Managing Training Facilitator Guide

Developing and Managing a Team Facilitator Guide
SET UP the following equipment:
• projector hooked up to PC with PowerPoint presentation
• flip chart pad on easel
WELCOME participants as they arrive.
DISPLAY the welcome slide.
Welcome!
Developing & Managing
a Training Team
Your Facilitator – Shari Ward
#1
BEGIN the class on time.
INTRODUCE yourself.
11/1/07 Managing Training Series Page 1 of 56

Page 2
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Developing & Managing a Training Team
#2

10 Minutes SAY: Let’s kick our session off with some thinking about the managers we’ve
had in the past.
SHARE your ideal leader.
REFER to page 2 in the workbook.
ASK participants to think of the managers they’ve had and to focus on the one
Page 2 they consider to be the best, their ideal leader.
• On the index card on the page, write his or her name and list several of
the qualities he or she possesses that demonstrate ideal leadership.
ALLOW 5 minutes for individual work.
DEBRIEF: Is anyone willing to share?
ASK: Why is it valuable to reflect on those we consider the best?

Page 3
Learning Objectives Learning Objectives (cont.)
Identify effective leadership List the criteria for giving feedback.

characteristics.
Identify the different types of questions
Complete a competency assessment for a and under what circumstances they are
staff position. most effectively used.
Identify the six-step process for building a
team culture.
Developing & Managing a Training Team Developing & Managing a Training Team
#3 #4

5 Minutes SAY: So, what are our learning objectives for today?
Page 3
REFER to the slide and REVIEW the learning objectives.
ASK: By a show of hands, how many of you already have experience

managing a training team?
ALLOW responses. If some, SAY: Great! I am counting on you to share your

insights and suggestions with the rest of us. I’d love for this to be a dialogue!
SAY: These are what I plan for you to get from our session. Now I want to
hear what you’re looking forward to getting out of our time together.
ASK participants to make note of their objectives at the bottom of page 3.
ASK participants to share their expectations.
WRITE them on a flipchart and POST it for reference at the end of the
#1 session.

Page 4
Leading versus Managing
“Management is efficiency in climbing the

ladder of success; leadership determines
whether the ladder is leaning against the
right wall.”
~~ Stephen R. Covey
#5

10 Minutes SAY: Let’s talk terminology.
REFER to the slide and READ the Covey quote.

Page 4
ASK: What is Mr. Covey saying in this statement?
SAY: We often use the terms “administer,” “manage,” and “lead”

interchangeably but they have quite different meanings as shown in your
workbook.
Administer: to direct; to apply policy and procedure; to execute; to dispense;

to be of help.
Manage: to have charge of or directly supervise; to control the movement of;

to bring about; to succeed in accomplishing by discipline or persuasion.
Lead: to show the way by going in advance; to conduct, escort, or direct; to

guide or steer; to afford a passage, course, or route; to point the way by
example or influence.
SAY: Sadly, the term “lead” has lost a bit of its impact through overuse. We’re
looking to shine it up again!
ASK participants to write examples of daily activities for each term on page 4.
ASK participants to share their examples.
WRITE them on columns on a flipchart and COMPARE the columns.
POST the chart for reference.

#2

Page 5 Page 6
Effective Leadership Effective Leadership (cont.)
1. What characteristics made 3. What characteristics caused that person

_____________________ effective? to be ineffective?
2. Think of the least effective leader you’ve 4. Now, list five additional characteristics of
worked for; what was the situation and an effective leader.
how long did you remain in it?
#6 #7

10 Minutes
SAY: Just by looking at our definitions of managing versus leading, we see

Page 5 that leadership is, by nature, more of a facilitative role. Leaders:
 Create vision and a sense of direction
 Share the vision
 Model the way through credibility of action and display competence
 Build trust through competence, cooperation and humility
 Support employee needs
 Encourage others through recognition and celebration
 Adapt to change and lead others where they themselves are willing to
go
REVIEW the slides.
SAY: There’s a lot that goes into being an effective leader. You’ve already
begun to identify characteristics that made a certain person your ideal leader.
Let’s dig deeper into that work.
SAY: Take a few minutes and answer the questions on pages 5 and 6 of your
workbook.
PAIR up the participants and ASK them to share their examples with their
partners.
SAY: Okay, so we’ve established some behaviors to be an effective leader, but

to do so you need someone to lead. It’s time to build your team.
Page 7

Page 7
Interviewing
Three questions you need to ask yourself:

