TRAIN THE TRAINER FACILITATOR GUIDE - WordPress.com · • Follow the facilitator guide closely,...
Transcript of TRAIN THE TRAINER FACILITATOR GUIDE - WordPress.com · • Follow the facilitator guide closely,...
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MY PERFORMANCE JOURNEY
TRAIN THE TRAINER
FACILITATOR GUIDE
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COURSE GUIDE
FACILITATION SKILLS TRAINING
SET MY GOALS TOOLKIT UPDATE GOALS
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FACILITATION SKILLS TRAINING
SECTION SLIDE DESCRIPTION
1 SAY: Welcome to today’s session. This guide is intended to assist new facilitators in delivering the My Performance
Journey - Set My Goals training to other leaders and team
members. There are three sections in this guide.
Section 1 will focus on enabling you to become an effective
facilitator. Sections 2 and 3 will focus on utilizing the Set My
Goals Toolkit to have successful 1:1 conversations with your
team members about goal-setting and progress. Once you
are familiar with these objectives you will be able to train
others to do the same.
DO: Show slide 1
HUMAN RESOURCES TEAM WORK EX CELLENCE INTE GRITY
2 DO: Show slide 2
SAY: In Section 1: Train the Trainer you’ll find:
• Detailed instructions on how to facilitate the training
session
• Guidance on activities and materials
INTRODUCTION • A brief description of the contents of the Set My Goals
Toolkit
• How to prepare for delivering sessions
• Facilitation tips
Our goal is to prepare you to train others on this new
approach to performance, starting with goal-setting. You
will also learn to demonstrate the correct use of the Set My
Goals Toolkit that will be made available to all team
members. By the end of the session, you will be able to
help others set goals following the My Performance
Journey process.
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SECTION SLIDE DESCRIPTION
TRAIN THE TRAINER
PURPOSE
3 DO: Show slide 3
SAY: In this first section we will cover facilitation skills,
discussion of the My Performance Journey session content,
and tips & techniques to transfer this knowledge to team
members. Upon completion of today’s session, those
identified as Training Support will proceed with these same
steps and deliver this training to their business’ leaders/team
members.
4 TRANSITION SAY: Before we get into tips and techniques, let’s talk
about a facilitator’s role during a session. Your role as
a facilitator is to plan, guide and manage the session to
ensure the My Performance Journey objectives are met.
You will learn to lead discussions, listen effectively, make
accurate observations and help participants connect the My
Performance Journey process to their jobs.
YOUR ROLE AS A
FACILITATOR DO: Show slide 4
SAY: There are several ways you can structure sessions for
your business.
1. Classroom sessions
2. 1:1 sessions
3. Small group sessions
You should manage the flow of the presentation and
maintain control while guiding team members through
the content. We have provided resources to help you
successfully facilitate sessions in this guide.
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FACILITATION SKILLS TRAINING
SECTION SLIDE DESCRIPTION
FACILITATOR
RESPONSIBILITIES
5 DO: Show slide 5
SAY: In addition to facilitating sessions, you will also be
responsible for:
1. Explaining the process of goal-setting in My Performance
Journey.
2. Determining an appropriate meeting method (instructor-
led, one-on-one, or small group.)
3. Making arrangements for meeting rooms and supplies
and then communicating location information to
participants in a timely manner.
4. Distributing the Set My Goals Toolkit and ensuring team
members understand how to utilize it.
Now let’s discover what is required to become a great
facilitator.
HUMAN RESOURCES TEAM WORK EX CELLENCE INTE GRITY
6 DO: Show slide 6
SAY: When getting ready to facilitate, you need to:
1. Understand the purpose of the training and know the
desired outcome.
2. Know the business process and preferences for setting
goals and having sessions.
GETTING READY TO 3. Anticipate any challenges that may arise and help the
FACILITATE business come up with solutions.
4. Practice the entire presentation several times.
5. Prepare all materials needed for distribution.
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SECTION SLIDE DESCRIPTION
GETTING READY TO
FACILITATE
7 TRANSITION SAY: Once you are ready to facilitate, it’s time to put all your
practice and preparation into action. Let’s look at some tips
for conducting a session.
