Tag: Soft Skills Training

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You Quick Guide to Workplace Bullying

 

Training on preventing bullying in the workplace is crucial in creating a workplace that is inclusive and safe for all.

Your company has a responsibility to prevent bullying and its impact.

But what is bullying in the workplace and its different types? Why do people bully in the workplace? And what do you do if you or someone in your workplace is being bullied?

We answer these questions and more in the below Quick Guide to Workplace Bullying.

WHAT IS WORKPLACE BULLYING?

Workplace bullying is repetitive and excessively unpleasant actions and behaviors put on an employee or group of employees, that negatively impact health and safety in the workplace.

This type of harmful behavior in the workplace often goes unreported, mainly because of its shameful, intimidating effect on the victimized employee.

In even more extreme cases, workplace bullying may not come to light due to the victim working a lower-level position, and feeling intimidated. However, it’s not always a boss or manager who is doing the bullying, and it can very well be a co-worker on the same level as the person feeling victimized.

TYPES OF WORKPLACE BULLYING/BULLIES

There are several different types of bullying. Having an understanding of the different types of bullying can help you know when to identify it. These include:

Verbal bullying: With verbal bullying, the bully uses their words and/or writing to be hurtful or mean. This can be done via teasing, calling someone names, unsolicited sexual comments, making threats to harm, or mocking.

The aggressor seeks to achieve dominance over the victim by demeaning or lowering his/her self-esteem.

Cyberbullying: With cyberbullying, the bully uses sources such as cell phones, computers, and social media to spread false or unkind information about someone else, which can cause humiliation. Emailing and texting are two common forms used to perpetuate this behavior.

Types of Bullies: As previously mentioned, workplace bullying can come in many forms. One of these is the prankster, someone who doesn’t know the difference between what’s mean and what’s funny. Another one would be the saboteur. This is a person who tries to take credit for work that you did or go out of their way to make your job harder than it has to be.

There are also critics. These are the folks who, no matter how good a job you do, it’s never good enough for them. Some workplace bullies simply shut you out. For example, they won’t tell you when there’s a meeting among employees (where important information may be dispersed), then blame you for not knowing the proper procedure or course of action when the time comes to use that information or training on the job.

There is the boss bully, the person who controls whether or not you keep your job. This type of bully feels that you are required to agree with them about everything they do or say (job-related or otherwise), whether they are morally right or wrong. Boss bullies also may attempt to treat you like a puppet and try to force you to do tasks that are abnormal or seemingly only for their amusement.

Whether verbal or cyber, any form of bullying is detrimental to the one being bullied.

WHY PEOPLE BULLY IN THE WORKPLACE

Bullies hardly ever bully because they think they’re bigger and Badder than anyone else. In fact, quite the opposite is true, and they actually have issues with their own confidence. Below are some common reasons as to why people may bully in the workplace.

Lack of Self-Esteem: One of the main reasons that a person bullies is because they are not confident in their own abilities. The way they choose to respond to this incompetence is by being extra aggressive or belittling to others. They are very sensitive to even the smallest comments. Actions or words directed toward them that are even slightly critical of their work performance will very likely be found offensive. This is one reason some workplace bullies act out the way they do, they feel threatened by their coworkers who outperform them.

It may be a boss who is doing the bullying; they may feel threatened by a worker who is doing an excellent job; someone who could potentially replace them.

A Need to Control: Bullies can be controlling. One way they measure their productivity is by pushing others around, and by talking down to them. This person may not necessarily be someone who does the hiring and firing; they may be same-level coworkers trying hard to impress the boss. This type of bully wants the boss to see that they are in charge of workplace activities and that they are in control of their fellow employees. In a bully’s mind, this is the type of behavior they think will eventually get them promoted.

Being Bullied: Instinctively, a person will know when they are being bullied simply because of the way they feel. A workplace bully may try to make their victims feel isolated. For example, an entire office knows about a new rule, but one person isn’t informed. When that person breaks that rule (one that they didn’t even know about in the first place), they get punished for it.

