m301.pdf

The UltimateTrainers Tool Kit:

10 Techniques, Tips,and Strategies forTraining Results

Session #M301BUSINESSRESULTSTHROUGHPEOPLE

Strengthening therelationshipbetween your companys businessobjectives, you and your trainingfunction.

Presented by:Bob Pike, CSP, CPAE

The Bob Pike Group 7620 West 78th Street, Minneapolis, MN 55439

(800) 383-9210 or (952) [email protected] www.BobPikeGroup.com

Participants will:

Discover what it takes for training to produce results

Understand the relevancy of using high-energy openingsand closings

Understand why training is the sixth answer to perfor-mance problems

Notes Notes Notes

Copyright 2007, The Bob Pike Group. All rights reserved. www.BobPikeGroup.com

The Ultimate Trainers Tool Kit

Bob Pike, CSP, CPAE Speakers Hall of FameBob has developed and implemented training programs for business, industry, government, and the professions since 1969.

Beginning as a representative for Master Education Industries, he received nine promotions in three and one half years, to Senior VicePresident. His responsibilities included developing an intensive three-week Master Training Academy covering all phases of sales training,management development, communications, motivation/platform skills and business operations. During his five years as Vice Presidentof Personal Dynamics, Inc., that company grew from less than 4,000 enrollments per year to more than 80,000. He pioneered under-graduate and graduate credit on a national basis.

As founder and Chairman of The Bob Pike Group and Creative Training Techniques Press, Bob leads sessions over 150 days per year cov-ering topics of leadership, attitudes, motivation, communication, decision-making, problem-solving, personal and organizational effectiveness,conflict management, team building and managerial productivity. More than 75,000 trainers have attended the Creative Training Techniquesworkshop. As a consultant, Bob has worked with such organizations as Pfizer, Upjohn, Caesars Boardwalk Regency, Exhibitor Magazine,Hallmark Cards Inc. and IBM. A member of the American Society for Training and Development (ASTD) since 1972, Bob has been active inmany capacities including three National Conference Design Committees, Director of Special Interest Groups, and member of the NationalBoard of Directors. He has served on the Board of Directors for the National Speakers Association and the International Alliance ofLearning. He currently is Chairman of the Executive Board of the Center for FaithWalk Leadership. In 2003 the more than 80,000 sub-scribers of Training Magazine voted The Bob Pike Group the best Train-the-Trainer company in the industry. Bob and the company werehonored with an APX award for helping others Achieve Performance Excellence.

An outstanding speaker, Bob has presented at regional and national ASTD and TRAINING Conferences to audiences rangingfrom 3003,000 people. In 1991 Bob was granted the professional designation of Certified Speaking Professional (CSP) by theNational Speakers Association (NSA). This designation has been earned by less than 9% of the more than 3,800 members of the NSA.In 1999 he was granted the professional designation of CPAE (Council of Peers Award of Excellence) Speakers Hall of Fame.

Since 1980, he has been listed in the Whos Who in the Midwest and in the current edition of Whos Who in Finance andIndustry. Over the years, Bob has contributed to magazines like TRAINING, The Personnel Administrator and The Self DevelopmentJournal. He is editor of the Creative Training Techniques Newsletter. He is author of the popular Creative Training Techniques Handbook,Third Edition; and co-author of One-on-One Training, Dealing with Difficult Participants, 50 Creative Training Openers, 50 CreativeTraining Closers, along with more than ten other books and a dozen videos.

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Top 10 Action Ideas

1. _______________________________

2. _______________________________

3. _______________________________

4. _______________________________

5. _______________________________

6. _______________________________

7. _______________________________

8. _______________________________

9. _______________________________

10. ______________________________

4Copyright 2007, The Bob Pike Group. All rights reserved. www.BobPikeGroup.com

When Performance is the Question Training is the ___________ Answer

Bonus: PSC Job Aid

Top 10 Characteristics of a World ClassTraining Program

#1

#2


1. _______________________________

2. _______________________________

3. _______________________________

4. _______________________________

5. _______________________________

6. _______________________________

7. _______________________________

8. _______________________________

9. _______________________________

10. ______________________________


Have a PainConversation

With whom?

