Training handout for knowledge transfer professionals on learning enablers. Created in August 2011 for FLAME Project, granted by European Commission (EU).
How can we generate creative ideas and present them effectively to an audience? I delivered this presentation to participants of the overseas leg of Asian Undergraduate Summit at Incheon National University in July 2018.
The document provides an overview of ideation and brainstorming techniques. It introduces the trainer and outlines an agenda that includes defining ideation, discussing its benefits, and presenting various ideation techniques. Some key techniques discussed are mind mapping, brainstorming, brainwriting, and SCAMPER. The document also provides tips for successful ideation sessions, such as choosing a diverse group, appointing a facilitator, and going for quantity over quality of ideas initially.
1) The document discusses a solution focused approach to agile coaching. It emphasizes asking questions to help clients move to a solution state rather than analyzing problems.
2) Key aspects of solution focused coaching include defining goals, eliciting options and resources, focusing on possible solutions, and using systemic questions to find differences that make a difference.
3) Systemic questions, scales, miracles, and interviews are techniques presented to help coaches and clients envision what is different when the problem is solved and move towards solutions.
This document discusses the importance of creativity, innovation, and idea generation for business. It defines key terms like business opportunity, idea generation, and creativity. It also describes approaches to generating ideas like brainstorming and improving existing products. Brainstorming techniques are explained, and entrepreneurship is discussed as being at the core of innovation. The story of Lijjat Papad, a successful women's cooperative in India, is provided as an example of how a small idea can become a large business. Finally, some organizations dedicated to idea generation are listed.
The document provides guidance on facilitating a visioning session, including a sample agenda, the importance of having a vision, characteristics of an effective vision, examples of visions, and tips for facilitating the session. The agenda includes discussing why a vision is needed, characteristics of good visions, inspirations, and using a brainwriting technique to have participants develop a draft vision statement in teams before combining into one version. The facilitator should thank participants and define next steps for finalizing the vision.
Idea is one of the most important thing for entrepreneur... Some people have difficulty in generating Idea.. this slide will talk about Idea Generation
7 Tips for Idea Generation for Start-upsBernard Leong
The talk focus on how start-ups can quickly work out whether their ideas are feasible and we offer 7 tips to do that. This presentation is given during the SPRING Young Entrepreneurs Event and Idea Generation Workshop in Asian Civilizations Museum on 29 March 2010.
How can we generate creative ideas and present them effectively to an audience? I delivered this presentation to participants of the overseas leg of Asian Undergraduate Summit at Incheon National University in July 2018.
The document provides an overview of ideation and brainstorming techniques. It introduces the trainer and outlines an agenda that includes defining ideation, discussing its benefits, and presenting various ideation techniques. Some key techniques discussed are mind mapping, brainstorming, brainwriting, and SCAMPER. The document also provides tips for successful ideation sessions, such as choosing a diverse group, appointing a facilitator, and going for quantity over quality of ideas initially.
1) The document discusses a solution focused approach to agile coaching. It emphasizes asking questions to help clients move to a solution state rather than analyzing problems.
2) Key aspects of solution focused coaching include defining goals, eliciting options and resources, focusing on possible solutions, and using systemic questions to find differences that make a difference.
3) Systemic questions, scales, miracles, and interviews are techniques presented to help coaches and clients envision what is different when the problem is solved and move towards solutions.
This document discusses the importance of creativity, innovation, and idea generation for business. It defines key terms like business opportunity, idea generation, and creativity. It also describes approaches to generating ideas like brainstorming and improving existing products. Brainstorming techniques are explained, and entrepreneurship is discussed as being at the core of innovation. The story of Lijjat Papad, a successful women's cooperative in India, is provided as an example of how a small idea can become a large business. Finally, some organizations dedicated to idea generation are listed.
The document provides guidance on facilitating a visioning session, including a sample agenda, the importance of having a vision, characteristics of an effective vision, examples of visions, and tips for facilitating the session. The agenda includes discussing why a vision is needed, characteristics of good visions, inspirations, and using a brainwriting technique to have participants develop a draft vision statement in teams before combining into one version. The facilitator should thank participants and define next steps for finalizing the vision.
Idea is one of the most important thing for entrepreneur... Some people have difficulty in generating Idea.. this slide will talk about Idea Generation
7 Tips for Idea Generation for Start-upsBernard Leong
The talk focus on how start-ups can quickly work out whether their ideas are feasible and we offer 7 tips to do that. This presentation is given during the SPRING Young Entrepreneurs Event and Idea Generation Workshop in Asian Civilizations Museum on 29 March 2010.