DO: Show slide 7
SAY: First, you need to make sure your audience connects
to the purpose of the session.
1. Display the PowerPoint presentation.
2. Set the pace, tone, and expectations for the training by
reviewing the training topics.
3. Give overview of the materials (toolkit.)
8 DO: Show slide 8
SAY: Once you’ve given an overview of the materials,
engage participants using discussion questions.
When using discussion questions:
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GETTING READY TO
FACILITATE
Frame questions in a way that makes information
personal and relevant to engage participants.
• Follow the facilitator guide closely, while managing and
monitoring the discussions.
• Give clear and concise directions based on the
PowerPoint and facilitator guide.
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FACILITATION SKILLS TRAINING
SECTION SLIDE DESCRIPTION
GETTING READY TO
FACILITATE
9 DO: Show slide 9
SAY: Keep it positive! Don’t position the training as a
negative event, put focus on the positive outcome and stress
the benefits.
Attitude is an often overlooked and underestimated aspect of
training. Maintain a positive attitude throughout the session.
10 TRANSITION SAY: Now that we’ve covered what a facilitator is and
does during a session, let’s take a look at the kinds of
sessions you may conduct. As we cover this topic, think
about which approach would work best for your business
group.
DO: Show slide 10
TRAINING METHODS
SAY: Instructor-led training is a formal learning experience
where you present material to a large group. Some of the
benefits of this type of training are:
• EFFICIENCY - large group size allows you to
train several people at once
• PERSONAL - training is face-to-face for interaction
• CONSISTENCY - ensures everyone gets the
same information at the same time.
If you choose to facilitate an instructor-led session:
1. Arrange for a room to be reserved well in advance of
your training dates and ensure your materials are
ready.
2. Consider placing notepads and pencils at each seat
if participants need to take notes.
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SECTION SLIDE DESCRIPTION
TRAINING METHODS
11 DO: Show slide 11
SAY: One-on-one sessions focus on the individual needs
of a leader or team member. They are generally less formal
than other options.
The facilitator schedules the session when time allows to:
• Present the My Performance Journey PowerPoint
• Answer questions
• Suggest effective strategies
• Guide goal-setting
• Give support and encouragement
• Provide knowledgeable feedback
12 DO: Show slide 12
SAY: Effective facilitation of small group/discussion
involves the recognition of different perspectives and
skills to create an inclusive environment. Discussion is a
powerful mechanism for active learning. A well-facilitated
discussion allows team members to explore new ideas while
recognizing and valuing the contributions of others.
GETTING READY TO
FACILITATE
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SECTION SLIDE DESCRIPTION
PRESENTATION TIPS
13 DO: Show slide 13
SAY: Once you choose how to conduct your training
session, there are 4 principles you can use to ensure the
session is successful.
The Four Principles are:
1. Understand your audience.
2. Prepare for your training.
3. Deliver confidently.
4. Control the environment.
Some additional tips to consider when facilitating are:
• Check in with your audience to ensure they understand.
• Follow the facilitator guide to stay on time and on target
during your sessions.
• Before the presentation, practice. The more you
rehearse, the more confident you will be.
• Stay focused on your purpose - helping your audience
understand your message.
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SECTION SLIDE DESCRIPTION
MATERIALS -
TOOLKIT
14 TRANSITION SAY: Now that we’ve talked about facilitation, let’s dive into
the toolkit.
DO: Show slide 14
SAY: The Set My Goals Toolkit is a resource that
guides team members through goal planning and goal
maintenance. You must be confident in your understanding
of how it’s used in order to explain it to others.
The worksheets in the toolkit should remain in the binder.
Team members are instructed to make as many copies as
necessary. The master copies should always remain blank.
The completed worksheets should be stored appropriately
for each team member. The leaders should be able to
reference those comments and notes on the worksheets
during review time.
If you are using the worksheets during a facilitated session,
ensure that everyone in the session is working from copies
and not on the master worksheets.
