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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Serie: J-B Leadership Challenge: Kouzes/Posner
- Sprache: Englisch
Compiled by training and consulting expert Elaine Biech, this new Leadership Challenge resource provides practical information and tools for demonstrating and teaching The Five Practices of Exemplary Leadership to audiences both new to or already familiar with the model. Filled with 75 experiential learning activities and games, each keyed to a specific practice(s), this book is an excellent addition to a facilitator's existing The Leadership Challenge and the Leadership Practices Inventory (LPI) or other leadership development program. This book will feature contributions from experienced Leadership Challenge facilitators and other greats in the training industry.
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Seitenzahl: 632
Veröffentlichungsjahr: 2010
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Table of Contents
Cover
ABOUT THIS BOOK
Title
Copyright
ABOUT THE WEBSITE
CHAPTER ONE: LEADERSHIP AND THE CHALLENGE TO MAKE IT WORK
CHAPTER TWO: FOR A DYNAMIC DELIVERY
CHAPTER THREE: MODEL THE WAY
ANATOMY OF POWER
VALUES FROM THE MOVIE GANDHI
SHARED VALUES: DRIVE-BY CONVERSATIONS
TOOTHPICK ACTIVITY
ONE STEP FORWARD, TWO STEPS BACK
IT’S ALL IN A NAME
LEADERSHIP IN CONTEXT
CULTURAL ARTIFACTS
SETTING AN EXAMPLE TO MIRROR IS NOT ENOUGH
ETHICS FOR THE 21ST CENTURY
MODEL BEHAVIOR
CHAPTER FOUR: INSPIRE A SHARED VISION
INSPIRATION BECOMES A REALITY
INSPIRING A SHARED VISION MINGLE
SHOW ME THE MISSION
ENSURING SPONSOR COMMITMENT TO CHANGE
CAN YOU PICTURE THIS?
EXTRA! EXTRA! READ ALL ABOUT IT!
ANOTHER LEADER’S DREAM
WHAT DOES SUCCESS LOOK LIKE?
BLINDFOLD SQUARE
THE PERFECT PLACE-HEAVEN ON EARTH
MODELING THE FUTURE
DEFINING A VISION THAT OTHERS WILL FOLLOW
THE SPIRITUAL LEADER
DEFINE YOUR VALUES THROUGH A VISION STATEMENT
LIGHTS, CAMERA, ACTION!
CLAIMING A BREAKTHROUGH
CHAPTER FIVE: CHALLENGE THE PROCESS
GAME OF THE GENERALS
TAKE OFF THE BLINDFOLDS
THE GIANT SKIP
CHANGE: FEEL THE PAIN, SEE THE GAIN
GORDON’S KNOT
TAKE A RISK!
WHEN QUESTIONS ARE THE ANSWER—CHALLENGING THE PROCESS
TOSS IT AROUND
CHALLENGE THINK TANK
CASH FLOW EXERCISE
CHANGE PROJECT SUMMARY
CONSTRUCTING A GLOBAL TEAM COMMUNICATIONS DEVICE
IDENTIFY PERCEIVED CAUSES OF RESISTANCE
IN-BASKET EXERCISE
CHALLENGE THE PROCESS IN REAL TIME
OVERCOMING BARRIERS
YOU BE THE JUDGE!™
ASSUMPTION REFRAME
CHAPTER SIX: ENABLE OTHERS TO ACT
WHAT WOULD YOU DO IN MY SHOES?
ENABLING CROSS-FUNCTIONAL LEADERSHIP
BUILDING RESILIENCE FOR CHANGE
ENABLING WITH STYLE
CURRENCY EXCHANGE
TEAM COMPETENCY DEVELOPMENT PLAN
CAREER CONVERSATIONS: CUES FOR DEVELOPING OTHERS
DOUBLE OVERLAPPING STRATEGIC CROSS
WHAT MAKES YOU TRUST SOMEONE?
TRUST-BUILDING DISCUSSION
HUMAN TRUST KNOT
TRUST AND COMMUNICATION
SHARE FAIR
NO EASY WAY OUT
COACHING VERSUS TELLING
EMPOWERMENT FORCE FIELD ANALYSIS
INFLATED ACTIONS
ACTIVATE TO MOTIVATE
CHAPTER SEVEN: ENCOURAGE THE HEART
ACCELERATING CHANGE-READINESS
THANK YOU CARD
COMPLIMENTARY CLOSER
POSITIVE BOMBING
CONUNDRA
WRITING AND RECEIVING CLASS AFFIRMATIONS
A REWARDING ACTIVITY
YOU’RE MAKING ME BLUSH!
HIP-HIP-HOORAY
CREATING YOUR TEAM’S CELEBRATORY CREST
GIFTS
REFRESHING FRESCOS
CHAPTER EIGHT: OVERARCHING ACTIVITIES
DINOSAURS
A NIGHT AT THE OSCARS
CONFIRMATION CARDS
WINNING
EXEMPLARY LEADERSHIP PRACTICES PICTIONARY
WHO ARE YOUR FAVORITE LEADERS?
SKIT IN A BOX
ENGAGEMENT AND RISK
HIT THE DECK
LEADERSHIP IN ACTION
THE LEADERSHIP CHALLENGE® WORKSHOP FOLLOW-UP
THE LEADERSHIP RACE
LEADERSHIP QUESTIONS
THE FIVE PRACTICE DRILL DOWN
THE FIVE PRACTICES: I KNOW ’EM WHEN I SEE ’EM
CHAPTER NINE: LEADERSHIP TOOLS AND OTHER TIMES AND OTHER PLACES
LEADING FROM A DISTANCE: HOW TO CONDUCT AN EFFECTIVE VIRTUAL MEETING
MEASURE YOUR NETWORKING QUOTIENT
THE LEADERSHIP PERSPECTIVE MODEL
CROSS YOUR ARMS
BEAT THE CLOCK: MAKE DELEGATION WORK FOR YOU!