This document discusses creativity and innovation. It defines creativity as the generation of new ideas, while innovation is implementing those ideas into action. The document emphasizes that creativity can be learned and developed, not just an innate trait. It provides various techniques to spark creativity, such as brainstorming, reversing perspectives, and designing with intended users. Fostering an environment of freedom, clear goals, and accepting mistakes can encourage creativity. The key is taking time to pause and find new solutions, then following ideas with action through an innovation process.
Creativity, critical thinking, problem solving skills public program course b...iTrainingExpert
____________________________ Designation: _______________________
Tel: _________________________________ Fax: ______________________________
Email: __________________________________________________________________
Authorized By: _______________________ Designation: _______________________
Tel: _________________________________ Fax: ______________________________
Email: __________________________________________________________________
Signature & Company Stamp: ______________________________________________
Date: _______________________________
Please return this form to:
THE ENGLISH EXPERT PUBLISHING AND TRAINING (1225574U)
No 6-3, Jalan Persiaran Puteri 6-3, Bandar Puteri, 47100 Puchong, Selangor, Malaysia
The document provides guidance on stimulating idea generation. It discusses blocks to creativity like fear of failure and outlines strategies to unblock creativity such as awareness, analysis, and goal setting. It then discusses techniques for creative generation like breaking assumptions and brainstorming. The document also covers evaluating ideas based on feasibility and recognizing current ideas through boundaries. Overall, the document offers a framework to develop divergent thinking abilities and foster an environment that stimulates creativity.
Design thinking is a new methodology with which we try to discover the feelings and the expectations of the customers during their journeys with the company. There is a step by step approach through which you can trace and apply in your company.
Source: CEM 2.0 Book
Solution focused approach to agile coaching for the Mini XP Days Benelux 2010Pierluigi Pugliese
This document discusses an agile coaching approach called solution-focused coaching. It involves asking questions to help clients move toward solutions rather than dwelling on problems. Key aspects include:
1) Asking questions to define goals and elicit possible solutions, past successes, and resources rather than focusing on problems.
2) Using systemic questions to find differences that make a difference and circular questions to explore various perspectives.
3) Employing techniques like scales to measure progress, "miracle" questions to envision success, and interviews to explore steps toward solutions.
4) Applying this approach when coaching teams, individuals, and in meetings like retrospectives to help teams focus on improvements.
This document discusses the importance of developing single-minded focus. It emphasizes narrowing your focus onto small, achievable steps that lead to your overall goals. Committing to the process of improving focus through gradual changes is key. Maintaining enthusiasm and making focus a priority can help you stay on track.
27 creativity and innovation tools - in one-pagers!Marc Heleven
27 creativity & innovation tools is an overview of various commonly used techniques in creativity, innovation, research & development processes.
All in one-pagers!
The techniques are grouped by:
- Diverging & Converging techniques
- Open & Closed challenges / problems
- Products & Services situations
- Individual & Group techniques
Techniques can be classified in many, many ways, yet the only real
measure is the passion and comfort you feel with a technique.
The only way to really get to know the techniques is to use them.
So go ahead, try them and share your experiences.
Enjoy the overview!
Ramon Vullings & Marc Heleven
http://www.RamonVullings.com
http://www.7ideas.net
This document provides an overview of developing a culture of innovation within an organization. It outlines four phases of innovation: idea generation, idea elaboration, idea championing, and idea implementation. For each phase, examples are given of how specific companies like IDEO, Amazon, Apple, and 3M approach that phase. The document also discusses key aspects of culture that enable innovation, such as transparency, empowerment, and communication. It concludes by offering questions and techniques for assessing a company's current approach to innovation and brainstorming ways to improve.
The document outlines a workshop for developing effective eLearnings. It discusses using the ADDIE model, which includes analysis, design, development, implementation, and evaluation phases. It provides information on writing objectives using the SMART criteria, applying Bloom's taxonomy to define learning levels, developing scripts, and conducting peer and subject matter expert reviews. The goal is for workshop participants to learn how to design and execute the making of an eLearning using a standardized process.
The document reflects on a 6-week Design Thinking course. It discusses what the author expected to learn (a new problem-solving approach, design patterns, cognition/metacognition, theory, and real examples) and what was actually learned (a new "thinking by doing" approach, empathy, prototyping, that doing is a way of thinking, and exciting solutions from real examples). Key takeaways were that doing is a way of thinking, empathy helps obtain better solutions, and prototypes are meant to fail and provide learning. The author discusses applying Design Thinking at work redesigning processes, at home with family complaints, and in personal and community problems.
2013 Self-directed Learning Project In Brand GrowthMarc Binkley
Marc Binkley designed a self-directed learning project over 12 months to develop a new sales and marketing model. The project involved reading 2 books per month on topics like consumer behavior, strategy, branding, marketing, sales and innovation. Marc would apply the concepts by blogging, creating videos, participating in online discussions and testing $100 in digital marketing. The goal was to identify patterns and develop a proprietary and effective business model through this experiential learning process.
