AboutLeo Lingham Expertise In Managing a business, I can cover all aspects of running
a business--business planning, business development, business auditing, business communication, operation management, human
resources management , training, etc.
Experience 18 years of working management experience covering such areas
as business planning, business development, strategic planning,
marketing, management services, personnel administration.
PLUS
24 years of management consulting which includes business planning, strategic planning, marketing, product management, training, business coaching etc.
Question I have problem with these question. Please answer these question. Thanks
Q1. Why is need aaessment an important first step in any training prgram? Explain three ways that a trainer might learn about the training needs faced by the employees.
Q2. "Classroom based training prgrams (Lecturer, Role Play and games) used so much more than the individualized approaches to training." Do you think this choice is appropriate? Discuss the advantages and disadvantages of thsese techniques.
@3. What are various media available for the trainer ? What are the criteria for selection of media & what criterian may be considered the most appropriate ?
Q4. A training need analysis of middle and first level producation managers was conducted at an automobile component manufacturing company. The TNA showed that most of the managers at both level used a confrontational style in dealing with the subordinates. What type of competencies should be developed in the management training? Discuss with reference to any two training methods.
Thankyou very much
Answer TARUN,
HERE IS SOME USEFUL MATERIAL.
REGARDS
LEO LINGHAM
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Q1. Why is need aaessment an important first step in any training prgram? Explain three ways that a trainer might learn about the training needs faced by the employees.
The reasons for doing training needs assessment
-To determine whether training is needed
-To determine causes of poor performance
-To determine content and scope of training
-To determine desired training outcomes
-To provide a basis of measurement
-To gain management support
-TO determine the required level of usefulness, coverage, depth, method and skills
-To determine the quality of learning required.
-To determine the Impact on the job behavior requirements.
-To determine the impact on the Organizational parameters like Productivity / Quality / Morale
requirements.
-To determine the Ultimate value to the organization
-To determine the future/further requirements in training
-To determine the need for resources for the future.
-To determine the quality of transfer of learning to the learners.
-TO determine the achievements levels of the trainees.
-To determine the quality of the trainers required.
-To determine the training methods required.
-To determine the level of training facilities required.
-To determine the satisfaction level required /
-To determine the effectiveness of the subject contents required.
-To determine the level of behavioral changes in the participants required.
-To determine the level impact on the business results required.
-TO determine the total estimated cost .
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THE NEEDS ASSESSMENT FINDS CAN ALSO
HELP THE HR DEPARTMENT
1. To determine the Scope of the Training program.
2 .To determine the Organizational Entities
3.To delegate the Responsibility/ management ownership of the program.
4.To develop the Training/development Objectives
5.To develop the Training/development strategies.
6.To draft the Training / development Policy
7. To review/set up the Corporate / Organizational Goals Supported
[ impact on the business]
8. To identify/ set up Training / development Benefits
9.To identify and Strengths the Areas of improvements of the Organization
10. Training Needs Are Identified, Verified, and Prioritized
11. Training Needs To Be Addressed in a priority manner.
12. Course / by Job Category
13.To decide the Course contents / Descriptions
14.To decide the Planned Course Development/Acquisition Strategy
15. To decide the Estimated Development and Acquisition Costs
16. To set the Course Quality Standards
17. To set the Planned Delivery Schedule
18. To set the staff Selection and Enrollment Procedures
19. To set the system for the Training Evaluation and Tracking
20.To decide the training techniques to be used.
21.To decide the training tools/ aids to be used.
