career building train the triple a+ trainer workshop handout
DESCRIPTION
Career building train the triple a+ trainer workshop handout for the Croatian Professors that are going to develp a program and train PhDs on that.TRANSCRIPT
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Career building September 22 – 24, 2014
This project is funded by the European Union © Gustaaf Vocking
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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
This project is funded by the European Union © Gustaaf Vocking
Ø >500 PhD Students trained
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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
This project is funded by the European Union © Gustaaf Vocking
Understand)
Develop)trainer))skills)
Experience)Develop)training)
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Layout of the program (per day)
1. Career building acGon learning
2. The triple A+ trainer
3. Developing a curriculum
This project is funded by the European Union © Gustaaf Vocking
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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
This project is funded by the European Union © Gustaaf Vocking
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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
This project is funded by the European Union © Gustaaf Vocking
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Day 3: Developing a curriculum
This project is funded by the European Union © Gustaaf Vocking
ü Effec%ve training design ü Design of curriculum components
ü Hands on experience
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Day 1
Career building ac=on learning
This project is funded by the European Union © Gustaaf Vocking
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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
This project is funded by the European Union © Gustaaf Vocking
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Finding a job?!
1. Job based search q Requirements q AcGviGes q …
2. Person based search q Passion q Power q Purpose q …
This project is funded by the European Union © Gustaaf Vocking
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Why we work?
This project is funded by the European Union © Gustaaf Vocking
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IdenGfying career opportuniGes
This project is funded by the European Union © Gustaaf Vocking
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.
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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
This project is funded by the European Union © Gustaaf Vocking
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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.
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Career management
This project is funded by the European Union © Gustaaf Vocking
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
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Developing a professional network
and networking skills
This project is funded by the European Union © Gustaaf Vocking
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
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The START Method
This project is funded by the European Union © Gustaaf Vocking
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Interview skills
This project is funded by the European Union © Gustaaf Vocking
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
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Business awareness
This project is funded by the European Union © Gustaaf Vocking
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
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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
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Some videos
This project is funded by the European Union © Gustaaf Vocking
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
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Day 2
The triple A+ trainer
This project is funded by the European Union © Gustaaf Vocking
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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
This project is funded by the European Union © Gustaaf Vocking
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Effec%ve training
ü Behavior focus ü Insight in current behavior
ü Observable behavior change
ü FacilitaGon focus ü MoGvate ü Confront ü Introduce
This project is funded by the European Union © Gustaaf Vocking
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Effec%ve training
This project is funded by the European Union © Gustaaf Vocking
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Effec%ve training
This project is funded by the European Union © Gustaaf Vocking
Agreements
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Diagnosis
This project is funded by the European Union © Gustaaf Vocking
Cri$cal situa$on
Old behavior
NegaGve effect
New behavior
PosiGve effect
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Designing acGviGes
This project is funded by the European Union © Gustaaf Vocking
Cri$cal(situa$on(
Old$$behavior$
Nega/ve$effect$
New$behavior$
Posi/ve$effect$
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Effec%ve training
This project is funded by the European Union © Gustaaf Vocking
1. unaware of incompetence 2. aware of incompetence 3. aware of competence 4. unaware of competence
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What keeps people from acGng?
Desire
This project is funded by the European Union © Gustaaf Vocking
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Effec%ve training
This project is funded by the European Union © Gustaaf Vocking
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Effec%ve training
This project is funded by the European Union © Gustaaf Vocking
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
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Measuring engagement?
This project is funded by the European Union © Gustaaf Vocking
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
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Effec%ve training
This project is funded by the European Union © Gustaaf Vocking
1. unaware of incompetence 2. aware of incompetence 3. aware of competence 4. unaware of competence
Confront
Refle
ct
Introd
uce Inspire
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Effec%ve training
This project is funded by the European Union © Gustaaf Vocking
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
Explain
Understand theory
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Effec%ve training
This project is funded by the European Union © Gustaaf Vocking
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
Try out
Understand checklist
Explain
Understand theory
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Effec%ve training
This project is funded by the European Union © Gustaaf Vocking
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
Simulate
Apply checklist
Explain
Understand theory
Try out
Understand checklist
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Effec%ve training
InformaGon channels Learning styles
ü Thinker
ü Do-‐er
ü Dreamer
ü Decision maker
This project is funded by the European Union © Gustaaf Vocking
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Eye movements (99%)
This project is funded by the European Union © Gustaaf Vocking
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AcGon Learning Concept
This project is funded by the European Union © Gustaaf Vocking
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This project is funded by the European Union
© Gustaaf Vocking
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InteracGon tool & quesGon booster
This project is funded by the European Union © Gustaaf Vocking
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QuesGon effecGvity?