1st Conference - Catherine Hills - Service Design and Design ThinkingCatherine Hills
“Speaking with people. How to collaborate with and deliver value for your customers.”
It’s easy to say that we need to have “customer collaboration”, but how can we do this effectively? One way is by speaking to people, but what do you do with the information gathered to deliver valuable outcomes for them?
What does “human centred design”, “service design” and “design thinking” mean? How can we use “design sprints” and how can this be revalidated through the shorter feedback loops and frequent delivery that working with agility insists upon?
It’s all connected to human factors so let’s learn how these can combine to help us get closer to our customers and really deliver!
Catherine Hills is UX and Service Design Director at RMIT Online.
An accomplished and collaborative agile human-centered experience designer and research lead, she has worked for a range of businesses including ANZ Banking Group, SEEK, REA Group, Thoughtworks, 99designs, Envato and the University of Melbourne. Catherine is a seasoned Agile UX practice, delivery lead and people coach, with experience in product discovery and innovation.
Catherine entered industry as a graphic and interaction designer and front-end engineer. Since then, her experience has been gathered in organisations in both the United Kingdom and Australia. Catherine has led design and research in digital agencies, publishing companies, education, technology and startups.
https://www.1stconf.com/speakers/#catherineh
The document discusses various methods and strategies for creative problem solving. It begins by outlining the basic problem solving steps of defining the problem, identifying solutions, evaluating options, and implementing a solution. It then describes common problem solving strategies like algorithms, heuristics, trial-and-error, and insight. The document also provides tips for creative problem solving and models like separating ideation from evaluation, avoiding judgment, and reframing problems as questions. Finally, it discusses techniques for identifying the root cause of a problem like cause-and-effect diagrams and the 5 Whys method.
This document describes a flame test experiment to identify metals based on the color they produce in a Bunsen flame. The experiment lists various metal compounds and the colors they produce, including lithium (crimson red), sodium (yellow), potassium (lilac), calcium (orange), strontium (red) and barium (green). It explains that the flame heats the metals, moving their electrons to higher energy levels, and as they cool the electrons fall back and emit characteristic colors.
Different elements emit unique atomic line spectra colors when burned, due to electrons gaining and losing discrete energy levels and releasing photons of specific frequencies. Lithium burns with an orangish-yellow hue, demonstrating flame tests can distinguish elements based on their colored flames. Questions ask why chemicals have different colored flames, why heating is needed before light emission, and how metals create the color in salts.
This document describes the procedure and observations of a flame test experiment. The experiment involves placing various metal salt solutions on a nichrome wire and exposing the wire to a flame to observe the color of the flame. Each metal ion produces a unique color that can be used to identify the metal. Some difficulties noted are that some colors are similar, and samples with multiple metals produce mixed colors that are difficult to interpret. Real-world applications of flame tests discussed are in fireworks to produce various colored explosions, and in forensic science to identify metals in blood samples.
The document describes a flame test lab activity where students observe the colored flames produced by different metallic salts when heated. Different metal ions produce unique and characteristic flame colors due to the electrons within the metal atoms becoming excited and releasing energy in the form of visible light. Students test solutions of calcium, copper, lithium, potassium, strontium, and sodium salts to observe their flame colors and identify an unknown solution based on its color. Safety precautions are outlined for working with the heated metal salts and acid solutions.
Kekulé had a dream in which he envisioned snakes grasping their own tails and forming rings, inspiring his hypothesis that carbon atoms in benzene are arranged in a ring structure with alternating single and double bonds. This ring structure explains benzene's stability and resistance to addition reactions compared to open-chain alkenes. Aromatic compounds are named for many originally having pleasant aromas, though the term now refers to chemical stability conferred by conjugated planar ring structures like benzene that allow for resonance. These compounds are important industrially as precursors to dyes, drugs, polymers, and other chemicals.
Gene expression involves two key processes - transcription and translation. Transcription is the process where the DNA code for a protein is copied into an mRNA molecule with the help of RNA polymerase. The mRNA then travels to the cytoplasm, where during translation it attaches to ribosomes. Ribosomes read the mRNA code and add amino acids brought by tRNA molecules to produce a polypeptide chain, completing protein synthesis.
Khaled El Masry, is an assistant Lecturer of Human Anatomy & Embryology, Mansoura University, Egypt. Great thanks to Prof. Dr Salwa Gawish, professor of Cytology & Histology, Mansoura University, for her great effort in explaining Genetics course.
