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Gustaaf Vocking MSc MBA
Ø Master of Econometrics Ø Bachelor of Business informaIon science Ø Psychology and post Doc didacIc skills Ø ExecuIve MBA Ø Entrepreneur since the age of 15 Ø Management Coach/Consultant/Trainer Ø Leadership/CommunicaIons/Brain skills Ø Managers/Professionals/Experts Ø Senior Lecturer MBA on Leadership/Strategy/Entrepreneurship Ø >20 year management experience Ø >10.000 (senior) managers, experts and students
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Underlying concept of the workshop
1. Understanding Leadership 2. Experience examples of
Leadership training 3. Training Leadership through
ü EffecIve communicaIon ü Team work ü People management ü Leadership and influence
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Day 1: Competencies to develop
ü EffecIve communicaIon
ü Team work ü People management ü Leadership and influence
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Day 2: The triple A+ trainer
ü Effec%ve training ü AcIon learning ü AppreciaIve Inquiry ü AcIonable insights ü FacilitaIng learning ü MovitaIng parIcipants ü Dealing with resistance
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ü Effec%ve training design ü Design of curriculum components
ü Hands on experience
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AcIon!
Ø Your neighbor and you execute this assignment without talking
Ø Take one blank A4 Ø Take one pen Ø Both of you hold the pen
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Day 1: Competencies to develop
ü EffecIve communicaIon
ü Team work ü People management ü Leadership and influence
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EffecIve communicaIon
ü Understand what a communicaIons strategy is, including its main components and how to develop an effecIve strategy to communicate with different target audiences.
ü Develop knowledge and pracIcal skills in aspects of preparing and structuring wri`en and oral presentaIons.
ü Increase their confidence in the management and delivery of presentaIons in order to obtain desired results and impact.
ü Be equipped with tools to improve management of their communicaIon acIviIes in the future.
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Co-‐creaIve communicaIon
Observe Observe
Request Request Need Need
EmoIon EmoIon
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Co-creative communication: key questions
What do you do?
What do you
want to do (more of)?
What do you need?
Who could help you?
Observe Observe
Request Request Need Need
EmoIon EmoIon
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Co-‐creaIve decision making
Ø Do you support this decision? Yes/No Ø What level of agreement are you at? Ø What alteraIons to the agreement would be`er serve your
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Team work
ü Have an enhanced understanding of their own behaviour and preferences for team working and the behaviour and preferences of others.
ü Understand how their own behaviour will impact on others when working in and contribuIng to the success of formal and informal teams
ü Improve their ability to listen, give and receive feedback and respond percepIvely to others
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High performance team?!
ü Sense of purpose ü Open communicaIons
ü Trust and Mutual respect
ü Shared leadership ü EffecIve Working Procedures
ü Flexibility and Adaptability ü ConInuous Learning
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People management
ü be able to give and receive construcIve criIcism
ü Produce individual and joint soluIons to problem areas and issues in a clear and speedy manner.
ü Acquire skills that will enable them to get more from a supervisory relaIonship and so increase self-‐confidence and levels of achievement.
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Five stages of Culture
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Five stages of Culture
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Leading transformaIon
h`p://about.zappos.com/tribal
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What drives people?
ü Autonomy ”the desire to direct our own lives”
ü Mastery ”the urge to make progress and get be`er at something that ma`ers”
ü Purpose ”the yearning to do what we do in the service of something larger than ourselves.”
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QuesIons to answer
How are you invesIng in others?
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The art of complimenIng
ü Make it about him/her ü Make it personal ü Mean what you say ü It’s a gil (giving) ü Not a talent
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Leadership and influence
ü understand the characterisIcs of leadership and what effecIve leaders do
ü appreciate how they might inspire, moIvate and develop themselves and the people around them.
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Leadership Interviews
ü Why would you follow me? ü How do you define my
leadership? ü What are my best examples
of leadership? ü What are my worst
examples of leadership? ü What should I stop doing? ü What should I start doing? ü What should I do less of? ü What should I do more of?