15 DO: Show slide 15
SAY: Training Support (facilitators) should have the following
training materials:
1. My Performance Journey - Set My Goals Toolkit
2. My Performance Journey - Set My Goals PowerPoint
INSTRUCTIONS 3. My Performance Journey - Set My Goals Facilitator Guide
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SECTION SLIDE DESCRIPTION
INSTRUCTIONS
16 DO: Show slide 16. Pick up and show the participants the toolkit as you are describing what they should have in front
of them. Tell them these materials must remain with them
during their own facilitation.
SAY: Thoroughly review the My Performance Journey - Set
My Goals Toolkit. The toolkit must be used with the facilitator
guide in order to learn how and when to use the tools during
the session. You will also provide all leaders and team
members with the same toolkit when conducting your own
training sessions. Electronic copies will be made available
online.
Do not discard any of these materials. You will need them
before and during the training that you will facilitate.
HUMAN RESOURCES TEAM WORK EX CELLENCE INTE GRITY
17 TRANSITION DO: Show slide 17
SAY: Now that you’ve learned HOW to train others, it’s time
to learn WHAT you will be training.
YOU HAVE NOW
COMPLETED. . .
END OF FACILITATION SKILLS TRAINING SECTION
OPTIONAL: 5 MINUTE BREAK
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COURSE GUIDE
1 FACILITATION SKILLS TRAINING
SET MY GOALS
TOOLKIT
3 UPDATE GOALS
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SECTION SLIDE DESCRIPTION
OVERVIEW
18 DO: Show slide 18
SAY: When using the toolkit to facilitate sessions, there are
key areas you want to focus on:
1. WHAT YOU NEED TO KNOW:
How to train leaders to use the Set My Goals Toolkit
that has been created to support them when setting
performance goals.
2. WHAT YOU NEED TO DO:
Review the facilitator’s guide and the PowerPoint
presentation then facilitate training for your department.
Refer to the sections labeled “DO” on the scripted pages
of the facilitator guide.
3. WHAT YOU NEED TO SAY:
Refer to the sections labeled “SAY” on the scripted
pages of the facilitator guide that are paired with the
PowerPoint presentation slides.
19 DO: Show slide 19, toolkit page 3
SAY: Each section of the toolkit has an overview page titled
“FOCUS on the big picture”. In this area you will see leader
and team member roles, key actions and take aways.
FOCUS ON THE
BIG PICTURE
As a leader, this page gives you an idea what your role is,
what actions you should be able to perform afterwards and
what important information you should focus on retaining.
You will cultivate the team member items shown on this
page with your group. After you educate your team they, in
turn, should know their role, be able to perform those actions
and remember key information you discussed with them.
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SECTION SLIDE DESCRIPTION
RAISE YOUR
EXPECTATIONS
20 DO: Show slide 20, toolkit page 4
SAY: Let’s talk about the importance of communicating with
your team.
Successful leaders:
• Follow an employee-centric approach
• Communicate often
• Set clear goals and expectations
• Model behaviors
• Motivate others with a positive attitude
21 DO: Show slide 21, toolkit page 5
MAKE IT
MEANINGFUL FOR
YOUR TEAM
SAY: Communication makes your interactions with your
team meaningful. Start with periodic communication,
then move on to consistent communication. Two-way
conversations with appropriate feedback and support
are a recipe for making sure your team members know
they matter and what they do matters to GM Financial.
Be the conduit for success. This toolkit is designed to
help you create a personalized plan for creating a
high performing team, starting with goal-setting.
The tools we discuss will help your team understand the
core competencies, help you have ongoing
conversations about goals and progress, and encourage
your team members to engage in professional
development.
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SECTION SLIDE DESCRIPTION
STRATEGIC PRIORITIES
22 TRANSITION SAY: To set your team up for success, you need to
understand how our strategic priorities, goals and
competencies work together. Once you are comfortable with
this concept you will be able to clearly communicate it to
others.
DO: Show slide 22, toolkit page 6
SAY: People are happier and more productive when they
know how they fit into the big picture. When you connect
your team’s actions to GM Financial’s strategic priorities, you
are helping them see how important their contributions are.
GM Financial has identified 5 strategic priorities needed to
be successful in our industry:
1. Culture to win – GM Financial’s positive work
environment.
2. Earn customers for life – Brand loyalty and return
customers.
