Happy evening,
An ice breaker has a great role to play in training. Among its efficacy are as follows:-
1. EARLY BIRDS: Reward participants who arrive early by giving them a fun task to do (and get a reward). They come early to your session. It is the duty of a trainer to 'engage' the participants the moment they arrive. For a trainer his 'day' begins with the arrival of the first participant. He needs to give a very good and favourable impression of himself to them. Therefore, an ice breaker piece will be welcome. Rather than engage them in conversation (which may turn out stultified and an intrusion into privacy) let them do a task of some sort. Let them do it individually first.
2. TEAM BUILDING: Once all participants have arrived form them into small groups (of 3-5) and ask them to do the same task, but now as groups (and provide a bigger reward). This will encourage open communication among the audience, build teams which produce synergy (compare the individual results with the group results), and generally warm them up to you, fellow participants and the subject matter (if the ice breaker is relevant to the program topic). Note: Rewards such as a tube of toothpaste, tooth brush, drinking mugs, plastic paper folder, stationaries, and other low price items.
3. STAGING: An ice breaker is a great staging device to a program. To do this choose a relevant piece. Suppose you are training on problem solving. Play "Traffic Jam" game (I will give you the rules of the game later) because the learning outcomes of this game are inter alia as follows - groups repeat mistakes because no one identify the cause of a mistake, be systematic when analysing and prescribing a solution, needs a leader (supervisor) who comes out of the crowd to have a holistic view. The game acts as an introductory to your topic "problem solving".
4. FREES MENTAL PROCESS: When you give a sad experience to a person (such as asking him/her to introduce himself/herself early in the program) encephalin may flow in his/her brain, thereby paralysing his mental process. Give him/her instead a fun experience (an ice breaker) and you make his endorphin flow. Endorphin frees the mental process. It encourages idea generation, creativity and state of well being.
5. ATMOSPHERE: You set the atmosphere - that your training session is fun, interesting, engaging - very early in the program and set a favourable tempo for the rest of the program.
CHARACTERISTICS OF AN IDEAL ICE BREAKER
You and I must have seen hundreds of ice breakers - at official functions, Multilevel Marketing meetings, training sessions, forum, public address, etc. Some well-received by the audience; some fell flat (a flop). Some produce brief giggles; some resulted in a pro-longed laughter. In training I have gathered the following criteria or characteristics to judge whether a piece of ice breaker is effective or not:-
1. FUN: To make the endorphin flow, make sure you choose a fun piece of ice breaker such as a brain teaser, a puzzle, an interesting game, or a fun role play. Whatever you do it should be fun.
2. RELEVANT: Ideally the ice breaker has some relevance to the topic of the program. If you are training on team building the ice breaker should involve group task and illustrate importance of team work. If you are training on communication skills, ensure the ice breaker is about failed communication, great feedback, active listening, and such like.
3. INTELLECTUAL CONTENT: Ideally, apart from fun, an ice breaker should have some learning points. In a preview of training on marketing using Facebook which I attended recently the organiser made about 1500 people in the audience danced the "chicken dance" and other karaoke type music for a full 15 minutes. Yes it's fun. But not relevant. A quiz on the audience's current level of knowledge/skill in using the FB will be both fun and has intellectual content.
4. KINESTHETIC: An ice breaker which contains some kind of physical movement will both be fun and relaxing for the audience. At the very least make your seminar participants move around a bit when they do the ice breaker stuff.
5. BRIEF: What's the rule for the length of an ice breaker? My sifu suggested to his students: 5% of the total duration of the training session for the day. So if you have to do an eight-hour training (9.00 am-5.00 pm), your ice breaker for the day should be 20 minutes maximum (6.5 hrs X 60 min X 5%).
6. INVOLVEMENT: Everyone in the audience should be fully engaged in the ice breaker. Small group deliberation on the task will help encourage participation.
7. SIMPLE: Don't dish out a complicated piece of task. An ice breaker should be light and easy.
SAMPLES
Don't think of ice breaker as personal introduction, physical exercise, puzzle, brain teasers, loud music and chicken dance only. Look at some examples below.
