Need to provide a training workshop for managers on how to conduct job interviews? The slides I am sharing today can help you with that. You can turn it into an interactive online event or you can use it to create a face-to-face workshop. You could even turn it into a standalone training video if you provide your own voice-over to explain the various points further.
Remember, it is not a good idea to start with the slides and then just blindly using them for a workshop or other learning solutions without first considering the needs of your own intended training participants, interview process, etc.
Designing an Interview Training Workshop, use these steps as a guide:
Define the group of people who are the intended participants in your training workshop – what do they know, what do they need to know, (if they have done interviews already) what goes wrong, what goes right when they have done interviews in the past? What does all of that mean for what you need to accomplish with this workshop?
Define an overview of what you intend them to know and be able to do after the workshop. (You can only do so much during a workshop so be realistic on what the outcomes might be).
Define what will be included in further detail and exercises during the workshop (bullet points should help you further) in order to meet the goal(s) you have set in point 2 for the group you have defined in point 1.
Set a date when the workshop will be made available so you can remain focused on deadlines that help to meet that date.
Start working on the next level of detail – Consider that you may want to do a combination of training solutions like assigning some online training before they come to the workshop to cover some knowledge you want them all to have at the start of the workshop. Also, work out your bullet points into a “storyline” that logically structures the sequence of topics to be covered and exercises you will use to help build competency in using specific tools or approaches.
Use the slides I have attached for download (above). Using your answers to the points above – maybe you need ideas about how information can be sequenced? See if any of the sections in the slide deck help you fill in some of your planned learning areas. Maybe some of the exercises could be useful for your workshop?
A friend of mine always says (in Dutch) – you can better creatively borrow ideas from others than come up with something yourself, which is lesser. So use this slide deck, and borrow ideas from it to get your budding Interview Training Workshop to the next level!
Upgrading skills in specific employee groups could be achieved by introducing a new development program. Goals for the program could range from cross-training in key functional knowledge areas to accelerating development of specific groups. Development programs often run over several weeks or months and are attached to pre-defined outcomes to address specific identified learning needs.
Structuring your employee development plan, you will need to pay attention to at least 3 important aspects:
Setting up the curriculum
Preparing managers to be supportive
Preparing attendees to succeed
The overall program
Setting up the curriculum over the development period means you decide how the various learning solutions are scheduled and planned to strengthen and support key messages throughout the time period that your program runs. Each aspect strengthens what had already been covered while adding additional knowledge. Including various learning methodologies (blended learning) enhances the learning experience and keeps it interesting.
Always start by understanding what you are trying to address before you start designing your development program. What is the learning need? What is the business value of employees having this knowledge and experience?
When does the business need employees with these new skills, understanding and experiences? Is it short-term (within the next year), medium-term (between 1 and 2 years) or is it longer term (more than 2 years)? Knowing the timeframe also helps you decide what to develop internally vs outsourcing the entire program or parts of it.
Whoneedstolearn these new skills/behaviors? Be very clear who is your target population for this development program (How many years of experience do they have right now? What kind of experience do they already have – functional, geographic etc.).
Employees are more motivated and do better when their managers are onboard with their participation in the development program. Be sure to engage with managers before participants are told about the program. Managers need to understand the business context of the development program, why someone on his/her team is included in the program (if they were not nominated by the manager) and how to support the employee throughout the program. Some manages may need training or coaching in this regard.
Employees participating in these kinds of development programs are often still working in their current roles. Supportive managers not only expect good results in their departments or projects, but also hold employees accountable for completing program assignments. This gives employees the best chance of completing the program successfully.
Development program attendees need to understand more than just the program contents and overview of dates. An orientation session for intended program attendees could help with that. The session gives them an opportunity to understand the business context and benefits to their own careers plus they can ask clarifying questions before committing to invest the time and effort needed to successfully complete the program.
And orientation session with development program attendees should include at least these topics:
A welcome message from an executive, usually the sponsoring executive, explaining the business value of the development program and also career benefits for attendees.
A message from Talent Development explaining program expectations, the blended learning approach, deadlines, the team assignment and any other relevant details of the program that attendees should know about at the start.
If the program existed before and there was a redesign or some changes were applied, explain how the current programs differs from previous versions some attendees may have heard about in the past.
Keeping learners motivated when a development program runs over many months can be a challenge. Helping to keep attendees focused on assignments and deadlines can be easier when you build in challenges which generate leader boards (friendly competition) or where individuals can earn points or badges by completing specific tasks. Adding recognition by the manager/group/department can also be helpful. Recognition can include anything from a small token offered to attendees after completing a specific portion of the program to being mentioned in the company newsletter.