22. To decide on the methods to be used to overcome barriers.[ if any ]
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METHODS OF TRAINING NEEDS IDENTIFICATION
In addition to
-PERFORMANACE APPRAISAL
there are other methods like
-ONE TO ONE INTERVIEWS [ in person / by telephone]
[ one to one information gathering]
-FOCUS GROUPS
[meetings of individuals who share an interest in the subject
exchange ]
-USING QUESTIONNAIRE
[ information gathering on paper]
-DOCUMENT ANALYSIS
[reviewing the existing documents/ analysing]
-OBSERVATION
[observing / reviewing people performing on the job]
-SEEKING INPUTS FROM LINE MANAGERS
[ assessment of line managers of their staff]
-ORGANIZATIONWIDE SKILL AUDIT
[ auditing operation process ]
-CUSTOMER SATISFACTION SURVEY
[ source of inputs ]
-ORGANIZATIONAL METHODS
[ changes/ impact on the organization]
-JOB ANALYSES METHODS
[changes / impact on the individual jobs]
-INDUSTRY ANALYSES METHODS
[ changes in industry characterisitics / impact on the organization]
-BEHAVIORAL ANALYSES
[data collection by observation ]
-CRITICAL INCIDENTS
[ reports /descriptions of things ]
-HUMAN ANLYSES METHODS
[paper pencil dianostic tests of knowledge/opinions etc]
-ADVISORY COMMITTEE METHODS
[ seeking advice of departmental heads ]
THE SELECTION OF THREE METHODS WOULD DEPEND
ON THE SITUATION.
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Q2. "Classroom based training prgrams (Lecturer, Role Play and games) used so much more than the individualized approaches to training." Do you think this choice is appropriate? Discuss the advantages and disadvantages of thsese techniques.
IT IS TRUE, THE 3 CLASSROOM BASED
TRAINING PROGRAMS ARE OFTEN USED.
THIS IS BECAUSE THE TRAINERS
-are familiar with these techniques.
-are uncomfortable with other approaches.
BUT THIS CHOICE IS NOT APPROPRIATE.
THE TRAINERS SHOULD CHOOSE
THE MOST APPROPRIATE MIX AS PER
THE SITUATION/ THE LEARNERS.
=================================
LECTURING
Pros:
-This method emphasizes the trainee involvement. It engages several senses: seeing, hearing, feeling, touching.
- Less time is needed for the trainer to prepare than other methods. It provides a lot of information quickly when it is less important that the trainees retain a lot of details.
Cons:
-Does not actively involve trainees in training process. The trainees forget much information if it is presented only orally.
-It requires a great deal of trainer preparation and planning. There also needs to be an adequate space for the training to take place. If the trainer is not skilled in the task being taught, poor work habits can be learned by the trainee.
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Role Playing
During a role play, the trainees assume roles and act out situations connected to the learning concepts. It is good for customer service and sales training.
Pros:
Trainees can learn possible results of certain behaviors in a classroom situation. They get an opportunity to practice people skills. It is possible to experiment with many different approaches to a situation without alienating any actual customers.
Cons:
A lot of time is spent making a single point. Trainers must be skilled and creative in helping the class learn from the situation. In some role play situations, only a few people get to practice while others watch.
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Simulations
Trainees participate in a reality-based, interactive activity where they imitate actions required on the job. It is a useful technique for skills development.
Pros:
Training becomes more reality-based, as trainees are actively involved in the learning process. It directly applies to jobs performed after training. Simulations involve yet another learning style, increasing the chance that trainees will retain what they have learned.
Cons: Simulations are time-consuming. The trainer must be very skilled and make sure that trainees practice the skills correctly. Only perfect practice makes perfect.
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@3. What are various media available for the trainer ? What are the criteria for selection of media & what criterian may be considered the most appropriate ?
TO ACHIEVE THE EFFECTIVE LEARNING PRINCIPLES AND
TO GAIN THE TRAINING OUTCOME,
AN APPROPRIATE MEDIUM IS REQUIRED---
--THAT IS THE RIGHT MIX OF TRAINING METHODS.
There are many different ways to train. How can a manager charged with training his or her employees choose an appropriate method?
The method by which training is delivered often varies based on the needs of the company, the trainee, and on the task being performed. The method should suit the audience, the content, the business¡¦ environment, and the learning objective. Ideally, the method chosen will motivate employees to learn, help employees prepare themselves for learning, enable the trainees to apply and practice what they've been taught, help trainees retain and transfer what they have learned, and integrate performance with other skills and knowledge.
