Managing Training Facilitator Guide

8/14/2019 Managing Training Facilitator Guide

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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.

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


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Page 2

Developing & Managing a Training Team

My Ideal Leader

Respectf

ulEm

path

etic

ActiveListener

RemovesBarriers

Champion

Observant

Kind

Wayne Young

Advocate

#2



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10 Minutes

Page 2

SAY: Lets kick our session off with some thinking about the managers wevehad in the past.

SHARE your ideal leader.

REFERto page 2 in the workbook.

ASK participants to think of the managers theyve had and to focus on the one

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?



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Page 3


Learning Objectives

Identify effective leadership

characteristics.

Complete a competency assessment for a

staff position.

Identify the six-step process for building a

team culture.


Learning Objectives (cont.)

List the criteria for giving feedback.

Identify the different types of questions

and under what circumstances they are

most effectively used.

#3 #4



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5 Minutes

Page 3

#1

SAY: So, what are our learning objectives for today?


REFERto the slide and REVIEW the learning objectives.

ASK: By a show of hands, how many of you already have experiencemanaging a training team?

ALLOW responses. If some, SAY: Great! I am counting on you to share yourinsights and suggestions with the rest of us. Id love for this to be a dialogue!

SAY: These are what I plan for you to get from our session. Now I want tohear what youre 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 thesession.



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Page 4


Leading versus Managing

Management is efficiency in climbing the

ladder of success; leadership determineswhether the ladder is leaning against the

right wall.

~~ Stephen R. Covey

#5



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10 Minutes

Page 4

#2

SAY: Lets talk terminology.


REFERto 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 leadinterchangeably but they have quite different meanings as shown in yourworkbook.

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 byexample or influence.

SAY: Sadly, the term lead has lost a bit of its impact through overuse. Were

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.



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Page 5 Page 6


Effective Leadership

1. What characteristics made

_____________________ effective?

2. Think of the least effective leader youve

worked for; what was the situation and

how long did you remain in it?


Effective Leadership (cont.)

3. What characteristics caused that person

to be ineffective?

4. Now, list five additional characteristics of

an effective leader.

#6 #7



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10 Minutes

Page 5

Page 7


SAY: Just by looking at our definitions of managing versus leading, we seethat 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: Theres a lot that goes into being an effective leader. Youve alreadybegun to identify characteristics that made a certain person your ideal leader.Lets dig deeper into that work.

SAY: Take a few minutes and answer the questions on pages 5 and 6 of yourworkbook.


PAIRup the participants and ASK them to share their examples with their

partners.

SAY: Okay, so weve established some behaviors to be an effective leader, butto do so you need someone to lead. Its time to build your team.




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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



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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, its wise to alwaysbe 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. Ofcourse, you prepare the questions youll ask the candidates. But there are

three critical questions you must ask yourself during the process, and youllwant 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: Weve 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 arelooking for four things:

Measurable skills

Knowledge

Behavior

Interpersonal skills



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Page 8 Page 9


Build Your Team

Competency Assessment Worksheet

Job Description

Resume

#9



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5 Minutes

Page 8

SAY: The key here is to knowwhat you are looking for.

ASK: What are some tools we can use to help us to determine what we needand how to recognize it?

GATHERsome 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 candidates resume.


SAY: On pages 8 and 9 youll find an example of a competency assessment

worksheet you can use if you dont have one available. It requires you to list

competencies within technical skills, knowledge, behavior, and interpersonalskills, provides an area to identify key responsibilities within each competencyand 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?



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Page 10 Page 11



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5 Minutes

Page 10


SAY: Once you have an assessment worksheet of some kind, youll needsomething to help you complete it. Thats where the job description comes in.On pages 10 and 11 we have an example of a job description for aninstructional 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?



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Page 12



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4 Minutes

Page 12

SAY: The final piece in this equation is the resume. It can help you identify

strengths the candidate has that you need.


SAY: On page 12, youll find a sample resume from a candidate who is seekingan 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



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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



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10 Minutes

Page 13

10 Minutes

SAY: So, weve looked at the three tools we need to prepare for interviewing

candidates. Now its time to put them to use.