BUILDING LEADERSHIP
EMOTIONAL INTELLIGENCE FOR EXEMPLARY LEADERSHIP
USING THE MIND SCREEN TECHNIQUE FOR FOCUS
LISTENING DEEPLY AS A LEADER
MY WAY OR THE HIGHWAY
CHALLENGE LEADERSHIP THROUGH STRUCTURED REFLECTION INTERVIEWS
WHAT LEADERS DO TO INSPIRE (OR UNINSPIRE) FOLLOWERS
WALKING THE TALK
THE ROVING LUNCH
THIS WOULD REALLY HELP ME
CHAPTER TEN: WHERE TO GO NEXT
ABOUT THE EDITORS
THE FIVE PRACTICES AND TEN COMMITMENTS OF EXEMPLARY LEADERSHIP
End User License Agreement
Guide
Cover
Table of Contents
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ABOUT THIS BOOK
WHY IS THIS TOPIC IMPORTANT?
The Leadership Challenge focuses on how to be a successful leader. The Five Practices of Exemplary Leadership® present five practices that individuals can put into action to bring out the best in themselves and those they lead. Authors Jim Kouzes and Barry Posner have also identified Ten Commitments of Leadership that correspond to The Five Practices. This book is important because it provides experiential learning activities that allow individuals to practice the skills related to The Five Practices and The Ten Commitments.
WHAT CAN YOU ACHIEVE WITH THIS BOOK?
The book offers you a selection of 107 creative activities that address The Five Practices. The key purpose of this book is to provide trainers, consultants, facilitators, instructors, coaches, and others working with The Five Practices of Exemplary Leadership® a grand selection of activities that can be used with your clients, participants, and students. Although the activities have been primarily designed for training sessions, they can easily be adapted for one-on-one coaching situations or for educational classroom settings. You can draw on the expertise of our seasoned contributors to enhance your next training sessions.
HOW IS THIS BOOK ORGANIZED?
The book includes ten chapters. The first chapter presents an overview of the elements of The Leadership Challenge, explains why this book is important, and reviews how to use the book and select activities. Chapter Two reminds the trainers of key aspects to ensure an excellent training. This chapter also provides tips for facilitating activities and ideas for forming small groups. The next five chapters present activities that address each of The Five Practices: Model the Way; Inspire a Shared Vision; Challenge the Process; Enable Others to Act; and Encourage the Heart. Some of the activities that were submitted addressed all of the practices, and you will find those overarching activities in Chapter Eight. Chapter Nine shares tools that are required of a leader, but are not a part of the Kouzes/Posner model. It also presents activities that can be used in scenarios other than a classroom or in unusual circumstances. Finally, Chapter Ten describes next steps for the reader and discusses other growth opportunities.
THE LEADERSHIP CHALLENGE ACTIVITIES BOOK
JAMES M. KOUZES
BARRY Z. POSNER
ELAINE BIECH
Copyright© 2010 by James M. Kouzes and Barry Z. Posner. All Rights Reserved.Published by PfeifferAn Imprint of Wiley989 Market Street, San Francisco, CA 94103-1741www.pfeiffer.com
Except as specifically noted below, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at http://www.wiley.com/go/permissions.
Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
Readers should be aware that Internet websites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.
The materials on the accompanying website are designed for use in a group setting and may be customized and reproduced for educational/training purposes. The reproducible pages are designated by the appearance of the following copyright notice at the foot of each page:
The Leadership Challenge Activities Book
Copyright © 2010 by James M. Kouzes and Barry Z. Posner. Reproduced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com.
This notice may not be changed or deleted and it must appear on all reproductions as printed.
This free permission is restricted to limited customization of the website materials for your organization and the paper reproduction of the materials for educational/training events. It does not allow for systematic or large-scale reproduction, distribution (more than 100 copies per page, per year), transmission, electronic reproduction or inclusion in any publications offered for sale or used for commercial purposes—none of which may be done without prior written permission of the Publisher.
For additional copies/bulk purchases of this book in the U.S. please contact 800-274-4434.
Pfeiffer books and products are available through most bookstores. To contact Pfeiffer directly call our Customer Care Department within the U.S. at 800-274-4434, outside the U. S. at 317-572-3985, fax 317-572-4002, or visit www.pfeiffer.com.
Pfeiffer also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books.
Library of Congress Cataloging-in-Publication Data
Kouzes, James M.
The leadership challenge activities book / James M. Kouzes and Barry Z. Posner with Elaine Biech.
p.cm.
ISBN 978-0-470-47713-7 (pbk.)
1. Leadership. I. Posner, Barry Z. II. Biech, Elaine. III. Title.
HD57.7. K6814 2010
658.4’092—dc22
2010005202
Acquiring Editor: Lisa Shannon/Marisa Kelley
Development Editor: Susan Rachmeler
Editor: Rebecca Taff
Design: Riezeboz Holzbaur Group
Director of Development: Kathleen Dolan Davies
Production Editor: Dawn Kilgore
Manufacturing Supervisor: Becky Morgan
ABOUT THIS WEBSITE
Reproducible materials from this book are available for free online.