Other factors affecting the choice of a training method include:
-Age, gender, or level of education of the trainees
-Learning styles of the trainees
-Number of trainees
-Budget
-Trainer's skills and training style
Common group training methods include:
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Lecture
A lecture is the method learners often most commonly associate with college and institutions. Yet, it is also considered one of the least effective methods to use for adult learners. In this method, one person (the trainer) does all of the talking. He or she may use handouts, visual aids, question/answer, or posters to support the lecture. Communication is primarily one-way: from the instructor to the learner.
Pros: Less time is needed for the trainer to prepare than other methods. It provides a lot of information quickly when it is less important that the trainees retain a lot of details.
Cons: Does not actively involve trainees in training process. The trainees forget much information if it is presented only orally.
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Demonstration
Demonstration is very effective for basic skills training. The trainer shows trainees how to do something. The trainer may provide an opportunity for trainees to perform the task being demonstrated.
Pros: This method emphasizes the trainee involvement. It engages several senses: seeing, hearing, feeling, touching.
Cons: It requires a great deal of trainer preparation and planning. There also needs to be an adequate space for the training to take place. If the trainer is not skilled in the task being taught, poor work habits can be learned by the trainee.
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Seminar
Seminars often combine several group methods: lectures, discussions, conferences, demonstrations.
Pros: Group members are involved in the training. The trainer can use many group methods as part of the seminar activity.
Cons: Planning is time-consuming. The trainer must have skill in conducting a seminar. More time is needed to conduct a seminar than is needed for many other methods.
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Conference
The conference training method is a good problem-solving approach. A group considers a specific problem or issue and they work to reach agreement on statements or solutions.
Pros: There is a lot of trainee participation. The trainees build consensus and the trainer can use several methods (lecture, panel, seminar) to keep sessions interesting.
Cons: It can be difficult to control a group. Opinions generated at the conference may differ from the manager¡¦s ideas, causing conflict.
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Panel
A panel provides several points of view on a topic to seek alternatives to a situation. Panel members may have differing views but they must also have objective concerns for the purpose of the training. This is an excellent method for using outside resource people.
Pros: Trainees often find it interesting to hear different points of view. The process invites employees to share their opinions and they are challenged to consider alternatives.
Cons: It requires a great deal of preparation. The results of the method can be difficult to evaluate.
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Role Playing
During a role play, the trainees assume roles and act out situations connected to the learning concepts. It is good for customer service and sales training.
Pros: Trainees can learn possible results of certain behaviors in a classroom situation. They get an opportunity to practice people skills. It is possible to experiment with many different approaches to a situation without alienating any actual customers.
Cons: A lot of time is spent making a single point. Trainers must be skilled and creative in helping the class learn from the situation. In some role play situations, only a few people get to practice while others watch.
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Case Studies
A case study is a description of a real or imagined situation which contains information that trainees can use to analyze what has occurred and why. The trainees recommend solutions based on the content provided.
Pros: A case study can present a real-life situation which lets trainees consider what they would do. It can present a wide variety of skills in which applying knowledge is important.
Cons: Cases can be difficult to write and time-consuming to discuss. The trainer must be creative and very skilled at leading discussions, making points, and keeping trainees on track.
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Simulations
Trainees participate in a reality-based, interactive activity where they imitate actions required on the job. It is a useful technique for skills development.
Pros: Training becomes more reality-based, as trainees are actively involved in the learning process. It directly applies to jobs performed after training. Simulations involve yet another learning style, increasing the chance that trainees will retain what they have learned.
Cons: Simulations are time-consuming. The trainer must be very skilled and make sure that trainees practice the skills correctly. Only perfect practice makes perfect.
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Projects
Projects require the trainees to do something on the job which improves the business as well as helps them learn about the topic of training. It might involve participation on a team, the creation of a database, or the forming of a new process. The type of project will vary by business and the skill level of the trainee.
Pros: This is a good training activity for experienced employees. Projects can be chosen which help solve problems or otherwise improve the operation. Trainees get first-hand experience in the topic of the training. Little time is needed to prepare the training experience.
Cons: Without proper introduction to the project and its purpose, trainees may think they are doing somebody else¡¦s work. Also, if they do not have an interest in the project or there is no immediate impact on their own jobs, it will be difficult to obtain and maintain their interest.
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Common individual training methods include:
Self-discovery
Trainees discover the competencies on their own using such techniques as guided exercises, books, and research.
