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Training tips. How to prepare and conduct training. Educational program on the organization of online learning. Features of payment for trainings or seminars

How to prepare and conduct a training: instructions for an HR manager (E. Mamonov)

Date the article was posted: 03/18/2015

Internal business coaches are always in demand in the job market. To conduct trainings, you need to have special training... But any employee personnel service can become a coach on their own. The main thing is to know the principles and techniques of conducting groups and constantly practice. Let's reveal the structure of training planning using the example of sales training.

HR managers are more often the organizers of the training than the direct executors of it. This is due to the fact that it is more profitable to hire external specialists on an irregular basis than to set up your own training center. But the situation is changing. Organizations grow, the number of employees increases, and one day the enterprise will need its own training manager or business coach. You can, of course, hire a specialist, but it is better for the HR manager to learn himself. Moreover, there is nothing complicated in the technology of teaching and conducting trainings. For an HR manager, moving to a business coach position means career and an increase in material income, because the salaries of trainers are higher than those of recruiters or HR inspectors.

Training is considered the most effective teaching method. It is assumed that, in contrast to the lecture and seminar forms of work, it allows you to acquire skills, and not just memorize information. Indeed, at the trainings, a lot of time is devoted to practical actions - exercises, role-playing games, discussions. But the most important thing is a special educational structure. In regular lessons, teachers also give practical exercises. For example, in language courses, the method of discussion is actively used, work in subgroups, etc. But training becomes training due to a certain sequence of stages. There are usually seven of them:
1. Preparatory.
2. Acquaintance.
3. Activation.
4. Problematization.
5. Training.
6. Anchoring.
7. Feedback from the customer.
The stages should take place in this order. In this way, the optimal level of motivation of the participants is maintained. Let's consider all the stages in more detail.

Preparatory stage

An internal business coach plans the training content based on the wishes of the customer. This is most often the head of the department - the head of the sales department, if we conduct training for account managers. Typically, customers do not name specific skills and abilities that need to be taught. Typically, requests go like this:
- it is necessary for subordinates to work faster;
- they must sell very well;
- they should have a passion;
- subordinates should think better, etc.
Next, the trainer will have to translate the request for knowledge, skills and abilities and come up with specific training topics. Two main questions that are important to clarify before training:
1) what should be the learning outcome (what to teach);
2) how to evaluate the learning outcome.

Example. Clarification of the learning outcome.
The management of a chain of furniture stores ordered an internal trainer to conduct a series of sales trainings for staff. It was decided to adapt the program each time for a specific point of sale because the store administrator knows best what knowledge gaps the employees have.
Store director Sergei V. formulated the end result as follows: "I need them to sell more." Business trainer Alexey V. answered that the sale includes several stages - establishing contact, presentation, working with objections, etc., so it is necessary to specify what to focus on.
The store manager believed that salespeople were afraid to take the initiative and be the first to start communicating with customers. The trainer and supervisor decided that the workers needed to be armed with the appropriate technicians. At the same time, employees experienced difficulties at all stages of communication with customers.
As a result, it was decided to conduct a classic sales training for retail store sellers.

It is very important to agree on how to measure learning outcomes. This is necessary for both the trainer and the client. Sometimes there are unpleasant situations when the coach has completed the work, but the manager is unhappy. At the same time, he really cannot explain the essence of the claims. It is better to agree in advance on the criteria for the effectiveness of training.

Continuation of the example. Assessment of learning outcomes.
Alexey suggested measuring the level theoretical knowledge salespersons before and after training using a standardized professional test, which included tasks of this type (example question):
1. How to ask questions when identifying customer needs (choose the correct option)?
A. Very quickly, so as not to give the buyer doubts about the quality of the goods.
B. Ask open-ended questions first, then closed ones.
B. It is necessary to demand from the buyer specific characteristics of the product (thickness of the countertop, color, etc.). If he cannot decide, then you should not waste time on him.
D. There is no need to ask questions, it only distracts the buyer from making a decision.
Similar items in the test covered every topic of sales training. The questionnaire helped to identify knowledge gaps. The coach presented the results of the survey in the form of a table:

Surname I.O.	Percentage of correct answers
Vetrov S.A.
Kuropatkina S.S.
Lyubimova E.G.
Semenova K.D.
Turkaeva N.N.

As an additional indicator of training efficiency, we decided to use another indicator - store conversion. The director complained that the sellers did not approach the buyers, were not active, and the conversion indirectly allows to determine whether the employees after the training began to show more attention to the customers. The seller's job is to turn the visitor into a buyer. The more buyers, the more checks are made at the checkout. Therefore, the conversion is calculated as follows:

Conversion = Number of checks / Number of visitors x 100%.

We made calculations. It turned out that the average conversion per week of work is 40%. This means that every fourth visitor becomes a buyer. The rest enter the store, but do not make purchases.

There is no need to discuss specific methodologies with the customer. Some internal trainers, in order to "fill their own worth", begin to say that they conduct role-playing games with ulterior motives and discussions in subgroups, list different techniques. Such abstruse conversations tend to generate negative reactions. The leader may be irritated, not understanding the essence of pedagogical techniques, or begins to delve into the details, gives advice. Sometimes customers monitor the trainer's work, for example, asking their employees if they have done an exercise that he advised to conduct.

Dating stage

The acquaintance stage is already the beginning of the work of the study group. The work of an internal coach (and indeed any business coach) has interesting specifics. Conventionally, this profession can be attributed to the service sector. The coach provides certain services to other people, as well as the hairdresser, taxi driver, teacher. But the process itself is very different. For example, the task of the hairdresser is to make the hair the way the client wants. But the goal of a trainer is to satisfy both the client (a member of the study group) and the customer. The training is assessed by both, and the criteria for effectiveness differ.
Participants in training have their own understanding of what effective training is. At the acquaintance stage, the trainer talks about what the training is about and what its goals are. At the same time, the facilitator finds out whether the vision of the goals of the training participants coincides with the opinion of the customer.

