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; ScenarioJohn 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?