Pros: Trainees are able to choose the learning style that works the best for them. They are able to move at their own pace and have a great deal of ownership over their learning.
Cons: Trainees can easily get side-tracked and may move slower than the trainer desires. It is also more difficult to measure the employee¡¦s progress.
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Movies/videos/computer-based training
Content for the training experience comes primarily from a videotape or computer-based program.
Pros: It is easy to provide this training and the trainer can follow-up with questions and discussion. It is also easy to assure that the same information is presented to each trainee.
Cons: It is expensive to develop. Most trainers choosing this option must purchase the training from an outside vendor, making the content less specific to their needs.
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On-the-job training
This is the most common method of training. The trainee is placed on the job and the manager or mentor shows the trainee how to do the job. To be successful, the training should be done according to a structured program that uses task lists, job breakdowns, and performance standards as a lesson plan.
Pros: The training can be made extremely specific to the employee's needs. It is highly practical and reality-based. It also helps the employee establish important relationships with his or her supervisor or mentor.
Cons: Training is not standardized for employees. There is often a tendency to have a person learn by doing the job, providing no real training.
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Mentoring
A mentor can tutor others in their learning. Mentors help employees solve problems both through training them in skills and through modeling effective attitudes and behaviors. This system is sometimes known as a buddy system.
Pros: It can take place before, during, or after a shift. It gives the trainee individual attention and immediate feedback. It also helps the trainee get information regarding the business culture and organizational structure.
Cons: Training can be interrupted if the mentor moves on. If a properly trained mentor is not chosen, the trainee can pick up bad habits.
When choosing from among these methods, the trainer must decide which one best suits the trainees, the environment, and the investments available. Many trainers will choose to combine methods or vary them. Others will select a single method that works best for them and never vary. With so many options, a trainer is limited only by his or her creativity.
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CLASSIFICATION OF INSTRUCTIONAL AIDS
Projective
· Motion pictures
· Videos
· Colour slides
· Overhead projector transparencies
· Computer pallet
Non-projective
· Chalkboard
· Whiteboard
· Charts and diagrams
· Models
· Exhibits
· Handouts
· Tape recorder
SELECTION OF AIDS
In selecting aids, take into account the following:
· Practicability
· Attractiveness and interest; vividness
· Suitability
· Complexity
· Clarity
· Portability
· Serviceability
· Availability
· Location
· Preparation and presentation
· Time factor
PRINCIPLES TO FOLLOW IN ADOPTING A VISUAL APPROACH
· Anything that can be quantified or is factual can be presented visually
· Obtain and select the necessary data; confusing data and confusing information will result in confusing visuals
· Know clearly what you want to say in your visuals; write it down
· Plan your visuals; know what you want to include (Sketch an outline of ideas you think will work.)
· Try the visuals out on others before you use them
Tips to ensure the trainees do not go to sleep during presentation of your visuals
· Make your visuals visible
· Ensure that the trainees can see them
· Use colour for headings
· Take care with drawings; they can be misinterpreted
· Make them simple; eliminate details
· Ensure the key feature occupies a prominent part of the screen or display
· Minimize reflection
· Show all the key points (oral presentation includes everything necessary to sell the key points through the ears; visual presentation includes everything necessary to sell the key points through the eyes)
Whatever instructional aid(s) you choose to use as a trainer, it is important to remember practise....practise....practise
Preparation
· Plan carefully the use of instructional aids
· Make sure that the aids can be seen clearly from all areas of the room
· If you write, write clearly
· Use colour for emphasis
CHARTS AND DIAGRAMS
These fall in two main categories:
Bold and simple
These are for use during a training session. They should:
· Be large enough to be seen by all
· Not necessarily be self-explanatory
· Be functionally coloured
· Include only the essentials
Detailed
These are for close study at leisure. They should:
· Be more or less self-explanatory
· Be of medium or small size
· Be suitable for semi-permanent display
· Be artistically produced
HANDOUTS
Handouts are specially prepared sheets and notes. They are used:
· For reference purposes during the session or course
· To substitute for note taking
· To retain as a permanent record for reference after the course
A handout can:
· Introduce a topic
· Provide revision
· Provoke discussion
Handouts should:
· Be brief and sharp/containing only essential details
· Be accurate and complete
· Be designed clearly and attractively, with good use of white space
· Include diagrams if appropriate
· Always have a title
· Be planned
· Be of a standard size
· Be presented in a logical sequence
· Be pitched at a level appropriate to the audience
Why use handouts?
