home | about/terms | contact | index | site map Search
related materials bloom's taxonomy of learning domains body language - theory, signals, meanings brainstorming - process and tips diagrams and other free tools emotional intelligence (EQ) experiential learning - and guide to facilitating experiential activities 'fantasticat' concept - for teaching and motivating young people games and exercises for team building johari window model and free diagrams kirkpatrick's learning evaluation model management and business quiz personality theories, models and types the psychological contract quizballs - free questions and answers for quizzes stress and stress management team building games and activities - free ideas, exercises video clips for teaching and training workshops - format and how to run See alphabetical index for more materials, ideas and resources. See additions and updates list for more materials. See subjects in categories. See the businessballs community for more materials, sharing, publishing, promoting, connecting, etc. home » human resources » training and learning development
training and learning development
training, coaching, mentoring, training and learning design - developing people
Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies. So, as soon as you've covered the basic work-related skills training that is much described in this section - focus on enabling learning and development for people as individuals - which extends the range of development way outside traditional work skills and knowledge, and creates far more exciting, liberating, motivational opportunities - for people and for employers. Rightly organisations are facing great pressure to change these days - to facilitate and encourage whole-person development and fulfilment beyond traditional training.
Complete course materials for training and development workshops.
Free Guide to Performance
Get your free copy of the Cognos book for performance managers.
5 Hr Free Coach Training
Anthony Robbins & Cloé Madanes - Learn from Masters. Sign Up Now!
index - training areas and questions featured on this page
Additional introduction and context Overview of training processes and ideas Prioritising training when planning - including DIF Analysis (Difficulty, Importance, Frequency) Developing people - not just skills Self-study training design factors Mentoring - principles, costing, justification, establishing General training tips and principles
Start a Mentoring Program
Proven mentoring solution to run your successful mentoring program
BPM Process Rules Guide
Free 20 pg BPM Process Rules Guide. Understand BPM Business Rules Now!
Recognition of learning and development effort - encouragement, letters/emails examples Leadership and management development pointers Management and leadership training with no guaranteed career move afterwards Assessing and improving organizational training effectiveness Planning training in organizations Conflict between HR/Training and Operational Management - managing and avoiding Training groups of trainees with different abilities - simple preparation/policy statement often overlooked Training resources ideas and types - resources are everywhere - how to build your own library/collection/toolbox Attributions and copyright, intellectual property, permissions, etc (included in above section) Starting your own training business - some quick tips
converted by Web2PDFConvert.com
A note about spelling on this website: You may notice that the words organization/organisation (and variations) on this page are spelled the UK English way, organisation, and the US English way, organization. This is so people can find the materials easily when searching on the web. Other words such as colour, favour, optimise, prioritise, etc., tend to follow the UK English spelling, because I am English. Feel free to spell-check and amend these notes according to your preferences if you use them for your own situation, which for teaching and study is perfectly okay.
introduction and context
As with this website as a whole, this training guide is oriented chiefly around what's good for people, rather than chiefly what's profitable for organizations. The reason for this is that in terms of learning, training and development, what's good for people is good for the organizations in which they work. What's good for people's development is good for organizational performance, quality, customer satisfaction, effective management and control, and therefore profits too. This is central to a fairly balanced Psychological Contract in employment organizations. Profit is an outcome of managing and developing people well. People and their development enable profit. Enable people and you enable profit. Organizations which approach training and development from this standpoint inevitably foster people who perform well and progress, and, importantly, stay around for long enough to become great at what they do, and to help others become so. Training is a very commonly used word, so it features heavily on this page, but learning is in many ways a better way to think of the subject, because learning 'belongs' to the learner, whereas training traditionally 'belongs' to the trainer or the organization. This is a significant difference in attitude, explained in more detail on the training or learning? page. Training should be about whole person development - not just transferring skills, the traditional interpretation of training at work. Whatever your role and responsibility, you might not immediately be able to put great new emphasis on 'whole person development'. Being realistic, corporate attitudes and expectations about what 'training' is and does cannot be changed overnight, and most organisations still see 'training' as being limited to work skills, classrooms and powerpoint presentations. However, when you start to imagine and think and talk about progressive attitudes to developing people - beyond traditional skills training - for example: 'enabling learning' 'facilitating meaningful personal development' 'helping people to identify and achieve their own personal potential' then you will surely begin to help the organisation (and CEO) to see and accept these newer ideas about what types of 'learning and development' really work best and produces class-leading organizations. N.B. The UK (consistent with Europe) Employment Equality (Age) Regulations 2006, effective from 1st October 2006, make it unlawful to discriminate against anyone on the grounds of age. This has several implications for training, documents used, and the training of trainers and facilitators. For further guidance about the effects of Age Equality and Discrimination in training and developing people, (and in other aspects of managing people), see the Age Diversity information, which quite naturally relates to the subject of 'whole-person' development, given its connections with diversity and taking proper care of people. There are very many materials on this website with particular relevance to the design and delivery and management of learning and development. Here are some examples, which will lead you to others, aside from the general guidance on this page: Conscious Competence learning model Learning evaluation methods - including training assessment tools Kirkpatrick's learning evaluation model - brilliant and simple
converted by Web2PDFConvert.com
which includes before-and-after measurements. which can be adapted for all sorts of providers and services. The group selection recruitment/assessment centre design guide also contains some useful information for training and assessment design. Design learning styles and evaluation materials.
This commonly happens in the Attach standards appraisal process. aspects of integrity and Revisit the 'skillethics. People have feelings as well as skills and knowledge. and the group. So does program design the Tuckman tips below .principles and guide Kolb's Learning styles model Training or learning? .they can at work as well as help organize and skills. Plan training 5. internet offers more opportunities than ever. Good writing techniques help with the design of materials. Look also at personality types.ideas on whole-person development. The Kirkpatrick model especially helps you to structure training design. and sets' and training spirituality. Consider Bloom's theory too.facilitating learning . incidentally illustrated by this outline process diagram:
training process ideas and outline process
Here is a relatively simple overview of typical reference models.com
. template and the simple training Consider planner (also in organizational pdf format) are values and useful tools. Consider modern innovative methods . Assess and agree training needs Conduct some sort of training needs analysis. Consider 4.it's all about meaningful communication.rather than imposing training . and personality methods and deliver training People's learning styles greatly affect what type of training they will find easiest and most effective. not objects. or measures or parameters to Involve the each element.see the Businessballs Community for lots of providers and ideas. Consider evaluation training effectiveness.there is no point training people if they are not the right people to begin with. Create training or development specification Having identified what you want to train and develop in people. content. you must break down the training or learning requirement into manageable elements. processes and tools found in the effective planning and delivery of organizational training. Another method example of assessing and prioritising training is DIF Analysis.and guide to facilitating experiential learning activities Role-playing . love needs analysis and compassion tools . There is a useful training providers selection template on the sales training page. recruitment processes .Experiential learning .
converted by Web2PDFConvert. training elements assessment on a Look also at your large scale. So do the principles of advertising . Why people leave also helps identify development
Consider team activities and Consider the team exercises. especially the need to establish a clear specification (development/assessment criteria) before beginning to design training concepts. So is the Johari Window model.the model. Remember you are dealing with people. people in identifying and The 360 degree agreeing relevant process and aligned training. delivery and methods of assessment.
1. See also running meetings and workshops. The Erikson model is wonderful for understanding more about this. so that you can understand what sort of development you are actually addressing. Presentation is an important aspect to delivery. Adair's theory See the self-study helps.
