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Management Pocketbooks - The Trainer Standards naturalswiss-csalas.info - Download as PDF File .pdf), Text File .txt) or view presentation slides online. champion of The Da Vinci Code, agent extraordinaire, and trusted friend. I cannot fully express my The Da Vinci Code Networking Pocketbook (Management. Management Pocketbooks - The NLP Pocketbook - naturalswiss-csalas.info naturalswiss-csalas.info The Coaching Habit.
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View extracts from our pocketbooks in PDF format. Free cartoons. Download high A few pocketbook quizzes to download. They are in Word format with. Management Pocketbooks Ltd Laurel House, Station Approach, Alresford Hampshire S 9JH, UK Tel: +44 (0) Fax: +44 (0) E- mail. THE STRATEGY POCKETBOOK By Neil Russell-Jones Drawings by Phil Hailstone Published by: Management Pocketbooks Ltd Laurel House, Station.
Copyright Notice — Please Read The contents of this electronic book text and graphics are protected by international copyright law. All rights reserved. If you are in any doubt about the permitted use of this electronic book, or believe that it has come into your possession by means that contravene this copyright notice, please contact us. Multiple-user licences are available. For details of this and all other enquiries please contact:. Czech Republic.
Give out the cards to your group four people per group 2. Ask them to consider: After ten minutes, review the answers as one large group. You need to pull out the bits that relate to coaching see over What'sthe point?
By using everyday conversations, you will help people to see what is coaching and what it definitely is not. How Chris: It was okay - I suppose Gary: You don't seem sure Chris'. I think that I could have handled the disruptive people better Gary: Well, maybe if I had been a little firmer with people Gary: Whatcould yOU have done?
They Want nk you shouhat to do should d. How ab at but it nCh Fla" en? Outc does' ThatdOe onfrOnfinng t wOrk. Is preparing there anyone whO can help me? Wewill go through ma'. Scenario A This is coaching. Use of open questions to draw out the person's thinking. Picking up on the subtlety of what was said. Some probing questions used.
Scenario C This is not strictly coaching. It is about recognising that sometimes you should just tell people the answer. The coaching comes in, after the phone call, to review what happened and decide what worked and what didn't. Scenario B This is not coaching. Giving advice is helpful, but not coaching. Scenario D This is demonstrating the use of responsibility as one of the coaching principles.
Suli will now be committed to helping as he volunteered.
Had Emma just picked someone, they may not have taken the same amount of responsibility for the task. Introduce the topic of coaching, giving particular emphasis to how individuals are responsible for their own development.
The manager's role is to enable the person to grow by providing the right conditions, etc 2. Allow everyone to pick a seed of his or her choice. Discuss the merit of picking what seems to be the right one for them. Link to staff recruitment on how you choose what seems like the best candidate at the time 3. Ask everyone to plant the seed in one of the provided pots of earth, and water it 4.
Split the group into smaller groups and give them a different card each 5. Give them five minutes to think, 'how are each of the different things I have just done symbolic of a manager's role? Examples might be: After five minutes, discuss in a large group and plot on flipchart. Reiterate that coaching is about the manager providing the tools for growth - they can't make anything or anyone grow, only enable What's the point? All answers are correct.
However, you are hoping that they will discuss how a manager can only enable a member of staff to grow. The manager's job is to provide the necessary conditions for individuals to grow but, ultimately, they could remain dormant for no apparent reason. Split group into four equal teams and give them a table each. Each table should be given one briefing card per team 2. Briefing cards should have the following instructions: Your task is just to sit there and do nothing B.
Your task is to balance your ten coins on top of each other on their sides. It will take a lot of skill to do this - you may not be able to achieve it C. Your task is to make as many patterns as possible in five minutes with your ten coins.
You can have as much fun as you like. This is no trick - just enjoy playing with them. If your patterns are better than the other teams', you may get a prize!
Your task is to walk around and observe the other teams and give them whatever support, positive feedback or guidance you see fit, in your experience. The tutors trust you to do what is right 3. Give them ten minutes to complete their task 4. Ask for feedback on how they felt during the exercise.
Probe to find out how they felt at the beginning of the exercise, compared to how they felt by the end of it What's the point?
