Career building train the triple a+ trainer workshop handout

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Career building September 22 – 24, 2014

This project is funded by the European Union © Gustaaf Vocking


Gustaaf Vocking MSc MBA

Ø  Master of Econometrics Ø  Bachelor of Business informaGon science Ø  Psychology and post Doc didacGc skills Ø  ExecuGve MBA Ø  Entrepreneur since the age of 15 Ø  Management Coach/Consultant/Trainer Ø  Leadership/CommunicaGons/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 Career building 2.  Experience examples of Career

building training 3.  Training Career building

through ü  Career management ü  IdenGfying career opportuniGes ü  Developing a professional

network and networking skills ü  Interview skills ü  Business awareness

4.  How to develop a Career building program


Understand)

Develop)trainer))skills)

Experience)Develop)training)


Layout of the program (per day)

1.  Career building acGon learning

2.  The triple A+ trainer

3.  Developing a curriculum



Day 1: Competencies to develop

ü Career management ü IdenGfying career opportuniGes

ü Developing a professional network and networking skills

ü Interview skills ü Business awareness



Day 2: The triple A+ trainer

ü Effec%ve training ü AcGon learning ü AppreciaGve Inquiry ü AcGonable insights ü FacilitaGng learning ü MovitaGng parGcipants 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

Career building ac=on learning



Day 1: Competencies to develop

ü Career management ü IdenGfying career opportuniGes

ü Developing a professional network and networking skills

ü Interview skills ü Business awareness



Finding a job?!

1.  Job based search q Requirements q AcGviGes q …

2.  Person based search q Passion q Power q Purpose q …



Why we work?



IdenGfying career opportuniGes


ü Develop awareness of different job search techniques, including how to employ pracGcal networking techniques

ü Have an appreciaGon of the posiGve and negaGve aspects of different approaches.

ü Develop knowledge and skills for effecGve job searching.

If possible ü Examine real case studies of researchers and the methods they used to secure posiGons outside academia.


Defining your dream job?!

1.  Form three new groups 2.  In you group share ideas on

how to define a dream job that matches: q  One’s talents q  Experience q  EducaGon q  Strong points q  …

3.  Combine all insights into your group’s suggested approach

4.  Be ready to present that approach in 2 minutes



Three steps to your dream job

1.  What you would for free as a job (and will you try out)

2. Become so good at it people gladly will reward you for the job (or start over at 1.)

3.  Find Create that job.


Career management


ü Step back and reflect on career to date ü Understand and assess key internal/external factors in making career decisions

ü Begin to idenGfy key aspects of your ideal job

ü Understand and analyse the transferable skills developed in research

ü Gain a clearer idea of possible career pathways

ü Gain knowledge of the resources available to assist future career management

ü Begin developing personal career objecGves


Developing a professional network

and networking skills


ü Learn what networking is and why it is important

ü Learn pracGcal Gps and techniques on how to effecGvely develop and manage their networks

ü Be able to reflect on and develop personal networking objecGves and an acGon plan


The START Method



Interview skills


ü Understanding the interview processes ü Different types and formats of interviews ü EffecGve preparaGon for interviews ü Tackling difficult interview quesGons ü ConstrucGve post-‐interview reviewing ü Be equipped with pracGcal advice to enable them to prepare for and perform well at a variety of interview formats and types including those for academic and non-‐academic posiGons


Business awareness


ü Recognize why and how graduate employers look for commercial awareness in their recruitment processes

ü Develop techniques for increasing commercial awareness in order to apply for jobs and aiend interviews

ü Communicate your commercial awareness more effecGvely to graduate recruiters

ü Gain the tools to evaluate your level of commercial awareness when applying for your next role


Value ProposiGon 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


Some videos


Dream job? :) hip://youtu.be/TcOOfpf_YBk Career Paths hip://youtu.be/-‐VasGrFLqW8 Explore your career path hip://youtu.be/rW6cZHScH3U Social Networking in Plain English hip://youtu.be/6a_KF7TYKVc #1 Way To Find A Job hip://youtu.be/s81wmDB7Po

Invest in Your Network… hip://99u.com/videos/30051/joshua-‐klein-‐invest-‐in-‐your-‐network-‐your-‐network-‐will-‐invest-‐in-‐you


Day 2

The triple A+ trainer



The triple A+ trainer

ü Effec%ve training ü AcGon learning ü AppreciaGve Inquiry ü AcGonable insights ü FacilitaGng learning ü MovitaGng parGcipants ü Dealing with resistance



Effec%ve training

ü Behavior focus ü Insight in current behavior

ü Observable behavior change

ü FacilitaGon focus ü MoGvate ü Confront ü Introduce



Effec%ve training



Effec%ve training


Agreements


Diagnosis


Cri$cal situa$on

Old behavior

NegaGve effect

New behavior

PosiGve effect


Designing acGviGes


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 acGng?