Training is nothing without the motivation to apply it effectively. training and developing people increases the health and effectiveness of the organization. and knowledge are trained.and also enabling learning and personal development . and training itself. distance learning all part of the training menu. whether for yourself. and experience. It helps improve quality. as well as skills and knowledge. Go further to help people grow and develop as people. role-playing and role-play games and exercises. product training. initiative.or learning. leadership and determination. on-the-job coaching.see and download a free training process diagram. and the development of motivation and attitude. Training and learning development includes aspects such as: ethics and morality. customer satisfaction. There is no reason to stop at work-related training. Induction Training is especially important for new starters.it's anything that helps a person to grow. Good induction training ensures new starters are retained. training assignments and tasks. management succession. which determines how productively they use their skills and knowledge. technicians. to look at it from the trainee's view . these are step-by-step processes . in ability.is anything offering learning and developmental experience. emotional maturity. On-the-job training. See for example the training planner and training/lesson plan calculator tool. Many of these methodologies are explained on this website. life-coaching. What makes people effective and valuable to any organization is their attitude. accredited training and learning. available to use and apply according to individual training needs and organisational training needs. If you want to make a difference. but remember after this to concentrate most of your 'training' efforts and resources on enabling and facilitating meaningful learning and personal development for people. self-control. commitment. mentoring. morale. managers. Use these tools and processes to ensure that essential work-related skills. Development isn't restricted to training . think about what really helps people to change. your team. and the processes available to people. See also the training induction checklist and planner tool. New employees also
converted by Web2PDFConvert. and the productivity of the business. skills training.needs. understanding. A strong capability to plan and manage skills training. business development and profitability. Training . internal training courses. or your organization. we do need to start with the essentials. where the toilets are. are no great advantage. it improves performance. any role at all. More free training tools are available for download at the free training tools and resources page. which people see as a chore. Having said this. belief system. The leader's ethics and behaviour set the standard for their people's.is essential for the organisation. Attitude includes qualities that require different training and learning methods. raises morale. More importantly. attitudinal training and development. which are templates for planning and organising the delivery of job skills training and processes. As regards conventional work-related training planning. where's the canteen. motivation (see the motivation theory section). This is why training and learning must extend far beyond conventional classroom training courses. If you consider the attributes of really effective people. inter-personal skills. the important qualities which make good performers special are likely to be attitudinal. Skills and knowledge. for example induction training for new starters. external training courses. and then settled in quickly and happily to a productive role. techniques. what's the dress code. largely determines how well people perform in their jobs. It's about the basics that seasoned employees all take for granted: what the shifts are. behavioural development training. and more.training develops people. All supervisors and managers should enable and provide training and development for their people . training . confidence. attitude and behaviour. or indeed by delivering most sorts of conventional business or skills training. classroom training. tolerance.com
. Training is also available far beyond and outside the classroom. skills. what's the routine for holidays. and open-minded. self-confidence. and transfer of knowledge and policy etc. Induction training is more than skills training. sickness. Attitude stems from a person's mind-set. Explore them and enjoy them. informal training. and encourage others to do the same. innovative. Be creative. These are the greatest training and development challenges faced. and you will discover learning in virtually every new experience. operators.
There are many different training and development methods. where the notice-board is. be they leaders. and there are better ways of achieving this sort of change and development than putting people in a classroom. productivity. the acquisition of knowledge. technical training.
and beyond work requirements. especially where the mentor or coach is seen as a role-model for the person's own particular aspirations. talent. Here's a free induction training checklist. abilities.not putting in). during or very soon after the induction process.need to understand the organisation's mission. you understand how you will be perceived. and of course the job they're required to do. that the opportunities for their development and achievement in the organisation are not limited by the job role. with clear methods. People's personal strengths and capabilities . look to develop each person in a meaningful relevant way that they will enjoy and seek. health and safety rules. although the needs of teams and individuals can also be very significant in prioritising training and development. The sooner the better. It's also a useful model for personal awareness and selfdevelopment. which is very effective in producing excellent people. let people know that their job role does not define their potential as a person within or outside the organisation. An organisation needs to assess its people's skills training needs . Managers must ensure induction training is properly planned . and for all situations where people work together.an induction training plan must be issued to each new employee. It's important that as a manager you understand yourself well before you coach. timescales and expectations.simply and quickly define each activity (skill. so they and everyone else involved can see what's happening and that everything is included. and the way that you see and relate to the person that your are coaching. here are three other examples of methods for prioritising training: Essential/Desirable . See also the Johari Window model and adapted theory . coach. return on investment (typically in terms of organizational performance. goals and philosophy. or train or mentor others: Are your own your own skills adequate? Do you need help or training in any important areas necessary to train. If possible 'top-up' this sort of development through the provision of mentoring and facilitative coaching (drawing out . etc. You must prepare and provide a suitable induction plan for each new starter. particular strengths. When you understand yourself. quicker.and aims and desires and special talents (current and dormant) . personnel practices. As early as possible. Various models and tests are available to help understand learning styles . Mentoring and proper coaching should be used alongside formal structured training anyway.com
. or the skill-set that the organisation inevitably defines for the person. which ensures a better result. or mentoring. These induction training principles are necessarily focused on the essential skills and knowledge for a new starter to settle in and to begin to do their job. and. mentor others? What is your own style? How do you you communicate? How do you approach tasks? What are your motives? These all affect the way you see and perform see the training. so as to understand.not to create another version of yourself. in other words. coaching or mentoring role. subject to organisational policy.do they like to read and absorb a lot of detail. However there is great advantage in beginning to address personal development needs. It helps you design activities and tasks that the other person will be more be more comfortable doing.by a variety of methods . and managers and supervisors play a key role in helping this process. beyond the job role.it's a useful explanation of the importance of open communications and strong mutual understanding among staff in organizations.
converted by Web2PDFConvert. whatever) according to whether it is essential or desirable for the job purpose and organizational performance. depending on the situation. or training. Your aim is to help the other person learn and develop .also need to be assessed. but this type of support can also greatly assist 'whole-person development'. and help the person understand.look at the Kolb model. and how best to help others grow and learn and develop. wishes.
Given the vast range of skills and other competencies which can be developed in people it is useful for some sort of prioritising to take place so that training focuses on the areas which will yield best benefit. Training priority is obviously given to developing essential competencies. do they prefer to be shown. competency. to experience themselves by trial and error? Knowing the other person's preferred learning style helps you deliver the training in the most relevant and helpful way. Look at multiple intelligences and the VAK learning model and free learning style tests.how they prefer to learn .. how best to communicate. opportunities. as an individual. And it's vital you understand the other person's style and personality too .and then structure the way that the training and development is to be delivered.) In addition to the skill-sets and training needs analysis tools on this website.
they automatically become more proactive. an activity that scores low on all three scales is obviously low priority. The Skill-set and TNA tools on this website could. etc. Again. DIF Analysis does not automatically take account of personal preferences and potential capabilities. not an end in themselves. responsive. Choose or develop a method which is appropriate for your situation. Weighting (significance of each factor relative to the job purpose/aims) is required in order to optimise the usefulness and relevance of the system. and as such consideration to this aspect is wise where trainee commitment is influential upon development. which across a whole team has a cumulative effect. although better dedicated DIF Analysis tools exist. roles and teams. Task-based analysis is important for organizational development measurement and planning. so it is sensible to ensure that the level of analysis is appropriate for the situation before starting to build complex analysis systems. given modest expertise in spreadsheets and logic. competencies. acting in a
converted by Web2PDFConvert. Involve people right from the start. which is so essential for the development of managerial and strategic capabilities. and this provides a platform for trust. Try to see things from the person's (your people's) point of view. and Frequency. DIF Analysis is a sophisticated (and potentially very complex) method of assessing performance.Importance/Competency matrix . belief. This behaviour enables staff can operate at higher strategic level. integrity. Participative workshops work well in beginning this type of attitudinal development. Importance (yes/no) and Frequency (yes/no). which makes their organizations more productive and competitive. not the skills. while conventional skills training gives people new techniques and methods. Other methods exist for prioritising training. competencies. Johari is a useful model too. especially if applied to a group or organization.DIF stands for Difficulty. It's about attitude and emotional maturity. and subsequent skills/process/knowledge development relevant to managing higher responsibilities.
developing people and capabilities
Many organizations face the challenge of developing greater confidence. All the analysis and detail in the world will not guarantee trainee commitment. So many people at work are simply 'going through the motions'. whatever) rather than looking at development from a personal individual perspective. which in most situations is the case. it won't develop their maturity. It's what all organizations strive to achieve. high importance and low competence = high training priority low importance and low competence = low training priority high importance and high competence = low training priority low importance and high competence = zero training priority
DIF Analysis . You could also use a personal development questionnaire to begin to set the scene and provide examples of 'alternative' learning opportunities. which generates eight possible combinations. be adapted to manage DIF Analysis.the highest training priorities are obviously the activities (skills. whereas an activity that scores high on all three scales is a high priority. Provide learning and experiences that they'd like for their own personal interest. creative and autonomous. focus on developing the person. Ultimately the best way to prioritise training is can be simply to agree with the trainee what they are most keen to commit to. The Emotional Intelligence principles and methodologies fit very well with modern approaches to developing people's belief. whatever) which are high importance (of task to organizational performance) and low competence (of trainee skill level). At a simple level. When people develop confidence. initiative. resourceful. emotionally. prioritising training needs and planning training. development and fulfilment. but approaching training prioritisation from purely a task perspective ignores the vital personal factor. If you have one to share please send it. solutionsfinding. and problem-solving capabilities among their people. or courage. Analysis and detail should always be a means to an end (to achieve effective training and development). Frequency. Organisations need staff at all levels to be more self-sufficient. The system looks at tasks and activities (or skills. Analysis can become extremely complex. For such a potentially detailed system. Performance and capability are ultimately dependent on people's attitude and emotional maturity. It starts with the person. However. maturity and attitude. 'emotional contracting' with the organisation. not the skills. Help them to achieve what they want on a personal level. which is generally the most powerful force for effective training and development.. Importance. Focus on what they want. Resist the tendency to become overly detailed. Importance. solutions-focused. DIF Analysis can be used in different ways: for example as a flow diagram to consider each activity using a simple yes/no for each of the three factors in sequence of Difficulty (yes/no).com
. based on three perspectives: Difficulty. People's efforts produce bigger results.