This document discusses creativity and innovation. It defines creativity as the generation of new ideas, while innovation is implementing those ideas into action. The document emphasizes that creativity can be learned and developed, not just an innate trait. It provides various techniques to spark creativity, such as brainstorming, reversing perspectives, and designing with intended users. Fostering an environment of freedom, clear goals, and accepting mistakes can encourage creativity. The key is taking time to pause and find new solutions, then following ideas with action through an innovation process.
Creativity, critical thinking, problem solving skills public program course b...iTrainingExpert
____________________________ Designation: _______________________
Tel: _________________________________ Fax: ______________________________
Email: __________________________________________________________________
Authorized By: _______________________ Designation: _______________________
Tel: _________________________________ Fax: ______________________________
Email: __________________________________________________________________
Signature & Company Stamp: ______________________________________________
Date: _______________________________
Please return this form to:
THE ENGLISH EXPERT PUBLISHING AND TRAINING (1225574U)
No 6-3, Jalan Persiaran Puteri 6-3, Bandar Puteri, 47100 Puchong, Selangor, Malaysia
The document provides guidance on stimulating idea generation. It discusses blocks to creativity like fear of failure and outlines strategies to unblock creativity such as awareness, analysis, and goal setting. It then discusses techniques for creative generation like breaking assumptions and brainstorming. The document also covers evaluating ideas based on feasibility and recognizing current ideas through boundaries. Overall, the document offers a framework to develop divergent thinking abilities and foster an environment that stimulates creativity.
Design thinking is a new methodology with which we try to discover the feelings and the expectations of the customers during their journeys with the company. There is a step by step approach through which you can trace and apply in your company.
Source: CEM 2.0 Book
Solution focused approach to agile coaching for the Mini XP Days Benelux 2010Pierluigi Pugliese
This document discusses an agile coaching approach called solution-focused coaching. It involves asking questions to help clients move toward solutions rather than dwelling on problems. Key aspects include:
1) Asking questions to define goals and elicit possible solutions, past successes, and resources rather than focusing on problems.
2) Using systemic questions to find differences that make a difference and circular questions to explore various perspectives.
3) Employing techniques like scales to measure progress, "miracle" questions to envision success, and interviews to explore steps toward solutions.
4) Applying this approach when coaching teams, individuals, and in meetings like retrospectives to help teams focus on improvements.
This document discusses the importance of developing single-minded focus. It emphasizes narrowing your focus onto small, achievable steps that lead to your overall goals. Committing to the process of improving focus through gradual changes is key. Maintaining enthusiasm and making focus a priority can help you stay on track.
27 creativity and innovation tools - in one-pagers!Marc Heleven
27 creativity & innovation tools is an overview of various commonly used techniques in creativity, innovation, research & development processes.
All in one-pagers!
The techniques are grouped by:
- Diverging & Converging techniques
- Open & Closed challenges / problems
- Products & Services situations
- Individual & Group techniques
Techniques can be classified in many, many ways, yet the only real
measure is the passion and comfort you feel with a technique.
The only way to really get to know the techniques is to use them.
So go ahead, try them and share your experiences.
Enjoy the overview!
Ramon Vullings & Marc Heleven
http://www.RamonVullings.com
http://www.7ideas.net
This document provides an overview of developing a culture of innovation within an organization. It outlines four phases of innovation: idea generation, idea elaboration, idea championing, and idea implementation. For each phase, examples are given of how specific companies like IDEO, Amazon, Apple, and 3M approach that phase. The document also discusses key aspects of culture that enable innovation, such as transparency, empowerment, and communication. It concludes by offering questions and techniques for assessing a company's current approach to innovation and brainstorming ways to improve.
The document outlines a workshop for developing effective eLearnings. It discusses using the ADDIE model, which includes analysis, design, development, implementation, and evaluation phases. It provides information on writing objectives using the SMART criteria, applying Bloom's taxonomy to define learning levels, developing scripts, and conducting peer and subject matter expert reviews. The goal is for workshop participants to learn how to design and execute the making of an eLearning using a standardized process.
The document reflects on a 6-week Design Thinking course. It discusses what the author expected to learn (a new problem-solving approach, design patterns, cognition/metacognition, theory, and real examples) and what was actually learned (a new "thinking by doing" approach, empathy, prototyping, that doing is a way of thinking, and exciting solutions from real examples). Key takeaways were that doing is a way of thinking, empathy helps obtain better solutions, and prototypes are meant to fail and provide learning. The author discusses applying Design Thinking at work redesigning processes, at home with family complaints, and in personal and community problems.
2013 Self-directed Learning Project In Brand GrowthMarc Binkley
Marc Binkley designed a self-directed learning project over 12 months to develop a new sales and marketing model. The project involved reading 2 books per month on topics like consumer behavior, strategy, branding, marketing, sales and innovation. Marc would apply the concepts by blogging, creating videos, participating in online discussions and testing $100 in digital marketing. The goal was to identify patterns and develop a proprietary and effective business model through this experiential learning process.
