Essay About Lots Of Questions And Pace Of The Group

Embark 2.0 Trainers Notes – Term Paper – Komal Kaustubh
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Embark 2.0 Trainers Notes
Trainer PreparationCheck through the trainer’s notes and prepare your flipcharts before the event, ensure they are neat and legible.  Delegates need to be able to read them from a distance, so avoid using red or yellow, as these are difficult to read at a distance.Check through the equipment list column and ensure you have all the necessary equipment before the event.Trainer Delivery TipsAsk all the delegates to sign in so that you know whom you have in the room in case there is a fire.Check the room for health and safety, comfortable temperature and sufficient lighting.Create a relaxed and comfortable atmosphere for the colleagues attending your programme; this is more conducive to learning.Structure and prepare effectively before each event.Consider the pace of the group and go at the pace of the slowest learner to ensure that all participants are learning.Respect each individual within the training environment and utilize their experiences whenever possible as this can help you to get your message across.Arrive at your training room at least 30 – 45 minutes before the programme is due to start so that you can set your room up, ensure that the tables and chairs etc. are where you want them to be and that all the equipment / material you need is present and in working order.You may choose to create a sign to put on the door to your training room to welcome your colleagues.Ensure you can read the flipchart from the furthest seat in the room.Speak clearly at all times and maintain as much eye contact as possible with the group in order to build and maintain rapport.Here we list any relevant equipment required for any exercise, including how many are required in total and any preparation that needs to be done in advance.Equipment RequiredFlipchart paper and standFlipchart pensPacket of Blu-tacPacks of post it notes Hand out x 1 per personLaptop with power point deck pre-loadedBall of String or Wool Coloured Pencils x 4 packs of multi colouredA4 Paper Stop Watch or Timer of Mobile phone Trainer PrepPut the handouts out in each person’s place before they enter the room.Have a slide showing with name of the programme, your name, date While they are all entering the room, shake their hands, make them feel welcome and act as a host.Ask them to sign-in on the sign in sheet.1 x handout per delegatesign-in sheet and pen09.00 – 09.20Leadership Journey OutlineThe aim of the section is to set the scene for the Global programme and how this sits within the global development of leadership.  This is an introduction to the most fundamental tools and techniques as a manager and it will introduce them to best practise management and leadership at RB Welcome to Embark RB’s Global First Line Manager programme (insert your own personal introduction here).Embark is the first part of Leadership Journey – it is an opportunity to learn about tried and tested tools and techniques, and best practice, all of which will equip you in your first role in management or if you are already doing the job it will enable to reflect on your current style of management and how by adapting it you will be able to become more effective and achieve more from your team.Getting it right at the start of your management career is essential if you are going to be the most effective manager and leader you can be and as the title of the programme suggests ‘Embark’ this is about embarking on your career and by using the tools and techniques we will introduce you to I can guarantee you will save yourself time and achieve so much more.In front of you, you will see a handout this has been created for the programme – it has all the information you need on this subject, it is a handout not a textbook and is designed for you to personalize with your own notes (there are additional notes pages at the back of the handout should you require them). As you will be moving around it maybe an idea to write your names on the front so that you take the right copy away with you.Go through the appropriate H&S and general domestics of the day.Mobiles off etc. we know that this is something some of you feel you can’t do however this is your time and you will only attend it once and therefore you need to make the most of the opportunity and investment being made in you.This programme will work best if I ask you lots of questions and you take part in exercises as teams and small groups.We aim to finish by 17.00We will have lunch at ______ And   breaks at 10.30 and 15.00Be as open as you can in order to help you tailor your learning from today.  Ask questions whenever they come into your head and challenge me and the material to make it work for you.09.20 – 09.50Warm Up Exercise The aim of the section is to introduce everyone to each other and to gauge their current level of confidence to contribute to the group.It will also allow the trainer to hear the correct pronunciation of each name, this will be particularly useful when running this course overseas and faced with unfamiliar names.Web Exercise (10 minutes)Ask the group to stand in a circle. Hold on to the end of the string and throw the ball/spool to one of the group to catch. They then tell the group their name and choose a question from 1-20 to answer. Using the list below, read them their question, they must answer it first and then keeping hold of their part of the string they then throw the ball to another member of the group.Questions1. If you had a time machine that would work only once, what point in the future or in history would you visit? 