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How Good a Trainer Are You?

A 360 Degree Feedback Report On Trainer Competencies

Name:Competency Maha Lakshmi Trainer Inventory

Report for Maha Lakshmi

Unitol Training Solutions Pvt Ltd., INDIA 05/07/2012


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Contents 1 1 Preface to the Report 1 Summary of Feedback Providers 1 Competency Wise Detailed Analysis 1 Arriving at the Final Picture 1 Development Road Map/Action Planner

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Introduction: Organizations across the world are spending large amounts of monies in learning and development of their employees. The corporate training industry, which is valued at over $100 Billion USD worldwide, is serviced by a relatively large family of (mostly) individual and (partly) training organizations, on whose capabilities and effectiveness the entire industry depends. Stated in other words, the effectiveness of spend of almost 100 Billion USD is dependent on the competencies possessed by the trainer communities, which needs to be constantly and continuously improved upon. This brings us to the question of what are the competencies required by the trainer and on how could he/she improve upon them? We will first address the question of “what” and then the “how”.

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Trainer Competencies:

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A trainer, most times than not, gets feedback only from participants, which is usually in the form of a program evaluation sheet or a participant feedback form. Though this is important both from the trainer as well as client perspectives, it still leaves a number of questions that a trainer would like to get feedback on, such as

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“Have I used appropriate techniques & methods in designing the program?” “Was the delivery techniques consistent with topic?” “Have I the required Knowledge & Skills to design a post program support process?” Different studies and researches have indicated different sets of competencies to be an effective trainer. Based on these different models and its own research, SimplifyMyTraining.com has identified the following set of competencies as being critical for a trainer • • • • • • •

Adult Learning Principles Program Design & Content Development Training Delivery Training Facilitation Post Training Evaluation & Support Client Relationship Orientation/ Management Trainer Personality

The above list of competencies, as can be seen are a 360 degree representation of the knowledge, skills and attitude (KSA) required for conceptualizing, designing, developing and delivering client and learner- centric training.


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Why 360 Degree Evaluation? Having identified the competencies, the next question is “how� a trainer can improve upon these competencies. For this, the age old adage of “what you cannot measure (be monitored and what cannot be monitored) cannot be developed, kicks in. Against this backdrop, needless to say you are always keen to know the perception of others like your fellow trainers, participants and organizations that you work for on your competencies as a trainer, apart from your own self-perception. The 360 degree feedback provides you an opportunity to obtain perceptions of self and others and helps you to identify your strengths and areas to focus for improvement, based on a systematic process and along authentic parameters. For enabling you to gauge your trainer competencies and improve yourself, this unique 360 Degree instrument has been designed and developed by the team at SimplifyMyTraining.com.

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You had initiated a self assessment process and also requested your fellow trainers,participants ,clients and others for a feedback. Based on the feedback of the 45 statments related to the seven Competencies mentioned earlier, this report has been generated.

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This summary provides the number of raters that were invited by you from different rater groups and the number of raters who participated in providing you with feedback .

Total No. of Feedback Givers: 12 1 Organisations 1 Trainers 1 Participants 1 Others

Invited 4

Responded 3

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4

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2 1

1

2

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Graphical Representation

Not Responded 1 1

4

-

2

-

2

1


5

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Adult Learning Principles What is this competency about? Business trainers, coaches and instructional designers need to understand the dynamics of adult learning and differences between andragogy (learner-centered approach) and pedagogy(teacher-centered approach).The andragogical approach recognizes that adults are practical, problem-solvers, have specific needs, want to use their experience, are self-directed, application- oriented, autonomous and need to be treated with respect. Implication: These principles need to be kept in mind as they have a significant impact on the choice of content/training methods and delivery

Adult Learning Principles

Graphical View of Overall Score Graphical View

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A S Adult Learning Principles

Elements Applies the principles of adult learning (learner centered, experiential and practical) to training development and delivery Recognizes that trainees have experience, different learning styles and needs Knows the difference between directed and self-directed learning Understands the importance of treating the trainees with respect and help needed in the process of learning Is aware of the short spans of attention of trainees and in order to promote learning is able to design and sequence appropriate activities

