The mix of Develor trainers attitude, mind set, standards, company culture

1. How Develor T rainers E xceed P articipants E xpectations Moments of Truth Remata, summer 2008 Created by Martina Georgievova

2. Look and Learn !!! “ Develor training doesn't end o n the level of knowledge but it focus es on the ability to put knowledge to practice . It ’ s not only what you’re able to unders tand but what you’re able to do i n the most effective way” Performance of People

3. Aha

4. Group 1 thinks that 70-80 % of success is in the preparation ( setup )

6. So w hat? S till so easy ?

7. Group 2 thinks that the Develor trainer must primarily be a Professional

8. ..preparation is useless. Reality is completely different.

10. Group 4 thinks that its has to have two faces: Humanistic and Professional

12. Human Professional Adapt to the group (dynamics) Credibility (from experience) Authority (natural leader) Focus on the target Ability to attract Systematic Empathy Observation ability (feedback) Spontaneity Knowledgeable o n the working environment (of the participants )

13. Group 3 thinks too much

14. Good Develor trainer Data schedule PPT, workbook Data Rest before Active listening Support communication Support relations Support performance Visualise examples Support creativity Support fantasy Support spontaneity Be dynamic Settle norms Encourage activity Lead Use all of energy INSIGHTS

15. … let ’ s summarise

16. „ What shoul d the Develor trainer do to be successful???“

17. In terms of PREPARATION

18. Your personal problems cannot influence the training I f you have a headache , take a pill .

19. Take a handful of positive mood and smiles

20. Turn off the “Help, help me som e body” button

21. Case studies Put on the employees ’ shoe s of the companies you are about to train. Write your OWN situation al exercise s !

22. Don't forg et Insight s!!!

23. Think over the goal of the training, the way you want participants lead and the place you what to bring them to Sometime s the goal is just the mind shift / we cannot always improve t heir skills

24. Bring a clean and open mind (not in alcohol, not pre -p rogramm ed , don't be clone d robot s )

25. In terms of OPENING THE TRAINING

27. Circle of Concern Circle of influence We have a wide range of concerns, but not all of them fall into our circle of influence Use the Circle of influence

28. “ Proactive people focus their efforts with in their circle of influence, causing the circle of influence to expand Reactive people focus their effort with in the circle of concern. The negative energy generated by that focus causes the circle of influence to shrink” Be sure of wh at yo u want to FO C US on

29. Reactive: I must If only They made me If I had Proactive: I prefer I will I choose I can be You can choose your /their language

30. Forg et y ourself. Training isn’t about You !!!

31. .... It ’ s about them

32. First tune up the audience to listen. It ’ s useless for you to shout if they do n’ t want to listen – they won’t hear you out !

33. Listen to what the group ask s for and reflect on it. Find the things you have in common – between what you ’ve prepared and what the group requests. Their real training need should come first .

34. Tell them the y ’re at the training . I don't promise real life , but a s h ift in your skills and performance if you cooperate

35. In terms of the TRAINING PROCESS

36. Theory is just to illustrate something from reality, what you want them to focus on. U s e it in the form of simple and stupid ! The participants’ attention is limited, therefore don't bo ther them with complicated models. Do n’ t try to be a university professor full of dry and useless theory

37. Real knowledge is in the h e art . The k now-how in your notebook does n’ t help you. If you are un able to explain something in the form of “elevator speech”, you don't really understand it !

38. Keep the balance among the topic, audience a nd your presentation abilities/possibilities! (TAP model)

39. Don't label participants. Each participant is ‘ unique ’. Each training is unique and unrepeatable. It all depend s on your p articipants , the topic and the disposition of how the training runs

40. Engage them all! Identify where they are (attitude/activity) tune them in positively and activ ate t h em !

41. The mind is like a parachute: it only f unction s when it ’ s open

43. The audience’s attention is inconsistent . This curve was valid in the past:

44. ...but since we’ve had this…

45. … attention is now like this: Change activities Voice Position Movement in the room

46. Don't let them fall asleep. Know and use energisers .

47. The key to time management is not to prioritise what’s on your schedule but to schedule your priorities

48. Everything concerning the human psyche has to be explained with examples. Say what it means, how it works and what the impact of it is . Use lots of examples !

49. If you don't offer your heart / you won’t get theirs

50. If you anticipate that the group has the answers – use facilitation ( ask questions, questions, questions). If you anticipate that the group doesn’t know the answers – use presentation .

51. Do you realise that there are 3 categories of people in terms of thinking?

52. Walker Prepare for all of them and explain in the ir preferred manner Runner J u mper ... and don't forget that there is always on e who just stands and doesn't move anywhere.

53. Walker Identify your group and train them in an appropriate way Runner Jum p er

54. Walker – needs a hand in the written basic features that you want stressed and just check the understanding and ability to apply them “ What is it ? ” First - line m anagers It’s more lecture than training.. It has more presentation than facilitation

55. The Runner – give them a „technical drawing“ (if they are able to do it – do it together - facilitate) show them how the model works . Draw attention to the relations and tell them what it means. Deepen their awareness skills . “ What does it mean?” Mid dle and u p p er m anag e ment More training. More facilitation.

56. “ What can you do with it ? ” The Jumper – briefly remind or bring attention to what you need and support thinking with good questions. Lead them to share their experiences and to recognise other possible uses. The jumper has the answer inside him. The jumper just needs stimulation and he can find the answers. The jumper is able to take your ideas further or apply them immediately. Top Manag e ment Workshop

57. Use E-prime - if you don't know what it is, read below The verb “to be” creates a linguistic trap Using “ be ” extremely misrepresenting reality. Verb “ to be ” dangerously predicts that things, events, processes stay the same. It’s not that way. The verb “ to be ” refers to our mental construct A map is not territory

58. Think w in/win

59. Bear your target in mind .

60. Feedback focused on supporting better performance

61. Keep to the agreed time of beginning and ending the training.

62. And something about You the Develor TRAINER

63. The flipchart is your best friend but you can’t hide behind him

64. Does Develor have only male trainers?

65. I hope not! ?

66. Be knowledgeable about the Sales Mandala and Leadership . We are the winning team!!!

68. Skilled and use INSIGHTS .

69. ... And teach yourself to juggle .

70. And a few thoughts at the end about the company culture of Develor

71. Connect yourself. Don't wait for everything. Think about how you can contribute .

72. Take your Develor business card with you and do “promo” for the company - anytime is appropriate. Up sell/cross sell to ensure enough work for you.

73. Do the follow-ups (evaluations of feedback etc.)

75. Is your work/life balance maintainable?

76. Read, write, relax, exercise, play, love, engage, reflect... You do the developing of Human Recourses so don't forget your own development...