3. Lead in innovation and technology – Leading in our
industry.
4. Drive core efficiencies – Operating to maintain efficiency
and relating it to GM Financial’s culture.
5. Grow our brand - Constantly expanding.
It’s important for your team to understand that their business
goals, and how they do the work to achieve those goals,
support our strategic priorities.
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SECTION SLIDE DESCRIPTION
SMART GOALS
23 DO: Show slide 23, toolkit page 6 (continued)
SAY: Let’s look at how you can help your team make
this connection. Goals are WHAT we need to do to make
ourselves and GM Financial successful. It’s recommended
that you use S.M.A.R.T. goals with your team to illustrate
how business goals connect to strategic priorities.
Specific
Measurable
Attainable
Relevant
Timely
Once team members understand how their contribution
matters, they are more engaged and motivated.
24 DO: Show slide 24, toolkit page 6 (continued)
SAY: Competencies are HOW a goal is met.
Competencies are made up of key actions team members
and leaders practice everyday to do their work.
Competencies are based on progression level.
COMPETENCIES
DO: Reference the trifold. Instruct participants to locate
the Collaborating competency.
SAY: For example, the team member competency
Collaborating is the foundation of the performance leader
competency Building Networks. Both revolve around working
together and forming a cohesive team, but use different
actions to accomplish work goals. Each competency in
the trifold progresses like this. When you explain the
competencies to others, point out how they build on each
other. This will help team members connect to how they
should do work to meet the expectations of their role, and
the behaviors they need to demonstrate if they want to
move up.
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SECTION SLIDE DESCRIPTION
VISUALIZE HOW
IT WORKS
25 DO: Show slide 25, toolkit page 7
SAY: Let’s take a look at what this might look like in the
business.
DO: Review goal example on toolkit page 7
SAY: Team members in a call center have a goal challenging
them to remain open to ideas that allow them to be reactive
to what the customer is experiencing. This is WHAT they
need to do every time they take a call.
26 DO: Show slide 26, toolkit page 7 (continued)
SAY: To meet this goal, team members practice EARNING
TRUST when they deal with customers. It’s HOW they
accomplish the goal of making a personal connection.
They do this by:
• Keeping commitments.
VISUALIZE HOW
IT WORKS
• Disclosing their own positions, sharing with customers
what can and can’t be done.
• Remaining open to ideas and considering alternative
points of view to find solutions.
These actions reflect their competency key actions.
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SECTION SLIDE DESCRIPTION
VISUALIZE HOW
IT WORKS
27 DO: Show slide 27, toolkit page 7 (continued)
SAY: Team members who excel at practicing EARNING
TRUST help the call center achieve high customer
satisfaction and the result is that GM Financial is EARNING
CUSTOMERS FOR LIFE, which is one of our strategic
priorities.
CALL TO ACTION: Now, take a moment to think about the
work your business segment does.
• What kind of goals do they have?
• How would you explain these goals using the WHAT,
HOW and RESULTS method?
DO: Give participants 3-5 minutes to reflect on those two
questions and make notes for themselves.
28 TRANSITION SAY: Now that we’ve talked through goals and
competencies, let’s look at some tools to help you
communicate goals, competencies, and the new
performance journey.
DO: Show slide 28, toolkit page 8.
DRIVE THE
PROCESS WITH
YOUR TEAM
SAY: As a facilitator, it’s your job to ensure your team
is on the right path. Start by setting clear expectations
and
consistent communication. The one-on-one (1:1) goal-setting
conversation is how leaders can set clear expectations early.
The tune-up checklist will help guide you through the
1:1 goal-setting conversation. Leaders should refer to
this checklist prior to each 1:1 goal-setting session.
HUMAN RESOURCES TEAM WORK EX CELLENCE INTE GRITY
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SECTION SLIDE DESCRIPTION
KNOW THE RIGHT
PATH TO TAKE
29 DO: Show slide 29, toolkit page 9
SAY: During 1:1 conversations, make sure team members
understand how they will receive their goals and how much
they will be expected to participate in the goal-setting
process.
There are two ways goals are set:
1. All goals are set for GM Financial team members.
2. Leaders and team members work together to set
business goals.