or are nervous about being bold. McGregor. and for developing organizations themselves. empowering and cost-effective than ever before. The approach is facilitative rather than prescriptive. Know yourself as a trainer (and/or encourage this among your trainers). and the Bloom learning domains taxonomy model. You can't 'teach' boldness . in fact all of the behaviours that organizations strive to encourage. and technologies. etc. relevance and commitment. particularly to and between management/subordinate/peer levels. As ever consider what you seek to achieve. providers. recognition. More importantly the Herzberg-type motivators . By comparison. Herzberg. and help trainees and learners to know themselves. team-orientated. The group selection recruitment and assessment centre guide is also relevant. nor an accredited or measurable one. Like any sort of learning it will appeal to some people but not others. To help you structure and design and assess learning. before you design how to achieve it. MBO's are a 'one-way street'. and to want to take risks.people have to experience things which enable them to feel bolder. Be creative and innovative. initiative. and free resources. such as Erikson's theory. The only limits are those you imagine. lack confidence to do what they think is right. but is more participative. especially for staff in teams and departments. whereas boldness is absolutely required for selfsufficiency. read the training design and evaluation materials on this page and elsewhere on the website. the learning styles and multiple intelligence theories. voluntary and inclusive. methods. This means the rewards must be there too. Involving people from the beginning increases ideas. in terms of individual skills. The activity-mentoring approach uses several integrated techniques which produce more reliable and relevant training and learning outputs. management and communications. across multiple organizational interfaces. three-dimensional way. isolated and individually separate. but overall systems: ie. Look on the web for ideas and self-study and self-development resources. for example the Kirpatrick evaluation and design model. The internet enables self-study learning and development programs to be more useful.. Well-facilitated 'activity focused mentoring' is consensual. often because they feel insecure.
designing self-study training and learning programmes
The same basic principles apply to designing self-study programs as to any other sort of training design. dynamic. This is the fuel of people's growth and change. to take risks.com
. You will find many other self-development offerings on the internet if you tap into relevant communities and portals.'conforming' state. the personality styles theories. The growing businessballs community contains many other different innovative. and broadly features: strategic assessment of organisational and department priorities and 'high-yield' training needs
converted by Web2PDFConvert. greater responsibility. and the ideas of Maslow. or people have no reason to stick their necks out. The approach builds on management by objectives (MBO's) principles. organizations.real extra responsibility. attitudinal development. groups. Assessment and development are tightly connected. prescribed along a single-channel towards a task focus. Then it is easier to decide how and what will help best. with a personal development and team building focus. To help you understand yourself read the materials relating to personality and motivation. It's not a particularly conventional one. This website is effectively a self-study program. and involvement in new successful and interesting projects. Activity focused mentoring methods also help develop systems (not IT and processes. how an organization works). in an open. Designing a good self-study program should by its nature if possible involve the students. And not just the prospect of financial reward. organic. and direct job and organizational performance improvement.
mentoring linked to projects and objectives activities
Linking mentoring with objectives and project tasks or activities is a highly productive and effective modern method of training and developing people in organizations. There are many. interesting and excellent ideas.
mentoring principles and techniques
Rather than simply give the answers. instead mentors need to facilitate the experience of discovery and learning. and the organisation) on helping and guiding the mentoree to find the answers and develop solutions of his/her own.com
. because the process enables so much more for the mentoree in terms of experience of learning. Due to the relative newness of mentoring as a formal organised process. Activity focused mentoring also gives strong outputs in skills.short sessions . Here however are general cost indicators for a program essentially delivered by internally appointed mentors. individual personality/learning style and organisational priorities individually agreed tasks and assignments . Give someone the answers and they learn only the answers. If this person with the overview/monitoring responsibility needs external advice you'd need to add on two or three days external training or consultancy costs. where the mentoring is essentially provided by external people. which are particularly prominent within life coaching.good natural mentors need little training. That said. but selection of suitable mentor is absolutely critical . Overseeing the program. behaviour and job priority areas. which would be intensive almost to the point of overloading the mentoree. the mentor's role should be to help the 'mentoree' find the answers for him/herself. organisational and strategic. Mentor time away from normal activities .comfortably achievable for £1. progress and outputs . other people who are not ready or able to help others can be beyond any amount of training. (Mentoree time away from normal activities . ie. evaluating and monitoring activity. task.it's not rocket science.highly participative and situation/solutionbased . Accordingly. Mentoring can be external. etc.if it's a programme involving several mentors an mentorees then estimate an hour per quarter (3 mths) per one-to-one mentoring relationship .focused on practical priorities and individual needs (SMART and WIIFM factors) follow-up coaching and mentoring one-to-one support .all training delegates . number of mentors an number of 'mentorees' .coaching/task notes for line managers The process works on several different levels: individual. Say on average a day a month including the associated administration work. as well as being strongly motivational and where necessary resolving conflict and attitudinal issues.interpreted discussion with line-managers of training delegates and strategic managers of the organisation pre-training skills/behavioural needs-analysis .depends on the size of the program. You should also refer to aspects of NLP (Neuroconverted by Web2PDFConvert. and because mentoring programmes are so varied.. for instance client or supplier visits. up to at most a couple of hours a week one-toone. team. effectiveness. there may be occasions when the one-to-one would necessarily involve a whole day out for the mentor. statistics as to general costs and returns across industry are not easy to find. While giving the answers is usually better than giving no help at all.
mentoring cost analysis and justification
Mentoring can be provided in various ways and programmes take a variety of shapes.probably the responsibility of an HR or training manager. The main elements of a mentoring programme that carry quantifiable cost would be: Training of mentor(s) .needs to be a minimum of an hour a month one-to-one or nothing can usefully be achieved. using mentors within the organisation. so this is arguably a credit not a debit. many of the principles of mentoring are common to those of proper coaching.000/head .giving high accountability and reliable deliverables ongoing feedback and review with line-managers and strategic managers . or an internal activity.and pre-training preparatory work small groups . and enhance productivity.if the mentoring is limited to just a single one-to-one relationship then it's largely self-managing . The mentor should therefore focus mentoring effort and expectations (of the person being mentored especially.effective mentoring should ideally integrate with the mentoree's normal activities.practical workshops ..focused on practical job issues. particularly where the mentoring is required to be formalised and recorded. helping the mentoree to find the answers for him/herself provides far more effective mentoring.
and what parts of those requirements are you naturally best able to meet? Mentoring is potentially an infinite demand upon the mentor so you need to have a clear idea of the extent of your mentoring 'offering'.are being met. method and style or mentoring . into your programme design? How can you best measure and agree that these outputs . If a mentor tells a mentoree what to do. We can see parallels in the relationship between a parents and a child. and Sharon Drew Morgen's Facilitative Questioning methodology. or when it begins to. not ours. guiding. The mentor should not normally (unless in the case of emergency) provide the answers for the mentoree. whether within an organization.in other words what does your 'target market' need?. Mentors need to be facilitators and coaches. a crisis of confidence and purpose occurs as the person tries to find and liberate his or her true self.com
. which is not right nor sustainable. The mentor's role is to help the mentoree to find his/her own true self. Here are some questions that you should ask yourself. When we mentor people. to experience their own attempts. instead a mentor should ask the right questions (facilitative. and their own wishes. face-to-face.