A workplace bully may also try to make their victim do impossible tasks; or give them so much work to do that they could not possibly meet a deadline. When the deadline is not met, the bully may shout at the worker in front of other people, making them feel horrible and embarrassed. A bullying victim may let Human Resources know about this situation, but HR may suggest trying to work the problem out with the person. This approach will not likely be helpful, especially if the bully is in a higher position than the victim. The victimized worker feels they may lose their job if what they say to the bully is perceived as insubordinate.

A Toxic Work Environment: A toxic work environment can feed into a cycle of workplace bullying. This can stem from anything from unhealthy power dynamics to gossip to poor communication. If employees feel burnt out or unhappy in the workplace due to toxicity in the workplace, it can cause further decreases in self-esteem or a need to regain control, which can lead to bullying in the workplace.

WHAT TO DO IF YOU ARE BEING BULLIED IN THE WORKPLACE

Would you know if you were being bullied at work by a co-worker? And if you were, what would you do about it? Below are our tips for what to do when you feel that you are being bullied in the workplace.

Seek Support: After being bullied at work, you may feel hesitant to seek support due to embarrassment or shame. It’s important to remember that personal health (physical and mental) should be prioritized when dealing with these types of situations, especially if they had been going on for a long period of time. It’s okay to see medical professionals, mental health specialists, or to seek therapy. It is important to not isolate yourself.

Speak Up: Speaking up to a bully is likely the hardest thing for a victimized employee to do. Confronting your bully alone is a good method to get straight to the point. In this conversation, the victim should be completely honest with the bully about how the situation affects them. If this private conversation doesn’t work, and the bully doesn’t back off, then the next step would be to talk to upper management.

Document/Report: Documenting incidences of workplace bullying can help you better identify it. Being able to provide evidence of consistent bullying will help you build a case when you report it. If you don’t know who to report workplace bullying too, you should ask your human resources department, supervisor, or even just a trusted colleague.

WHAT TO DO IF YOU WITNESS SOMEONE BEING BULLIED AT WORK

The actions you take when you witness someone being bullied are just as important as the ones you take when you are getting bullied in the workplace. Below are some things to consider when you see someone in your workplace get bullied:

Support Victim: If you find yourself sitting on the sidelines overhearing or even bearing witness to someone being bullied on the job, the best thing that you can do initially is pull that victim to the side and ask them if they realize that they are being bullied. It’s important to establish this knowledge because sometimes they may not even realize that the way someone is continuously aggravating them, isolating them, gossiping about them, or treating them badly in other ways is actually labeled as workplace bullying and that actions should be taken to stop it.

Document/Report: When you witness the bullying, pull the victimized person to the side and encourage them to document these incidents. They may be hesitant to do so, but let them know that without proof there will be no record or building of a case against the bully. Offer to help them as a witness or to support them when they report the case to a supervisor.

CONCLUSION

Workplace bullying happens a lot more than people actually realize. It doesn’t just affect the person being bullied, but can make the entire workplace toxic. A strong first step to reducing this behavior in the workplace is providing effective training. Get a head start on this with our Workplace Bullying Workshop today!

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Determine Your Training Needs – A Complete Guide

Determine Your Training Needs – A Complete Guide

Have you ever felt like you could see the potential of providing corporate training, but didn’t quite know where to start?

One of the first steps of providing corporate training is deciding what training topic you want to cover.

This is a mindful process that requires time and attention to get right.

Below is our detailed guide to conducting a needs analysis to determine what kind of training workshop you should conduct

PERFORMING A NEEDS ANALYSIS

In order to help you identify your training needs, the first thing to look at is how to perform a needs analysis. This will provide you with the answers to a few basic questions and help you to understand your audience. This research will help you develop a basic outline that can then be used to help create your training program.

A needs analysis is performed when there is a lack of knowledge, skills, or attitude that is negatively affecting a group of employees, customers, etc. It is the process of identifying and evaluating training that should be done to improve a current situation. Challenges are defined and opportunities noted; a needs analysis will help the trainer set goals and priorities and decide which method to use to deliver the message. The information gathered will become the basis of a well-delivered workshop.