1. What will make this candidate a good fit
for the job?
2. What is the evidence that this candidate
is a good fit for the job?
3. What is the evidence that this candidate
is not a good fit for the job?
#8

5 Minutes SAY: When you come in as a new manager, sometimes you must hire staff,
and often you inherit staff. No matter what your situation, it’s wise to always
be on the lookout for talent. Be creative when considering sources for
prospective team members. We have some ideas at the top of page 7.
ASK: What other ideas for sourcing candidates do you have?
SAY: Once you find your candidates, you need to prepare for the interview. Of
course, you prepare the questions you’ll ask the candidates. But there are
three critical questions you must ask yourself during the process, and you’ll
want to write these in your workbook:
1. What will make this candidate a good fit for the job?
2. What is the evidence that this candidate is a good fit for the job?
3. What is the evidence that this candidate is not a good fit for the job?
REVEAL the questions on the slide as you say them.
SAY: We’ve shared some tips for success on your page, but two are missing!
The first is “Do your homework” (write in first bullet space). What are some
examples of that?
 Determine job requirements.
 Craft behavior-based questions.
SAY: It is important to use the same set of questions for every candidate.
ASK: Why is that important?
 Allows us to compare candidates appropriately.
 Protects us from any appearance of unfairness.
SAY: The next tip is “Look for contrary evidence” (write in third bullet space).
What does that mean?
 Seek a balanced picture, as candidates are trying to put forth their best
but people are not perfect. If a candidate has examples of imperfect
behavior, it is evidence of emotional and professional maturity.
SAY: The final tip is to use references to network and determine who else you
can speak with to gather data and ideas. When you are interviewing, you are
looking for four things:
 Measurable skills
 Knowledge
 Behavior
 Interpersonal skills


Page 8 Page 9
Build Your Team
Competency Assessment Worksheet

Job Description
Resume
#9

5 Minutes SAY: The key here is to know what you are looking for.
ASK: What are some tools we can use to help us to determine what we need
and how to recognize it?
GATHER some responses and tie into the slide.
SAY: The three basic tools to use in your interviewing are a competency
assessment, the job description, and the candidate’s resume.
Page 8
SAY: On pages 8 and 9 you’ll find an example of a competency assessment
worksheet you can use if you don’t have one available. It requires you to list
competencies within technical skills, knowledge, behavior, and interpersonal
skills, provides an area to identify key responsibilities within each competency
and then areas to document evidence of strength, moderate strength, and
weakness for each one.
ASK: What advantages are there to using a tool like this?

Page 10 Page 11

5 Minutes
SAY: Once you have an assessment worksheet of some kind, you’ll need
Page 10 something to help you complete it. That’s where the job description comes in.
On pages 10 and 11 we have an example of a job description for an
instructional designer position.
Take a moment to review the job description.
ALLOW 2 minutes for review.
ASK: What basic types of information are contained in the job description?
 Organizational hierarchy
 Job responsibilities
 Required skills and experience
ASK: Is there anything else that you would include in a job description?

Page 12

4 Minutes SAY: The final piece in this equation is the resume. It can help you identify
strengths the candidate has that you need.
Page 12 SAY: On page 12, you’ll find a sample resume from a candidate who is seeking
an instructional designer position.
ASK: What types of information are typically included on a resume?
 Contact info
 Skills and knowledge
 Work experience
 Professional affiliations
 Education, specialized training, and certifications

Page 13 Page 14
Exercise
Focus on one measurable skill from the

job description.
Identify key responsibilities and
requirements.
Discover evidence of strengths and
weaknesses.
Craft competency-based questions.
#10