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Leadership is…
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Famous speeches
• Study at least 5 famous speeches
• Check for example: h`p://en.wikipedia.org/wiki/List_of_speeches
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Leadership 30 day challenge
0. Daily journal (notebook ready) 1. Work towards your goal 2. 30 minutes per day workout 3. Eat mindfully 4. Cold shower 5. Yes/No (no ex or ex) 6. Wake up 5 – 7 a.m. 7. Dress, stand and behave as
the role model you are
One day off, but for the evening Daily journal
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Daily journal?!
q What am I proud of? And why?
q What am I grateful for? And why?
q What did I learn? And how will I change my course?
q How did I move towards my goals and commitments?
q ToDo tomorrow!
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The Hero’s journey
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Lead India -‐ The Tree, h`p://youtu.be/GPeeZ6viNgY The Leader Who Had No Title, h`p://youtu.be/BA9Qu4-‐b-‐M0 David Logan: Tribal leadership, h`p://youtu.be/xTkKSJSqU-‐I?list=FLY8y0Z2WBW_so57rQEL_vXw Annie McKee Discusses Toxic Bosses, h`p://youtu.be/XNKJD5cuig4?list=FLY8y0Z2WBW_so57rQEL_vXw Moving Windmills, h`p://vimeo.com/9737619
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Caine's Arcade, h`p://vimeo.com/nirvan/cainesarcade Caine's Arcade 2: From a Movie to a Movement, h`p://vimeo.com/49332249 Stuck On An Escalator -‐ Take AcIon, h`p://youtu.be/VrSUe_m19FY Simon Sinek -‐ Restoring the Human in Humanity, h`p://youtu.be/LeAkYuMDVGY?list=FLY8y0Z2WBW_so57rQEL_vXw
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Nonviolent CommunicaIon IntroducIon, h`p://youtu.be/M6lxT2tOOqA SituaIonal Leadership, h`p://youtu.be/kqp8PsA73io How great leaders inspire acIon, Simon Sinek, h`p://youtu.be/qp0HIF3SfI4 What it takes to be a great leader, Roselinde Torres, h`p://youtu.be/aUYSDEYdmzw What makes a hero? -‐ Ma`hew Winkler, h`p://youtu.be/Hhk4N9A0oCA
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Drive, the suprising truth of what moIvates us, Daniel Pink, h`p://youtu.be/u6XAPnuFjJc The power of vulnerability, Brene Brown, h`p://youtu.be/iCvmsMzlF7o Good To Great, Jim Collins, h`p://youtu.be/Yk7bzZjOXaM
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The triple A+ trainer
ü Effec%ve training ü AcIon learning ü AppreciaIve Inquiry ü AcIonable insights ü FacilitaIng learning ü MovitaIng parIcipants ü Dealing with resistance
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Effec%ve training
ü Behavior focus ü Insight in current behavior
ü Observable behavior change
ü FacilitaIon focus ü MoIvate ü Confront ü Introduce
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1. unaware of incompetence 2. aware of incompetence 3. aware of competence 4. unaware of competence
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1. How happy are your to be in this course? è Mood
2. How much effort are you willing to put in? è Engagement
3. How likely is that you will recommend this course to others? è NPS
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1. unaware of incompetence 2. aware of incompetence 3. aware of competence 4. unaware of competence
Confront
Refle
ct
Introd
uce Inspire
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TransacIonal Analysis: Ego states behaviors + and -‐
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TransacIonal Analysis: Ego states cross interacIons
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TransacIonal Analysis: Ego states complementary interacIons
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TransacIonal Analysis: Ego states complementary interacIons
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TransacIonal Analysis: Ego states Ulterior interacIons
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Homework: study transacIonal analysis
• Study TransacIonal analysis 1. h`p://youtu.be/nKNyFSLJy6o 2. h`p://youtu.be/YOqJ4sc9TAc 3. h`p://youtu.be/58F2qYyAzME
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The bigger the resistance, the greater your potenIal
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Dealing with the Tank
l Goal: Command respect
l Strategy: 1. Hold your ground. 2. Interrupt the assault. 3. Immediately go back to the core. 4. Aim for the outcome and fire. 5. Peace with honor. This project is funded by the European Union
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Dealing with the Sniper
l Goal: Uncover the Sniper
l Strategy: 1. Stop, look, track back. 2. Use search light quesIons. 3. Use Tank Strategy if needed. 4. Go on a blame patrol. 5. Propose a civil future.