Hopefully these three templates (see download links above) are useful as you review your own planned development program. Do download the 3 files above if you need to see the templates in detail.
In many diagnostic tools for leaders and teams there is a scale which indicates how far the leader or the team is on a ladder between two opposite behaviors or style preferences. This could be for example critical evaluation on the one end of the scale and compassionate encouragement on the other side of the scale. (see example below).
These kinds of results are often used to coach and develop leaders and teams towards a desired behavior or culture. In many cases the distinction between the “right” behavior and the “wrong” behavior is more linked to the situation at hand, associated risks and/or the person you have in front of you than a simplistic view of correct behavior. For example it may be less desirable behavior to be overly critical in an evaluation of someone who is new to the role and the company or team. In another instance where the risks are high and the people on the team very experienced it may be more appropriate to perform a critical evaluation in the event of a major failure to achieve desired outcomes than to offer supportive encouragement.
This leads to the concept of managing or working with both of the ends of a linear scale. Choosing both sides in terms of developing leaders and teams can help them to have a bigger capacity to choose the right response depending on the situation. The key is to develop awareness in them. Encourage leaders and teams to embrace more than one behavior or style to respond to specific situations or a tasks.
If we go back to the example above. You may be coaching someone or guiding a class of developing leaders through an exercise and this approach may be useful. Ask them to first of all identify the extreme ends of a scale of possibilities. Then identify for both extremes – the possible positive outcomes from that approach and also the possible negative outcomes.
In a class situation you can also assign it as an exercise between two or more people to brainstorm together.
Once the exercise is complete you can lead a discussion with examples from the class or the leader you are coaching. When may it be appropriate to use one or the other behavior for the best outcome? You can also choose to ask groups that had completed the exercise to prepare a demonstration (role-playing) to show the appropriate way to respond to a situation based on an example they discussed in the group. Or you may choose to provide some case-studies where the leader or class have to identify which may be the best approaches. These practical exercises will further help your participants understand the choices that they have as leaders when facing different situations and how to at least evaluate the best path forward before they go into action.
As a followup action you can ask participants or your coachee to capture examples they come across in the next few weeks/months where they had to make a choice between two opposite approaches and used the exercise above to identify the potential positive and negative outcomes. When using this approach one will will not necessarily avoid mistake or guarantee the most effective approach. The process of pausing and considering options will make the leader or team more effective over time and will improve decision-making.
Some examples you could consider for the exercise above:
Working independently vs working in groups/teams
People focused vs Task focused
Having a structured (fixed) approach vs a creative/open approach
Formal vs Informal approach to others
Monitoring others closely vs holding them accountable for outcomes created
This approach does not invalidate the tests which offer leaders and teams valuable insights into their own typical approaches and style preferences. This is merely another way to approach the outcomes from those tests to help develop more adaptable leaders and teams, which is highly needed in the current environment where change has become a constant and successfully working across borders, cultures and generations have become essential.
This exercise is very popular with those who prefer working with images and pictures to express and represent their thoughts and feelings. Using images often opens up new ways of communicating, which could bring a creative element to your event and everyone typically enjoys participating in this exercise.
The set-up is simple and the exercise does not take up a lot of time. It is also very versatile in the sense that you can use it in quite a number of different ways to get feedback and input from those you are working with in your event (training, meeting, workshop etc.) I am sharing some specific options for you as facilitator to consider, but once you start getting creative with it, I am sure you will find many more applications for this exercise.
The information you need for this group or team activity/exercise is shown below:
When it comes to selecting pictures get creative or brainstorm with a creative coworker or friend to create or find pictures that may “speak” to your participants given the context of the event or session(s) where this exercise is to be used. If you often facilitate sessions you will probably build up a good set of images to use for an exercise such as this one. More “out of the box” (unusual) images could potentially lead to richer feedback from individuals to start group/team discussions. This could lead to vastly increased understanding of issues by participants.