10 Minutes SAY: So, we’ve looked at the three tools we need to prepare for interviewing
candidates. Now it’s time to put them to use.
Page 13
REVIEW exercise instructions on slide.
SAY: In this individual exercise, you’ll complete the competency assessment

worksheet on pages 13 and 14 using the job description and resume in your
workbook.
Select one measurable skill from the job description and determine one or two
key responsibilities and requirements that support it.
Then, pour over the resume on page 12 to uncover evidence that the
candidate has strengths or weaknesses pertaining to that one skill.
Finally, craft one or two interview questions that your candidate will answer to
help you support your findings of strength.
You have 10 minutes for this exercise.
ASK: What questions do you have on the task at hand?
RECONVENE and ASK: How did that go?
DISCUSS any issues, concerns, or questions, drawing on the experience and

insights of the group.
BREAK for 10 minutes.
When back from break, ASK if there are any questions from the first part of
10 Minutes
the session.

Page 15

5 Minutes SAY: Sometimes, you ARE the training team. Even if you have a staff, it never
seems like we have enough resources.
ASK: So, how do you get it all done? Let’s brainstorm some ideas you can
capture on page 15.
Examples of strategies if needed to contribute:

Page 15
 Advisory board
 Subject-matter experts (SMEs)
 Online resources
 Trade (your skill for another’s skill)
 Outsourcing
 Brown bag lunches with experts
 On the job training
 Mentoring
 Job aids
 Job rotation
 Book groups
 Self study
 Video
 Managers
 Learners
SAY: Thank you for those great ideas!

Page 16
Team Culture: Six-Step Process Team Culture: Six-Step Process Team Culture: Six-Step Process
Step Critical Question Step Critical Question Step Critical Question

Define team’s purpose. Why do we exist as a Define the goals and What goals and Delineate team roles What roles and
team? objectives. objectives do we need in and responsibilities. responsibilities and what
place to reach our support systems are
Write a team vision What do we want to look
vision? needed for us to function
statement. like as a team in the
future? Identify strategies and What strategies and successfully as a team?
tactics. tactics will be Set standards, norms, What will guide our
implemented to reach and expectations. development and
our goals and behavior in this work
objectives? environment?
Developing & Managing a Training Team Developing & Managing a Training Team Developing & Managing a Training Team
#12 #13 #14

10 Minutes SAY: Once you’ve got the team members, you don’t automatically have a
team. It takes effort and focus to get a group of people to behave like a team.
We promote a six-step process for cultivating a team.
REVEAL the critical questions on the slides for the participants to note in their
Page 16 workbooks.
Step Critical Question

Define team’s purpose. Why do we exist as a team?
Write a team vision What do we want to look like as a team in the

statement. future?
Define the goals and What goals and objectives will we need in place
objectives. to reach our vision?
Identify strategies and What strategies and tactics will be implemented
tactics. to reach our goals and objectives?
Delineate team roles and What roles and responsibilities and what
responsibilities. support systems are needed for us to function
successfully as a team?
Set standards, norms, and What will guide our development and behavior
expectations. in this work environment?
ASK: What questions do you have about the team culture process?

Forming
Storming
Norming
Performing
Forming
Norming
Adjourning
Page 17
Tuckman Model Tuckman Model (cont.)
adjourning
#15 #16

8 Minutes
ASK: Who has heard of the Four Stages of Team Development?
Page 17 SAY: Excellent! Join me on page 17 and let’s put your knowledge of the four
stages to work.
You’ll work in teams to read through the information on the Tuckman model
and fill in the blanks then we’ll come back together to see how you did. Let’s
take about 5 minutes for this work.
ASSIGN four groups.
ALLOW 5 minutes for group work.
RECONVENE and REVIEW the answers on the slides.