URL: www.leadershipchallenge.com/go/tlcactivitybook
Username: tlcactivity
Password: leadership
The following activities and their handout materials can be found on the website:
Chapter Three: Model the Way
Anatomy of Power by Teri-E Belf
Leadership in Context by Mohandas Nair
Ethics for the 21st Century by Charlotte S. Waisman and Linda Bedinger
Chapter Four: Inspire a Shared Vision
Inspiration Becomes a Reality by Jean Barbazette
Can You Picture This? by Timothy Ewest
Another Leader’s Dream by Donna Goss and Don Robertson
The Spiritual Leader by Mohandas Nair
Define Your Values Through a Vision Statement by Steve A. Rainey
Claiming a Breakthrough by Sherene Zolno
Chapter Five: Challenge the Process
Game of the Generals by Elisa May Arboleda-Cuevas and Audie Bautista Masigan
Take Off the Blindfolds by Douglas Austrom
Change: Feel the Pain, See the Gain by Daryl R. Conner
Take a Risk! by Dennis E. Gilbert
When Questions Are the Answer—Challenging the Process by Barbara Pate Glacel
Change Project Summary by Edith Katz
Constructing a Global Team Communications Device by John Lybarger
Identify Perceived Causes of Resistance by Consuelo Meux
In-Basket Exercise by Alan Richter
Challenge the Process in Real Time by L.J. Rose
You Be the Judge!™ by Karen Travis
Chapter Six: Enable Others to Act
Enabling Cross-Functional Leadership by Christopher Chaves
Building Resilience for Change by Daryl R. Conner
Enabling with Style by Ann Hermann-Nehdi
Team Competency Development Plan by Edith Katz
Double Overlapping Strategic Cross by Sharon Landes
What Makes You Trust Someone? by Sherri Dosher
No Easy Way Out by Mona Lee Pearl
Coaching Versus Telling by Lou Russell
Chapter Seven: Encourage the Heart
Accelerating Change-Readiness by Herb Cohen and Bruce Fern
Conundra by Brian Jackson
Writing and Receiving Class Affirmations by Edith Katz
Creating Your Team’s Celebratory Crest by Anne Reilly and Homer Johnson
Gifts by Kris Taylor
Chapter Eight: Overarching Activities
A Night at the Oscars by Michelle Poché Flaherty
Winning by Steve Houchin
Who Are Your Favorite Leaders? by Sherri Dosher
Engagement and Risk by Andy Meyer
Leadership in Action by Travis L. Russ
The Leadership Challenge
®
Workshop Follow-Up by Charles Stump
The Five Practices: I Know ‘em When I See‘em by Donna Yurdin
Chapter Nine: Leadership Tools and Other Times and Other Places
Leading from a Distance: How to Conduct an Effective Virtual Meeting by Debra A. Dinnocenzo
Measure Your Networking Quotient by Michael Dulworth
The Leadership Perspective Model by Peter R. Garber
Beat the Clock: Make Delegation Work for You! by Deborah Spring Laurel
Emotional Intelligence for Exemplary Leadership by Dominique Parrish
Listening Deeply as a Leader by Mary Stelletello
My Way or the Highway by Joanne G. Sujansky
Challenge Leadership Through Structured Reflection Interviews by Gary Wagenheim
What Leaders Do to Inspire (or Uninspire) Followers by Michael Kroth and Martha Yopp
CHAPTER ONELEADERSHIP AND THE CHALLENGE TO MAKE IT WORK
In This Chapter
An overview of
The Five Practices of Exemplary Leadership
®
Why this book is important
What’s in this book
The luminary contributors
How to use this book
How to select and use the activities
THE FIVE PRACTICES OF EXEMPLARY LEADERSHIP®
The Leadership Challenge focuses on how leaders struggle to get things done in organizations. It presents five practices that ordinary people can put into action to bring þzout the best in themselves and those that they lead. The Five Practices of Exemplary Leadership® include:
Model the Way
Inspire a Shared Vision
Challenge the Process
Enable Others to Act
Encourage the Heart
What does each of these mean?
Model the Way is what leaders need to do to identify their values and transform those values into action.
Inspire a Shared Vision addresses how a leader envisions a preferred future and involves others in the vision.
Challenge the Process seeks out opportunities for improvement, generating small wins, and learning from mistakes.
Enable Others to Act promotes collaboration by building trust and relationships.
Encourage the Heart addresses how leaders reward and recognize individuals and create a sense of community.
The authors of The Leadership Challenge, Jim Kouzes and Barry Posner, have also identified Ten Commitments of Leadership that correspond to The Five Practices. The commitments, or behaviors, give a deeper understanding to The Five Practices. They specify what a leader does to demonstrate each of The Five Practices.
Model the Way
Clarify values by finding your voice and affirming shared ideals.
Set the example by aligning actions with shared values.
Inspire a Shared Vision
Envision the future by imagining exciting and enabling possibilities.
Enlist others in a common vision by appealing to shared aspirations.
Challenge the Process
Search for opportunities by seizing the initiative and by looking outward for innovative ways to improve.
Experiment and take risks by constantly generating small wins and learning from experience.
Enable Others to Act
Foster collaboration by building trust and facilitating relationships.
Strengthen others by increasing self-determination and developing competence.
Encourage the Heart
Recognize contributions by showing appreciation for individual excellence.
Celebrate the values and victories by creating a spirit of community.
WHY THIS BOOK
The Leadership Challenge and its related materials have been around for more than twenty-five years. During that time, hundreds of trainers, facilitators, and consultants have adapted the materials to their own use. This also includes The Leadership Challenge Certified Masters, whose work you will find in this book.
This book compiles many of the good ideas that have been created over the years and begins to catalog them in one handy place for all of you who use the Kouzes/Posner concepts and materials.
WHAT’S IN THIS BOOK
This book is chock full of 106 leadership activities.