The point is to bring out the feelings associated with each of the four squares in the model. Aim For people to experience the different stages of the GROW coaching model Learning Identify and discuss the GROW model Materials Four boxes or folders Card for backing Pictures of light bulbs, footballs and people running The GROW questions separated into 'goals', 'reality', 'options' and 'will', laminated and cut out into separate questions Copy of newspaper for the day of the course Trainer knowledge needed Familiarity with John Whitmore's coaching model is essential as is a thorough understanding of coaching principles.
A full list of the questions for each stage are provided in John Whitmore's book Coaching for Performance. Some examples are listed below: Goals What are you trying to achieve? How much influence do you have over your goal? Reality What is happening now? What are the barriers? What have you tried already? Options What could you do? What are you going to do?
How will you overcome barriers? When are you going to do it? What support do you need? Process 1. Stick each 'goal' question to its own backing card, along with a cut out picture of a football 2. Do the same for all other questions, pairing up the 'reality' questions with the newspaper cuttings, the 'options' questions with the pictures of light bulbs and the 'will' questions with the pictures of running people 3. Put all 'goal' questions in a box; do same with 'reality', 'options', and 'will' questions 4.
Split the group into smaller groups and give them the four boxes 5. Ask them to open the boxes in order of the GROW model and to lay the sheets out in whatever order they feel would be appropriate 6. Allow them 30 minutes to look over the questions and get used to how they work in each of the separate sections 7. Review the session by simply asking, 'at a first glance, how do they strike you?
This will familiarise delegates with the questions that make up the GROW model. It is more likely to be memorable if they have a chance to 'discover' patterns themselves.
Refer to Everyone needs a mentor by David Clutterbuck Process 1. Before delegates arrive on your mentoring course, place the plants and seeds on a table in the following order, clearly visible at the front of the group: Ask the group to look at the mixture of plants and bulbs, and describe the potential relationship between the objects.
They need to imagine the plants and bulbs as people in an organisation. The size of the plant denotes time and experience in an organisation 3. Ensure you have a mixture of bulb and plant types on display, and make this obvious. Delegates may then draw the links to important factors to look for when choosing a mentor, eg: No point in a cheeseplant looking to be inspired by a daffodil!
Position some of the bulbs and plants close to each other, and some far apart. This is representative of links in reporting lines and raises the question, 'should my mentor be close to me, eg: Ask them to consider, in small groups, which combinations would make the best mentoring relationship. Another question to prompt their thinking: Collect the comments onto a central flipchart 7. Link the answers to what will be covered during the course r What's the point?
The point is to bring out the difference between the two approaches. Mentoring relationships tend to be between a very experienced person and someone who is 'up and coming' in an organisation, such as a graduate or someone on a fasttrack programme.
Coaching can involve anyone, although it tends to be between manager and employee. In plant terms, the large central plant would be considered the typical mentor and perhaps paired up with a smaller plant. Plants of a similar size would not usually be mentors but could coach each other. This is inappropriate - ideally, there should be some distance.
The iceberg model is described on page 5. Trainer needs to be quite brave with this icebreaker It only works with people who do not know one another very well Process 1. At the beginning of the course, ask everyone to pick a partner whom they do not know 2. Ask them to write down their comments relating to the areas below, without showing them to their partner: Give them five minutes to write their answers down.
Ask them to put their partner's name on the front of a piece of paper and then hand it to you for safe-keeping 4. Tell them that they will get their forms back later when you introduce the importance of first impressions and how they are formed 5. Introduce the concept of the iceberg model or something similar before they start the exercise r What's the point?
The point is that people form an impression of you from what you say and what you do. There are two parts to this: Variation 1. Use on Assertiveness courses to highlight how you can make people believe you are assertive even if you don't feel it 2. Ask the whole group to observe you at the beginning of the course and answer the same questions about you. If they do it in groups, it is a good talking point for them and it shows you as very open and brave.
This is particularly good if you intend to ask them to role-play later on in the course as it shows you are not above being given feedback. This is also a fantastic opportunity to show how to receive constructive and positive feedback Link Can also be used on Assertiveness, Facilitation and Train the Trainer courses.
Should this occasion arise, do not hesitate to tell the management, so that they may give the matter their fullest attention. Give everyone a copy of the notice 2. Allow them ten minutes in pairs to rewrite the notice to make it clearer 3. Review the ideas by discussing what they have come up with 4. Accept all contributions as valid and then link to what you will be covering in the course What's the point? Dispel the myth of a need for long pompous messages and promote a need for written communications to be kept simple.
