J2CLQ Training Materials

Dear Employees of A-Z Manufacturing, 

J2CLQ Consulting is looking forward to meeting with you for the training session "The A-Z's of Time Management" on Monday, December 2nd, 2013 at 5:30 pm. Part of this training includes a short online component that trainees need to access prior to the training.


This portion of the training can be accessed at http:/timemanagement.articulate-online.com/0134459432.


Please be aware that you will not be unable to return to the training portion during the test, therefore we suggest that participants take notes during the presentation of the online content. 

J@CLQ Consulting is looking forward to meeting with you personally.


The J2CLQ Consulting Team

Chapter 12: Getting the Training Job

Throughout the semester, we’ve learned a lot about Training and Development theories and uses. How does one become an actual trainer? Chapter 12 explores this in depth. Here are a few strategies for becoming a trainer: as you start nearing graduating and looking for a career, finding one can be difficult if you aren’t aware of the actual titles. You can’t just type in “Trainer” in Career Builder. There are several titles to search though that bring up pages of positions here in Houston such as: needs analyst, task analyst, program designer, media specialist, presenter, assessment specialist, training and development manager, training and development administrator, and web based specialist. Internships are also a great way to get your foot in the door at any company. That way you have on the job training and can hopefully advance in that company, if not, then gain experience and find something else at another company. When looking for any position, you should focus less on just being a trainer and more on working in an industry that excites you. If you haven’t joined a professional training organization, I urge you to check out ASTD.org. They have a lot of wonderful information. Joining for the year is $200 and could be worth it considering all of the resources they have. They have other packages for extended amounts of time as well. Also, not in the book, but I find just talking to someone who is already in field, asking if they could mentor you, take them to lunch and talk to them how they started out helps a lot. Generally, people want to help people out getting their first job, they’ve been there before and they know it’s not always a easy. Once you have those basic steps down, you need to develop a portfolio. Your portfolio is so much more than just your resume. You will need to write out your career summary and goals, what have you done in your career thus far and where do you plan to go? Write out your professional philosophy or mission statement. Include your traditional resume with work experience, education, skills, abilities, marketable qualities, and, list of professional accomplishments. You will also need to add examples of your work: reports, training plans and presentations. If you have conducted any research, have publications, or reports that have been published for a client, add that. Include your training courses, workshops, and seminars that you have attended and describe how it helped enhance your skill sets. Add any copies of certificates or professional licenses that you have earned in professional development. I found this article with great tips for when you first start your new career. http://www.mindtools.com/pages/article/newCDV_29.htm. The key points touch on the following: BREATHE! Once you have been hired, if you are panicking about not being able to do the job give yourself at least 90 days. People feel it takes 90 days in order to feel at ease at their new company. Starting a new career is exciting but it is important to slow down, and take time to learn the culture of the company first. Create personal goals for yourself, or because you are a T&D pro you can do a SWOT analysis on yourself to see what you need to work on and what you already know. Create goals for your first 6- 12 months. You may be new, but you wouldn’t have hired you if they didn’t have faith in you. Also, they wouldn’t have hired you if they thought you could do everything perfectly because you may not stay long if you’re not being challenged in your new position. It is important to learn the office politics. Remember that you’re the new kid on the block! So, let them get to know you first before you try to do any drastic changes. Never compare your old company to your new one negatively. No one wants to hear constantly, “well, at my old company we used to…” You may start to annoy people (again, know the office culture) and they will start to wonder “ If you liked it so much, why did you leave?” Start learning about your team or department, know who everyone is and what exactly their job entails, learn who your allies are. If someone does not respond well to you, do not take offense at first. Remember that someone else probably had this position before you and you might have replaced them. That person could have been a friend or a mentor to them, you don’t know the issue. Establishing trust takes time. Try to stay diplomatic. This will help you later as you develop your T&D strategies. Know that it is not a sign of weakness to ask for help! Now that you have your new fancy career- it’s time to get to work! You should start to identify the training needs. Are they in need of soft skills training or project management skills? As a trainer, you must be current with industry needs and demands by being able to use e-learning and blended learning programs. The list of the types of careers there are under the training umbrella as mentioned previously are becoming morphed into one. There are two categories, training generalists who preform all the tasks and jobs associated with the needs centered training model and the training specialist who only has one area of expertise. Companies are finding that they have more need for the generalist rather than the specialists. You may be recruited to do “on the go” training. That means being called at a moments notice put together things quickly. In order to do that, you will have to conduct your needs assessment over the phone. Define the goals, information about the participants, prior knowledge, the time allotted, and contact info for the tech person as well as point person when you arrive. You will then need to confirm the terms of your training assignment in a followup e-mail, this should include: payment, cost of travel, food and lodging. In order to get all this done quickly, you may have to modify previous training materials. Copy all material and send in a PDF and have them collate it for the amount of people in attendance. Bring your training kit with you on location that has all of your things you may need, computer, clicker, thumb drive, etc. Lastly, you must be able to develop a training proposal. This is the who, what, where, when, how and why of your program. You have to be able to convince executive management to support your program. You need to have your analysis data to back up and support your proposal.