30 DO: Show slide 30
SAY: There are three different methods to create and
distribute goals in SuccessFactors:
1. Team Goals: This method is used to assign the
same goal(s) to multiple team members.
SET MY GOALS -
GOAL SETTING OPTIONS
2. Goal Import: This method is a one-time goal
assignment across a large group of team members (at
least 25 people.)
3. Goal Wizard: This is a step-by-step guide that outlines
each component of creating your own SMART goal. It
uses the goal library to pull in pre-written goals that
can be customized.
A resource guide containing job aids will be available on the
My Performance Journey SharePoint site.
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SECTION SLIDE DESCRIPTION
PLAN FOR THE
WHOLE YEAR
31 DO: Show slide 31, toolkit pages 10-11
SAY: Setting goals is the first step in the My Performance
Journey process. This is the first step in a year-long process.
• SET MY GOALS PHASE
• April - time to schedule 1:1 conversations.
• Set the tone for the year with positive attitude.
• Emphasize open communication.
• We’re in this phase; it’s the focus of today’s session.
• PLAN MY DEVELOPMENT (outside of the system)
• Starts after goals are set
• Use the Professional Development Plan (PDP) to
help plan growth opportunities for team members.
• Ongoing feedback & coaching supports progress.
• It’s recommended that leaders and team members
stay connected by having 2-way communication at
least once a month.
• CHECK MY PROGRESS
• August to October.
• Optional mid-year review.
• This is also a good time to update goals.
• Your route map will stay at “check my progress” until
this phase closes and the form is moved forward.
• REVIEW MY SUCCESS
• December to February.
• Annual reviews and calibration take place.
• New goals will be set.
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SECTION SLIDE DESCRIPTION
EXPLAIN THE KEY
DIFFERENCES
32 DO: Show slide 32, toolkit page 12
SAY: It’s very important for GM Financial team members to
realize that there is a difference between competency key
actions and job responsibilities. Competency key actions
are behaviors demonstrated by team members who meet
the expectations of their job. Key actions help GMF team
members achieve their goals and will change as you rise in
your progression level.
Job responsibilities are the requirements for maintaining
employment for the role the team member is in.
Successful team members perform both competency key
actions and job responsibilities on a daily basis.
DO: Review the competency key actions vs. job
responsibilities chart
SAY: Ensuring that all team members understand this will
help you to clearly communicate expectations for goals
during the first phase of the Performance Journey. Having
clear expectations around goals will also help leaders have
effective 1:1 conversations and set everyone up for success
when reviews are done.
33 DO: Show slide 33, toolkit pages 13-14
SAY: Now that we’ve reviewed the differences, let’s take a
look at how key actions might be demonstrated on the job.
This table shows a detailed breakdown of competency key
actions and what it looks like when practiced by someone
who meets the expectations of their job.
BREAKING DOWN THE
COMPETENCIES
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SET MY GOALS TOOLKIT
SECTION SLIDE DESCRIPTION
BREAKING DOWN THE
COMPETENCIES
34 DO: Show slide 34
ACTIVITY: 10 MINUTES
DO: Break the class into 2 teams. Participants will compete
to find answers to the questions below. Tell teams they have
1 minute to find the answer and raise a hand to respond.
The team with the most points earns bragging rights.
SAY: Use the trifold to answer my questions:
1. What are 2 key actions for Collaborating?
Possible answers: contributes to goal accomplishment,
asks for help and encourages involvement, informs
others on team, models commitment.
2. What are 2 key actions for Work Standards?
Possible answers: sets standards for excellence,
ensures high quality, takes responsibility, encourages
others to take responsibility.
3. What are 2 key actions for Earning Trust?
Possible answers: acts with integrity, discloses own
positions, remains open to ideas, values others.
4. What are 2 key actions for Adaptability?
Possible answers: tries to understand changes,
approaches changes with a positive mindset, adjusts
behavior.
5. What are 2 key actions for Building Customer
Loyalty?
Possible answers: enhances customer self-esteem,
clarifies the situation, involves the customer, takes the
“HEAT,” meets or exceeds needs, confirms satisfaction.