Instead of discussing their contribution, ask them to rewrite it in large letters on a flipchart more risky for them though 2. Split group into mini groups of around people 2. Give out the brief cards to each group 3. Ask for their comments and then link to remainder of course Example bririef cards: You really want the car but it is a little above what yOU would like to pay. What would yOU dO? You Of. Yours Week It at th See ers t whoh,;'. Youriri also u burn Pflce 9 You a ring e rnan fiend shopp Pint.
A COUld she bo: He off esperson. O to buy th: Off the son's now and wh s.
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What areproduct too mg qwte. You do? What do yOU need to knoW to be able to prepare yourself? What questionsdo yOU need to ask yourself? Examples of negotiating are out there all the time. The point is to raise delegates' awareness of when they could use more negotiation skills. Some pointers: Scenario A This is linked to two things. The first is having in your mind what would be your highest, middle and lowest offers.
The second part is knowing if you are willing to walk away from something that you wanted Scenario B People rarely negotiate in places like jewellers, as this can appear 'cheap and tacky'. The truth is that there will be quite a high mark-up on their products for that very reason Scenario C Be aware of the 'tricks of the trade'.
Ask your friends to find out what they have had pitched to them lately. What techniques are they aware of? Scenario D The importance of preparation Variation Ask delegates to come up with examples, in small groups, of one time when they negotiated well and felt pleased with themselves, and another time when they felt that it didn't go well at all. Take examples of each per group. Pre-wrap a parcel in as many layers as there are people on your course 2.
Inside the parcel put some sweets or prizes for them to win 3. Every time the music stops, whoever has the parcel has to ask the trainer a probing question. After the first person has asked their question and you have answered it, the next person that gets the parcel has to ask a question that is probing, open and follows on from the last question 4.
Keep going until all the layers have been opened and the freebies found What'sthe point? This will get your delegates trying out probing questions in a fun and lighthearted manner. There are no wrong answers, only learning.
Variation Insist that their questions fulfil the criteria for probing questions and that they don't get to unwrap anything until they get it right. Between each piece of wrapping paper, put something linked to the course material. The 'prize' inside the parcel could be directly linked to the course.
For instance, on one of our courses we put Boost bars inside for the delegates. Boost was also an acronym for feedback: Balanced Observed Owned Specific Timely. This could also be used for Coaching courses.
Aim Encourage delegates to transmit messages with the recipient in mind Learning Discuss the concept of 'congruence' in communication Identify the benefits of communicating messages while placing the importance on style of delivery Materials Tape player Pre-recorded announcement from train station during delay.
The idea for this one came while one of the authors was waiting for a train that then became delayed. To explain the delay, a pre-recorded message came over the public address system that had parts of the sentence almost 'cut and pasted' in. The message was like the one below, with the italic text denoting the parts 'dropped in'.
We are sorry about the inconvenience that this may cause you. Play the tape recording to the whole group 2. Split the group into smaller groups of three 3. Ask each group to consider for five minutes how they felt upon hearing the message.
Did it sound genuine? What would be the impact on you if you were in a hurry? Discuss the different groups' thoughts on the matter 5. Introduce the concept of how the content of messages you send, which are backed up by other sub-messages you send during delivery, are the ones which will achieve the desired aim 6.
Ask for any other humorous examples the group may have of messages not backed up by the way they were delivered What's the point? To take a light-hearted look at communication gone wrong - albeit with good intention. Variation If it is difficult to record a copy of a delay message, you could read it out using a nasal voice and a bit of drama. However, you will need to know how to facilitate the learning point from a potentially annoyed group of people!
When delegates eventually find the place, ask them at some point after the initial introductions, 'how does it feel to be on the end of a poorly communicated message? Relate this to any form of communication that people send out without thinking it through.
The impact of the miscommunication can destroy all the good intention behind it. Badly sign a route or room that the delegates are familiar with. You could use this to highlight the power of what Janis called 'group think'. Ask, 'why did you follow the instructions as given? Sign the route too well. This means putting so many signs up it becomes annoying or humorous. This brings out the concept of telling people too much sometimes 3.