· They carry the stamp of authority
· They provide a record of important information
· They supply data to reflect the presentation
· They can provide background documentation (longer and more comprehensive)
· They can be studied at the reader's own pace
· They convey with certainty the same data to a number of people
· They appeal to the sense of sight
When should handouts be distributed?
· Before the presentation
· During the presentation
· At the end
OVERHEAD TRANSPARENCIES
The overhead projector is one of the most useful training aids. It can replace the need for chalkboards, whiteboards and charts. The overhead projector can be used for presentation to a group of any size.
All material for use on an overhead projector needs to be reproduced on to transparencies using either special pens or printers with either non-permanent or permanent ink (the latter if the trainer wants to keep and reuse the transparencies). It is also possible to make either black and white or colour transparencies using a specially designed photocopier. Computer-generated transparencies can be excellent.
Design of overhead transparencies
· Keep them simple
· Include only essentials
· Make sure lettering is of sufficient height (>5 mm)
· Use colour on colourless film or contrasting colours on coloured film
· Do not clutter (no more than seven principle points to a transparency)
· Illustrations can be useful
Using the overhead projector
· Make sure the projector is placed so that all can see
· Focus correctly
· Use masking technique: cover part of the transparency so only the material you are discussing is shown
The overhead projector is probably the most flexible of the aids available to the trainer. Used correctly, it will enhance trainee learning by making presentations more interesting and explanations clearer.
THE COMPUTER PALLET
The computer pallet is a device that replaces the computer screen. It is placed on top of an overhead projector, allowing the instructor to project material that has been prepared and stored on a computer disk.
The same basic principles that apply to the design of overhead transparencies also apply to the preparation of material on a computer for use on a computer pallet. The benefits of using a computer pallet include flexibility and the ability to amend material easily. Particular computer programs, if available to the instructor, can provide a large selection of graphic materials and presentation packages.
At present this technology is not widely available. An instructor who wishes to utilize a computer pallet should be trained and familiar with its use.
COLOUR SLIDES
Main features
· Slides are relatively inexpensive to procure
· They are easily used
· They facilitate study of a topic one step at a time
· All trainees get the same clear view
· Each frame can be studied and discussed at leisure during the screening
· They can be used in conjunction with a tape-recorder (tape/slide sequence)
How to use slides effectively
· Do not treat as entertainment
· Select slides that are relevant
· Plan your presentation
· Include an introduction and conclusion
· Do not prolong the presentation
· Ensure the equipment is sound and well set up before the presentation
VIDEOS
· Make sure videos are directly related to the subject; do not use them merely for entertainment or to give yourself a rest
· Make sure all trainees can see the monitor
· The video should be introduced; trainees should be told what it is about and what they should look for
· Review the video in a discussion after screening
SUMMARY: RECOMMENDATIONS FOR AN EFFECTIVE PRESENTATION
Always:
· Allow ample time for preparation: sufficient time to plan and construct and sufficient time to rehearse
· Make a file copy of your visuals
· Check on your worst seats, those on the extreme right and left
· Mount screen high enough for all to see
· Remove competing attractions; competition will reduce impact of your visuals
· Check all arrangements before you go on, even if it means going without your breakfast, lunch or dinner; make sure you have done everything possible for a smooth presentation
· Maintain constant contact with your audience; know your visuals well enough that you do not have to break your commentary to check points
· Time your visuals to coincide with your comments; mistiming is distracting
· Make your presentation straightforward; be sincere and win the confidence of your audience
· Keep your visuals moving; parallel the flow of your words with the flow of visuals
· Use only the required number of words; avoid excessive wordage
· Use only well-trained assistants who know the visuals as well as you do
· Keep your visuals; they may be needed again
Q4. A training need analysis of middle and first level producation managers was conducted at an automobile component manufacturing company. The TNA showed that most of the managers at both level used a confrontational style in dealing with the subordinates. What type of competencies should be developed in the management training? Discuss with reference to any two training methods.