REVIEW exercise instructions on slide.

SAY: In this individual exercise, youll complete the competency assessmentworksheet 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 thecandidate 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 andinsights of the group.

BREAK for 10 minutes.

When back from break, ASK if there are any questions from the first part ofthe session.



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Page 15



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5 Minutes

Page 15

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? Lets brainstorm some ideas you cancapture on page 15.

Examples of strategies if needed to contribute:

Advisory board

Subject-matter experts (SMEs)

Online resources

Trade (your skill for anothers 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!



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Page 16


Team Culture: Six-Step Process

What do we want to look

like as a team in the

future?

Write a team vision

statement.

Why do we exist as a

team?

Define teams purpose.

Critical QuestionStep



What strategies and

tactics will be

implemented to reach

our goals and

objectives?

Identify strategies and

tactics.

What goals and

objectives do we need in

place to reach our

vision?

Define the goals and

objectives.




What will guide our

development andbehavior in this work

environment?

Set standards, norms,

and expectations.

What roles and

responsibilities and whatsupport systems are

needed for us to functionsuccessfully as a team?

Delineate team roles

and responsibilities.


#12 #13 #14



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10 Minutes

Page 16

SAY: Once youve got the team members, you dont 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 theirworkbooks.

Step Critical Question

Define teams purpose. Why do we exist as a team?

Write a team visionstatement.

What do we want to look like as a team in thefuture?

Define the goals andobjectives.

What goals and objectives will we need in placeto reach our vision?

Identify strategies and

tactics.

What strategies and tactics will be implemented

to reach our goals and objectives?

Delineate team roles andresponsibilities.

What roles and responsibilities and whatsupport systems are needed for us to function

successfully as a team?

Set standards, norms, andexpectations.

What will guide our development and behaviorin this work environment?

ASK: What questions do you have about the team culture process?



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Page 17


Tuckman Model


Tuckman Model (cont.)

adjourning

#15 #16


Forming

Storming

Norming

Performing

Forming

Norming

Adjourning


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8 Minutes

Page 17

ASK: Who has heard of the Four Stages of Team Development?


SAY: Excellent! Join me on page 17 and lets put your knowledge of the fourstages to work.

Youll work in teams to read through the information on the Tuckman modeland fill in the blanks then well come back together to see how you did. Lets

take about 5 minutes for this work.

ASSIGN four groups.

ALLOW 5 minutes for group work.

RECONVENE and REVIEW the answers on the slides.



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Implications of Tuckmans

Four Stages of Development

Forming Storming Norming Performing

Team

Leader'sStyle

More directive

approach, outlininghow the process will

develop and layingdown a clear

structure.

Leader needs to be

supportive, activelylistening to team

members, managingthe conflict,

generating ideas, andexplaining decisions.

Leader acts as a team

member, asleadership is starting

to be shared. Leaderhelps to develop

consensus.

Leader takes

overview, but thegroup is sharing

leadership betweenmembers for daily

work.

Reaction to

Leadership

Team members take a

tentative, wait andsee approach.

Leader will be allowed

to lead, but thatdoesn't guarantee

support.

Leader is under

pressure from morevocal team members.

General support for

the leadership withinthe team. Mutualrespect underpins

this.

Personal relationships

have developed, whicunderpin theleadership

relationship.

Team

Process

Process is driven by

the leader. Somepeople are reluctant

to contribute openly.

Process likely to

break down untilconflict is resolved.

The core process

should operatesmoothly, although

there is a danger of

focusing on smallerprocess issues ratherthan core team work.

Process functions wel

and is adjusted asnecessary. Leadership

is shared and tasks

delegated.

Trust withinthe team

Individuals are notclear about their

contributions."Getting to know you"

phase. Trust maystart to be built.

Trust is focused intosmaller groups as

sub-groups andalliances form.

As roles are acceptedand clarified, trust

and relationshipsstart to develop to a

greater degree.

Team starts to operaton higher levels of

trust as loyalty andrelationships develop

HowDecisions

are made

Nominated leader isexpected to make

decisions. Some more

vocal members maydominate.

Decisions are hard tomake. Members are

unwilling to give way.

Compromise is afrequent outcome.

