professional effectiveness train the triple a+ trainer workshop hand out

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Professional effec.veness, September 18 – 20, 2014

This project is funded by the European Union © Gustaaf Vocking


Gustaaf Vocking MSc MBA

Ø  Master of Econometrics Ø  Bachelor of Business informa.on science Ø  Psychology and post Doc didac.c skills Ø  Execu.ve MBA Ø  Entrepreneur since the age of 15 Ø  Management Coach/Consultant/Trainer Ø  Leadership/Communica.ons/Brain skills Ø  Managers/Professionals/Experts Ø  Senior Lecturer MBA on Leadership/Strategy/Entrepreneurship Ø  >20 year management experience Ø  >10.000 (senior) managers, experts and students


Ø  >500 PhD Students trained


Underlying concept of the workshop

1.  Understanding Professional effec.veness

2.  Experience examples of Professional effec.veness training

3.  Training Professional effec.veness through

ü  Crea.vity ü  Problem solving ü  Intellectual enquiry ü  Innova.on ü  Entrepreneurial skills ü  Understanding IPR and copyright

4.  How to develop a Professional effec.veness training program


Understand)

Develop)trainer))skills)

Experience)Develop)training)


Layout of the program (per day)

1.  Personal effec.veness ac.on learning

2.  The triple A+ trainer

3.  Developing a curriculum



Day 1: Competencies to develop

ü Crea.vity ü Problem solving ü Intellectual enquiry ü Innova.on ü Entrepreneurial skills ü Understanding IPR and copyright



Day 2: The triple A+ trainer

ü Effec%ve training ü Ac.on learning ü Apprecia.ve Inquiry ü Ac.onable insights ü Facilita.ng learning ü Movita.ng par.cipants ü Dealing with resistance



Day 3: Developing a curriculum


ü Effec%ve training design ü Design of curriculum components

ü Hands on experience


Day 1

Professional effec.veness ac=on learning



Day 1: Competencies to develop




Crea.vity, problem solving and intellectual inquiry

ü  Appreciate that the first step to solving a problem is to ask the right ques.on

ü  Be able to use a range of techniques for s.mula.ng crea.ve processes

ü  Understand how learning styles and behaviour influence crea.ve ac.vity

ü  Have techniques to generate ideas and select solu.ons

ü  Access resources for crea.ve thinking, problem solving and decision making.



Thinking: How?

1.  Chaos 2.  Analysis

3.  Communica.on (op.onal!)

Ø  Internal&me focus Ø  Non linear!

Ø  External&them focus Ø  Linear!



Mindmapping How?

Starting words Associated

Word(s)

Associated Word(s)

Associated Word(s)

Associated Word(s)

Associated Word(s)


Mindmap rules (of thumb)

Ø  Landscape blank A4 Ø  Start in center Ø  Capture all associa.ons (Phase 1) Ø  Connect each associa.on (Phase 1) Ø  Each associa.on ≤ 3 words Ø  Use plenty space (clockwise) Ø  Use symbols etc for Phase 2: analysis Ø  Never cross out or scrap Ø  If you want start a new mindmap



How do you...

Imagine you are dressed up and ready for an important talk. It starts to rain like hell while walking there. What are your thoughts?


Nega.ve steering of your own brain

Why can’t I do this?

Why is this happening (to me)?


Posi.ve steering of your own brain

How can I do/solve this?

What can I do with/about this?


17

Imagination

Mindmap on Mindmapping

Mindmap

Colors

Drawing

Overview

Lines

Creative

Concepts

Flexible

Personal


Befer thinking: befer ques.ons



What (else) can I think of?

What (else) can I think of that generates more op.ons?

What is my evalua=on of this?

What do I like? What is my conclusion?

What is it that they need me to conclude and how?

What else can I think of?

What can I learn?