Raw Score Analysis Self

Min

Avg

Max

5

2

3.7

5

5

1

3.9

5

5

1

3.3

5

5

2

3.8

5

5

2

3.5

5


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Program Design and Content Development What is this competency about? As a trainer one is constantly engaged in devising training programs for various groups on wide-ranging subjects. Developing the program design and content is the crucial part of this process. It consists of a structured approach involving a series of cognitive activities like analyzing the target group, identifying training needs, selecting themes/sub-themes, writing of training objectives for the program and session specific , sequencing the training sessions and identifying appropriate resources(faculty and materials) Implication: The quality of program design and content is the key factor in laying the foundation for the achievement of the learning goals and success of the program. Program Design and Content Development

Graphical View of Overall Score Graphical View

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A S Program Design and Content Development

Elements Has the required subject knowledge for designing various kinds of training programs Is able to formulate specific learning objectives, choose related content and fix duration of the program/session Knows how to research and validate the design and content to address the objectives of the program and individual sessions Can identify appropriate resources (men and materials) for the effective conduct of the program Can use his experience to innovate (program content/delivery) on various programs

Raw Score Analysis Self

Min

Avg

Max

5

1

3.8

5

5

2

3.6

5

5

1

3.3

5

5

2

3.5

5

5

2

3.4

5


8 Knows how to sequence the content and is aware of a variety of training methods Knows where/when to use experiential learning methods (e.g. role-plays, exercises, games, cases and simulations) to promote learning

5

2

3.4

5

5

2

3.7

5

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Training Delivery What is this competency about? Designing and producing a training session can be a difficult task. Not only does the trainer need to have expertise in the content area, but has to deliver it in a form that inspires learning. Training delivery, in this context, refers specifically to the nuts and bolts of actually handling a session which includes having knowledge in the subject area, choice of instructional strategy /method, communication and presentation skills and selection of tools to impart training Implication: Transfer of knowledge through a medium that makes learning meaningful and purposeful Training Delivery

Graphical View of Overall Score Graphical View

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A S Training Delivery

Elements Has good subject knowledge to deliver in a program/session Can make effective presentations suitable to the target audience Is able to select and use appropriate training methods (lecture, case method, brain-storming, syndicate, group discussions and experiential methods) to impart training Uses training tools (instruments, games, exercises, role-plays, simulations) and has the ability to analyze them for effective learning Has the required communication skill and is aware of his voice quality/gestures and uses them well to engage the participants attention

Raw Score Analysis Self 5 5

Min 1 1

Avg 3.3 3.3

Max 5 5

5

1

3.2

4

5

1

3.5

5

5

2

3.6

5


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Training Facilitation What is this competency about? Training is much more than the trainer standing in front of the room, lecturing to a group of learners. Effective training means that the learners are partners in the learning process and actively engaged in learning new knowledge and skills. To accomplish this partnership, he must have the ability to ensure physical facilities and resources like room/supplies and plan, monitor and facilitate the interaction in the classroom taking into account the different needs, abilities, culture, gender of the learners. He/she must have the skill of conducting the training in a responsive and collaborative way. Common facilitation techniques include summarizing, clarifying, paraphrasing, acknowledging, questioning, and directing learners contributions to other learners and/or the group as a whole. Implication: Effective facilitation skills help to create a safe learning environment and promote responsive and collaborative learning.

