Topic: Conducting personal job interviews using the star model

1-Design a two-hour training work plan for 10 trainees

2-Determine the quality of trainees

3-Use the training design model

1. Formulate one to three objectives at most in a sound manner using procedural objectives.

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The bulk of your training as a professional services provider focuses on one-on-one interactions because a significant amount of your time as a facilitator will involve working with individuals. However, the ability to train and lead groups, especially groups of adult trainees, is equally important. Organizations face budget and time constraints that force them to serve more clients or clients whose organizations have fewer employees. Although program managers must address this seemingly persistent problem of delivering more results with fewer resources, a motivated career specialist may be an integral part of the solution. In this class you will learn about providing professional development services in group settings, develop your coaching skills, refine your workshop planning, and increase your knowledge of learning styles, group dynamics, and teaching methods. As a professional services provider, you will realize that remaining part of today's global workforce requires a commitment to lifelong learning that benefits both your clients and yourself. By the end of this chapter, your understanding and assimilation of the knowledge and skills necessary for training will increase and lead groups, which will enable you to provide high-quality professional development services to more people. Providing services to groups Learning objective (1) Any setting in which two or more people receive professional development services can be defined as a group. What you do may be referred to as leading, teaching, directing or facilitating, depending on your job or position. These terms permeate all parts of this chapter. You can stick to the language and description that best suits your framework. Although organizations may differ in how they describe teamwork, the benefits of teamwork are general and may include: Improve cost effectiveness by serving more people in less time and with fewer resources Providing an enabling environment to enable clients to learn and acquire new skills . Developing a spirit of fellowship and trusting relationships, which may be a catalyst for individual change The opportunity to expose different perspectives to clients about career and work Providing an opportunity to communicate with customers Normalize situations, such as discussing interviewing fears that other group members also have . Breaking the feeling of isolation that may result from losing a job Activity One: Other benefits As we begin to learn to work in groups, note other potential benefits of providing professional development services to groups Learning objective (2) Now that we've identified groups, and examined the potential benefits of working in groups, let's look at some of the activities a career professional may engage in when providing career development services. Career service providers are likely to be actively involved in at least three main types of group tasks: providing training on career-related topics, administering career assessments, and facilitating group discussions and/or activities. Each is defined in detail below. Coaching In many organizations, career specialists may provide counseling to client groups on broad, life-focused topics Professional such as: Direction: A general review of the Career Center's services, and answering questions regarding the use of these resources. . Introduction to Virtual Profession Tools: A summary of how to use the Internet and other electronic tools; From logging in to using the browser, and perhaps training in online job search techniques. Labor market information: How to search for relevant careers, jobs, and/or educational options, using printed materials or through the Internet. Presentation of professions: from developing and maintaining professional pages to showing grooming and choosing appropriate clothes at work. Basic skills for job suitability: including interviewing, CV writing, networking, and other job search skills, in addition to "soft" skills, such as interpersonal skills, communication in the workplace, and demonstrating a positive attitude. unless The Managing Functional Assessments In your role as an occupational specialist you will likely administer formal and informal assessments and inventories to client groups. Informal inventories may include card types, checklists, and guided analogy exercises. Chapter Four includes fairly detailed instructions on some of these assessments; Includes pre-packaged inventory lists, such as interest and value card types, which will include written instructions for them. The use of formal assessment inventories requires an understanding of the tools that can be administered in an appropriate manner to groups, and appropriate training in their use. Tools. Evaluation manuals also usually provide this type of information, along with detailed instructions for testing the groups. Although many professional service providers will likely not interpret formal assessments (see Chapter 4 for more on the qualifications required to interpret assessments), you may be asked to administer these assessments. In your role, it will be important for you to explain the group assessment instructions clearly and concisely, as well as to ensure that clients are able to complete them within the allotted time, and in as calm and appropriate an environment as possible. Facilitate group discussions Facilitate group discussions and lead job-related activities (for example, discussing transferable skills or conducting a strengths identification activity). Other possible group activities include: practical interviews, feedback sessions and experiments : You may also be asked Weekly job search. Activity Two: Ways you will work with groups Think about the ways in which you are or might be called upon to work with groups, depending on your current work environment or potential). Write your thoughts in the spaces below Characteristics of an effective group leader Learning objective (3) When working with groups, you are not expected to become a gifted leader in a short period of time, or to... You manage the group, as well as acting as a coach. At the same time, it is more beneficial to engage with the services of professional development groups, understand the elements that burden the trainer or group leader's expertise, and take advantage of every opportunity to practice these skills Activity Three: Describe the characteristics of an effective group leader/trainer Think about times when you were a client in a group. This may have been in the setting of a class, training program, or workshop, or perhaps you have been a recipient of group career services in the past. If you are like most people, you prefer one or two group leaders over others. In the spaces below, identify characteristics of your favorite group coaches or leaders. What qualities do they have that you admire and might like to emulate Principles of group training and leadership Now, let's look at some principles of good training and group leadership. You may see some properties that you specified above. The first principle: preparation and planning Prepare for the topic. Good teaching begins with good preparation. The best coaches and group leaders spend a lot of time reviewing the content of their sessions to ensure that what they are saying about the material is worth their clients spending time on. They are able to clearly explain and discuss material, apply it in ways that will be fun and interesting, and are willing to answer questions. Plan activities in advance. You'll need to know how long each stage of the activity will take as part of your preparation. You should also bring other tools and materials, such as pens, whiteboards, or a laptop and projector. Customers are more likely to join an activity and benefit from it because they feel you have planned it