainees to look through the list of options, prioritise them, and make notes on what they might do to develop their skills.
  • Trainer’s Notes: Well Done! You’re now nearly at the end of the course. There are three administrative things you can do in this last step: Hand out any additional handouts or course notes. You might, for example, want to give everyone copies of the Models. Encourage trainees to keep a folder of all the course material to help them review the course and develop their learning. Get trainees to complete your own course questionnaire if you use one. Complete and hand out a Course Attendance Certificate for everyone if you want to use one. Now show the Well Done! slide. Formally close the course with a few well-chosen words. Thank everyone for attending and contributing. Add anything about the course that you've enjoyed. Wish everyone well in the future and in the application of the skills they've learnt.

Transcript

  • 1. A one-day course that will show you how to turn any conflict you have with others into a mutually beneficial negotiation MTL 1daycourseplans
  • 2. Turn Conflict To Your Advantage The Course Programme Session 1. Introduction Session 2. Group Exercise Session 3. Negotiating Session 4. Options in Conflict Session 5. Power Negotiations Session 6. Review and Close
  • 3. Session 1: Introduction In this session, we’ll introduce you to the others on the course, to the subject, and to what we hope to achieve today.
  • 4. Session 1: Introduction Session 1 1.1 Introductions 1.2 Your Expectations and Concerns 1.3 Aim of this Course 1.4 Some Targets for Today 1.5 Why Learn These Skills? 1.6 An Overview of the Day 1.7 Other Information
  • 5. 1.1 Introductions
    • Who are you?
    • What do you do?
    • Why are you on the course?
  • 6. 1.2 Your Expectations & Concerns
    • List things you are
    • looking forward to…
    • List things you are
    • concerned about…
  • 7. 1.3 Aim of this Course
    • The aim of this course is to show you how to turn any conflict you have with others into a mutually beneficial negotiation.
  • 8. 1.4 Some Targets For Today
    • Describe 6 features of negotiations.
    • What are the 6 options in conflict?
    • Name 4 ways to make the most of your power.
    • What are the 3 phases of power negotiations?
  • 9. 1.5 Why Learn These Skills?
    • "Without conflict, there is nothing to resolve and so no negotiation; without facing up to conflict, there is no creative tension; and without the need to resolve conflict, there is no progress."
    • (ManageTrainLearn)
  • 10. 1.6 An Overview of the Day
    • 1. Introduction
    • 2. Group Exercise
    • 3. Negotiating
    • 4. Options in Conflict
    • 5. Power Negotiations
    • 6. Review and Close
  • 11. 1.7 Other Information
    • Safety, security and safekeeping issues
    • Start and finish times
    • Breaks
    • Messages and phones
    • Personal and special needs
    • Personal business
    • Anything else before we start?
  • 12. Session 2. Group Exercise In this session, you have the chance to think about some of the main themes of this course and share them with others.
  • 13. Session 2: Group Exercise Session 2 2.1 Group Exercise Guidelines 2.2 Group Formation 2.3 Worksheet: Group Exercise 2.4 Group Exercise Presentations 2.5 Group Exercise Feedback
  • 14. 2.1 Group Exercise Guidelines
    • First, jot down your answers on your own.
    • Second, come together as a group and take turns to share your views.
    • Third, have a discussion but aim to find common ground.
    • Fourth, put your ideas on flipchart(s).
    • Plan and rehearse your presentation.
  • 15. 2.2 Group Formation
    • Decide how you are going to divide into groups.
    • Form your groups and choose a group name.
  • 16. 2.3 Worksheet: Group Exercise What are negotiations? What options do you have in resolving conflict? What are the differences between power negotiations and everyday negotiations?
  • 17. 2.4 Group Exercise Presentations
    • Work out how you are going to put your group ideas into a presentation.
    • Run through your presentation before giving it to the main group.
  • 18. 2.5 Group Exercise Feedback
    • Any further questions on the group exercise?
  • 19. Well done! Let’s take a short break!
  • 20. Session 3. Negotiating In this session, we’ll look at the nature of negotiations as an informal way of problem-solving and at negotiations as a formal way of resolving conflict.