1.Interpersonal Competencies
a.Building Trust
Interacting with others in a way that gives them confidence in one’s intentions and those of the organization.
-Operates with integrity—Demonstrates honesty and behaves according to ethical principles; ensures that words and actions are consistent; walks the talk; behaves dependably across situations.
-Discloses position—Shares thoughts, feelings, and rationale so that others understand positions and policies. Maintains confidentiality—Keeps private or sensitive information about others confidential.
-Leads by example—Serves as a role model for the organization’s values; takes responsibility for delivering on commitments; gives proper credit to others; acknowledges own mistakes rather than blaming others.
-Treats people fairly—Treats all stakeholders with dignity, respect, and fairness; listens to others without prejudging; objectively considers others’ ideas and opinions, even when they conflict with prescribed policies, procedures,
or commonly held beliefs; champions the perspectives of different partners even in the face of resistance; engages in effective conflict resolution.
-Ensures compliance with legal, ethical, and regulatory requirements—Ensures that processes and results comply with relevant legal, ethical, and regulatory requirements; monitors compliance and creates reports if needed.
-Communicating Effectively
Expressing thoughts, feelings, and ideas in a clear, concise, and compelling manner in both individual and group situations; actively listening to others; adjusting style to capture the attention of the audience; developing and deploying targeted communication strategies that inform and build support.
-Influencing Stakeholders
Selling the value of learning or the recommended solution as a way of improving organizational performance; gaining commitment to solutions that will improve individual, team, and organizational performance.
-Leveraging Diversity
Appreciating and leveraging the capabilities, insights, and ideas of all individuals; working effectively with individuals having diverse styles, abilities, motivations, and backgrounds (including cultural differences).
-Networking and Partnering
Developing and using a network of collaborative relationships with internal and external contacts to leverage the workplace learning and performance strategy in a way that facilitates the accomplishment of business results.
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2.Personal Competencies
Demonstrating Adaptability
Maintaining effectiveness when experiencing major changes in work tasks, the work environment, or conditions affecting the organization (for example, economic, political, cultural, or technological); remaining open to new people,
thoughts, and approaches; adjusting effectively to work within new work structures, processes, requirements, or cultures.
-Seeks to understand changes—Seeks to understand changes in work tasks, situations, and environment as well as the logic or basis for change; actively seeks information about new work situations and withholds judgment.
-Approaches change positively—Treats changes as opportunities for learning or growth; focuses on the beneficial aspects of change; speaks positively and advocates the change when it helps promote organizational goals and
strategy.
-Remains open to different ideas and approaches—Thinks expansively by remaining open to different lines of thought and approaches; readily tries new and different approaches in changing situations.
-Adjusts behavior—Quickly modifies behavior to deal effectively with changes in the work environment; acquires new knowledge or skills to deal with the change; does not persist with ineffective behaviors; shows resiliency and
maintains effectiveness even in the face of uncertainty or ambiguity.
-Adapts to handle implementation challenges—Effectively handles global, cultural, economic, social, and political challenges to the effective implementation of learning and performance solutions; works to overcome barriers and deal constructively with nontraditional or challenging situations.
-Modeling Personal Development
Actively identifying new areas for one’s own personal learning; regularly creating and taking advantage of learning opportunities; applying newly gained knowledge and skill on the job.
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3.Gain Acceptance as a direct boss: You must gain the respect of your
work group in order to be a successful boss.
1. Know the educational and professional background and interests of the
people you supervise
2. Communicate your background, philosophy, and general expectations
about performance to staff
3. Listen, be open to the concerns of people
4. Know the job descriptions and work plans of staff members
5. Communicate the organizational and unit goals with people you supervise
6. Regularly communicate relevant information from upper management
7. Advocate for your staff if appropriate (e.g., appropriate salaries,
resources, training opportunities)
8. Actively attempt to solve problems
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4.Develop Individual Employee Work Plans: Meeting with each
individual you supervise to jointly develop his or her performance
objectives for a specified period of time such as 6 or 12 months.