Being asked to facilitate a group of people to accomplish structured outcomes to a meeting or all-day session can be daunting if it is your first time.. This is especially true when there are strong opposing views within the group. I used to facilitate many sessions for a large global company and worked with a few colleagues who did similar work in other regions. The resource I am sharing contains tips received from my colleagues when I got started as a facilitator years ago. In turn, I have made it available to other new facilitators that I have encountered over the years. Now you can also benefit from this. (see inserts below)
Some assumptions made for these tips to be relevant:
As facilitator your workshop/session is part of a process. The session includes exercises designed to produce outcomes that would benefit the team. There is at least one (could be more) manager who have a vested interest in a successful outcome and who will also attend your session. These same managers are aware of the team and session process and have provided input to you in terms of their vision and needs from the process. Note: there may be more than one manager if you are facilitating a group process involving members of a client organization too and which may also be attended by the manager from the client organization.
Your role is to facilitate the agreed process and to re-agree next steps should the process somehow not be able to continue as planned or new information/changes trigger you to recognize that a change in timing/agenda should be considered.
TIPS for Facilitators:
How to stimulate participation by session participants?
Ask open-ended questions
Do a poll – where by raising hands people have to vote for one idea vs one or more other ideas
Count to 10 or more before you speak, let them bridge the silence with participation
When there is a question to you or a comment, defer it to the group – how does the group feel about this topic/question/statement?
Ask direct questions to specific participants whom you know (be sure) have experience in an area or on specific subject matters.
Summarize the points raised and ask the group to respond – agree or disagree? Correct or ..?
Divide them into pairs for a short discussion on a topic that pertains to what you just covered. (Gets them active after a period of perhaps monologue or exclusive dialogue.)
When the group seems lethargic consider an unscheduled short break
Do an impromptu energizing exercise (always have two or three of these in your back-pocket to employ when you see the need.
Expect some sluggishness in the period right after lunch for about an hour or so. Ensure your session design contains activities for this period – small groups etc.
Call it – sometimes a group is unresponsive, because everyone is thinking about an elephant in the room – some topic which should be discussed or settled which may not be on the agenda., but it is occupying the minds of everyone. If you know what it is, ask “Is ….. something we should discuss at this time?” if you do not know ask “Is there another issue that we should be covering at this time which may not be a scheduled topic?” [You would need to check in with the manager to ensure he wants to do it right away or later -schedule a specific date and time when he will deal with it. So call a short break if they tell you that something needs to be settled. To determine the”how” with the manager involved.)
These examples are not exhaustive, but they did help me out during those early years of facilitating sessions with groups and teams. I do trust they will do the same for you!
Cultural Differences Could Impact your Session
From a cultural perspective it is important to take note of cultural differences which may impact team and group dynamics during a facilitated session.
These examples could be tricky situations to navigate successfully, if you are not prepared to structure the process, the introduction and plan for the day in a way to ensure all participants see value in the time spent together. In some cases the answer may not be to have a facilitated session, but instead to have a series of meetings involving specific people from the participant groups. .
Some cultures expect the person in the front of the room to be an expert and if the facilitator asked questions of the group, his/her credibility may be at stake – in the mind of such a participant.
Valuing the goals that a sub-group brought to to the session, some cultures would expect that these goals may be more important than the goals set out for the session at the start.
Some cultures prefer to talk about practical examples during the session while others may prefer to talk about concepts. This could especially be apparent if a culture respects the resolution of disagreements privately instead of in a group context.
Physical activity or high-energy participant exercises may be seen as disrespectful or unsuitable behavior for senior level personnel in some cultures.
Asking questions or exploring concepts are not common across all cultures. Some participants from other cultures may find that approach alien and uncomfortable. They would expect the facilitator to simply give them the answers instead of asking the group to come up with the answer.
Use THIS LINK to read more about how to understand some cultural dimensions to consider as you plan to facilitate a meeting where there might be participants from multiple cultures.
Here is an example of how people from a Low Power Distance culture may differ from those coming from a High Power Distance culture in a facilitated or training sessions:
A new leader or manager has to quickly connect with the team and understand the objectives and issues around the team and their tasks if he or she wants to be effective in the shortest time possible. At times the team may know the person promoted to be the new leader or manager. The new leader or manager may also be hired from outside the company or someone who joined the team from a remote part of the organization where there had previously been very little to no interaction with team members. In all cases, the team members may have concerns and wonder how the new leader or manager will help the team and them as individuals succeed going forward.
The slides I am sharing can be used to facilitate a group session with the new leader/manager and the existing team. The focus of the session is to help them accelerate the connection and learning that needs to take place for the team to maintain momentum and reach their goals under new leadership. The session helps the team get to know the new leader/manager and voice their concerns. The new manager/leader also gets to know quickly what the team issues are and how the team feels about progress and possible team obstacles to success, which enables him/her to more accurately set the team’s priorities and focus areas for the next few months.
