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One Person, Two Hats Coaching SMEs to be Expert Facilitators of Learning Greg Owen-Boger Vice President, Turpin Communication President, ATD, Chicagoland.

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Presentation on theme: "One Person, Two Hats Coaching SMEs to be Expert Facilitators of Learning Greg Owen-Boger Vice President, Turpin Communication President, ATD, Chicagoland."— Presentation transcript:

1 One Person, Two Hats Coaching SMEs to be Expert Facilitators of Learning Greg Owen-Boger Vice President, Turpin Communication President, ATD, Chicagoland Chapter ©2008 © Turpin Communication 2015 @turpincomm www.TheOrderlyConversation.com/share

2 Agenda Define Training as Orderly Conversations Discuss the Importance of Engagement Identify & Adapt to Your Default Approach Work with Two Hats Applying Concepts & Coaching Others Applying Concepts & Coaching Others Encourage and Control the Orderly Conversation Takeaways Fresh language & tools for coaching SMEs Help SMEs make instructor-led learning as fruitful as possible Takeaways Fresh language & tools for coaching SMEs Help SMEs make instructor-led learning as fruitful as possible 2

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4 When we are engaged Experience nervousness Have an internal focus Worry about being perfect or our “performance” Think about voice, hands, body Focus on the information, not the explanation Focus on the slide, not the group Miss cues When we are NOT engaged When we are engaged, we do more than simply say words. We seek to be understood. And effective trainers apply what’s understood to learners’ situations. 4 Focus outward Are here, now (in the moment) See faces and respond Are self-aware & in control Feel comfortable Know instinctively what to do/say, as in everyday conversation Talk with, not at Able to think on our feet 4

5 Assessing Your Default as a Trainer With each pair of statements, choose the one that describes you better. Try not to answer them in terms of how you would like to see yourself, but in terms of how you actually are, or have tended to be in the past. WI I feel that if I put a lot of work into my slides, I’ll succeed. OO I feel that slides are just a part of effective training. Organizing information comes easily to me. OO Speaking to groups comes easily to me. Whether it’s true or not, I feel I’m more likely to succeed if I practice my training session. OO Whether it’s true or not, I feel that I can wing it and be okay. If I could, I’d deliver information then answer questions about it. OO If I could make them that way, my training sessions would be nothing but a series of questions and answers. Having to make last-minute adjustments to my slides frustrates me. OO One of my fears is delivering training and getting no response from my audience. I like preparing training more than delivering it. OO I like delivering training more than preparing it. For me to feel confident, training needs to take a logical path from A to B to C. OO For me, successful training could follow any path. I spend a lot of time making sure that what I deliver is thorough and accurate. OO Even when I have plenty of time to prepare, I often delay preparation until the last minute. I feel confident that my training is well organized. OO I feel confident that I can engage my audience in the conversation. When I’m delivering training, I often get too wrapped up in the details of my slides and forget about my audience. OO When I’m delivering training, I often lose track or get ahead of my slides. I feel that I am naturally organized. OO I feel that I am naturally disorganized. Timing my training sessions carefully is part of being well prepared. OO I tend to run out of time. I find it difficult to speak off the cuff. OO Speaking off the cuff is easy for me. 5

6 Thrive with organization and preparation. But can be inflexible and strict during delivery. Thrive with connection to listeners. But can lose focus and confuse during delivery. Writers Focus goes to the plan. Feel there is never enough time to prepare. Need structure and predictability. Are naturally thorough, careful, detailed and accurate. Improvisers Focus goes to the people. Delay preparation until the last minute. Need to be spontaneous and engaged. Are responsive and unafraid to make last minute changes. We All Have a Default Approach 6

7 Writers Adapting during presentations My assumptions and habits lead to: Therefore, I should make adjustments such as: Which may feel as if: But will lead to successfully managing my Default Approach. 7