Implications of Tuckman’s
Four Stages of Development
Forming Storming Norming Performing
Team More directive Leader needs to be Leader acts as a team Leader takes
Leader's approach, outlining supportive, actively member, as overview, but the
Style how the process will listening to team leadership is starting group is sharing
develop and laying members, managing to be shared. Leader leadership between
down a clear the conflict, helps to develop members for daily
structure. generating ideas, and consensus. work.
explaining decisions.
Reaction to Team members take a Leader is under General support for Personal relationships
Leadership tentative, “wait and pressure from more the leadership within have developed, which
see” approach. vocal team members. the team. Mutual underpin the
Leader will be allowed respect underpins leadership
to lead, but that this. relationship.
doesn't guarantee
support.
Team Process is driven by Process likely to The core process Process functions well,
Process the leader. Some break down until should operate and is adjusted as
people are reluctant conflict is resolved. smoothly, although necessary. Leadership
to contribute openly. there is a danger of is shared and tasks
focusing on smaller delegated.
process issues rather
than core team work.
Trust within Individuals are not Trust is focused into As roles are accepted Team starts to operate
the team clear about their smaller groups as and clarified, trust on higher levels of
contributions. sub-groups and and relationships trust as loyalty and
"Getting to know you" alliances form. start to develop to a relationships develop.
phase. Trust may greater degree.
start to be built.
How Nominated leader is Decisions are hard to Group is able to come Decision making is
Decisions expected to make make. Members are to common decisions. easier - some
are made decisions. Some more unwilling to give way. Win-win is more likely decisions are
vocal members may Compromise is a than compromise. delegated to sub-
dominate. frequent outcome. groups or individuals.

10 Minutes SAY: Let's explore the implications of each of the four stages of the Tuckman
model for team leaders.
DISTRIBUTE the “Implications of Tuckman’s Four Stages of Development”

handout.
SAY: This table outlines the four stages and the implications that each has on:
 the style of the team leader
 the team’s reaction to the leadership
 the team process
 trust within the team
 how decisions are made
SAY: I’d like you to work in your teams again and create a flip chart that
represents your assigned stage on these five items. Designate a spokesperson
who will present your findings to the rest of us. You will have 8 minutes for
your group work.
ASSIGN a stage to each group.
ASK: What questions do you have about the assignment?
ALLOW 8 minutes for group work.
RECONVENE group and ASK for volunteers to share their charts.
APPLAUD everyone’s good work!
POST the charts around the room for future reference.

Page 18
Motivation
Establish the environment.

Ask the right questions.
Brainstorm ideas!
#17

5 Minutes SAY: So, you’ve got your team humming, but unless care is given, the best
team can unravel. How many times have you heard that you need to motivate
your team? Millions, right? Or at least hundreds (I’m prone to exaggeration!).
The point is you can’t motivate anyone…except yourself. You cannot motivate a
team member to excel; each of us owns our motivation. I either motivate
myself or I do not.
As a manager, what you can and must do is to set the stage for motivation to
occur. You are the facilitator of motivation.

Page 18
REVIEW the slide.
SAY: And to do that, you must:
 Establish an environment that employees find motivational.
 Ask the right questions to determine what motivates each person on

your team.
 Brainstorm ideas with your team, your peers, and your manager.

Page 19

5 Minutes SAY: To help you make the most of that important conversation with your
employees, page 19 has some great questions you can ask. Take a moment
now and read those over, highlighting several that you think will work for you.
ALLOW 2 minutes for individual reading.

Page 19
ASK: What did you think when you read the last question?
ENCOURAGE responses and ASK probing questions if appropriate.
SAY: We know that not everyone is motivated by the same things. People do
things for their reasons, not yours. It’s valuable to have a ‘tool kit’ of ideas
available as you have conversations with employees and uncover what
motivates them. To get you started on your stash of motivational ideas, let’s
have you work in groups again.
PUT participants into new groups if possible.

Page 20
Exercise
Work in your group to brainstorm ideas

that are:
No cost
Low cost
High cost
#18

10 Minutes
SAY: Work with your group members to come up with ideas to enrich the
Page 20 motivational aspect of your work environment. Be sure to identify ideas that
are no cost, low cost, and high cost. The team that has the most ideas will win
a special distinction! You’ll have 5 minutes for your group work. GO!!
ALLOW 5 minutes for the groups to work.
RECONVENE and have the teams tally their results.
ASK for each group’s number and write the numbers on a flipchart.
AWARD the group with the highest number of ideas the distinction of CIG
(Chief Idea Generators) and present each one with an adhesive name tag
stating such.
#3
ASK: Did I use a motivational technique on you?
DISCUSS the value of intrinsic rewards – the point is that not everything has
to cost money to be effective. Some no-cost ideas that may not have been
mentioned:
 opportunities to solve problems
 challenging assignments
 opportunity to mentor
 involvement in decision-making
ASK each group to share an idea for each category. Go around several times
and encourage the participants to record any new ideas that appeal to them.
APPLAUD the groups on their good work!
BREAK for 10 minutes.
10 Minutes
When back from break, ASK if there are any questions from the first part of
the session.