The chapter you are currently reading, Chapter One, provides you with an overview of the entire book.
Chapter Two presents you with tools, tips, and techniques to deliver a professional training session. It discusses the characteristics that make a good trainer and reviews adult learning principles—something all trainers should be reminded of regularly. It provides practical suggestions to make your job as a trainer successful, including ways to prepare, ideas for how to create a supportive environment, and practical ways for how to increase participation. Suggestions for facilitating activities, ideas for forming small groups, and practical tips for managing your time in a training session will increase your efficiency and effectiveness in your learning setting.
Chapters Three through Seven present each of The Five Practices, an overview, and the related activities. You should feel empowered to select any of The Five Practices in any order, since the framework is not a step-by-step process that proceeds from one practice to another. The same is true for the selection of activities. Select the one(s) that are most appropriate for your leader(s).
Chapter Eight and Nine continue to offer activities. Chapter Eight assembles fifteen overarching activities that incorporate all of The Five Practices. They can be used as introductory or review activities—or to meet other needs. Chapter Nine brings together eleven activities that relate to specific leadership skills, but that do not fit neatly into The Five Practices--networking or running a virtual meeting, for example. This chapter is also the vessel for four activities we call Other Times and Other Places because they do not fit into the typical training mold.
LUMINARY CONTRIBUTORS
Jim Kouzes and Barry Posner have a huge following. The Leadership Challenge has sold almost 1.5 million copies and has been translated into over a dozen languages. Over one million people have taken the highly acclaimed Leadership Practices Inventory (LPI) and more than four hundred doctoral dissertations and academic research projects have been based on The Five Practices of Exemplary Leadership Model.
It is no wonder then that when a call for submissions was placed for this book, many of the Kouzes/Posner “fan club” members were the first to respond. Several of these contributors are leaders in their own right. They include:
Jean Barbazette, author,
Managing the Training Function for Bottom-Line Results
Geoff Bellman, author,
Getting Things Done When You Are Not in Charge
Herb Cohen and Bruce Fern, co-owners, Performance Connections International
Daryl Conner, author,
Leading at the Edge of Chaos
Debra Dinnocenzo, author,
How to Lead from a Distance
Barbara Pate Glacel, author,
Light Bulbs for Leaders
Len Goodstein, author; former CEO, University Associates
Ann Herrmann-Nehdi, CEO of Herrmann International
Beverly Kaye, author,
Love’em or Lose’em
Toni Lucia, author,
The Art and Science of 360-Degree Feedback
Nanette Miner, The Training Doctor
Lou Russell, CEO, consultant, speaker, and author
Darryl Sink, three-time winner of ISPI’s Outstanding Product of the Year award
Joanne Sujansky, author,
Keeping the Millennials: Why Companies Are Losing Billions to This Generation
Lorraine Ukens, author and editor,
What Smart Trainers Know
Charlotte Waisman, author,
Her Story: A Timeline of the Women Who Changed America
Cal Wick and Andy Jefferson, authors,
The Six Disciplines of Breakthrough Learning
Several contributors are Certified Masters of The Leadership Challenge. This label indicates the highest level of expertise in all applications of The Leadership Challenge® Model and is evidenced through the designee’s high-level delivery and facilitation of workshops, LPI coaching competence, a wide range of organization development experiences, established client credibility, a global mindset, publishing, and a collaborative, curious spirit that leads to ongoing, innovative product development. This group includes:
Lily Cheng
Steve Houchin
Peter Cheng
Sharon Landes
Kim Chesky
L. J. Rose
Beth High
Valarie Willis
Several contributors are also designated as Certified Facilitators of The Leadership Challenge. The certified label indicates a level of understanding of the model that enables the participant to deliver workshops and services in a manner consistent with the level of excellence and integrity associated with the brand. This group includes:
Daren Blonski
Jean Lee
Angie Chaplin
John Lybarger
Ricky Foo
Each of these contributors is an exemplary leader in the profession. Their activities can be found within the activity pages under each of The Five Practices. We thank them profusely for taking time from their busy schedules to share their expertise with all of us.
HOW TO USE THIS BOOK
There are several ways to get the most out of this book. We suggest that you turn to Chapter Two to brush up on your training delivery skills.
Decide which of The Five Practices you require ideas or activities for and turn to that chapter to be inspired. Peruse the activities based on the number of people you will have in your session or the amount of time you have. Read the objectives; they will help you to define exactly what you need.
Remember, as we said earlier, The Five Practices may be taught in any order. If you are focusing on one of The Five Practices, you may select two or more activities that have a different focus. Or you might wish to select activities from more than one of the practices.
If you are looking for inspiration for yourself, check out the last chapter. It will help you think about how to continue to learn and grow yourself.
HOW TO USE AND SELECT ACTIVITIES
Each of the chapters contains from twelve to eighteen activities.
You should find enough information on the first page of each activity to know whether it will work in your situation. You will find the title of the activity, the objectives, anything special about the audience (such as whether it needs to be an intact team), amount of time it will take, the materials and equipment the activity requires, and the room setup.
If you read the first page of the activity and all your criteria are met, turn the page and begin to read the step-by-step process. We tried to keep the directions for conducting the activity as concise as possible without eliminating any important steps.
Before you conduct an activity, be sure to allow enough time. If your group is at the high end of the number of participants, plan on the maximum amount of time. To be on the safe side, add an additional 10 percent the first time you conduct any activity. Manage your time during the activity by not letting time get away from you during group discussion or small group breakout activities.
Practice It
Bring a group of colleagues together to practice a new activity before you debut in front of the group. This is a great way for you to gain experience with the activity and an even better way for you to get feedback.