8 Writers Adapting during training My assumptions and habits lead to: Therefore, I should make adjustments such as: Which may feel as if: But will lead to successfully managing my Default Approach. “I worry about being an expert” “I need an ice breaker” “I have a lot to cover” “I worry about managing this group” Adapt the plan Trust the process Be flexible Let others make the point Dig deeper Think about nuance “I may not find my way back” “I may not know what to say or do” “I could be wrong” “I could lose control” Successful training Stifled interaction Weak applications Skimming the surface Just the “right” answers 8

9 Improvisers Adapting during presentations My assumptions and habits lead to: Therefore, I should make adjustments such as: Which may feel as if: But will lead to successfully managing my Default Approach. 9

10 Improvisers Adapting during training My assumptions and habits lead to: Therefore, I should make adjustments such as: Which may feel as if: But will lead to successfully managing my Default Approach. “I worry that this training is too generic” “I worry that this training isn’t going to be interesting” “I worry about how the group will react” Wandering discussions Running out of time Confusion for learners Trying to tackle too much Trust the plan Focus discussions on goals Summarize learning points Think about clarity and ease of listening “I’m a cookie cutter” “I’m cutting off an interesting discussion” “I’m not being creative” “I’m not focusing on their needs” Successful training 10

11 Why Frame the Conversation? Direction Purpose Context Reason to Participate Introduction Training Content Conclusion T SME 11

12 Current SituationToday’s Goal WiiFMAgenda What do they know so far? Name the problem this training is intended to address. Help SMEs Map the Introduction What do you want them to do, think or feel about the information you’re delivering? What’s their takeaway? The outline. T “As you/we know” “We are here today to” “Yesterday you were introduced to X, today we’ll examine Y” “My goal today” “What I’d like you to do” ”What you’ll gain today” “Here’s what’s in it for you” “Here’s the takeaway” “Here’s our agenda” “This is how it breaks down” 12

13 Design Materials with the SME in Mind Handout Page 15 Encourage Personal Stories Success & failures History with the company What it was like back in the day Build in blank slides with titles such as “I remember when …” “In my experience …” “What I’ve learned …” SME 13

14 We Have an (unconscious) Preference or Knee Jerk Reaction Which means you may: Stifle discussions Lose their interest Stay on the surface Interrupt Ignore an individual’s needs Shut them down Appear too controlling Which means you may: Let discussions go too long Focus too much on a single individual or concept Bore some Get off track Run out of time Lose control Appear weak So, remind the SME to: Remain engaged Pause to think Monitor their interest & mood It’s an active process! 14

15 When Facilitating Learning skills Encourage participation for good of the group Keep learner needs in mind Think of questions as opportunities Listen fearlessly Be patient, flexible, go where they lead and let them have their say Probe, discuss, dig deeper for good of the group Ask open-ended questions Discuss emotions so that individuals feel heard Use B-key Move to less controlling position Take control back for good of the group Keep learning goal in mind Stick to the agenda Keep explanations short Ask closed questions Use parking lot Acknowledge emotions so you can move on Don’t be afraid Use B-key Move to more controlling position Skills & Techniques to Encourage Skills & Techniques to Control 15

16 Greg Owen-Boger is the Vice President of Turpin Communication, a presentation and facilitation skills training company based in Chicago. Schooled in management and the performing arts coupled with an entrepreneurial spirit, Greg brings a diverse set of skills and experiences to the organization. He joined Turpin in 1995 as a cameraman and quickly worked his way up. He now serves as a communication trainer and coach for Turpin’s largest clients. When not working directly with clients, Greg oversees the development of Turpin’s eLearning and blended learning platforms. He is the 2015 President of ATD, Chicagoland Chapter and the co- author of the book The Orderly Conversation: Business Presentations Redefined. He is also one of many contributors to the 2013 book Master Presenter: Lessons from the World’s Top Experts on Becoming a More Influential Speaker. greg@turpincommunication.com lnkedin.com/in/gregowenboger @TurpinComm facebook.com/TurpinCommunication www.turpincommunication.com www.theorderlyconversation.com 16


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