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Marwa Hasbini

FIRST STEPS TO BECOME A TRAINER


PEOPLE APPROACH
“You can dream, create, design and build the most wonderful place in the world….but it
requires people to make the dream a reality” Walt Disney
ICE BREAKER
Agenda
2:00 – 2:15 Icebreaker

2:15-3:00 Training Basics

3:15 – 3:45 Leadership & EQ

3:45 – 4:00 Break

4:00-4:30 Content Development & Evaluation

4:30 – 5:00 Setting Goals & Methodology

5:00-5`:15 Break

5:15-6:00 Workshop Wrap-Up


Learning Objectives
Develop professional development plans utilizing diverse methodologies
Develop your skills in resolving conflict, and giving feedback to trainees
Better organize yourself and your training for peak efficiency
Understand how your own behavior affects the behavior of others
Demonstrate confidence and skill as a problem solver
Apply techniques to deal with difficult trainees/mentees
Understand the role of training & development in organizations
Identify adult learning styles
Apply instructional design to evaluation process
Illustrate Strength & leadership’; emotional intelligence & leadership; skills model of leadership
Accept Ethical responsibility
Tip : Standard verbs to start learning outcome/Objective statement
HR : A Model Of The Psychological Contract (CIPD 2008)
Attitudinal
consequences
Characteristics Policy Influences •Org. commitment
Individual •HR policy & practice •Life satisfaction
•Age and Gender •Appraisals •Work satisfaction
Psychological.
•Education •Flexible Rewards State •Work life balance
•Union membership •Single Status •Motivation
•Fairness
•Level in organisation •Direct participation •Stress
•Trust
•Type of work •Job Involvement •Job security
•Security
•Hours of work •Job alternatives
•Skill utilisation
•Marital status •Organisational
•Skill
•Number of children support
development Behavioural
•Income •Work centrally
•Involvement consequences
•Disabled •Surveillance
•Delivery of ‘deal’ •Intention to stay/leave
•Ethnicity •Organisational
•Knowledge sharing
change
Organisational
•Opportunity for T&D
•Sector
•Promises made
•Organisational size
•Suitably qualified
•Location
Trainer’s Appearance
Not that long ago, studies told us we only had four minutes to make a first impression. Today,
research tells us we only have 90 seconds.

Research tells us people determine seven things from your appearance.


1. Income
2. Education Level
3. Social Position
4. Sophistication
5. Success
6. Moral Character
7. Trustworthiness
Making the Transition
Tips for Learning the Ropes Quickly

• Don’t get frustrated


• Identify priorities
• Find a seasoned mentor
• Be a good listener and ask questions
• Read
• Observe
Exercise 1: ) Mentor & Protégés
What do you believe are your top three development priorities?
What do you believe are the top three obstacles to working on your
development priorities or meeting your training objectives?
On a scale of one to ten, how would you rate your training delivery skills right
now?
What are the top three things you think you must do in order to be more
organized as a trainer?
What would you do with any additional time if you found a way to give it to
yourself?
Tips & Tricks
Coping with Criticism
Listen attentively.
Ask for details.
Find something to agree with

Understand Participants characteristics


Experience,
Cultural background,
Education,
Location,
Mindset/Motivation,
Constraints(location, job demands, etc.)
Exercise 1: ) Mentor & Protégés
As a result of what I have My target date is… I will know I have I will follow up
learned in this workshop, I succeeded when… with myself on…
am going to…
Managing Conflicts During Training Sessions
Seven Steps to Ironing Things Out

1.Remove all masks.


2.Identify the real problem.
3.Communicate in a manner certain to be received.
4.Give up a must win attitude.
5.Develop several possible solutions.
6.Evaluate options and select a solution.
7.Acknowledge and preserve the value of the relationship.
Know How –Adult Learning
Adults have responsibilities & can be impatient when their time is wasted
Tactics:
 Be thoughtful & kind
 Begin & End your session on time
 Understand who are the audience (why they are attending)
 Don’t cover material they already know
Your subject is one of many that participants are interested in learning
more about
Know How –Adult Learning
Recognize that people learn differently & that there are several learning styles
People could be one or another or switch between different modes depending on subject
matter
1. Doer
2. Feeler
3. Thinker
4. Observer
Doer (Concrete Experience)
Likes to be actively involved in the learning process, wants to know how he or she will
apply learning in real world, likes information presented clearly & consciously
(doing/having an experience)
Feeler (Reflective Observation)
People Oriented, expressive, focuses on feelings & emotions, thrives in open, unstructured
learning environment
Thinker (Abstract Conceptualization)
Relies on logic & reason, likes to share ideas & concepts, analyses and evaluates, enjoys
independent work
Observer (Active Experimentation)
Likes to watch and listen , tends to be reserved, will take his/her time before
participating, & thrives on learning through discovery
Know How –Adult Learning
Leadership
Leadership & its application to trainers and coaches in their leadership style(s) …..
Strengths and Leadership
Strengths are the ability to consistently demonstrate exceptional work. (Buckingham &
Clifton, 2001; Rath, 2007)
Strengths come from having certain talents and then further developing those
talents by gaining additional knowledge, skills, and practice.
Leadership capability is enhanced when we are able to discover our fully
utilized strengths, underutilized strengths, and weaknesses. (MacKie , 2016)