general training tips
converted by Web2PDFConvert. knowledge. and by so doing.) What are your main skills and style and how might these influence the programme design? What methods (phone. and does not help the mentoree to find his/her own true self. Mentorees need simply to open their minds to the guidance and facilitative methods of the mentor. non-judgemental) that guide the mentoree towards finding the answers for him/herself. not tutors or trainers. processes. and in some cases then falsifies his or her own true self to please and replicate the model projected by the parent. style do you think you will need that you do not currently have? What do your 'customers' indicate that they want in terms of content. How can you best help people in matters for which you need to refer them elsewhere? What skills. interpretive. Establishing clear visible parameters enables proper agreement of mutual expectations. tools. the child becomes a clone of the parent. methods and thinking upon a child. to develop his/her own natural strengths and potential. then the mentoree becomes like the mentor. and the implied values and principles. we should try to help them develop as individuals according to their natural selves. experience. or when we raise children. etc) of communication and feedback are available to you. and for the people being mentored? How might you build these core aims. The answers will move you closer to what you seek to achieve: What parameters and aims have you set for the mentoring activity? What will your mentoring programme or service look and feel like? What must it achieve and for whom? What are your timescales? How will the mentoring programme or activity be resourced and managed and measured? What type of design and planning approach works best for you? (It makes sense to use a design and planning approach that works for you. The true self might never appear. failures and successes.
tips on establishing a mentoring service or programme
There are very many ways to design a mentoring programme. or as a service or help that you provide personally to others.especially the agreed expectations of the people being mentored .Linguistic Programming). If a parent imposes his or her ways. and what communications methods do your 'customers' need and prefer? What outputs and effects do you want the programme to produce for you. email.
and treat them as an
converted by Web2PDFConvert. when you can build up each skill. which is the more common use. for which more sophisticated questioning.be accepting of mistakes. Using Skill-Sets to measure individual's skills and competencies is the first stage in producing a training needs analysis for individuals. Your organisation may already use systems of one sort or another. See the section on psychometrics.com
. rather than subjective. explain the job/task. coach and adapt according to the pace of development Creating and using progress charts are helpful. mentoring) more enjoyable and effective: keep instructions positive ('do this' rather than 'don't do this') avoid jargon . More information and guidance about working with 'Skill-Sets' and 'Behaviour Sets'. assessing. project. and are essential for anything complex . I do and I understand' .or if you can't then explain them and better still provide a written glossary you must tailor training to the individual. This will not however go beyond the basic work-related job skills and attributes development areas. and not with more important whole person development.Confucius) 5. Psychometric testing produces reliable assessments which are by their nature objective.('I hear and I forget. as well as recruitment. and then an entire role.seek feedback and check understanding 4. When planning training think about: your objectives . but is a more difficult area to assess and develop. a group.we all learn best by actually doing it . and assessment and training planning see training evaluation. It's essential to use other training tools too for planning. Some tips to make training (and learning. keeps things controlled. explain necessary tools.accentuate the positive . You can see and download a free Skill-Set tool and Training Needs Analysis tool the free resources page. measuring. monitor progress .if you can't measure it you can't manage it.handwriting analysis) are also extremely useful for training and developing people. Establishing a relevant 'skill set' is essential for assessing and prioritising training for any role. etc . I see and I remember. Training people in stages.These tips apply essentially to traditional work-related training . have the trainee practice the job . explain standards and why.keep them in mind all the time how many people you are training the methods and format you will use when and how long the training lasts where it happens how you will measure its effectiveness how you will measure the trainees' reaction to it When you you give skills training to someone use this simple five-step approach: 1. These tips do not apply automatically to other forms of enabling personal development and facilitating learning. These tools deal merely with basic work training. and a whole organisation.people cannot absorb a whole complicated task all in one go . relaxed and always achievable in the mind of the trainee. skill. so seek advice. as tends to be with your own personal judgement. mentoring and learning facilitation methods need to be used. only responsibilities.take care to relax them as lots of people find learning new things stressful 2. provide a demonstration .step-by-step .for the transfer of necessary jobor work-related skills or knowledge. coaching. Some of these systems and tools are extremely useful in facilitating whole-person learning and development.discuss the method and why. and be kind and thoughtful . Breaking skills down into easily digestible elements enables you to plan and manage the training activities much more effectively. equipment or systems 3.always show the correct way . from a series of elements. which by their nature involve much wider and various development methods and experiences. It is not sufficient simply to assess against a job description. as this does not reflect skills. so you need to be prepared to adapt the pace according to the performance once training has begun encourage. recording and following up on the person's training. prepare the trainee . the more steps .break it down . which are different. and other related linked articles on this site.give positive feedback .encourage. Establishing a 'behaviour set' is also very useful. Psychometric tests (and even graphology .the more complex. and performance appraisals.
an email is good. Think about it: A letter. and often help the person to keep positive.these days we have more opportunity and resource available than ever to increase our skills. job-swaps. It's personally signed. sign and send. supervisor. successfully.letter examples
As an employer or manager. Receiving recognition is a powerful motivator and stimulant towards further training and personal development. temporary postings and other responsibilities can all be forms of learning and development and are worthy of recognition when carried out well. Do it to your utmost and you will be rewarded many times over through greater productivity. or a mention in a company magazine or newsletter is often all that it takes to give people a huge boost. Here's are some short examples of simple sample letters of congratulations or encouragement for completing training and development aims. It is likely to be opened so that the partner or family sees it too. Remember also to strive for your own personal self-development at all times . Make use of it all. delegated tasks.com
. So. People's valiant failures deserve recognition too.if you show you care you can expect your trainee to care too check progress regularly and give feedback invite questions and discussion be patient and keep a sense of humour Induction training tips: assess skill and knowledge level before you start teach the really easy stuff first break it down into small steps and pieces of information encourage pride cover health and safety issues fully and carefully try to identify a mentor or helper for the trainee As a manager.
sample letter of congratulations
converted by Web2PDFConvert. and keep striving to succeed in the future.opportunity for you both to learn from them focus on accomplishment and progress . is special. Projects. A simple letter of congratulations . It can make the difference between them wanting to try again or not. helping your people to develop is the greatest contribution you can make to their well-being. Remember that training and development is not restricted to training courses. or encouragement when a brave effort fall short. It's something people tend to keep. Letters of recognition and congratulations are appropriate from line managers. environment and all-round jobsatisfaction. take the time to recognise and thank employees for successfully (or unsuccessfully) completing training and development courses.recognition is the fuel of development offer praise generously be enthusiastic . An email.
recognise and acknowledge training and development achievements . It's on official letterheaded paper. which dramatically adds to the power of the recognition. And yet the opportunity to acknowledge people's achievements is often overlooked. when some people need a boost more than ever. but not nearly so impactful as a letter. It took time and care to write. sent to the home address. and higher up the organisation especially. or even a verbal 'well done' or pat on the back is better than nothing at all. An individual signed letter of congratulations from the MD or CEO is a hugely motivational event in most employee's lives. projects or challenges. knowledge and selfawareness. but a letter is a very powerful indeed.especially in this age of disposable emails. or an organisation. and also encouragement for unsuccessful effort. efficiency. Adapt these examples to give encouragement to people when they are striving to improve and achieve.
.. Use your own tools and processes where they exist and are effective. qualification/course will have been a disappointment to you. home address...... Best wishes.... qualification/accreditation) is richly deserved..... If possible link this with appraisals and career development systems. 1. Obtain commitment from trainees for development process........ Best wishes... gaps.. needs against the skill/behaviour-set....... Refer also to the coaching and development process diagram.... The way you handled the demands and pressures is an inspiring example to others. etc
sample letter of recognition of unsuccessful effort
(name....... Keep up your excellent efforts. and any other skills and abilities besides........... and I have every faith that you will succeed on your next attempt..... Assess.. home address..... .... I encourage you to continue to strive towards further personal development. Involve trainees in identifying leadership qualities and create 'skill/behaviour-set' that you seek to develop... The lessons we learn from our failures are often even more valuable than the experience we gain from our successes... etc
leadership and management training and development processes overview
Here's an overview of some simple processes for training and developing management and leadership skills.
converted by Web2PDFConvert..... etc.......... Commitment is essential for the development.. Keep up your excellent efforts.. training course/programme on (date).. home address. and is a great example for others to follow. I recognise this was a tough challenge for you.com
. date) Dear ..... Best wishes. Training and development workshops are ideal for this activity......... I am writing to give you my personal appreciation for a job well done when you recently ..(name.. My warmest congratulations to you on your completion of your ..
sample letter of recognition of successful effort
(name.. date) Dear . I realise that your recent failure to achieve/complete ... I wanted to let you know that I was greatly impressed by your efforts and attitude in approaching your challenges....... 3.. prioritise and agree trainee capabilities.. 2.. Your achievement (of .. However.. date) Dear ...... or from the links below.. You will I suspect go on from this to greater challenges and achievements in the future. Various tools are available on the free resources section to help with this process.
