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How, When, and Why to Train Presentation
- 1. How, When, andWhy to Train Properly Erin Kopal Connor Shane
- 2. STUDENT LEARNING OUTCOMES 1.To be able to successfully use training models and techniques in order to reduce the number of reoccurring training related mistakes in the workplace. 2. To be able to recognize an individual employees progress and developmental level in order to know when and how to act as a mentor, a coworker, give advice, or ask questions. 3. At the conclusion of this presentation, we expect you all you be able to understand the importance of training a group of new staff members in order to continually promote a successful business strategy.
- 3. HOW THIS ISGOING TO WORK… 1. What are the most used relevant training methods and techniques and how to use them to grow your business from within. 2. When to use the aforementioned training techniques keeping in mind the individual progress and developmental level. 3. Why… 4. Recap on what we learned
- 4. DUFOUR METHOD “To createa professional learning community, focus on learning rather than teaching, work collaboratively and hold yourself accountable for results. ” –Richard DuFour • Professional Learning Communities (PLC’s) • Idea #1: Ensure That Students Learn • Idea #2: Collaboration • Idea #3: Focusing on Results http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community¢.aspx
- 5. FLIPPEN METHODS • TheFlippen Group • The Flippen 360 Profile • Based on a complex psychometric instrument that is able to pinpoint behavioral characteristics and predict future behavior and performance • Reliability analyses were completed that demonstrated internal consistency through Cronbach’s alpha along with test-retest correlations. • Cronbach’s alpha is a coefficient of reliability N= # of items c-bar= average inter-item covariance among the items v-bar= average variance
- 6. FLIPPEN METHODS • TheEXCEL Teaching Model E – Engage X – Explore C – Communicate E – Empower L – Launch
- 7. SITUATIONAL LEADERSHIP • BlanchardTraining and Development, Inc. has been using Situational Leadership for 47 years. • What is it…?
- 8. DICHOTOMY VS DYAD “Situationalleadership is not something you do to people but something you do with people” (84) Blanchard, Ken and Marc Muchnick. The Leadership Pill: The Missing Ingredient in Motivating People Today. HarperCollins, 2003. Print
- 9. WHY • Avoiding fundamentalmistakes that don’t require personal experience to learn and retain. • Examples…? • “No one learns as much about a subject as one who is forced to teach it.” ― Peter F. Drucker • The mission and the vision of the business are the boat. Are you on that boat? How do you help get everybody onboard so nobody is struggling to keep their heads above water?
- 10. RECAP • DuFour • ModifyingFlippen 360 for workplace training • EXCEL • Situational Leaders and differing developing employees • Dichotomy and Dyad. Focusing on similarities and togetherness • Why you paid attention for so long… • SLO’s
Editor's Notes
- #5 PLC: Any professional environment where an individual is focused on learning 1) What do we want each student to learn? How will we know when they have learned it? How will we respond when the student experiences a difficulty in learning? Being aware of the incongruity between teacher and student 2) Making sure the teachers are on the same page 3) Instead of focusing on the teacher’s effectiveness, focus on how to meet the needs of students
- #6 Flippen Group: Experts in leadership that provide coaching and build leadership teams to organizations around the world.
- #7 EXCEL Model: Focus on the process to build meaningful relationships with students Engage Draw the student into a relationship that will progressively grow; preparing students to be involved with the teacher throughout the learning process Explore Listening, attending, conveying empathy, probing, and asking open-ended questions to see where they are personally, academically, and emotionally Communicate Discussing the needs discovered in the previous step Empower Building an atmosphere of trust where the student practices and applies what they have learned; comfortable failing; positive interaction; encouragement and support Launch Recapping what the students have learned, how it is relevant and useful for them, and how they will apply it
- #8 Directing Leader (using a lot of direction and explanation) to a D1 Individual (with low competence) *begin the EXCEL model* Coaching Leader (using a lot of direction but also a lot of support for ideas) to a D2 Individual (with some competence but also a low commitment, at risk of losing motivation) *specifically focus on Flippen 360* Supporting Leader (using less direction in order to promote individuals growth but high support for ideas in case of failure. We discuss but they make the decision and you support them in case of failure) to a D3 individual (with high competence and a desire to grow) Delegating Leader (giving projects to the individual and stepping out of the picture almost entirely. Very little to no direction and little support) to a D4 individual (with very high competence and very high commitment. Trusted as someone who understands the mission and vision of the business and caters work accordingly)
- #9 Dichotomy: a division or contrast between two things that are or are represented as being opposed or entirely different Dyad: something that consists of two elements or parts with emphasis on the similarities. Why is it important to focus on the similarities rather than the differences when training? In a situation when an employee is being introduced into a culture, focusing on differences can lead to a disconnect between employee and the cultural environment they work in. According to Ken Blanchard, using situational leadership is a style of leadership closely related to servant leadership in that the leader actively participates with the followers, and does what he/she asks of them. It is less of a style of leadership than it is a form of teamwork.