Continuation of the example. Acquaintance.
When the training participants sat in a circle, business coach Aleksey said that the purpose of the training was to increase the level of knowledge in the field of sales. He voiced the opinion of the management that salespeople are uninitiative, do not know the techniques of starting a conversation and, in general, do not know the stages of sales. The trainer also reported the results of the professional testing.
In response, employees began to say that they are experienced salespeople, and the bosses "themselves do not know what they are doing." In their opinion, little funds are allocated for advertising, so sales are not growing, and the professionalism of the staff has nothing to do with sales growth. In addition, they suggested that the coach influence the management of the company so that they finally get a promotion. wages... In this case, they promised, sales will certainly increase.

The information obtained during the acquaintance serves to highlight the accents during the training. The most important thing that the presenter learns is the attitude with which the participants came.
Sometimes the group is loyal to the training procedure. This happens if the employees were informed about the training in advance, goals and objectives were announced. But it happens differently, when people were "herded" for training with the words "go, let your brains be adjusted there." Here the trainer needs to be careful and plan the content of the session in such a way as to correct the negative attitude of the group.

Activation phase

The acquaintance lasts an hour and a half. After the goals are clarified, the trainer introduces the participants to the topic. Depending on the training and condition of employees, different options for activation are possible.
Sometimes a group can be immediately "thrown into battle". In this case, the trainer gives practical exercises where you need to apply all your skills. These are usually practical exercises close to real work... At the same time, rather complex situations are modeled in role-playing games. In managerial skills training, a "hard conversation" with an undisciplined subordinate is sometimes simulated; in sales training, a conversation with a difficult client is simulated.
But more often a milder option is used - a group discussion, a discussion with moderation. Very often, coaches show videos where a person finds himself in a difficult situation related to professional activity and makes mistake after mistake.
At the stage of activation, participants should consider what gaps are in the work as a whole, what shortcomings are encountered in their activities. We are not yet talking about the own ineffective behavior of each employee.
This stage of training is similar to other forms of training. For example, lecturers often begin lectures by highlighting the scope of their discipline's challenges.

Continuation of the example. Revitalization.
Business coach Alexei chose a "soft" version of the introduction to the topic. Firstly, the sellers showed a low level of theoretical knowledge, and secondly, they did not realize that they were responsible for the level of sales in stores. This combination of diagnostic data suggests that if the group is given a serious task, there is a risk that many will not cope. Plus, mistrust of the method of work can arise, and this will cause a decrease in motivation.
The business coach held a discussion on the topic "What helps me and what prevents me from selling." The whole group was divided into subgroups of 3 - 4 people. Then, representatives from each subgroup listed which factors help and which hinder in personal sales. The results were recorded by the trainer on a piece of paper on a flip chart.
After the discussion, Alexey drew the attention of the participants to the fact that the success of sales depends on the actions of the seller. And once again, already relying on the material of the discussion, he emphasized that during the training the skills that the participants need will be honed. "You pointed out that it is important not to interrupt the client, and in the training a whole module is devoted to this -" techniques for identifying needs, "said the business coach.
Thus, it was possible to remove the initial negative attitude towards learning, which was diagnosed during the acquaintance.

Stage of problematization

At the previous stage, the participants understood what the content of the training would be, and got used to the method. Now they must become aware of their own skills. As a rule, people believe that they never make mistakes and know everything they need. Failure to recognize one's own imperfection prevents the creation of learning motivation... Is there anything you can teach your ideal employee? Of course not. Therefore, a person needs to be shown that he does not know much, to outline the boundaries of personal incompetence.
At this stage, the coach is tough. Its task is to expose individual knowledge and skills gaps. This is the centerpiece of the training. It is not typical for seminar or lecture forms of work to focus on the skills of each student. There it is enough to talk about problems, to find out opinions, to hear reports.
At this stage, coaches usually conduct a role-playing game, where the task is rather difficult to complete. For this, a so-called latent motive is introduced. The participant must, using his skills, complete the professional task. In sales training, you need to make a conditional sale, in management classes, you need to convince a subordinate to do the job, and so on. Participants playing the role of customers or subordinates are explained the condition under which actions of the active participant they show the desired behavior (buy, make concessions, enter into a position).
After the game, the coach provides feedback on which actions helped and which hindered the task. At the same time, negative Feedback is about 60%, and the positive is about 40%. This is one of the key points of the training. If you focus only on the shortcomings of behavior, then the participant can go into a "defensive", starting to behave negatively in relation to the training and the coach. Or he will become so discouraged that he will cease to show any activity.

Continuation of the example. Problematization.
Alexey offered to play a role-playing game "Selling to a Difficult Client". The actions were recorded on a video camera. Participants were selling a kitchen wall in a furniture showroom. The coach himself was the "difficult" client. He agreed to "buy" if the salespeople guess his true motive (a gift to a colleague) and make the presentation correctly. The participants made several common mistakes.
While watching the video, the business trainer noticed that the sellers did not listen to the end, interrupt, tried to teach the buyer and, as a result, made an illiterate presentation. It was very noticeable in the video.
Alexey pointed out to everyone what to work on.

Stage of training

When the group is prepared to receive information and is eager to acquire new knowledge and skills, you can proceed to the actual training. It includes different modules (topics), and each module is studied according to the "information - practice - action" scheme.
First, the business coach gives the theory (information), then the participants are practically engaged in subgroups - "twos", "threes" or in the discussion mode (working out), and then a role-playing game (action) is carried out. At the end of the training, a final role-playing game is usually launched, where skills are practiced on all the topics studied.
At the training stage, positive feedback prevails over negative. In other words, the coach must "catch" the positive moments and record them. If you continue to problematize the group, then the motivation will decrease. Participants will no longer trust the "fastidious" trainer.
Point out mistakes gently. Suppose a training participant, speaking about the properties of a product, inaccurately spoke about the advantages and benefits of a purchase. The coach must show how the presentation will look more effective, bring specific phrases and words.