carefully. Arrive early. Despite good planning and preparation, surprises always arise when you arrive at the place where you will conduct training or lead group activities. Problems may be small but significant, such as: a burnt out light bulb, a lack of pens, or not enough chairs. An experienced group leader knows the importance of arriving a few minutes early to adjust things as needed and to take time to become calm and organize his thoughts. Prepare technology and audio-visual equipment before the session begins. Murphy's Law famously states, "If it can go wrong, it will go wrong." A visit from Murphy with audio-visual equipment is likely to be more beneficial than anything else. When using a computer, projector, or the Internet, be sure to test everything before the session begins. , especially if you are using a room or equipment that you are not familiar with. It is always wise to obtain the name and mobile number of the organization's "technical officer" if your equipment breaks down, or you need . To some support. Prepare good training materials. Customers are more likely to listen and understand what you say if you provide them with training materials that reduce the need to write down Notes. Depending on the method you use, you may want to prepare training material that identifies the topics to be covered or describes relevant information or resources. Make sure the training material is readable with a font style and size that does not require squinting. Colors and graphics are good additions, if possible. The second principle: diversity The ways people learn are different. Research indicates that adults have specific educational needs; Some people learn through visual media through pictures and printed words, some through listening, while others learn through active learning strategies. The way people learn is different depending on their personal style; Some prefer group interaction, others prefer quiet thinking. So it's important to include a group A variety of formats that provide customers with different ways to learn. For example, a facilitator who combines a lecture, a brainstorming activity, and a small group discussion may be more effective than someone who delivers an hour-long lecture. Furthermore, when working with groups of adults, the facilitator needs to align instructional strategies with adult learning principles (see Figure 2-1 below to ensure their relevance and relevance. Here are some strategies to give your activities variety and ensure your lessons can attract adult learners: Provide opportunities to think out loud. People tend to have short attention spans, especially when the trainer relies more on a lecture style and adult trainees prefer to participate. Fill your lectures with opportunities for students to engage in discussion. Principles of adult learning An important consideration is that adult trainees have specific needs. Select Knowles (1984) The following four principles relate to adult trainees: 1. Adults need to be involved in planning and evaluating their training. 2. Experience (including errors) provides the basis for learning and training activities. 3. Adults are more interested in learning about topics that have direct relevance and impact on their work or personal lives. 4. Adult learning focuses on problems, not content. Source: www.elearningindustry.com/the-adult-learning-theory-andragogy of-malcolm-knowles When speaking to a group, be sure to pause every now and then and ask a question for discussion. This method can help clarify what has been said, and provides a nice change of pace from the continuous lecture format. Cleen Diversify activities. We all have our own favorite group activities, and it's easier to rely on them than to try something new. Some facilitators' clients may, for example, engage in three brainstorming activities in a row, without realizing it. The repetition of any exercise, even an effective one, can be monotonous. So, plan to have each session include different types of exercises. Provide adult trainees with the opportunity to apply what they have learned as solutions to real-life situations, whenever . I managed it. Feel the needs of the audience. Some of you will work with specialized groups such as high school students, retired military, or people with disabilities. So try to build sessions around their unique needs as you plan training activities for these and other specialty groups. For example, active high school students who are used to a lot of electronic stimulation are more easily bored than most adults. Therefore, the secondary school group is likely to benefit most from activities that include mobility, socializing and presentations with audio-visual components. In fact, almost everyone can benefit from some activity Physical. Education experts have shown that physical activity wakes up the brain so it can focus attention on the lesson to be learned. Remember to give adult trainees the opportunity to apply their experience and consider... The relevance of the content to their lives. The third principle: setting clear expectations and disclosure about her It is important to ensure that clients understand the purpose of the workshop or activity in advance. Although we are adults, our previous experiences with training situations influence the ways in which we learn. Therefore, some of your clients may feel nervous just sitting in the training room. They may worry so much about their assessment that they may not fully understand an assignment you are giving, even if it is simple. This outcome is especially likely for adults who have been out of school for a long time, or who left school in less than ideal circumstances. Here are some pointers To clarify the assignments you give: Explain the activities or assignments in writing. Just as a college professor gives a syllabus describing course assignments, you should provide clients with detailed training materials on what they are expected to do. Be sure to include some length or format guidelines such as "Make a list of 8-10 specific skills you use in your current job," or "Make some notes about your previous work experience such as things you liked about each job and things you didn't like,"and indicate when you will end the job. Assignment ("You will use this at the next group meeting on March 2"). Although you would have explained Orally, some clients will feel nervous or distracted, and may not fully understand what you have said. When you provide them with something written, it will save them reading about the task later, and answer many of their questions. Clean Be patient in addressing customer questions. Even though you have given clients a written description of a task or activity and explained it, don't be surprised when they ask questions about the information you've already explained. Remember that many of the people you will work with are facing the stress of the job search, and may seem a little distracted at times. Their repeated questions may be annoying, so try to be patient and have a sense of humor. The best coaches I mentioned previously may have tolerated the same behavior from you! . The fourth principle: familiarity Many of the people you work with will feel emotionally vulnerable due to job loss, financial pressures, or the stress of going back to school. They can learn a lot if the material is presented in an acceptable and reassuring environment. The helping skills you have acquired are important in this regard. Here are some suggestions for creating a comfortable relationship with the people in your group: Treat everyone with respect When you always treat customers with kindness and respect, you will make them feel safe when participating in discussions. It will also model positive behaviors for customers in relating to each other, thus They are likely to treat you with respect. This concept is especially important when you are training a group of people who are culturally different from you. Use the helping skills you've acquired. The helping skills you learned in Chapter 1, in terms of listening to and paying attention to open and closed questions, will be invaluable tools in a training or group setting. Adult learners may feel out of their "comfort zone" when faced with the idea of participating in training, almost asking for help. Your ability to use your helping skills will make the class feel comfortable, and help create a "safe zone" for all trainees. Listen carefully to what each client says during the discussion, and convey this using the skills you learned in Chapter 1. Use minimal encouragement to show interest and get others to listen. Use open questions to invite discussion and closed questions to clarify information. When the group's attention begins to wander or one person monopolizes the discussion, summarize the group's additions and indicate your move to the next topic or activity. These skills will help you transition between activities smoothly without seeming too authoritarian. It will also enable you to help each client be heard and feel accepted. Activity Four: Using assistance skills in training the group Pair up with a classmate, go back to the first class, and discuss how you can use your skills to help in a classroom setting. Each of you has three different key components, basic skills, or techniques. Help you can use in a group setting. 