When?

Why?

Asking the RightQuestions at the

Right Time1. What is it that youd like someone like me to help you solve

or achieve?

2. What, if anything, are you looking for that you havent found? 3. What is it in your current situation that you absolutely do

not want to see changed? 4. If you could change anything about your current situation

(product, service, supplier, vendor, etc.) what would it be? 5. What have you seen in the marketplace that has particularly

appealed to you?

6. Who else, other than you, of course, is involved in this deci-sion?

7. What kind of a time frame, if any, are you working with onthis project?

8. How do you normally handle this type of decision?

9. How would you define an effective solution for your situation?

10. What kind of budget range do you have for this project?

Ask about 7 Bonus Questions

Turn KirkpatrickUpside Down

Where are You?#3 #4

#5 #6


Mere Provider

TrustedAdvisor


7 Concepts ofMemory

Open Powerfully

Raise the Bar

B __________ _____________________

A __________ _____________________

R ______________ to _____________

CloseMeaningfully

Closing

A _____________ __________

C ______________________________

T ______ _____________ _________________________

Bonus:6 Greatest Concerns of

Training Directors

#7 #8

#9 #10



Participant-Centered Design

90/20/8


CIO


CPR

#11 #12

#13 #14


C_____________

R_____________P_____________

C_____________

O_________

I_____________


Five Ways to Squelch Motivation

1. Have little _____________________ .

2. Get participants in a ______________and keep them there.

3. _______________________ the classwill apply what is taught dont both-er with examples.

4. Be alert to ______________ .

5. Make them _____________________for asking questions in class.

11 Ways to Motivate Others

1. Create a _____________ .2. Develop a sense of ____________

______________________ .3. Create and maintain _____________ .4. Structure experiences to apply

________________ .5. Give ______________ , encourage-

ment, and approval.6. Foster wholesome _______________ .7. Get excited yourself.8. Establish long range ___________ .9. See the value of _______________ .10. Intensify inter-personal ___________ 11. Give them a _____________ .

Numbers1 2 3 4 5

LettersTiming T L T S J A R

Pacing T F T S J A R

Level T A T B J A R

Open-Ended Sentences

#15 #16

#17 #18


Content1 2 3 4 5 6

__________ . . . . . .__________ . . . . . .__________ . . . . . .__________ . . . . . .__________ . . . . . .__________ . . . . . .

Instructor1 2 3 4 5 6

__________ . . . . . .__________ . . . . . .__________ . . . . . .__________ . . . . . .__________ . . . . . .__________ . . . . . .

Environment1 2 3 4 5 6

__________ . . . . . .__________ . . . . . .__________ . . . . . .__________ . . . . . .__________ . . . . . .__________ . . . . . .

Participant1 2 3 4 5 6

__________ . . . . . .__________ . . . . . .__________ . . . . . .__________ . . . . . .__________ . . . . . .__________ . . . . . .


The 10 Most Important Lessons Ive Learned

About Effective Classroom Presentations1. Use the dynamics of the group.

2. Divide and conquer.

3. People will not argue with their own data.

4. Review is the key.

5. Learning is directly proportional to the amount of fun you have.

6. Change the pace.

7. The purpose of a presentation is to leave participants impressed by themselves, not intimidated bythe instructor.

8. Adults bring experience to training. Allow them to use it.

9. Help people learn how to learn.

10. Teach from prepared lives as well as from prepared lessons.

Reflection Time#19

#20


Alphabet SearchSource: Southwestern Bell Telephone, Atlanta, GA CTT

Objective(s): Team builder, Afternoon energizer, Wholesome competition exercise.