The results of the research will help to answer the following questions:

  • Who is the audience with the problem or need for change?
  • What tasks and subtasks does an expert perform to a work process?
  • What gaps exist between experts, average, and poor performers of a work process?
  • How do we translate the needs into objectives to promote a positive learning outcome?

1. WHO IS THE AUDIENCE WITH THE PROBLEM OR NEED FOR CHANGE?

The first step in conducting a needs analysis is asking yourself what you know about your audience. Your audience should determine the content and approach of your training. Find out what they know; use their words and terms and better your understanding of where your trainees are at.

Understanding your audience also helps you determine what training format may be best. A group of youth interested in entrepreneurship won’t experience the same presentation as a group of senior entrepreneurs.

Ask yourself:

  • What is the aim of my training?
  • What do I want the audience to do after my presentation?
  • What will your audience learn?
  • What happens afterwards?
  • What outcomes should be expected?
  • What changes in the workplace should occur?
  • Who will implement these changes?

These are all questions you should ask yourself when better understanding your audience. Continually referring to these questions as you build your needs analysis (and training workshop in general) will help you stay on track and focused.

2. WHAT TASKS AND SUBTASKS DOES AN EXPERT PERFORM TO A WORK PROCESS?

In order to be able to provide contextual training, you must understand the roles of your trainees. Learning the objectives of your trainees and their process for meeting them gives you the ability to list their tasks and subtasks.

For example: Consider this in the context of a call center. Although the call center reps are empowered to assist customers, several are not solving callers’ product problems. Instead, they are passing them on to the Escalation Desk, creating a bottleneck, and unhappy customers. The needs analysis identified a task called “Resolve customer complaints”. Some of its tasks/subtasks are:

  • Handling a Call
  • Answer call
  • Listen to customer’s problem
  • Express empathy for the trouble
  • Open a new support ticket
  • Resolve the complaint per the list of allowable resolutions
  • Documenting Call Resolution
  • Document the resolution in the call notes
  • Close support ticket

While some of this information may be common knowledge to you, don’t assume someone else’s tasks/subtasks. Make sure you communicate with employees and let them tell you their tasks/subtasks. Getting this info directly from the source ensures you aren’t misinterpreting certain aspects of their roles and that you didn’t forget any crucial tasks that could help you better identify their needs.

3. WHAT GAPS EXIST BETWEEN EXPERTS, AVERAGE, AND POOR PERFORMERS OF A WORK PROCESS?

So, you have identified the problem and the people involved in the process where issues are arising. You have communicated with them to understand the tasks and sub-tasks involved.

Now it is time to identify the gaps. Consider the experience level of all the employees involved. Do some people have higher levels of training/expertise than others?

Note what systems are being used that may be out of date or less than efficient. Are there new systems that your team should be trained in?

Think about what employees are involved in this process but may not be communicating with each other. Is a lack of communication causing preventable mistakes or deadlines not being met?

Even better, ask the employees involved some of the following questions to also identify gaps:

  • What are the department needs?
  • What are some problems your department is experiencing?
  • How long has this been a problem?
  • What would indicate to you that the problem has been solved?

Once you have evaluated this, simply note the gaps you see in the processes that are contributing to the problem. If you are having difficulty finding these gaps, or are worried you missed something, consider explaining to a third party the process, the tasks/subtasks, and the people involved. Get them to ask you critical questions and see if they can poke any holes in it. If you can’t adequately answer certain questions or account for their critiques, those may be areas to examine for gaps.

4. HOW DO WE TRANSLATE THE NEEDS INTO OBJECTIVES TO PROMOTE A POSITIVE LEARNING OUTCOME?

Now that we have identified the gaps, we can finally set our objectives and identify our specific training needs.

How can we fill the gaps we found in your organization’s processes? Fortunately, since we have done all our prep work to identify these, the objections should be fairly clear by now. For example:

If the gaps lie in inconsistent training levels between employees, perhaps there are employees that need to receive training that others already have. Or maybe a refresher training session is required.