Continuation of the example. Education.
For shop assistants, the training stage looked like this:

Learning module
Establishing contact
Information	Distance, psychological space. The meaning of a smile, how to smile correctly. Referring to a customer by name
Testing	1. Exercise to understand the readiness to make contact "Likes - does not love". 2. Exercise to establish distance. 3. Establishing eye contact "Catch the eye"
Action	Mini-role-playing game "There is a contact!" - enter into communication with a taciturn customer
Identifying needs
Information	Classification of needs. The Law of Hiding Needs. Active listening techniques
Testing	1. Game "Guess the need". 2. Work in subgroups on the use of active listening techniques. 3. Guess the need for commands
Action	Role-playing game "Forgetful customer". It is necessary to help the client "remember" what and why he wants to buy
Product presentation
Information	Technical characteristics and consumer properties are the difference. The scheme "need - effect - argument"
Testing	Moderated discussion, drawing up "Furniture Effects Map"
Action	Mini-presentation "Speech at the exhibition"
Work with objections
Information	True and False Objections. Objection handling techniques
Testing	1. Exercise with a ball "Objection - answer". 2. Written exercise. Drafting answers to objections to the quality of furniture
Action	Role-playing game "Return of goods"
Completion of the sale
Information	Training video "Closing the deal"
Testing	Discussion "Applying Sales Completion Techniques". The results are recorded in the table "Situation. Technique"
Action	Role-playing game "Sale at an exhibition"
Final action	Role-playing game "Selling in a store". The classic situation of communicating with a client. The training participants must apply all the knowledge and skills gained during the training.

Anchoring stage

After the training is completed, you need to make sure that all the knowledge gained during the training is recorded. First, management can ask employees what were the most important ideas they took from the training. Secondly, employees must understand for themselves what the training has given them. Thus, a positive attitude is formed towards training as a form of personnel training.

Continuation of the example. Anchoring.
The business coach suggested two reinforcement exercises. The first is an exercise in awareness of the experience "What is most important in sales." The participants silently, in turn, approached the flipchart and wrote down the factor that contributes to successful sales ("Take a break", "Speak the customer's language", "Speak with effects", etc.). Then the trainer photographed the recordings and sent them by email to the participants.
The second exercise is "Suitcase". One participant walked out the door, and the group discussed which two qualities help him to sell, and which hinder him. The results of the discussions were recorded on a piece of paper. This leaflet was then given to everyone. Thus, everyone had information about their strengths and weaknesses.

Sometimes, at the end of the work of the group, the coaches hold a general discussion on the topics "What new I learned at the training", "Main conclusions" and the like. Participants' statements are recorded and sent to each letter by e-mail. Thus, everyone has a "squeeze" of knowledge, the result of training.

Customer feedback

The training begins with working with the customer and ends with the presentation of the results.

Continuation of the example. Feedback.
Re-testing was carried out two days after the training. A week after the class, the conversion was measured and the results were presented to the customer.

Surname I.O.	Percentage of correct answers before training	Percentage of correct answers after training
Vetrov S.A.
Kuropatkina S.S.
Lyubimova E.G.
Semenova K.D.
Turkaeva N.N.

Average conversion per week of work = 76%.
Obviously, the level of theoretical knowledge has grown significantly, and this indicates the effectiveness of the training. The quality of service has also improved, and it was reflected in the conversion. Thus, business coach Alexey has fulfilled his task.

What do you need to keep in mind when planning a training?
First. The results of the work are discussed with the customer before the training and are "digitized". Management does not like it when learning is done for the sake of learning. The management is waiting for business results - sales growth, plan fulfillment. Therefore, the criteria for effective training work should be not only knowledge, but also indicators of service and sales.
Second. In the training, the stages follow one after the other, they cannot be skipped, otherwise the dynamics of the training will "break". If, for example, you skip the acquaintance stage, then the participants will not be included in the training. They will constantly resist instructions, express doubts about the appropriateness of training.
Third. Only at the stage of problematization, there should be more negative connections. At the rest of the stages, the emphasis is on the positive aspects.
Fourth. The presence of a "dry residue" is required. Participants should take information about themselves and important ideas from the training in the form of abstracts. It is necessary that this knowledge be recorded in writing.

Of course, there are situations when the coach takes his old program and improves it to meet new requirements. But what if you need to organize classes from scratch? Of course, first of all, to determine the goals and objectives of the training, as well as training methods... The topic should be relevant and relevant, and the program should be clearly structured. All components of the training are theory, must be perfectly clear to the audience. And, of course, the vast majority of time should be devoted to practical training... This is generally the main training principle... Consider not only how to conduct the training, but also how your training will differ from others. After all, listeners now have a huge choice. What new and useful things will they learn in your classes?

How to conduct psychological training ? It is very important to compose a portrait of your students. Who are these people, what are they interested in, what effect do they expect from the training? After working out the training program, try to put yourself in the shoes of the listener. Ask yourself possible questions in your mind and try to provide an answer. If this training is designed for a wide audience and does not require any specific level of prior knowledge, then you need to focus on the most "difficult" part of the audience. Not all people grasp information equally quickly, not everyone is ready to immediately admit their mistakes. Your methods, exercises and games should be clear to everyone. If the training is designed for an audience with a certain level of knowledge or it can be completed only after preliminary training, then it is imperative to warn clients about this in advance. People should be comfortable and pleasant to work with you. Training program should clearly correspond to the stated topic, and exercises - information blocks.

After the training program has been drawn up, and you have a good idea of the techniques and methods of your classes, you need to determine where and in what conditions the training will take place. This is an important part of the preparatory work. For example, if the training room is too stuffy, cramped, or, conversely, too much space, people will be distracted and will not be able to concentrate on work. It is important to determine where it is best to conduct the training - on the customer's premises or in a rented hall. This is always decided individually. And, of course, it is necessary to provide all the technical equipment for classes: a video recorder and a screen, a music player, visual aids. If the training is ordered by the company for its employees, then you need to discuss the reporting conditions in advance. The fact is that many managers reasonably want to observe how the training of their employees is going on. Or at least watch the video. But if people know that the leadership is watching them, they will not be able to fully open up. It is important to discuss this issue with the customer. The issue can be resolved by providing the management with a detailed training report and by monitoring post-training work of employees. After all, the main thing is not what people learned, but how they can apply the knowledge gained in practice.