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

Explain

Understand theory


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

Try out

Understand checklist

Explain

Understand theory


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



Effec%ve training

InformaGon channels Learning styles

ü Thinker

ü Do-‐er

ü Dreamer

ü Decision maker



Eye movements (99%)



AcGon Learning Concept



This project is funded by the European Union

© Gustaaf Vocking


InteracGon tool & quesGon booster



QuesGon effecGvity?


Does anybody know how to…?

You, in the blue shirt, how to…?

Manuel, how do you…?


Perfect answer to the wrong quesGon? vs

Acceptable answers to the right quesGon


! + ! + !

? + ? + ? !


The master tool for trainers: QuesGons


Outcome

Reason

(In)direct

ConfirmaGon

Meta-‐informaGon

Choice(s)

?

?

!

?


The first trainer quesGons…


ExpectaGons

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…



TransacGonal Analysis: Ego states



TransacGonal Analysis: more ego states



TransacGonal Analysis: Ego states behaviors



TransacGonal Analysis: Ego states behaviors + and -‐



TransacGonal Analysis: Ego states cross interacGons



TransacGonal Analysis: Ego states complementary interacGons



TransacGonal Analysis: Ego states complementary interacGons



TransacGonal Analysis: Ego states Ulterior interacGons



Homework: study transacGonal analysis

•  Study TransacGonal analysis 1.  hip://youtu.be/nKNyFSLJy6o 2.  hip://youtu.be/YOqJ4sc9TAc 3.  hip://youtu.be/58F2qYyAzME

4.  hip://en.wikipedia.org/wiki/TransacGonal_analysis

•  Create your own examples, from your own life, of all ü  Complementary interacGons ü  Cross interacGons ü  Ulterior interacGons

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

encountered resistance ü  1 situaGon in which put up

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


The bigger the resistance, the greater your potenGal



Brick Walls?


hip://youtu.be/ji5_MqicxSo


Obstacles?



Look where you want to go



The tetris effect



Day 3

Developing a curriculum





ü Effec%ve training design ü Design of curriculum components

ü Hands on experience


Thinking: How?

1.  Chaos 2.  Analysis

3.  CommunicaGon (opGonal!)

Ø  Internal&me focus Ø  Non linear!

Ø  External&them focus Ø  Linear!



Thinking: How to steer?



Effec%ve training

InformaGon channels Learning styles

ü Thinker

ü Do-‐er

ü Dreamer

ü Decision maker



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



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



Designing a training (component): goal & playing field



Assignment test

q  Does it facilitate your training goal?

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

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

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



Diagnosis


Cri$cal situa$on

Old behavior

NegaGve effect

New behavior

PosiGve effect


Competencies to develop

ü CreaGvity ü Problem solving ü Intellectual enquiry ü InnovaGon ü Entrepreneurial skills ü Understanding IPR and copyright





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 Gme ü Small steps…


Training kit

ü  Paper ware ü  SGck 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  PresentaGon KIT

ü  Audio ü  Video ü  Laptop


CerGficaGon levels of Triple A+ training

1.  PracGGoner ü  Has experienced the training

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

Triple A+ training

3.  Designer ü  Has proven (s)he can effecGvely

design a Triple A+ training

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

coach & train others on Triple A+ training


[email protected]


Suggested Perfect pilot program Career building


ü Goal: raise awareness ü Reality PhD in Business ü Choice

ü Playing field: you + ü Apply Triple A+ training ü Use the Train the trainer

manual and its resources ü Run a pilot course ü Help eachother ü Get outside help We would love to help


QuesGons?

[email protected] @Nathalief NathalieSoeteman

[email protected] @GustaafVocking GustaafVocking



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Career building train the triple a+ trainer workshop handout