1 2 3 People who have developed the ability to acquire new forms and better types of knowledge that they can apply to their work and to the people of influence will charge our society into the future indefinitely - Brian Tracy Group training design The key to delivering effective group training, in addition to remembering the strategies and principles identified so far, is to design group training so that the content is presented clearly and consistently. Clients will leave training with increased knowledge and a positive, effective experience. In the next section, you will learn how to design Lesson plan elements Appendix S2 A lesson plan design template is provided to help you walk through the process of developing lesson plans. You can use this template or design your own when designing workshops or group sessions. during Your Work Through this section, you will have the opportunity to practice while you learn. The lesson plan includes five main elements: learning objectives, teaching methods or activities Content, supporting materials, and length of lessons. Writing down learning objectives Learning objective (4) It is crucial to keep the end in mind from the start of planning your training. What specific knowledge do you want your clients to have at the end of your workshop or group? What would you like them to be able to do, produce or perform? The answers to these questions will shape the learning objectives you set. Learning objectives are included at the beginning of each chapter of this curriculum, and are often written in the introduction: "At the end of this training clients will be able to... For example, if you were teaching a workshop entitled Writing an Attractive Resume, you might The learning goals you set are that at the end The workshop customers will be able to Describe the purpose of the CV. Identify five main sections in the CV. . Determine collection data, and produce three samples written. The learning goals you set should be tangible and quantifiable so you can measure whether or not they have been achieved. For example, a goal that states "clients will learn how to write a resume" is too broad because it cannot be precisely measured. A goal that states, "Clients will learn three different types of resumes, explain when to use each, and write three statements of accomplishment" is clearer and more measurable. Note that learning objectives should be written using verbs such as: "state, list, define, indicate, define, describe". Words such as: "understand", "practice", "know", "realise", or "learn how" are not considered verbs. Verifiable. Activity Five: Practice writing measurable learning objectives Think about the professional development services you provide to groups, and set the learning goals you are targeting. Select a topic to present to clients in the Career Center (for example: interviewing skills or writing a CV). Go to the lesson plan design template in Appendix S-2 and enter some learning objectives. You should have at least three objectives, but no more than ten. The amount of objectives will depend on the time you have and the number of key points you cover during the training or group Outline and plan effective group training (Learning Objective 5) The next step is to create a written outline for the entire training workshop. Start by identifying the learning objectives you are targeting and that you have just completed. Next, you need to think about your lesson plan. There will be an introduction explaining the purpose of the training, learning objectives and what to expect. This stage is also good for breaking the ice if the clients don't already know each other. We will cover different learning strategies later in this chapter. Next, you need to address the three to five main points For the lesson. Finally, conclude the lesson with a summary in which you summarize the main points, link the content of the lessons to demonstrate achievement of the learning objectives, and check the learning: Did you teach your students what they were supposed to learn? Then, you can list a variety of activities that you can use to achieve your learning goals. Make sure your list includes activities that meet the needs of different learning styles, which you'll read more about later in this chapter. Briefly describe the content. Make a list of the materials you need to support each activity. It is also worth including an estimate of how long each activity will take, try not to exceed 20 minutes to ensure learners stay engaged. See the following example Estimated time Review five (5) different types of The leaflet includes a description of each Mobile interviews filtering Type, LCD display device Brief lecture 10 minutes Direct interviews for each individual, direct interviews with a group, seminar, and follow-up. A laptop and a display (PowerPoint) PowerPoint Lesson plans should be written once to be used multiple times. There may be some elements that change depending on the situation, but having a detailed foundation plan makes these adjustments easier. And while you are standing By making your plan, you have to think ahead and ask yourself what you will need. Includes questions you might like Consider the following Will you develop training materials? If your answer is (yes), what will these materials include? How many copies do you have to make? Do you have to provide educational materials or tools? . Do you need a whiteboard? Paper plate and easel? . And what are the pens? Will these be provided or do you have to bring your own pens? Will you use audio-visual equipment? PC? PowerPoint slides? Do you have to request these things, and if so, from whom will you request them? Is it possible to test the equipment before the lesson starts? What will you use if the technology you require is unavailable or broken? Your detailed plans can also include the location of where you will be teaching, the name and phone number of the building's support staff, whether the doors are locked, and who is responsible for opening them. Challenges surrounding these issues can occur, so preparation can go a long way toward reducing unnecessary stress Activity Six: Practice completing the lesson plan Continuing with the theme you used in Activity 5, go to the Lesson Plan Design Template in Appendix 3-2 and enter your teaching methods or activities, content, supporting materials, and estimated time for each, and this will be your working draft throughout the rest of the lesson. As you discover additional techniques, you may want to update your lesson plan. For ideas, please refer to Appendix S-3 - Lesson Planning Resources Learning strategies Learning objective (6) You can structure the clients in your training in several ways, such as: pairs, trios, small groups, and large groups. Workshop styles can encourage or discourage your learning objectives, so you must understand what they are, and when to use each to support and encourage optimal learning. Pairups: Working in pairs (also referred to as "duos")gives clients the opportunity to get to know another person better. It can expand their comfort zones It's a great way to meet the needs of people who don't feel comfortable participating in a larger group environment. Working in pairs also encourages more self-expression and participation. It is easier for clients to express their true feelings to just one person than to the entire class. Use pairs when you want to break down a barrier and pave the way, encourage clients to investigate a particular topic more deeply, and/or make sure each student has enough time to talk and participate. Triads In the triad pattern, two agents play different roles, while a third acts as an observer. And the triples Often used to practice skills: after two agents take turns, they get feedback from the observer. This requires that customers know each other well and feel comfortable providing feedback. A group of three tends to work better after developing trust among them. Small groups: Small groups, or learning teams, are a great way to explore specific topics in more depth. They work well on projects within the room, encourage collaboration, and help develop collegiality. It is often easier for individual clients to "shine" in a small group than in a large group. Learning teams also provide support for people who will be continuing work outside the classroom or training. For example, clients may choose to exchange phone numbers and email addresses, discuss homework, and provide support in the absence of one or more clients. You can also use small groups to promote friendly competition, such as challenging difficulties to elicit the majority of ideas in a brainstorming session. Large Group Large group discussions, after any of the above configurations, may expand all clients' understandings, may stimulate discussion, and potentially increase learning and retention of information. Working in a large group also works when you want to introduce a topic, summarize what has been learned, recognize and celebrate accomplishments, and make statements that everyone needs to hear. On the other hand, large groups may discourage self-disclosure, making it difficult for many clients to voluntarily express their feelings, thoughts, experiences, and solutions. Learning styles (Learning objective (7)) People learn in many ways. A common way to conceptualize learning styles is the VARK model developed by Fleming, which defines learners as Visual, Auditory, and Readers Writers. And the Kinesthetic/Tactile style of learning through movement (Mills and Fleming, 1992). Some people learn better when they see pictures of what they are learning. They prefer writing information rather than hearing it, such as charts, illustrations, and handouts, and they need to see tasks written on the board. These people constitute the visual learners type of learning by sight Some people also learn better when they hear what they are learning, talk about it and discuss it. They are active in small group discussions, learn through reading aloud and are drawn to lectures, enjoy listening to audio books, and love hearing and telling stories. These people form the auditory learners style Some people prefer written words to the fullest extent. This means that they tend to be active in contexts that require a lot of reading and writing articles. As they read, you may find them taking notes in the margins and underlining important paragraphs. These people constitute the type of learning through reading and writing (readers/writers). Finally, others learn better when they can use their sense of touch and make physical experiences. Move around the room, engage in role plays, assemble and disassemble objects with their hands, go on field trips, and use tools. These people constitute the tactile/kinesthetic learning style. A trainee may usually have one or two dominant learning styles, while others have a good balance of different styles. When you facilitate in groups it is essential to understand and identify a variety of activities and materials. Suitable for all learning styles. Doing this makes training more interesting for all of your clients. If you are meeting with the same group of clients more than once, consider giving them an informal assessment that reveals their preferred learning style. These assessments are an effective tool for discussions and often lead to To important insights, it also enables you to improve your training style for a specific group. Examples of this include: Holland Party Game Holland's client types can be an indicator of their learning styles. For example, clients who gravitate to the Realistic type may want to move more during training. See Appendix S-1: Additional Training Resources for guidance About conducting the Holland Party Game You will learn more about the Holland Types in the third chapter. As the lead coach, you need to be aware of your learning preferences and the resulting ambiguities. If your learning from lectures is more beneficial, you may prefer lecturing. If you learn best by doing, you will likely prefer lively practical activities. Challenge yourself to step out of your comfort zone to meet your customers' needs. Consciously choosing activities that meet the needs of everyone's learning styles will help keep your training interesting, varied and challenging Activity Seven: Your preferred learning style Part 1: Think about times when you were learning something new. What learning style did you prefer? Did you enjoy being in large lecture halls or small group discussions? Have you ever had times when you had difficulty remembering content? Was it because the content didn't match your preferred style? When training on the job, do you like being told what to do, prefer written instructions, or do you like explaining things? The second part, after the transfer floor, is the online learning method here: /www.vark-learn.com the-vark-questionnaire. Did your results match your description above? Part Three: Think about how your preferred learning style affects the style you use to teach, and what adjustments you may need to make to accommodate the learning style of those you are coaching Training methods (Learning objective (8)) When providing training to groups, you can use a variety of different teaching methods To facilitate learning, such as: Break the deadlock Lectures Stimulate ideas Group discussions Small group activities Role playing video clips . . websites Appendix S - 3 - Lesson Planning Resources provides a checklist of activities, methods and ancillary materials that you can use when planning your lessons. In addition, here are some guidelines that may be useful. In using these methods effectively with clients. Break the deadlock The purpose of icebreakers is to help get to know each other, break down barriers between a group of strangers, and quickly create a comfortable atmosphere. This is the reason for using it at the beginning of the workshop. Icebreakers typically consist of fun and relaxing activities that get people talking, increase comfort, and help trainers achieve learning goals. See Appendix S-1: Additional Training Resources to learn more about icebreaking. Here are some examples: Allow clients to introduce themselves, and describe the craziest job they've ever done before. . Allow clients to turn to another person in the group, and quickly find 3-5 things they have in common such as hobbies, interests, travel experiences, parenting experience, or jobs and crafts. If you divide your clients into small groups, you can have them choose a name for their group that represents their personality or their profession Encourage clients, during introductions, to add an adjective in front of their names that begins with their first letter. The word should reveal something about their personalities. Allow them to explain briefly. For example, "Excited" Eddie might explain that he is willing to participate I am happy to have him here Lectures Lectures are perhaps the most commonly used training method. Lectures enable you to convey the same