If the gaps lie in outdated or inefficient systems, it may be time to revamp these and give everyone updated training on the new system/policies.

If the gaps lie in a lack of communication, then soft skills training will help your employees improve their communication skills, emotional intelligence, and teamwork skills.

Translating the gaps and needs of your team into objectives will ensure better learning outcomes for your training.

CONCLUSION

One of the best parts of conducting a needs analysis is that once it is done, it has likely produced much of the supporting content required to build your training program. So, if you are hesitant to do a complete needs analysis, remember how much time it will save you later, and how much better your training will be for it.

We hope that our outline for conducting a needs analysis will help you better understand your training needs.

Posted by Katelyn Roy, Corporate Training

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YOUR QUICK GUIDE TO CREATING A POSITIVE COMPANY CULTURE

YOUR QUICK GUIDE TO CREATING A POSITIVE COMPANY CULTURE

What do I mean when I say “Company Culture?” What started as a trendy corporate term has developed into a crucial idea that involves establishing and implementing organizational values. If your mission and vision is putting your organization’s values into words, company culture is taking action on those and demonstrating how you live it.

The newest generation of employees value the culture of the company they are working for more than ever. There is no better time to work towards demonstrating your companies values to improve your workplace. Cultivating a positive corporate culture also helps your organization build a trustworthy reputation with its external publics and stakeholders. Below is our quick guide to building a positive company culture.

BENEFITS OF BUILDING A POSITIVE WORKPLACE CULTURE

Building a better workplace culture has a variety of different benefits. Knowing these benefits can be a motivating factor as you understand and implement organizational values. Below are some improvements in your organization you may notice when working towards your workplace culture:

SAFETY

Employee safety is a major part of creating a company culture where people feel comfortable going to work everyday. Making safety a priority will significantly reduce the number of on-the-job accidents, which is an excellent way to contribute to a positive workplace culture.

Consider workplace safety in the context of your industry. What kind of safety values should you consider? Some of them may be:

  • Fall Prevention – Keeping areas clutter free, and taking care of spills quickly to reduce the amount of falls.
  • Chemical Safety– Proper use of chemicals used in the company, this can range from acids used in machinery to office cleaning solutions.
  • Electrical Injuries- Taking away electronics with frayed wires, using appropriate procedures when wiring electronics, and keeping properly maintained equipment.
  • Illness Prevention– Having employees not at work when they have a possibly contagious illness, using disinfectants, and offering flu shots.
  • Workplace Violence Prevention – Having a zero-tolerance policy on violence and harassment.

CONSERVATION OF MATERIALS/ENVIRONMENTAL CONSCIOUSNESS

Supplies are a necessary expense, but a lot of supplies are wasted, broken, or somehow lost in the shuffle. Focusing on conservation is a great organizational value that will save you money and even reduce your environmental footprint.

ENGAGEMENT

Engagement is a state in which an employee is content, committed, and involved in their job. Some of the common traits of engaged employees are:

Emotional attachment: This refers to having an emotional connection to one’s company, position, and the work he/she does.

Understanding: This refers to understanding the company’s goals and values, and how they contribute to achieving those goals.

Motivation: This relates to employees willing to invest effort in bettering their performance.

An engaged employee works hard and cares about the company they work for. They waste fewer materials, and have strong customer service skills. Those same employees are usually motivated to develop new skills and further their careers in the company.

IMPROVED EMPLOYEE PERFORMANCE

A happy worker makes a happy company. Having a corporate behavior that promotes safety, recognition, and engagement (to name a few) creates happy employees. Here are some ways your employees’ performance can improve:

  • Better customer service
  • Rise in productivity
  • More positive work atmosphere
  • Fewer wasted resources and supplies
  • Less absenteeism
  • Better team work
  • Better communication with co-workers

There are an immeasurable number of categories for a positive company culture. The trick is finding out what behavior you need your company to adopt. This could include adopting values like punctuality or safety. A great corporate behavior can make or break a company, so it is important to provide the appropriate support for your employees.