Training Facilitation

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Graphical View of Overall Score

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Graphical View

A S Training Facilitation

Elements Is able to adjust his/her presentation methods/style to match the trainees level Is aware of techniques (e.g. use of introductions, names, ice-breakers etc) to create a positive environment in the class Understands the importance of reflective listening to comprehend the trainees dilemmas in the learning process and to guide interactive discussions

Raw Score Analysis Self

Min

Avg

Max

5

1

3.2

5

5

1

3.5

5

5

1

3.5

5


11 Is conversant with appropriate methods of questioning, giving examples and summarization Is able to understand own background and its impact on the trainees from different cultural backgrounds and adapt himself/herself to the situation Is effective in time-management while at the same time being responsive to the individual and group learning needs Is aware of strategies to involve difficult and indifferent trainees in the learning process and handle the group dynamics Is adept at using technology (Computers/PPTs and audio-visual aids) for support knowledge transfer Is able to identify/prepare relevant handouts and reading materials Is aware and can use new and emerging technology aided training like e-learning, video-conferencing, web casting, pod casting etc Is able to co-facilitate session/training program in a well coordinated manner

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3.9

5

5

1

3.8

5

5

2

3.7

5

5

1

2.9

4

5

1

2.7

5

5

1

2.8

5

5

1

3.3

4

5

1

3.2

5

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5


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Post Training Evaluation &Support What is this competency about? Trainers must constantly assess the effectiveness of the design and conduct of the training program/session in order to find out the achievement of the learning goals set up and for further follow-up activities. This assessment includes the ability to design formats for feedback, plan and employ different methods of evaluation at different stages in the learning process and analyze the same. Implication: Enables the trainer/client systems to reflect on the training program/sessions delivered and the impact of the same on the learners and provides information for improvements/other follow-up activities Post Training Evaluation &Support

Graphical View of Overall Score Graphical View

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A S Post Training Evaluation &Support

Elements Can help assess and provide feedback regarding trainees acquisition of knowledge/skill at the completion of training Is able to design appropriate feedback formats for training program evaluation Can design post-training on-the-job learning activities that promote continued skill development by trainees Is able to design follow-up need based programs based on feedback Can assist the client system in establishing the impact of the training effectiveness and Return on Investment (ROI) on training

Raw Score Analysis Self

Min

Avg

Max

5

1

3.2

4

5

1

3.3

5

5

1

3.6

5

5

1

2.8

4

5

1

2.9

4


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Client Relationship Management What is this competency about? Client Relationship Orientation/ Management is the willingness and ability to give priority to customers delivering high quality services which meet their needs. It is working closely with clients( internal and external) for developing an independent view of their needs and acting in their long-term interests; helping them to think forward and understand their issues/ideas and converting them into concrete training plans Implication: Understanding client needs and promoting collaborative decision-making on training program design and execution. Client Relationship Management

Graphical View of Overall Score Graphical View

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A S Client Relationship Management

Elements Knows how to help the client organization identify its training needs (TNA) and can work collaboratively with others (trainers, consultants and other internal constituents) to design learning activities Can work effectively with the client system to understand the purpose and the specific requirements of any identified program Understands the importance of working jointly with the training manager prior to the training by submitting content outlines, handouts and equipment checklists in a timely manner Understands the client system ,difficulties it faces in transfer of learning from training in the job situation and can help/suggest in designing suitable activities for addressing the same

Raw Score Analysis Self

Min

Avg

Max

5

1

2.6

4

5

1

3.6

5

5

1

3.3

4

5

1

2.7

4


14 Is aware of pricing methods and able to draw up budget plans for training programs Can develop long term relationships with clients

5

1

3.2

5

5

3

3.7

5

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Trainer Personality What is this competency about? Effective trainers demonstrate certain common characteristics. All these qualities are displayed in the way the trainer presents the information and handles the entire training process. Knowledge and experience are primary for the trainer but what provides the edge are personal qualities like patience, empathy, motivation, open-mindedness and pursuit of excellence Implication: Audience engagement and credibility to the training process Trainer Personality

Graphical View of Overall Score Graphical View

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Trainer Personality

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Elements Understands the importance of personal appearance/dress and its impact on the trainees Has credibility, sense of humor and maintains confidentiality Has high energy levels and enthusiasm Is open-minded and able to accept diversity of opinions and views Constantly endeavors to up-date himself and is engaged in professional development Is resourceful and has a good network of trainers and other related professionals

Raw Score Analysis Self

Min

Avg

Max

5

1

3.2

5

5 5

1 1

3.4 3.1

5 5

5

1

3.5

5

5

1

3

5

5

2

3.6

5


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Radar Graph

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Based on the analysis of the feedback that has been given, the final picture is discussed under the following heads

• • • •

Collective Competency Element Scores . Bright Spots & Dark Spots Overall Competency Profile Development Road Map

Collective Competency Element Scores

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"Why should the elements be looked at ,when we need to be looking at the Competency as a whole."Also, "how does one reconcile to the fact of a low/high element score and corresponding high/low competency score."

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These are some questions that will come to your mind when you are looking at the element and competency scores. An example will help you to clarify this dilemma. Assume one has high score in an element of “presentation skills”. However, this individual may have low scores on listening, empathetic communication and e-mail etiquette which along with presentation skills, constitute the competency of “communication skills”. This individual may therefore focus on leveraging his strength (presentation skills) while at the same time focusing on improving on other elements to strengthen this competency of “communication” The following table, lists all the elements of the seven competencies in the descending order of scores (these score are average of others, and does not include self rating). You may critically examine the scores and make note of those where you have scored high (> 3.5). These could be deemed as your probable strength areas, which you can leverage upon. Likewise, you may also focus on those elements where you have scored low (< 2.5) to identify what improvements you may want to make.


19 Table showing all elements of competencies with scores: Elements of Competencies Is conversant with appropriate methods of questioning, giving examples and summarization Recognizes that trainees have experience, different learning styles and needs Is able to understand own background and its impact on the trainees from different cultural backgrounds and adapt himself/herself to the situation Has the required subject knowledge for designing various kinds of training programs Understands the importance of treating the trainees with respect and help needed in the process of learning Can develop long term relationships with clients Knows where/when to use experiential learning methods (e.g. role-plays, exercises, games, cases and simulations) to promote learning Applies the principles of adult learning (learner centered, experiential and practical) to training development and delivery Is effective in time-management while at the same time being responsive to the individual and group learning needs Is able to formulate specific learning objectives, choose related content and fix duration of the program/session Can work effectively with the client system to understand the purpose and the specific requirements of any identified program Can design post-training on-the-job learning activities that promote continued skill development by trainees Has the required communication skill and is aware of his voice quality/gestures and uses them well to engage the participants attention Is resourceful and has a good network of trainers and other related professionals Understands the importance of reflective listening to comprehend the trainees dilemmas in the learning process and to guide interactive discussions Can identify appropriate resources (men and materials) for the effective conduct of the program Is aware of the short spans of attention of trainees and in order to promote learning is able to design and sequence appropriate activities Is open-minded and able to accept diversity of opinions and views Is aware of techniques (e.g. use of introductions, names, ice-breakers etc) to create a positive environment in the class

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Average (Others) 3.9 3.9

3.8

3.8 3.8 3.7 3.7

3.7 3.7 3.6 3.6 3.6

3.6

3.6

3.5

3.5 3.5 3.5 3.5


20 Uses training tools (instruments, games, exercises, role-plays, simulations) and has the ability to analyze them for effective learning Knows how to sequence the content and is aware of a variety of training methods Has credibility, sense of humor and maintains confidentiality Can use his experience to innovate (program content/delivery) on various programs Is able to design appropriate feedback formats for training program evaluation Knows the difference between directed and self-directed learning Understands the importance of working jointly with the training manager prior to the training by submitting content outlines, handouts and equipment checklists in a timely manner Is aware and can use new and emerging technology aided training like e-learning, video-conferencing, web casting, pod casting etc Has good subject knowledge to deliver in a program/session Can make effective presentations suitable to the target audience Knows how to research and validate the design and content to address the objectives of the program and individual sessions Is able to adjust his/her presentation methods/style to match the trainees level Understands the importance of personal appearance/dress and its impact on the trainees Is able to select and use appropriate training methods (lecture, case method, brain-storming, syndicate, group discussions and experiential methods) to impart training Can help assess and provide feedback regarding trainees acquisition of knowledge/skill at the completion of training Is able to co-facilitate session/training program in a well coordinated manner Is aware of pricing methods and able to draw up budget plans for training programs Has high energy levels and enthusiasm Constantly endeavors to up-date himself and is engaged in professional development Can assist the client system in establishing the impact of the training effectiveness and Return on Investment (ROI) on training Is aware of strategies to involve difficult and indifferent trainees in the learning process and handle the group dynamics Is able to design follow-up need based programs based on feedback Is able to identify/prepare relevant handouts and reading materials