  • 21. Session 3. Negotiating Session 3 3.1 Exercise: Personal Experiences 3.2 Exercise: Pick a Poster 3.3 Model 1: Defining Negotiations 3.4 Model 2: Negotiation Style 3.5 Exercise: The Negotiating Style 3.6 Model 3: Features of Negotiations 3.7 Exercise: Aims In Negotiations
  • 22. 3.1 Exercise: Personal Experiences This exercise gives you chance to think about your own personal experiences and share them with others on the course.
  • 23. 3.2 Exercise: Pick a Poster This exercise gets you to consider what you think the aim of negotiation is.
  • 24. 3.3 Model 1: Defining Negotiations
  • 25. 3.4 Model 2: Negotiation Style
  • 26. 3.5 Exercise: The Negotiating Style This exercise gets you to consider the use of four management styles in resolving a workplace people problem.
  • 27. 3.6 Model 3: Features of Negotiation
  • 28. 3.7 Exercise: Aims In Negotiations This exercise gives you practice in setting aims in different negotiation settings.
  • 29. Well done! Let’s take a lunch break!
  • 30. Session 4. Options in Conflict In this session, we’ll look at the options that are present in any conflict.
  • 31. Session 4. Options in Conflict Session 4 4.1 Exercise: Learn To Say No 4.2 Model 4: Opposing Views of Conflict 4.3 Model 5: The Six Options in Conflict 4.4 Model 6: Using Your Power 4.5 Exercise: What Power Do You Have?
  • 32. 4.1 Exercise: Learn To Say No This exercise gives you experience of turning down requests in a firm and assertive manner.
  • 33. 4.2 Model 4: Opposing Views of Conflict
  • 34. 4.3 Model 5: The Six Options in Conflict
  • 35. 4.4 Model 6: Using Your Power
  • 36. 4.5 Exercise: What Power Do You Have? This exercise gets you to consider the power you might have in three negotiating case studies.
  • 37. Well done! Let’s take a short break!
  • 38. Session 5. Power Negotiations In this session, we’ll look at power negotiations and give you chance to carry out a set of negotiations.
  • 39. Session 5. Power Negotiations Session 5 5.1 Model 7: Power Negotiations 5.2 Exercise: Principled Negotiations
  • 40. 5.1 Model 7: Power Negotiations
  • 41. 5.2 Exercise: Principled Negotiations This exercise gets you to suggest the principles which might form the basis of a settlement in three case studies of conflict.
  • 42. Session 6: Review and Close In this session, we’ll bring our day’s training to a close by reviewing where we’ve been and looking forward to transferring your learning to the workplace.
  • 43. Session 6. Review and Close Session 6: Review and Close 6.1 A Review of the Day 6.2 Key Points 6.3 Our Targets for Today 6.4 Time to Reflect 6.5 Transferring your Learning 6.6 Developing Your Skills 6.7 Well Done!
  • 44. 6.1 A Review of the Day
    • 1. Introduction
    • 2. Group Exercise
    • 3. Negotiating
    • 4. Options in Conflict
    • 5. Power Negotiations
    • 6. Review and Close
  • 45. 6.2 Key Points
  • 46. 6.3 Our Targets For Today
    • Describe 6 features of negotiations.
    • What are the 6 options in conflict?
    • Name 4 ways to make the most of your power.
    • What are the 3 phases of power negotiations?
  • 47. 6.4 Time To Reflect Take some time to reflect on today’s course. Review and reflection is an important step in consolidating learning and should always be part of your learning plan.
  • 48. 6.5 Transferring Your Learning Think about the steps you now need to take to transfer the skills you have learnt today. Remember, learning is important but action is all that really matters.
  • 49. 6.6 Developing Your Skills
    • Read more about the subject
    • Learn from others, eg colleagues
    • Find a role model and copy what they do
    • Watch and observe, eg sit in, videos
    • Attend other training events
    • Practice, reflect, and try out
  • 50. 6.7 Well Done!
    • Congratulations on completing this course.
    • We wish you well in the future in developing these skills and putting them into practice.