CLARIFYING ORGANIZATIONAL VALUES: WHERE TO START

In order to take action on building a positive company culture, you must prioritize your organization’s values. Some ideas to consider when clarifying your organization’s values are:

TYPES OF VALUES AND ETHICS

A value is a standard of a person’s behavior. There are two types of values; terminal values and instrumental values. A terminal value is a value that a person would like to achieve during their lifetime. Some examples of terminal values are:

  • Having wisdom
  • Having self-esteem
  • Having inner peace
  • Having a real and meaningful friendship
  • Being content in life

An instrumental value is a behavior used to achieve your terminal value. Some examples of instrumental values are being:

  • Loving
  • Independent
  • Polite
  • Responsible
  • Clean

What it means, in a nut shell, is that if you want to have great success in business, you have to work hard. The terminal value is having great success in business, and the instrumental value is working hard.

Ethics are moral foundations that regulate a person or group of people’s behaviors. Some examples of ethical behavior could include:

  • Honesty
  • Integrity
  • Loyalty
  • Accountability
  • Respectful

Ethics and instrumental values may seem like they are the same, but they are not. An ethic is a moral basis, it is not hinged on accomplishing a value. An ethic is a conviction that a person or a group of people have because they feel like it’s the right thing to do.

MANAGERIAL STRUCTURE

Managerial structure relates to how the management team is put together, and what types of employees make it up. Nothing squashes employee morale quicker than a poorly trained manager. A supervisor should meet three major qualifications:

Leadership Skills: Understand how to lead a team effectively. Understand the proper way to address employees and how to encourage and motivate them. Should have knowledge on how to give constructive criticism.

Departmental Knowledge: Knowledge of the processes and function of the department. This means that the manager should know how to perform the job tasks of the employees they supervise. The worst thing in the world is to have a boss that doesn’t know how you do your job, and wants to critique you.

Company Knowledge: The manager should be knowledgeable about what product or service the company provides to the public, and about what is new with the company. They should know what the company goals and values are, and what the future plans are for the company.

EMPLOYEE ACCOUNTABILITY

Employee accountability means that an employee takes responsibility for their actions. This could refer to positive or negative actions. So how do you promote accountability? It starts with the employees identifying with the company’s mission. As a supervisor, it’s also important to make sure the employees understand that the company wants them to take ownership of the results of their job. Suppose you were a janitor, and one of your job tasks was to remove the trash daily. The company does not want you to take ownership of the act of removing the trash. The company wants you to take ownership of the trash can being empty- thus making the area look clean. Accountability also relates to something that an employee is doing that is inappropriate. An employee who is constantly late for work needs to take accountability for their actions.

DESIGNING AND IMPLEMENTING ACTION FOR YOUR POSITIVE WORKPLACE CULTURE

If you are ready to start designing and implementing a positive company culture, it is important for you to set realistic behaviors for your employees to follow. Make sure to keep open, two-way communication and get as much feedback as you possibly can. Here are some ideas to consider when taking on the task of developing a positive company culture.

Group Planning: Having a group planning committee will help you maintain realistic goals, and help the employees become engaged in the process on establishing your company culture. When picking your group, you will want to get as many of the departments involved. Remember that the company was built by employees, and having employees in the group helps you see the big picture.

Define Preferred Organizational Behavior/Values: Being able to identify the type of behaviors the company needs and wants to inspire their employees to adopt is crucial. When it comes to identifying desirable behaviors, there are no black and white guidelines. It’s all subjective to the needs of your employees and company. You want to clearly outline the behaviors you want as specifically as possible.

Hiring: When you are taking on new employees, it’s very important to try to hire people whose values align with your organization. Asking appropriate personality driven questions in an interview is a great way to find employees who will thrive in your company culture. Be sure to communicate your company’s values and provide an overview of its culture so your interviewees can also determine if they would be a good fit.

Training Employees: Training is always important, but it’s especially important when implementing new policies that will change corporate culture.

Not only do new employees need to be trained on policies and culture, but current employees also need training when new policies are implemented. Some training can be informal, but if there are a lot of changes, more formal training will be needed.