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3.5 3.4 3.4 3.4 3.3 3.3 3.3

3.3 3.3 3.3 3.3 3.2 3.2

3.2

3.2 3.2 3.2 3.1 3 2.9 2.9 2.8 2.8


21 Understands the client system ,difficulties it faces in transfer of learning from training in the job situation and can help/suggest in designing suitable activities for addressing the same Is adept at using technology (Computers/PPTs and audio-visual aids) for support knowledge transfer Knows how to help the client organization identify its training needs (TNA) and can work collaboratively with others (trainers, consultants and other internal constituents) to design learning activities

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P M

2.7

2.7

2.6


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Bright Spots and Dark Spots Bright Spots

Our perception of self could be vastly different from what others see or think about us. Sometimes there could be a negative skew, meaning that we may not see ourselves as having the required skills or capabilities in a given area. Whereas, others would think that we posses (either based on interaction with us or because of our demonstration) the required competency.Such areas are called BRIGHT SPOTS. Based on the feedback analysis, the following are the bright spots that you posses. You can celebrate your Bright spots!

As per analysis there are no significant Bright Spots

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Dark Spots

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Our perception of self could be different from what others see or think about us. Sometimes there could be a positive skew, meaning that we may see ourselves as having the required skills or capabilities in a given area. Whereas, others would think that we do not posses (either based on interaction with us or because of our demonstration) the required competency. Such areas are called DARK SPOTS. Based on the feedback analysis, the following are the dark spots that you posses. You may want to watch out for your Dark Spots and take appropriate action to improve upon them.

Competency Adult Learning Principles Program Design and Content Development Training Delivery Training Facilitation Post Training Evaluation &Support Client Relationship Management Trainer Personality Note:Please refer to subparameters for detailed scores

Self 5 5 5 5 5 5 5

Other Avg 3.4 3.1 3.6 3 3.1 3.6 3.5


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Overall Competency Profile Your overall competency profile is presented below. The blue horizontal bars represent the average score obtained for each competency based on the average scores given by others. Higher the score greater is the perception that you display the behavior associated with the competency.

Strengths: All competencies in which the average score is above 3.5 (and above) are classified as strengths. Your success as a trainer is most likely due to these competencies and you may like to continue to focus on using these strengths for achieving professional excellence

Overall Competency Profile provides a summary of the results competency-wise. The blue horizontal bars represent the average score obtained for each competency based on the average scores given by others. Higher the score greater is the perception that you display the behavior associated with the competency

Adult Learning Principles

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Program Design and Content Development Training Delivery Training Facilitation

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Post Training Evaluation &Support Client Relationship Management Trainer Personality

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3.1

3.6 3 3.1 3.6 3.5

Development Areas: All competencies in which the average score is below 2.5 are classified as development areas. As a trainer, the difficulties and issues that you may have encountered during any stage of the training process, may be attributed to these development areas. You may therefore want to look upon these as development opportunities and focus on improving them


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Development Road Map In our endeavor to facilitate your development we have specially designed an on-line process. This customized offering will help address your identified development areas, namely Training Facilitation Post Training Evaluation &Support We have provided for (a) Your knowledge Enhancement, through providing select readings. (b) Your Skill Development by providing sample projects (c) Action Planner for your comprehensive development road mapping (d)MyLearning for documenting your learnings and insights. A preview of MyDevelopment Plan is provided hereunder, for your reference.

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Please click here to be directed to MyDevelopment Plan.

Thank you for using C Complete â&#x20AC;&#x201C; Trainer Competency Inventory.

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