1st Conference - Catherine Hills - Service Design and Design ThinkingCatherine Hills
“Speaking with people. How to collaborate with and deliver value for your customers.”
It’s easy to say that we need to have “customer collaboration”, but how can we do this effectively? One way is by speaking to people, but what do you do with the information gathered to deliver valuable outcomes for them?
What does “human centred design”, “service design” and “design thinking” mean? How can we use “design sprints” and how can this be revalidated through the shorter feedback loops and frequent delivery that working with agility insists upon?
It’s all connected to human factors so let’s learn how these can combine to help us get closer to our customers and really deliver!
Catherine Hills is UX and Service Design Director at RMIT Online.
An accomplished and collaborative agile human-centered experience designer and research lead, she has worked for a range of businesses including ANZ Banking Group, SEEK, REA Group, Thoughtworks, 99designs, Envato and the University of Melbourne. Catherine is a seasoned Agile UX practice, delivery lead and people coach, with experience in product discovery and innovation.
Catherine entered industry as a graphic and interaction designer and front-end engineer. Since then, her experience has been gathered in organisations in both the United Kingdom and Australia. Catherine has led design and research in digital agencies, publishing companies, education, technology and startups.
https://www.1stconf.com/speakers/#catherineh
The document discusses various methods and strategies for creative problem solving. It begins by outlining the basic problem solving steps of defining the problem, identifying solutions, evaluating options, and implementing a solution. It then describes common problem solving strategies like algorithms, heuristics, trial-and-error, and insight. The document also provides tips for creative problem solving and models like separating ideation from evaluation, avoiding judgment, and reframing problems as questions. Finally, it discusses techniques for identifying the root cause of a problem like cause-and-effect diagrams and the 5 Whys method.
This document describes a flame test experiment to identify metals based on the color they produce in a Bunsen flame. The experiment lists various metal compounds and the colors they produce, including lithium (crimson red), sodium (yellow), potassium (lilac), calcium (orange), strontium (red) and barium (green). It explains that the flame heats the metals, moving their electrons to higher energy levels, and as they cool the electrons fall back and emit characteristic colors.
Different elements emit unique atomic line spectra colors when burned, due to electrons gaining and losing discrete energy levels and releasing photons of specific frequencies. Lithium burns with an orangish-yellow hue, demonstrating flame tests can distinguish elements based on their colored flames. Questions ask why chemicals have different colored flames, why heating is needed before light emission, and how metals create the color in salts.
This document describes the procedure and observations of a flame test experiment. The experiment involves placing various metal salt solutions on a nichrome wire and exposing the wire to a flame to observe the color of the flame. Each metal ion produces a unique color that can be used to identify the metal. Some difficulties noted are that some colors are similar, and samples with multiple metals produce mixed colors that are difficult to interpret. Real-world applications of flame tests discussed are in fireworks to produce various colored explosions, and in forensic science to identify metals in blood samples.
The document describes a flame test lab activity where students observe the colored flames produced by different metallic salts when heated. Different metal ions produce unique and characteristic flame colors due to the electrons within the metal atoms becoming excited and releasing energy in the form of visible light. Students test solutions of calcium, copper, lithium, potassium, strontium, and sodium salts to observe their flame colors and identify an unknown solution based on its color. Safety precautions are outlined for working with the heated metal salts and acid solutions.
Kekulé had a dream in which he envisioned snakes grasping their own tails and forming rings, inspiring his hypothesis that carbon atoms in benzene are arranged in a ring structure with alternating single and double bonds. This ring structure explains benzene's stability and resistance to addition reactions compared to open-chain alkenes. Aromatic compounds are named for many originally having pleasant aromas, though the term now refers to chemical stability conferred by conjugated planar ring structures like benzene that allow for resonance. These compounds are important industrially as precursors to dyes, drugs, polymers, and other chemicals.
Gene expression involves two key processes - transcription and translation. Transcription is the process where the DNA code for a protein is copied into an mRNA molecule with the help of RNA polymerase. The mRNA then travels to the cytoplasm, where during translation it attaches to ribosomes. Ribosomes read the mRNA code and add amino acids brought by tRNA molecules to produce a polypeptide chain, completing protein synthesis.
Khaled El Masry, is an assistant Lecturer of Human Anatomy & Embryology, Mansoura University, Egypt. Great thanks to Prof. Dr Salwa Gawish, professor of Cytology & Histology, Mansoura University, for her great effort in explaining Genetics course.