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Usually, groups for active psychological studies are made up according to the principle of a single request realized by each participant. Trainings are conducted for managers who strive to learn how to better manage subordinates, group sessions for shy people who want to master the secrets of free, uninhibited behavior, training groups for athletes, teachers who feel the need to learn to control themselves. Initially, the request of any participant in the training can be reduced to the following: "Teach me the secrets, techniques, devices, using which, I will be an invulnerable person in communication with others." The books of the legendary Dale Carnegie are a brilliant attempt to answer this question. It turns out, however, that, despite their practical orientation, literary and psychological merits, Carnegie's books do not always help. The fact is that even the most conscientious reader, who scrupulously and thoughtfully performs all the numerous exercises contained in them, still does not always get rid of the feeling that he now, after reading, has a lot of knowledge. His, the reader's, consciousness is overwhelmed by all sorts of rules, very subtly and aptly deduced from simple everyday observations. He really wants to share his discoveries with friends. Fascinated by the charm of Carnega's lectures, the reader feels highly competent ... not so much in dealing with by different people how much is in the ability to read a popular lecture on communication in the Carnegie style. I and many psychologists did not escape this fate.

Roughly speaking, if I give you lectures on how to harness, for example, a horse, then this is exactly what you will learn. I mean, learn to lecture about it. It might even be a good read. However, you may have some difficulties with the practice of harnessing. Anatoly Dobrovich was one of the first, not hesitating to write about this in a language that is understandable not only for specialists, told about the social and psychological training. I remember the witty lectures of Adolf Ulyanovich Kharash at Moscow University. He would suddenly start thinking out loud as he explained. For example, he drew the following parallel: when a kitten is born and immediately gets to the new owners, almost at the very beginning of the cat's life, he is deprived of communication with relatives, he still knows for sure that he is a kitten. There is enough information about this in his genes. When a child is born, he does not yet know who he is. After all, the story of Mowgli is only Kipling's dream, and the real descriptions of the "wolf children" are completely different and there is no need to remind them. A person is born without a mirror in his hands. Therefore, in order to open himself to himself, in order to see and understand himself as a person, and finally, to be convinced of the very fact of his existence, a person first looks like in a mirror, in another person.This volumetric mirror becomes a training group for each of its participants. ... Therefore, the main nerve of active group work is feedback from the group to each participant in the training. It may seem that little remains to be done, for this feedback, and even for what, in fact, to give it to. As often happens, in a simple and, at first glance, little, there is a sea of scientific, applied and practical problems, incidents, questions, not all of which have unambiguous answers.

Any training, no matter what tasks it pursues, almost always begins with the development of rules for the group's work and with an acquaintance. Rules can be defined in different ways. You can simply post them on a poster in front of the participants. By offering options, you can start a joint selection of the most suitable. You can start composing yourself. It all depends on what the participants want from the class. If these are group sessions related to interpersonal problems, or even personality problems, then it is useful to start with the dating procedure, declaring only the rules for this first procedure. Then, at the end of it, you can start working out the rules of life within the group, turning this development into an independent group procedure. If the participants gathered to solve some common problem for them, which, as they think (while they are thinking), is not connected with the personality of each, or the participants are definitely in a mood and expect some kind of training in behavior, skills and abilities, then it is quite dangerous here. try to turn rule making into a special group procedure. Already at this stage, it is useful for the group psychologist to ask himself questions about what the clients say they want and what they really want. And not in general from life (many want meaning from life, for example, but not all members of the group are inclined to do this here and now), but from the life spent working in this particular group. So the rules.

Let's try to list all the known or encountered in the practice of the author of this manual:

1. Don't be late *.

2. Take care of the confidentiality of the life of the group.

3. Strive to be an active participant in what is happening.

4. Do not give up the right to say “no”, as well as the right to decide for yourself how to behave, how to act in a given situation.

5. If possible, be sincere, report (if you really do report) reliable information.

6. Get support, help from the group.

7. Strive to listen to the speaker, trying not to interrupt.

8. Orient yourself to be active, participating in all events, procedures, situations that arise during the work of the group.

9. Express your opinion on any issue.

10. Use the "you" address during the work of the group.

11. Communicate about your difficulties, interfering with participation in the work of the group "from" and "to" (the need to skip classes, leave or come earlier or later than the appointed hour). Moreover, each participant has the right to do this in advance. In this case, the question of his further participation in the work will be decided by the group.

The sequence of listing is random.

12. Speak out only on your own behalf and about what is perceived, felt, experienced, happens here and now.

13. Do not talk about those present in the third person.

In a concise form, as a rule, after even a small discussion (and it is useful to offer each participant at least formally, in two or three words) to speak on the proposed rules, this “code of laws” can take the following form (on a blackboard, Whatman paper):

1. Accuracy of the beginning and the end of the procedure.

2. Confidentiality.

3. Activity.

4. The right to say no.

5. Don't cheat.

6. Eligibility for Support.

7. The duty to listen is not to interrupt.

8. Participate in everything.

9. The right to personal opinion.

10. To address all to "you".

11. Work "from" and "to".

12. Speak on your own behalf about what is happening here and now.

ACQUAINTANCE

Acquaintance is the central procedure of the first lesson of any training, no matter what objectives this training pursues, in whatever way it is conducted. Acquaintance is certainly carried out even if the training takes place in an already existing team, where, it would seem, everyone knows each other. There are several purposes of this procedure. As a rule, the goals actually achieved after the conducted acquaintance do not always coincide with those that the presenter set or thinks that he has achieved. It is usually believed that the dating procedure allows the group to "rock" the group, to involve its members in new, somewhat unusual reflections about themselves and about their personal resources, about how the participants perceive each other. “Acquaintance” is also aimed at responding to anxiety, if during the procedure each participant is asked to report their concerns related to the upcoming work, etc. I will list the variants of this procedure known to me, although, of course, there may be others ... This is a creative business.