information to the entire group, manage the information that is shared, and maintain control of the dialogue. If you have strong public speaking skills, your lectures may be entertaining or motivational. The purpose of the lecture is to cover the material that clients need to learn by introducing new content or reviewing the main points of content they have already read. Effective lectures often include discussions that expand or clarify the content. Lecturers may also explain important concepts and answer customer questions. The main challenge, however, with this approach is maintaining customer interest. The lecture method also has some drawbacks. Because it makes the role of customers passive. When people are not involved in what is happening around them, their minds tend to get distracted and they may even feel sleepy at times. Lecturing also plays a poor role in enhancing client relationships, hampers team building and impairs learning recall among people who are learning. Better through work. Most importantly, lecturing discourages clients from being active agents in their learning because control remains with the trainer alone. For all these reasons, it is essential that you incorporate a variety of learning styles, and not rely solely on lecturing as a means of conveying information. A lecture is useful when: Clients understand the workshop objectives in advance. Trainers can expand on the material with examples Discussions and activities. Be brief, usually 10 to 10 minutes 20 minutes. Supports presentations with visual images. Some tips on using presentation software (such as PowerPoint) Identify the points you want to address in six lines. Or less on each slice. Don't fill the page with text. . . Add visual media (clip art and images)sparingly, and make sure they are relevant to the topic. . Use bullet points to expand your lecture and don't just read what's on the slide. Kleenex Stimulate ideas Brainstorming techniques are a great way to focus clients on a specific topic and discover what they know Generate new ideas, and open the group to discussion. This method is based on the fact that the brain makes natural associations and generates ideas when the critical analytical parts of the brain are turned off. The best way to achieve this is to turn a brainstorming session into a quick, maximum 3-5-minute exercise that is fun and without pressure or tension. Brainstorming sessions can be conducted in all types of group formats: individuals, pairs, trios and small groups from Ta And large groups. The three most popular techniques for generating ideas are: . Lists Ask clients to focus on a specific topic and allow their brains to quickly associate ideas with that topic. When ideas start to come, have them write down their ideas on a list. This great tool is best used in your job search workshop when helping clients create Network list. For example, you can have them write down the names of their friends, family, neighbors, colleagues, mosque community, community, and past acquaintances. He challenged them to write down the names of everyone they knew. Attendees are often amazed at the number of people they reach. Remind clients during this method that they are not editing the list or self-censoring While writing it. Free Writing Ask clients to write about a specific topic for a certain period of time (perhaps 5 minutes). Tell them to write down everything that comes to their mind without stopping. When the flow of ideas stops To their minds, suggest they write something like, "No I can think of anything" until the thoughts start In the flow again and this is what will happen). Tell Your customers should not pay attention to spelling errors or mistakes Grammar, punctuation, sentence structure, etc another thing. Their only task in this activity is Let their thoughts flow, then write them down. And this activity Useful in preparing collection data that should be Include it in your CV. For example Ask clients to write down everything they achieved and accomplished in their previous jobs. Make sure the goal is to get what's going on in their heads onto paper quickly. Mind Mapping: Perhaps the most common form of thought provoking is mind mapping. Mind maps can range from simple black and white circles connected by straight lines up to interwoven graphs with multiple colors and varying line thicknesses. It may include single words, or include a combination of symbols and images. You can use mind maps to quickly generate ideas, plan a workshop or course, or write an entire book. To get started, write a word or phrase in the middle of a whiteboard or flipchart, and draw a circle (or square) around it. Then ask your customers to suggest the first word they think of in relation to the word. Write this word and draw a circle around it, connecting it to the first word with a line. Continue doing this process as quickly as you can until you have a complete circle of ideas surrounding the first word. To generate more ideas, choose one or more of Secondary circles, and exchange ideas about them as well. Figure 2-2 shows an example of starting a mind map to create List of relationships Bill the family Without a Individuals from Knowledge Relations The mosque And society peers friends neighbors Figure 2-2 - List of mind map relationships Using brainstorming techniques as a large group activity quickly reveals clients'knowledge of a topic, gets them talking, and gives them the feeling that they are helping to lead the group. It is important that you, as the coach, explicitly point out that there are no bad ideas in the brainstorming session. The purpose, he explained, is to have fun, turn off the inner critic, and simply generate as many ideas as possible as quickly as possible. One benefit of this process is that shy clients often feel safe enough to share their thoughts as well. Stimulating ideas also opens the way for everyone to speak, conveys the idea that everyone is a contributor to the group, and makes it clear that you want to hear what is on the minds of your customers, and that you value their ideas. Group discussions As the coach, move away from the idea that you are the only subject matter expert in the room. Your clients may have valuable practical experience to bring up during the discussion, as both small group and large group discussions enable them to share their solutions with each other. Sharing their knowledge and experience, discussions also allow clients to explore a particular topic in depth, develop new ideas and concepts, and increase retention of the material. Group discussions are most effective when the leader or coach works with the group from the beginning to establish group norms or guidelines for behavior. In the early stages of the group, the leader should set some ground rules that promote a feeling of safety in the group (such as "no stupid questions," or "only one person can talk at a time"). These standards should be written on a flipchart, if possible, and displayed throughout the training. Small group discussions provide a place where less extroverted clients may feel more comfortable and are more likely to share their thoughts and feelings. Small groups also enable clients to control where the discussion goes, and to talk about what they feel is important to them, adding to their learning experience. Greater meaning. Group discussions are most effective when: . Group clients create a list of behaviors they expect from themselves and from each other, and adhere to them. These behaviors may be referred to as "contracts" or "rules of interaction" in the classroom. Many different customers answer questions No one has a monopoly on the discussion. . The coach can summarize clients' responses and reflect back on them to promote further discussion. . The trainer is able to manage time effectively, handle off-topic questions and discuss tactfully. An effective way to deal with "back burner" topics that cannot be addressed immediately is to put them on a waiting list. In this approach, the trainer may use a whiteboard or other device to record problems or questions that are slightly off topic, and