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Training Your
Trainers
Chuck Nicosia
UB Campus Dining and Shops
Edited by Cassie H and Laken W
What’s the Plan Today?• Choosing a Trainer
• What to look for in your team
• 4 Personality Types
• Teaching a Trainer
• Coaching Model
•Feedback from Trainer
• Always and Never
• Consistency of a Trainer
• Set the Standard
• Follow up with a Trainer
• Communication
Choosing a Trainer
• The best DO NOT always make the best teachers
• Attitude, Patience, and Effort
• Management Team’s input
• Interview Process
4 Personality Types
• Controller
• Persuader
• Stabilizer
• Analyzer
Controller
• Strengths
• Result-focused, make fast decisions, generate ideas, take action, big-picture
• Blindspots
• Listening, being patient, expressing feelings, paying attention to detail
• Stereotypes
• Bossy, cold, mean
• Tension-Reaction Behavior
• Explode, blame, dictate, take over, suppress emotions
• How to Communicate
• Present facts, ask direct/clear questions, stay on task
• Why They’re Important
• Use conflict to get results, bottom-line
Persuader
• Strengths
• Person-focused, optimistic, stimulate others into action, verbal skills
• Blindspots
• Detail work, following through, becoming overly emotional, setting realistic time frames
• Stereotypes
• Always talking, easily bored/distracted
• Tension-Reaction Behavior
• Verbally attack, talk about everything, cry, “dump” it & forget it, overreact emotionally
• How to Communicate
• Get to know them personally, ask for opinions concerning people, socialize
• Why They’re Important
• People like them, can motivate others, others trust them
Stabilizer
• Strengths
• Relationship-focused, maintain harmony, warm and friendly, dependable
• Blindspots
• Avoiding conflict, initiating quickly, spends too much personal time on others, taking
risks, letting go of past wrongs,
• Stereotypes
• No backbone, unsure, is a “yes” person, dependent, easily offended
• Tension-Reaction Behavior
• Wait too long to act, tell others, avoid, give in and get even, worry emotionally
• How to Communicate
• Casual/informal way, be patient, ask questions to get them to share opinion
• Why They’re Important
• Maintain harmony, concerned about others’ feelings, juggle multiple tasks
• Strengths
• Quality/accuracy/perfection-focused, logic, quality control, self-discipline, uses
facts/data, detail-oriented
• Blindspots
• Declaring a position, lose sight of big picture, working in teams
• Stereotypes
• Robotic, overly cautious, serious
• Tension-Reaction Behavior
• Nitpick, leave situation, prove they are right, pull away, withhold emotions
• How to Communicate
• Be organized, keep all promises, give sufficient information to support ideas
• Why They’re Important
• Tasks get done, keep busy, give 110%
Analyzer
Coaching Model
• Explain
•Clearly state task you are going to teach
• Show
•Demonstrate while explaining pitfalls
• Practice
• Watch while trainee completes task
• Feedback
• Give feedback on task accuracy
Show
Feedback
Practice
Explain
Train the Trainer; Explain/Show
• Stick to “Need to Know”
• They’ll figure out “Nice to Knows”
• Most people do well with this part
• State pitfalls and how to avoid
Train the Trainer; Practice
• You have to be there!
• Multitasking in Training
•Prioritizing and being aware of all tasks
• Investment in Time
• Sub Class
Feedback; Always and Never
• The Hardest to Teach
• The Always and the Never
• Always-Be Specific/Clear
• Never-Sugarcoat
Feedback; Lesson 1
• Lesson 1: You’re Great! Is NOT Feedback
• Why?--No value
• Trainees know BS
• Great job is like a joke told too often
• Trainees respond better when feedback isn’t generic
Feedback; Lesson 2
• Lesson 2: You Stink! Is NOT Feedback
• Why?--How are they going to get better?
• What are your expectations?
• Were they made clear before this?
• Did you show them how and why?
• What is the next step if a trainee still isn’t doing well?
Feedback; Be Clear
• Never Sugarcoat
• We have to make expectations clear
•SS’s have to set standards AND FOLLOW THEM
• They do not see the problem
• Do not give them an “out”
•“Well, we’re busy” or “It’s not usually like this”
Feedback; Scenario
John is a new DSA and is working dining room for the first time. Billy
is John’s SS. In the middle of the shift, a milk spilled in the cooler
because John did not prep the milk properly. Billy approaches John
and says, “Hey, I know it’s your first day. It’s okay.”
