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How to prepare and conduct training: instructions for an HR manager (E. Mamonov)

Date the article was posted: 03/18/2015

Internal business coaches are always in demand in the job market. In order to conduct trainings, you need to have special training. But any HR employee can become a coach on their own. The main thing is to know the principles and techniques of conducting groups and constantly practice. Let's reveal the structure of training planning using the example of sales training.

HR managers are more often the organizers of training than the direct executors of it. This is due to the fact that it is more profitable to hire external specialists on an irregular basis than to create your own training center. But the situation is changing. Organizations grow, the number of employees increases, and one day the enterprise will need its own training manager or business coach. You can, of course, hire a specialist, but it is better for the HR manager to learn himself. Moreover, there is nothing complicated in the technology of teaching and conducting trainings. For an hr-manager, the transition to the position of a business coach means career growth and increased material income, because the salaries of trainers are higher than recruiters or HR inspectors.

Training is considered the most effective teaching method. It is assumed that, in contrast to the lecture and seminar forms of work, it allows you to acquire skills, and not just memorize information. Indeed, at the trainings, a lot of time is devoted to practical actions - exercises, role-playing games, discussions. But the most important thing is a special educational structure. In regular lessons, teachers also give practical exercises. For example, in language courses, the method of discussion, work in subgroups, etc. is actively used. But training becomes training due to a certain sequence of stages. There are usually seven of them:
1. Preparatory.
2. Acquaintance.
3. Activation.
4. Problematization.
5. Training.
6. Anchoring.
7. Feedback from the customer.
The stages should take place in this order. In this way, the optimal level of motivation of the participants is maintained. Let's consider all the stages in more detail.

Preparatory stage

The internal business coach plans the training content based on the wishes of the customer. This is most often the head of the department - the head of the sales department, if we conduct training for account managers. Typically, customers do not name specific skills and abilities that need to be taught. Typically, requests go like this:
- it is necessary for subordinates to work faster;
- they must sell very well;
- they should have a passion;
- subordinates should think better, etc.
Next, the trainer will have to translate the request for knowledge, skills and abilities and come up with specific training topics. There are two main questions that are important to clarify before training:
1) what should be the learning outcome (what to teach);
2) how to evaluate the learning outcome.

Example. Clarification of the learning outcome.
The management of a chain of furniture stores ordered an internal trainer to conduct a series of sales trainings for staff. It was decided to adapt the program each time to a specific retail outlet, because the store administrator knows better what knowledge gaps the employees have.
Store director Sergei V. formulated the end result as follows: "I need them to sell more." Business trainer Alexey V. answered that the sale includes several stages - establishing contact, presentation, working with objections, etc., so it is necessary to specify what to focus on.
The store manager believed that salespeople were afraid to take the initiative and be the first to communicate with customers. The trainer and supervisor decided that the workers should be equipped with the appropriate technicians. At the same time, employees experienced difficulties at all stages of communication with customers.
As a result, it was decided to conduct a classic sales training for retail store sellers.

It is very important to agree on how to measure learning outcomes. This is necessary for both the trainer and the client. Sometimes there are unpleasant situations when the coach has completed the work, but the manager is unhappy. At the same time, he really cannot explain the essence of the claims. It is better to agree in advance on the criteria for the effectiveness of training.

Continuation of the example. Assessment of learning outcomes.
Alexey suggested measuring the level of theoretical knowledge of sellers before and after training using a standardized professional test, which included tasks of this type (example of a question):
1. How to ask questions when identifying customer needs (choose the correct option)?
A. Very quickly, so as not to give the buyer doubts about the quality of the goods.
B. Ask open-ended questions first, then closed ones.
B. It is necessary to demand from the buyer specific characteristics of the product (thickness of the countertop, color, etc.). If he cannot decide, then you should not waste time on him.
D. There is no need to ask questions, it only distracts the buyer from making a decision.
Similar tasks in the test covered every topic of sales training. The questionnaire helped to identify knowledge gaps. The coach presented the results of the survey in the form of a table:

Surname I.O.	Percentage of correct answers
S.A. Vetrov
Kuropatkina S.S.
Lyubimova E.G.
Semenova K.D.
Turkaeva N.N.

As an additional indicator of training efficiency, we decided to use another indicator - store conversion. The director complained that the sellers did not approach the buyers, were not active, and the conversion indirectly allows determining whether the employees after the training began to show more attention to the customers. The seller's job is to turn the visitor into a buyer. The more buyers, the more checks are made at the checkout. Therefore, the conversion is calculated as follows:

Conversion \u003d Number of checks / Number of visitors x 100%.

We made calculations. It turned out that the average conversion per week of work is 40%. This means that every fourth visitor becomes a buyer. The rest enter the store, but do not make purchases.

There is no need to discuss specific methodological techniques with the customer. Some internal trainers, in order to "fill their own worth", begin to say that they conduct role-playing games with ulterior motives and discussions in subgroups, list different techniques. Such abstruse conversations tend to generate negative reactions. The leader can get irritated, not understanding the essence of pedagogical techniques, or begins to delve into the details, gives advice. Sometimes customers monitor the trainer's work, for example, asking their employees if they have done an exercise that he advised to conduct.

Dating stage

The acquaintance stage is already the beginning of the work of the study group. The work of an internal coach (and indeed of any business coach) has interesting specifics. Conditionally, this profession can be attributed to the service sector. The coach provides certain services to other people, as well as the hairdresser, taxi driver, teacher. But the process itself is very different. For example, the task of the hairdresser is to make the hair the way the client wants. But the goal of a trainer is to satisfy both the client (a member of the study group) and the customer. The training is assessed by both, and the criteria of effectiveness differ.
The training participants have their own understanding of what effective training is. At the stage of acquaintance, the trainer talks about what the training is about and what its goals are. At the same time, the facilitator finds out whether the vision of the training participants' goals coincides with the opinion of the customer.

Continuation of the example. Acquaintance.
When the training participants sat in a circle, business coach Alexey said that the purpose of the training was to increase the level of knowledge in the field of sales. He voiced the opinion of the management that salespeople are uninitiative, do not know the techniques of starting a conversation, and generally do not know the stages of sales. The trainer also reported the results of the professional testing.
In response, employees began to say that they are experienced salespeople, and the bosses "themselves do not know what they are doing." In their opinion, little funds are allocated for advertising, so sales are not growing, and the professionalism of the staff has nothing to do with sales growth. In addition, they suggested that the coach influence the management of the company so that their salaries finally be increased. In this case, they promised, sales will certainly increase.

The information obtained during the acquaintance serves to highlight the accents during the training. The most important thing that the presenter learns is the attitude with which the participants came.
Sometimes the group is loyal to the training procedure. This happens if the employees were informed about the training in advance, goals and objectives were announced. But it happens differently, when people were "herded" for training with the words "go, let your brains be adjusted there." Here the trainer needs to be careful and plan the content of the session in such a way as to correct the negative attitude of the group.