Group is able to cometo common decisions.

Win-win is more likely

than compromise.

Decision making iseasier - some

decisions are

delegated to sub-groups or individuals



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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 Tuckmans 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 teams reaction to the leadership

the team process

trust within the team

how decisions are made

SAY: Id like you to work in your teams again and create a flip chart thatrepresents your assigned stage on these five items. Designate a spokespersonwho will present your findings to the rest of us. You will have 8 minutes foryour 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 everyones good work!

POST the charts around the room for future reference.



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Page 18


Motivation

Establish the environment.

Ask the right questions.

Brainstorm ideas!

#17



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5 Minutes

Page 18

SAY: So, youve got your team humming, but unless care is given, the best

team can unravel. How many times have you heard that you need to motivateyour team? Millions, right? Or at least hundreds (Im prone to exaggeration!).

The point is you cant motivate anyoneexcept yourself. You cannot motivate ateam 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.


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.



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Page 19



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5 Minutes

Page 19

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 momentnow and read those over, highlighting several that you think will work for you.

ALLOW 2 minutes for individual reading.

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. Its valuable to have a tool kit of ideas

available as you have conversations with employees and uncover whatmotivates them. To get you started on your stash of motivational ideas, letshave you work in groups again.

PUT participants into new groups if possible.



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Page 20


Exercise

Work in your group to brainstorm ideas

that are:

No cost

Low cost

High cost

#18



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10 Minutes

Page 20

#3

10 Minutes


SAY: Work with your group members to come up with ideas to enrich themotivational aspect of your work environment. Be sure to identify ideas thatare no cost, low cost, and high cost. The team that has the most ideas will wina special distinction! Youll 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 groups 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 tagstating such.

ASK: Did I use a motivational technique on you?

DISCUSS the value of intrinsic rewards the point is that not everything hasto 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 timesand encourage the participants to record any new ideas that appeal to them.

APPLAUD the groups on their good work!

BREAK for 10 minutes.

When back from break, ASK if there are any questions from the first part of

the session.



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Page 21


Coach Your Team

Feedback is the breakfast of champions.

~~ Ken Blanchard


Coach Your Team (cont.)

Effective Goals:

Measurable

Challenging yet achievable

Clearly stated behavior

#19 #20



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5 Minutes

Page 21

SAY: So far, youve selected team members, identified how your behavior can

impact the teams performance, and brainstormed creative ways to provide amotivational environment. Whew! Youre set, right? Of course you arent, and

you know it. To be successful, you incorporate ways to continually coach your

team members. In fact, youll spend the majority of your time in a coachingrole.

REVIEW slide.

SAY: To quote a management expert, Feedback is the breakfast ofchampions.

ASK: What did Mr. Blanchard mean by this?


SAY: Ken Blanchard is perhaps best known for one of his first books on thesubject of management, The One Minute Manager. We managers often act likewe dont have time for coaching; his point is that you can do a lot in oneminute.

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 beeffective?

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 toread them over and make notes on those you want to discuss when we comeback together.



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Page 22


Coach Your Team (cont.)

It doesnt take a lot of time:

Can you spare a minute?

#21



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8 Minutes ALLOW four minutes for reading.

RECONVENE the group and ASK: What do you want to discuss from yourreading?

FACILITATE a discussion of points and DEFERto the group on questionswhenever possible.

REVIEW the slide.

SAY: Successful coaching really comes down to the question of Can you spare

a minute? Start there and it wont seem so overwhelming and your staff willappreciate it.

ASK: What questions do you have about our discussion of coaching so far?



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Page 23



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5 Minutes

Pages 23 &24

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

receiving it yourself!


SAY: As in setting goals, providing feedback is most effective when weconsider the guidelines shown on pages 23 and 24. Take a minute to read

those over and highlight important ideas.



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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



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5 Minutes

Page 24

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?

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 theirworkbooks.

Building productive relationships

Catch people doing things right

Give feedback with care

Handle differences productively

Celebrate success

ASK: What other benefits do you see?



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Page 25


Exercise

Rewrite the feedback statements to be:

Specific, descriptive of behavior

Based on objective criteria

Timely

Based on facts, observations

#23



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20 Minutes

Page 25

SAY: Okay, its time to practice!