Innova.on


ü Have a clear understanding of the role that innova.on plays in developing a knowledge economy and how it can be supported by Governments and PROs;

ü Have an over-‐view of Global Innova.on ac.vity and be able to locate reliable and recent metrics of innova.on ac.vity;

ü Be able to iden.fy the main types of innova.on;

ü Understand the role that their own research can play in the innova.on cycle


Entrepreneurship


ü  Understand what characterizes an entrepreneur and where academic entrepreneurship fits in to the wider spectrum of ac.vity

ü  Be able to map out the main stages that need to be nego.ated to turn an idea in to a viable business plan and apply them to an original idea

ü  Appreciate the differences between risk and bank finance

ü  Develop and prac.ce presenta.on skills


What it is about

Entrepreneurship is the capacity and willingness to develop, organize and manage a business venture along with any of its risks in order to make a profit. The most obvious example of entrepreneurship is the starting of new businesses.!


Two phases, two types of entrepreneurship

Implementation Ideas Insight Itch

Mostly commercial: q  A unique skill,

product or service q  A void in the

market q  …

The research done by entrepreneurs end up in a viable business idea.

The desk and market research tested business idea ends up in a business plan.

Iterate your business forward.

Note: entrepreneurs omen skip the phases insight and ideas.


Diminishing degrees of freedom

•  Pick a generic product/service

•  Narrow down through Ø Customer segment Ø Value proposi.on

Un.l you arrive at an unique product/service = Business idea


Value Proposi.on Canvas The Value Proposition Canvas

Gain CreatorsDescribe how your products and services create customer gains. How do they create benefits your customer expects, desires or would be surprised by, including functional utility, social gains, positive emotions, and cost savings?

Pain Relievers

Do they…

Create savings that make your customer happy? (e.g. in terms of time, money and effort, …)

Produce outcomes your customer expects or that go beyond their expectations? (e.g. better quality level, more of something, less of something, …)

Copy or outperform current solutions that delight your customer? (e.g. regarding specific features, performance, quality, …)

Make your customer’s job or life easier? (e.g. flatter learning curve, usability, accessibility, more services, lower cost of ownership, …)

Create positive social consequences that your customer desires? (e.g. makes them look good, produces an increase in power, status, …)

Do something customers are looking for? (e.g. good design, guarantees, specific or more features, …)

Fulfill something customers are dreaming about? (e.g. help big achievements, produce big reliefs, …)

Produce positive outcomes matching your customers success and failure criteria? (e.g. better performance, lower cost, …)

Help make adoption easier? (e.g. lower cost, less investments, lower risk, better quality, performance, design, …)

Rank each gain your products and services create according to its relevance to your customer. Is it substantial or insignificant? For each gain indicate how often it occurs.

Describe how your products and services alleviate customer pains. How do they eliminate or reduce negative emotions, undesired costs and situations, and risks your customer experiences or could experience before, during, and after getting the job done?

Do they…

Produce savings? (e.g. in terms of time, money, or efforts, …)

Make your customers feel better? (e.g. kills frustrations, annoyances, things that give them a headache, …)

Fix underperforming solutions? (e.g. new features, better performance, better quality, …)

Put an end to difficulties and challenges your customers encounter? (e.g. make things easier, helping them get done, eliminate resistance, …)

Wipe out negative social consequences your customers encounter or fear? (e.g. loss of face, power, trust, or status, …)

Eliminate risks your customers fear? (e.g. financial, social, technical risks, or what could go awfully wrong, …)

Help your customers better sleep at night? (e.g. by helping with big issues, diminishing concerns, or eliminating worries, …)

Limit or eradicate common mistakes customers make? (e.g. usage mistakes, …)

Get rid of barriers that are keeping your customer from adopting solutions? (e.g. lower or no upfront investment costs, flatter learning curve, less resistance to change, …)

Rank each pain your products and services kill according to their intensity for your customer. Is it very intense or very light?

For each pain indicate how often it occurs. Risks your customer experiences or could experience before, during, and after getting the job done?

Products & ServicesList all the products and services your value proposition is built around.

Which products and services do you offer that help your customer get either a functional, social, or emotional job done, or help him/her satisfy basic needs?