Activation phase

The acquaintance lasts an hour and a half. After the goals are clarified, the trainer introduces the participants to the topic. Depending on the training and condition of employees, various options for activation are possible.
Sometimes a group can be immediately "thrown into battle". In this case, the trainer gives practical exercises where you need to apply all your skills. Usually, these are practical exercises close to real work. At the same time, rather complex situations are modeled in role-playing games. In managerial skills training, a "hard conversation" with an undisciplined subordinate is sometimes simulated; in sales training, a conversation with a difficult client is simulated.
But more often a milder option is used - a group discussion, a discussion with moderation. Very often, coaches show videos where a person finds himself in a difficult situation related to professional activity and makes mistake after mistake.
At the stage of activation, participants should consider what gaps are in the work in general, what shortcomings are encountered in their activities. It is not yet about the own ineffective behavior of each employee.
This stage of training is similar to other forms of training. For example, lecturers often begin lectures by highlighting the range of problems their discipline faces.

Continuation of the example. Revitalization.
Business coach Alexei chose a "soft" introduction to the topic. Firstly, the sellers showed a low level of theoretical knowledge, and secondly, they did not realize that they were responsible for the level of sales in stores. This combination of diagnostic data suggests that if the group is given a serious task, there is a risk that many will not cope. Plus, mistrust of the method of work can arise, and this will cause a decrease in motivation.
The business coach held a discussion on the topic "What helps me and what prevents me from selling." The whole group was divided into subgroups of 3 - 4 people. Then, representatives from each subgroup listed which factors help and hinder personal sales. The results were recorded by the trainer on a piece of paper on a flip chart.
After the discussion, Alexey drew the attention of the participants to the fact that the success of sales depends on the actions of the seller. And once again, already relying on the material of the discussion, he emphasized that during the training the skills that the participants need will be honed. "You pointed out that it is important not to interrupt the client, and in the training a whole module is devoted to this -" techniques for identifying needs, "said the business coach.
Thus, it was possible to remove the initial negative attitude towards learning, which was diagnosed during the meeting.

Stage of problematization

At the previous stage, the participants understood what the content of the training would be, and got used to the method. Now they must become aware of their own skills. As a rule, people believe that they never make mistakes and know everything they need. Failure to recognize one's own imperfections interferes with the creation of learning motivation. Is there anything you can teach your ideal employee? Of course not. Therefore, a person needs to be shown that he does not know much, to outline the boundaries of personal incompetence.
At this stage, the coach is tough. Its task is to expose individual knowledge and skills gaps. This is the centerpiece of the training. For seminar or lecture forms of work, it is not typical to focus on the skills of each student. There it is enough to talk about problems, find out opinions, hear reports.
At this stage, coaches usually conduct a role-playing game, where the task is quite difficult to complete. For this, a so-called latent motive is introduced. The participant must, using his skills, complete the professional task. In sales training, you need to make a conditional sale, in management classes you need to convince a subordinate to do the job, and so on. Participants playing the role of customers or subordinates are explained the condition under which actions of the active participant they show the desired behavior (buy, make concessions, enter into a position).
After the game, the coach provides feedback on which actions helped and which hindered the task. At the same time, negative feedback is about 60%, and positive feedback is about 40%. This is one of the key points of the training. If you focus only on the shortcomings of behavior, then the participant can go into a "defensive", starting to behave negatively in relation to the training and the coach. Or he will become so discouraged that he will cease to show any activity.

Continuation of the example. Problematization.
Alexey offered to play a role-playing game "Selling to a Difficult Client". The actions were recorded on a video camera. Participants were selling a kitchen wall in a furniture showroom. The coach himself was the "difficult" client. He agreed to "buy" if the salespeople guess his true motive (a gift to a colleague) and give the presentation correctly. The participants made several common mistakes.
While watching the video, the business coach drew attention to the fact that sellers do not listen, interrupt, try to teach the buyer and, as a result, make an illiterate presentation. It was very noticeable in the video.
Alexey pointed out to everyone what to work on.

Learning phase

When the group is prepared to receive information and is eager to acquire new knowledge and skills, you can proceed to the actual training. It includes different modules (topics), and each module is studied according to the "information - practice - action" scheme.
First, the business coach gives the theory (information), then the participants are practically engaged in subgroups - "twos", "threes" or in the discussion mode (working out), and after that a role-playing game (action) is performed. At the end of the training, a final role-playing game is usually launched, where skills are developed on all topics studied.
At the training stage, positive feedback prevails over negative. In other words, the coach must "catch" the positive moments and record them. If you continue to problematize the group, the motivation will decrease. Participants will no longer trust the "fastidious" trainer.
Point out mistakes gently. Suppose a training participant, speaking about the properties of a product, inaccurately spoke about the advantages and benefits of a purchase. The coach must show how the presentation will look more effective, bring specific phrases and words.

Continuation of the example. Training.
For shop assistants, the training phase looked like this:

Training module
Establishing contact
Information	Distance, psychological space. The meaning of a smile, how to smile correctly. Referring to a customer by name
Testing	1. Exercise to understand the readiness to make contact "Likes - does not love". 2. Exercise to establish distance. 3. Establishing eye contact "Catch the eye"
Act	Mini-role-playing game "There is contact!" - enter into communication with a taciturn buyer
Identifying needs
Information	Classification of needs. The Law of Hiding Needs. Active listening techniques
Testing	1. Game "Guess the need". 2. Work in subgroups on the use of active listening techniques. 3. "Guess the need" for commands
Act	Role-playing game "Forgetful customer". It is necessary to help the client "remember" what and why he wants to buy
Product presentation
Information	Technical characteristics and consumer properties are the difference. The scheme "need - effect - argument"
Testing	Moderated discussion, drawing up "Furniture Effects Map"
Act	Mini-presentation "Speech at the exhibition"
Work with objections
Information	True and False Objections. Objection handling techniques
Testing	1. Exercise with a ball "Objection - answer". 2. Written exercise. Drafting answers to objections to furniture quality
Act	RPG "Return of goods"
Completion of the sale
Information	Training video "Completion of the transaction"
Testing	Discussion "Applying Sales Completion Techniques". The results are recorded in the table "Situation. Technique"
Act	Role-playing game "Sale at an exhibition"
Final action	Role-playing game "Selling in a store". The classic situation of communicating with a client. The training participants must apply all the knowledge and skills gained during the training

Anchoring stage

After the training is completed, you need to make sure that all the knowledge gained during the training is recorded. First, management can ask employees what were the most important ideas they took from the training. Secondly, employees must understand for themselves what the training has given them. Thus, a positive attitude is formed towards training as a form of personnel training.

Continuation of the example. Anchoring.
The business coach suggested two reinforcement exercises. The first is the “What's Most Important in Sales” experience awareness exercise. Participants silently, in turn, approached the flipchart and wrote down the factor that contributes to successful sales ("Take a break", "Speak the customer's language", "Speak with effects", etc.). The trainer then photographed the recordings and emailed the participants.
The second exercise is "Suitcase". One participant walked out the door, and the group discussed which two qualities help him to sell, and which hinder him. The results of the discussions were recorded on a piece of paper. This leaflet was then given to everyone. Thus, everyone had information about their strengths and weaknesses.

Sometimes, at the end of the work of the group, the trainers hold a general discussion on the topics "What new I learned at the training", "Main conclusions" and the like. Participants' statements are recorded and sent to each letter by e-mail. Thus, everyone has a "squeeze" of knowledge, the result of training.

Customer feedback

The training begins with working with the customer and ends with the presentation of the results.

Continuation of the example. Feedback.
Re-testing was carried out two days after the training. A week after the class, the conversion was measured and the results were presented to the customer.