Give the route out in written form, prior to the course on writing skills. Make the instructions either over-wordy or minimal. On a flipchart facing the wall, out of the sight of delegates, write: Ask for a volunteer to help you with an experiment 3.
Overtly, brief the volunteer that they must: Tell the group: Your job is to write a summary of what you believe the message to be' 5. Give the volunteer two minutes to convey the messages 6. Ask each group member for their interpretation of the messages 7. Reveal the original messages 8. Discuss the volunteer's behaviour used, including body language, tones and words used to convey the messages.
Ask the volunteer what they were thinking when using these methods, and the audience what they were thinking when observing these specific behaviours 9.
Make the link to the way we receive incoming information, based on what it means to us once we have 'filtered' it What's the point? This is one way of providing everyone with an experience they can relate to and discuss their interpretations of. In other words, the ability to signal what you are about to say before you say it Process 1.
Split the group into two or four subgroups depending on how many walkie-talkies you have 2. Give out the walkie-talkies to each group. You will have already preset the channels to different frequencies without telling the group 3. Ask them to interview each other about the weekend or favourite hobbies 4.
When they can't get through to each other, lead the review about why it could be. Ask how it felt not being on the same wavelength as someone else. Ask them what they need to do to be able to communicate with someone else What's the point? When people communicate with each other, they frequently assume that the other person sees the situation in the same way.
It is all too common to experience discord during meetings and one-to-one discussions due to misunderstanding about where the other person is 'coming from'. This exercise is designed to simulate what it is like to try and communicate with someone not on the same channel or wavelength as you. Use walkie-talkies on a telephone skills course and ask them to tell each other about their weekend or something quite detailed, and try to remember what was said.
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Ask them to think about how much of the message they missed. What are the 'rules of etiquette' around the use of mobile phones? What are the limitations of the phone versus face-to-face contact? What are the advantages of the phone over face-toface contact? A good book is TA Today. It is also worth visiting www. Give out the scenario cards to groups 2. Ask them to look at the cards and decide what sort of 'game' is being played; suggest they look for clues in the words being used 3.
Review the feedback 4. The book contains illustrative case studies and each chapter has a helpful review and actions section By Boardman, Richard. Early intervention in a dispute, before the disagreement escalates, is often the most effective form of mediation. The Mediation Pocketbook will help managers to understand what creates and sustains conflict and describes a step-by-step approach for dealing with it. By Nadesalingam, Nimalan. The necessity to deal with change has never been greater.
Organisational survival depends upon it. Yet, far more than half of all change projects fail, with expensive consequences. The Transformative Change Pocketbook equips managers and leaders with the essentials to deliver org By Russell-Jones, Neil. Subscribe now to be the first to hear about specials and upcoming releases.
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April release this month. Last 3 months. Last 12 months. Older than 12 months. Show Large Print: He then spent eight years following a traditional army career and, at a fairly young age, reached the level of captain. Having left the army, Simon was keen to find a suitable and satisfying alternative career. Reflecting back over the eight years, he identified that he had gained experience in many areas which could help him in his future career - skills in leadership, people management, decision-making, problem-solving, influencing, presenting and developing others.
In discussion with Stewart, among others, he decided to pursue a career in training and development. His first two opportunities proved to be superb learning experiences. During his time with this company he has gained much experience including setting up, with a contact, his own training consultancy. His colleague, Brian, has proved to be a superb learning partner and he, plus other contacts, have helped Simon to reach the decision that he is ready to move on again.
However, a lack of qualifications is now proving to be a disadvantage so he is investigating various options in order to help himself move ahead! Taking the opportunity to develop new skills, both on the job — his selling skills - and in his own time — his computing skills Taking risks in new areas consultancy and self-employment yet facing up to the issue when neither worked out and moving on to pastures new Making opportunities for new experiences: PROBLEMS While there are many reasons for organisations and individuals to adopt self-managed development processes, they are not without their problems.
Any person or organisation who intends to adopt this approach as a development philosophy must be aware of the challenges as well as the benefits: The reality is a bit like a jigsaw where people have to develop the skills and competence to be effective in all four roles: Some of the key ones are: So, this first activity idea involves you in creating a development log. First of all, think about how you like to learn and how best you can record your progress, thoughts and ideas.