1) Each participant in turn or passing the floor to any other participant to choose from, like a relay race, is invited to give the group a name; or that name. which he wants to be called here; or the name he bore as a child; or just the name that he likes the most;

2) Everyone calls their names in a circle. Moreover, each next, before giving his name, calls all the previous ones;

3) Each participant calls his name, one of his positive and one of his negative traits, but before telling about himself, he repeats everything that his neighbor said about himself.

As a rule, the participants agree that the dating relay passed to each other is accompanied by an invisible wave of tension. This tension builds up as the queue to speak approaches, and drops rather sharply after the job is done. The presenter (who, of course, seeks not to get out first with his impressions) can draw the attention of the participants to the fact that many could hardly repeat what their neighbor said about himself. The participants who have completed the task often begin to talk to each other in a whisper, while those who have not yet reached their turn close in themselves, tense, concentrate, gather their thoughts, frown. The lighter smiles come later. Usually, in addition to the name, it is proposed to provide some minimum information about yourself. This minimum can be limited by both time (for example, everyone is given fifty-four seconds for any message about themselves), and specific topics. It is undesirable to formulate more than three restrictions-requirements for this task. Participants are anxious and tend to forget most of the parameters that their statements should correspond to. And the constant tugs of the leader destroy the already just emerging atmosphere in the group, increase anxiety. In addition to the name, each participant can be invited to name, report, express:

- their expectations in relation to the upcoming training;

- their fears associated with starting classes;

- any of your personal characteristic feature;

- any of their personal values;

Sometimes the group is asked to ask questions of each participant after the performance. Either the number of these questions or their topic is strictly regulated. It is imperative to stipulate the right of everyone not to answer or to answer as he wants.

Help, including each participant in the upcoming work, is the option of acquaintance under the conditional name "Who am I." - communication difficulties. The essence of the procedure is as follows. Each participant on a piece of paper with a bright felt-tip pen makes ten short messages about himself in free form, each of which, different from the previous ones, begins in the same way: “I - ...” Then everything that corresponds to the truth follows. These can be character traits, personality traits, interests, biographical data, various comparisons of oneself with anyone and with anything in an allegorical form, and so on. Participants then attach these sheets to their chests and slowly walk around the room to read what has been written. You can also use bans on conversations to increase the intensity of the discussion of impressions after the group is seated.

The central point in this variant of acquaintance (as, indeed, in all procedures performed by the group, be it games, "numbers", other structural units of group work) is discussion. The discussion can be aimed at almost anything (but it should not turn into a monologue of the "smart" presenter, explaining, evaluating, noticing the flaws and mistakes of the unlucky wards with a sharp eye). The effect of any procedure will be achieved only if the presenter, having a sincere interest in any reactions of the participants to what has just happened, tries to be a “voice-over”, “amplifier” of every opinion, expression, surprise, discontent and even unwillingness to speak. The most that a presenter can dare to is to try to summarize opinions and suggest possible resumes. And only in absolutely indisputable, win-win situations the presenter can draw the participants' attention to something that has already become impossible not to pay attention to, but for some reason this “something” remained unnoticed. And again, the presenter should not rush to offer interpretations, which it is so tempting to "slip" the group members.

An interesting variant of acquaintance can be "acquaintance with intonation", involving the participants in the often new world of feelings, emotions, sensations, with which the participants of practically any training have to "work" basically. In this variant, each participant introduces himself by saying his name twice. The first time he pronounces it the way he would not like to be called in the group, and the second time - on the contrary, the way he would like to be addressed.

Organization of acquaintance of the participants of any training is a responsible and creative business. No wonder it is said that "the beginning is a dashing trouble." Acquaintance determines a lot in the entire further course of the training, and mistakes made at the beginning are difficult to correct. The main criterion here is the severe need to accurately and without anticipating (but also without lagging) respond to the request of a collective client, which is a group. Moreover, one should answer not to a global request like "teach me to get along with people", but to a momentary request. This request is especially harshly "echoed" to the host if the latter neglects it. For example, the whole group really really wants to continue studying and it is with this leader, but at this particular moment most of its members brutally want to smoke. Members of the group, whose momentary request is ignored by the leader (unless it is a special move of the leader), are ready to hate him for it. Which turns out to be not the most pleasant test for the presenter.

By the way, you and I didn’t notice that we are communicating during the whole lesson, sitting on chairs arranged in an even circle so that everyone sees everyone. And there are no tables in front of us. The advantage of this location has become obvious to you and me, hasn't it? This organization of the working space of the life of the group is traditional for any type of training.