Surname I.O.	Percentage of correct answers before training	Percentage of correct answers after training
S.A. Vetrov
Kuropatkina S.S.
Lyubimova E.G.
Semenova K.D.
Turkaeva N.N.

Average conversion per week of work \u003d 76%.
It is obvious that the level of theoretical knowledge has grown significantly, and this indicates the effectiveness of the training. The quality of service has also improved, and it was reflected in the conversion. Thus, business coach Alexey has fulfilled his task.

What should you keep in mind when planning a training?
First. The results of the work are discussed with the customer before the training and are "digitized". Management does not like it when learning is done for the sake of learning. The management is waiting for business results - sales growth, plan fulfillment. Therefore, the criteria for effective training work should be not only knowledge, but also indicators of service and sales.
Second. In the training, the stages follow one after another, you cannot skip them, otherwise the dynamics of the training will "break". If, for example, you skip the acquaintance stage, then the participants will not be included in the training. They will constantly resist instructions, express doubts about the appropriateness of training.
Third. Only at the stage of problematization should there be more negative connections. At the rest of the stages, the emphasis is on the positive aspects.
Fourth. The presence of a "dry residue" is required. Participants should take information about themselves and important ideas from the training in the form of abstracts. It is necessary that this knowledge be recorded in writing.

“Doing the same thing as yesterday, or even 5% better than yesterday, is no longer a formula for success. To survive and compete effectively in the new reality, significant changes are needed. "
/ John Cotter /

Training traditions

What are the trainings for? To create situations as close to reality as possible. During training, a sports coach brings the conditions for developing skills as close as possible to the reality of the competition. If the players trained on a soft and safe surface, and then went out on a hard playing field during the match, they would be unsuccessful.

What do we do at business trainings, mindlessly cultivating the traditions of their conduct? We separate our employees from the reality of the business as much as possible.

Conducting training we start by introducing the rules. Imagine a company employee at his workplace in an office (store, warehouse, office, etc.). He comes after the training and begins to live according to the training rules - “we speak one at a time,” “I am a statement,” “we respect everyone’s opinion,” etc. At the same time, the employees around him continue to live according to their usual rules and norms of behavior. At the very least, how will colleagues react to his new behavior - they will ask if he is ill?

When we describe this situation to coaches, they start laughing - they realize the absurdity of what they are actually doing with the rules.

When we ask them why they necessarily begin their trainings with the adoption of rules of conduct, we get similar answers: "Without them, we will not be able to control the behavior of employees." Think about it - a coach whose competence includes managing group processes and teaching the skills of successful communication of employees is afraid that without rules he will not cope with the group.

What effect do we actually achieve by thoughtlessly and according to some generally accepted standard introducing rules into our trainings?

Employees cease to relate the training situation to real activities. And, as a result, the skills that we are trying to form in them at the training, they also do not transfer to their work. Many trainers say that what happens during training cannot be applied to their work.

It turns out that coaches, creating a different world at the training, form skills for this other world, and not for real life.

For example. Colony psychologists periodically conduct trainings for prisoners. But their trainings are as close as possible to the reality of the participants' existence in harsh conditions of confinement. In this regard, they say: “After our trainings, the prisoner must return to the bunk and survive there. We understand that we cannot change the unspoken rules of the colonists. We can create additional resources for the prisoner to survive. There are no generally accepted training rules at our trainings. "

Role of the coach

“Be eaten alive or change! The eternal search for sustainable competitive advantage leads us, paradoxically, not to the realm of numbers, but to the realm of morality. "
/ Jim Clemmer /

The trainer's usual maximum activity during the training causes the opposite effect for the participants. The more the trainer is involved in the training process, the less participants are involved in it. The training participants turn out to be completely dependent on the trainer's actions. They expect him to tell them what they have to do, what questions to answer. They can afford to behave passively while waiting for the coach to activate them. They may behave aggressively, waiting for the coach to calm them down. The trainer is responsible for all training events.

At one of the trainings for trainers, the participants had to develop an exercise "Dealing with objections during sales". The purpose of the assignment is to maximize employee involvement in work. The trainers themselves played the staff at the training. After a little preparation, the group identified a trainer who demonstrated a set of techniques that, in their opinion, involve the participants in the training.

The coach entered the classroom and asked everyone present to sit in 4 chairs. Seven participants in the training sat tightly on 4 chairs. Then the trainer took the handouts from the participants. After that, the trainer said that the training would start only in 2 hours and went out the door. A few minutes later the trainer came and asked the participants: “Is my behavior comfortable? Tell us about your feelings? Was it pleasant or unpleasant? "

The group began to talk with interest and humor about their feelings, which were not at all related to objections and resistance. The coach began to "pull the situation" by the ears. Further I quote the dialogue between the trainer and the group.

Coach: "But you are not comfortable sitting?"

Joyful group: “Convenient! It is very good for us to snuggle up to each other! "

Even more perplexed coach: "But you were upset when I took all the materials from you."

Group: "What are you, we don't really need them."

Coach: "But you didn't like that I left for 2 hours."

A group with a mock intonation: “I liked it! We just didn't believe you! "

Then the coach had no choice but to say: “Well then, imagine if you didn't like it all. This would be your resistance to me and your objection to my actions. That is what an objection is - we will sort it out now. "

To the question: “What did the coach do wrong?”, The participants answered: “He chose the wrong situations for us so that we would start to object”.

Coaches were so included in the usual roles of leaders responsible for the behavior of the group that even with a vivid example of the coach's full responsibility for what was happening, they saw the problem not in the coach's behavior, but in the content of the task.

In the example given, the trainer himself came up with situations to which the listeners should begin to object.

If the responsibility for training during the training is shared between the participants and the trainer, then the situations of objections should have been invented by the employees themselves. For example, you could organize the beginning of such a training as follows: "Divide into two subgroups and come up with tasks for the participants of the other group to which they will start to object to you." Another group receives exactly the same assignment. Then both groups take turns demonstrating what they came up with. After they replay the imaginary situations, the trainer asks each subgroup to identify what raised the objections, as well as what the participants did to cope with the objections raised and get their way.

In this version of the training, the coach's role is more of a moderator of the process. He should stop the work of subgroups during the time, focus the participants' attention on the identified behaviors.

The trainer, together with the participants, summarizes the identified behaviors and gives them the opportunity to check how they work in the practice of their actual sales. In this version, the participants act as co-authors of the created methodology, and they do not have any resistance to using it in their activities.

Training objectives

“Trainings are often carried out retroactively, without considering the organization’s strategy and without planning positive changes at the end.”
/ Jim Clemmer /

How to conduct the training? What really needs to be formed in employees so that they become more effective after training? Just three things:

• The ability to analyze one's own behavior, since without introspection it is impossible to change it.
• Responsibility for the work entrusted to an employee in the company.
• Striving for achievement, i.e. desire for continuous improvement and development.

Regardless of the topic of the training, its success is created only when employees have access to these three components.

What goals do trainers achieve by conducting traditional trainings? Let's take the most common training, sales education training, for example. Any salesperson of the company undergoes this training more than once, and if he moves from one company to another, then many times, gaining experience not so much in sales, as knowledge of the methods of conducting these trainings. Any experienced salesperson will recount the stages of sales by heart, but will not actually complete half of what they know.

Checklist checks (seller appraisal sheets that list the sales steps and the skills that the salesperson must demonstrate) that monitor the supposedly mandatory sales steps reveal the worst performers among the most successful and experienced salespeople. What is the reason for this? Successful sellers understand the artificiality of the created methods and start selling based on their experience of communicating with different categories of buyers. The question arises - why at sales trainings repeatedly remind successful salespeople what they really don't do? What is the purpose of such sales training?

We know that we continue to train experienced salespeople to sell more. How can they start selling more? Due to all the same three components that we have cited above: analysis, responsibility, striving for achievement. Are these components formed during sales trainings? Surprisingly, during the training, exactly opposite qualities are formed. In fact, by conducting training, we, for the most part, worsen the work of the seller. What and when the salesperson should analyze when the coach does not let him open his mouth during the training. He constantly guides, reminds, points out, says what exercise needs to be done, draws conclusions, gives ready-made materials. What kind of responsibility can we talk about when all responsibility for the learning outcomes lies with the trainer, the seller only needs to evaluate him. Who strives for achievements in sales training, if not a trainer, recruiting new exercises for a variety of sellers' pastime.

It's no secret that sellers perceive such trainings as an obligation, a break from work. They require additional motivation in the form of days off for their training at the training.

When reviewing salespeople arrive, they pretend to follow the necessary sales rituals. When the check goes away, they start selling using common sense. The sellers of one salon said that when employees of the training center came to them, they immediately began to make a characteristic inviting hand gesture and say the necessary phrase "Welcome". When the inspectors left, they sighed with relief and simply greeted the customers, like normal people.

Evaluation of trainings

"... of all the decisions a manager makes, none is as important as the decision about people, because people determine the performance of an organization."
/ Peter Drucker /

Another aspect of training, closely related to the fact that the trainer is used to considering himself responsible for everything that happens during training, is the post-training assessment of the training by its participants. What do the participants rate? The trainer, his materials, how he organized the training, how interesting, useful, exciting was it for them, etc. Think about what we are doing. Instead of evaluating the work of the training of the employees, the employees evaluate the work of the trainer.

Imagine a lesson at school, after which each student in his diary evaluates the teacher's work - how much he liked, what he liked, what he understood or did not understand, etc. Imagine what a joy it will be for poor students, slovens, etc. They will demand more fun, pictures and attention from the teacher. Each unfulfilled lesson will be considered from the point of view that the teacher was not emotional enough, did not motivate and did not give the necessary materials.

How can we talk about the motivation of employees to learn and responsibility for the application of the acquired skills in the workplace, if at the training itself they are as spectators who evaluate an entertainment event?

And the coach at this time, being dependent on the opinion of the audience, tries to be good for them.

What is the tradition of post-training assessment for the participants in the training? Only one thing - lack of responsibility for their own learning and development. All responsibility is shifted to the trainer, training center, etc.

Moreover, this tradition forms a similar attitude among leaders. Many leaders say: "The training center is responsible for training, even if it thinks how to motivate my employees to learn and let it be responsible for improving their effectiveness." Isn't it a convenient position of excluding oneself from responsibility.

Imagine a situation in a company when the head of the selling department says to the head of the purchasing department: "Our business is to sell, and what we sell is already your business, and we are not at all interested in the parameters of the goods that you are purchasing." Nonsense, you say. In this case, the company does not work as a whole. But why do we separate learning from the company's business processes? Why is this separation taken for granted?

Learning outcomes

“There are many Messiahs promising a bright future. There are not enough masters building the future "
Vladimir Mikheev

In our striving to regulate everything, we begin to do this with what does not lend itself to regulation - with human relations, learning situations, etc. The management of the company is also involved in this, striving to reveal the effectiveness of training through formal digital indicators. At the same time, the management is always dissatisfied with the criteria for assessing the effectiveness of training, since it is not involved in the process of this training. Management is left out of one of the company's most important business processes. It puts this process in the hands of novice coaches, saving on salaries.

Aspiring trainers learn to teach by making mistakes and thus reducing performance. Why do we carefully select a financier, but believe that everyone can teach? Why do we believe that an accountant's mistake is detrimental to the business, and a mistake in training does not affect anything? Because the accountant's mistake is immediately visible and can be corrected. An error in training is not immediately visible, but has a prolonged effect for a very long time. But the management doesn't think about it.

For example, a foreign trainer who conducts a trainer in a Russian company, during his training, emphasized the phrase “It is necessary to select employees for a long time and carefully, they must be fired quickly”. After that, the director of the company began to get rid of, without hesitation, the heads of sales departments, experienced salesmen at their first mistake. As a result, the competing company received trained personnel, and the director had to train novice sales managers who did not know the product well for a long time. Sales fell, while the motivation of those who remained fell.

It is known that in a financial crisis, training departments are the first to be cut. And rightly so. In the form in which most of the training departments exist and work now, they are not needed for companies.

But these companies still need to train and develop their employees. The reduction of training centers does not mean the elimination of personnel training and development. This means a transition to a new level of building a training system.

How to conduct trainings correctly? Employee training and development should be an integral part of managers' work. Leaders must become specialists not only in their professional field, but also in the field of mentoring, coaching, tutoring, and team management. Responsibility for the training and development of employees in the company should be evenly distributed between the training center, managers and the employees themselves. Only in this case we will receive systematic low-cost internal corporate training aimed at increasing the company's efficiency. Only in this case the mentoring system will actually start working in the company without additional material motivation. Only in this case it will be possible to talk about the creation of a self-learning company, which will be more competitive in the shrinking crisis business market.

“Each radical idea triggers three stages of response: 1. It's impossible, and don't take my time! 2. Maybe so, but, really, it's not worth taking on this ... 3. I always said that this is a great idea! "
(Clark's Law of Radical Ideas).

Any training program consists of mini-lectures and various exercises. And there are only five types of exercises. In the last article, we looked at warm-up exercises in detail. And today we will also analyze in detail basic exercises.

They are also called thematic.

• These are exercises that directly train the skills for which the participants came to the training.

These are the main exercises in training. Hence their name. At the oratory training, these are exercises that form the ability to speak to an audience, the ability to gesture correctly, and the ability to answer difficult questions. In sales training, these are exercises that develop the ability to clarify needs, use a funnel of questions, work with objections, etc.

• In skill training (whose task is to develop the necessary skills) precisely main (thematic) exercises should take up most of the training time. Up to 70% of the total time.
• Have motivational trainings the task is different - to create a powerful motivation for the participants to change, to form in them important realizations about themselves, about relationships, about the world. Such trainings may contain very few basic exercises, and sometimes even do without them.

How do you know whether this is the main exercise or not? Easy. You just need to ask yourself a question: what skill does it train? If the skill is not being trained, then it is not the main exercise.

An important condition for the main exercise is that it must be built in such a way that all training participants had time to work... The main exercise, where only a few people from the group have trained, is unacceptable. After all, all participants are equally entitled to receive the skills for which they came to the training.

therefore the main exercises are most often done in pairs or threes ...

And also in mini-groups of 4-6 people. These configurations make it possible to make sure that all participants in the training have time to work out the skill.

For example, we are conducting a public speaking training, and we want each participant to come out in front of the group and give a pep talk for 3 minutes. Let's say we have 16 participants at the training. If everyone goes out to the general circle and performs, it will take us more than 2 hours: 3 minutes. per performance plus 5 min. for feedback (after all, many will want to speak out, after all, training in public speaking), a total of 128 minutes per group, plus the legendary "this and that" ...

Usually, when conducting trainings, we try to do as much as possible, and traditionally there is not enough time. Exercise for 2-2.5 hours is a luxury. And another important point - the group will get bored, the energy, involvement and motivation of the participants will "sag" strongly if we do the same thing for 2 hours.

What is the way out? There are two ways out:

• Reduce the number of speakers. We propose to speak 4-5 "the most daring". For them it is a huge experience. After analyzing the pros and cons of each performance, we proceed to a mini-lecture on the tools of effective and incendiary performance. A good option! It just won't be the main exercise anymore, because the majority of the group didn’t practice anything in it.
• Divide participants into mini-groups. For example, 4 “most daring” participants perform for a general group, they are given detailed feedback under the guidance of a coach. Then we form 2 teams, in each of which there should be 2 people who have already performed (let them be the "team captains") and 6 who have not yet performed. Now in mini-groups it is necessary to continue the work so that everyone can speak. “Captains” organize the process and quality feedback. The coach approaches one or the other team, helping in feedback.

What we have in the second option:

• The time is reduced from 2 hours to 1 hour and 20 minutes.
• At the same time, all participants train the skill.
• The tone and involvement of the participants was at a much higher level, because they worked independently, were involved, involved.
• Plus, we gave an opportunity to be an active participant in the role of "team captains", which is good for group dynamics, since it will accelerate the distribution of roles in the group. But this is a completely different story ... And we will definitely analyze it in our subsequent articles.

If you need to further reduce the time - that means we let 3-4 active participants speak, then we form 3 teams, each of which will have 4 non-performing participants. By time we get about 1 hour. And all of the above listed advantages remain.

To do more than 3 teams within the framework of our conditions (16 participants) is no longer justified. The feeling of speaking in front of an audience will be lost if only 2-3 listeners are sitting in front of you. Here the trainer always needs to look for a reasonable compromise so that the load on the participants is maintained and time is saved.

Basic exercises are large-scale, lengthy exercises. They often take from 30 minutes to 1.5 hours. Since each participant must thoroughly work out the skill that is laid down in this exercise, then everyone needs to be given enough timeso you don't have to rush. And it's just as important to give enough time for feedback, because it is no less valuable in basic exercises than the working out itself.

When colleagues bring me their new training programs with a request to look at them, make corrections and I see that 10-15 minutes are allotted for the main exercise, this immediately raises my doubts. Well, it does not happen like this)). Or the skill is chosen too small. Or not enough time was given to work it out. Or, as a result, not everyone participates ...

Where do you get the basic exercises?

The good news is that they are easy enough to create yourself! We just take situations, life cases related to the topic of our training and shift them to exercises. Shall we create?

• Sales training? Let it be a pair exercise. One is the seller, the other is the buyer. The seller needs to sell the product we offered to the buyer according to the scheme we gave. For example, we just learned how to build a question funnel to clarify customer needs. The seller's task: using this "funnel" to make a sale.

How much time to give to work? Since the “funnel” is new, the participants will have to think carefully, choose the right words, so a lot of time needs to be given. For example, 7-10 minutes to work one way. The timing, of course, also depends on the complexity of the product.

Immediately after the time to “sell” is over, the required component is the feedback within the pairs. This is extremely important. Feedback allows the “salesperson” to reflect on his work, to speak his feelings without accumulating them. Feedback allows both participants to reinforce their understanding of the question funnel.

• An exercise conducted without feedback (immediately after the completion of the "sale") loses in its effectiveness up to 50%!

What is the best way to build feedback on core exercises?

1. First, it is always better to let the person who “sold” speak up: What are your feelings? How effective was the "funnel" in his opinion?

2. Then give the “buyer” an opportunity to express their opinion: Was the “funnel” effectively used? What turned out well? What else should you pay attention to and improve?

3. If we plan to display feedback on the general circle, then first it is better to give the participants an opportunity to express themselves within the pairs, and only then to display it on the whole group.

But back to creating the basic exercises. It's just as easy to come up with basic exercises for any other training topic:

• Influence training? You are welcome. We are looking for cases from life where the ability to influence is important. Participants in pairs. One side is the driver who broke the rules because he is in a hurry to get to the airport. The second side is the traffic cop who stopped him. It is important for the driver to convince the traffic cop to let him go as soon as possible and without fines.

We ask ourselves, where else in life are there bright cases of influence? For example, one of the couple is an official who may or may not give the necessary certificate (he will make the decision). The task of the second is to convince the official to issue such a certificate within 7-10 minutes.

• Interpersonal training for couples?And we want to teach the participants to negotiate. Fine! This means that one will play the role of a spouse, the second - a wife. And they need to agree in 10-15 minutes: they will buy a car (desire of the spouse) or new furniture for the kitchen / fur coat (desire of the spouse). The amount of money is limited - either one or the other, the floor of the car and the floor of the fur coat - you can't :-). Agreeing!

Sure, it is logical to put the main exercises after the mini-lecture, in which you gave a certain scheme, which you need to work out in this exercise. In our examples, we will give before the main exercises a "question funnel" diagram, "effective persuasion algorithm" and a mini-lecture on "how easy it is to agree in a couple." By the way, we will also talk about how to make a strong, memorable mini-lecture in one of the subsequent mailings.

As you can see, creating basic training exercises is easy enough. If you want to add ready-made and "tasty" basic exercises to your piggy bank, you can always purchase them in our section "Exercises for trainings". Filter "basic exercises" and choose what you need!

And it remains for us to consider 2 more professional coaching points:

• Couples or triplets? What to choose?

All our exercises can be done in threes. Then the third will play the role of "observer".

What are the pros and cons of the observer? He, as a person who is not involved in the sales process, will give more objective and deeper feedback. This is a plus. It takes 1.5 times longer for everyone to work. This is a minus (although sometimes a plus :-)). Since all members of the troika will go through 3 sales circles, the skill will be mastered at a much more stable level. This is undoubtedly a plus!

So, working in threes (in comparison with pairs) gives a deeper level of development, forms a more stable skill, but it takes more time.

It is also worth considering that working in threes requires a certain level of trust in the group. Just “sell a product to a colleague” or “sell a product when an observer is watching your sale” - for most of the training participants these are “two big differences”.

Therefore, at the first stages of training, it is better to give work in pairs. Working in pairs builds trust most quickly in the group. When the trust is formed and the participants are ready to work openly, we give the basic exercises in threes.

What product to sell in the main exercise?

There are 2 main options here: to build a sale on a real product - the one that the participants sell in real life. Or on an unreal product for them, with which they do not work in life.

Many trainers choose to always work on a real product. And they are wrong. After all, mastering a new way of acting on a real product is much more difficult!There are a lot of "tails", past experiences that lead to the usual way of selling, the participants "slide" into the "way they have always done", and do not practice the scheme suggested by the coach.

The more difficult the skill, the more important it is for the participants to really master it - the better it is to do it on a product that is “unreal” for them!

Do they usually sell cars? So, let them sell phones in the main exercise. Or let them sell each other a can of coffee according to your proposed scheme.

By the way, the more unusual the “unreal product”, the more it increases the involvement, energy of the participants, their interest in the exercise.

For example, the task “to sell a hairbrush to a bald man” or “an Eskimo snow” usually helps not only to train the skill, but also greatly invigorates the participants.

Of course, having mastered a new skill on an unreal product, it is imperative to then transfer it to a real product, to give the participants the opportunity to shift it to their own specifics.

Therefore, experienced trainers often give 2 main exercises for an important skill:

• The first is simpler. In pairs and on an unreal product.
• The second is more complicated. For example, in triplets and on a real product.

And then the skill is really formed! And our trainings become truly effective!

Well, it's time to finish already ... I want to say so much that I just can't write short articles)). Let's take a look at the sweet an example of a real basic exercise for sales training.

The trainer in a mini lecture introduces the group to the technology of a competent CPV proposal:

• Traits (red)
• Benefits (brightly, stands out from others)
• Benefits (they will pay attention to you)

Then he gives an exercise, let's call it "The finest hour":

After we learned about the NPV proposal algorithm, it would be logical to work it out, as they say, on "cats". Plastic cups will act as cats in our case.

Each team needs to come up with the maximum possible number of NPS chains per plastic cup. This work is given 10 minutes.

Then we will play an analogue of the once popular children's program "The Starry Hour". One team names their NAP chain, the other must name theirs. And so, in turn, until the list or fantasy runs out. The interest is that chains must always be new and it is impossible to repeat already named chains, including those named by another command.

But I hope everyone understands that there can be one feature, but there can be several benefits and advantages from this feature and, accordingly, several chains of NPV can be built on one feature.

The groups take turns calling the NEP chains until they run out. The coach comments on the chains, if there are inaccuracies in them (for example, the advantages and benefits are confused), corrects, prompts.

Time for the entire exercise: about 30 minutes.

Required Resources: Plastic cups by number of groups.

• Is this the main exercise? Yes.
• What skill does it train? Build chains according to the NPV scheme.
• Does everyone participate? Yes, everyone participates in mini-groups in the discussion and development of chains.
• Is the exercise built on a real or unreal product? On the unreal (plastic cups). This means that the CPV scheme will be assimilated faster, and the exercise itself will be cheerful and energetic.

After this exercise, it would be appropriate to give one more basic exercise for training CPV already on a real product in order to consolidate the skill and integrate it into the participants' situation.

Here we are already giving birth to whole pieces of trainings!

One of the most promising vacancies today is the vacancy of a business coach and personal development coach. People who are able to conduct high-quality and interesting trainings are especially in demand in the modern labor market.

And this is not at all surprising, because a coach must not only be well aware of the theory and practice of his work, but must also take full responsibility for the results of his students' activities. Of course, in this case, the persons must be specially trained.

But few people know that if they wish, for example, a representative of the personnel service can independently master the skills of such a "profession" and become a successful leader. Let's figure out how to conduct the training yourself and what organizational issues are important to take into account.

For those who are interested in how to conduct trainings, it is important to understand what it is. It is worth saying that training is primarily educational activities (the psychological definition of the term comes from the English phrase "to train", which translates as "train" or "teach").

They are conducted in an atypical way for other similar activities and therefore help to create an optimal basis for the rapid assimilation and development of certain knowledge and skills. Note that everyone who has ever participated in the training remembers not only the event itself, but also all the information that they were taught during the event.

Let's start again: the main theses and secrets of success

Given the high success and popularity of trainings, you need to know what their secret is. And the high productivity and efficiency of trainings completely depends on several components at once:

• A carefully drawn up action plan and the program itself.
• The originality and use of the material.
• Relevance and relevance of the topic, freshness of ideas.
• Fascinating and interesting presentation of information.
• Achievements and personal experience of the instructor.
• Environment.

If you want the training to be successful, be sure to create intrigue. The presentation of information should be catchy, exciting, interesting. Here the responsibility is completely shifted onto the shoulders of the coach, because the success of the whole enterprise directly depends on his ability to speak to the public and on the ability to organize live discussions with the participants of the event.

It should be noted that training can be considered qualitative, the program of which includes all the points described above. In particular, if you are asking the question: “I want to conduct training - what do I need for this?” - then first of all you should start drawing up an action plan.

Training

If you are interested in where and how to properly start preparing for the training, then initially think over the main goals of the upcoming event. What tasks and ideas do you need to implement through training? Taking this data as a basis, you should build a program outline, dividing the training into two parts:

1. Theoretical

2. Practical.

As for the subject matter, it must be fundamentally new or relevant for the audience. In this case, there will be a real full house in your classes, which will increase the popularity and demand for your course. As practice shows, the following several topics are currently in demand:

• Business (starting and developing your own business).
• Personal growth.
• Development and improvement of leadership skills, as well as management skills.

Sales trainings are considered equally popular, the purpose of which is to increase sales and fulfill plans. Preparation for such events includes drawing up an individual program adapted to a specific enterprise (company, retail outlet, etc.), which is associated with the presence of various individual nuances and characteristics of the company.

If you have to conduct psychological training, then at the preparatory stage you will need to draw up a program that would fully meet the expectations of the audience. And in order for the audience to get the expected effect, the instructor must take into account the needs of the participants. If the material will be presented to the general public, then when drawing up the program plan it will be necessary to focus on the most "difficult" category of listeners.

If your topic is completely different, then it must necessarily be interesting for a wide mass of people, and it must be presented so effectively and at the same time accessible, so that every participant of the event will surely remember everything to the smallest detail.

Organizational moments

As for the choice of premises, you need to give preference to light and spacious rooms with comfortable furniture. Usually, when a person feels comfortable, his activities are very fruitful, he concentrates precisely on the information given to him, which increases the effectiveness of the lesson.

Therefore, if you decide to organize a training, you need to first select the most optimal room option. You can negotiate with the customer to provide you with a separate office during the event. Or rent a separate room that best suits the requirements of the lesson, so that there is space for students, equipment and other paraphernalia.

Also, when planning trainings and seminars, it is important to remember the needs of the customer. A management that invites an instructor to train staff does not need the process of "updating knowledge" itself. The customer is waiting for concrete results - real business promotion, growth in sales of products (services), improved service quality, etc., which you can provide him through training. Author: Elena Suvorova

Usually, groups for active psychological studies are composed according to the principle of a single request realized by each participant. Trainings are conducted for managers who strive to learn how to better manage subordinates, group sessions for shy people who want to master the secrets of free, uninhibited behavior, training groups for athletes, teachers who feel the need to learn to control themselves. Initially, the request of any participant in the training can be reduced to the following: "Teach me the secrets, techniques, devices, using which, I will be an invulnerable person in communication with others." The books of the legendary Dale Carnegie are a brilliant attempt to answer this question. It turns out, however, that, despite their practical orientation, literary and psychological merits, Carnegie's books do not always help. The fact is that even the most conscientious reader, who scrupulously and thoughtfully performs all the numerous exercises contained in them, still does not always get rid of the feeling that he now, after reading, has a lot of knowledge. His, the reader's, consciousness is overwhelmed by all sorts of rules, very subtly and aptly deduced from simple everyday observations. He really wants to share his discoveries with friends. Fascinated by the charm of Carnegie's lectures, the reader feels highly competent ... not so much in communicating with different people as in the ability to deliver a popular lecture on communication in the Carnegie style. I and many psychologists did not escape this fate.

Roughly speaking, if I give you lectures on how to harness, for example, a horse, then you will learn exactly this. I mean, learn to lecture about it. It might even be a good read. However, you may have some difficulties with the practice of harnessing. Anatoly Dobrovich was one of the first, not hesitating to write about this in a language that is understandable not only for specialists, told about the social and psychological training. I remember the witty lectures of Adolf Ulyanovich Kharash at Moscow University. He would suddenly start thinking out loud as he explained. For example, he drew such a parallel: when a kitten is born and immediately gets to new owners, almost at the very beginning of a cat's life, he is deprived of communication with relatives, he still knows for sure that he is a kitten. His genes have enough information about this. When a child is born, he does not yet know who he is. After all, the story of Mowgli is only Kipling's dream, and the real descriptions of the "wolf children" are completely different and there is no need to remind them. A person is born without a mirror in his hands. Therefore, in order to open himself to himself, in order to see and understand himself as a person, and finally, to be convinced of the very fact of his existence, a person first looks like in a mirror, in another person.This volumetric mirror becomes a training group for each of its participants ... Therefore, the main nerve of active group work is the feedback from the group to each participant in the training. It may seem that little remains to be done, for this feedback, and even for what, in fact, to give it to. As often happens, in a simple and, at first glance, little, there is a sea of \u200b\u200bscientific, applied and practical problems, incidents, questions, not all of which have unambiguous answers.

Any training, no matter what tasks it pursues, almost always begins with the development of rules for the group's work and with acquaintance. Rules can be defined in different ways. You can simply post them on a poster in front of the participants. By offering options, you can start a joint selection of the most suitable. You can start composing yourself. It all depends on what the participants want from the class. If these are group sessions related to interpersonal problems, or even personal problems, then it is useful to start with the dating procedure, declaring only the rules for this first procedure. Then, at the end of it, you can start working out the rules of life within the group, turning this development into an independent group procedure. If the participants gathered to solve some common problem for them, which, as they think (while they are thinking), is not related to the personality of each, or the participants are definitely tuned in and expect some kind of training in behavior, development of skills and abilities, then it is quite dangerous here try to turn rule making into a special group procedure. Already at this stage, it is useful for the group psychologist to ask himself questions about what the clients say they want and what they really want. And not in general from life (many want meaning from life, for example, but not all group members tend to do this here and now), but from the life spent working in this particular group. So the rules.

Let's try to list all the known or encountered in the practice of the author of this manual:

1. Don't be late *.

2. Take care of the privacy of the group.

3. Strive to be an active participant in what is happening.

4. Not to give up the right to say “no”, as well as the right to decide for yourself how to behave, how to act in a given situation.

5. If possible, be sincere, report (if you really do report) reliable information.

6. Get support, help from the group.

7. Strive to listen to the speaker, trying not to interrupt.

8. Orient yourself to be active, participating in all events, procedures, situations that arise during the work of the group.

9. Express your opinion on any issue.

10. Use the "you" address during the work of the group.

11. Communicate about your difficulties, interfering with participation in the work of the group "from" and "to" (the need to skip classes, leave or come earlier or later than the appointed hour). Moreover, each participant has the right to do this in advance. In this case, the question of his further participation in the work will be decided by the group.

The sequence of listing is random.

12. Speak out only on your own behalf and about what is perceived, felt, experienced, happens here and now.

13. Do not talk about those present in the third person.

In a concise form, as a rule, after even a small discussion (and it is useful to suggest each participant at least formally, in two or three words), this “code of laws” can take the following form (on a blackboard, whatman paper):

1. Accuracy of the beginning and ending of the procedure.

2. Confidentiality.

3. Activity.

4. The right to say no.

5. Don't cheat.

6. Eligibility for Support.

7. The duty to listen is not to interrupt.

8. Participate in everything.

9. The right to personal opinion.

10. To address all to "you".

11. Work "from" and "to".

12. Speak on your own behalf about what is happening here and now.

Acquaintance

Acquaintance is the central procedure for the first lesson of any training, no matter what objectives this training pursues, in whatever way it is conducted. Acquaintance is certainly carried out even if the training takes place in an already existing team, where, it would seem, everyone knows each other. There are several purposes of this procedure. As a rule, the goals actually achieved after the conducted acquaintance do not always coincide with those that the presenter set or thinks he has achieved. It is usually believed that the dating procedure allows the group to "rock" the group, to involve its members in new, somewhat unusual reflections about themselves and about their personal resources, about how the participants perceive each other. “Acquaintance” is also aimed at responding to anxiety, if during the procedure each participant is asked to report their concerns related to the upcoming work, etc. I will list the variants of this procedure known to me, although, of course, there may be others ... This is a creative business.

1) Each participant in turn or passing the floor to any other participant to choose from, like a relay race, is invited to give the group a name; or that name. which he wants to be called here; or the name he bore as a child; or just the name that he likes best;

2) Everyone calls their names in a circle. And each next, before giving his name, calls all the previous ones;

3) Each participant calls his name, one of his positive and one of his negative traits, but before talking about himself, he repeats everything that his neighbor said about himself.

As a rule, the participants agree that the dating relay passed to each other is accompanied by an invisible wave of tension. This tension builds up as the queue to speak approaches, and drops rather sharply after the job is done. The presenter (who, naturally, seeks not to get out first with his impressions) can draw the attention of the participants to the fact that many could hardly repeat what their neighbor said about himself. The participants who have completed the task often begin to talk to each other in a whisper, while those who have not yet reached their turn close in themselves, tense up, concentrate, gather their thoughts, frown. The lighter smiles come later. Usually, in addition to your name, you are asked to provide some minimum information about yourself. This minimum can be limited both by time (for example, everyone is given fifty-four seconds for any message about themselves), and by specific topics. It is undesirable to formulate more than three restrictions-requirements for this task. Participants are anxious and tend to forget most of the parameters that their statements must meet. And the constant tugging of the leader destroy the already just emerging atmosphere in the group, increase anxiety. In addition to the name, each participant can be invited to name, report, express:

- their expectations in relation to the upcoming training;

- their fears associated with starting classes;

- any of his personal characteristic features;

- any of your personal values;

Sometimes the group is asked to ask questions of each participant after the performance. Either the number of these questions or their topic is strictly regulated. It is imperative to stipulate the right of everyone not to answer or to answer as he wants.

A help that includes each participant in the upcoming work is the option of acquaintance under the conditional name "Who am I." - difficulties in communication. The essence of the procedure is as follows. Each participant on a piece of paper with a bright felt-tip pen makes ten short messages about himself in free form, each of which, which differs from the previous ones, begins in the same way: "I - ..." Followed by anything that is true. These can be character traits, personality traits, interests, biographical data, various comparisons of oneself with anyone and with anything in an allegorical form, etc. Participants then attach these sheets to their chests and slowly walk around the room to read what has been written. You can also use bans on conversations to increase the intensity of the discussion of impressions after the group is seated.

The central point in this version of acquaintance (as, indeed, in all procedures performed by the group, be it games, "numbers", other structural units of group work) is discussion. The discussion can be aimed at almost anything (but it should not turn into a monologue of the "smart" presenter, explaining, evaluating, noticing the flaws and mistakes of the unlucky wards with a sharp eye). The effect of any procedure will be achieved only if the presenter, having a sincere interest in any reactions of the participants to what has just happened, tries to be a “voice-over”, “amplifier” of every opinion, expression, surprise, dissatisfaction and even unwillingness to speak. The most a presenter can dare to do is try to summarize opinions and suggest possible resumes. And only in absolutely indisputable, win-win situations the presenter can draw the participants' attention to something that has already become impossible to ignore, but for some reason this “something” has remained unnoticed. And again the presenter should not rush to offer interpretations, which it is so tempting to "slip" the group members.