Follow the guidelines for introducing, conducting, and processing an activity in Chapter Two to ensure that the activity produces all the learning that you want it to.
Other Times and Places
Although the activities have been written for a training room scenario, most of the activities could be adapted for a number of other situations:
Coaching a leader one-on-one
Follow-up to the
Leadership Practice Inventory
(LPI)
Self-study for a leader, especially some of the handouts that are content-rich
Webinar material
Refresher activities a month after the session
The basis for a brown-bag discussion in your company
The start of a conference presentation design
Teaching a class at your local university
An ASTD or other association presentation
Activities as Follow-Up to the LPI
Many of these activities can be used with individuals who have completed The Leadership Practices Inventory (LPI). You will most likely adjust the process to accommodate just one person. For example, if discussion with others in a classroom setting enriches the activity, you might have the individual identify a colleague with whom to discuss the activity.
Use the activities in Chapters Three through Seven to supplement other LPI material you might be using. Mix things up—insert new activities into the context of The Leadership Challenge® Workshop, Leadership Is Everyone’s Business Workshop, or the new The Challenge Continues Workshop. This newest workshop is designed specifically to follow up and reinforce understanding of the model. What better way to do this than with experiential learning activities?
That’s enough for this chapter. It is time for you to dig in to experience some of the fun we’ve had as we’ve edited the 106 activities in this book.
CHAPTER TWOFOR A DYNAMIC DELIVERY
In This Chapter
Characteristics of a successful trainer
Adult learning principles
Ways to prepare to deliver training
How to create a supportive environment
How to increase participation
Tips for facilitating activities
Ideas for forming small groups
Ideas for managing time in a training session
What’s your job as a trainer? Whether you conduct classroom training, coach individuals, provide support on the job, or lead virtual training through webinars or other electronic means, all of the characteristics presented in this chapter are important. Note that while we use the terms trainer or facilitator most often, we are not ignoring teachers, coaches, educators, counselors, or others.
This chapter will provide you with several techniques that will make you an even more effective trainer.
CHARACTERISTICS OF A SUCCESSFUL TRAINER
How do you rate yourself as a trainer? Training is one of those professions in which you must keep two dissimilar, even competing, characteristics in mind at all times. For example, a successful trainer must be
Logical as well as creative
An excellent presenter as well as listener
Well organized as well as spontaneous
Able to maintain an on-time agenda yet allow flexibility
People- as well as process-oriented
Knowledgeable of specifics, yet tolerant of ambiguity
Detail-oriented while staying big-picture focused
Successful trainers are also assertive and influencing, trust builders, confident and poised, customer-focused, articulate, enthusiastic, excellent writers, impartial and objective, patient, warm and approachable, self-sufficient, results-oriented, and team players. It is useful for them to possess a good sense of humor and to have a strong business sense. They need to understand the businesses their organizations are in and be able to work with people at all levels in an organization. Given all these characteristics, it is no wonder that successful trainers must also be life-long learners. The last chapter in this book will address what it takes to be a life-long learner.
ADULTS LEARN BEST WHEN
Adults learn because they want to or need to learn. Think about all the things you have learned in the past couple of months. Write them on a piece of paper. Before going on to the next paragraph, think about why you learned each and note that next to what you learned.
Perhaps you wanted to learn how to use Twitter to stay in touch with a colleague who was attending a conference with you. Maybe you wanted to learn conversational French because you are going to go to Paris next year. Maybe you wanted to learn how to prune roses so they would have more blossoms next year. Or you wanted to learn to golf to get exercise while enjoying time with your customers. Chances are, however, that you did not necessarily want to learn how to cancel your credit card. You probably lost the credit card and needed to learn how to cancel it.
Whatever the reason, whether you learned because you wanted to or needed to, it is important to understand why you and all adults invest time learning. It helps you appreciate what motivates the adults you train. Keep this in mind later when you begin to select activities from the upcoming chapters.
Malcolm Knowles (1973), author of The Adult Learner: A Neglected Species, is considered the father of adult learning theory. He is known for taking the topic of adult learning from the theoretical to the practical with his adult learning principles:
Adults have a need to know why they should learn something before investing time in a learning event.
Adults enter any learning situation with an image of themselves as self-directing, responsible grown-ups.
Adults come to a learning opportunity with a wealth of experience and a great deal to contribute.
Adults have a strong readiness to learn those things that will help them cope with daily life effectively.
Adults are willing to devote energy to learning those things that they believe will help them perform a task or solve a problem.
Adults are more responsive to internal motivators such as increased self-esteem than external motivators such as higher salaries.
Knowles’ work is admired by many and ridiculed by some as too simplistic and duplicative. Many point out (and rightly so) that these same concepts are also important to children. Whatever anyone thinks about his work, we can all admire that fact that Knowles brought a basic, but incredibly important concept to the forefront of the field of learning.
Theory is fine. Practicality is better. How can you ensure that you are building in these concepts when you conduct training? Here are a few to consider when you are designing and delivering training.
DESIGN AND DELIVERY THAT DRAW FROM ADULT LEARNING THEORY
Integrating adult learning theory into your design and delivery addresses your participants’ concerns. You certainly don’t tell them that’s what you are doing. Instead, you show them with your actions. Before designing or delivering your next training session, consider answering the six questions that correspond to Knowles’ assumptions. Imagine that your participants have asked these questions.
1. Why should I invest time here?
Design
Design time in at the beginning of your course to address the purpose.
Build in time to respond to questions.
Create time to ask participants for their expectations.
Propose clear learning objectives.
Delivery
Post the purpose on a wall chart.