This document outlines a training program on design thinking techniques. It includes 4 modules that cover customer experience, sales, innovation, and creativity. The document then provides details on each stage of the design thinking process, including empathize, define, ideate, prototype, and test. It emphasizes the importance of understanding user needs and testing solutions. Contact information is also provided for the training program facilitator.
Coaching and mentoring are development techniques that use one-on-one discussions to enhance skills and performance. Coaching focuses on teaching, motivating, and encouraging employees to achieve their goals, while mentoring is a relationship where a more experienced mentor provides career guidance to a protégé. Both provide benefits such as increased skills, promotions, and satisfaction for both parties. Effective coaching and mentoring require setting goals, providing feedback, and overcoming obstacles through open communication and planning.
This document provides an overview of the curriculum for the WorkReadyNH soft skills training program. The program consists of 15 modules that cover topics such as job searching, interviewing, communication, problem solving, teamwork, customer service, and workplace behavior. It also includes online skills assessments in reading, math and locating information to help participants prepare for workplace certifications, as well as weekly performance evaluations. The goal is to provide participants with in-demand soft skills and certifications to succeed in the modern job market.
It only takes a moment to be a coach november 2014 finalmichellebaker
Michelle Baker presented a session on coaching techniques for managers. The session covered the differences between coaching and managing, common coaching challenges, and solutions to those challenges. Attendees participated in group exercises to identify characteristics of coaches and managers, coaching challenges, and how to address employee issues using the GROW model. The presentation provided resources for managers to incorporate coaching into their daily responsibilities in order to develop their teams.
Design Thinking is a 5-stage iterative process that involves empathizing with users to understand problems, defining the core problems, ideating potential solutions, prototyping solutions, and testing them. It is a human-centered approach useful for solving ill-defined problems. The 5 stages are empathize, define, ideate, prototype, and test. Design thinking helps businesses optimize processes, the IT industry develop solutions that meet user needs, education institutions address student challenges, and healthcare lower costs while improving quality.
This document provides an overview and agenda for a two-day training on project management. Day one will cover getting started with a project, including defining goals and success criteria, mobilizing the team and organization, and planning the work. Day two will focus on managing the project, including managing deadlines, resources, and change, as well as how to properly hand over and close down a project. The learning points emphasize how to establish relationships with sponsors, deliver projects on time and budget, support teams, and ensure sustainable change.
Prakrut Mehta offers training programs through his company to help organizations improve performance in areas like competitiveness, culture, and direction. He has 18 years of industry experience and an MBA. The programs focus on sales training, design thinking, customer experience mapping, and defining organizational values. They are meant to equip participants with simple and effective methods through workshops and engagements lasting 1-6 days depending on the program. T-Suite is also offered, which is a workplace technology platform for automation, analytics, and more.
Learning Solutions and Your Product Launch: How a Curriculum Drives Success (...Bottom-Line Performance
The document provides an overview of a curriculum designed to support a product launch. It begins with introductions and establishing why attendees are there - to learn about creating an effective product launch training. It then discusses what a curriculum is, how it can help with skills, knowledge and confidence, and what factors must be considered in developing a curriculum, such as the product, goals, audience and circumstances. Examples are given of curriculums developed using a three-phase framework of pre-launch, launch meeting, and post-launch support. The document concludes with strategies for long-term retention and rules for a better product launch.
This document provides an overview of design thinking and its application in education. It discusses design thinking as both a process and a way of thinking. The document then outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution. It provides examples of how design thinking has been implemented at MICDS, such as in curriculum development projects. The challenges students may face with design thinking are also examined, including patience with the process and not rushing to solutions. Overall, the document promotes design thinking as a valuable framework for problem-solving and innovation in education.
Corrie Woolcott is applying for roles in learning and development, training, and organizational development with an emphasis on learning management systems. The document provides Corrie's responses to 6 questions asked as part of a skills analysis for these roles. In the responses, Corrie describes experience managing a training plan for a transformation initiative at Vistage, leading change management for an LMS transition, experience with various learning management systems including creating training content and curriculums, important aspects of creating a training plan including following an instructional design model, innovative ways of delivering training beyond the classroom including converting in-person training to an online format using the NovoEd platform, and how they work effectively in a team environment by observing communication styles
This document provides an overview of coaching styles of management. It discusses situational leadership theories and how managers should adjust their leadership style based on the readiness of their followers. The document focuses on defining coaching, explaining its benefits over simply training employees, and outlining models for how to coach, including the GROW model. Coaching is presented as the most effective manager activity for ensuring employee success but also an area where managers typically underperform.
Human Centered Design for Learning Practitioners (Association for Talent Deve...Kristen Gallagher
A presentation that teaches the fundamentals of Human Centered Design concepts and instructional design methodologies. Build a personal toolkit for applying HCD to your learning design process.