Which ancillary products and services help your customer perform the roles of:

Buyer (e.g. products and services that help customers compare offers, decide, buy, take delivery of a product or service, …)

Co-creator (e.g. products and services that help customers co-design solutions, otherwise contribute value to the solution, …)

Transferrer (e.g. products and services that help customers dispose of a product, transfer it to others, or resell, …)

Products and services may either by tangible (e.g. manufactured goods, face-to-face customer service), digital/virtual (e.g. downloads, online recommendations), intangible (e.g. copyrights, quality assurance), or financial (e.g. investment funds, financing services).

Rank all products and services according to their importance to your customer. Are they crucial or trivial to your customer?

GainsDescribe the benefits your customer expects, desires or would be surprised by. This includes functional utility, social gains, positive emotions, and cost savings.

Pains

Customer Job(s)

Describe negative emotions, undesired costs and situations, and risks that your customer experiences or could experience before, during, and after getting the job done.

What does your customer find too costly? (e.g. takes a lot of time, costs too much money, requires substantial efforts, …)

What makes your customer feel bad? (e.g. frustrations, annoyances, things that give them a headache, …)

How are current solutions underperforming for your customer? (e.g. lack of features, performance, malfunctioning, …)

What are the main difficulties and challenges your customer encounters? (e.g. understanding how things work, difficulties getting things done, resistance, …)

What negative social consequences does your customer encounter or fear? (e.g. loss of face, power, trust, or status, …)

What risks does your customer fear? (e.g. financial, social, technical risks, or what could go awfully wrong, …)

What’s keeping your customer awake at night? (e.g. big issues, concerns, worries, …)

What common mistakes does your customer make? (e.g. usage mistakes, …)

What barriers are keeping your customer from adopting solutions? (e.g. upfront investment costs, learning curve, resistance to change, …)

Describe what a specific customer segment is trying to get done. It could be the tasks they are trying to perform and complete, the problems they are trying to solve, or the needs they are trying to satisfy.

What functional jobs are you helping your customer get done?(e.g. perform or complete a specific task, solve a specific problem, …)

What social jobs are you helping your customer get done? (e.g. trying to look good, gain power or status, …)

What emotional jobs are you helping your customer get done? (e.g. esthetics, feel good, security, …)

What basic needs are you helping your customer satisfy? (e.g. communication, sex, …)

Besides trying to get a core job done, your customer performs ancillary jobs in differ-ent roles. Describe the jobs your customer is trying to get done as: Buyer (e.g. trying to look good, gain power or status, …)

Co-creator (e.g. esthetics, feel good, security, …)

Transferrer (e.g. products and services that help customers dispose of a product, transfer it to others, or resell, …)

Rank each job according to its significance to your customer. Is it crucial or is it trivial? For each job indicate how often it occurs.

Outline in which specific context a job is done, because that may impose

constraints or limitations. (e.g. while driving, outside, …)

Which savings would make your customer happy?(e.g. in terms of time, money and effort, …)

What outcomes does your customer expect and what would go beyond his/her expectations? (e.g. quality level, more of something, less of something, …)

How do current solutions delight your customer? (e.g. specific features, performance, quality, …)

What would make your customer’s job or life easier? (e.g. flatter learning curve, more services, lower cost of ownership, …)

What positive social consequences does your customer desire? (e.g. makes them look good, increase in power, status, …)

What are customers looking for? (e.g. good design, guarantees, specific or more features, …)

What do customers dream about? (e.g. big achievements, big reliefs, …)

How does your customer measure success and failure? (e.g. performance, cost, …)

What would increase the likelihood of adopting a solution? (e.g. lower cost, less investments, lower risk, better quality, performance, design, …)

Rank each gain according to its relevance to your customer. Is it substantial or is it insignificant? For each gain indicate how often it occurs.

Rank each pain according to the intensity it represents for your customer.Is it very intense or is it very light.? For each pain indicate how often it occurs.