An interesting variant of acquaintance can be "acquaintance with intonation", involving the participants in the often new world of feelings, emotions, sensations, with which the participants of practically any training have to "work" basically. In this variant, each participant introduces himself by saying his name twice. The first time he pronounces it the way he would not like to be called in the group, and the second time - on the contrary, the way he would like to be addressed.

Organization of acquaintance of the participants of any training is a responsible and creative business. No wonder it is said that "the beginning is a dashing trouble." Acquaintance determines a lot in the entire further course of the training, and mistakes made at the beginning are difficult to correct. The main criterion here is the severe need to accurately and without anticipating (but also without lagging) respond to the request of a collective client, which is a group. Moreover, one should answer not to a global request like "teach me to get along with people", but to a momentary request. This request is especially harshly "echoed" to the host if the latter neglects it. For example, the whole group in general really wants to study further and with this leader, but at this particular moment most of its members brutally want to smoke. Members of the group, whose momentary request is ignored by the leader (unless it is a special move of the leader), are ready to hate him for it. Which turns out to be not the most pleasant test for the host.

By the way, you and I didn’t notice that we are communicating during the whole lesson, sitting on chairs arranged in an even circle so that everyone sees everyone. And there are no tables in front of us. The advantage of this location has become obvious to you and me, hasn't it? This organization of the working space of the group life is traditional for any type of training.

Acquaintance is necessary, of course, not only in order to re-acquaint the participants, to let them get comfortable in a new situation. The goal of the “acquaintance” procedure can be considered achieved if the participants felt interest, intrigue, curiosity in relation to the further process. Or, if it became interesting, what kind of people gathered for the training, how they will behave in the upcoming, so far unknown communication situations. It is worse if there is an interest in the presenter, as an extraordinary, outstanding, outlandish person. Then the classes turn into “meetings with interesting people”, where the presenter is doomed to act as an “interesting person”. Beginners (and, unfortunately, not only beginners) presenters often act in this role. This role is quite sticky. The group easily, readily imposes it on the leader. And the leader resists, but plays out. Most often, the case ends with the fact that some group aggression towards the leader gradually develops. There are psychologists who practice the use of such aggression in order to work on processes that are constructive for the group as a whole. However, it would be reckless to start your group work practice with just such a “risky” style for the leader and for the very fact of the existence of this particular group of style. There are three main strategies of the leader in the groups of the training of communicative competence, through the phase of which one way or another the groups of any orientation, orientation, style and "ideology" pass. After all, without making money, gaining at least some increment in the communicative plan, any further movement will be imaginary. Therefore, a possible initial stage in the form of active methods of practical psychology will be the training of communicative competence. Yu. M. Zhukov, L. A. Petrovskaya, P. V. Rastyanikov, denoting different styles of the leader at the stage of communication training, speak of three forms: free guidance, programmed guidance and a compromise, intermediate form. The first style, often accompanied by the epithet “ customer-centered ”, characterized as outwardly passive to the extreme. The moderator's passivity can irritate the participants. The presenter LISTEN. Moreover, he tries to make sure that, on a non-verbal level, he does not be more exalted, bright, expressive than the group members. The presenter does not convince anyone of anything, does not explain anything. He gently avoids questions-attacks, demands, harassment of participants. Here the uncertainty in which the group finds itself soon gives rise to a rather high tension of existence for each participant in the group process. The group is chosen independently from uncertainty. But for this to happen, so that the participants simply do not go their separate ways, without understanding why, in fact, they were gathered here, the presenter must perfectly master not only the technique of empathic listening, not only be able to perceive the maximum possible for a rather long time the number of manifestations emanating from each member of the group, but also to be able to feel the group as a whole, which is called "being with the group." Here is a list (of course, far from complete, and not claiming to be complete, but designed to stimulate the leaders' imagination) of possible "beginnings" for the leader. So the group got together. They all sat down. You, as a leader, are together with everyone in one circle. The acquaintance somehow happened. All. Expectation hung in the group. What should you do as a leader? Here are the options. Choose what is closer to you in the current situation:

1. I won't do anything.

2. I will say that the group is themselves, and the development and usefulness of the group depends on them.

3. Assure participants that a certain amount of tension is typical for starting group work.

4. I will break the silence with an insignificant question, conversation, "trembling".

5. I will describe the goals and methods of the group.

6. I will say that each of the participants looks tense, and I am curious if the group will budge.

7. Ask how they feel in the first lesson (how they feel about the group, or what, in their opinion, the relationship that already arises between them).

8. Tell me how I feel (for example, that I am tense and full of anticipation).

9. I'll tell you about some experience from my own life.

10. I will ask why everyone is silent.

11. Ask the group what they should do today.

12. I will say that I think they expect me to start a conversation.

13. Let me tell you that they want me to be their motivating and protective leader.

14. I will say that I consider silence to be an expression of fear in the group.

15. I will ask everyone to say why they came to the group.

16. Start talking about their past experiences (eg, family relationships).

17. Encourage participants to discuss their learning and behavioral goals.

18. Use a non-verbal method (for example, start walking in a circle, focusing on physical exertion).

As you might guess, programmed guidance means having a detailed plan for conducting a group lesson. However, you can never predict in advance the mood, expectations, behavior of individual participants and the "movement of the group" in general. The most convenient position for the leader becomes a position in which he focuses mainly on the desire to understand, feel, feel and realize the goals that made these people become members of the group. And it’s not just to clarify this for yourself once and “calm down”, but to constantly be aware of this concern. And "numbers", "tricks", exercises, procedures that should (or should not) be offered to the participants, it is useful to have in excess of each lesson and those that would advance the group members towards the goals that each of them and the group as a whole. In any case, we must not forget that the programmedness of the lesson dampens the activity of the participants, emasculates the very idea of \u200b\u200bactive methods of practical psychology. When programming the upcoming lesson, the facilitator should always be prepared for the fact that some "number", some exercise will not work, will not surprise the participants, will not carry them along the path of analysis and discussion, will not allow them to see the subject for which this exercise was offered ... Moreover, in a live group process, a well-known and repeated exercise by the leader can cause reactions of the participants completely unexpected for the psychologist. Here, according to the situation, the presenter can either "fade away", giving the participants an opportunity to discuss what was discovered for them and right now, not missing an opportunity for themselves as a presenter to further penetrate, enter, feel into what is happening, or invite the participants to move on by acting out the facilitator's next piece or by discussing their specific concerns. In any case, the beginning, even organized by the presenter, if it is also playful, includes the excitement of the participants, makes it easier for them to move away, at least for a while, from the usual role positions that they adhere to in life, and start analyzing their own (at the first stage ) communication problems in a special way through acting out typical situations that are meaningful for them with subsequent discussion.

Thus, in real group work, the leader usually uses a compromise form of leadership, which involves the ability to track goals and systematically move towards these goals, and in addition, the ability to improvise along the way, respond to spontaneously arising group requests, dare to advance into planned direction. Generally speaking, if the leader feels absolutely calm, comfortable, and cozy while working with the group, this may be a sign of his poor performance. Elements of internal uncertainty, and hence excitement, are a necessary and inevitable part of the experience of any leader.

 

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