The resource includes some instructions for setting up the activities and also some timing estimates. The slides contain a basic ice breaker/check-in exercise at the start of the session. You could always change this activity for something that better fits with the group/team that you are working with, if needed.
For a simplified process of setting expectations with new leaders and/or new teams, you can download a file to help with that below.
Depending on how many issues the team has, the size of the team and how much they already know about the new leader/manager the entire session can take anything from 2 to 4 hours. If you are the facilitator you need to watch the time. Sometimes the first group discussion can take much longer than expected – when they share their answers. This means you need to plan up front : If they go over the planned timing for that portion of the agenda, will you let the discussion continue and defer the rest of the activities to a later date? Or what will you change to ensure you stay within the contracted time with the group while reaching the goals and objectives for the group session?
If time allows I strongly suggest that you include a team meal at the end of the session. This would allow for some informal social interaction between the new leader/manager and the team members, which further solidifies interpersonal relationships within the team and helps the new leader/manager have a good start with the team.
I am a strong believer in experiential learning – learning by or based on an experience and observation. Key learning points seem to be integrated faster and stronger when the learners are put in a situation where the skills they need to learn or apply are put to the test.
The exercise I am sharing (see download file below) is a group or team exercise focused on the style of a leader and how a leader approaches employee issues given their own background and preferences. The backdrop for the experience could be situational leadership or Emotional Intelligence for leaders. It is up to the trainer or facilitator to choose the right materials to suit the needs of the team or group.
The exercise requires some volunteers to engage in role-play based on specific scripts – included in the resource. There are “role sheets” to help those standing in as employees understand how that employee behaves and describes his or her style.
The key to this exercise is to showcase the possible dilemmas that leaders can face when confronted with employee behavior that seemingly goes against their own values or goals at work. The discussion after the role-play exercises is where the most value can be realized. Reflecting on what the group saw and experienced during the role-play and then relating that to their day-to-day work-life is where most insights tend to surface. This helps each leader determine how he or she could adopt a new mindset in dealing with difficult discussions with employees going forward.
This exercise works well for groups ranging from 8 to 16 people. Larger groups of 20 people or more can work too, but you may need to add in an additional step – a small group exercise. In that case, divide the group into smaller groups of 4 or 5 people and have them discuss the exercise debrief questions in the small groups before requesting each of the small groups to report back to the larger group for further discussion. You may want to consider an additional facilitator to assist if you are dealing with groups larger than 20 people.
Without emotional intelligence or a compassionate approach to interpersonal relationships even leaders with the best technical minds and education will never be great leaders with motivated followers. Exercises like the resource I share here can help trainers and facilitators bring home the importance of having the right approach and encourage a personal change process in developing leaders.
One area that often causes misunderstandings and frustrations in the workplace is when two employees have different interpersonal styles and ways of communicating and they do not get along. Being different from each other mostly means that they do not understand why the other party is doing and saying things in the manner that they do. Most of us do have the ability to make small changes to how we do or say things in order to improve collaboration and interfacing with others and this resource can help by creating awareness, which is the first step towards improvement.
The downloadable document I am sharing can be used for reviewing relationships with customers, other employees, work-related contacts, and even friends or loved ones. It helps you reflect on the interpersonal style that the other person displays in his or her behaviors. Building on this awareness this resource enables you to be more mindful of the best ways to interact with that specific person to have a better relationship with him or her.
Once you have awareness of how you can improve interpersonal relationships with specific people it may still be difficult to make changes to your own behavior for the betterment of the relationship. Should you get stuck once you have done the first part of the exercise, consider asking others for ideas on how you can best approach improvement in the key aspects you came up with. Depending on the current relationship you have with the person you focused on, you may be able to ask him or her directly. For example: “I noticed that you are very detail-oriented. Can you help me understand how I can better provide you with what you need in order for you to feel comfortable with my contribution on the projects that we are working on together?”
Uses for this resource include:
Own reflection and then taking action to improve on some of your interpersonal relationships.
Discussions with your coach on how to deal with some difficult individuals that you often work with.
Team-building – ask each team member to rate themselves on the items shown and then share with each other as a way to get to know each other better and improve interpersonal relationships on the team. (advocating).
Team feedback – Depending on the time you have available and the size of the team you may also ask each team member to map out each other team member using this resource. This means each person gets feedback from the entire team on how each team member sees them. The outcome could magnify self-awareness in the team and drive interpersonal relationship improvements across the entire team.