I have just finished conducting Train The Trainer course (approved by Human Resource Development Fund - HRDF - of Ministry of Manpower) March 25-29. Some of the ice breakers my participants conducted were as follows:-
1. Emy Norsyahirah: Her topic for presentation was "Fresh a Flower Collage". She grouped the participants into dyads (two member group), blindfolded one of them, and following the instructions given by the partner who was not blindfolded, the one blindfolded had to create a bouquet of flowers using the materials she provided. The result was a disaster! But the participants had a great laugh. She said (the learning point) was that to create a nice bouquet of flowers people need proper lessons such as what she was about to teach them. She took about two minutes.
2. Danny Ang: He did a topic on "How to Do Setting in a Volley Ball Game". He asked the participants to stand in a circle, lobbed a volley ball, and asked them to "set" (tap the ball using their ten fingers, not palm, and return it to him). He commented that one of the participants did not do it properly and proceeded to correct her setting. It took him about two minutes.
3. Saifuddin: His topic was "Pond Fishing". He fixed some masking tape on to the carpeted floor to mark the edge of a pond and divided the pond into two and labelled them: Pond and Sea. Then distributed some pictures of fish to the participants and asked them to put the proper fish according to their natural habitat (pond or sea). One participant put a "haruan" in the "sea". The haruan turned out to be "flat head" fish (ikan sembilang)!!
4. Khairul: He showed a funny video clip of acrobats playing table tennis. His topic was "How to Play Table Tennis".
5. Dr.Shila: The best ice breaker demonstrated by my participant was the one by Dr. Shila of SIRIM way back in 2003. Her topic was "How to Make Pegaga Juice". She distributed seven different leaves and asked the participants (some 20 of them) to identify which one was pegaga leaf. Majority of the males got it wrong. Half the females got it right.
Simple. Right?
Happy ice breaking!!
Taj 300313
Saturday, 30 March 2013
Sunday, 24 March 2013
#5:TEACHING DIPLOMA AT MIRI
Welcome back fellow trainers,
JOURNEY
As I informed you last Friday March 20, I would write a report of what happened in Miri when I come back. Here it is.
I took a flight to Miri at 1.15pm using the Malaysian Airlines System from KL International Airport (KLIA) at Sepang, Selangor. KLIA is about 50 km from Kuala Lumpur. The flight was only less than two hours. But I had to leave my house at 11 am. Reached my hotel (Parkcity Everly Hotel) about 4pm. Lesson: When conducting training outstation you may have to 'waste' some time in travelling to and from the venue. In fact my journey home took even longer time. I left the hotel at 5.00pm and didn't reach home till 12.30am!
TEACHING METHODOLOGY
Normally, people who teach academic subjects are called 'lecturers'. We who teach skills are referred to as 'trainers'. In the case of this program in Miri called Work Based Diploma in Management (WBDIMP), its primary emphasis is on skill building. Students are guided in class on a particular business topic. They then apply it back at work and report. There were 27 students, all executives and managers from Samling group of companies, Sarawak. I have to handle the topic called "Manage Personal Work Priorities & Professional Development" over the two days. I covered the following sub-topics: Time a key resource, Understanding self, Tools for efficiency, Impact on others, and Personal development.
The central issue when trainers have to "train" people for an academic qualification is: How to make it interesting? The typical methodology, especially in instituions of higher learning is, slides-lecture approach. This method may be effective because the students are captive audience (they need to pass the exam!). Hence, they will force themselves to be "interested" in the subject matter. But training on management skills is not an academic exercise. It's developing people's competencies. Participants have the option of "switching off" when they are bored and not "entertained" by the trainer. Therefore, how do make teaching of an academic subject interesting, engaging, and even fun?
Below were some of what I did during the WBDIMP to engage the participants so that the two days were 'fun'. NOTE: In training fun does not mean making people laugh (of course it's great if they laugh in class!). Fun, in training, means people get involved, absorbed, and happily occupied in the process - learning new knowledge & skills.
1. Ice breakers and periodically energisers: I used brain teasers, "Traffic Jam", quiz, and puzzle. People need fun so that their endorphin flows and learning is thereby facilitated. Be kinaesthetic.
2. Small group discussions: Form dyads (group of 2 persons), triads (3 persons), quads (4 persons) and larger numbers as appropriate to the activities. Adults love to share their experiences with others.
3. Questionnaires: Find tools to measure one's personality (e.g. look for a book by Louis Janda), learning styles (ref Honey & Mumford), conflict style, etc. People are very interested to know about themselves.