On:

Iteration:

Designed by:Designed for:Day Month Year

No.

Customer Segment

www.businessmodelgeneration.com

Use in Conjunction with the Business Model Canvas Copyright of Business Model Foundry GmbH

Value PropositionCreate one for each Customer Segment in your Business Model


Understanding IPR and copyright

ü  An understanding of what Intellectual property is and why it is important.

ü  A clear defini.on of different categories of Intellectual Property, including patents and copyright and their relevance in rela.on to University research and commerce.

ü  An understanding of how a patent is obtained and the clear parallels with the process of peer review of an academic paper.

ü  A more rounded understanding of copyright within the public research and higher educa.on context, with par.cular reference to digital material.

ü  How to avoid plagiarism and infringement, ‘fair use’ and the ‘research exemp.on’ and what can happen if copyright or industrial rights are ignored (infringement).

ü  The implica.on of contractual terms in research collabora.ons with a private sector sponsor par.cularly in rela.on to rights to publish and to carry out further research in connec.on with the results of a par.cular research project.

ü  The University or Faculty Intellectual Property Policy and any na.onal legisla.on that affects IP ownership. This project is funded by the European Union

© Gustaaf Vocking


Some videos


How to get out of the box and generate ideas: hfp://youtu.be/bEusrD8g-‐dM Crea.ve People Must Be Stopped: hfp://youtu.be/we0lqc1JmyE The 6 Characteris.cs of Truly Crea.ve People: hfp://youtu.be/CgCdsERkqrc A crash course in crea.vity: hfp://youtu.be/gyM6rx69iqg 3 Thing That'll Stop Your Crea.ve Process From Destroying You hfp://youtu.be/pLofvCnkiXs


Day 2

The triple A+ trainer



The triple A+ trainer

ü Effec%ve training ü Ac.on learning ü Apprecia.ve Inquiry ü Ac.onable insights ü Facilita.ng learning ü Movita.ng par.cipants ü Dealing with resistance



Effec%ve training

ü Behavior focus ü Insight in current behavior

ü Observable behavior change

ü Facilita.on focus ü Mo.vate ü Confront ü Introduce



Effec%ve training



Effec%ve training


Agreements


Diagnosis


Cri?cal situa?on

Old behavior

Nega.ve effect

New behavior

Posi.ve effect


Effec%ve training


1. unaware of incompetence 2. aware of incompetence 3. aware of competence 4. unaware of competence


What keeps people from ac.ng?

Desire



Effec%ve training



Effec%ve training


No desire Confront

No opportunity

or capability

Reflect

I have no problems I’m open to

everything

I can’t change it

Desire and trust

Introduce

I want to learn to


Measuring engagement?


1. How happy are your to be in this course? è Mood

2. How much effort are you willing to put in? è Engagement

3. How likely is that you will recommend this course to others? è NPS


Effec%ve training


1. unaware of incompetence 2. aware of incompetence 3. aware of competence 4. unaware of competence

Confront

Refle

ct

Introd

uce Inspire


Effec%ve training


No desire Confront

No opportunity

or capability

Reflect


everything

I can’t change it

Desire and trust

Introduce

I want to learn to

Simulate

Apply checklist

Explain

Understand theory

Try out

Understand checklist


Effec%ve training

Informa.on channels Learning styles

ü Thinker

ü Do-‐er

ü Dreamer

ü Decision maker



Ac.on Learning Concept



Perfect answer to the wrong ques.on? vs

Acceptable answers to the right ques.on


! + ! + !

? + ? + ? !


The master tool for trainers: Ques.ons


Outcome

Reason

(In)direct

Confirma.on

Meta-‐informa.on

Choice(s)

?

?

!

?


The first trainer ques.ons…


Expecta.ons

Personality

Context

History


The trainer follow up


What went well?

What can be further improved?

How (in concrete behavior)?