By: Kelly Leng

Chapter 11 Part One: Assessing Learning Outcomes

Throughout the semester our class has engaged in how to present, develop, and assess a training plan. The process of training and development may almost seem complete; however chapter 11 will engage in understanding assessment and justifying the outcomes of the training session. In the beginning of the chapter it discusses a term called the “training assessment” which is similar to needs assessment, but it allows us to evaluate the outcomes of training session at the end of the session. For example, the Model of Assessment assures trainers that they have developed learning objectives, measured learning outcomes, and interpret assessment information. This model is a cycle and continuously repeats each stage in order to analyze room for improvement during a training session. Another important factor in understanding assessment is for two reasons. First, it ensures survival of the fittest. Survival of the fittest is basically what it implies; if a trainer cannot show value in the organization then they will not survive within that organization. Competition is always vast and low cost or laying-off employees is some organizations choice of survival to reach their accomplishments. Second, assessment is important for trainers to ensure quality remains consistent with organizational cultures and contemporary management philosophies. The second factor includes an important philosophy term totally quality management. Total quality management explains that doing the job is more efficient when there is a steady pace versus doing the job quickly and inadequately. If the training was not effective and the trainees did not learn the need of the session Kirkpatrick’s Level of Assessment reiterates four levels to evaluate starting from level one to four: reaction, learning, behavior, and results. Domain of learning is also important in understanding assessment. Affective learning focuses on: if the trainees valued the training content, new behaviors, the trainer, and did they like it enough to imply the new content and skills. All of these factors help trainers analyze if the training was effective and what tools helped motivate the trainees to learn the content and imply the new skills to the job. The tools for motivational and effective learning are both formal and informal. Formal tools would be the instrument use of surveys and questionnaires. Informal tools would be used more efficiently for a multiday program. A few other tools that can be used for feedback at the end of the training session is a flipchart page (to list likes on one side and changes on the other), sticky notes, index cards(ask participants to rate one to seven on the session of the day), and use text messages (to indicate work was well or changes he/she would like to see). Cognitive learning also need to be assessed in order to see if the trainees learned the need of the session. The domain of cognitive learning highlights the key point at the end of the training session, that trainees should leave new knowledge that can help them make better decisions. Cognitive learning assesses three domains that are important to training: Assess if trainees understand training content, if trainees can analyze and synthesize training content, and if trainees can evaluate the training content. Tools also must be acquired to assess cognitive learning. The following are tools that can be used to assess cognitive learning: multiple-choice exam items, matching exam items, and essay items. The cognitive tools help measure the outcomes and focus on the task the trainees are trying to achieve in the training session in different formats. By: Heather Plyler The following link is the article: Kirkpatrick's Four-Level Training Evaluation Model http://www.mindtools.com/pages/article/kirkpatrick.htm

Chapter 10

How to Manage Potential Conflict in Training Situations Conflict can occur at any time when you least expect it. Yes, even during meetings. It is a good idea as a trainer to be prepared for any type of conflict that could possibly occur during your training sessions. Conflict can take place if individuals disagree on a particular topic, subject, or goal. As a trainer it is your responsibility to handle and put an end to the conflict during your training session. Using conflict management skills will help you to target the problem yet maintain a professional manner so that your training session runs smoothly. There are four problem trainees to be aware of during your training session. • Dominant Trainees • Negative Trainees • Aggressive Trainees • Quiet Trainees Don’t ignore or pretend these individuals don’t exist if they are in your training. Identify the problem by managing instead of avoiding. With precise planning and strategies these conflict areas can be controlled. If tempers flare during a training session it is extremely important to manage your emotions. As a trainer you want to make sure you remain in control and don’t lose your cool. If you feel yourself becoming upset take time to calm down. When you feel the need to address an individual that may have upset you make sure you select the appropriate time and place. Don’t shut down with the individual that you are addressing your concerns with about what has upset you. Lastly, plan your conversation with things you want to mention that has bothered you. Describe behaviors that are not suitable during the training sessions with the problem trainees. Be careful not to make the trainee feel as if they’re under attack. Consider your approach when you confront the trainee. The goal is to keep a professional and friendly temperament. If this is not displayed you are likely to experience defensiveness or a trainee that’s not willing to cooperate. Paraphrase your content and emotions with positive and supportive things to say. Make sure you choose your words correctly and wisely to eliminate misinterpretation. It is okay to use immediacy and affinity to have positive effects not only in training but also in conflict circumstances. It is a good idea to be firm however, remember to remain your professionalism. Know your audience and know when to use prosocial behavioral alteration techniques. If you are conducting a training session for students it is better to use the behavior alteration technique. Prosocial behavior should be used on a more positive level to get individuals to do what you want them to do. Lastly, evaluate and improve your delivery by recognizing your strengths and weaknesses. Take your time on important material and explain in full detail. Allow trainees to talk during your training session. Be mindful not to stand in front of your visual aids. Offer your trainees an approachable demeanor so they can feel comfortable coming to you. Evelyn Rideau Pete http://www.mindtools.com/pages/article/newTMM_65.htm