then address them at a later time that is more appropriate. Using the queue as a group base allows the coach to keep the discussion flowing without ignoring clients' questions or contributions. This method works as long as the trainer continues to address waitlist issues before the session ends. Small group activities During small group activities, clients are divided up and asked to work on a specific activity for a specific period of time, and then share something related to their work with the larger group. Dividing a large group into smaller groups may be more difficult than it initially seems. Although it is fun to have a variety of ways to perform this division by counting or receiving buttons or candy bars of different colors, for example, avoid making this process So complex that it becomes confusing and/or time consuming long. Small group activities are often most effective when clients work within specific roles. The coach can either define these roles or invite clients to volunteer for them. Some typical roles include: Timekeeper - Reminds the leader and group members of the time allotted for each part of the activity . Custodian - Ensures everyone makes extras and uses good communication skills Task Manager - Reminds the group of the assigned task if it differs from it Recorder - Summarizes the results of the group activity in writing These roles and their definitions should be introduced during the first workshop or group session, and posted as a constant reminder. The leader or coach may also want to rotate roles within the group periodically. The group role approach works best when the trainer gives clear directions for small group activities before dividing up the larger group. It may also be useful to repeat these instructions once the smaller groups are formed, and debrief the activity at the end by inviting clients to share their impressions of what went well or what they learned From experience. One challenge in facilitating small group activities is that using the same method (e.g. counting 1, 2, 3, 4, etc.) to divide the large group into Small groups can get very boring. Coaches should keep the energy flowing by thinking of creative but simple ways to break up the group. For example, you might ask the student to form a pair with someone they don't know well. You may lose playing cards, and have people with heart cards find someone with a club card, and people with diamonds find someone with a shovel and form pairs to discuss. It is necessary Be creative to keep your students interested. Also keep in mind that separate rooms are recommended if group activities are longer than 30 minutes. Of course, this ideal scenario may pose logistical difficulties, depending on the facilities available to you. Finally, it is important to monitor small group activities by walking around the room, listening to make sure each group is doing well. This also provides the opportunity for the trainer to ensure that members of each group are performing their roles, They work within team standards. Role playing Role-playing is a popular training technique because it gets clients actively involved, and enables them to observe and/or practice the skill. Role-playing is especially popular in professional development when helping clients learn interviewing or communication techniques. A common method of role-playing is for two people to play out a brief scenario, such as a job interview, in the assigned roles of interviewer and applicant. After working through the scenario, clients can then change roles and repeat the activity. Another useful method is to add a third person to each pair to act as an observer. After each round of role-playing, the observer can provide positive and constructive feedback to the other two clients. Many experienced coaches who use this model repeat the role play three times, rotating the roles into groups of threes each time. This way, each small group member has a chance to take on each role, benefiting from all three Different viewpoints. Role-playing can be an effective training technique, because it mimics real-life experiences. And be more Effective when: Members of duos or trios take the activity seriously and participate fully in it. The trainer is good at managing time throughout the activity. . Supervisors are honest and thorough in providing constructive feedback. . Give instructions for all parts of the activity clearly. . He is monitored by a coach who observes each group. The trainer summarizes or extracts information from the activity and applies it back to the learning topic. Kleenex Role-playing also works best when the members of God's congregation know each other well enough to build some trust. If the group seems hesitant the first time a role-playing activity is assigned, the trainer may need to... Model role-playing for clients, perhaps with the help of a volunteer from the group. Upon completion of the role play, the trainer should debrief the activity by inviting clients to discuss the experience, and perhaps... Ask questions like: How did you feel when...? . What do you wish you had said or done? . What would you like to do differently? Is there anything else you would like to share with . Your role-playing partner? Different questions may be used for the observer(s), such as: What is the most positive thing you have noticed? What would make it better in your opinion? What would you do differently in this situation in real life now that you've noticed it? This corner? video clips Videos are a great addition to training when used for short periods of time. And if you don't have the time and resources to create your own videos, just spend an afternoon surfing the Internet. You are likely to find many fun, entertaining and effective options. If you do not believe that you have the experience to measure the quality of content related to clips Professional development video, be sure to ask for suggestions and advice from your supervisor or another colleague Videos can be used to address content related to a specific topic, such as interviewing skills, writing a CV, or searching for a job. They can also be used as icebreakers or ways to spark discussion. They may replace or supplement brief lectures, but should not replace group discussions or other activities intended to reinforce or clarify content. Videos should always be followed by discussions guided by effective and thought-provoking questions. websites The last training method we will discuss is using websites. You may be asked to show assessment use, career information, job search, or other types of websites during group training. You can use one computer for a small group demo, or a larger room with an individual computer for each client. Depending on the equipment in your facility, it may be best to provide this second type of training using CDs or DVDs on which you have saved specific pages from the websites you will be using. This approach can save time, effort and money, because it eliminates the need to find a facility with enough web-enabled computers for all clients or to secure a stable Internet connection in the training room you manage. When demonstrating the use of websites in a group setting, the trainer should summarize the content of each website and describe how clients can use it Use it clearly Trainers should remember that people have different comfort and skill levels with using computers, and that some clients may need assistance navigating the web. When using websites to facilitate activities for clients at individual computer stations, the trainer should provide clear directions about what to look at or do on each site. These instructions should also be given orally and in writing, if possible. Group dynamics Learning objective (9) It is important to understand group dynamics or the ways in which groups evolve over time. There are typically four stages in group development: formation, storming, modeling, performance, and transformation. Not all group members go through these stages, however, and there are distinct advantages for the leader coach to view group actions through this lens. First, it normalizes customer behavior. For example, in the shaping phase, the leader coach may expect clients to express some anxiety. The leader coach can then prepare for activities that can reduce anxiety such as Quick icebreaker without stress. Second, understanding group dynamics may be useful in anticipating and managing difficulties that can arise during training. For example, when some clients challenge the leader coach, this behavior is expected during Phase 2 - Storming. Once the leader coach understands the procedures, he will not take those difficulties personally, because they are part of the group's development. The third advantage is that it provides milestones for clients to recognize their achievements. For example, in the modeling and performance phase, the leader coach can reflect on the effectiveness of the collaboration. Let's look at the specific characteristics or behaviors of each stage. In the first stage, shaping, clients are in testing mode, often adopting the following types of attitudes: Feeling like getting started Set positive expectations Feeling a little worried about the other members. Will these people accept me? Is everyone They know more than me? Asking about the group's purpose, schedule, or activities . Relying on the leader to determine the direction of the group Individual commitment to a collective effort is what makes the work of teams, the work of the company, the work of society, and civilized work. -Vince Lombardi Vince Lombardi Given these potential situations, group members might ask themselves: What is this group or training really about? Will I gain anything from being here? What is expected of me now and after the group disbands or the training ends? The length of this stage depends on how clear the identification is The importance of the group and how easy it is to achieve. Show this Characteristics or behaviors usually in the first quadrant of Training (meaning that if the length of the training period is five M, this stage may be the first day). In the second storming stage, group members typically exhibit the following characteristics or behaviors: Seeing a discrepancy between expectations and reality Questioning or challenging the qualifications of a group instructor leader who resists participating in activities . Trying to prove their role in training . Other customers may criticize despite feeling confused or incompetent according to the rules . the basic As they get to know each other, group members begin to determine who among them has authority in the group, and may struggle with how to reach consensus or make group decisions. This is likely to be a difficult stage, and group members may need to discuss their fears and doubts, and establish new ground rules for behavior. These characteristics or behaviors may appear in the second quarter of training (meaning that if the length of training is five days, this stage may appear on the second day and part of the third day). In the third stage, modeling and performance, groups typically begin working to perform the tasks they have been assigned. They include characteristics or behaviors Typical for this stage are: Feeling positive about group membership and completing tasks Establish group "rules" or standards of behavior . Accept differences between expectations and reality of tasks and group goals Work well together . Feeling confident about the group results . Focusing energy on completing tasks and individuals may be at this stage. They have negative feelings towards group members others. They develop feelings of mutual respect. Negotiation and cooperation among themselves. . Communicate openly without fears of rejection. These characteristics or behaviors may appear in the third quarter of the training session Meaning that in a five-day cycle, these characteristics or behaviors may appear on day four) The fourth stage, transformation, occurs after the group's tasks are completed. They include characteristics or behaviors Typical include: . Feeling of loss or sadness due to a breakup. Think about problems outside the group or session . Training. Feeling satisfied with the group's achievements . And be proud of it. Asking how to transfer what they have learned in the group . To the real world. At this stage, group members may come to terms with the fact that the group work is over, think and talk about how they will stay in touch with other members after the final session, and decide how to say goodbye to each other. These characteristics or behaviors usually appear in the last quarter of training (meaning that in a five-day training session, they may occur at the end of the fourth day and throughout the fifth day of training). Group client behavior can provide client behavior People in a group have a great deal of understanding of how they behave outside the group as well, especially with regard to job searching and employment. You can use these important clues to determine the assistance skills and interventions needed. Examples of behaviors you may notice include: Affect the future of individuals' work: Attendance and punctuality Ability to follow up on tasks Level of independence or dependence on the leader Building and maintaining effective relationships with others Willingness to participate in the group . Dealing with negative group behaviors Learning objective (10) If you have followed the principles described so far, it is not... You are likely to experience any major behavioral concerns The role of the coach is the group leader. However, even the best leaders will be tested from time to time by their clients. In this case, you will be able to draw on your own experience as a student, your understanding of helping skills, and good old-fashioned common sense in dealing with a problem. You should also consult with colleagues and supervisors to discuss any specific issues you are concerned about, and explore your options. If any of these negative behaviors become a pattern, consult your supervisor or agency policies regarding attendance, and take appropriate steps. It is essential to set expectations and enforce them. Otherwise, you are rewarding bad behavior and creating a less-than-exemplary learning environment for other students. Absence. If clients do not show up to scheduled workshops or sessions, it is usually best to contact them and find out why. All you have to do is send an email or call to see if everything is going well and invite the client to the next session. It is also a good idea to make it clear at the beginning (verbally and in writing) that customers must come during the specified times. You should ask them to contact you in advance in case they are unable to come to the next scheduled hearing. This shows that you are serious about the learning process And they have to be serious, too. This procedure is also likely to reduce absences and save time required to review materials that clients did not attend. Not paying attention. Sometimes it's hard to grab people's attention in a world full of constant audio clips and fast-paced visuals. Although no one expects you to put on a fun theatrical performance when training, you should do your best to create sessions that are interesting, diverse and relevant. Most of the time, people will respond by showing interest in the materials and activities. However, you will sometimes encounter customers who are bored, anxious, or other times rude. You have many options for dealing with these situations according to your personal style. Some professional service providers feel comfortable calling up an inattentive client and asking a question. If done realistically and not in a shameful way, this tactic can show that you noticed that the customer was not paying attention, and that you want him or her to participate. Other trainers may spontaneously reach out to the client after the session and ask, "How are you today? You seemed a little sleepy during the workshop. Do you want me to go over anything with you again to make sure you understood everything we covered?" The customer is unlikely to feel embarrassed by this type of comment and, instead, conveys awareness of the situation and care on your part. The other option, of course, might be to just view inattention as inevitable, and ignore it. As mentioned earlier, you will use the context of the situation, the extent of the problem, your understanding of your customers, and your personal style to determine how best to handle it. It is the acting behavior that will hopefully be the issue. The exception, not the rule, in your experience as a group leader coach. At the same time, it might be best to prepare for it. You may find it helpful to think about your high school experience. No matter where or when you go to school, there are likely to be a few troublemakers disrupting class from time to time. Think about how your teachers responded. Some may have been strict, while others used lighter communication mixed with humor. Others may have simply stopped lecturing, looked at the disruptive students for a moment, or perhaps smiled a knowing smile. This may be one of the cases where there is no single correct solution. The best advice may be to consider the options from your past experience and your imagination, and choose what suits you best. It's also a good idea to remind yourself that your colleagues and supervisor will be... There to help if you need them. Lack of individual participation or absence of group participation. As you have often learned from your experience working with groups, people are sometimes reluctant to answer questions or join activities. Lack of participation may be due to a number of reasons. Do not make assumptions about trainees. Sometimes, trainees are not comfortable participating in a large group of colleagues. They may be afraid of embarrassing themselves. Others may need time to prepare and think about an answer before sharing. Take time to consider what is happening within your group, and be prepared to adapt accordingly by trying different strategies - for example, moving from a lecture style to Conduct an activity that allows them to work individually, in pairs or in small groups. Another tactic to try is to arrange chairs or desks in a circle so that customers are sitting face to face, which increases nonverbal interaction and creates a group rather than just listeners. Finally, you may want to consider frequent breaks when working with a group that seems really tired or exhausted. Always remember that, as a facilitator, it is your responsibility to ensure that all learners feel comfortable, safe, engaged and ultimately benefit from the learning experience. Particularly difficult participants. Although the majority of your clients will undoubtedly be a good low-synergy group, you will undoubtedly encounter a few who present some challenges at times and you must keep in mind, when working with these individuals, that they are the exception rather than the rule. You must also rely on Show your patience and sense of humor to communicate with them as gently as possible. It may be helpful to establish ground rules to set behavioral expectations and guidelines for the group at the beginning. You can create an opening activity around ground rule setting and introduce some ground rules, such as showing mutual respect, one person speaking at a time, and that all questions are good questions. Then do a elicitation activity to create a final list of ideas for the whole group. This list becomes an unwritten contract between the group's clients to adhere to these expectations and self-management. Finally, here are some specific suggestions made by experienced group coaches who have worked effectively with some of the more difficult types of clients: . When one of your customers is a "monopolist" who does not allow others to speak, he or she should be redirected after dealing with a monopolistic customer for a reasonable period of time. Gently thank the individual for the addition, and add that you want to make time for others to contribute. Avoid the temptation to let them speak when the group declines to participate. . And when your client is a "know-it-all" type someone who fancies himself or herself a "co-coach" value their contributions individually and redirect them. For example, you could offer the individual a specific role for the remainder of the training (such as serving as a clerk during a charting activity). Identify an area in which your know-it-all client has real expertise, and ask them to share ideas or feedback on that specific area at an appropriate time in the training Strategies for working with the "too quiet" individual - the person who wants to almost disappear Instead of calling on them to participate, do not assume that they are not participating. These people may be shy or have negative experiences with learning. You must first start by creating a safe environment to gain their trust. Once that's configured, invite them to contribute. Start with something you are sure the individual can answer to build their self-confidence Activity Eight: Solve the general difficulties facing working in a group Now, here are three problems that can occur when you're dealing with clients in a group Think about each situation, and do Write down what you might do to deal with the problem. During a session with five clients in which a career therapist demonstrates the practical use of job search websites, two clients talk incessantly, making it difficult for the others to concentrate. What are some approaches you can follow is to connect the service provider with the profession with the care of elderly parents, given that the division of time and energy between her responsibilities is that I want to work with them in a group setting using a certain exercise. One of the four women refuses to complete my growth, God at least. What? can you do? For a standardized testing session that requires complete silence in the room, an examinee's cell phone rings, and he begins a phone conversation. What to do Learning objective (11) If you want to become a great group leader, you must make a personal commitment to learning and growing from your experiences in the classroom. Understand that learning is a lifelong process. If you are new to working with groups, it is important to understand that the classroom is a lively place. Although you can use the same notes and materials for each workshop, no group will be exactly the same as the circumstances will always be different. Imagine that you are scheduled to teach three resume workshops in one day. You will attend the same training materials, use the same agenda and conduct the same activities. At the end of the day, you will have three different experiences. Why? Because everyone in the class contributes to the experience. Each individual has a different personality, agenda, learning style, and unique life experiences. Each one also has different questions and different expectations from you and you as a coach will also be different in each session. This can be affected by the time of day, how you feel, different group dynamics, or a variety of other factors ensuring that no two workouts are exactly alike. How do you deal with everything you don't know? Through preparation, some suggestions and practice - and a lot of self-reflection are what follows Keep a daily learning diary. And write down some training or group. Ask yourself: "What went well today? What didn't go well? How can I improve my training, materials, activities, and results for my next group? What do I need to do more of?" Your daily journal will create a permanent record that documents your knowledge and skills as you grow over time. Not only will it be a great reference for you, But it will also be a measure of your progress. Work with a fellow coach or experienced leader. An experienced coach can take the lead in the beginning while you learn how to improve your skills. A trusted colleague can share the burden of bad days and help you celebrate your accomplishments. It can also see things in the workshop that you might miss, especially if the group is active with multiple learning styles. Be aware of your fears and make a plan to overcome them. New coaches or leaders are often afraid of public speaking.