1. Meet with each person you supervise to develop a work plan
2. Review their job description and update if necessary
3. Agree on the employee’s major areas of responsibility (e.g., financial
management, program coordination)
4. Jointly develop work objectives for a specified period of time that are
specific, realistic, measurable, and time bound
5. Agree on performance standards with the employee such as quantity,
quality, timeliness, and/or cost, related to accomplishing work objectives
6. Provide adequate resources, according to your ability, for person to
succeed
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5.Maintain High Level of Performance: Strategies you use on a regular
basis to motivate employees to achieve their best work every day.
1. Publicly acknowledge individual accomplishments
2. Talk informally with staff on a routine basis
3. Take staff ideas, suggestions, and wishes into account whenever possible
4. Provide opportunities for challenging assignments
5. Pass on reports of “good work” to the higher levels in the organization
6. Provide opportunities for training when this is appropriate to the goals of
individuals and the organization
7. Invite people to submit agenda items for formal meetings
8. Promote opportunities for staff learning and career advancement
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6.Conduct Formal Performance Review Meetings: Meet with each staff
member on a scheduled basis, generally every 6 months, to review their
work plan and assess their performance.
1. Establish a schedule for performance reviews
2. Arrange for time and location, notify employee
3. Control interruptions
4. Review employee’s work plan in advance
5. Discuss employee’s performance with other managers if relevant
6. At meeting, jointly review with employee their work plan and progress
7. Provide positive and constructive feedback, negative if necessary
8. Jointly develop work plan for next designated time period
9. Jointly develop an action plan for any education, training, or in-service
activities for employee
10. Incorporate the employee’s comments into the performance review
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7.Dealing with Performance Problems: Being a boss means dealing
with performance problems and in some cases, disciplinary action or
discharge.
1. Describe the problem objectively in terms of work consequences
2. Don’t assign blame for the problem
3. Know who else may be involved
4. Review job descriptions and specific tasks/instructions with employee(s)
to clarify expectations as soon as possible
5. Diagnose all possible causes by collecting objective information
6. Assess whether additional training may be needed for skill deficiency
7. Assess other causes, e.g., personal problems, lack of challenge
8. Establish action plan jointly to solve problem
9. Give close supervision for a specified period known by the supervisee
10. Understand your organization’s procedures for taking formal corrective
action, e.g., documentation, discipline, layoff, discharge
11. Consult with your manager, presenting a detailed and documented
description of the problem
12. Take action, if required, to dismiss and replace the employee
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8.Managing Conflict Between Employees: This is often one of the most
difficult areas for bosses to deal with.
1. Keep an open mind about the problem and the causes
2. Interview each person separately
3. Concentrate on the fact, not personalities
4. Ask each individual for advice on how the problem can be resolved
5. Encourage reconciliation if agreement can be reached
6. If no agreement, establish ground rules for future behavior, roles
7. Emphasize benefits of cooperation and the consequences of none
8. Establish and inform employees of procedures for any further grievances
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9.Counseling a Troubled Employee: People sometimes need special
assistance in dealing with a particular difficulty/life crisis.
1. Offer assistance when known problems interfere with job performance
2. Listen, guide, encourage employee to solve his/her own problems
3. Let employee express him/herself
4. Assure employee of privacy and confidentiality, but also adhere to the
established employee policies in your organization
5. Provide flexibility, support for work as much as you can reasonably do
6. Refer to outside resource, such as rehabilitation services for substance
abuse, if appropriate
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TRAINING METHODS
Lecture
A lecture is the method learners often most commonly associate with college and institutions. Yet, it is also considered one of the least effective methods to use for adult learners. In this method, one person (the trainer) does all of the talking. He or she may use handouts, visual aids, question/answer, or posters to support the lecture. Communication is primarily one-way: from the instructor to the learner.
lectures, discussions,
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Conference
The conference training method is a good problem-solving approach. A group considers a specific problem or issue and they work to reach agreement on statements or solutions.
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Role Playing
During a role play, the trainees assume roles and act out situations connected to the learning concepts. It is good for customer service and sales training.
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