Training Delivery

When planning an effective training delivery, it involves careful consideration of integrating training methods, content, and objectives. You have to consider your audience (trainees) and the training environment. Think about your trainees’ needs and the physical and psychological environment. Try not to keep adults sitting for more than two hours. You’ll find when you approach the ninety minute mark most trainees’ are ready for a break. When considering your trainees’ needs, remember not to talk too much without changing methods or without taking a break. Be sure to plan stretch breaks in to your training sessions. Although, there aren’t usually any physical threats during soft skill training. The environment where training takes place should be a secure one. Trainees are a part of a professional team and trainers should treat them as professionals in a training session. As a trainer, you should focus on content and delivery that will increase trainee effectiveness, efficiency and self-actualization. Another aspect of consideration of the audience is attention span. Long, drawn out lecture sessions are likely to lose trainees’ attention even when the information and delivery are effective. A motivated audience can focus on any task for only a certain amount of time- roughly, twenty minutes. Trainers should keep this in mind when developing the curriculum design, content development, training methods and the use of presentation aids. In addition to being mindful of the length of training sessions and using a variety of methods of presentation, consider the overall tone you want to establish. Your training style should connect with people rather than emphasize information. Successful presentations are interactive dialogues between trainer and trainees. To create a sense of dialogue is to adopt a conversational delivery style. Asking strategic questions during lecture and through- out the session will stimulate dialogue and interaction. In chapter 6, it provides more ideas on training methods that will actively engage trainees. Talk to trainees conversationally, just as you would talk to a colleague or a friend. The four classic methods are Manuscript delivery, Memorized delivery, Impromptu delivery and Extemporaneous delivery. A conversational delivery style is most readily achieved through extemporaneous delivery. I will discuss the others in more detail during class. Extemporaneous style of delivery allows trainers flexibility to adapt and respond to trainees comments and reactions, trainers can also ask questions, trainers can engage trainees in small group activities, and experiential exercises. As mentioned before the physical and psychological environment influences the delivery of the training. Room temperature and the lighting can be physical issues. Making sure the PowerPoint screen is sufficiently bright and trainees can see their materials are very important to the trainer. Other physical aspects are the seating arrangements, which often determines the amount and the types of interaction during training. There are three types of seating arrangements, which are traditional, horseshoe seating and modular seating. Traditional is generally best. The horseshoe is when you want to promote interaction and discussion among trainees. If you want to promote team brainstorming activities, modular seating will work best. Psychological environment are things like the organizational culture. Organizational culture refers to the norms, rules, policies, customs, practices, values, history and characteristics of an organization. As you deliver your training material, monitor your appearance, facial expressions, eye contact, movement, space use, and vocal cues, using them in such a way that trainees are drawn to you and your material. Establish nonverbal immediacy between you and the trainees. Immediacy cues communicate liking and closeness between you and others; they include professional appearance, making eye contact with your trainees, and appropriately reinforcing your movement and gestures to support your message. Use verbal immediacy; speak with rather than at trainees. Use effective affinity-seeking strategies to establish good interpersonal relationships with trainees. Please review this article: https://www.ashfordglobalit.com/article/business-courses/10-tips-developing-successful-training-session.html By Latoya Harris