List participants’ expectations on a flip chart and hang them on the wall.
Prepare to respond to “my boss should be here!”
As you present, link the content to specific examples from the participants.
2. Will I be treated as a self-directing, responsible adult?
Design
Build in time for self-reflection about content.
Design self-assessments that allow participants to plan for their future.
Create time for participants to share their knowledge and expertise.
Delivery
Give participants permission to move, stand, get coffee, whatever makes them comfortable.
Ensure participants that all questions are welcomed.
Give participants the opportunity to establish their own ground rules.
3. Will my experience and expertise be recognized?
Design
Design time for participants to share their knowledge with other participants.
Learn about participants’ expertise and experience before the session.
Schedule time for discussion.
Design an icebreaker that allows participants to learn about others’ competencies.
Delivery
Use teach-backs (participants teaching other participants).
Invite participants to add to the objectives.
Designate a place where participants can share their experiences, resources, and ideas by writing them on Post-its and posting them on a flip-chart page.
Adjust your agenda to meet the needs of participants.
4. How will this workshop help me with daily life and to do my job better?
Design
Develop case studies, critical incidents, and role plays that address participants’ daily situations.
Interview participants to find specific examples of what they need to do their jobs better.
Delivery
Invite discussion about situations that participants experience on the job.
Create a discussion about their daily needs.
Be available at breaks and before or after the session for individual discussions.
5. How will this content help me solve problems?
Design
Design a problem-solving clinic into the session.
Develop experiential learning activities (ELAs) to link the content to specific problems.
Build in time for self-reflection so participants can relate the content to their specific situations.
Delivery
Post a “parking lot” to encourage participants to list their questions.
Share problem situations and lessons learned throughout the session.
6. How will this session build my self-esteem?
Design
Ensure that your design shows participants how they (and what they are learning) fit into the bigger picture and support the organization.
Design opportunities for participants to explore their personal growth and development needs.
Delivery
Encourage journaling or personal reflection during the session that allows participants to explore their own motivation.
Create a safe learning climate that allows participants to be themselves.
Get to know participants and what they take pride in; showcase these things if possible.
Recognize input and ideas from participants.
These may seem like small things, but when added up they make a big difference to participants.
Next time you design or deliver a training session, remember these key assumptions of adult learning and determine how you can put them to use to improve the experience for your participants.
PREPARE TO SUCCEED
Bob Pike is fond of saying, “Proper preparation and practice prevent poor performance!” Pike’s Six Ps for effective training have been the bedrock of many trainers’ work.
If trainers are lax about anything, it is generally the amount of preparation and practice they put into each training session. As trainers you are completely in control of the amount of time you put into preparing for a training session. Everyone is overworked these days, and few professionals work fewer than fifty hours each week. This means that you will need to cut into some of your personal time to complete the kind of preparation that “prevents poor performance!”
Preparation must be done on three fronts: the training setting, the participants, and yourself.
Prepare the Training Setting
Everything you do will make a difference as to whether your participants have a satisfactory experience or not. Everything you do should be done with a purpose—your room setup, for example. Are you trying to develop small teams within the group? Set up in rounds of five to six. Are you trying to open discussion among all participants? Try a U-shaped setup.
Ensure that everything is in place for a pleasant learning experience. Don’t let anything prevent that from occurring. Select a room that is the right size—too big can be just as bad as too small. Ensure the room is accessible to everyone, including those who have limited mobility. Select a room that is conveniently located to restrooms, snacks, lunch accommodations, parking, and public transportation. Choose a room that is free of distractions and noise as well as obstructions.
Furniture is equally important. Are the chairs comfortable and adjustable? Can everyone in every seat see the front of the room? For you as the facilitator, set a table in the front of the room so you can organize materials you need for activities, your notes, visuals, props, and other tools of the trade. Avoid speaking from a lectern; it will only create a barrier between you and your participants.
Lighting should be as bright as possible. Ideally, you will have natural lighting, but when you don’t, turn the lights on as bright as possible. All projectors have enough lumens of light to project clearly and brightly in a well-lit room. Those who turn the lights down are remembering the days in the 1970s when one had to dim the lights to show a reel to reel movie! The only time you might want to consider less light is if an early morning sunrise or late afternoon sunset interferes with learning.
Identify all the controls in the room: climate control, window shades or blinds, lighting, microphones, telephone (so you can turn the ringer off), projection equipment, and so on.
If anything is going to go wrong, it will be with your audiovisuals. Know everything you can about the equipment and use your own equipment when possible. Preview your PowerPoint slides or DVDs at least one week before the event. Don’t just pretend! Use the same equipment and the slides you will use for your presentation. Set your equipment up the day or evening before. Be certain the equipment works, you have all the cords, it’s in focus, and you know how to adjust volume control. Be sure you have the right size screen for the size of the group that you have.
Be prepared for an emergency. Learn a few troubleshooting tricks for the equipment you use most often and pack an extension cord and even a roll of duct tape just in case. Assume that the electricity will go out or that the projector will blow up. Have a plan—even if that plan is a flip chart and a few colorful markers.
Prepare the Participants
The first things you think of for preparing participants may not be the things that work best. For example, sending pre-reading is what usually comes to mind. Unfortunately, it generally does not accomplish what you want it to. If you are trying to save time or provide background, you will be disappointed. Generally, 30 percent of your participants will read it; 30 percent will ignore it; and 40 percent will say they never received it. The 30 percent who read the materials will be upset that you need to go over it in class and “waste their time.” However, if you do not, the other 70 percent will be at a disadvantage. If the success of the session is dependent on everyone completing the pre-work, don’t assign it.