CONCLUSION

We hope this quick guide has sparked inspiration for building your company culture.

Are you looking to provide training on developing your company culture? Check out our Developing Corporate Behavior Workshop training materials today!

 Katelyn Roy on 

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Your Guide to Trainee Feedback Surveys

IMPROVE FUTURE TRAINING SESSIONS WITH OUR FEEDBACK GUIDE

There’s no doubt that accepting and collecting feedback is important when providing any product or service, and corporate training is no exception.

And while any feedback is crucial, being strategic with how you ask for it can allow you to get the most useful information you can from your participants.

Ask the right questions and get effective feedback from your trainees with our training workshop feedback survey guide below. Copy and paste the most relevant questions into an experience management software like Survey Monkey or simply incorporate it into a feedback request email. Get more email templates for your trainees from one of our recent blog posts.

Remember, research has shown that to get optimal data, you need to consider how long you make your survey. Studies have shown that the longer the survey, the less amount of time your participants spend on answering each individual question. This means it is important to balance your survey to make sure there is enough questions to get all the information you are looking for, while still ensuring that there is a good amount of thought going into how each question is answered. While there is no magic number for how many questions you include in your feedback survey, 5-10 questions is a good rule of thumb.

FEEDBACK: WHY YOUR PARTICIPANTS’ OPINION MATTERS

The opinion of your participants experience in your training programs is highly valuable. Feedback is great for learning purposes, for suggesting improvements, and for inspiring creativity in your training programs. It will also help to determine which ideas are most valued for the company. There are a few different levels of feedback you should be seeking post-training.

Feedback

LEVEL ONE: REACTIONS

The most basic level of evaluation is the participants’ reactions to the training. To gauge this, you should be asking questions such as the following:

  • How did you like the training?
  • How did you like the trainer?
  • How did you feel about the training environment?
  • Did you think the training was useful?
  • Did you feel comfortable?
  • Did you feel as though you had ample opportunities to participate?

Level one questions can be asked in post-training surveys or even in the form of verbal feedback before or after the training session.

Reaction feedback is fairly easy to gather and measure. It should be gathered as close as possible to the desired time period. (For example, if you wanted to measure reactions to the first day of a workshop, you should gather reactionary feedback at the end of the first day).

LEVEL TWO: LEARNING

The next level of evaluation assesses how much the participant actually learned in the training session. It looks at two basic areas which are if trainees learned what we (the trainer) wanted them to learn, and if the training session was the experience participants wanted it to be.

This level is typically measured via tests immediately before and immediately after the training. It is important that these assessments are tied closely to the learning objectives.

Note that this level can be measured on an individual or group level. For example, you could have a verbal group-style quiz, or you could have individual assessments. When assessing group performance, however, make sure that each individual can be evaluated.

Since this level of feedback is very specific to the topic you are training in, we can’t generally tell you what you need to ask. However, with our Soft Skills Library, we provide post tests for each of our Soft Skills courses. This allows you to assess your trainees prior knowledge and what they have learned quickly and easily.

LEVEL THREE: BEHAVIOR

This level of question evaluates how trainees could see themselves applying the learning they took in and how it may have changed their behavior towards the training topic. Key questions for this level may include:

  • How quickly do you feel you can put your knowledge from the training into effect when you go back on the job?
  • Were the skills presented today relevant?
  • How confident do you feel you could correctly implement the skills you learned in the training?
  • Do you feel the training you received today will contribute to positive sustainable change in your workplace?
  • Has your outlook on the training topics discussed today changed?
  • Do you feel that you could confidently share the knowledge you learned in the training session with others?

It can be challenging to evaluate changes at this level, particularly with soft topics like communication and leadership. This is why it is important to develop a well-rounded, accurate evaluation system before training begins. This may need to be evaluated on an ongoing basis in a way that is not intrusive on their daily duties. It may take time for the skills learned in the training to be implemented and impacting their results.

LEVEL FOUR: RESULTS

The final level of evaluation is quantifiable results. This assesses the effect of the training on the person’s environment (their workplace, home, etc.). These questions (like the behaviour questions) may be better to ask a period of time after the training was conducted. Alternatively, you can ask questions that can help you gauge if the trainees can visualize themselves using what they learned in the training to help achieve quantifiable results in their organization.