2. If you could go anywhere in the world, where would you go? 3. If your house was burning down, what three objects would you try and save? 4. If you could talk to any one person now living, who would it be and why? 5. If you HAD to give up one of your senses (hearing, seeing, feeling, smelling, tasting) which would it be and why? 6. If you were an animal, what would you be and why? 7. Name a gift you will never forget? 8. Name one thing you really like about yourself.9. If you could have a super power what would it be and why?10. Whats your favourite thing to do in the summer? 11. Whos your favourite cartoon character, and why? 12. If you could change your name what would you change it to and why? 13. What is the hardest thing you have ever done? 14. If you are at a friends or relatives house for dinner and you find a dead insect in your salad, what would you do? 15. What was the best thing that happened to you last week? 16. If you had this week over again what would you do differently? 17. What is the first thing that comes to mind when you think about Holidays? 18. Whats the weirdest thing youve ever eaten? 19. If you could change one problem in the world today, what would you like to change? 20. What book, movie or DVD have you seen/read recently you would recommend? Why? Eventually this creates a web as well as learning some interesting things about each other.  At the end of the game you could comment that You all played a part in creating this unique web and if one person was gone it would look different.  In the same way its important that we all take part to make the group what it is, unique and special.  This will also help us as we work through the next 3 days, getting to know each other and ourselves.  Ball of string/wool09:50-10:20Me as a LeaderAsk participants to draw a “picture of yourself as a leader”Everyone shows the picture and the group tells them what is that they see, what is surprising, what is missingDepending on the size of the group you can divide the group into sub-groups Summarize the observations in the whole group at the end10.20 – 10.30BREAK10:30-11:00Role Model LeadershipFacilitate the group through RB Values and 5 Pillars. Focus onWhat does it mean for themWhat it means with regards to expected leadershipWhat examples of good leadership behaviour they have seen in relation to values and pillarsThis can be a brief discussion with the aim of highlighting that we have clear guidelines on what is expected from leaders 11.00 – 11.45What makes a good Leader?The aim of the section is to assess their current leadership style and if this is currently correct for the team they are leading, we will use this to build on the rest of the day. The most sensible place to start your Embark journey is right at the start, so we are going to get you to complete an assessment that will help to identify what your current leadership profile is.Successful leaders are those who can adapt their behaviour to meet the demands of their own unique situations.This is a model that is frequently used in many different types of organisations to assess style, it is based on the Situational Leadership model that was designed by Ken Blanchard and Paul Hersey in the late 1960’s it is a model that has stood the test of time and is still widely used today.It will help you to diagnose the demands of your situation and is based on the amount of direction (task behaviour) and the amount of socioemotional or relationship support (people behaviour) a leader must provide given the situation and the readiness of the followers.Task behaviour is the extent to which a leader engages in one-way communication by explaining what the team is to do as well as when and how tasks are to be accomplished. (Also described as authoritarian or autocratic)People behaviour is the extent to which a leader engages in two-way communication by providing social/emotional, relationship support and Participating behaviours.  (Also described as participative or democratic)We will refer back to the results over the next 3 days as this will help you to have real visibility of your route towards your leadership aspirations.We will be reverting back to this over the three days.Assessment Exercise (10 minutes)Ask the group to turn to page 5 in their handouts.Don’t explain too much about the outcome of the exercise just explain the mechanics of how to fill out the questionnaire and that there are no right or wrong answers.This is an individual task:-Look at each question in turn rate yourself, tick the box that you feel most accurately describes the score you would give yourself for how interactive you are with you team in the various situations. Tick one box for each; you will see what each score is on page 6. Go with your gut instinct; don’t deliberate for too long, when all 20 are completed and the whole group has finished (this should take no more than 3-4 minutes). Ask them to  turn to page 6 and respectively calculate your scores for questions 1 – 10 which you will plot on the horizontal axis which describes your task related behaviour’s and then do the same for questions 11 to 20 which you will plot on the vertical axis these describe a representation of your Leadership style On page 7 you will find a description of the behaviours your team will experience from your Leadership Style.Discuss the results in plenary making sure to include the following:-All of these styles