- Nubank hired over 50 PMs in 2020 and wants to define a product discovery process to maintain high quality while scaling.
- An effective discovery process reduces uncertainties by clearly understanding problems like a product's viability, customer values, usability, and feasibility.
- Discovery involves exploring the problem space through methods like interviews and research to define the problem, and the solution space to identify options and success criteria.
- The process should scale discovery across teams while obtaining continuous customer insights and early cross-functional collaboration.
We look at the how IT Service Management Vision, Mission, Goals and Measures are crucial for all organizations. Presented by Michael Kublin, PeopleTek. Mike and his team specialize in coaching and leadership development.
This document provides an overview of a design thinking workshop at STLinSTL in June 2015. It discusses design thinking as both a process and a way of thinking. The workshop aims to help participants identify their own biases about design thinking, perceived constraints to applying the process, and how design thinking can benefit students. It outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution - and provides examples of how MICDS has implemented design thinking in different programs and classes.
The document discusses several problem solving methods including the 8 Disciplines Problem Solving process, Kepner-Tregoe Problem Solving and Decision Making (KT), TRIZ, Plan-Do-Check-Act (PDCA) model, and the GROW model. It provides an overview of each method and compares the PDCA model and GROW model. The key strengths of each approach are discussed.
Workplace learning loses unless we engage learnersBert De Coutere
In today’s workplace, we support our employees to be engaged and active learners. In a constantly changing business environment, constant learning makes our careers and our businesses future-proof. The reality however is different from the dream: in today’s workplace we are busy being busy, and learning loses out - often unintentionally. In this session for anyone involved in corporate learning, we will together: - assess the reality of today’s workplace learning: - explore the bad habits and biases that stand in the way of learning more: - get inspiration to set up experiments to engage our learners for action. (From oeb.global conference, Nov 2019)
2. About the Trainer
____________________________
While working
• business coach
• trainer
• project and innovation manager
• founder and CEO
• Creative tasks
Agnes Hűvös
Call me: +36 30 365.96.90
Email me: huvos.agnes@gmail.com
2
5. The Spectrum of Leadership Styles
______________________________________
PULL
Telling solving your solving giving offering asking helping another
what problem by someone’s advice guidance question solve their
to do involving others problem questions
PUSH
5
6. A Learning Enabler...
_______________________________
…in entrepreneurship education
• inspires entrepreneurial behavior towards motivation and
development of skills and attitudes
• provides learning content and self development tools
• facilitates the development (shift) of environmental
relationships and processes (e.g. with team members or
with business partners)
• The learner owns both the goals and the process.
6
7. Key questions to guide your choices
___________________________________________
PUSH PULL
Case Where is your focus? Coachee
Less How much time do you have? More
Being told Where is the client’s interest? Learning
Customer
threatening What is the likely impact of poor results? Containable
High What is your knowledge? Low
Low What is the benefit of sustained High
coachee learning?
Once How many times will coachee need to Many
perform the task?
7
8. + therapy +
Let's differenciate!
_______________________________ legal cases
Who Focus on How What
short term
coach person or team shaping diamonds
targeted
mentor process of person long term
gardening
or team in process
knowledge of short term destroying and
trainer
person or team building
ad hoc or creating
consultant concrete problem short term puzzle pieces
concrete process ad hoc or
facilitator short term playing puzzle
or situation
ad hoc or
mediator concrete conflict short term lions' dressage
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9. Coaching is...
_______________________________
• a shortterm process
• within, through dialog, coaching technics and supporting behavior
• the coach assists and helps the client
• to understand and develop his/her own potentiality
• and to learn technics
• in order to reach his/her SMART goals
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10. Mentoring is...
_______________________________
• a longterm process
• within, through dialog, counselling and
supporting behavior
• the mentor assists and helps the client
• to understand and develop his/her own potentiality
• and to learn technics
• in order to go further and ship his/her own goals
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11. Facilitation is...
_______________________________
• a set of technics, used on the instant
• within, through dialog, use of teamwork tools and supporting
behavior
• the facilitator assists and helps the client(s)
• to find a solution to a concrete problem or situation
• in order to reach their common SMART goals
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12. Breakdown
_______________________________
• Verbal and mental selfcontrol
• Dialog – the most used are questioning technics
• Coaching, mentoring or facilitation technics (e.g.
visualisation, brainstorming, different process models…)
• Supporting behavior, especially:
o Empathic and active listening
o Tolerance
o Keeping framework, supporting upcoming content
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13. Let’s practice!
_______________________________
Listening
• Listen & give feedback on your presence
• Don’t let your thoughts & ideas take place
• Give verbal feedback on essentials by formulating
questions and neutral summarizings
5+2 minutes
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15. GROW model
____________________________
• G – GOAL: What do you want?
