Modern managers need to know how to develop their people - how to coach, train, instruct and encourage them to learn for themselves. But many managers don't know where or how to begin. Now here's the ultimate 'train the trainer' and 'coach the coach' resource for helping managers develop their people. It covers everything from preparing and conducting a coaching or training session, to how to evaluate the success of a learning event.
Learning applications include:
- coaching
- training
- facilitating
- instructing
- questioning skills
- giving and receiving feedback
- counselling
- creating a learning climate
- evaluating learning events
List of Activities:
1. Making a start:
To put participants at their ease and enable them to contribute fully and gain optimum learning from any development event. This session helps to establish an atmosphere of trust and rapport. At the beginning of an event it establishes a set of ground rules which will help participants to overcome some blocks to their learning.
2. An introduction to coaching:
To give participants an overview of what is involved in coaching. It helps to place coaching into context with the role of management and other helping interventions such as instructing, mentoring and counselling. To give participants an opportunity to rate their current level of activity as coaches.
3. So why don't managers coach?
To identify the main benefits to be gained from effective coaching by the organisation, manager and the individual job holder. This activity will enable participants to handle any objections put forward by managers and job holders for not becoming actively involved in coaching.
4. What's involved in coaching?
To give participants an overview of the coaching process which will enable them to fit each individual section into the overall picture.
5. Identifying the need:
To enable participants to identify where individual development fits in to wider organisational needs. To give them an opportunity to develop a coaching and development plan for their sections at work.
6. Recognise the opportunity: To enable participants to identify which incidents from their day-to-day work present opportunities to coach their staff. To review several factors that need to be considered before making a choice on the right people to develop.
7. Brief the job holder - Part 1:
Follow a structure To introduce participants to a structured model they can use to run an effective coaching discussion. To give them an opportunity to evaluate and develop their expertise in using the model.
8. Brief the job holder - Part 2:
Discussion skills To give participants the opportunity to identify and develop the skills and approaches needed to carry out effective coaching discussions.
9. Agree the desired outcome:
To introduce participants to the necessary skills for setting objectives in the coaching and development process. To give them an opportunity to practice these skills in a work situation.
10. Choosing the right learning opportunity:
To help participants in their choice of the appropriate learning event for their staff. To help them to choose a programme that takes into consideration how the style of the job holder will have an impact of the success of the outcome.
11. Preparing your material:
To help participants to identify and conduct the full range of preparation required to design an effective training session.
12. Delivering a training session:
To prepare participants to deliver a training session by reviewing the characteristics of an effective presenter. To give them an opportunity to practice and develop the skills of an effective training delivery.
13. On-the-job training:
To introduce the participants to the preparation required and the stages involved in conducting an effective on-the-job training session. To give them the opportunity to identify their skills and development needs when putting the approach into action.
14. Using questions as a development tool:
To introduce participants to the skills and techniques involved in asking and handling questions from a trainee group. To give them an opportunity to practice and develop these skills and techniques.
15. Facilitating a discussion:
To raise awareness of the effectiveness of running a discussion as a way of solving problems and confronting and changing attitudes. To help participants to identify and develop the skills involved.
16. Giving and receiving feedback:
To introduce participants to the skills required to give and receive constructive feedback.
17. Counselling skills at work:
To enable participants to define counselling and recognise their role in using counselling skills at work. To examine the difficulties they may face and give them the opportunity to practise and develop skills involved.
18. Establishing a learning climate:
To enable the participants to identify the components of an ideal learning climate. To give them an opportunity to devise an action plan for introducing a learning climate into their own organisation.
19. Making the most of learning events:
To introduce participants to the need for evaluation of the effectiveness of learning events. To give them an opportunity to review and develop the skills required and to conduct a series of evaluation interviews.
20. Developing the developers:
To encourage the participants to take responsibility for their own development as developers. To take them through the steps required to produce an effective development plan.
399 pages, 134 OK to copy pages