You may find a simple notebook or record cards sufficient for your needs, or you could build your log into your personal organiser or even create a development log on your PC. Remember, whatever approach you choose the only important thing is that it works for you. Use this log to record important thoughts and ideas, which may be prompted by the activities and other elements of this book. The model here shows the various processes involved.
Learning relationships refer to all the people with whom you develop learning relationships and who help in your self-managed development. Career objectives should be considered, even though these may change over time. However, having some sort of career plan will help you to focus on the important aspects of your development. Learning activities are the learning processes you take part in in order to develop your skills and knowledge.
Indeed, the whole process of self-managed Planning development cannot be done in isolation. As a minimum, you should involve others by developing learning relationships. For even greater effectiveness, your organisation can be involved by offering support, guidance and resources. Focusing on the following areas will help you to determine what is important in terms of your business life: So, consider the following and make appropriate notes for your particular needs: It is important, therefore, to reflect on the past, present and future and to have a clear idea of how you got to where you are now and where you plan to get to.
Make notes about the following: Then reflect upon these and note down the ones you have used. Are there any additional support mechanisms you could be using? Note down what they are and how you could be using them.
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Typical relationships can be categorised as follows: Coach Mentor Role model Counsellor Learning partner Learning support group Collectively, the people with whom you develop learning relationships are known as your learning network. A useful way to examine your learning network is to create a mind map of all the people with whom you have had learning H C relationships in your life. Put your name in the circle below and then add branches and annotate them with the name of the person with whom you have had a learning relationship.
However, to be really effective in any of the learning relationship roles described on the following pages, certain skills are necessary: This is probably as good a definition as any, but what special features would a coach provide you with?
Typically, a coach is someone who can help you develop a particular skill, competence or area of knowledge. A coach need not necessarily be an expert or the best, simply someone who is knowledgeable in a certain area and has the skills mentioned earlier. A good example might be to think of a football coach. Often, those who are cited as the best coaches were not always the best players.
Typically, an effective mentor-learner relationship will be developed through mutual respect and interest in one another. You, the learner, will often be instrumental in setting up the relationship. Mentors frequently have one or more of the following characteristics: That person will be someone who inspires you and who you would like to emulate in some way.
The counsel such people provide is often associated with problem analysis, helping you to think a problem through and then helping you come up with a course of action for solving the problem or moving on. Or, perhaps, it is someone with whom you enjoy working and you find that you act as foils for one another, learning as your relationship develops. In addition to the skills necessary for effective learning relationships, certain features are important for effective learning partnerships.
These are: The groups can be official or unofficial, inside or outside the organisation, professional or self-help, etc. The word support is very important in this context as the concept of the learning support group is such that the members are supportive of one another. This does not mean being nice to each other but, rather, providing a challenging environment in which mutual respect exists and the full range of learning relationship skills is used.
You might also like to add to your chart some or all of the following information: For instance: You should note down the answers in your learning log. Having done this, reflect on the notes you have made and ask yourself: The idea here is to gather sufficient information in order to make effective decisions about future objectives for your self-managed development.
Some quite simple ways are: Under each heading you should examine the following: Strengths Weaknesses Opportunities Threats 54 - the things you are good at - the things you do not handle well or cannot handle - those factors or changes external to yourself that will affect you positively for instance, possible organisational changes, geographical moves, soon to be gaining a qualification, etc - those factors or changes external to yourself that may affect you adversely for instance, loss of a customer, a new competitor enters your market, etc SELF-ANALYSIS SWOT ANALYSIS ACTIVITY IDEA You should undertake this activity prior to completing any other form of self-analysis, as it is best to do this with a completely open mind before you are affected by any other external factors.
Split a page in your learning log into four: S W O T Using the instructions on the previous page, note down everything that you consider to be your strengths, weaknesses, opportunities and threats. One way of doing this is to create a job tree, as described on the following pages.
Add to your tree truck the main branches, representing the chief elements of your job probably about , annotating each branch accordingly for instance, selling, team management, administration, etc. Next, take each branch in turn and add smaller branches or twigs to elaborate on what each of the key elements of your job involves, ie: Again, you should annotate as you go along.
You now have a basic job tree. Use different coloured pens or devise some sort of code to ensure you understand the tree when it is completed.
Note the figure on your tree beside each element. Indicate on your tree the degree of liking or dislike in some way.
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