. complexity and timescales as the trainee's abilities grow. Establish and agree measures. learning.ie break it down. Use the skill/behaviour-set tool for this activity. 5. Training and development can be achieved through very many different methods . standards. MBA's. experiences to achieve required training and development in digestible achievable elements . The list is not exhaustive. beliefs and real nature of the emotional. with no assurance of a promotion into management at the end of it? The problem lies in the mismatched expectations at the outset: the trainee hopes (which develops into an expectation) for promotion. although some obviously is. etc. No wonder that it often ends in tears. But what happens when the organisation is unable to offer a management promotion at the end of the training programme? This is a familiar pattern and challenge in many organisations.
management training with no guarantee of a management job
Training people. The organisation cannot (quite rightly) guarantee that a management job will be offered.individually and as a group. commitment and a solid process to manage and acknowledge the development. Exercises that involve managing project teams towards agreed specific outcomes are ideal for developing management and leadership ability. eg 'lunch and learn' format special responsibilities which require obtaining new skills or knowledge or exposure video internet and e-learning customer and supplier visits attachment to project or other teams job-swap accredited outside courses based on new qualifications.use as many as you need to and which suit the individuals and the group. Use the SMART task model and tool. Use the training needs analysis tool for assessing training needs priorities for a group or whole organization. tasks. Use the training planner to plan the development and training activities and programmes. 4. the trainer and trainees will have lots more ideas: on the job coaching mentoring delegated tasks and projects reading assignments presentation assignments job deputisation or secondment external training courses and seminars distance learning evening classes hobbies . Design and/or source and agree with trainees the activities. especially graduates. exercises. Here's a different way to approach management development: First. much of this training and development is free. the only requirements are imagination. sports. come back a few stages and consider the values. How can you encourage people into a management development programmes. is commonly linked to the veiled promise of or allusion to management opportunity. etc. Training need not be expensive. young rising stars and new recruits. Here are examples of other types of training and development. Record training objectives and link to appraisals. so as to be able to plan group training and individual training according to needs and efficiency of provision. and what should have been (and actually still is) a positive experience.eg voluntary club/committee positions. turns into a crisis for HR to diffuse. Refer to the Kolb learning styles ideas different people are suited to different forms of training and learning. milestones.
converted by Web2PDFConvert. namely the learning and experience achieved. outdoor activities. because the trainee feels let down and disappointed. eg NVQ's. Start with small projects. and virtually anything outside work that provides a useful personal development challenge internal training courses attending internal briefings and presentations. then increase project size. outputs.
healthcare. life-learning. and the connections should be visible to and understood by all staff. job grades and pay/reward levels . qualifications. with no guarantees or allusions to management promotion. including training aims.factors which suggest high dependence on training are things like: fast-changing business (IT. generally the bigger the dependence on management training and development. enrichment. Think about improvements to training organization and planning that would benefit the organisation. transport. or in the case of the employer and program manager.instead it's often arbitrary and isolated. etc (there are many highly appealing and worthy ways to specify and describe a programme like this) .change (in the business or the market) is the key factor which drives training need. particularly recruitment and appraisals. The irony of course is that students who respond to a learning and personal enrichment opportunity per se. Look for the relationships between training. If the 'training' is positioned as a possible step towards a management promotion. spread. and the experience turns sour. and people are all focused on enjoying and benefiting from the learning as the central aim. The training department or HR department should have this information. There should be process links between these activities. will be the best management candidates of all. That way everyone's (employer and employees) expectations match openly and honestly. Added to which.you will attract the right sort of people into it.and not being afraid of doing so . There should be a clear written training plan. people will become focused on the wrong expectations and aims. Look especially at staff turnover (% per annum of total staff is the key indicator).
converted by Web2PDFConvert. of the business or organization. and training planning. the more emotionally mature and positive ones. Training should all be traceable back to these business aims. with absolutely no promise of a job or a promotion at the end of it.it needs to be. rather than purely for the chance of a promotion into management. This includes where and when people work (which influences how and when training can be delivered). Better to design the 'learning' as a 'significant personal development experience' in its own right. and that these should use suitable job performance measures that are current and relevant to the operations and aims of the business. (It goes without saying that there should be consistent processes and application of staff appraisals. relevance and outputs connected to the wider aims of the business.it's critical and typically a common failing in situations where anything higher than a low percentage of new starters leave soon after joining. logistics. Look also at how training relates to and is influenced by appraisals and career development. scale. however often it isn't . Look at new starter induction training . Note that all businesses have a high dependence on training.com
. ie. Review the business strategy/positioning/mission/plans (and HR strategy if any exists) as these statements will help you to establish the central business aims. and general ongoing skills/behavioural assessment. significant customer service activities. size. The bigger the business. as most of them will do. people fail to achieve a promotion they will feel they have failed. Then you'll find it easier to define an honest set of expectations on each side (the graduates and the employer). and when. preparing to defend and appease folks at the end when there's no job. rather than continually hoping that the management job happens.these activities and structures must be linked. new and growing businesses. experience.. Assess how the training relates to the business aims. hazardous areas. etc). utilities). Look also at the skills requirements for the people in the business in general terms as would influence training significance and dependence . Detailed training needs should be driven substantially by staff appraisals. etc. also recruitment. Assess and analyse how training and development is organized and the way that training is prioritised.
tips for assessing organizational training effectiveness
Look at and understand the broad organizational context and business environment: the type. methods. exit interviews. but in certain businesses training need is higher than others . business services. Look at the details and overview of what training is planned for the people in the business.. by defining and designing the programme as personal development.spiritual and personal development that these people (the management trainees) might need and respond to most. and how the effectiveness of the training in moving the business towards these aims is measured. Often training isn't measured at all . geography. who want to do it for the learning and experience.) Look particularly at management training and development. strong health and safety implications (chemicals.
It is possible to manage 'training time per person' aims and data via annual appraisals.. in-house.how it's planned. measured. given staff and business circumstances (consider all training options available . mix and suitability.customer satisfaction surveys.
training planning factors
These guidelines essentially deal with conventional work skills training and development. shadowing. wastage and shrinkage. You can make this calculation for a team. Remember that beyond this. issues of personal development and learning. coaching.i. for which you can target an uplift and then monitor via managers reporting back every month or quarter. and often hide from and resist any effort to remedy these weaknesses. and other key performance indicators of the business (which should be stated in business planning documents) comparative costs of different types of training per head. job cover.e. Training comes in various forms . albeit it an estimate. delegated tasks. If you can't measure it you can't manage it.. external training courses and seminars. is often a useful training and development KPI (Key Performance Indicator) of the training function more training acronyms here. The degree of difficulty in measuring training time per person depends on what you define as training: training time per person on training courses is relatively easy to measure. and if possible to categorise all the different sorts of training and coaching that takes place. general attrition or dissatisfaction levels. Your previous year's total training course time . supplier retention and relationships. when training past and future could be quantified .you'd normally need to get this data from the employees via a survey or other special report. Remind managers to include. for example. training deficiencies. morale.this could be a relatively simple add-on to whatever appraisal system you are using currently. accredited/qualificationlinked. informal mentoring. taking on new tasks and responsibilities. job-swap. as they will tend to forget or ignore certain types. secondment. workshops. personal reading and learning . the saying goes. a job grade.com
. customer complaints.many directors have never been trained for their roles.these are less quantifiable . legal and environmental compliance. This gives another benchmark. Look for any market research or competitor analysis data which will indicate business shortcomings and weaknesses. high staff turnover. but on-the-job coaching.
converted by Web2PDFConvert. delivered. etc. and provide other organizational benefits. which will imply staff training needs. obviously in areas of the most important areas of competitive weakness in relation to the business positioning and strategy. rather than training for the sake of it just to increase the hours per person. per staff type/level measurement of training effectiveness. 'person-days' spent on training courses divided by number of employees in the organization is an easy start point. eg. mentoring. distance-learning. training at meetings. and could relatively easily be cascaded via managers. This will give you the average training course time per employee. etc) remedies for identified organizational and business performance problem areas. assuming the training requirement is linked to organisational aims and personal development. You could also survey the managers as to their estimate of how much on-the-job-coaching they provided per person as an average during a week. day-release. a department or a whole organization.if you are measuring it make sure you don't underestimate the level of activity. Base training recommendations and changes on improving training effectiveness in terms of: relevance to organizational aims methods of staff assessment training design/sourcing training type. for life. and how effective it is
measuring and increasing training days or hours per person
Measuring training hours per person as an average across the organization. Look to see if there is director training and development . not just work. recruitment difficulties. staff satisfaction surveys (if they exist) for other indicators as to staff development and motivational needs and thereby.there are very many and some are relatively inexpensive. typically per year. Then perhaps agree a sensible target uplift on this. management and director succession. and if you have no other benchmarks is as good a start point as any. and especially feedback from staff being trained: interview departmental heads and staff to see what they think of training .