Page 21
Coach Your Team Coach Your Team (cont.)
“Feedback is the breakfast of champions.” Effective Goals:

Measurable
~~ Ken Blanchard
Challenging yet achievable
Clearly stated behavior
#19 #20

5 Minutes SAY: So far, you’ve selected team members, identified how your behavior can
impact the team’s performance, and brainstormed creative ways to provide a
motivational environment. Whew! You’re set, right? Of course you aren’t, and
you know it. To be successful, you incorporate ways to continually coach your
team members. In fact, you’ll spend the majority of your time in a coaching
role.
REVIEW slide.
SAY: To quote a management expert, “Feedback is the breakfast of

champions.”
ASK: What did Mr. Blanchard mean by this?
SAY: Ken Blanchard is perhaps best known for one of his first books on the
Page 21
subject of management, The One Minute Manager. We managers often act like
we don’t have time for coaching; his point is that you can do a lot in one
minute.
Coaching begins with effective goals. We consider goals effective if they are:
 Measurable
 Challenging yet achievable
 Cleary stated behavior
ASK:
Why must all three of these characteristics be present for a goal to be

effective?
For those of you who are familiar with SMART goals, what is missing
from this list? (Specific, measurable, achievable, results, time-bound).
SAY: On the remainder of page 21 and over to page 22, we have suggestions
for success in other one-minute aspects of coaching. Take a few minutes to
read them over and make notes on those you want to discuss when we come
back together.

Page 22
Coach Your Team (cont.)
It doesn’t take a lot of time:
Can you spare a minute?
#21

8 Minutes ALLOW four minutes for reading.
RECONVENE the group and ASK: What do you want to discuss from your
reading?
FACILITATE a discussion of points and DEFER to the group on questions

whenever possible.
REVIEW the slide.
SAY: Successful coaching really comes down to the question of “Can you spare
a minute?” Start there and it won’t seem so overwhelming – and your staff will
appreciate it.
ASK: What questions do you have about our discussion of coaching so far?

Page 23

5 Minutes SAY: An important part of coaching is giving feedback to employees – and

receiving it yourself!
Pages 23 &
24
SAY: As in setting goals, providing feedback is most effective when we
consider the guidelines shown on pages 23 and 24. Take a minute to read
those over and highlight important ideas.

Page 24
Giving Feedback
Build the emotional bank account:

Building productive relationships
Catch people doing things right
Give feedback with care
Handle differences productively
Celebrate success
#22

5 Minutes SAY: A powerful by-product of giving feedback effectively is that it builds

rapport with your employees.
ASK: By a show of hands, who is familiar with the Covey concept of the
emotional bank account?
ASK one of the participants who raised a hand to explain the concept.
ASK: Does anyone have anything to add to the explanation?

Page 24
SAY: There are numerous ways that giving feedback makes ‘deposits’ to the
emotional bank account:
REVIEW the slide and ENCOURAGE participants to record the ideas in their
workbooks.
 Building productive relationships
 Catch people doing things right
 Give feedback with care
 Handle differences productively
 Celebrate success
ASK: What other benefits do you see?

Page 25
Exercise
Rewrite the feedback statements to be:

Specific, descriptive of behavior
Based on objective criteria
Timely
Based on facts, observations
#23

20 Minutes SAY: Okay, it’s time to practice!
Page 25
REVIEW the instructions on the slide.
SAY: In my experience, my feedback is always most effective when I take

time to plan it out before delivering it. If I try to “wing it,” I always regret it!
Take some time now and rewrite each of the feedback statements on page 25,
making sure your statements are:
 Specific, descriptive of behavior
 Based on objective criteria
 Timely
 Based on facts, observations
You will have 8 minutes for your individual work.
PAIR participants up and have each person practice two of their feedback
statements to their partner, soliciting feedback on the effectiveness of each
statement.
ALLOW 10 minutes for the pair work.
RECONVENE the group and ASK: How did that go?