Acquaintance is necessary, of course, not only in order to re-acquaint the participants, to allow them to get comfortable in a new situation. The goal of the “acquaintance” procedure can be considered achieved if the participants felt interest, intrigue, curiosity in relation to the further process. Or, if it became interesting what kind of people gathered for the training, how they will behave in the upcoming, so far unknown communication situations. It is worse if there is an interest in the presenter as an extraordinary, outstanding, outlandish person. Then the classes turn into "meetings with interesting people", where in the role of " interesting person »The presenter is doomed to speak. Beginners (and, unfortunately, not only beginners) presenters often act in this role. This role is quite sticky. The group easily, readily imposes it on the leader. And the leader resists, but plays out. Most often, the case ends with the fact that some aggression of the group towards the leader gradually develops. There are psychologists who practice the use of such aggression for purposes of working on processes that are constructive for the group as a whole. However, it would be reckless to start your practice of group work precisely with such a “risky” style for the leader and for the very fact of the existence of this particular group of style. There are three main strategies of the leader in the groups of the training of communicative competence, through the phase of which one way or another the groups of any orientation, orientation, style and "ideology" pass. Indeed, without profit, gaining at least some increment in the communicative plan, any further movement will be imaginary. Therefore, a possible initial stage in the form of active methods of practical psychology will be the training of communicative competence. Yu.M. Zhukov, L.A. Petrovskaya, P.V. Rastyanikov, denoting different styles of the leader at the stage of communication training, speak of three forms: free guidance, programmed guidance and compromise, intermediate form. The first style, often accompanied by the epithet “ client-centered ”, is characterized as outwardly passive to the extreme. The moderator's passivity can irritate the participants. The presenter is LISTENING. Moreover, he tries to make sure that, on a non-verbal level, he does not be more exalted, bright, expressive than the group members. The presenter does not convince anyone of anything, does not explain anything. He gently avoids questions-attacks, demands, harassment of participants. Here the uncertainty in which the group finds itself soon gives rise to a rather high tension of existence for each participant in the group process. The group is chosen independently from the uncertainty. But in order for this to happen, so that the participants simply do not go their separate ways, without understanding why, in fact, they were gathered here, the presenter must perfectly master not only the technique of empathic listening, not only be able to perceive the maximum possible the number of manifestations emanating from each member of the group, but also to be able to feel the group as a whole, which is called "being with the group." Here is a list (of course, far from complete, and not claiming to be complete, but designed to stimulate the imagination of the leaders) of possible "beginnings" for the leader. So the group got together. They all sat down. You, as a leader, are together with everyone in one circle. The acquaintance somehow happened. Everything. Waiting hung in the group. What should you do as a leader? Here are the options. Choose what is closer to you in the current situation:

1. I won't do anything.

2. I will say that the group is themselves, and the development and usefulness of the group depends on them.

3. Assure the participants that a certain amount of tension is typical for starting a group work.

4. I will break the silence with an insignificant question, conversation, "trembling".

5. I will describe the goals and methods of the group.

6. I will say that each of the participants looks tense, and I am curious if the group will budge.

7. Ask how they feel in the first lesson (how they feel about the group, or what, in their opinion, the relationship that already arises between them).

8. Tell me how I feel (for example, that I am tense and full of anticipation).

9. I will tell you about some experience from my own life.

10. I will ask why everyone is silent.

11. Ask the group what they should do today.

12. I will say that I think they expect me to start a conversation.

13. Let me tell you that they want me to be their motivating and protective leader.

14. I will say that I consider silence to be an expression of fear in the group.

15. I ask everyone to say why they came to the group.

16. I will start a conversation about their past experiences (for example, about family relationships).

17. Encourage participants to discuss their goals in terms of learning and behavior.

18. Use a non-verbal method (for example, start walking in a circle, focusing on physical exertion).

As you might guess, programmed guidance means having a detailed plan for conducting a group lesson. However, you can never predict in advance the mood, expectations, behavior of individual participants and the "movement of the group" as a whole. The most convenient position for the leader becomes a position in which he focuses mainly on the desire to understand, feel, feel and realize the goals that made these people become members of the group. And it is not easy to clarify this for yourself once and "calm down", but to constantly be aware of the concern about this. And "numbers", "tricks", exercises, procedures that should (or should not) be offered to the participants, it is useful to have in excess of each lesson and those that would advance the group members towards the goals that each of the them and the group as a whole. In any case, we must not forget that the programmedness of the lesson dampens the activity of the participants, emasculates the very idea of active methods of practical psychology. When programming the upcoming lesson, the leader should always be prepared for the fact that some "number", some exercise will not work, will not surprise the participants, will not carry them along the path of analysis and discussion, will not allow them to see the subject for which this exercise was offered ... Moreover, in a live group process, a well-known and repeated exercise by the leader can cause reactions of the participants completely unexpected for the psychologist. Here, according to the situation, the presenter can either "fade away", giving the participants an opportunity to discuss what was discovered specifically for them and right now, not missing an opportunity for themselves as a presenter to further penetrate, enter, feel into what is happening, or invite the participants to move on by acting out the facilitator's next piece or by discussing their specific problems. In any case, the beginning, even organized by the presenter, if it is also playful, includes the excitement of the participants, allows them to more easily move away, at least for a while, from the usual role positions that they adhere to in life, and start analyzing their own (at the first stage ) communication problems in a special way through acting out typical situations that are significant for them with subsequent discussion.

Thus, in real group work, the leader usually uses a compromise form of leadership, which implies the ability to track goals and systematically move towards these goals, and in addition, the ability to improvise along the way, respond to spontaneously arising group requests, dare to advance into planned direction. Generally speaking, if a facilitator feels absolutely calm, comfortable, and cozy while working with a group, this may be a sign of his poor performance. Elements of internal uncertainty, and hence excitement, are a necessary and inevitable part of the experience of any leader.

* Calculations are based on average data for Russia

Trainings have become very common because they allow a person to open up and give her some new positive experience that will help her in her professional or personal life. Many large organizations order training in the office or send their employees to additional courses. Among the population, the practice of training a personal company is constantly gaining popularity, which is aimed directly at the person himself, and not at a professional in a particular field. Also, trainings can be conducted in many areas: from staff development to unlocking potential in a team; from teaching the basics of socialization to pick-up'a. All this makes it possible for a novice entrepreneur, having chosen his field for training, to start doing a seemingly easy task.

However, even in the case of a very original idea there is a considerable chance to fail the whole undertaking. First, people should be interested in the new training. And not just a group of fanatics, but a certain contingent that will constantly be interested in the training, and from which new trainees will constantly be recruited. Secondly, the training should be interesting, attracting new people and not missing old ones. Thirdly, the training should be really useful and beneficial to the person who graduated from it. And, fourthly, the trainer and the training program itself must constantly develop, if you do not take into account any changes and trends, then the three previous conditions will not be met. And this is not to mention the fact that the presenters and organizers themselves must have the appropriate qualifications and knowledge, be the guru of their subject, and not green beginners.

To get started, you must register as a subject entrepreneurial activity... In this case, both the form of an individual entrepreneur and a society with limited liability(physical and entity respectively). It is worth choosing only from these two forms, because they have access to a simplified taxation system, which was introduced to support small businesses. In this case, the concept of work may be slightly different. Registration is carried out in the nearest department tax authority where all formalities will be settled within a month. It is much more difficult to register a legal entity, but in some cases it is the only one possible variant... Codes are indicated: (OKPD 2) 70.22 Advisory services in the field of enterprise management or (OKPD 2) 85.23 Services for training highly qualified personnel, (OKPD 2) 85.31 Vocational training services, (OKPD 2) 85.41 Services on additional education children and adults or (OKPD 2) 85.42 Services for additional professional education. The encoding is chosen depending on the type of training provided, and the indication of the second group significantly changes the principle of doing business.

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Of course, here we need to dwell in a little more detail. With the first encoding, everything is relatively clear. It includes simple consulting services that do not involve lengthy training and are aimed at providing reimbursable assistance to clients on certain issues. To put it even simpler, a businessman simply helps those who have turned with advice thanks to his experience and knowledge. What is important, trainings in this case cannot have programs that exceed the norms of non-licensed education (at the moment, these are programs with a course duration of less than 144 hours). In general, this is a good niche for business, but it is impossible to engage in full-fledged training and advanced training, and it will not work to issue certificates either (in any case, they will be just "pieces of paper" that have no legal force). This is work with enterprises and assistance in matters of a certain subject.

The second grouping is somewhat more complicated. Education in the legal sense of this word without a license can only be taught by teachers with educational qualifications and working alone. That is, only individual entrepreneur and on the condition that he himself will teach trainings and at the same time he also has an educational qualification. If a businessman does not plan to personally conduct classes and simply recruits teachers to his staff, then he will have to get a license for himself. But the educational qualification and certificates of qualification will have to be provided by teachers-trainers.

If you have to work via the Internet (the so-called webinars) or conduct slightly non-standard classes, then you also need to indicate the code (OKPD 2) 96.09 Other personal services not included in other groups. But here in the law there is a clause that obliges to carry out licensing of their activities only in certain cases. This list is constantly changing and supplemented, but with regard to professional education, it can be presented as follows:

Implementation of the main program vocational training- vocational training programs for the professions of workers, positions of employees.

Implementation of the main vocational training program - the retraining program for workers and employees.

Implementation of the main vocational training program - professional development programs for workers and employees.

Implementation of additional general education programs - additional general developmental programs.

Implementation of additional general education programs - additional pre professional programs.

Implementation of additional professional training programs.

Implementation of additional professional professional retraining programs.

That is, if the activity does not fall under these definitions, then you can safely engage in work without a license. However, such a list seems to cover all possible training programs for personnel.

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If you do not pretend to be a psychologist, then you also need to decide on the topics of the programs of the classes. Here, the need for a license is also determined by whether the topic fits the definition of licensed activities or not. In general, we can say that the state is aimed at compulsory licensing of general education and higher education institutions. educational institutions; if an entrepreneur tells his clients about how to improve his social skills or learn how to manipulate people, then he does not need to engage in licensing. However, if this takes place within the framework of psychological work, then a medical license will be needed (as mentioned above).

Summarizing, we can conclude that in each specific case it is necessary to accurately collect information even about local legal acts(because different regions have their own requirements, and they may vary in different parts of the country); and the help of a competent lawyer at first will not hurt.

In addition, it is worth noting that if licensing is required, it is necessary not only to provide the licensing authority with information about the teachers and the curriculum, but also information about the premises (and it should be at the disposal of the entrepreneur constantly on the basis of ownership or long-term lease) and equipment. Such a vague definition of "training equipment" is detailed in the licensing authority, because in different regions it is defined differently.

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To obtain a license, it is worth contacting the local committee for the supervision and control of education. All information about the entrepreneur, information about the available funds and personnel is transferred there. The licensing process is similar to obtaining all other types of licenses, and the terms of the decision and some conditions, as already noted, vary from region to region.

You can greatly simplify your task by contacting firms that specialize in obtaining a license. It will save you nerves (and sometimes time), but it will require a lot of investment. Provided that all requirements are initially met, the process of obtaining a license should not take more than two months. By the way, it is worth noting that commercial organizations have the right to engage in educational activities only since 2013, previously only NGOs were allowed to do so.

After that, in order to enter the market as a company with guarantees, you should contact non-profit organizations, which are non-profit associations of trainers and training companies. The most famous in this country is perhaps the International Association of Personal Development Professionals. But, as the name suggests, she works with personal growth training companies without actually referring to business training. In fact, the client will be attracted by loud statements and memberships in some organizations; it doesn't matter to him which ones, the main thing is that the coaches have this membership. Associations and associations can even help with programs, establish qualifications and issue other certificates of the level of training. Of course, you can do it alone, without cooperating with anyone. These communities should be viewed primarily as advertising (although some of them may offer real help).

Due to the tightening of the licensing regulation, it is now necessary to search for permanent premises. If these are simple, in fact, not training programs (from a legal point of view, again), then you can work as the first training companies started - through a one-time lease of premises or with a visit to the place of the client's request. Gradually, this practice will become a thing of the past (although the service of visiting coaches is to the liking of many enterprises), but it is necessary to comply with the law.

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The size of the room may vary depending on how many trainings are being held at the same time. So, one group can consist of 20 people, although some topics involve no more than 10-15, or even 5 people. But the theme itself can affect the size of the area. After all, there are trainings that involve active games and even the presence of sports equipment, therefore, it is impractical to consider all the options within the framework of one article, and it is illogical to derive some universal indicators.

It should only be noted that it is better to be located in the central and business districts of the city, where the rent is higher, but also there are more potential customers. After all, none of the employees who undergo corporate training want to travel half the city for the training that the boss started.