demonstrate elements of effective leadership, however as an individual starts to develop a leader should start in Directing S1 then move to Coaching S2, then onto Supporting S3 finally ending up in Delegating S4.With experienced ‘ready’ individuals you should aim to move towards a more Delegating style as this is more ‘hands-off’ and less time consuming.With inexperience individuals, you may need to demonstrate more of a Directing style before moving to one of the other quadrantsA score of 25/25 demonstrates a good flexible style, this is the ultimate, and this is where you should be aiming towards.The score will show your preference, which may have been learned or circumstantial.You increase your team’s readiness by increasing the amount of ‘people’ behaviours you demonstrate but this has to be done slowly.Ask the group the following questions to generate a discussion:Q:  Why do you need to increase people behaviours slowly?A: People behaviour is much more ‘hands off’ if you do this too soon it might knock the confidence in the follower.Q: If you have a team that lacks confidence or are unwilling to take on new tasks, what behaviours might you need to demonstrate to increase their readiness?A: Positive re-enforcement i.e. rewards appropriate behaviours until the followers become closer to the leaders expectations of good performance.Q: What would happen if the leader reduced a little of the structure or direction of tasks given?A: It would give the follower/team an opportunity to assume some increased responsibility, if this is accepted and used well by the follower this could then be positively re-enforced by the leader (positive strokes/feedback), which would build confidence and readiness.Q: What happen if the leader does not change their behaviours with followers?A: Follower’s development may be stifled and leader begins to reinforce dependent behaviours in the follower.As the reduction in the task behaviours continues the people behaviours can begin to increase, which ultimately results in followers feeling positive reinforcement for their accomplishments by not having the leader looking over their shoulder but by being left to get on with it.  This can often take time and is very dependent on mutual trust between follower and leader.Explain the following on FC as this is the link into Situational Leadership:S1 = High Task/Low People behaviour (Directing). One-way communication in which the leader defines the roles of followers and tells them what, how, when and where to do various tasks.S2 = High Task/High People behaviour (Coaching). Most of the direction is still provided by the leader.  The leader also attempts through two-way communication and socioemotional, relationship support to get the followers to ‘buy-in’ to decisions that have to be made.S3 = High Relationship/Low Task behaviour (Supporting).  Leader and followers now share in decision making through two-way communication and much Participating behaviour from the leader as the followers have the knowledge and ability to do the task.S4 = Low Relationship/low Task behaviour (Delegating).  Let’s the followers ‘run their own show’.  The leader delegates as the followers are high in readiness, have the ability and are both willing and able to take responsibility for their own behaviours.Adaptability Test (10 minutes)We are now going to look at some specific situations and help you to assess how able you are to ascertain what each of these individual situations requires in terms of leadership behaviours.  Allow 5 minutes.Ask the group to turn to page 8 and complete the mini assessment, they can deliberate to decide what they would do but they should choose a response based on reality rather than what they think is the right answer.The answer grids replicate the quadrants i.e. the correct answer is in the relevant position on the sit-rep grid so it will be easy for you to see which style they are using if it is not the correct one.Answers:Scenario 1, correct answer is A and is situated in ‘Directing‘ quadrant, this team needs the leader to demonstrate more S1 behaviours as they have a low degree of readiness, confidence, this might only be a temporary measure but it needs to be addressed before moving around the quadrants.Scenario 2, correct answer is B and is situated in ‘Supporting‘quadrant, this team has a moderate to high degree of readiness, they are very able but somewhat unwilling or insecure for some reason.  They need the leader to demonstrate more S3 behaviours.Scenario 3, correct answer is A and is situated in ‘Delegating ‘quadrant, this team demonstrates a high degree of readiness, they are willing, able and confident and need the leader to demonstrate more S4 behaviours.Scenario 4, correct answer is D and is situated in ‘Coaching‘ quadrant, this team needs the leader to demonstrate more S2 behaviours as they have a low-moderate degree of readiness but they are willing.Discuss the results on a one to one basis very briefly i.e. whether or not the styles they chose was the right one for that situation and identify any patterns or preferences that may be emerging.  In plenary ensure to help them to understand any patterns that are established if they have chosen the wrong style, discuss the impact using this style will have and how using the right style would help them the develop the team more effectively.In summary:  leaders must know their staff well enough to meet the ever-changing abilities and demands placed on them.  While leaders may use a specific style for the group they may have to behave quite differently with individuals because of differing levels of follower readiness.  