What can you do instead? Connect with people before the session. Get them thinking about the topic, ask what they need to learn, determine their level of skill and knowledge, and tell them what’s in it for them (Bob Pike’s radio station, WII-FM). You could send an agenda, a welcome letter, or an email. You might send a puzzle or brain teaser that arouses their curiosity. Sometimes it is valuable to send the roster of all participants. You should also connect with your participants’ managers to identify what they hope their employees will gain at the training session. Consider involving participants early by sending them a questionnaire and using their responses to customize the agenda. And don’t forget to send them all the logistics so they know where the room is, the start and end times, lunch arrangements, how they can obtain messages, whether they will be able to check their email, whether public transportation is available, and where to park if they drive to the site.
Prepare Yourself
You represent the training. Participants may remember you more than they remember the training. Therefore you want them to remember only the best. Begin by getting organized long before the session begins. Create your own generic packing list that you can customize for each session. Some things that might be on your list include masking tape, index cards, Post-its, wireless remote, training notes, markers, table tents, etc.
Practice enough to ensure that the materials are a part of who you are. Create notes that work for you and practice with them. Practice the theatrics if you are telling a story or a joke. Practice with the pauses. Practice the mechanics of rolling your flip chart, of using a prop, showing a picture, or using the revealing technique with your PowerPoint. Practice some of the activities with a small group of your peers. Practice in the room where you will present whenever possible. Film yourself during one of your practice sessions. You are your own best critic. What do you need to do to improve? Anticipate the questions that might be asked. Think about the questions you want to ask. Where will you plant them throughout your presentation?
Learn about your participants. Who will attend? What are their positions and jobs in the organization? How much responsibility or authority do they have? What is their level of understanding of the subject matter? What is the reason they are attending this training session: Poor performance? Reward? New employees? Is attendance voluntary or mandatory? What are their opinions about the topic? What baggage might they bring into the session? Answers to these questions will help you plan your approach to the group.
CREATING A SUPPORTIVE ENVIRONMENT
One of the most important things you can do for your participants is to create a supportive environment, one in which they feel comfortable enough to ask questions; are confident enough to try something new—even at the risk of failure—and are content enough to want to return for more.
Creating a supportive environment begins the first minute you walk into the training room. How can you make this the most inviting room possible? Is the room appealing? Does it have adequate lighting? Are the chairs comfortable? Is there a place to serve coffee? Is the room attractive? Are the tables clean? Do the shades work? Is it clear of clutter? Is the room engaging? Does it encourage conversation? Is there room to stand to form small groups during the session? Does the room promote conversation during breaks?
You should be completely prepared one hour before starting so that you can greet participants and put them at ease about the session. Once the session starts, involve everyone quickly. Start with a bang. Don’t present all the housekeeping stuff first—boring! Begin with something that grabs your learners’ attention and then move them quickly into an engaging icebreaker.
Remember and use participants’ names. Let them know who you are, too. Many people will trust you more if they feel they know you better. Build professional credibility with them, but let them in on you the person, too. Make yourself available during breaks to continue to build rapport.
Create opportunities for participants to meet and work with each other. Everyone in the session should be seen as a part of the support network. Encourage participants to share contact information so they can connect after the session has ended.
INCREASE PARTICIPATION
Why increase participation? There are many reasons: to create an enjoyable experience, to build the team, to ensure participants are following you, and the most important reason, to ensure that they are reinforcing and cementing what they are learning.
At the beginning of this chapter you identified things that you learned in the past couple of months. Let’s imagine that one of those was golf. How can you learn to golf? You could talk to someone to learn how to keep score or to determine the best clubs to purchase. You could read a book to learn the history and the rules of the game. You could observe several tournaments to learn what the greens look like or how the players interact. You could have someone show you how to hold the club or how to tee off. You could practice on a putting green to learn how to improve your short strokes or you could practice on a driving range to learn how to direct the ball. You could do all of these things and learn a great deal. However, to truly learn the game of golf you need to participate. You need to participate with other players on the greens. You need to participate in a game of eighteen holes to truly learn the game of golf.
Learners in your training sessions need the same experiences as you require when learning golf or rose bush pruning or twittering. They need to participate. They need to get in the game.
You may come upon obstacles that prevent you from encouraging as much participation as you would like. Time constraints, organizational culture, group size, or facility limitations might all prevent ideal participation circumstances. You will, of course, do all that you can to work around these obstacles.
What about those times when you have overcome the listed obstacles and you have chosen an activity to increase participation, but your learners are just not buying it? Check your training skills first. Here are seven things you can consider to ensure that you are doing everything you can to increase participation.
Communication Skills
The most basic skill is, of course, your communication skills. Are you an excellent listener, avoiding hasty judgments? Do you accept input and balance that with assertiveness? You need to be accepting, but not allow anyone to leave the training session with incorrect information. You also need your assertiveness skills to ensure that disruptive or overly zealous participants do not interfere with other learners’ ability to participate. Asking questions is one of the best ways to encourage participation. Be sure to allow enough time for participants to respond. Encourage questions from your learners. Certainly it is okay to ask participants to hold a question or to post it on a parking lot. However, if you do it too often, participation will wane. Review the design; perhaps there is something out of sequence or you are not moving through the information quickly enough.
Interpretive Skills
You don’t need to be a mind reader, but to increase participation the best trainers pay attention to non-verbal cues. If you sense something is amiss, it probably is. If it is one person, probe during a break. You may find it has nothing to do with the training session. If, on the other hand, the entire group is staring into space, have their arms crossed, and are not readily participating, you need to check it out. Be aware of hot buttons—those issues that can set your participants off—and know how to handle them if they are inadvertently brought up during your session. You will build trust with the group and increase participation if you can translate correctly what others are saying and if you can personally relate to all situations participants suggest.