The trainer’s dillema



Resistance does not exist…



Transac.onal Analysis: Ego states



Transac.onal Analysis: more ego states



Transac.onal Analysis: Ego states behaviors



Transac.onal Analysis: Ego states behaviors + and -‐



Transac.onal Analysis: Ego states cross interac.ons



Transac.onal Analysis: Ego states complementary interac.ons



Transac.onal Analysis: Ego states Ulterior interac.ons



Homework: study transac.onal analysis

•  Study Transac.onal analysis 1.  hfp://youtu.be/nKNyFSLJy6o 2.  hfp://youtu.be/YOqJ4sc9TAc 3.  hfp://youtu.be/58F2qYyAzME

4.  hfp://en.wikipedia.org/wiki/Transac.onal_analysis

•  Create your own examples, from your own life, of all ü  Complementary interac.ons ü  Cross interac.ons ü  Ulterior interac.ons

•  Use TA to reflect on: ü  1 situa.on in which you

encountered resistance ü  1 situa.on in which put up

resistance This project is funded by the European Union © Gustaaf Vocking


The bigger the resistance, the greater your poten.al



Brick Walls?


hfp://youtu.be/ji5_MqicxSo


Obstacles?



Look where you want to go



The tetris effect



Homework: Change role model and resistance

ü Pick a famous person who you see as a role model for change

ü Study him/her for the resistance (s)he ran into and how (s)he overcame that



Day 3

Developing a curriculum





ü Effec%ve training design ü Design of curriculum components

ü Hands on experience


Thinking: How?



Ø  Internal&me focus Ø  Non linear!

Ø  External&them focus Ø  Linear!



Effec%ve training

Informa.on channels Learning styles

ü Thinker

ü Do-‐er

ü Dreamer

ü Decision maker



Thinking: How to steer?



Effec%ve training


No desire Confront

No opportunity

or capability

Reflect


everything

I can’t change it

Desire and trust

Introduce

I want to learn to

Simulate

Apply checklist

Explain

Understand theory

Try out

Understand checklist


Designing a training (component): how not to do it



Designing a training (component): goal & playing field



Designing a training (component): Pu{ng it into schedule



Assignment test

q  Does it facilitate your training goal?

q  Is it simple and clear enough? (i.e. Introduc.on) q Clear Goal? q Clear Playing field?

q  Is it flexible enough? (i.e. Execu.on) q Can you play with %me? q Can you play with rules?

q  Does it help follow up? (i.e. Execu.on) q Doe it (facilitate to) confront? q Does it invite/facilitate reflec%on?



Diagnosis


Cri?cal situa?on

Old behavior

Nega.ve effect

New behavior

Posi.ve effect


Competencies to develop






ü Begin with the end in mind ü Goal ü Playing field

ü Focus on observable behavioral change

ü Facilitate learning for all ü Manage .me ü Small steps…


Training kit

ü  Paper ware ü  S.ck on name tags ü  Post-‐its ü  A4 ü  Cards ü  Scissors ü  Staplers ü  Pen(cil)s ü  Tape (several kinds)

ü Markers B,B,R&G ü  Permanent ü  White board


ü  Camera ü  Timer ü  Presenta.on KIT

ü  Audio ü  Video ü  Laptop


Cer.fica.on levels of Triple A+ training

1.  Prac..oner ü  Has experienced the training

2.  Trainer ü  Has proven (s)he can effec.vely apply

Triple A+ training

3.  Designer ü  Has proven (s)he can effec.vely

design a Triple A+ training

4.  Master ü  P+T+D ü  Has proven (s)he can effec.vely

coach & train others on Triple A+ training


[email protected]


Suggested curriculum Professional effec=veness


ü Crea.vity ü Problem solving ü Presenta.on ü Entrepreneurial behavior ü Apply Triple A+ training ü Run a pilot course ü Help eachother ü Get outside help We would love to help


Ques.ons?

[email protected] @Nathalief NathalieSoeteman

[email protected] @GustaafVocking GustaafVocking



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www.Power2Improve.com

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professional effectiveness train the triple a+ trainer workshop hand out

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