NORTHOUSE, LEADERSHIP 8E. © SAGE PUBLICATIONS, 2019. 25


Emotional Intelligence and Leadership
Definition Underlying Premise
Ability to perceive and: people who are more
– apply emotions to life’s tasks sensitive to their emotions
and their impact on others
– reason/understand emotions will be more effective
– express emotions leaders
– use emotions to facilitate thinking
– manage emotions within oneself and
relationships

PUBLICATIONS, 2019. 26
Different Ways to Measure EQ
MSCEIT (2000): EQ as a set of mental abilities
 to perceive, facilitate, understand, and manage emotion
Goleman (1995, 1998): EQ as a set of personal and social
competencies
self-awareness, confidence, self-regulation,
conscientiousness, and motivation
Shankman and Allen (2015): EQ as awareness of three aspects of
leadership
context, self, and others

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Individual Attributes

General Cognitive Crystallized


Motivation Personality
Ability Cognitive Ability

Person’s intelligence Intellectual ability Three aspects of Any characteristic


 Perceptual processing learned or motivation that helps people
acquired over time cope with complex
 Information processing  Willingness organizational
 General reasoning situations is
 Dominance probably related to
 Creative & divergent
thinking leader performance
 Social good
 Memory
Leadership Outcomes

Problem Solving Performance

Criteria = originality and quality of Degree to which a


solutions to problem situations--good leader has successfully
problem-solving involves creating performed his/her
solutions that are: assigned duties

 Logical
 Effective
 Unique
 Go beyond given information
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Career Experiences

Challenging Appropriate Hands-on


Mentoring Experience with
Assignments Training
Novelty

 Experience gained during career influences leader’s knowledge and skills to solve
complex problems
 Leaders learn and develop higher levels of conceptual capacity if they progressively
confront more complex and long-term problems as they ascend the organizational
hierarchy
Content Development:
Comprehensive process overview from instructional design to evaluation
Setting Smart Goals
• S = SPECIFIC
• M = MEASURABLE
• A = ATTAINABLE
• R = RELEVANT
• T = TIMED

• Personal
• Positive
• Put in writing
BEING BRAVE AND BOLD

BOLD!
Balance
Organize your time
Let things go
Delegate
Doing it Right while coaching/Training
Being Brave and BOLD (II)
Steps to Delegation
1. Explain why the task is important.
2. Describe what is needed in terms of results (not how, but what).
3. Give the person the authority they need to do the task
4. Indicate when the task needs to be completed and get agreement.
5. Ask for feedback to ensure a common understanding.
Planning
Quick Tips!

The most effective approaches to


planning are those tailored to meet
individual needs.

Flexibility is important.
Ten Most Helpful Phrases During your sessions

1. I care.
2. I’d like to understand. Help me to understand.
3. How are things with you?
4. Let’s define the problem.
5. This is what I heard you say.
6. Let me put this another way.
7. How can I help you? Can I do anything to help?
8. What would you do?
9. Thank you.
10. Silence, with concern.
Ten Least Helpful Phrases During your sessions
1. You shouldn’t feel that way.
2. Why did you do/say that?
3. That’s not important.
4. I know exactly how you feel.
5. I know what you are going to say.
6. How come you’re not as good as…?
7. Do you want to know what I think? Here’s what you should do.
8. I told you so.
9. Any phrase that contains the words always, never, all the time, everyone or
permanently.
10. Silence without concern/indifference.
4 Principles to Design Process (4 C’s)
A. Clarity
1. Purpose of the course
2. Target Group
3. Aims & Objectives
4. Learning Outcome
5. Process Plan
6. Responsibilities
7. Piloting & Testing
8. Evaluations
9. Etc….
N.B: Must be agreed upon the design teams/working groups
4 Principles to Design Process (4 C’s)
B. Capacity
Assessing the required capacity of the design & development team (i.e those whom
will be involved in the administration & logistics; piloting & running ; overall
management)

N.B: Must be agreed upon the design teams/working groups


4 Principles to Design Process (4 C’s)
C. Consistency
Consistency of approach during the design process maintains its quality to achieve
aims and objectives.

Reflects on selected training approach & techniques; methodologies etc.

N.B: Must be agreed upon the design teams/working groups


4 Principles to Design Process (4 C’s)
D. Commitment
Commitment Among All stakeholders
1. Financial Support if required
2. Administrative support
3. Logistically ….

N.B: Must be agreed upon the design teams/working groups


Setting Goals with SPIRIT - SPIRIT

Specific
Prizes
Individual
Review
Inspiring
Time-Bound
MEASURE

Critical Evaluation
Informal Surveys
Focus Groups
Fishbone
Brainstorming
Benchmarking
Training evaluation:
ETHICAL CONSIDERATIONS

Intellectual Property : invention, idea, product or process registered with government

Case Examples….
FURTHER COMMUNICATION

Please feel free to reach me on :

1. M.W.Hasbini@gmail.com
2. https://www.linkedin.com/in/marwawhasbini/
REFERENCES

Northouse, Leadership 8e. © SAGE Publications, 2019.


A Model Of The Psychological Contract (CIPD 2008)
Training Material Development Guide, Swedish Civil Contingencies Agency

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