Consider asking if your trainees can use what they learned to better their metrics in regards to:

  • Number of sales
  • Percentage of customer complaints
  • Timeliness
  • Absenteeism
  • Quality ratings and failures
  • Third-party inspection ratings (such as food and safety)

This is an important level of evaluation, as it is often what high-level executives look for when evaluating the training. They want to know numbers and figures, with proof to back the data up, also known as key performance indicators. This ensures that the goals of the business are being tied into the training.

These evaluation processes should tie in with day-to-day business procedures and not cause a lot of extra work. It is important, however, that the trainee knows what measurements are tied to the training before the training begins. This will help them apply context to the training and achieve better results.

As a final note, be careful of outside factors that can cloud ratings in your quantifiable data. For example, let’s say that you send your salespeople on training and you expect their sales to increase by 5% per month as a result. If the economy crashes two months after the training, your results will be clouded by outside circumstances.

ADDITIONAL QUESTIONS TO CONSIDER:

Your goals as a trainer will impact the questions you will ask your trainees. This could be in regards to quantifying success, training logistics, knowledge retention or something completely different. Here are some other questions you may want to consider asking when gathering feedback on your training:

  • What is your main goal for taking this training?
  • What was the most useful part of the training?
  • What was your least favorite part of the training? Why was it your least favorite?
  • What are your biggest challenges in your role/organization?
  • Where did you first hear about us?
  • How would you rate the training space?
  • How would you rate the trainer’s delivery of the session?
  • How would you describe your experience of booking/registering for your training?
  • Is there any way we can improve to make our future training sessions better?

CONCLUSION:

We hope that this blog post sparked some inspiration for your next training session. Don’t forget to check out our Soft Skills Library for post-test quizzes on 140 training topics, and let us know of any feedback questions we forgot in the comments below!

Posted by Katelyn Roy on 

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Running Your First Training Workshop? Ease your nerves with our tips and tricks

nervous man

nervous manIf you’re reading this, it means you are probably finally scheduled to conduct your first training workshop.

Or perhaps you are getting back into training after a hiatus.

Or maybe you are just looking to brush up on your training skills and confidence.

Regardless of your situation, we all get a little nervous time to time when it comes to presenting information to others. As a trainer, being the “expert” in the room can be intimidating. But it doesn’t have to be. Below are our tips and tricks for easing your nerves when running your training sessions.

Delivering Training

PREPARATION IS KEY

This may be the number one way to ease nerves when delivering your first training session. And the reality of this blog post is that many of the tips and tricks boil down to this one simple concept: preparation. By reviewing and developing training content ahead of time, we increase our familiarity with it. Familiarity decreases nerves. If you go into your training workshop with a clear and comprehensive knowledge of your content and how you want to deliver it, you will significantly reduce any fear of the unknown, because you have eliminated it. There’s no doubt that preparation for a training workshop is time consuming, and a lot of work, but it will be worth it when you are able to confidently deliver your training. And luckily, our training materials allow you to have a strong baseline for your content to jumpstart your workshops.

CONDUCT A TRAINING NEEDS ANALYSIS

Employee training is sometimes an obvious solution to fixing an organizational challenge. But ensuring you are training on the correct topics is crucial to making your workshop worthwhile. Sometimes training can be a quick and simple solution to overcoming organizational challenges, but it is important that it is done strategically and with intention. If you can understand the needs of your trainees, you can give them impactful, captivating training that you can feel confident in. Conducting a training needs analysis will help you ensure that you are deliver training that is actually conducive to fulfilling your organizational needs.

CONSIDER YOUR STRUCTURE

Structuring your training ahead of time will be your roadmap to successful training. Having an agenda for your training session can help you stay on track and even keep your trainees more engaged. By having a structure, you can provide preview statements. Preview statements let your trainees know how you will present your information overtime. An example of a preview statement is:

  • “First I will define Unconscious Bias, then we will spend ten minutes describing ways it may come up in the workplace, finally, I will go over how to create an Unconscious Bias awareness plan for your workplace.”