the drivers which will produce the most productive and cost-effective results. Management feedback on employee needs. If so. training design. Here are some subject headings that serve as a checklist to see that the aims and priorities of HR/Training align optimally with those of other departments (the list is not exhaustive but should enable the main points of potential misalignment to be addressed): profit. This is especially important in order to achieve successful training needs assessment. and you need to facilitate understanding and cooperation on both sides. management resisting release of staff for training due to day-to-day work demands short-term needs of performance management vs long-term outlook of HR HR have no line authority over trainees therefore cannot control training take-up Training is rarely well followed-through once delegates are back in jobs. Director-driven policy and strategic priorities. gaps. 'joined-up'. Training audits. Competitor analysis and comparison. despite HR efforts to achieve this via managers HR budgets are often cut if profits come under pressure Generally conflict would stem from the values and priorities of directors. development and welfare of staff. There are several free training needs analysis and planning tools on the free resources section which might help you assess and analyse staff training needs. managers and staff involved. Use the results and indicators from the chosen driver(s) to produce prioritised training needs per staff type. Aside this there are very much deeper implications for organizations seeking to be truly cohesive. which will logically enable staff and management to achieve improvements required required by the organization. commonly due to differing priorities among performance management functions within a business. Legislative pressures. including from appraisals. Conflict is often caused by the different aims of the departments. and notably relating to training. in terms of business performance and people-development:
examples of training drivers
Customer satisfaction surveys Business performance statistics and reports. These are examples of typical training drivers which give rise to training needs. and the aims and processes of the different HR functions.select the ones which are most appropriate to your own situation. Relevant qualification and certification programmes. delivery and optimal takeup and implementation. you need to identify conflict and manage it. eg SWOT analysis. To plan traditional training of work skills and capabilities that links to organizational performance improvement you must first identify the organizational performance needs. planning. Financial reports and ratios. and then construct training plans. Staff feedback on training needs. costs.com
. staff assessment centres. It is rare to use all of these aspects in determining training needs .are the most significant areas of personal development to focus on. budgets
converted by Web2PDFConvert. and priorities. rather than limit your activity to simply resolving or responding only to the symptom. and aligned towards common set of corporate aims and values. consider the root cause and facilitate strategic discussion and agreement. If you see any of the following symptoms of conflict.
potential conflict between HR/training function and business management
Conflict can arise between HR/Training and other parts of the organization.
. The challenge is to tap into this at the outset.well-being of staff ethics and morality in treatment of staff legal adherence business strategy training and development needs (skills. needs. You will notice that the statement is designed to appeal to the mature and responsible nature that exists in virtually all people. etc. knowledge. Example training introduction for groups of mixed abilities and needs:
Training Introduction . fire-drill. etc) succession planning assessment and appraisals promotion recruitment age. disability policies harassment counselling workforce planning management structure decision-making and approval processes outsourcing contracts of employment corporate mission and values acquisitions and divestments premises pay and remuneration plans and market positioning use of agencies advertising and image
positioning statement and introduction to training courses and materials for groups of mixed abilities
In many training and teaching situations it is not possible to identify and assemble groups of delegates whose needs. experience and ability levels closely match each other. etc. As such it is often helpful for trainers and delegates to acknowledge and accept this situation at the beginning of the course or training session.Please help to make this course/session as positive and helpful for all delegates
converted by Web2PDFConvert. This places additional demands on the training provider/facilitators to ensure that the needs of all delegates are met. The statement or an adapted version can also be included within the introduction section of training course notes and manuals. expectations. while not causing any frustration or boredom for delegates who already know or possess certain parts of the information and abilities (or think they do) that the teaching seeks to transfer. which aims to achieve a commitment to understand the needs of others. Adapt it to suit your own situation. Here is a suggested introductory statement. This special training introduction is additional to any other introduction that you'll be using to outline the training aims. gender. domestic arrangements. and/or abilities. aims. in order to set a positive constructive atmosphere and standard of behaviour for the training. with the purpose of reducing potential frustrations and negative reactions and effects as far as possible. styles. Groups will therefore often comprise of trainees and learners who have different levels of experience.
and so too is helping others to do the same. consider if less experienced delegates will benefit from working out the answers for themselves. look to help others. This sort of statement can be included at the beginning of course notes. As such we would greatly appreciate your cooperation. and needs and expectations. Nobody ever learned much from answering an easy question. Delegates who help the group as well as learn new things for themselves. or given as a separate handout (as a sort of philosophical scene-setter). and/or explained and discussed verbally with the group. Thank you in anticipation of your understanding and contribution towards making this a helpful session for everyone. If you are convinced that the training is covering an area that you know well please then consider how to make the best of this situation.While every effort has been made to design this course/session to appeal to the needs of all delegates. with some prompting from you if helpful.it would be a pity to miss out. it is almost inevitable that each of you will have slightly (and in some cases significantly) different past experiences. and everyone individually. tolerance and awareness as to the needs of others on this course. Organisations. personal skills and styles. In any event it's good also to seek agreement from the group that the concept of making the most constructive use of time and everyone's ability to contribute. but we learn a lot from helping someone else who finds a question difficult. We are all different. Then we will always be in demand. The world is changing faster. or are you overlaying your own experiences onto some new ideas? This is not an unusual reaction among very capable people when confronting new ideas.building your own resources . If you know the area well. and especially if other members are struggling.
converted by Web2PDFConvert. is the right and proper approach. If you find yourself thinking that you've 'heard at all before' please take a few moments to think: Have you really 'heard it all before'. Two generations ago. look for opportunities to make constructive suggestions and to provide helpful examples to the group. If you find yourself knowing the answers to lots of the questions that arise during the training. jobs were for life .
resources for training and development . It is more relevant to mixed groups of delegates from different experience and skills backgrounds than to groups which have been selected according to closely matching needs and ability levels. especially if the trainer or facilitator is working alone with a large group. invariably get the most from training courses. must be able to assess their capabilities.
Adapt this training course introduction to suit the situation. If you find yourself completing exercises much quicker than your fellow delegates. Trainers and facilitators have a tough job to do and will generally appreciate constructive help and participation from senior or experienced members of the group.now some careers last just five or ten years. so first it's good to test your initial reaction . and re-skill when necessary. Therefore during this course/session some of the learning might already be known or familiar to you. The message to training course delegates is effectively: that learning new things is an enjoyable rewarding part of life and personal development.and helping others do so
We all need to maintain and develop our value in the marketplace. levels of ability and knowledge. Please bear in mind that this will not be the case for all of your fellow delegates.com
or delivery of skills knowledge methods techniques attitude and/or behaviour and thereby. tricks.com
. and to help others do the same. coaches. pictures. managers and leaders are central to these assessing and re-skilling processes. prompting this additional section and the Q&A format. well-being. newsletters and newspapers (especially newspaper cuttings) films. fulfilment. leader.
building training and development resources
(I am grateful to Dawn Barclay of Potential Developments for raising the subject of building personal resources.of anything relevant to your field or specialism templates and forms surveys and especially survey results statistics and reports contracts and legal documents manuals and guides specifications and project briefs plans of all sorts diagrams. What do we mean by resources in the context of learning and development? A. improvement. videos and clips pieces of music puzzles. journals. And a big organisational learning and development manual is a resource. Resources can therefore be all sorts of things.) Q. manager. building your own resources will enable you to maintain and grow your capabilities and value. cartoons books. More example of resources are: teambuilding games or exercises testing instruments for individuals and teams (psychometrics and other assessments) guides to a concepts or theories or models spreadsheets or other analytical tools case studies and best practice examples (good case studies are always in demand) samples and examples . magazines. performance. Here are some questions and answers about building training and development resources. and games quizzes and questions and answers
converted by Web2PDFConvert. entrepreneur. teachers. Whether you are a trainer. whatever. and other good outcomes. specialist. a single tiny inspirational quotation is a resource. which: describe define explain summarise teach and/or enable the acquisition. Resources are materials and tools of various types.Trainers. results. For example.