In both cases, changes in leadership style from S1 to S2 and S3 and S4 must be gradual, this process cannot be revolutionary, and it must be evolutionary through a process of gradual developmental changes, planned growth and the creation of mutual trust and respect.  (There will be a link with this when we do Johari Window later)As we go through the next 3 days you will learn different ways that you can adapt your behaviours in order to enable you to be more flexible in your leadership style. 12.00 – 12.45Developing Interpersonal RelationshipsThe aim of the section is to introduce the group to the responsibility they have to increase their self-awareness and give them a model that will help them to categorise where they can spend time and work to increase/reduce certain areas that will help them to improve the relationships they have with others as a manager.Model called The Johari WindowThis model includes four ‘windows’ to represent the location of ideas and information available, within a group of people who are dependent upon one another to achieve a common outcome.  If you imagine that the vertical line is like vertical blinds it can move left and right to let in as much or as little light as possible, the further right this line is, and the more light comes into the public and hidden window i.e. by making the blind and unknown windows shrink.  The horizontal line is like a venetian blind (in reverse) and can move up and down, when it is down this increases the light coming into the public and blind window i.e. by making the hidden and unknown windows shrink.  When they both move this changes the shape of all the squares and this happens when information is/isn’t shared/known.At any one time during its use information important to the success of the team is available in one of the four windows.Public windowBlind spotHidden windowUnknown windowThis will help you to develop your role as a leader and work towards your leadership aspirations, but more specifically, over the next 3 days the intention is to reduce your blind spot by getting feedback and reflecting on your own skills and abilities, through this process the information moves into the public window.Generally in a new or difficult working relationship the Public window is small, communication is superficial and guarded.  Suggestions are not implemented and often left undeveloped.  Productivity is low.  Much info is kept hidden or is unknown and people are often blind to information that others have.Public windowYour aim as a leader is to increase the size of the public window by building open and productive communication, mutuality, sharing.  This is done by focusing specifically on the other 3 areas, not by just focusing on making things public it is a welcome by product of reducing the others.Hidden WindowYou reduce the size of the hidden window by sharing and discussing info that you or your team/company know but that the general public doesn’t.  Such info might include your personal goals and expectations.Blind SpotYou reduce the size of the blind spot by seekingInformation e.g. specific goals etc.E.G If we base this window on our relationship as a group you know my name and so do I, so this is in the public window.  You don’t know my favorite ice cream, but I do so this is in the hidden window.  Let’s say I have accidentally got marker pen on my face, you can see this but I can’t so this is in the blind spot.  And, finally none of us know whether or not we could learn to juggle in 15 minutes so this is in the unknown window.Unknown WindowBy reducing the size of the hidden window and blind spot the size of the unknown window is automatically decreased.  Johari Exercise (15 minutes)Split the group into groups of 4Turn to

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(2019, 06). Embark 2.0 Trainers Notes. EssaysForStudent.com. Retrieved 06, 2019, from
“Embark 2.0 Trainers Notes” EssaysForStudent.com. 06 2019. 2019. 06 2019 < "Embark 2.0 Trainers Notes." EssaysForStudent.com. EssaysForStudent.com, 06 2019. Web. 06 2019. < "Embark 2.0 Trainers Notes." EssaysForStudent.com. 06, 2019. Accessed 06, 2019. Essay Preview By: Komal Kaustubh Submitted: June 19, 2019 Essay Length: 12,924 Words / 52 Pages Paper type: Term Paper Views: 309 Report this essay Tweet Related Essays Colonial America Book Notes Colonial America BookNotes John Putnam Demos (1937-) A Little Commonwealth: Family Life in Plymouth Colony NY: Oxford UP, 1970. xvi + 201 p. Ill.: 15 1,877 Words  |  8 Pages All Quiet on the Western Front Notes KEY LITERARY ELEMENTS 1. SETTING All Quiet On The Western Front is set during World War I, behind the German frontlines where Paul Baumer is 7,153 Words  |  29 Pages Aquifer Contamination Notes Groundwater Contamination -The ability for an aquifer to store and transport water depends on its porosity -Investigations now should focus on aquifers that are current 352 Words  |  2 Pages Small Intestine Notes Small Intestine Notes Small intestine- digestive organ in which chyme from the stomach is flooded with enzymes and digestive fluids. DUODENUM As chyme is pushed 336 Words  |  2 Pages Similar Topics Tigana Chapter Notes Solution Text Notes Get Access to 89,000+ Essays and Term Papers Join 209,000+ Other Students High Quality Essays and Documents Sign up © 2008–2020 EssaysForStudent.comFree Essays, Book Reports, Term Papers and Research Papers Essays Sign up Sign in Contact us Site Map Privacy Policy Terms of Service Facebook Twitter