Category: Team Builder

Audience: Any

Group Size: Fifteen or more, Teams of fivethree or more teams

Time: Fifteen minutes

Equipment: Either one shopping bag or one ice cream bucket per team

Process: Each team is to fill the sack or bucket with objects from individuals pockets,purses, briefcases, etc. One object for each letter of the alphabet: C might becredit card, J might be jewelry, L might be lipstick, P might be prescrip-tion, etc.

One team member is to be the recorder and list each item as it is put in thecontainer. This is a timed exercise; no team begins until the trainer says go.

The first team to complete the body search, and come up with the 26 itemswins. All other teams continue, however, as the trainer and the recorder checkeach letter of the alphabet against an item in the sack/bucket. When a winneris established, the teams are told to leave all items as they are. Prizes are givento the winning teams (candy, usually).

The containers are emptied with each person keeping his/her contributions ina pile at his/her place.

Discussion: Are you amazed at what people carry? The diversity? Could the sack/buckethave been filled without the contribution of each team member? Value ofteams? Contribution of recorder?

Variation: If the trainer has had the recorder write the letters of the alphabet verticallydown a sheet of paper, then the process is not up for discussion. If the train-er has not given process, but just said Keep track of what you put in the sackand match it to an alphabet letter, then the teams can also discuss how theyarrived at their process.

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Appendix

Uniqueness and Commonalities

Objectives: Break the ice. Allow opportunities to build teams. Become better acquaint-ed. Provide focus on the topic.

Class Length: One day or longer

Audience: Any

Group Size: Any number, in subgroups of four to six

Time: 10 minutes

Equipment: Flip-chart paper and markers for each subgroupA sample chart of unique or common aspects on a transparency or flip chart

Process: Note: This exercise serves three purposes: (1) It builds a team through thecompletion of the task; (2) it serves as a tension reducer as areas in commonare discovered; and (3) it serves as a very effective icebreaker.The trainer forms subgroups of four to six people and assigns them to findfour or six (depending on time) things they have in common with oneanotherthings that are not obvious and could not be assumed, althoughthey can be simple. The trainer then assigns subgroups to discover one to three positive uniquequalities that each individual has in relation to others on the team, forexample, one person may speak Spanish, play the ukulele, or have traveled toEurope. The trainer should emphasize that the uniqueness must be positive.Each subgroup then fills out a chart of its uniqueness on flip-chart paper,similar to the sample.

Options: Teams can verbally share this information with everyone in the room, ratherthan making a chart.Each group can share the most interesting thing they have in common,rather than a difference.Each group can choose the most interesting of the unique things theylearned about others in the group.

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Appendix

Revisit Techniques1. Break Time On the first day of class assign groups to be responsible for providing entertain-

ment/enrichment activities for each of the breaks. Each group break activity must be related tothe specific learning point assigned. Some examples are a live group performance, a walk aroundthe block discussion, tapes from movies making a significant point, home videos displayingskills, etc.

2. Flip Chart Learning Points When it is time to review and energize, post 6 blank flip chartsheets on various walls of your training room. Using Mr. Sketch water based markers thatdont bleed through, challenge each individual to visit each flip chart 3 times to list a learningpoint about the days content. No point can be repeated on a flip chart, and only one point canbe listed at a time. The individuals race around the room to write or draw simple pictures ofeach point. When finished, each participant has listed 18 significant points from the day. Thendivide the class into small groups of 3 to 7 and have them travel to each flip chart updating theirindividual action idea lists and circling any item on the flip chart that they do not understand.At the end, all circled items are explained to the class by the scriptors themselves.

3. Balloon Billboards Place an inflated balloon at each small group table. Written on each bal-loon is a different subject covered during the session. Have each group list on strips of paper atleast one learning point per person about the subject on the balloon at their table. To debrief asa large group, one group attaches its balloon to a wall and each group member lists his/herlearning point as s/he posts it around the balloon. The Billboard remains up for the rest ofclass as a peripheral reinforcement on content.