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SECTION SLIDE DESCRIPTION
RATING SCALES
35 TRANSITION DO: Show slide 35, toolkit pages 15-20
SAY: Now that we’ve got a good understanding of what
competency key actions are, let’s talk about how you can
help leaders identify them out in the business.
If you turn to pages 15-20 in the toolkit, you will find
resources to help you identify competency key actions in
the field. Pages 15-19 are a set of rating scales that show
what key action behaviors look like at each level. Ratings
are 1-5 for competencies, with 3 being rated as “meets
expectations.”
It’s important for leaders and team members to understand
that a rating of 3 meets expectations. This rating means a
team member is consistently performing key actions and job
responsibilities well.
Page 20 is an optional observation scheduling worksheet
that leaders can use to stay organized.
36 DO: Show slide 36, toolkit page 21
SAY: Page 21 is an Observation Worksheet that can be
used for taking notes about team member behaviors. Using
the scales provided, a leader can choose a rating that best
matches the description of the key actions being performed.
This worksheet is an optional tool that can help leaders and
team members track progress and plan 1:1 conversations.
OBSERVATION
WORKSHEET
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SET MY GOALS TOOLKIT
SECTION SLIDE DESCRIPTION
FOCUS ON THE
BIG PICTURE
37 DO: Show slide 37, toolkit page 23
SAY: Here is another overview page titled “FOCUS on the
big picture”. Remember, this page is here to clarify roles, key
actions and take aways from this section of the toolkit.
38 TRANSITION DO: Show slide 38, toolkit page 24
SAY: Now that we’ve covered goal setting, let’s focus on
having 1:1 follow-up conversations.
COMMUNICATION BY
THE NUMBERS
EMPHASIZE TWO-
WAY
COMMUNICATION
Data and statistics on communication are very clear:
there is a strong connection between team member
engagement and the amount of clear consistent
communication they receive from leaders. Not
communicating often with your team members is a
missed opportunity.
39 DO: Show slide 39, toolkit page 24 (continued)
SAY: 1:1 conversations aren’t always easy but they
are necessary to set clear expectations and give
timely feedback.
Meeting consistently to talk about goals and progress:
• Removes the stigma of “meeting with the boss.”
• Reduces fear
• Increases job satisfaction
• Builds trust between leaders and team members
HUMAN RESOURCES TEAM WORK EX CELLENCE INTE GRITY
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SECTION SLIDE DESCRIPTION
CLARIFY EXPECTATIONS
DURING THE 1:1
CONVERSATION
40 DO: Show slide 40, toolkit page 25, Competency Trifold Instruct participants to take out their Competency Trifold.
Use the trifold to explain/elaborate the bullet points below.
SAY: The Competency Trifold is a powerful tool during 1:1
Conversations.
• Use the cover to explain how the HOW (competencies)
supports the RESULTS (strategic priorities).
• Use the tables inside to show team members the
competencies and key actions that must be performed to
meet expectations at each level.
• Explain that the key actions build as you rise in
progression levels and can be used as a guide for
growth.
41 DO: Show slide 41, toolkit page 25 (continued), Competency Trifold (continued)
CLARIFY
EXPECTATIONS
DURING THE 1:1
CONVERSATION
SAY: The key actions shown for each competency and
level are a springboard for different types of
conversations: Development, Encouragement &
Empowering.
1. Development is needed when team members
aren’t demonstrating competencies or meeting
the expectations or their role.
• These conversations can happen at any level.
• Use the trifold to review key actions and offer
advice on ways to perform them successfully.
2. Encouraging and Empowering conversations
should happen when a team member meets
expectations or excels at a competency.
• Use the trifold to explore and compare key actions
in other progression levels for advancement.
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SECTION SLIDE DESCRIPTION
ROADMAP TO THE
RIGHT CONVERSATION
42 DO: Show slide 42, toolkit page 26
SAY: On page 26 of the toolkit you will see the Conversation
Roadmap. Leaders should refer to each of the five
competency ratings they assigned to their team members,
then use this chart to determine the type of conversation that
is needed for the team member based on observations.
On page 27 of the toolkit, you will find another optional
resource to help organize and schedule your 1:1
conversations.