Page 26
The Fine Art of Questioning
Open-ended Limited Choice

Closed Linking
Leading Probing
Reminder
#24

5 Minutes SAY: Effective feedback is a dialogue, not just one way. To encourage your
employee to join you in a conversation, put the fine art of questioning into
play.
REVIEW the types of questions shown on the slide.
SAY: On page 26, we find some examples of the various types of questions.
Let’s go through each one.
Page 26
Probing questions are used to uncover additional information. The suggestions
that are missing are:
 Go on …
 Tell me more about …
 Give me a typical example …
 How was it resolved?
 How important do you think it is?
 How could it have been handled better?
Linking questions help you connect the employee’s thoughts to a separate

point or discussion.
Leading questions do just that – lead the employee to a certain point.
Reminder questions…well, they remind! The missing suggestion is:
 Could you remind me again of what happened when …?
What distinguishes an open-ended question? It requires more than a one-word

answer. The suggestions are:
 How are you feeling?
 What might happen if …?
 List one way you could handle…?
Closed questions require only a “yes” or “no” answer and are used to control
answers.
Limited-choice questions are a variation of the Closed question as they still

require only a one or two word answer.
ASK: What other suggestions for any of these question types do you have?

Page 27 Page 28
Exercise
Write your scenario statements.

Choose one scenario to practice.
One person receives the feedback and
one person observes the interaction.
The receiver and observer will provide
feedback on how the message was
perceived.
Switch roles until all three have practiced.
Page 29 #25

30 Minutes SAY: You have already practiced feedback statements – let’s kick it up a
notch! I’d like you to practice developing and delivering feedback responses
that incorporate questions so that you engage in actual conversions.
SAY: There are five scenarios on pages 27 through 29.
REVIEW instructions on the slide.

Page 27
SAY: You’ll work in triads for this practice. In your triad, decide which scenario
you will each practice. Then, work individually to write your feedback
statements. When you are ready to practice, one of your triad will be the
person receiving the feedback, and will respond appropriately to make the
experience as meaningful as possible.
The third person will observe the interaction and make notes on what works
well and suggestions for next time. Once the feedback is delivered, the
receiver and observer will share what they thought worked well and what ideas
they have to increase the effectiveness. Then, switch roles and the next person
practices a different scenario.
You will have six minutes per round and I will call time to be sure everyone has
an opportunity to practice.
ASK: What questions do you have before we begin?
PUT participants into trios for practice.
CALL time every six minutes to keep practices on track.
RECONVENE the entire group and ASK: How did that go?
DISCUSS any challenges or insights, deferring to the group whenever

possible.
SAY: Thank you so much for your active participation in the skills practices. I
believe your practice experiences will come back to you when you are
preparing for future feedback sessions and you and your employee will benefit
from your practice!

Page 30
Coaching Plan
Working One-on-One
Orchestrating Learning Opportunities
Enhancing Self-Reliance
Recommended Resources
Overcoming Obstacles
#26

4 Minutes SAY: I find that, like anything of importance, my coaching is more effective
when I have a plan. On page 30 of your workbook, you’ll find a sample of a
plan that comes from PDI’s Successful Manager’s Handbook.
REVIEW the slide.

Page 30
SAY: Of course, any format that works for you will do, although I would
suggest your plan include at least these things:
 Ideas on how you will work one-on-one with the employee
 What you will do to orchestrate learning opportunities
 Ways you can enhance the employee’s self-reliance
 Resources you recommend the employee use
 Coaching tactics to assist the employee in overcoming development

obstacles
ASK: What other things would you suggest be included in a coaching plan?
THANK participants for their ideas.
SAY: Whatever form it takes, planning for coaching can only help increase its
effectiveness. Finding some way to capture your thoughts and brainstorm
obstacles will provide a richer experience for you and your employee and work
wonders in building your relationship. Those outcomes are well worth the
effort, wouldn’t you agree?
ASK: What questions or comments do you have about anything we have

discussed this afternoon?