. it could do one day. and especially for others. re-oriented whenever and however you need them. or in a formal people-development or leadership role. They turn to the ones with the resources. Resources are also tools which enable positive change. And more up-to-date. The most powerful resources are those which enable significant relevant improvement quickly and easily . extracted. so is a webpage from Wikipedia. manager or leader.com
. A cutting from a newspaper or magazine is a simple example of a raw resource. You might only need a small part of it. you will already be building resources of various sorts to help yourself and to help others. An old photocopied diagram is a raw resource. Consider the many people who don't really bother to keep or collect or refine personal resources. This is even easier when you have a designer or creative agency at your disposal. If you are a trainer. Resources can be refined. Note: Permissions and attributions are significant in the use of certain resources. or props as metaphors like a hammer or a lemon items of curiosity and collectibles .websites or a webpages (favourites or links) CDs and DVDs physical props . Everyone can and should build their personal learning and development resources. Who can/should build resources . The list goes on. If your work does not obviously involve helping and developing others. you will be more helpful and valued if you have good resources.whether for yourself or for others. Anything which helps you and/or others to learn or improve is a resource. and most resources that are not digitised can be. To whom do these people turn when they need help?.real samples. packaged or re-packaged.. teacher. A book. or a slideshow full of useful facts. examples and tools. Q. and meanwhile you can/should build resources to develop your own capabilities and your market value.or everyone? A. statistics and graphs. The difference between 'raw' and 'finished' resources is important: A raw resource is anything you think will be useful but is not yet refined or focused for a particular purpose. Often you will not know precisely what a particular resource will eventually be used for. from which you might later extract data or excerpts or quotes.
converted by Web2PDFConvert.diversity and history are powerful perspectives for teaching and learning personal contacts. focused. People who build personal resources tend to attract respect and followers. Having good resources gives you a greater chance of providing answers. research.just trainers and teachers . People who have resources and know how to use them become to central to any group or organised activity. What about 'raw' and 'finished' resources? A. Within reason. is also a simple example of a raw resource. Q. it's easy to keep and store resources these days because many resources are already digitised. Q. Because we all need to learn and develop in order to maintain our personal relevance and value. solutions. ideas. and whether you pursue these opportunities as an informal mentor. Why build your personal resources? A. coach. A raw resource is not yet packaged or re-written or presented in a polished way.yes people are resources too. It might be an idea written in a notebook. or a network of contacts . As we grow we have increasing opportunities to help others. even the rawest of resources can swiftly be converted into effective finished resources. Given today's modern desktop editing and publishing technologies. updated.
Every field or trade has its own governing or representative organisation.although nowadays much under-used. The format and media of finished resources should also be appropriate for your delivery or operating strategy.Not all raw resources are converted into learning and development aids: Many raw resources find their way into reports. Use your imagination. Bookshops and online booksellers. For example: The web. adapted and re-cycled. Ultimately consider your audience/users' needs. Other resources help to make the ethos and strategies of world-beating new corporations. Resources can be found everywhere. including used books.can be very useful resources for the future. The expression was: 'Knowledge is Power'. Q. imaginative and original. libraries are fantastic places for resources. University websites are usually an excellent source of reliable resources. Many resources come free and very easy. Where can you find resources? A. junk mail can be a useful source of good and bad examples of all sorts of business and communications. Raw resources can be in any format and media. Training and teaching becomes immensely more enjoyable when quirky (but still relevant) props and materials are introduced into proceedings. many can be entertaining. Often the best and resources are found 'off the beaten track' so to speak. If resources are refined and developed they can become an offering or business in their own right. or when you next clear out an old attic or your childhood toybox. Institutes and associations and societies. Only a fraction of the world's knowledge and information is on the world wide web. Be creative. Q. Work tools that you use or create . which can be remarkably inexpensive. Some raw resources find their way into best selling books. business plans. That last point illustrates the wide range of things which can be resources. Training courses and classes of all sorts naturally contain many resources that can be re-used. and ensure your chosen media works well for your operating methods and strategy. Many information-based websites began in this way. Not all resources must be academic and business-like. especially if you seek resources in a particularly specialised field. Libraries . fun and quirky. or into the systems of organisations and teams. especially websites offering reliable reference materials and tools. The truth is now: 'Resources are Empowering' Start building your resources now.com
.spreadsheets and templates especially . Most have their own libraries too. Mobile technology especially offers amazing potential for the delivery of finished resources. Convert them into a format useful for keeping and finding them if you can do so easily. sales presentations. Finished resources need to be in a format and media type appropriate and friendly for the audience or learners or users.
converted by Web2PDFConvert. ironically. for example. These tend to be centres of expertise and knowledge. What formats and types of media are best? A. The modern digital age provides wide-ranging possibilities for the production and offering of finished resources. Resources of a social/historical or amusing nature can be found easily and cheaply at Sunday car-boot markets or jumble sales. Avoid habitually using only the web for resources.
Chucking everything into a big cardboard box is probably better than not collecting anything at all. That said. Q. Many resources.IP as commonly called) which belongs to somebody else. Whatever. Develop your resources like you would build a team or organisation around you. Imagine to yourself: "If I were doing my ideal future job what sort of personal resources would I need?" Build your resources to fit your aims. And if you cannot ask then take some time to understand copyright law as it applies in your situation.000 word training guide written by someone else. Check your facts. however if you publish or sell material ('intellectual property' . In a few months you could be better resourced than anyone you know personally in your field. If in doubt ask. This is achievable if you focus and truly put your mind to the task. to help you achieve your aims and goals in life. and what you seek to become. it can be wrong on other pages too. then find something else to use instead.and 'currency' (being up-todate)? A. Since copyright law is complex and cannot be covered in depth quickly and easily. Develop resources that will help you to go where you want. but there are better ways of organising things in terms of space and finding what you need later. You can. On the other hand. but good reference books are generally far more reliable than
converted by Web2PDFConvert. here broadly are some simple guidelines for using resources in the context of learning and development: If you wish to use any resource created by someone else you must consider whether you should seek permission for your particular usage. so if you find a great resource but it contains challenging IP implications. given the tendency for web-based information to be copied.com
. Devise a way of keeping resources which is manageable and searchable. The web can be wrong . and can lead to more serious problems if an IP owner considers that their rights have been seriously breached. Showing some trainees a newspaper cutting to illustrate a point on a training course would be highly unlikely to attract any issues copyright or permission. Books can be wrong too of course. How can resources be developed? A. then this would normally require permission and perhaps licensing and payment. A world-beating (aim high) set of resources in any field takes a while to build. Devise a system that works for you. Your personal resources . is not a good thing to do and could create a potential liability for you.can be an extension of you and how you want to be. there are countless resources which attract no liability at all. using a 5. You obviously can't keep everything of potential use or you'd not have time to do anything else. in your own training manual. Do not rely on the web alone for crucial data. So try to develop your resources so that they say something about you. permissions and attributions can generally be resolved if approached positively and sensibly. Accuracy and reliability are very important aspects of teaching/training resources. the more you exploit somebody else's IP. stand on the shoulders of giants. are free to use for teaching and training and selfdevelopment. as the saying goes. without suitable permission from the writer. especially if extracted in part. So start now.checking and researching . then quite understandably the more likely that the 'somebody' will require something in return. In general. Give yourself time. The use of material without proper permission and/or attribution undermines the credibility and integrity of the user. What about permissions and attributions? A.and if the web is wrong on one page. What about accuracy . (there are free guides to copyright law available on the web) and make your own judgement. Q. In a year or two you could be better resourced in your field than anyone else anywhere.Q. Be selective.whether for yourself or for helping others .
if not updated.the web. because that's big different subject. The area in which you work has a bearing on these aspects: Certain areas . As suggested above. It also depends on your usage. Experts and good quality people of all sorts can help you build more and better resources. nevertheless. but as a resource to illustrate how the internet changes. so try to do it. mentoring and leading others. many other resources are timeless. This item doesn't focus on the value of people networks and networking. they become obsolete or unhelpful or worse. people are resources too.like law. Capable of enabling and assisting change in groups and organisations . Currency (up-to-dateness) of resources is crucial for certain materials and tools. unless the obsolete or inaccurate nature of the resource is the purpose of its use (for irony. etc). Other disciplines . and give nothing in return.
converted by Web2PDFConvert. A useful approach to gathering information resources is to use the web for the bulk of the research. but not so for others. Capable of teaching. example of 'how not to. Experts and good quality people can also help you with using and implementing your activities and plans. They can help you adapt and develop resources.with answers to other people's questions.. So ask experts and good contacts what they want from you and what you can do to help them. Consider that high-achieving expert people are not generally interested in money or material gain. In summary: Building and maintaining good quality relevant resources will help you become independent and self-sufficient .that is to say.using clever tools and materials. People who take only.provided its legal and ethical).com
. but are arguably more sensitive to whether resources are entertaining and unique. and then to check the crucial facts in a suitable reliable reference book. A 1995 guide to using the internet would be useless as a modern guide to using the internet. and give vital feedback when you wish to expand your activities.in work and life. skilled.'. etc. See the theories of Maslow. They are more interested in growth and self-actualization motivators. Accuracy and reliability are important for all resources. training. Q. The ease by which you can establish accuracy and maintain currency ('up-to-dateness') should be a big factor in your consideration of what sort of resources to collect. Use your judgement. whatever that might be (different people want and need different things . Certain resources are time-sensitive . the development of contacts is an important part of your own development. Herzberg. finance. Be aware of the pitfalls.are strongly sensitive to whether resources are current. and avoid them by considering currency and accuracy when you gather and develop your resources. up-to-date . it would be quite useful. This is because people who have great resources tend to be: Well-developed individuals . never build and sustain good connections with anyone. Conversely. which is one of the essential needs of life and work. Resources help answer questions. Successfully building and maintaining good connections with experts and good quality people must be based on your giving them what they need in return. What about building connections with experts? A. Able to convey to others the enjoyment and advantages of always seeking and finding answers and solutions.like motivation and coaching .knowledgeable.are far less sensitive to whether resources are current. safety. for example .
but consideration of its underlying meaning is fundamentally important towards building a sustainable thriving business in any area of product/service provision. and Google's Adwords keywords tracker (to access it open an Adwords account). are two excellent tools for evaluating online search trends and relative volumes in training (and for anything that people look for). Expect to negotiate a (sometimes significantly) higher freelance day-rate compared with your previous employed wage. particularly if they are in a bit of a panic and need a 'safe pair of hands' quickly.Resources . You must now consider what you can market and sell successfully. especially if you were wellregarded know their systems. so that you develop training types. Marketing and selling training is different to designing and delivering training. Lots of employers fail to ask leavers if they can fill in for a while on a contract basis. to decision-makers that you can reach costeffectively. This requires you to consider the market place. From a vital personal perspective. 5. team leader. Starting your own training business is in some ways a simple transition from being employed as a trainer. See the negotiation page. see what they offer before you suggest a rate . you'll be a safe choice for them if they need some help. Much more detailed business start-up help is available on other pages. which greatly assists answering some of the questions above. These are just a few important tips especially for starting a new training businesses.com
. and involves different issues. 3.of one sort or another .
tips for starting your own new training business
Here are some simple tips for starting your own new training business. etc. or the development and launch of the mightiest corporation.in competition with others operating in the same market place. Choose a business name carefully. describe and deliver it. so keep in touch and (assuming you are not immediately stacked out with work from other customers) let your previous employer know you are happy to fill gaps in provision after you've gone.whether a small improvement or realisation for a single individual. also look at the 'passion-to-profit' process/template on this website because this helps consider how best to combine your greatest personal potential with a business proposition. you can offer with very appealing uniqueness and passion ideally have good and increasing demand are not strongly served by competitors are relevant to industries you are comfortable with. Even if you leave on less than perfect terms. 4. as well as it being something that you can design and deliver successfully. Aside from your previous employer(s). If you build effective relevant resources. however a big difference is now that you have to find the work before you can do it. Many newly self-employed trainers offer themselves too cheaply. You may choose not to use the process in detail. 'Google Trends'. listed below. ask yourself questions based on the following points. In any event. not least because when people leave an organization.are generally required for improvement in anything . coach.you could be very pleasantly surprised. a previous employer is a good opportunity for securing freelance training work.
Whether a website and online marketing will feature strongly in your business approach or not. there is usually a gap and a period of uncertainty regarding the leaver's previous responsibilities.. 2. If in doubt. finding new training contracts or selling training courses entails marketing and advertising . you naturally become more relevant and effective yourself. your previous employer can easily be a prime prospect for you. because: this usually avoids any future problems with copyright (especially the potentially disastrous and
converted by Web2PDFConvert. Ask. This could be a new and significant consideration for you. services. trends and what people are looking for and how they describe it (all of which can be quite different to what you imagine). not just the quality of your training. Organizations account for ad-hoc freelance training quite differently to employed staff costs. offerings and delivery which: 1. especially understanding demands. and can be marketed in a very specific focused way. So when you choose what training to offer and especially how to package. manager. Many people successfully use their own name along with a generic word or a few words related to training. When choosing the type of training to offer think carefully about it and avoid making assumptions or being drawn into too many areas. On this point.
and/or misinterpretation or confusion. If you have plans of substantial scale then seek qualified legal and financial advice. notably: Marketing Business planning Sales and selling Project management
The Psychological Contract Goal-planning and goal-planner template Erik Erikson's life-stages theory Change Management Principles Facilitating Learning Age Diversity and Discrimination Assertiveness and building self-confidence Emotional Freedom Techniques (EFT) Motivation Neuro-Linguistic Programming (NLP) Stress causes and stress relief Transactional Analysis (TA) Emotional Intelligence (EQ) principles and tools
converted by Web2PDFConvert. Public liability insurance is advisable because without the protection of a limited company you have unlimited personal liability for any damages arising against you. You do not need a VAT number. which actually is a good source of advice about starting up. Non-descriptive business names need to be checked against existing use.com
. and also less likely to breach someone else's trademark. You simply need to inform your tax office. Although copyright and trademark law is complex. as well as being very quick and inexpensive for the freelancer. it's usually more effective to focus on a small number of strong unique specialisms . Many customers and venues insist on trainers having public liability insurance anyway. which means that when secured they tend to be easier to protect. A good specialist will usually beat a widely-spread generalist in any single area. especially from a marketing/advertising viewpoint. broadly descriptive business names are less easy to protect. I refer to the UK.look at the processes for effective business networking. When starting a new business. Contrary to lots of advice you'll see from financial and legal folk. but for many new training business start-ups a freelance/self-employed approach is perfectly adequate for the authorities and the market place. In the UK you do not need a limited company. In some other nations it will be a little more difficult. I merely offer general pointers. It's not necessarily very expensive. especially registered names.than to offer a one-stop shop or wide catch-all range. For starting a new training business see also the tips and methods for new business start-up and planning explained in other relevant sections of this website. becoming freelance (selfemployed in other words) is very easy in terms of legal and regulatory set-up. If you choose a 'clever' or obscure business name.easily made mistake of breaching someone else's rights or trademark) and it says that you are the boss and have the confidence and integrity to have your name as the business name. which might have failed without the luxury of many years to become established). in others even easier. when potential liabilities run to £millions rather than a few £thousands. and is different to professional liability insurance of the sort that lawyers and doctors and high-powered consultants typically need.or even just a single very powerful offering . insurance is a personal matter for you to decide and resolve as you think reasonable. That said. think very carefully about it because it will have risks (like this website name. Networking is a useful marketing method for new businesses . The UK government intellectual property website is a useful information and reseach resource. either or both in terms of copyright protection/breach.
or other linked or recommended resources. received from Alan Chapman.Life Coaching The Four Agreements . resignation letters
climate change. lists of terms
personal development.Don Miguel Ruiz Johari Window model
search businessballs website
e. games. strategy. Please retain this notice on all copies. humour
glossaries. quizzes. training.
sales. resources. Users of this website are encouraged to confirm information received with other sources. Disclaimer: Reliance on information. cv template. reference letters. self-help. acronyms. swot analysis. motivation. This material may not be sold. change management. omissions.com website. marketing.com
. quotes. tests and quizzes
The use of this material is free provided copyright (see below) is acknowledged and reference or link is made to the www. self-discovery. © alan chapman 1995-2010
converted by Web2PDFConvert. reiki
diagrams and tools
free templates. material. the free material and advice available via this website do not provide all necessary safeguards and checks. icebreakers. shall be at your sole risk.. business management
funny and inspirational stories. sleeping aids. or published in any form. dictionaries. samples. puzzles
cv templates. job interviews
delegation.g. Managing people and relationships are sensitive activities.businessballs. team building. life balance
recruitment and selection. advice. and to seek local qualified advice if embarking on any actions that could carry personal or organisational liabilities. and Alan Chapman assumes no responsibility for any errors.. change management
activities. or damages arising.