4. Humour and Story Telling: Tell jokes on or about yourselves. A humorous, bizzare, or peculiar experience will bring 'relief' to people engaged in serious learning.
5. Address the needs of all four learning styles (the theorist, activist, reflector, and the pragmatist - I will elaborate at a later date).
6. Relate topics to what people can expect at their work place. Relevant and current subjects peak people's interests.
7. Exercises work-book style (but not too frequently). This will reinforce their learning.
8. Pose a question and ask participants to write the answer(s) on colour quarto size papers and stick them up on the wall. Then classify them accordingly (i.e.conceptualise them and integrate into some meaningful model or framework).
9. Help them do their assignment or project (if there is any). Again this will peak their interest and make them pay attention.
10. Track progress of the workshop by periodically making references to the agenda/program of the day. People want to see their progress and become enthusiastic if they notice concrete achievement hour by hour.
EVALUATION
The final judge of whether you are an excellent trainer or not is the students/participants. If, out of 5 (Likert scale), they rate you 4 and above (average), you are an excellent trainer. If they rate you 3.0-3.9, you are only moderately good. You have a lot of improvement to make. Seek out an established model for designing and delivering a training program such as the accelerative learning model by Georgi Lozanov. If you get only 2.9 and below you better attend skill-building course conducted by a master trainer.
My 27 students rated me as follows:-
1. Trainer's Knowledge of topic
4.59
2. Trainer's/Facilitator's presentation skills
4.48
3. Ability to generate participation
4.37
4. Punctuality
4.77
5. Trainer's overall performance
4.44
Taj
23/3/13
JOURNEY
As I informed you last Friday March 20, I would write a report of what happened in Miri when I come back. Here it is.
I took a flight to Miri at 1.15pm using the Malaysian Airlines System from KL International Airport (KLIA) at Sepang, Selangor. KLIA is about 50 km from Kuala Lumpur. The flight was only less than two hours. But I had to leave my house at 11 am. Reached my hotel (Parkcity Everly Hotel) about 4pm. Lesson: When conducting training outstation you may have to 'waste' some time in travelling to and from the venue. In fact my journey home took even longer time. I left the hotel at 5.00pm and didn't reach home till 12.30am!
TEACHING METHODOLOGY
Normally, people who teach academic subjects are called 'lecturers'. We who teach skills are referred to as 'trainers'. In the case of this program in Miri called Work Based Diploma in Management (WBDIMP), its primary emphasis is on skill building. Students are guided in class on a particular business topic. They then apply it back at work and report. There were 27 students, all executives and managers from Samling group of companies, Sarawak. I have to handle the topic called "Manage Personal Work Priorities & Professional Development" over the two days. I covered the following sub-topics: Time a key resource, Understanding self, Tools for efficiency, Impact on others, and Personal development.
The central issue when trainers have to "train" people for an academic qualification is: How to make it interesting? The typical methodology, especially in instituions of higher learning is, slides-lecture approach. This method may be effective because the students are captive audience (they need to pass the exam!). Hence, they will force themselves to be "interested" in the subject matter. But training on management skills is not an academic exercise. It's developing people's competencies. Participants have the option of "switching off" when they are bored and not "entertained" by the trainer. Therefore, how do make teaching of an academic subject interesting, engaging, and even fun?
Below were some of what I did during the WBDIMP to engage the participants so that the two days were 'fun'. NOTE: In training fun does not mean making people laugh (of course it's great if they laugh in class!). Fun, in training, means people get involved, absorbed, and happily occupied in the process - learning new knowledge & skills.
1. Ice breakers and periodically energisers: I used brain teasers, "Traffic Jam", quiz, and puzzle. People need fun so that their endorphin flows and learning is thereby facilitated. Be kinaesthetic.
2. Small group discussions: Form dyads (group of 2 persons), triads (3 persons), quads (4 persons) and larger numbers as appropriate to the activities. Adults love to share their experiences with others.
3. Questionnaires: Find tools to measure one's personality (e.g. look for a book by Louis Janda), learning styles (ref Honey & Mumford), conflict style, etc. People are very interested to know about themselves.
4. Humour and Story Telling: Tell jokes on or about yourselves. A humorous, bizzare, or peculiar experience will bring 'relief' to people engaged in serious learning.
5. Address the needs of all four learning styles (the theorist, activist, reflector, and the pragmatist - I will elaborate at a later date).