43 TRANSITION DO: Show slide 43, toolkit page 28
SAY: Once you know the kind of conversation to have
with team members, it’s time to prepare for the 1:1
conversation.
PREPARE FOR
YOUR 1:1
CONVERSATION
On page 28 of the toolkit, there is a checklist of everything
you should bring with you and everything you should leave
behind when preparing for a 1:1 conversation.
We encourage every leader to review this checklist prior
to 1:1 conversations.
Below the checklist is a table that gives you tips for each
type of conversation you may have. Each conversation
type has a key word to focus on. Under that heading you
will
see the specific feedback advice you should review
before having that type of 1:1 conversation.
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SECTION SLIDE DESCRIPTION
ADVICE FOR YOUR
1:1 CONVERSATION
44 DO: Show slide 44, toolkit 29
SAY: As you prepare for the conversation, think about what
you want to say to the team member and what feedback
you need to focus on.
The acronym F.A.S.T. can help you plan.
• Feed forward: Give feedback team members can use to improve future behaviors. Positive, appropriate
feedback gives team members a springboard for better
development.
• Actionable: Give feedback that can be used to create a plan of action. You want team members to know their
areas of improvement and how to address them.
• Specific and accurate: Reference specific behaviors and situations you observed (both positive and negative.)
Give feedback on actions rather than personality.
• Timely: Give feedback often so the recipient can continue to develop or course correct before a final
review. It is recommended to check in with team
members at least once a month.
On page 29 of the toolkit you will find a reminder of what
F.A.S.T. feedback is as well as a section of “faux paus,”
otherwise known as “don’ts”.
If you have questions about a piece of feedback, you can
use the list of “faux paus” listed at the bottom of page to
ensure the feedback is still appropriate for the situation.
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SET MY GOALS TOOLKIT
SECTION SLIDE DESCRIPTION
OBSERVATION
SCENARIO
45 DO: Show slide 45
ACTIVITY: 10 MINUTES
SAY: Now, let’s put everything we’ve learned today together
and see what having that important 1:1 conversation looks like.
For this exercise, we’re going to have a development
conversation. A development conversations is not just based
on a reprimand for not performing to expectation. It’s also an
opportunity to offer your knowledge, advice and expertise to
someone who many be struggling to meet expectations and
needs your help to be successful.
DO: Ask for two volunteers to come to the front of the
room to role play a developing conversation. Choose one
participant to be the leader and one to be the team member
SAY: This is Mr(s) Leader. He/she is going to have a 1:1
discussion with T. Member. T. Member is a team member in
Mr(s) Leader’s group.
Prior to the discussion, Mr(s) Leader observed T. Member
and used the key action guides and observation worksheet
to take notes about his/her performance.
Mr(s) Leader will bring a trifold and the filled out observation
worksheet to the meeting to assist with the conversation. He/
she will also review the tips & best practices from the toolkit
prior to the conversation.
ACTIVITY CONTINUES ON NEXT PAGE
HUMAN RESOURCES TEAM WORK EX CELLENCE INTE GRITY
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SECTION SLIDE DESCRIPTION
ACTIVITY CONTINUED
DO: Give participants 2 minutes to prepare for their 1:1
conversation with the materials provided.
• Give Mr(s) Leader his/her script handout, observation
worksheet, toolkit tips and trifold.
• Give T. Member his/her script handout.
SAY: Those of you watching are now a coaching team. Your
goal is to identify what goes well and what can be improved.
DO: Give participants 3-5 minutes to have their 1:1.
SAY: Great job portraying your roles Mr(s) Leader and T.
Member. Let’s see what feedback your coaching team has.
DO: Initiate guided discussion using these questions.
1. What tips/best practices did Mr(s) Leader follow?
• Can you give me an example?
2. Did Mr(s) Leader provide FAST feedback?
• Was it feed forward? Is it feedback T. Member can
use to improve?
• Was it actionable? Did he/she provide a reasonable
path to improvement?
• Was it specific? Did Mr(s) Leader reference specific
instances?
• Was it timely? Was there a call to action for the next
meeting?