Chapter 9: Part 2

The second part of chapter 9 focuses on testing the training plan, for developing a participant’s guide and tips to keep in mind when creating a training plan. The book mentions three methods used for testing a Training plan. They are the following: Focus Group, Pilot Test, and having your plan reviewed by an expert. A focus group is a few people selected to discuss a particular topic so that others can better gauge how people will respond to it. A pilot test is a limited trail run that is performed before the official release. When preparing a participant’s guide it is important to comprehend the significantly of have a guide. To answer this question let think back to how adults learn. Adults like to have a comprehensive summary of the information. It is also important for the trainer because the participant’s guide indicates the trainer’s creditability. Preparing a participant’s guide is a 7-step process. The first step is using the training objective to determine the content that will appears on guide. The objectives will work as your overall outline. The second step is making sure to include all activities and instructions in the guide. All activities and exercise should be present in the order which you plan to use them. It is ideal to include instruction for each activity and exercise (even for easy ones). Keep in mind you have the option of handing out activates/exercise separate from the participant’s guide to avoid an incident like this: “I see that some of you are interested in activity on page 27; we’ll get to that activity later in the day. We’re now on page 14.” The third step is using a lesson plan to organize the guide. This is simply asking you to give titles to module and including a table of contents. The fourth step is determining the format of the guide. This step is meant to further aid you in organizing you information in order to maintain the attention and control of the trainees. The fifth step is number all pages of your guide. The sixth step is citing all borrowed information. It is important that when you cite others information that you provide a bibliographical page at the end of guide or Insert citation at bottom of page. If you are unsure when you should ask for permission on copyrights just remember it applies if you more than 250 words of someone else material. In addition, a general rule of thumb is when in doubt, cite! The final step is using the participant’s guide as your trainer’s guide. The preparation of the trainer’s guide will vary on your experience as a trainer. This book also gives us seven practical tips to keep in mind when creating a training plan. The first step is to determine the amount of detail needed by using the three general levels of details. Level one is a highly detailed plan. This plan is prepared for someone else to use. Level two is moderately detailed. This plan is for you to use in the future. Level three is nondetailed. This plan for yourself and includes minimal detail because you are the subject matter expert. The second step is to draft your participant’s guide. Once you have done the participant’s guide you have essentially created your training plan. The third step is review for the 20-minute rule, which state that should strive to change you method and activity every 20 minutes. The fourth step is to incorporate the 5 -step process for teaching a skill, which is tell, show, invite, encourage and correct. The sixth step is to plan for contingency. The seventh step is revising, revamping, and reconstructing your material. Please read the following article it will provide more information on testing training plan. http://smallbusiness.chron.com/company-success-failure-employee-evaluation-methods-24220.html By: Kimberly Velasquez

Developing a Training Plan

A training plan is a detailed document that guides the planning and delivery of instruction. Whether training people one-on-one or in groups, in person or online, a well developed training plan allows you to prepare for and deliver thorough and effective classes. Connecting Needs with Objectives - Define the needs of the trainees and devise methods to engage and facilitate the learning process - Organize activities that will appeal to the various learning styles of the participants and focus material on objective Connecting Training objectives with Methods - Align training methods with the training objectives creating multiple opportunities for trainees to demonstrate, perform and present material. For example, performing tasks that will allow trainees to familiarize themselves with the process. - To have trainees demonstrate their understanding of how the parts fit into the whole - An assessment that measures how well trainees have mastered the methods Conducting Research Read Articles, periodicals and newsletters to keep up to date with new knowledge as well as new experiences and techniques. Develop Training Content - Training content is information, definition, description, concepts and skills that you present to the trainees - Place more emphasis on skills development by editing material geared towards training objectives i.e. action steps that allows trainees to master tasks - Develop general key points then narrow down to specific objectives Determine Training time Frames - Assess the skills that you want to develop and determine a reasonable time frame in which the trainee can achieve this. - Some skills take more time than others and with the budget and time constraints this can be a challenge - The more time allotted for a training session, the more likely you will be able to incorporate appropriate skill practice time, shorter time’s means trainers must rely on the less effective lecture approach. - Some training sessions are conducted in modules to facilitate focus on particular skills in blocks Determine Training Method - Since time is limited the trainer must select a method that is efficient as well as effective - Adults learn better by way of work sheets, structured discussions, videos and reading materials - Smaller training groups of 20 or fewer is best to conduct interactive training where participants practice listening and feedback skills, while role playing, with larger groups is more difficult - Strategically using structured worksheets and dyadic (face to face dialogue involving two persons exchanging ideas) activities large groups can still be interactive Select and Develop Training Materials - Using audiovisual equipment, Power point slides, activities, case studies and role play instructions should be clearly described. - Use a participant’s guide to serve as a resource reference after the training Training Plan Formats There are three formats of training plans and they include: Objectives- A complete statement of all training objectives Training content- A summary of the information you will present either in the lecture, lecture/discussion, video or key information from the participant’s guide Time – An estimate of the amount of time needed for each lecture, activity, video, or other component of the training Method - A clear description of the methods to be used Materials – A brief description of all materials to be used in the training session Descriptive Format Consists of a narrative summary that describes the training content and methods using sub-headings and paragraphs to describe each training element. Outline Format The Training contents are listed and the methods and materials needed in the training are integrated in the list. Multicolumn Format The most structured plan, this format organizes the information in four columns that support each training objective. The four columns include information about time, content, methods and materials. An example of each type is on page 205-206, 207 & 208 respectively. By: Andre Scott