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Dealing with the Grenade
l Goal: Control the situaIon
l Strategy: 1. Grab a`enIon. 2. Aim for the heart. 3. Reduce intensity. 4. Allow Ime for good behavior. 0. Grenade prevenIon.
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Dealing with the Professor
l Goal: Open for new ideas
l Strategy: 1. Be prepared and know your case. 2. Track back respec{ully. 3. Mix with their doubts and desires. 4. Present indirectly. 5. Make the Professor a mentor.
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Dealing with the Fake Professor
l Goal: Disarm the bad ideas
l Strategy: 1. Give some personal a`enIon. 2. Clear up the details. 3. Tell how it (really) is. 4. Be sol on the person. 5. Interrupt the pa`ern.
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Dealing with the Yes
l Goal: Get real commitment
l Strategy: 1. Make honest through safety. 2. Be honest. 3. Help the person (learn to) plan. 4. Create commitment. 5. Improve the relaIonship.
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Dealing with the Maybe
Maybe
l Goal: Help (learning) to chose
l Strategy: 1. Create a comfort zone. 2. Clarify conflicts and opIons. 3. Use decision making proces. 4. Put at ease.. and then move on. 5. Improve the relaIonship.
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Dealing with the Nothing
l Goal: SeducIon to talk.
l Strategy: 1. Plan for enough Ime. 2. Pose expecIng quesIons. 3. Make/keep it light. 4. Guess. 5. Show the future.
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Dealing with the No
l Goal: Move to problemsolving
l Strategy: 1. ‘Go with the flow’. 2. Use the person as resource. 3. Leave the door open. 4. Polarize and flip it around. 5. Recognize and note the good intenIons.
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Dealing with the Whiner
l Goal: Problem solving alliance
l Strategy: 1. Listen for main themes and core. 2. Interrupt and make specific. 3. Shil focus to soluIons. 4. Show the future. 5. Draw a line.
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ü Effec%ve training design ü Design of curriculum components
ü Hands on experience
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The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
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Designing a training (component): goal & playing field
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Assignment test
q Does it facilitate your training goal?
q Is it simple and clear enough? (i.e. IntroducIon) q Clear Goal? q Clear Playing field?
q Is it flexible enough? (i.e. ExecuIon) q Can you play with %me? q Can you play with rules?
q Does it help follow up? (i.e. ExecuIon) q Doe it (facilitate to) confront? q Does it invite/facilitate reflec%on?
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Competencies to develop
ü CreaIvity ü Problem solving ü Intellectual enquiry ü InnovaIon ü Entrepreneurial skills ü Understanding IPR and copyright
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ü Begin with the end in mind ü Goal ü Playing field
ü Focus on observable behavioral change
ü Facilitate learning for all ü Manage Ime ü Small steps…
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Training kit
ü Paper ware ü SIck on name tags ü Post-‐its ü A4 ü Cards ü Scissors ü Staplers ü Pen(cil)s ü Tape (several kinds)
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CerIficaIon levels of Triple A+ training
1. PracIIoner ü Has experienced the training
2. Trainer ü Has proven (s)he can effecIvely apply
Triple A+ training
3. Designer ü Has proven (s)he can effecIvely
design a Triple A+ training
4. Master ü P+T+D ü Has proven (s)he can effecIvely
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ü Goal: raise awareness ü Personal Leadership ü Leading when your not the boss
ü Apply Triple A+ training ü Use the Train the trainer
manual and its resources ü Run a pilot course ü Help each other ü Get outside help We would love to help
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More Ips and informaIon?
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