ACTIVITY CONTINUES ON NEXT PAGE
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SET MY GOALS TOOLKIT
SECTION SLIDE DESCRIPTION
ACTIVITY CONTINUED
3. Was Mr(s) Leader successful in redirecting T.
Member’s frustrations?
• Did Mr(s) Leader give T. Member ample time to
explain and provide feedback?
• Was the conversation really 2-way?
4. Did Mr(s) Leader utilize the trifold appropriately?
• Did he/she use it to explain competencies for T.
Member?
• Did he/she refer to the strategic priorities?
SAY: How could you take this conversation format and apply
it to your business group?
DO: Give participants 2 minutes to reflect and plan how they
can apply the scenario format to their group.
HUMAN RESOURCES TEAM WORK EX CELLENCE INTE GRITY
END OF SET MY GOALS TOOLKIT TRAINING SECTION
OPTIONAL: 5 MINUTE BREAK
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32
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COURSE GUIDE
FACILITATION SKILLS TRAINING
SET MY GOALS TOOLKIT
UPDATE GOALS
-
SECTION SLIDE DESCRIPTION
UPDATE A GOAL
46 TRANSITION DO: Show slide 46
SAY: After the conversation is complete, add conversation
notes to the comments section of the goal or change the
status or percent complete of the goal. This action can be
done by leaders or team members. Each business group
can decide how they want to record progress. Let’s take a
look at how notes are added.
The following steps show you how to update a goal or
competency in the system. This is a high level overview. We
will have job aids with a step-by-step walk through on the My
Performance Journey site.
47 DO: Show slide 47
SAY: Now let’s see how leaders can modify goals in
SuccessFactors. Being familiar with this process will help
you coach others.
1. Click on the Home button in the left hand corner and a
UPDATE A GOAL:
LOG IN
drop down menu will appear.
2. Scroll down and select Performance.
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UPDATE GOALS
SECTION SLIDE DESCRIPTION
UPDATE A GOAL:
FORM
48 DO: Show slide 48
SAY: This page will help you keep track of the progress of
your team members’ Goals and Competencies. Choose the
2017 Goals and Competencies form.
HUMAN RESOURCES TEAM WORK EX CELLENCE INTE GRITY
49 DO: Show slide 49
SAY: The route map below each team member’s name
will show where their goals and competencies are in the
process.
UPDATE A GOAL:
STEP PROCESS
35
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SECTION SLIDE DESCRIPTION
UPDATE A GOAL:
CHOOSE A GOAL
50 DO: Show slide 50
SAY: From the My Goals section, choose the goal you want
to update. Click on the pencil icon at the end of the goal to
start updating.
51 DO: Show slide 51
SAY: From the My Competencies section, choose a
competency key action you want to update. You can type
directly in the comments text box or click on the Writing
Assistant to receive help.
UPDATE A GOAL:
CHOOSE A
COMPETENCY
36
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UPDATE GOALS
SECTION SLIDE DESCRIPTION
UPDATE A GOAL:
CHOOSE A
COMPETENCY
52 DO: Show slide 52
SAY: The Writing Assistant Option will help you write your
comments according to the key action selected.
HUMAN RESOURCES TEAM WORK EX CELLENCE INTE GRITY
53 DO: Show slide 53
SAY: Once you finish all the updates, make sure you click
Save and Close in the lower right of the screen to save and
close the update.
UPDATE A GOAL:
SAVE CHANGES
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SECTION SLIDE DESCRIPTION
UPDATE A GOAL:
BACK TO MY PAGE
54 DO: Show slide 54
SAY: It then will bring you back to the My Form page with
and update showing the last date modified.
55 DO: Show slide 55
SAY: Now that your training is complete you need to:
•
•
•
NEXT STEPS
Schedule sessions with leaders and team members so
they understand the process and how to use the toolkit
Work with leaders to set goals for their team and have
1:1 goal conversations
Encourage monthly conversations about progress made
toward goals
In addition to this training, you’ll have these resources:
•
•
•
Tiered support model
Performance Journey Website with job aids
HRBPs
56 DO: Show slide 56
SAY: It has been a true pleasure to have each of you
join me on this session. Thank you for your attention and
participation.
THANK YOU!
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NOTES: