Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
Setting Objectives
设定目标
1
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
The Training Cycle
训练循环图
Identify
needs
确认需求
Design the
programme
设计课程
Set
objectives
设立目标
Select methods
of measurement
选定评估方法
Measure the
change in
performance
评估行为 /
表现上的改变
Run the
programme
硒俴諺最
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
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Knowledge, Skills and Attitudes
知识,技巧及态度
3
SAY To talk about this needs some body parts.........
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
4
SAY head, hands and heart
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
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Requirements For Learning & Subsequent Change In Behaviour Back On The Job
针对训练後的学习及改变工作行为的要求
Head - Knowledge
头 - 知识
Participants need to know and understand the topic
参加者必需知道并了解主题
Hands - Skills
手 - 技巧
Participants need to have practised the skills in a hands-on way in a protected environment
参加者必需实际地练习技巧
Heart - Attitudes
心 - 态度
Participants need to want to do something different and to feel confident in their hearts that it will be worthwhile
参加者必需有心想要改变,并对它的价值深具信心.
5
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
Common & Problematic Attitudes
共通及有问题的态度
Junkie: Training is my birthright - that’s one of the reasons I joined O&M.. So far you have let me down - you haven’t given me enough....and by the way never can
JunKie: 训练是我的权利
那也是我进入奥美的其中一个原囚,到现在为止, 你们己经让我失望.你们给我的根本不够..... 以这种方式看来, 永远不可能足够
Escapist:Training is fun and gets me away from the daily grind. What goes on in the training session bears no relation to the real world back at the office
Escapist: 训练很有趣,而且可以让我远离我的日常工作, 但训练的内容和我的日常工作似乎都没有关连性.
What can we do about these?
我们该怎麽办呢?
6
ASK whether they have come across other attitudes. DRAW OUT
The cynic, can be dangerous if not handled appropriately. ASK how they would deal with DISCUSS. (Often splitting into subgroups helps the cynic find a role - passing on his experience to others. Set him up that way and then don patrol that group as much as you do the others)
TRANSITION with another way of deflecting the cynic - competence
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
If You Hit a Cynic the Competencies Story Usually Disarms
如果你遇到一个愤世嫉俗的人
通常先化解敌意
I don’t know why I‘m here because I am much more
experienced/smarter than everyone else
我不知道为什麽我会在这里,因为我比别人都聪明而且
我的经验也比别人都来的丰富
7
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
We Have To Assume Our People Are Already Highly Competent.....…
我们必需假设我们的员工已经有很好的能力
Competence
有能力
Incompetence
没有能力
8
Write this on a Flipchart
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
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........But To Learn They Need To Be in a State of Conscious Competence
......但为了要学习, 他们必需身处在一个有意识有能力的状态下
Unconscious
无意识
Conscious
有意识
Conscious
有意识
Unconscious
无意识
Competence
有能力
Incompetence
没有能力
9
WRITE UP: The remainder
ASK: Now that is perfectly clear isn it?
EXPECT: Puzzled looks
SAY: This looks like the Philosophy section of the programme! Let me explain with an example
ASK: How old are children here when they learn to tie their shoelaces?
ACCEPT: Any age that participants seem to agree on. The age doesn matter. Usually it is Four
SAY: I want you to imagine a child aged three and a half . The child is crying as it is falling over because its shoe laces are undone. It is not conscious of the problem and anyhow couldn fix it because it is too young(Unconscious incompetence)
Next, the child one day before its fourth birthday is crying more loudly; it now knows what the problem is but is frustrated because it can fix it (Conscious incompetence)
One day after its fourth birthday, with a lot of effort ,the child can tie its laces (Conscious competence)
ASK SOMEONE WEARING SHOES WITH LACES: Describe to us how you tied your shoes this morning.
EXPECT DIFFICULTIES; Break in quickly to say to say person has been tying shoe laces for many years & now totally unconscious CONTINUED
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
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Competencies
能力
When planning a programme, write down what you want participants, at the end of the session to
在计划一个节目时, 写下你希望参加者在课程结束後
Knowing their heads
在他们的脑袋中学到了什麽
Have practised with their hands
身体力行了些什麽
Feel in their hearts
用心体会了些什麽
KSA build to competencies on the job
知识/技巧/态度建立了工作的能力
The application of competencies delivers a result
运用自己的能力才能达成结果
Improved performance on the job
改善工作表现
10
CONTINUED
And is operating by habit. Habits are about repeating previous behaviour which we judge to be successful. We have some good habits and some bad.
The only way we can start to fix the bad habits is by becoming conscious of them; going down a level on the chart; and then returning back to work hopefully with a higher level of competencies
NB If you some in the group who feel then know it all already, this story can help you engage them , particularly if you later ask them to share their experience as an important part of the group learning from each other
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
KSA Example: Adopt A Country
K1. Know the region & OMAP better
2. Know their adopted country & O&M in that country in
considerable depth
3. Understand the dimensions of working across the region with people
from different cultures
S4. Have practised listening, inquiring, influencing and relationship
building in non home town/country environment.
5. Have practised driving to solutions on major client/agency projects in
cross country teams
A6. Feel they are part of a network of like minded people
7. Feel a bit elite and recognised for their potential
8. Want to stay and build their careers with O&M
9. Feel encouraged to spread their wings and contribute more
11
These two examples were the KSA for new 1996 programmes
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
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KSA’s Example: Selling
K1. Know that selling is a key part of their jobs and career progression
2. Understand how to recognise, nurture & protect great ideas
3. Know how their clients buy ideas & act accordingly
S 4. Have practised ....Different buying situations in roleplays
5. Presenting work, in particular bringing theatre, drama & flair
6. Protecting work by overcoming obstacles and resolving conflict
A7. Feel passion, courage & conviction for the cause of selling great work
8. Have the tenacity of bulldogs when it matters
12
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
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KSA Exercise
KSA 练习
Think about a training session you have just conducted or are due to conduct and write down the KSA you must deliver for success
improved performance back on the job
试著回想一个你刚参与或正要参与过的训练,并写下
成功必备的知识,技巧及态度
在回到工作岗位後改善工作表现
13
WANDER round the group and help individuals rather than process this in plenary
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
Types Of Trainers
训练者的种类
Key Dimensions
主要条件
k * K Knowledge and experience of subject
对主题的知识及经验
s * S Teaching skills
传授技巧
a * A Attitude - concern for needs for learners
态度 - 关心学习者的需要
14
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
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k Types : Low Knowledge & Experience Of Subject
k 型态: 较少的知识及经验
High
高
Low
低
Concern
关心
Low
低
High
高
Skills
技巧
15
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
k Types : Low Knowledge & Experience Of Subject
k 型态: 较少的知识及经验
The Endearing
Bumbler
.
The Persuader
.
The Arrogant
Charlatan
.
The
Incompetent
.
High
高
Low
低
Concern
关心
Low
低
High
高
Skills
技巧
16
Everyone dismisses the INCOMPETENT who wastes everyone time. Participants with any sense walk out and never come back
The ENDEARING BUMBLER evokes pity.....but he tries so hard
The ARROGANT CHARLATAN manipulates the group and is dangerous
The PERSUADER reminds us of some Account Service people we have known!
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
Assumption
假设
Our Trainers have an appropriate knowledge and experience of their subject matter - they are all
对於训练的主题,我们的训练者有足够的知识及经验
K
Or if they don’t when first asked, they do their homework!
或者,如果在他们第一次被问及时不知道的话, 他们便会回家作功课!
17
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
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K Types: High Knowledge & Experience Of Subject
K型态: 较多的知识及经验
The Humble
Expert
谦卑的讲师
.
The Ogilvy
Trainer
奥美的讲师
.
The Directive
Instructor
命令式的讲师
.
The Boring
Lecturer
无趣的讲师
.
High
高
Low
低
Concern
关心
Low
低
High
高
Skills
技巧
18
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
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The Boring Lecturer .
无趣的讲师
Often a highly placed expert
通常是身经百战的专家
Likes to be seen as supporting training
希望被视为支援性的训练
It’s part of our culture
这是我们文化的一部份
Lacks skills. Tends to use notes rather than overheads
缺乏技巧.多半是使用讲义而非投影片
Often apprehensive and nervous inside
内心通常焦虑,恐惧的
19
You may have to make difficult decisions with this sort of character. Often so senior in the agency that you have to have them on the programme. If you do, try to arrange their slot where it does least damage to participants - early in the programme/day and best of all just before lunch. Never immediately after lunch or at the end of the programme/day
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
The Boring Lecturer . (Cont’d)
无趣的讲师 (续)
Doesn’t have the time or inclination to prepare
没有时间或意愿来准备
These people are here to learn from me and here is my message from on high
这些人是来这里向我学习的,而这正是我想要传
达的
Participants often fall asleep
参加者通常会睡著
20
You may have to make difficult decisions with this sort of character. Often so senior in the agency that you have to have them on the programme. If you do, try to arrange their slot where it does least damage to participants - early in the programme/day and best of all just before lunch. Never immediately after lunch or at the end of the programme/day
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
The Directive Instructor .
命令式的讲师
Sticks to his material or training procedure rigidly
一成不变的顺著他的教材或训练方式
Rarely allows any variation in either content, structure or timing. Or much participation
对於他的内容,架构或时间很少有变化.也不是参与式的
Often has big decks of acetates which participants see with horror
通常带着一大叠投影片,被参与者认为畏途
Called Brian
叫作 “Brian”
Participants can get frustrated and angry
参加者通常会感到沮丧及生气
21
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
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B Briefing (简介)
R Resources (资源)
I Instructions (指引)
A Application (运用)
N Notes (作笔记)
22
EXPLAIN that this is the way most of us were taught at school. We listened to what the teacher told us; we accepted the materials we were given to accomplish the task; we obeyed instructions and applied ourselves to the task; and at the end received a big pile of notes that made sure we knew how to do the task another time
SAY that BRIAN as a style of teaching/learning is appropriate e to get across a lot of new material quickly. But it is very hard to sustain adult learning using only Brian. What we try to do is to introduce as much as we can of another person, ALICE..................
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
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A Activity (活动)
L Learning (学习)
I Involvement (参与)
C Consultation (谘询)
E Evaluation (评估)
23
SAY With ALICE the group engages in an activity, learns through involvement, can access help and advice if required and reviews the experience to evaluate what has been accomplished and what to do next. It is essentially very participative.
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
The Humble Expert .
谦卑的讲师
Recognised expert
公认的专家
So concerned about the group and their learning requirements that he is self-effacing and can easily go off on tangents
关心学习者及他们的需求,是个行动主义者, 可以很容易的突发奇想
24
You can try counseling or putting the humble expert through this Train the Trainer programme. Otherwise keep the session short and insist on leavebehinds (which will usually be brilliant)
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
The Humble Expert . (Cont’d)
谦卑的讲师 (续)
Lack of teaching skills makes him appear apologetic, long winded, disorganised and repetitive
缺乏教学的经验使他变得谦卑,冗长,较无组织, 且一直重覆
Participants have to work very hard
to extract the learning
参与者必需非常努力的粹取学习的精华
25
You can try counseling or putting the humble expert through this Train the Trainer programme. Otherwise keep the session short and insist on leavebehinds (which will usually be brilliant)
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
Where We Want To Be
我们想往何处
The
Ogilvy Trainer
奥美的讲师
.
26
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
The Ogilvy Trainer .
奥美的讲师
Deep knowledge, experience and understanding of subject
对训练主题有足够的知识,丰富经验及了解
Knows a variety of training techniques and methods and knows how and when to use them. 拥有许多训练技巧及方法,并且知道该在什麽时候来仍擞
27
Ogilvy & Mather
Ref:TRAINING/TT/3SETOBJ/rc
*
The Ogilvy Trainer . (Cont’d)
奥美的讲师 (续)
Called Alice as much as Brian
被称作是"Alice"也被称作是“Brian”
Strong concern for learners
对学习者有强烈的关心
Participants learn, have fun and apply the
learning back on the job
参加者快乐的学习到了东西, 并且在回到
工作岗位後也能将所学的运用在工作上
28
1
3
SAY To talk about this needs some body parts.........
4
SAY head, hands and heart
5
6
ASK whether they have come across other attitudes. DRAW OUT
The cynic, can be dangerous if not handled appropriately. ASK how they would deal with DISCUSS. (Often splitting into subgroups helps the cynic find a role - passing on his experience to others. Set him up that way and then don patrol that group as much as you do the others)
TRANSITION with another way of deflecting the cynic - competence
7
8
Write this on a Flipchart
9
WRITE UP: The remainder
ASK: Now that is perfectly clear isn it?
EXPECT: Puzzled looks
SAY: This looks like the Philosophy section of the programme! Let me explain with an example
ASK: How old are children here when they learn to tie their shoelaces?
ACCEPT: Any age that participants seem to agree on. The age doesn matter. Usually it is Four
SAY: I want you to imagine a child aged three and a half . The child is crying as it is falling over because its shoe laces are undone. It is not conscious of the problem and anyhow couldn fix it because it is too young(Unconscious incompetence)
Next, the child one day before its fourth birthday is crying more loudly; it now knows what the problem is but is frustrated because it can fix it (Conscious incompetence)
One day after its fourth birthday, with a lot of effort ,the child can tie its laces (Conscious competence)
ASK SOMEONE WEARING SHOES WITH LACES: Describe to us how you tied your shoes this morning.
EXPECT DIFFICULTIES; Break in quickly to say to say person has been tying shoe laces for many years & now totally unconscious CONTINUED
10
CONTINUED
And is operating by habit. Habits are about repeating previous behaviour which we judge to be successful. We have some good habits and some bad.
The only way we can start to fix the bad habits is by becoming conscious of them; going down a level on the chart; and then returning back to work hopefully with a higher level of competencies
NB If you some in the group who feel then know it all already, this story can help you engage them , particularly if you later ask them to share their experience as an important part of the group learning from each other
11
These two examples were the KSA for new 1996 programmes
12
13
WANDER round the group and help individuals rather than process this in plenary
14
15
16
Everyone dismisses the INCOMPETENT who wastes everyone time. Participants with any sense walk out and never come back
The ENDEARING BUMBLER evokes pity.....but he tries so hard
The ARROGANT CHARLATAN manipulates the group and is dangerous
The PERSUADER reminds us of some Account Service people we have known!
17
18
19
You may have to make difficult decisions with this sort of character. Often so senior in the agency that you have to have them on the programme. If you do, try to arrange their slot where it does least damage to participants - early in the programme/day and best of all just before lunch. Never immediately after lunch or at the end of the programme/day
20
You may have to make difficult decisions with this sort of character. Often so senior in the agency that you have to have them on the programme. If you do, try to arrange their slot where it does least damage to participants - early in the programme/day and best of all just before lunch. Never immediately after lunch or at the end of the programme/day
21
22
EXPLAIN that this is the way most of us were taught at school. We listened to what the teacher told us; we accepted the materials we were given to accomplish the task; we obeyed instructions and applied ourselves to the task; and at the end received a big pile of notes that made sure we knew how to do the task another time
SAY that BRIAN as a style of teaching/learning is appropriate e to get across a lot of new material quickly. But it is very hard to sustain adult learning using only Brian. What we try to do is to introduce as much as we can of another person, ALICE..................
23
SAY With ALICE the group engages in an activity, learns through involvement, can access help and advice if required and reviews the experience to evaluate what has been accomplished and what to do next. It is essentially very participative.
24
You can try counseling or putting the humble expert through this Train the Trainer programme. Otherwise keep the session short and insist on leavebehinds (which will usually be brilliant)
25
You can try counseling or putting the humble expert through this Train the Trainer programme. Otherwise keep the session short and insist on leavebehinds (which will usually be brilliant)
26
27
28