4. People Beat the Clock Have printed on cards one step each of a sequential process. Choosethe same number of people as cards for the process. Shuffle the cards and deal them out to theseindividuals. They must then beat the clock to line up in the correct sequence. You can reshuf-fle and repeat as many times as desired.

5. Group Gallery At the end of a content block or session day, give each small group a piece ofblank flip chart paper and a different color Mr. Sketch marker. Have a group leader divide thesheet using a marker into as many equal sections as there are members of the small group.Group members must then draw in their space a picture of the most important/ useful thingthey have learned today. These sketches are all done simultaneously and in silence. When eachgroup is complete, the small group travels around the flip chart enhancing the picture drawnby each small group member if they can identify what it is. If a person can not identify whatthe picture is, s/he can whisper into that specific group artist to find out what the picture rep-resents. The job then is to add detail that can make the picture more easily identifiable to all.When each small group has completed this artwork the group travels to other small group pic-tures, placing a team star in each section with a picture they can identify. When this activity iscomplete the pictures without team stars are explained by the original artist. These group galleryartworks are then posted around the room.

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Appendix

The Bob Pike Group In-House Seminar Feedback/Evaluation Form

This evaluation is designed to measure your satisfaction with this seminar, as well as provide us information to continually improveour seminars.Organization Hosting Program ______________________________Date _____________Instructor ____________________

Name _________________________________________Title _____________________________________________________

The information I found most useable: ________________________________________________________________________

________________________________________________________________________________________________________

What I wish I would have received from the program: ___________________________________________________________

________________________________________________________________________________________________________

How my organization will benefit from this training experience: ____________________________________________________

________________________________________________________________________________________________________

Content High LowOverall Rating 5 4 3 2 1Content was what I expected 5 4 3 2 1Directly applicable to my job 5 4 3 2 1I found value in the resource materials 5 4 3 2 1Content was well organized 5 4 3 2 1Comment ________________________________________________________________________________________________Instructor High LowOverall Rating 5 4 3 2 1Demonstrated knowledge of content 5 4 3 2 1Modeled techniques 5 4 3 2 1Instructors interest in participant 5 4 3 2 1Comment _______________________________________________________________________________________________Materials and Visual Aids High Low Effectiveness of Visual Aids 5 4 3 2 1Usefulness of participant workbook 5 4 3 2 1Organized and well prepared 5 4 3 2 1Comment ________________________________________________________________________________________________You as a Participant Strongly Agree Strongly DisagreeI was fully present and actively participated 5 4 3 2 1My co-participants were actively involved and supported the learning process 5 4 3 2 1Comment ________________________________________________________________________________________________Please share your comments in 30 words or less about this program.

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

May we use your comments in our brochures? _______ Yes _______ No

Please print the following information if you would like to be added to our preferred customer mailing list.Name _________________________________________ Title ____________________________________________________

Organization _____________________________________________________________________________________________

Business Address _________________________________________________________________________________________

City/State _______________________________________________________________ Zip ____________________________

E-Mail _____________________________________________ Web Site ____________________________________________

Telephone ___________________________________________ Fax ________________________________________________

Notes Notes Notes


14


The 10 Most Important Lessons Ive LearnedAbout Effective

Classroom Presentations1. Use the dynamics of the group.

2. Divide and conquer.

3. People will not argue with their own data.

4. Review is the key.

5. Learning is directly proportional to the amount of fun you have.

6. Change the pace.

7. The purpose of a presentation is to leave participants impressed by themselves, notintimidated by the instructor.

8. Adults bring experience to training. Allow them to use it.

9. Help people learn how to learn.

10. Teach from prepared lives as well as from prepared lessons.

Heres your bonus for attending you get to go shopping - for free! This handout plus yourparticipant ribbon allows you to go through the bonus handout catalog at the BPG booth1825 and choose up to 4 bonus reports, checklists, and job aids free!

15



Notes Notes Notes


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