• R – REALITY: What is happening now?
• O – OPTIONS: What could you do?
• W – WILL or WRAPUP: What will you do?
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16. The GROW model
____________________________
TOPIC
Tell me about…
What would you like to think/talk about…?
Give me a flavour in a few short sentences...
GOAL OPTIONS
What do you want to move forward on…? What could you do to move yourself just
What can we achieve in the time available…? one step forward…?
What would be the most helpful thing for you What are your options…?
to take away from this session? How far towards your objective will that
take you…?
REALITY WILL or WRAPUP
What is happening now that tells you…? What will you do next…?
Describe the current situation… How, when, with whom…?
What made you realisethat you need to do What do you need from me?
something different?
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17. RAMMmodell (Michael Axelrod)
_____________________________________
• R Result – Where want we get to?
• A Action – What will we do? What is our plan? What are the elements,
steps, concrete actions of it?
• M Measure – How do we mesure quality and quantity of our results
(milestones)? How do we evaluate it?
• M Modify – What changes (in life, work…) are needed to be done in
order to get to our goal?
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21. The MPH Tool
____________________________________________
META general MACRO MICRO detailed
examples I understand. Would
Tell me about… Could you tell me you, please explain in
concrete (facts, details…
situations…)
Past Present Projected
Let’s take a look You told me a past What could make this
back… situation. Is it used to better? How do you
happen nowdays? imagine the situation
What is the present in one year from now?
situation?
Heart Head Hand
How do you feel about What are the reasons? How do you act?
it, exactly?
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28. Our Expectations so far
____________________________
Do we know each other? the client's attitude, the
____________________________
expected result and the
level of contribution drives
the process even if it is not
on explicit level...
build confidence and
good atmosphere
Overview of the 4 days session
set a clear framework
____________________________
and a robuste working
culture
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29. About open ended questions
_____________________________________________
If you ask questions that you know the answer to, it can be
• a teaching method (Repetitio est mater studiorum.)
• Manipulation (You said so, man...)
• fight for the power (I lead this conversation, I make questions.)
• conformism (C'mon, let's maintain somehow this conversation.)
If you ask a question that you don't know the answer to, it can be
• trusting the wisdom of the client
• gathering information (getting real power, ability to act properly)
• simple curiosity
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30. How can we build a vision?
___________________________________
• The best tools for building a vision is to ask openended questions.
– How much did you pay for taxes last year?
– How would you finance your children’s education if your husband
had an accident?
– How long do you want to pay exorbitant interest rates?
– How much risk do you want to take by transferring the patient to
another hospital?
– Who will clean your bed pan?
– What would you lose if someone sued your company?
– What would you buy from the 2 million forints I offer you?
– What will your colleagues say if you show up in a torn jacket?
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32. When do we need coaching or
facilitation?... (2)
__________________________________
Carreer coaching
The best carreers advice given to the young is ‘Find out what you
like doing best and get someone to pay you for it.’ (Katherine
Whitehorn, british journalist)
Skills coaching (e.g. business presentation)
The test of a firstrate intelligence is the ability to hold two opposed
ideas in mind at the same time and still remain the ability to
function. (F Scott Fitzgerald american writer)
What else…?
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37. Price example
___________________________________
• A university researcher invented a more efficient
fermentation process and patented the technology
– A local pub, a microbrewery wants to license this to
make beer cheaper. It would save them 50K Euro/year
– A top biotech firm wants to license the technology
because it will make their product competitive in the $3B
dollar colorectal cancer market. It would increase their
revenues by $1B and their profits by $300M annually.
• What is the fair price of the patent?
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41. Rules (2)
___________________________________
Price is determined by pain
• Pain: the real reason you are at the negotiation table
• Companies do not buy technologies but a solution to take away the pain they have
• Pain examples:
– Costs are increasing faster than sales
– Our technology is not competitive with Mr. Competitor’s technology
– Our supplier cannot meet certain specs that our customer demands
– I promised to deliver 5 contracts this year but finished only 1 by fourth quarter
– I want to be promoted to become vice president and I need to demonstrate my ability to bringin
successful technology
– I want to buy a red Porsche/ a sailing boat/ house from the license fees
• The clearer the vision of pain the adversary has the higher the price he/she will pay.
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43. How can the FC help?
___________________________________
• Help the client to
➔ formulate at least 3 open ended questions that can clarify the vision of
pain of the adversary.
➔ determine what was his/her own pain in negotiation situations.
➔ Discuss KFS
● Ask open ended questions which help to build a vision of that pain.
● Take responsibility on circumstances (timeframe, venue, documentation etc.
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