Tag Archives: #Followership

Share your sucess with a STORY

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All stories, including leadership stories, have a plot, characters, conflict, theme, and setting. For leadership stories or for followership stories to be authentic, details need to be added to each element. We have been awarded for best research on Followership and now sharing to the world through our programs with simple steps.
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Step 1: Defining the Plot

A story’s plot provides the reason why actions are taken. As the basis for a leadership story, it can also be called the mission or purpose, and it is most likely driven by what a leader values. The plot of a leader’s story can inspire both the leader and others around him or her.

To determine the plots of their stories, leaders can reflect on what has been rewarding in their careers, what has challenged and energized them, and what they would like to accomplish. Leaders can perform five activities to help them understand and develop their leadership stories:

  1. Define what makes an effective leader from their own points of view.
  2. Understand what they believe and how it drives their behaviors, learn how others perceive what they value as leaders, and develop a plan to act differently.
  3. Determine the things on which they will not compromise, based on their core values.
  4. List those parts of their career journeys that inspired or excited them, focusing on the positive to determine what energizes them.
  5. Write their personal leadership mission statements, being sure to include the contributions they want to make and convey the purpose behind why they lead.

Step 2: Connecting with Key Characters

Leadership is about having the emotional intelligence that fosters a strong awareness of oneself and others. In a leadership story, the role of each character (including the leader) revolves around the quality and quantity of relationships. Leaders must be able to identify and take into account their own emotions and feelings as well as those of others.

The most important step that leaders can take toward authoring their leadership stories is to understand how other people perceive their leadership skills. Various assessment tools exist to gather anonymous and candid opinions from others. Others’ perceptions can influence a leader’s story positively or negatively, without the leader knowing it.

In every story, there are protagonists and antagonists. Protagonists believe in the leaders and their potential. Antagonists are detractors, and their desire to see leaders fail can be based on any number of factors. Leaders can even be their own antagonists if they do not have faith in themselves, fail to meet commitments, never learn or grow, or do not respect others.

Leaders can mitigate the efforts and influences of antagonists by demonstrating fairness and good leadership practices. If a leader identifies an antagonist, he or she should work to repair the relationship and learn what has motivated the person, because left unchecked, the efforts of an antagonist can irreparably harm a leader’s story.

Leaders can foster good relationships by:

*Identifying nonwork-related things they have in common with others.

*Working to build trust within each relationship.

*Connecting with three to five leaders to be trusted advisors who can provide mentoring and guidance.

*Expressing gratitude and giving credit to those who have had positive influences on their lives and leadership abilities.

Step 3: Preparing for Conflict

Leaders’ characters and abilities are revealed in how they respond to conflict, struggles, and adversity. Leaders will inevitably encounter unexpected conflicts, both great and small, and they should be prepared to deal with them, learn from them, and become better prepared by them for future challenges.

Leaders may experience negative interpersonal conflicts, which can be based on differences of opinion, personalities, or motivations. Patience and good communication skills help leaders ensure that conflicts do not damage relationships or their leadership stories. However, conflicts can also be positive–for example, among team members with differing opinions, which help great ideas to emerge.

A leader needs to assess the source of conflict, determine how he or she will respond to it, and observe how the response impacts others. Sometimes, gaining this skill requires leaders to react differently than they are accustomed to responding. To build a conflict-management capability, leaders can review how they successfully responded to conflict in the past, practice better responses, and ask for additional guidance from mentors.

Sometimes leaders struggle with internal conflicts, believing they might be exposed as leadership imposters. Such leaders can learn to manage this feeling by becoming more competent with experience and becoming more self-aware. A lack of self-awareness will leave leaders unprepared for conflict and might cause them to respond in unproductive ways.

Step 4: Developing the Theme

The theme of a leadership story is built from personality characteristics, attitudes, technical skills, and interpersonal skills. For leaders to understand what they do well and where they require improvement, they must be aware of their abilities and limitations. Each leader has a different story with a different theme; such differences give a leader credibility. Therefore, a leader should never attempt to be something he or she is not.

Effective leaders are aware of which skills, characteristics, and attributes are most needed in their organizations and how well their abilities match with those needs. Good leaders recognize that each person requires a different approach to being led, which requires leaders to adapt by using different skills. Leaders can determine how others perceive their skills, characteristics, and attributes by encouraging anonymous feedback. Candid remarks can help leaders adjust their behaviors and start repairing relationships.

Self-assessments can be valuable tools if leaders are honest with themselves. Leaders can use another approach by assessing other leaders’ capabilities, negatively and positively, and comparing the results to how they themselves would respond in similar situations.

To help build their leadership stories, leaders can analyze their greatest professional or personal successes and failures and glean lessons from them. Successes show leaders what approaches and skills were used to succeed, which they can continue to use in the future. By analyzing failures, a leader can determine alternative ways to approach a situation and discover a better way to handle it next time.

Step 5: Finding the Optimal Setting

The setting of a leadership story involves the geographical location and organization in which the leader works, as well as the work itself. For many leaders, their stories have emerged from a number of different settings. Sometimes, the setting is the same, but the environment or corporate culture around the leader has changed.

Leaders need to determine how they are affected by their environments and which ones they will thrive in. Developing a plan helps leaders seek environments where they know they can be at their best. Leaders can determine where they want to be emotionally, geographically, culturally, and organizationally and make plans to guide their careers in those directions. Leaders also need to be aware of how settings affect others, and what those others need in order to be at their best. Leaders can then make the changes that are within their control to foster a better environment for others.

The Practice of Innovation

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Simply understanding the source of innovative opportunities is not enough. People must understand the principles of innovation and how to use new ideas successfully. The principles include several do’s and don’ts. The do’s include:

*Thinking through the sources of innovation.

*Going out to observe, seek, and listen to the trends of public opinion.

*Producing innovations that are clear and simple.

*Starting small.

*Aiming toward leadership. If innovations do not aim at leadership from the beginning, they will unlikely be innovative or capable enough to establish themselves in the market.

The don’ts of innovation include:

*Trying too hard to be clever.

*Being unusable without necessary training.

*Diversifying into too many things at once.

*Innovating for the future. Unless there is an immediate application of a product or system, it is unlikely to be successful.

The last piece of advice Drucker offers on the subject of learning the skill of innovation is the importance of three conditions:

  1. Innovation requires work, ingenuity, focus, and talent to be successful.
  2. To succeed, innovators must build on their strengths.
  3. Innovation must be focused on and driven by the market.

By combining these principles and sources of opportunity, everyone can be innovative leaders in their industries, despite whether they are private or public.PRISM

DARE TO DREAM

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Be yourself

People spend too much time and effort trying to behave how others want them to and not enough time being true to themselves. However, authenticity is what is required to be successful in life.

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Prism Created by Anubha Maurya Walia

Tips for being authentic include:

*Knowing one’s strengths and weaknesses, and building on the strengths.

*Avoiding comparisons to others and instead focusing on applying strengths to achieving goals.

*Being positive and treating others with respect.

*Admitting to mistakes and taking responsibility for actions.

*Avoiding self-criticism and dwelling on the negative. It is better to learn from mistakes and move on.

*Not focusing on being liked but focusing on earning respect.

*Relaxing and realizing in hindsight things are not usually as big a deal as they seem.

*Not worrying about pleasing everyone–it is impossible.

*Following one’s instincts and inner voice.

Dreams Do Not Happen Overnight

It can take time to realize one’s dreams, and the path begins with goal setting. To get started, individuals should:

*Write goals down to ingrain them.

*Choose achievable, not unrealistic, goals.

*Visualize success because it is motivating.

*Seek advice and support from others.

*Set realistic time frames for achievements.

*Take smaller steps toward one big goal.

*Stick to it.

*Be flexible.

*Take time to celebrate successes.

Mistakes Make You Smarter and Stronger

Mistakes are learning experiences that strengthen character and build resilience. The fear of making mistakes stifles growth. Benefiting from mistakes comes through:

*Taking responsibility for them.

*Understanding what went wrong.

*Viewing mistakes as learning opportunities rather than failures.

*Avoiding unnecessary mistakes, like those that come from a lack of understanding.

*Looking for solutions first instead of seeking to blame.

*Being rational instead of emotional.

*Maintaining a sense of perspective–what seems monumental could be minor.

*Avoiding judgment.

*Letting it go. Just learn and move on.

*Reflecting on missteps.

Insights Come from Everywhere

People never know for certain who or what situation might provide them with valuable, life-changing insights. To stay open to insights, individuals must:

*Realize insights are everywhere, explore the world, and start conversations.

*Practice inventive thought.

*Write ideas down.

*Change their environments to spark creativity.

*Practice personal brainstorming.

*Always question why.

*Overcome limiting habits.

Kids These Days

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In 2014, there were over 77 million Millennials between 22 and 34 years of age. The number of Boomers is roughly the same. Each of these generations outnumbers the Gen Xers by about 68 percent. The large size of Generation Y suggests it is likely to have as significant an impact on the culture, and in particular on the workforce, as the Boomers did.

Since the 2008 financial crisis, a number of myths about Generation Y have emerged. The six most prevalent are:

  1. Millennials feel a sense of entitlement.
  2. Millennials expect to be rewarded, and even promoted, just for showing up.
  3. Millennials do not work hard.
  4. Millennials do not complete their work and will not take initiative.
  5. Millennials are casual and disrespectful.
  6. Millennials are not willing to do their part and pay their dues, and they want freedom, flexibility, and work-life balance as soon as they begin their careers.

To be able to work with and manage Millennials, Boomers and Gen Xers must discover the truths behind the myths. Additionally, Millennials must do their part to understand why their older coworkers are frustrated.

Generation Y is the first “digitally native” generation. Its members have grown up with technology touching almost every part of their lives. This technology has fostered a sense of immediate gratification. Technology has also contributed to a different concept of time and place for Millennials. They can connect with anyone at any time, and access any information they want when they want it.

Millennials are also the most educated generation in the workplace today. Caraher blames grade inflation by colleges and universities for a part of the problem concerning Millennials’ work ethic. Secondary education has labeled most Millennial graduates as above average and allowed for negotiation with grades and feedback. Such practices have not helped others’ reservations regarding this generation’s ability to get work done. Parental over-involvement also hinders Millennials’ job satisfaction and tenacity.

Given that Millennials will constitute nearly half of the workforce by 2020, companies need to understand, appreciate, and effectively work with them without changing their standards of performance.

BE THE BEST PERSON YOU CAN BE

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Achieving personal goals comes from fully applying oneself in every situation. This is what earns the trust and respect of others that will catapult an individual to a position of greater responsibility. A positive work ethic gets results and is contagious. If expectations are not being met, an individual should ask the right questions, find the answers, and make the necessary changes. If expectations are being met, an individual should push to exceed them. Individuals should never become complacent.

Getting Organized and Getting Things Done

As an individual’s success at achieving goals grows, so do his or her responsibilities. Good organization and time-management skills become increasingly important. While each person might have a different process for staying on track, every individual must develop one. Planning ahead, setting priorities, and communicating well should be part of this process.

Being organized includes:

*Creating a regular, daily routine.

*Establishing a reminder system (for meetings, deadlines, etc.).

*Making allowances for the unexpected (flexibility is key).

*Breaking projects into manageable “chunks.”

*Eliminating distractions.

Spotting an Opportunity and Standing Out

Opportunities to excel are not always obvious. Networking and taking on “out of scope” tasks (with a manager’s permission) can yield hidden gems of opportunities that otherwise might not have surfaced. When presented with an opportunity, individuals should not let fear of failure stand in their way. They should fearlessly grab hold of opportunities as they come along–it will be noticed.

Some ways to bring about more opportunities include:

*Networking across the business.

*Earning a reputation as a “go to” person.

*Being analytical and always asking “why.”

*Speaking up and sharing thoughts, ideas, and initiatives.

*Leveraging chance encounters and talking to strangers.

*Taking novel approaches.

Sucking It Up

No matter how good a job might look from the outside, sometimes it turns out to be not as good from the inside, but that is no reason to quit. A willing and learning attitude that transcends difficult relationships and unrewarding tasks can result in great returns in the future. If nothing else, “sucking it up” builds character.

Below are some ways to view a bad situation differently:

*Be introspective and recognize the opportunity to learn.

*Be decisive and take action–get things done.

*Set out to win over challenging people.

*Keep emotions in check and always present a professional and positive countenance.

Pushing Back and Saying “No”

Often, new employees who are eager to please are taken advantage of and end up taking on too much. Learning to say “no” is an important part of being a productive employee. However, saying “no” is contextual. The method will vary depending on whom the request is coming from.

*Requests from peers. Clearly but politely communicate current priorities, deadlines, and commitments. This conveys that a “no” is not personal, but is tied to organizational goals.

*Requests from senior employees. These requests can trump one’s current projects. The individual should make sure he or she has a clear understanding of the request’s requirements and impacts on current projects, and then vet the request through his or her first line manager. If the request is from an individual’s manager and competes with other responsibilities, it is time to sit down and review priorities with that manager.

*The request seems inappropriate. Early on, it can be difficult to have the expertise or authority to know what is an appropriate or inappropriate request. This knowledge comes with experience. It is fine to ask questions and respectfully offer alternatives. However, a managerial edict (in the absence of an ethical or legal transgression) should be followed.

Ways to make saying “no” more productive include:

*Recognizing that the act of saying “no” is hard.

*Earning the right to say it by having built a good reputation as a hard worker.

*Understanding exactly what the request requires.

*Looking for alternative solutions to help solve the problem.

*Enlisting others to help in meeting the request.

*Communicating the reasons for saying “no” clearly and respectfully.

*Not becoming confrontational.

*Turning down the request in person.

Working Out When to Leave

The time to leave a job is when the opportunities to learn, develop, and make unique contributions end. It is very important not to leave prematurely or for reasons one has control over, such as difficult relationships or mastery of the position.

Individuals sometimes stay in jobs when they should move on because they feel comfortable in their roles, they are earning a lot of money, or they simply like their coworkers. While these are attractive features, in the absence of ongoing challenge, growth, and development, they can actually hold individuals back from progressing in their careers.

Before deciding to leave a job, employees should make sure to:

*Clearly identify what the undesirable aspects of the job are to determine if there is opportunity for change.

*Evaluate whether or not there are continued opportunities to learn and grow.

*Determine if there is only one overwhelming negative issue and, if so, take steps to resolve it before leaving.

*Seek counsel from a trusted friend or family member to get perspective.

*View the situation within the larger picture of life.

*Consider how the circumstances would be interpreted in a résumé or interview.

If at all possible, employees should resolve the situation and leave on a “high note.”

HOW TO BUILD SELF-CONFIDENCE

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SELF-CONFIDENCE TOOLS AND STRATEGIES

Success in the workplace is tied to self-confidence, which is a key competency in the self-awareness cluster of Emotional Intelligence. According to the author, “a confident leader exudes a strong self-presentation and expresses him or herself in an assured, impressive, and unhesitant manner.”

Henry Fisker, the CEO of the luxury car company Fisker Coachbuild LLC and one of the leading automotive designers, is a Star Performer full of confidence. He is profiled in detail, and shares his 10 Secrets & Current Practices that make him a successful, top performer:

1. Take Private Time. Fisker takes one hour and a half each day at lunchtime to exercise and contemplate problems. He explores different angles and solutions until he gets a “feeling” and decides the best course of action.

2. Get Third Opinions. He believes it is valuable to solicit and get others’ viewpoints even if he is confident in what he thinks.

3. Evaluate Capacities. Fisker makes it a regular practice to evaluate the strengths and weaknesses of his team. He then understands individual capacities and when he needs to make a decision he is able to delegate tasks based on strengths.

4. Shoot From The Hip. Fisker believes that employees do not like to be over-managed, and want to feel motivated. He therefore prefers the perception of quick and firm decisions like ‘shooting from the hip.’ His decision making process is in fact more calculated and he relies on the first three secrets to base his decisions and empower his team.

5. Go With That Gut Feeling. Fisker advocates this visceral approach as it allows for quick decision-making and is more accurate than logical thinking. All experiences have an emotional component.

6. Take Initiative. Taking initiative defines a Star Performance based in confidence. After the ‘gut feeling,’ Fisker evaluates the risks associated with it and if deemed appropriate takes action.

7. Identify Your Strengths and Weaknesses. Leaders should be cognizant of their weaknesses. He defines weaknesses as “things you could do, but don’t like to do.” Preferring to lead with his strengths and excel, he delegates to others things he likes to do the least. This keeps him “energized, creative, and competent.”

8. Take Responsibility For Your Mistakes. Fisker promotes leaders being honest with themselves and admitting to their mistakes in order to learn and grow. Being responsible for one’s actions leads to clarity and less problems down the road.

9. Reinforce People. Fisker is adept at motivating his team members. He asks questions to stay abreast of what they think and do. By engaging them, he is able to recognize and support their hard work.

10. Be Willing To Make Decisions That Are Exceptions To The Rule. Being successful at times means not following the rules and procedures. Fisker asserts that a leader needs to weigh the consequences of a decision, decide if it is worth the risk, and then act on it.

To emphasize, Nadler offers ten proven strategies to try and further improve self-confidence:

* Being On Your Case Vs. Being On Your Side. Many leaders have defective evaluation systems, are overcritical of their own performance, and rarely satisfied with their own success. “Being On Your Own Case” leads to erosion in self-confidence, unhappiness, and unintentional treatment of others in the same way. A faulty evaluation system can be changed by reframing it to “Being On Your Side” and will result in improved confidence and greater awareness of how an individual evaluate their self and others.

* Reflections on Thinking. It is common to have an internal dialogue. According to the author, the issue is the type of internal questions that are asked. Negative questions such as “Why didn’t I say something smart at the meeting?” produce negative answers, which heavily erode confidence. Paying more attention to the internal questions will help to take control of negative self-talk.

* Busting Perfection: Creating Realistic Expectations. Perfectionism is a form of self-evaluation that stunts performance and sets leaders up for failure and frustration. There is a ‘perfection loop’ where unrealistic expectations are set without critical thinking that creates an unconscious pattern of failure. One must become aware of the unproductive pattern, understand the steps that cause it, and know how to break the cycle. The goal is to set realistic and attainable expectations.

* Success Rules: Who Is Running You? Many leaders are living by rules for being successful that are outdated, rigid, and over-generalized. This unconscious behavior can be re-programmed to enhance self-confidence otherwise there will be feelings of dissatisfaction and failure. Writing down and becoming aware of the rules that drive performance is an important first step.

* Success Log. Nadler advocates writing a success log chronologically with age brackets. The goal is to get a clear picture of many successes in life which are sometimes forgotten or minimized. Reviewing the list builds confidence.

* Current Success Log. The next strategy is to keep a current log of daily or weekly achievements and successes, and after a few months to analyze it to define personal strengths.

* The Five Pivotal People In Your Life. Another useful tool to build confidence comes from Dr. Phil McGraw. He believes that each of us have five pivotal people who represent a positive force, and contribute to a sense of self-confidence and worth. It is useful to write these people down, and reflect on their influence.

* Visualization. Regularly visualizing and mastering the most challenging situations as leaders will improve confidence. This practice creates neural pathways that make the actual performance more natural.

* Decisiveness. Strong leaders act as consensus builders. It is better for leaders to delay sharing their opinions early in the decision-making process and take the role of facilitator with the group. Their views can come out at the end of the process, bringing all the information together, resulting in a better decision. Decisiveness then requires a timetable and action.

* Thin-Slicing. Malcolm Gladwell, author of Blink: The Power of Thinking Without Thinking, coined the term ‘thin-slicing’. He defines it as “the ability of our unconscious to find patterns in situations and behavior based on narrow slices of experience.” Very successful executives are adept at utilizing intuition when reaching decisions, and it is a skill, argues Gladwell that can be cultivated by others.

Cognitive Learning

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Six cognitive strategy groupings can speed up learning, improve learner retention, and accelerate the learning process. Cognitive strategies are the

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thought processes with which people study and learn. Unlike metacognitive skills, which are higher-level functions, cognitive strategies are applicable to specific, practical learning situations. Good learners use a variety of strategies in the classroom

The six cognitive strategies for learning are:

1. Clustering: The student arranges data for easier grasp and retention.

2. Spatial: The learner arranges information visually in a way that makes it easy to understand and remember, like organizing steps into a flow chart.

3. Advance organizers: The instructor provides brief introductory information that helps the learner visualize the upcoming coursework.

4. Image-rich comparisons: The learner utilizes analogies, metaphors, and literal comparisons that bridge past knowledge with new learning.

5. Repetition: Learners practice content until they learn it, as when students learn their multiplication tables.

6. Memory aids: Learners use words, letters, or images in easy-to-remember ways that enhance retention of more complex subject matter

10 HABITS for TIME MANAGEMENT

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Ten Habits That Promote Time Efficiency 

1. Start the day early. Since most people are more productive in the morning, Zeller recommends getting up a half hour to an hour earlier than usual.

2. Plan for the next day. Allocate time each evening to set up for the next day. Planning should incorporate both personal and work obligations.

3. Pay attention to health issues. Eat a healthy diet and have small frequent meals throughout the day to maintain energy. Exercise is also important. Scientific research proves that exercise stimulates chemicals that promote positive thoughts. Also be sure to get enough sleep each night.

4. Set aside downtime. Like children, adults also need unstructured blocks of time.

5. Plan meals for the week. Consider planning meals just once a week. This prevents wasting time each day deciding what to eat.

6. Delegate almost everything. Determine which tasks are most important and then delegate everything else.

7. Say no more often. There are countless demands on people’s time. It is essential to protect work and pastimes from other less important tasks. Say no when asked to take on activities that do not align with your goals.

8. Always use a time management system. The best way to retain time management skills is to adopt a system for managing time.

9. Simplify life. Owning and maintaining possessions is time consuming. Zeller recommends that people consider how their material items align with their goals. Objects that do not support one’s goals should be discarded.

10. Begin every day at zero. Leave mistakes, disappointments, and failures in the past. Things that happened yesterday need not affect the outcome of today.

HOW TO IMPROVE FOCUS AT WORK

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Ten Ways to Improve Focus at Work 

One of the best ways to use time most effectively is to improve one’s concentration skills, love to  recommends the following techniques.

1. Start small. Concentration can be learned by taking small steps over time.

2. Find a quiet place. It easier to concentrate in quiet workspaces and less busy times of the day.

3. Get an early start or stay late. Consider going to the office early to get a jumpstart on projects or staying later in the day.

4. Move lunch time. To avoid crowds, consider moving lunch either before or after noon.

5. Take shorter, more frequent breaks. Taking five to ten minute breaks every couple of hours increases people’s energy and focus.

6. Control personal interaction. Schedule daily social interactions with co-workers. This helps to prevent unplanned interruptions.

7. Acknowledge then dismiss distracting thoughts. When distracting thoughts arise, accept them and if necessary write them down. Then dismiss them.

8. Reward success. It can be useful to reward oneself for reaching a goal’s interim steps. Small rewards on a daily basis can increase focus.

9. Tackle big opportunities. Challenges often motivate people to perform at higher levels.

10. Maintain a steady pace. The most successful people exhibit two personality traits: persistence and consistency.

HOW TO MAKE TRAINING MEMORABLE

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MAKING TRAINING EVENTS MEMORABLE

One of the secrets to creating memorable events is to create a training plan in advance of the session. When developing this type of plan, instructors can consider nine techniques:

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  • Eliciting input about what learners hope will be covered and excluded.
  • Establishing training goals at the beginning of the session.
  • Using a building block approach to content, moving from basic concepts to more advanced ones.
  • Building in time for learners to process what they have learned.
  • Selecting three to five key concepts to focus on. You can use PRISM Philosophy
  • Addressing all learning modalities, including visual, auditory, and kinesthetic learners.
  • Using creative training aids that incorporate sound, color, motion and novelty.
  • Confirming that learning is happening.
  • Incorporating an activity that assesses whether the learners’ needs have been met.

Another way to ensure that training sessions are successful is to schedule them at the optimal time of day and time of year. Instructors must consider learners’ body clocks or “circadian rhythms.” The best time to hold heavy thinking activities is between 10:00 a.m. and 2:00 p.m. The starting and ending times for training should also take into account travel patterns and work hours. Trainers should also pay attention to the best month, the best day of the week, and the best time of the month to schedule sessions. Onsite training is convenient for attendees, but the proximity of the office can also be a distraction for participants.

To make the most of classroom time, suggestions are : (1) ensure that all details are set, (2) rehearse the instructions, (3) plan all the class activities in advance, (4) create flip chart headers in advance, (5) send forms to participants in advance, (6) bring extras of all materials, (7) be prepared to control the heat and other aspects of the environment, (8) use creative ways to select volunteers and form groups, (9) manage learner behavior, (10) draw learners back to the classroom on time, (11) ask learners to assess their assignments, (12) gather learner feedback throughout the session, (13) monitor time, and (14) flick the lights on and off to attract attention.

You can invite Anubha Walia (International Trainer, Coach & Facilitator) for conducting TTT ( Train The Trainer ) in your organisation.Contact details: training@philosophy.com, anubhawalia@gmail.com