Personal Traits
Several basic characteristics ensure more participation. Do you have a good sense of humor? Are you open to all ideas? Do you have patience with those who need more time to learn or practice? Are you trustworthy, doing what you say you will do and not betray confidences? Do you come across as sincere? You must be sincere, as well as look sincere. Sometimes a silly grin or an inadvertent frown prevents you from looking sincere. These personal traits must be evident; their absence will discourage participation.
Interpersonal Skills
You’ve probably completed an instrument that identifies your interpersonal style, its strengths and weaknesses. Do you know yours? Start with your strengths, but work hard on overcoming your weaknesses. Super-organized? Be sure you are also people-oriented and approachable. Analytical genius? Be sure you also attend to having fun. Deliberate and detail-oriented? Be certain that you also see the big picture and can make decisions fast when necessary. Life of the party? Know when to get down to business, too. You need to balance what comes naturally to you with what comes naturally to others. Flexibility is key to increasing participation.
Learning Techniques
Effective training techniques are important to increase participation, so go back to Training 101. Provide clear directions and coach your learners when necessary. A successful learner is a happy learner. And we all know that happy learners participate more than disgruntled learners. Allow the learning process to occur naturally, even if it means that some individuals must struggle a bit. Support the learning with coaching and feedback. Finally, remember reinforcement: catch ’em being good. Reinforce for both correct content as well as behaviors that encourage participation, such as volunteering, contributing, and encouraging others to contribute.
Attending Skills
Although these skills are sometimes lumped with communication, they have their own unique attributes. Attending skills go beyond communication. Attending means that you send messages that you care about the participants and want them to succeed. Ensure that your eye contact is consistent and balanced. Scan the group regularly to gather information, but also provide good eye contact to individuals. Trainers tend to focus the majority of their eye contact on the 75 percent of the group to their non-dominant side. Ensure you are looking at everyone. Move into the group when presenting to build rapport and encourage responses instead of staying welded to the floor behind your presentation table. Provide affirmative non-verbals, such as nods and smiles, to keep comments flowing. Stay engaged whether participants are having a large group discussion or working in small groups. Small group activities do not give you permission to check your BlackBerry. Move among participants, listening in on discussions and offering assistance when appropriate.
Process Factors
Balancing participation will be dependent upon the process you use. Begin to build participation slowly. Start with just a show of hands. Then move to requesting volunteers. Move to using a round robin and calling on specific individuals. Participants can be a part of a small group and finally the leaders or reporters for groups. By starting slowly and building to more independent and riskier roles, you will obtain more participation. During this process, balance participation, encouraging more quiet learners, but not curtailing discussion from those who are more vocal. You will also want to reinforce correct responses, but not negate incorrect ones. Stay on track while still allowing participants to raise their own concerns. Finally, create an inclusive environment by demonstrating that you value everyone’s input. Help participants feel that it is safe to participate.
TIPS FOR FACILITATING ACTIVITIES
For the activities in this book to be effective, you will need to set them up concisely, conduct them carefully, and process them completely—the three Cs required to effectively facilitate activities.
Introducing Activities
Give enough information, but not so much that participants do not have an ah-ha moment. Provide brief instructions, including any materials they need. Establish a clear objective, unless the point of the activity is for them to identify their own learning objectives. Form small groups before you tell them what to do—otherwise they will forget by the time they get to their groups and greet everyone. Clarify how much involvement is expected during the activity, as well as what will occur after the activity. Are they expected to report out? Will there be a discussion? Are they in competition for the highest score? Announce how much time they will have to complete the activity. Before they begin, ensure that they have the right materials, are on the right page, and do not have any questions.
Conducting Activities
Provide support throughout the activity. Assist with the timekeeping using cues such as “time is half up” or “five minutes left” or “you should be on the last two questions.” Remind participants of the rules if necessary. If you need to make suggestions to ensure a successful learning experience, don’t give the answer. Ask questions instead of directing. Walk among the participants to identify any problems, confusion, or questions. Adjust the time if necessary and announce it to the entire group.
Processing Activities
Debrief the activity at its conclusion. Use a good experiential learning model for your questions following these steps:
What: What happened?
Why: Why did it happen?
So what: What did you learn?
Now what: What will you do differently?
Share pertinent observations, but avoid teaching, preaching, or lecturing. You are working with adults who have lots to share with each other. Use representatives from each group to conduct the debriefing portion. Correct only when they have come to an incorrect solution, and then use a question or try to draw the right answer out of the group.
SMALL GROUPS
In many activities you are asked to form small groups. In most cases the activity’s designer states the best number of people to achieve the purpose. Small groups are important for a number of reasons:
Learning is more dynamic in small groups.
Each person in a small group gets more time to speak.
Small groups allow for more questions.
Small groups are better for “discovery.”
Learners receive feedback more quickly and personally in a small group.
Participants learn from each other in small groups.
Small groups are better for forming teams, building relationships, and improving communication.
Small groups allow more people to practice the same skills at the same time.
Use creative ways to form small groups. You can always rely on the normal “count off by 4s,” but why not make even group formation exciting with different techniques each time? For example, have participants count off by 4s in a foreign language (you’ll need to teach them first, of course). Use personal information such as birthdays that are in the four quarters of the year; birth order (first, middle, youngest, only child); last digit in their phone numbers; or the color of shoes they are wearing. You could code the materials, for example, everyone with a red folder or all who have yellow dots on the back of their books or the color of marker used to create their table tents.