Page 31
Insight and Action
Identify three insights gained from our

session.
Contract with yourself for three actions.
Willing to share?
#27

5 Minutes SAY: It’s time for you to do some reflecting on the many topics we’ve
discussed today. Please join me on page 31 of your workbook.
Page 31 REVIEW the instructions on the slide.
SAY: I’d love for you to identify three “ahas!” you had from your work this
afternoon, and write those on page 31.
Then, on page 32, please create a contract with yourself on three actions you
will undertake and the dates by which you’ll implement them. Take about 5
minutes for this work then we’ll come back together and do some sharing.
Page 32

Page 32

5 Minutes ALLOW five minutes for individual work.
ASK if anyone is willing to share one insight they had or one action item they
identified.
ENCOURAGE participants to share.
THANK participants for their awesome insights and for committing to

implementing action items.

Page 33
Bibliography
Referenced in materials
Suggested readings
Love to hear your favorites!
#28

5 Minutes REVIEW the slide.
SAY: On page 33 of your workbook you’ll find a listing of the books and articles
referenced in this material as well as those I find valuable readings.
Page 33
ASK: Does anyone have a favorite resource you’re willing to share with us?
REVIEW the expectations chart created at the beginning of the session and
cross off all that were accomplished. Brainstorm resources for those outside of
the scope.
#1
DISPLAY the ending slide.
Thank You!
I would love to hear about your
successes and challenges
#30
SAY: I am confident that the learning you take with you today will have a
profound impact on your team and your work. I thank you so much for all you
have taught me today, and I look forward to hearing about your future successes
and challenges. You’ve got my card – please keep in touch!
DISMISS on time and wish the participants a good evening!

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Developing and Managing a Team Facilitator Guide

SET UP the following equipment:

• projector hooked up to PC with PowerPoint presentation

• flip chart pad on easel

WELCOME participants as they arrive.

DISPLAY the welcome slide.

Your Facilitator – Shari Ward

BEGIN the class on time.

11/1/07 Managing Training Series Page 1 of 56

Developing & Managing a Training Team

11/1/07 Managing Training Series Page 2 of 56

SHARE your ideal leader.

REFER to page 2 in the workbook.

ALLOW 5 minutes for individual work.

DEBRIEF: Is anyone willing to share?

ASK: Why is it valuable to reflect on those we consider the best?

11/1/07 Managing Training Series Page 3 of 56

Learning Objectives Learning Objectives (cont.)

Identify effective leadership List the criteria for giving feedback.

11/1/07 Managing Training Series Page 4 of 56

REFER to page 3 in the workbook.

REFER to the slide and REVIEW the learning objectives.

ASK: By a show of hands, how many of you already have experience

ALLOW responses. If some, SAY: Great! I am counting on you to share your

ASK participants to make note of their objectives at the bottom of page 3.

ALLOW 2 minutes for individual work.

ASK participants to share their expectations.

11/1/07 Managing Training Series Page 5 of 56

Leading versus Managing

“Management is efficiency in climbing the

Developing & Managing a Training Team

11/1/07 Managing Training Series Page 6 of 56

10 Minutes SAY: Let’s talk terminology.

REFER to page 4 in the workbook.

REFER to the slide and READ the Covey quote.

ASK: What is Mr. Covey saying in this statement?

SAY: We often use the terms “administer,” “manage,” and “lead”

Administer: to direct; to apply policy and procedure; to execute; to dispense;

Manage: to have charge of or directly supervise; to control the movement of;

Lead: to show the way by going in advance; to conduct, escort, or direct; to

ALLOW 2 minutes for individual work.

ASK participants to share their examples.

WRITE them on columns on a flipchart and COMPARE the columns.

POST the chart for reference.

11/1/07 Managing Training Series Page 7 of 56

Effective Leadership Effective Leadership (cont.)

1. What characteristics made 3. What characteristics caused that person

11/1/07 Managing Training Series Page 8 of 56

REFER to page 5 in the workbook.

SAY: Just by looking at our definitions of managing versus leading, we see

 Create vision and a sense of direction

 Share the vision

 Model the way through credibility of action and display competence

 Build trust through competence, cooperation and humility

 Support employee needs

 Encourage others through recognition and celebration

REVIEW the slides.

ALLOW 6 minutes for individual work.