REVIEW the instructions on the slide.

SAY: In my experience, my feedback is always most effective when I taketime 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.


PAIRparticipants up and have each person practice two of their feedback

statements to their partner, soliciting feedback on the effectiveness of eachstatement.

ALLOW 10 minutes for the pair work.

RECONVENE the group and ASK: How did that go?



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Page 26


The Fine Art of Questioning

Open-ended

Closed

Leading

Limited Choice

Linking

Probing

Reminder

#24



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5 Minutes

Page 26

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 intoplay.

REVIEW the types of questions shown on the slide.

SAY: On page 26, we find some examples of the various types of questions.Lets go through each one.

Probing questions are used to uncover additional information. The suggestionsthat 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 employees thoughts to a separatepoint or discussion.

Leading questions do just that lead the employee to a certain point.

Reminder questionswell, 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-wordanswer. 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 controlanswers.

Limited-choice questions are a variation of the Closed question as they stillrequire only a one or two word answer.

ASK: What other suggestions for any of these question types do you have?



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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



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30 Minutes

Page 27

SAY: You have already practiced feedback statements lets kick it up a

notch! Id like you to practice developing and delivering feedback responsesthat incorporate questions so that you engage in actual conversions.

SAY: There are five scenarios on pages 27 through 29.

REVIEW instructions on the slide.

SAY: Youll work in triads for this practice. In your triad, decide which scenarioyou will each practice. Then, work individually to write your feedback

statements. When you are ready to practice, one of your triad will be theperson receiving the feedback, and will respond appropriately to make theexperience as meaningful as possible.

The third person will observe the interaction and make notes on what workswell and suggestions for next time. Once the feedback is delivered, the

receiver and observer will share what they thought worked well and what ideasthey have to increase the effectiveness. Then, switch roles and the next personpractices a different scenario.

You will have six minutes per round and I will call time to be sure everyone hasan 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. Ibelieve 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!



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Page 30


Coaching Plan

Working One-on-One

Orchestrating Learning Opportunities

Enhancing Self-Reliance

Recommended Resources

Overcoming Obstacles

#26



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4 Minutes

Page 30

SAY: I find that, like anything of importance, my coaching is more effective

when I have a plan. On page 30 of your workbook, youll find a sample of aplan that comes from PDIs Successful Managers Handbook.

REVIEW the slide.

SAY: Of course, any format that works for you will do, although I wouldsuggest 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 employees 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 itseffectiveness. Finding some way to capture your thoughts and brainstorm

obstacles will provide a richer experience for you and your employee and workwonders in building your relationship. Those outcomes are well worth the

effort, wouldnt you agree?

ASK: What questions or comments do you have about anything we have

discussed this afternoon?



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Page 31


Insight and Action

Identify three insights gained from oursession.

Contract with yourself for three actions.

Willing to share?

#27



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5 Minutes

Page 31

Page 32

SAY: Its time for you to do some reflecting on the many topics weve

discussed today. Please join me on page 31 of your workbook.

REVIEW the instructions on the slide.

SAY: Id 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 youll implement them. Take about 5minutes for this work then well come back together and do some sharing.



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Page 32



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5 Minutes ALLOW five minutes for individual work.

ASK if anyone is willing to share one insight they had or one action item theyidentified.

ENCOURAGE participants to share.

THANK participants for their awesome insights and for committing toimplementing action items.



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Page 33


Bibliography

Referenced in materials

Suggested readings

Love to hear your favorites!

#28



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5 Minutes

Page 33

#1

REVIEW the slide.

SAY: On page 33 of your workbook youll find a listing of the books and articlesreferenced in this material as well as those I find valuable readings.

ASK: Does anyone have a favorite resource youre willing to share with us?

REVIEW the expectations chart created at the beginning of the session andcross off all that were accomplished. Brainstorm resources for those outside of

the scope.

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 aprofound impact on your team and your work. I thank you so much for all youhave taught me today, and I look forward to hearing about your future successesand challenges. Youve got my card please keep in touch!

Managing Training Facilitator Guide

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