Making these statements using transitional words such as “First, second, third” or “Then, next, finally” and providing timelines keeps your audience in the loop on what is to come and can actually keep them more engaged throughout the training session. It also mentally prepares them to take in the information and can increase knowledge retention.

Considering your structure also means deciding what to include in your training to make it interactive. This could be through breakout rooms, gamification, quizzes, etc.

Another simple way to structure your training workshops is through asking questions. This is more than simply asking if your trainees have any questions. Consider check-up questions pertaining to the training as well. Questions could be as simple as:

  • “Has anyone ever heard the term unconscious bias before?”
  • “A few minutes ago, we went over signs of unconscious bias in the workplace. What was one of those signs?”
  • “Does anyone want to share how their last job handled unconscious bias?”

These simple knowledge checks throughout invite trainees to share their experiences and compare and contrast different ideas being taught. Starting with simple one-word questions then moving into questions that require more discussion will ease your trainees into meaningful conversation that complements your training.

BE PERSONABLE

When providing training for the first time, it can feel much easier to simply stick to the script of your training. When nerves are high, it can be intimidating to go off the path you’ve have had time to prepare and revise and feel confident in. However, being personable with your trainees, while it can require you to go a little off script, can be very helpful in building trust and rapport. It can be as simple as starting your session with some conversation. And it doesn’t even have to start with conversation on the training topics. Start by asking about their weekend, or their hobbies. Share things about yourself to contribute to the conversation and encourage them to do the same. This informal practice may seem trivial, but it accomplishes a few different things. It can open up the door to conversation and allows your trainees to feel safe talking about anything, including the training content. It also builds momentum for a conversational tone throughout the entire training session. If you make sure your trainees feel welcome to speak up at any time in the presentation, creates more engagement and allows you to get more feedback on your training. Furthermore, this eases any nerves for both the trainees and you as the trainer. By breaking the ice with these more approachable conversation topics, you can ease your way into topics relating to the training content by asking about their position in the workplace, their work experience, and how they most prefer to be trained. Making your participants comfortable with opening up in lower stakes conversations will make them more likely to open up in more advanced conversations pertaining to your training.

Another way to be more personable in your training workshops is through adding commentary to your training. If you are working off of premade training materials and PowerPoint Slides like ours, consider going beyond your reference materials to provide personal input. This could include the importance of certain parts of your training, how it may be relevant to your trainees’ roles, or personal stories of how it has impacted your professional life.

Remember, your commentary is the value you provide to the trainees. It’s the purpose of having you stand up there and deliver the training, rather than simply having everyone read the content themselves. This conversational tone is what will make your workshops memorable.

TRUST YOUR INSTINCTS

Like we said earlier, when you are delivering training to a group of employees, you are the “expert” in the room. To get to where you are, you have built some creditability and have developed a strong awareness of the topic you are training on. Despite all this, a lack of confidence in trainers is all too familiar. This can lead to imposture syndrome, which can result in underexplaining your training content due to low confidence, which will make your training less effective. Building confidence may be the most important step other than preparation in easing your nerves for your first training workshop (mind you, preparation builds confidence, so they go hand in hand).  The reality is that you are the trainer, and your input means something. Be sure to remember that going in and the confidence will grow overtime with experience.

LEARN FROM YOUR MISTAKES

It is crucial to give yourself grace when conducting training for the first time (or when doing anything for the first time for that matter). In your first training session – and probably in training sessions to come – there will be moments where things don’t go according to plan. Even if you have done everything listed above to help prepare you, there will still be external circumstances that may impact the delivery of your training. Once you accept this and willingly prepare to have to sometimes solve problems on the fly, you will confidently be able to deliver your training no matter what gets thrown at you. And don’t forget, feedback is your friend.

CONCLUSION

We hope this blog post has helped you feel better equipped to deliver your first training session, or ease your nerves about future training sessions.

Originally posted by Katelyn Roy on 

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