Misunderstandings can lead to a lot of misalignments between team members and can result in rework, which is a waste every project should avoid. Better interactions with others make the workday more fun and go a long way towards employees feeling more productive and effective at work.
Trustworthiness is the undisputed main characteristic that we look for in a leader and frankly also in any other person we encounter on a daily basis. Trust is a topic that is often discussed in a business context after employee satisfaction or engagement survey results are known in organizations. The topic also often comes up when leadership training or development is considered.
The resource I am sharing consists of some slides highlighting the nature and importance of trust in teams and then it has an exercise which you can do with a group of leaders.
You can use this (download above) file in a few ways:
As a quick exercise (about 20 to 30 minutes) with meeting participants where Trust and Leadership is the topic of conversation or discussion. For example: in a meeting to discuss a recent employee survey where trust came up as an area to be addressed.
As a sub-section within a leadership training course where Trust and Leadership is an aspect of the course.
As a coaching discussion topic where it is important for someone to learn more about actions and behaviors that can contribute to being viewed as more trustworthy.
These slides won’t teach someone all of the aspects of trust and leadership, but they do provide a context for you to explore the topic. You may always choose to follow-up with more exercises or conversations about the topic in future.
(Note that the last “Slide” in the resource is not for display purposes, but for you to print out so that the small groups in the exercise have a way to capture their thoughts while going through the exercise.)
A decade ago it seemed to be more common for employees to be on developmental assignments for longer periods of time. These days the duration of assignments seems to have become shorter. The required steps are not much different though.
It is vital for the organization to have a clear process around the mobilization, preparation, sustaining, return, development of assignees and there are multiple organizations (internally and possibly externally if outsourced) which need to contribute to the process in order to make the assignment a successful one for the company and the employee
Some of the biggest unintended outcomes of assignments are:
The employee (and/or family) did not fully understand what they were getting into and found it too overwhelming at the assignment location – wished to return earlier or resigned.
Employee did not understand how the assignment was adding to his or her skill sets or competencies and he or she ended up frustrated and demotivated.
Employee on assignment no longer felt connected to the home office and were anxious about what happens after the assignment – wished to return earlier or resigned.
Employees (and families) experienced a high level of anxiety associated with the assignments due to inadequate preparation and support before, during and after return to home location.
The process flow shared here shows a simplified version of how a developmental assignment should be planned and executed before mobilization, during and after an assignment has ended. It takes into account the logistics part, which may be an internal organization (Center of Excellence) or an outsourced party, the role of the manager, the role of the employee and how the Business Partner can contribute to ensure the entire process yields the desired outcomes. There are also some suggestions for surveys to capture any feedback to identify useful improvements to the process.
Make sure that managers are clear on the process, the various steps and the specific roles and responsibilities. Most employees will ask their managers for advice and information first. The role of the manager is very important to ensure future retention of the employee by staying in touch and ensuring the employee continues to feel valued by the organization during and after the assignment.
Create or outsource a solid assignment preparation program for employees (and families as applicable). This includes cultural awareness training, language training (if applicable) and developing the right mindset and approach to living in a new country for a period of time.
Apply attention and diligence when outsourcing logistics and defining the SLAs associated with mobilization. Lost goods, delays in finding accommodation, faulty or missing paperwork can cause a lot of unnecessary distraction and anxiety on the part of an employee on assignment. Conduct regular audits and have discussions with an outsourcing partner/COE using the surveys as a basis to provide input aimed at improving the experience of assignees.
Ensure either the Business Partner or the Manager has discussions with the employees to be sent on the assignment to ensure they understand how to leverage the opportunity to improve on their own skill sets/competencies and how they should contribute to the learning of those at the assignment location and again to the learning of those at the home office upon their return.
Preparation and Training
Training and support in these areas (see below) will help each assignee and his/her family – should they accompany the assignee – the best opportunity to understand the assignment requirements and the local culture better. And having an improved awareness will enable the assignee (and family) to have a solid plan of how they would set-up their start-up activities at the new location for a successful assignment experience and conclusion.
Being sent on an assignment is both an opportunity and a responsibility for the assignee. It can bring out the best and worst in a person as he/she (and the family) face huge life changes compared to life at the home office. The experience can lead to increased maturity, improved leadership skills and understanding and increased knowledge and skills if managed properly. As the manager, business partner or any other stakeholder in the process, it is important you ensure there is a clear process mapped out which details the various steps by process contributor and that each stakeholder is acutely aware of the bigger picture while performing own parts.