Where is the poor feedback?
What could Billy have said differently?
Feedback; Two Types
• Two Types of Feedback
• Feedback #1-Immediate
•Gives clear guidelines during the shift
•No Surprises
• Feedback #2-Big Picture
•#2-Is a conversation to work together
•Everyone on the same page?
Feedback; Ask 3 Questions
• How do you think you’re doing?
• You KNOW how they did but do they see the same things?
• Are you on the same page?
• What could you have done better?
• Let them be a part of their development!
• Having a voice gives them confidence.
• How can I help you?
• Everyone should ask this question
• Have answers when the employee has none.
Train the Trainer; Consistency
• Training set at a standard
• Each new SS group comes in with the same expectations
• Checklist slightly change each semester
• Focus is still Explain, Show, Practice, Feedback
• Standard is important
• Each SS has their own unique way of completing a task or approaching a situation
• But consistency will help prevent confusion and conflict
• A lot of Rialto problems come from conflicting information
Train the Trainer; Follow-up
• The true knowledge comes from the trainer
• Follow-up after each training shift
•Orientation is a key training shift
•Discuss what the trainee did right
•And how they can improve
• Good training never stops
• “If you’re not talking you’re not Training”
Train the Trainer; Follow-up
• Confirmation in Training
• SS Communication Book
• Checklists
• Evaluation of trainee
• The basics steps
• Step 1-Glue
•Stick by trainees side/pair them with solid DSA
• Step 2-Shadow
•Observe but let trainee do tasks alone
• Step 3- Support
•Trainee is alone but trainer is available
Train the Trainer: Closing
• Choosing a Trainer
• Be aware of others’ personality types, skills, weaknesses
• Attitude, patience, effort
• Teaching a Trainer
• Set the Standard
• Coaching Model
•Feedback from Trainer
•Always be Specific
•Never Sugarcoat
• Consistency of a Trainer
• Communicate the Standard
• Follow up with a Trainer
• Keep the Message Going
Questions?

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NACUFS Training Your Trainers.pptx

  • 1. Training Your Trainers Chuck Nicosia UB Campus Dining and Shops Edited by Cassie H and Laken W
  • 2. What’s the Plan Today?• Choosing a Trainer • What to look for in your team • 4 Personality Types • Teaching a Trainer • Coaching Model •Feedback from Trainer • Always and Never • Consistency of a Trainer • Set the Standard • Follow up with a Trainer • Communication
  • 3. Choosing a Trainer • The best DO NOT always make the best teachers • Attitude, Patience, and Effort • Management Team’s input • Interview Process
  • 4. 4 Personality Types • Controller • Persuader • Stabilizer • Analyzer
  • 5. Controller • Strengths • Result-focused, make fast decisions, generate ideas, take action, big-picture • Blindspots • Listening, being patient, expressing feelings, paying attention to detail • Stereotypes • Bossy, cold, mean • Tension-Reaction Behavior • Explode, blame, dictate, take over, suppress emotions • How to Communicate • Present facts, ask direct/clear questions, stay on task • Why They’re Important • Use conflict to get results, bottom-line
  • 6. Persuader • Strengths • Person-focused, optimistic, stimulate others into action, verbal skills • Blindspots • Detail work, following through, becoming overly emotional, setting realistic time frames • Stereotypes • Always talking, easily bored/distracted • Tension-Reaction Behavior • Verbally attack, talk about everything, cry, “dump” it & forget it, overreact emotionally • How to Communicate • Get to know them personally, ask for opinions concerning people, socialize • Why They’re Important • People like them, can motivate others, others trust them
  • 7. Stabilizer • Strengths • Relationship-focused, maintain harmony, warm and friendly, dependable • Blindspots • Avoiding conflict, initiating quickly, spends too much personal time on others, taking risks, letting go of past wrongs, • Stereotypes • No backbone, unsure, is a “yes” person, dependent, easily offended • Tension-Reaction Behavior • Wait too long to act, tell others, avoid, give in and get even, worry emotionally • How to Communicate • Casual/informal way, be patient, ask questions to get them to share opinion • Why They’re Important • Maintain harmony, concerned about others’ feelings, juggle multiple tasks
  • 8. • Strengths • Quality/accuracy/perfection-focused, logic, quality control, self-discipline, uses facts/data, detail-oriented • Blindspots • Declaring a position, lose sight of big picture, working in teams • Stereotypes • Robotic, overly cautious, serious • Tension-Reaction Behavior • Nitpick, leave situation, prove they are right, pull away, withhold emotions • How to Communicate • Be organized, keep all promises, give sufficient information to support ideas • Why They’re Important • Tasks get done, keep busy, give 110% Analyzer
  • 9. Coaching Model • Explain •Clearly state task you are going to teach • Show •Demonstrate while explaining pitfalls • Practice • Watch while trainee completes task • Feedback • Give feedback on task accuracy Show Feedback Practice Explain
  • 10. Train the Trainer; Explain/Show • Stick to “Need to Know” • They’ll figure out “Nice to Knows” • Most people do well with this part • State pitfalls and how to avoid
  • 11. Train the Trainer; Practice • You have to be there! • Multitasking in Training •Prioritizing and being aware of all tasks • Investment in Time • Sub Class
  • 12. Feedback; Always and Never • The Hardest to Teach • The Always and the Never • Always-Be Specific/Clear • Never-Sugarcoat
  • 13. Feedback; Lesson 1 • Lesson 1: You’re Great! Is NOT Feedback • Why?--No value • Trainees know BS • Great job is like a joke told too often • Trainees respond better when feedback isn’t generic
  • 14. Feedback; Lesson 2 • Lesson 2: You Stink! Is NOT Feedback • Why?--How are they going to get better? • What are your expectations? • Were they made clear before this? • Did you show them how and why? • What is the next step if a trainee still isn’t doing well?
  • 15. Feedback; Be Clear • Never Sugarcoat • We have to make expectations clear •SS’s have to set standards AND FOLLOW THEM • They do not see the problem • Do not give them an “out” •“Well, we’re busy” or “It’s not usually like this”
  • 16. Feedback; Scenario John is a new DSA and is working dining room for the first time. Billy is John’s SS. In the middle of the shift, a milk spilled in the cooler because John did not prep the milk properly. Billy approaches John and says, “Hey, I know it’s your first day. It’s okay.” Where is the poor feedback? What could Billy have said differently?
  • 17. Feedback; Two Types • Two Types of Feedback • Feedback #1-Immediate •Gives clear guidelines during the shift •No Surprises • Feedback #2-Big Picture •#2-Is a conversation to work together •Everyone on the same page?
  • 18. Feedback; Ask 3 Questions • How do you think you’re doing? • You KNOW how they did but do they see the same things? • Are you on the same page? • What could you have done better? • Let them be a part of their development! • Having a voice gives them confidence. • How can I help you? • Everyone should ask this question • Have answers when the employee has none.
  • 19. Train the Trainer; Consistency • Training set at a standard • Each new SS group comes in with the same expectations • Checklist slightly change each semester • Focus is still Explain, Show, Practice, Feedback • Standard is important • Each SS has their own unique way of completing a task or approaching a situation • But consistency will help prevent confusion and conflict • A lot of Rialto problems come from conflicting information
  • 20. Train the Trainer; Follow-up • The true knowledge comes from the trainer • Follow-up after each training shift •Orientation is a key training shift •Discuss what the trainee did right •And how they can improve • Good training never stops • “If you’re not talking you’re not Training”
  • 21. Train the Trainer; Follow-up • Confirmation in Training • SS Communication Book • Checklists • Evaluation of trainee • The basics steps • Step 1-Glue •Stick by trainees side/pair them with solid DSA • Step 2-Shadow •Observe but let trainee do tasks alone • Step 3- Support •Trainee is alone but trainer is available
  • 22. Train the Trainer: Closing • Choosing a Trainer • Be aware of others’ personality types, skills, weaknesses • Attitude, patience, effort • Teaching a Trainer • Set the Standard • Coaching Model •Feedback from Trainer •Always be Specific •Never Sugarcoat • Consistency of a Trainer • Communicate the Standard • Follow up with a Trainer • Keep the Message Going