This project is funded by the European Union © Gustaaf Vocking
Does anybody know how to…?
You, in the blue shirt, how to…?
Manuel, how do you…?
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Perfect answer to the wrong quesGon? vs
Acceptable answers to the right quesGon
This project is funded by the European Union © Gustaaf Vocking
! + ! + !
? + ? + ? !
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The master tool for trainers: QuesGons
This project is funded by the European Union © Gustaaf Vocking
Outcome
Reason
(In)direct
ConfirmaGon
Meta-‐informaGon
Choice(s)
?
?
!
?
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The first trainer quesGons…
This project is funded by the European Union © Gustaaf Vocking
ExpectaGons
Personality
Context
History
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The trainer follow up
This project is funded by the European Union © Gustaaf Vocking
What went well?
What can be further improved?
How (in concrete behavior)?
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The trainer’s dillema
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Resistance does not exist…
This project is funded by the European Union © Gustaaf Vocking
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TransacGonal Analysis: Ego states
This project is funded by the European Union © Gustaaf Vocking
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TransacGonal Analysis: more ego states
This project is funded by the European Union © Gustaaf Vocking
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TransacGonal Analysis: Ego states behaviors
This project is funded by the European Union © Gustaaf Vocking
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TransacGonal Analysis: Ego states behaviors + and -‐
This project is funded by the European Union © Gustaaf Vocking
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TransacGonal Analysis: Ego states cross interacGons
This project is funded by the European Union © Gustaaf Vocking
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TransacGonal Analysis: Ego states complementary interacGons
This project is funded by the European Union © Gustaaf Vocking
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TransacGonal Analysis: Ego states complementary interacGons
This project is funded by the European Union © Gustaaf Vocking
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TransacGonal Analysis: Ego states Ulterior interacGons
This project is funded by the European Union © Gustaaf Vocking
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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
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The bigger the resistance, the greater your potenGal
This project is funded by the European Union © Gustaaf Vocking
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Brick Walls?
This project is funded by the European Union © Gustaaf Vocking
hip://youtu.be/ji5_MqicxSo
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Obstacles?
This project is funded by the European Union © Gustaaf Vocking
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Look where you want to go
This project is funded by the European Union © Gustaaf Vocking
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The tetris effect
This project is funded by the European Union © Gustaaf Vocking
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Day 3
Developing a curriculum
This project is funded by the European Union © Gustaaf Vocking
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Developing a curriculum
This project is funded by the European Union © Gustaaf Vocking
ü Effec%ve training design ü Design of curriculum components
ü Hands on experience
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Thinking: How?
1. Chaos 2. Analysis
3. CommunicaGon (opGonal!)
Ø Internal&me focus Ø Non linear!
Ø External&them focus Ø Linear!
This project is funded by the European Union © Gustaaf Vocking
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Thinking: How to steer?
This project is funded by the European Union © Gustaaf Vocking
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Effec%ve training
InformaGon channels Learning styles
ü Thinker
ü Do-‐er
ü Dreamer
ü Decision maker
This project is funded by the European Union © Gustaaf Vocking
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Effec%ve training
This project is funded by the European Union © Gustaaf Vocking
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
Simulate
Apply checklist
Explain
Understand theory
Try out
Understand checklist
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Designing a training (component): how not to do it
This project is funded by the European Union © Gustaaf Vocking
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Designing a training (component): goal & playing field
This project is funded by the European Union © Gustaaf Vocking
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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?
This project is funded by the European Union © Gustaaf Vocking
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Diagnosis
This project is funded by the European Union © Gustaaf Vocking
Cri$cal situa$on
Old behavior
NegaGve effect
New behavior
PosiGve effect
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Competencies to develop
ü CreaGvity ü Problem solving ü Intellectual enquiry ü InnovaGon ü Entrepreneurial skills ü Understanding IPR and copyright
This project is funded by the European Union © Gustaaf Vocking
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Developing a curriculum
This project is funded by the European Union © Gustaaf Vocking
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…
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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
This project is funded by the European Union © Gustaaf Vocking
ü Camera ü Timer ü PresentaGon KIT
ü Audio ü Video ü Laptop
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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
This project is funded by the European Union © Gustaaf Vocking
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Suggested Perfect pilot program Career building
This project is funded by the European Union © Gustaaf Vocking
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
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QuesGons?
[email protected] @Nathalief NathalieSoeteman
[email protected] @GustaafVocking GustaafVocking
This project is funded by the European Union © Gustaaf Vocking
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This project is funded by the European Union © Gustaaf Vocking