6. Relate topics to what people can expect at their work place. Relevant and current subjects peak people's interests.
7. Exercises work-book style (but not too frequently). This will reinforce their learning.
8. Pose a question and ask participants to write the answer(s) on colour quarto size papers and stick them up on the wall. Then classify them accordingly (i.e.conceptualise them and integrate into some meaningful model or framework).
9. Help them do their assignment or project (if there is any). Again this will peak their interest and make them pay attention.
10. Track progress of the workshop by periodically making references to the agenda/program of the day. People want to see their progress and become enthusiastic if they notice concrete achievement hour by hour.
EVALUATION
The final judge of whether you are an excellent trainer or not is the students/participants. If, out of 5 (Likert scale), they rate you 4 and above (average), you are an excellent trainer. If they rate you 3.0-3.9, you are only moderately good. You have a lot of improvement to make. Seek out an established model for designing and delivering a training program such as the accelerative learning model by Georgi Lozanov. If you get only 2.9 and below you better attend skill-building course conducted by a master trainer.
My 27 students rated me as follows:-
1. Trainer's Knowledge of topic
4.59
2. Trainer's/Facilitator's presentation skills
4.48
3. Ability to generate participation
4.37
4. Punctuality
4.77
5. Trainer's overall performance
4.44
Taj
23/3/13
Saturday, 23 March 2013
#4: OBJECTIVE SETTING
Happy evening everyone,
One of the earliest actions to be undertaken by a trainer when he/she is given a training assignment is setting the objectives of the program. It comes right after the Training Needs Analysis (TNA) has been completed and the "knowledge or skills gap" has been identified. (A separate text will be written on TNA later).
There are many ways of setting objectives of a training program. I favour the learning outcome approach (i.e. determine what is the result(s) you want at the end of the training).
There are two types of objectives: Terminal objective ( the long term outcome) and session objective (the outcome at the end of a training session). A terminal objective should begin with the phrase "After the training/course participants should become ..............(state the type of person he is expected to become if he practise the principles/concepts/models taught in the program e.g. a more competent supervisor, a car mechanic, an amateur stamp collector, etc). The session objective(s) state what the person can do during or at the end of the session. It should use the phrase "At the end of this program/training session participants should be able to do the following:-" and then itemise the objectives one by one.
Example of a terminal objective for a course on leadership skills:
"Terminal Objective: After attending this two-day course participants should become a more competent leader at his workplace, able to build strong relationships with his constituents, influence them effectively, and lead them in achieving a group goal successfully.
Session Objectives: At the end of this two-day course participants should be able to do the following:-
1. Distinguish between a leader & a manager;
2. Describe the conventional leadership models such as the traits theory (per Davies), behavioral theory (per Blake & Mouton) and situational theory (per House & Blanchard);
3. Describe the Exemplary Leadership model by Kouzes & Posner; and
4. Demonstrate they could apply the five pillars of exemplary leadership i.e. Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart."
Notice the following:-
* Each statement of the session objectives begins with a verb;
* Don't use the word "understand", "know", "realise" and such like. These are abstract, non-exact. We need to prove they "understand", "know", "realise". It is therefore better to use measurable terms such as describe, calculate, distinguish between, identify, itemise, etc when stating objectives.
* Set objectives that can be achieved during the program, not beyond the program.
* Objectives may be set by the client (HR manager, training manager, etc). But the objectives they determined may be general ones (such as leadership skills), or something beyond the scope of the topic (such as patriotism, loyalty to the organisation, etc). The trainer must restate the objectives in the form of learning outcomes what he can achieve during the (short) duration of the training.
After setting the objectives the trainer may proceed with his research into the literature and write or collate notes relating to the objectives set. His notes should satisfy (answer) all the objectives set.
Cheers!
Hj Tajodin
23/3/13
One of the earliest actions to be undertaken by a trainer when he/she is given a training assignment is setting the objectives of the program. It comes right after the Training Needs Analysis (TNA) has been completed and the "knowledge or skills gap" has been identified. (A separate text will be written on TNA later).
There are many ways of setting objectives of a training program. I favour the learning outcome approach (i.e. determine what is the result(s) you want at the end of the training).
There are two types of objectives: Terminal objective ( the long term outcome) and session objective (the outcome at the end of a training session). A terminal objective should begin with the phrase "After the training/course participants should become ..............(state the type of person he is expected to become if he practise the principles/concepts/models taught in the program e.g. a more competent supervisor, a car mechanic, an amateur stamp collector, etc). The session objective(s) state what the person can do during or at the end of the session. It should use the phrase "At the end of this program/training session participants should be able to do the following:-" and then itemise the objectives one by one.
Example of a terminal objective for a course on leadership skills:
"Terminal Objective: After attending this two-day course participants should become a more competent leader at his workplace, able to build strong relationships with his constituents, influence them effectively, and lead them in achieving a group goal successfully.
Session Objectives: At the end of this two-day course participants should be able to do the following:-
1. Distinguish between a leader & a manager;
2. Describe the conventional leadership models such as the traits theory (per Davies), behavioral theory (per Blake & Mouton) and situational theory (per House & Blanchard);
3. Describe the Exemplary Leadership model by Kouzes & Posner; and
4. Demonstrate they could apply the five pillars of exemplary leadership i.e. Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart."
Notice the following:-
* Each statement of the session objectives begins with a verb;
* Don't use the word "understand", "know", "realise" and such like. These are abstract, non-exact. We need to prove they "understand", "know", "realise". It is therefore better to use measurable terms such as describe, calculate, distinguish between, identify, itemise, etc when stating objectives.
* Set objectives that can be achieved during the program, not beyond the program.
* Objectives may be set by the client (HR manager, training manager, etc). But the objectives they determined may be general ones (such as leadership skills), or something beyond the scope of the topic (such as patriotism, loyalty to the organisation, etc). The trainer must restate the objectives in the form of learning outcomes what he can achieve during the (short) duration of the training.
After setting the objectives the trainer may proceed with his research into the literature and write or collate notes relating to the objectives set. His notes should satisfy (answer) all the objectives set.
Cheers!
Hj Tajodin
23/3/13
Monday, 18 March 2013
#3: MIRI: DIPLOMA IN MANAGEMENT
Dear trainers,
I will be going to Miri, Sarawak tomorrow. Will be teaching work-based diploma in management for two days. The course is organised by the Malaysian Institute of Management (MIM) in conjunction with Australian Worldwide BT (a recognised training organisation -provider - in Australia). The client is Samling Corporation, a well-known and major estate owner in East Malaysia. With this qualification (WBDIMP) graduates can join any second year management related course in any Australian university.
I have been involved in this training program for 3-4 years now and have seen about 60 executives of Samling Corp graduated. In fact I started teaching MIM-own diploma in management course since 1984 until it was discontinued some ten years ago.
Work based diploma is a fantastic way for getting a professional qualification on a part-time basis. I did mine, a conventional diploma, at MIM (1980-1982) paying a fee of RM3000 after being inspired by the great motivator, Dato Lawrence Chan Kam Peng, of PDL MC Sdn Bhd.
See you next week.Will report about the diploma class when I return.
Taj
190319
I will be going to Miri, Sarawak tomorrow. Will be teaching work-based diploma in management for two days. The course is organised by the Malaysian Institute of Management (MIM) in conjunction with Australian Worldwide BT (a recognised training organisation -provider - in Australia). The client is Samling Corporation, a well-known and major estate owner in East Malaysia. With this qualification (WBDIMP) graduates can join any second year management related course in any Australian university.
I have been involved in this training program for 3-4 years now and have seen about 60 executives of Samling Corp graduated. In fact I started teaching MIM-own diploma in management course since 1984 until it was discontinued some ten years ago.
Work based diploma is a fantastic way for getting a professional qualification on a part-time basis. I did mine, a conventional diploma, at MIM (1980-1982) paying a fee of RM3000 after being inspired by the great motivator, Dato Lawrence Chan Kam Peng, of PDL MC Sdn Bhd.
See you next week.Will report about the diploma class when I return.
Taj
190319
#2: PRESENTATION of PROPOSAL for TRAINING
Dear friends,
Yesterday a training provider who wished to engage me for a team building program brought me to a presentation session with the client.
Specifications/initial client requirements:-
1. Number of participants: 218
2. Venue: Penang (that is about 340 km from Kuala Lumpur)
3. Duration: Three days and two nights.
The panel to evaluate our proposal comprised of three managers (one from HR - the coordinator and gate keeper - two from the client department).
MY PREPARATION
A. Documents for distribution to the panel members
1. Objectives of the team building program (the training provider obtained it from the HR manager)
2. My CV
3. My track record conducting team building programs (especially for clients who have sent similar number of participants in a single contingent such as SIRIM (160), National Library (180), Everyday Battery (120), Etiqa (130)
4. Samples of instruction papers on my team games (Acid River, Dumb Organisation, Traffic Jam, Spider Web, etc.).
B. MATERIALS FOR DISPLAY/DEMONSTRATION
1. Video clips (5 minutes) of past team building programs showing highlights of activities
2. Instruments used during indoor games (games of my own creation - Puteri Gunung Ledang, Vessels of Fortune, Art of Generals)
3. Pictures/photographs of past team building activities.
MY APPROACH
I structured the presentation in the following manner:-
1. Itemise and explain my personal experiences in conducting team building (track record)
2. Highlight my proposal for team building for the present client (218 participants) - Objectives of Program (Attachment "A"), I proposed Tekam Plantation Resort at Jerantut Pahang as the venue, and a program per attachment below (Attachment "B").
3. I proposed some dates at end of May (when I am available - my training calendar is already full in April and early May)
4. Show them a video clip of past team building activities
5. Distribute samples of instruction papers of the games I proposed.
FEEDBACK
1. Client wanted a more relaxed type of program (rather than my more serious contents)
2. Their principal objective for holding the program is enhancing bonding among the 218 members of the department.
3. They suggested some resorts in Penang and Cherating Pahang as possible venues.
4. Possible dates first or second weekends in May.
5. They suggested that I amend my proposal and resubmit for consideration the next day (today March 19).
LESSON LEARNT
1. Listen to the clients (80% of my time) and talk only 20% of the time.
2. What the client wants may be different from what we trainers propose. Therefore, meet up with the clients. This TNA session is very critical for gathering what the client really wants/needs. After all the customer is always right.
3. Be a consultant, not just a trainer!
Yesterday a training provider who wished to engage me for a team building program brought me to a presentation session with the client.
Specifications/initial client requirements:-
1. Number of participants: 218
2. Venue: Penang (that is about 340 km from Kuala Lumpur)
3. Duration: Three days and two nights.
The panel to evaluate our proposal comprised of three managers (one from HR - the coordinator and gate keeper - two from the client department).
MY PREPARATION
A. Documents for distribution to the panel members
1. Objectives of the team building program (the training provider obtained it from the HR manager)
2. My CV
3. My track record conducting team building programs (especially for clients who have sent similar number of participants in a single contingent such as SIRIM (160), National Library (180), Everyday Battery (120), Etiqa (130)
4. Samples of instruction papers on my team games (Acid River, Dumb Organisation, Traffic Jam, Spider Web, etc.).
B. MATERIALS FOR DISPLAY/DEMONSTRATION
1. Video clips (5 minutes) of past team building programs showing highlights of activities
2. Instruments used during indoor games (games of my own creation - Puteri Gunung Ledang, Vessels of Fortune, Art of Generals)
3. Pictures/photographs of past team building activities.
MY APPROACH
I structured the presentation in the following manner:-
1. Itemise and explain my personal experiences in conducting team building (track record)
2. Highlight my proposal for team building for the present client (218 participants) - Objectives of Program (Attachment "A"), I proposed Tekam Plantation Resort at Jerantut Pahang as the venue, and a program per attachment below (Attachment "B").
3. I proposed some dates at end of May (when I am available - my training calendar is already full in April and early May)
4. Show them a video clip of past team building activities
5. Distribute samples of instruction papers of the games I proposed.
FEEDBACK
1. Client wanted a more relaxed type of program (rather than my more serious contents)
2. Their principal objective for holding the program is enhancing bonding among the 218 members of the department.
3. They suggested some resorts in Penang and Cherating Pahang as possible venues.
4. Possible dates first or second weekends in May.
5. They suggested that I amend my proposal and resubmit for consideration the next day (today March 19).
LESSON LEARNT
1. Listen to the clients (80% of my time) and talk only 20% of the time.
2. What the client wants may be different from what we trainers propose. Therefore, meet up with the clients. This TNA session is very critical for gathering what the client really wants/needs. After all the customer is always right.
3. Be a consultant, not just a trainer!
ATTACHMENT "A"
OBJECTIVES
At the end
of this workshop participants should be able to do the following:-
1. Identify factors that prevent groups
from becoming more effective;
2. Enumerate ways by which one can help
groups to become more productive, harmonious, and functional;
3. Identify characteristics of
effective leaders given the current environment;
4. Identify factors that motivate team
members to aspire for high team performance;
5. Demonstrate that they are able to
use models and techniques for enhancing interpersonal communication for better
relationships; and
6. Form a mental model of how they may
forge a winning team at the work place.
Taj
March 19, 2013
Taj
March 19, 2013
ATTACHMENT "B"
“TEAM BUILDING FOR EXCELLENCE”
(A THREE-DAY PROGRAMME ASSUMING TO BE HELD AT TEKAM PLANTATION
RESORT JERANTUT)
AGENDA
DAY 1
|
LEARNING
POINT
|
|
10.00am
|
Participants leave KL - ETA
12.30pm
|
|
1.00 pm
|
CHECK-IN
·
Lunch
·
Check-in
·
Administrative arrangements
|
At the end of the respective
modules participants should be able to do the following:-
|
3.00 pm
|
1. INTRODUCTION
|
Enumerate the outcomes expected of
the programme, the overall agenda, rationale for teamwork in management
|
3.30
|
TEA-BREAK
|
|
3.45
|
2. TEAM
& RELEVANCY TO MANAGEMENT
·
Distinguish
between ‘group’ and ‘team’
·
Tuckman’s
team development
·
Management
Games: “Acid River”, “Spider Web” and “Octopus” (Outdoor Experiential
Exercises- OEE)
|
List down barriers to team work
and suggestions as to how to enhance outcomes.
|
5.00-7.00
|
REST & PERSONAL RECREATION
|
|
7.00 pm
|
DINNER & MAGHRIB
|
|
8.00
|
3. TEAM
ROLES
·
“Art
of Generals” – (IEE)
·
Strategic
mind-set
·
Belbin’s eight team roles
|
Identify
behaviour that are destructive to team work
Team
roles for effectiveness
|
11.00
|
SUPPER
|
|
TIME
|
AGENDA DAY 2
|
LEARNING
POINT
|
7.00 am
|
BREAKFAST
|
|
8.00
|
4. TEAMWORK
·
“Cave
Exploration at Gua Kota Gelanggi”
·
Leadership
and Management of team
|
Extract embedded principles of effective team work from experience of cave exploration exercise. |
12.30 pm
|
LUNCH
BREAK & REST
|
|
2.30
|
5. COMMUNICATION
SKILLS & INTERPERSONAL RELATIONS
·
Exposition
on four social styles (IEE) followed by small group exercises.
·
Conflict management and emotional
intelligence (EI)
|
Enumerate factors contributing towards poor communication and human relations and ways for improving them.
Identify other people’s styles of
communication and using special communication skills to enhance
relationships with other members of a group.
|
3.30
|
AFTERNOON
TEA BREAK
|
|
3.45
|
6. MOTIVATION
SKILLS
·
“Vessels of Fortune” (board game)
·
Models of motivation (per Maslow
& Herzberg)
|
Factors that motivate team members
|
5.00
|
LEISURE
(karaoke etc)
|
|
7.00 pm
|
DINNER
|
|
8.00
|
7. TEAM PERFORMANCE
·
“Puteri
Gunung Ledang” – an indoor management game
·
Factors for group
performance – Model of Group Behaviour (per Robbins)
|
In small groups of 5-7 pax, they
will compete to acquire the highest number of treasures found on Gunung
Ledang.
Distinguish
personal from group leadership and identify embedded theories of member
dependency and power relationships.
|
11.00
|
SUPPER
|
|
TIME
|
AGENDA DAY 3
|
LEARNING
POINT
|
7.00 am
|
BREAKFAST
|
|
8.00
|
8. TEAMANSHIP
·
Rafting
exercise (building rafts, launching it, rafting in groups, landing, and
debrief)
(RUN SIMULTANEOUSLY WITH
·
4
Lawn games BY TURN)
·
Factors for performance (per
Robbins)
|
Derive principles of managing
teams/ organizations from the rafting experience & lawn games.
|
12.00
|
REVIEW & TRANSFER OF
LEARNING
·
Identify
values for team work & credo
·
Review
major learning points
·
Identify
personal action plans after the seminar
|
Recall all learning points and
mapping follow-up actions.
|
1.00 pm
|
LUNCH & DEPARTURE
|
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