All trainings can be conditionally divided into the following types according to the goals that need to be achieved:

Formation of certain behavior; this includes both the development of positive patterns and the "erasure" of negative ones.

Training and development of certain skills, knowledge and skills; moreover, it can be both psychological and physical skills, the trainer here may not have the necessary skills himself, his task is to help the trainees acquire them.

Training that helps to transfer the knowledge and experience of the trainer to the trainees; differs from the previous point in that here the teacher is an expert and master of his craft.

Gradual formation of personality and its self-disclosure; most often refers to psychology, as it helps a person to gain knowledge about himself, without learning anything specific.

Within the framework of one training center, all methods can be used to achieve the goal. Moreover, a person may well visit all of them. After reading the description, you can understand that in some cases you will need a first-class specialist in his field, in others - just an experienced psychologist, in the third - a person with charisma, in the fourth - just an interesting interlocutor and "soul of the company". Ideally, when all these traits are present in one person, who then can become a universal trainer, conducting several trainings, each of which is certainly a success.

The personnel issue is the most serious one, and its solution may take a long time, because it is not so easy to find competent specialists who, at the same time, know how to work with people. However, they can be trained, and here associations that have experienced mentors on their staff to train future trainers can come to the rescue.

Interestingly, within the framework of one center, it is good to conduct trainings of different directions. Moreover, if you have a license, you can engage in real training or retraining of highly qualified personnel, and simple "consulting" services. And even household advice. After all, no one forbids the inclusion of several classifiers and work in accordance with each of them. Especially if there are many ideas and people who are able to implement them.

Yes, training will be successful if it gives people something new, does not copy programs already on the market and actually works. Developing such a concept can be difficult, but in this case, the fees will be quite substantial. Without a good idea (regardless of the field of training), it will be impossible to get out and, in any case, stay on the market. Usually experienced trainers who have a well-known name have their own programs, but such a person will demand a high percentage of the collected amount and set certain conditions. And it’s not so easy to find it.

What training companies often forget about is the follow-up service, the so-called "post-training". In accordance with management theories, a person is not always a creature aimed at receiving information and assimilating it, therefore, many members of the group, upon completion of the course, will acquire only fragmentary knowledge. Post-training allows you to identify what was not mastered by students, determine the reasons for this and lead to the completion of the training program. Moreover, it is better to include the cost of post-training in the initial cost of the course, because the trainer himself is also interested in conducting the analysis after the end of the program. In some cases, this can be done for free at all, because this practice will allow you to determine weak sides programs (and the trainer himself), finalize them and bring an improved product to the market. Post-training is one of the tools for developing and improving one's own qualifications. But not the only one.

But any undertaking is interesting only if it brings money. Trainings will be paid differently depending on the topic, but, as a rule, business trainings are more expensive than personal growth trainings. At least, if only because in the first case top managers are trained, in the second - housewives (this is a conditional division, but it clearly shows the difference). The cost of the service is also strongly influenced by the reputation of the trainer, because eminent lecturers can charge more than half of the cost of the training just for their own name. As a result, the trainer takes for himself from 50 to 80% of the collected amount, but if we consider that the entrepreneur actually does nothing himself, then he will receive, albeit less, but passive income.

But in this case, it is especially cost effective to hire several trainers who lead several trainings. And arrange such work so that there is minimal downtime. To ensure this, you will have to spend a lot on advertising, but in the end, these investments will pay off.

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How to create and deliver a training?
In order to start preparing this or that event, it is necessary to very clearly define its goals or what you and your customer want to receive as a result of its holding. Ensuring your success in advance is possible only if you carefully plan your actions. Thus, you can avoid all kinds of unpleasant surprises and minimize the surprises that may interfere with you. If you think over the procedure for the necessary actions, then you will be able to determine in time what resources (material, temporary, etc.) and in what quantity you will need at one stage or another of the preparation and conduct of the training: what is more significant, and from what, maybe, generally worth giving up.

There are several factors to consider when planning:
■ trainer (gender, age, image, experience as a trainer, learning style) and location (degree of comfort of the room for the participants);
■ audience (age, gender, status, experience of participation in trainings, number of participants);
■ subject (purpose and content of training) and time frame (time management of training).

Trainer
Any kind of activity, any profession has specific requirements for a person. His properties, individual characteristics to a large extent determine the success of the activities he performs, and the absence of certain qualities, as a rule, becomes an obstacle to mastering a particular profession. These requirements are due to a number of features of the professional activity... It must always be remembered that interacting people in relation to each other always play different roles (teacher-student, supervisor-subordinate, etc.), and an indispensable condition for the transformation of a teacher into a subject of cognition for students is the activity, in which the trainer is involved associated with a group of participants in a set of specific relationships. The image of a trainer that forms in the trainees and the idea of him as a person serve the purposes of regulating pedagogical activity in training and the behavior of trainees in the training environment.
In this regard, one of the most important, in my opinion, topics becomes relevant - the perception and interpretation of the coach by the audience. This includes consideration of such aspects as the formation of the idea of \ u200b \ u200bthe coach, the non-verbal components of communication and introspection, and the creation of a harmonious image of the teacher.

The main processes by which each participant in the training receives and processes the information coming from the trainer are:
1) sensations (comfort / discomfort);
2) perception (like / dislike);
3) presentation (interesting / uninteresting);
4) thinking (logical / illogical).

The first sensations and perceptions are formed from the non-verbal components of communication in the first few seconds of acquaintance. The importance of the perception of non-verbal communication components is evidenced by the fact that if the total number of all elements of the external appearance is taken as 100%, then the perception of the physical appearance (height, eyes, face, hair, physique) accounts for 82.5%, expression (facial expressions, gestures, posture, speech) - 14.0%, and for appearance design (hairstyle, clothes, shoes, cosmetics) - 3.5%. The reflection of these components in the appearance and behavior of each other by the participants in the activity includes two interrelated moments: firstly, the direct differentiation and identification of them among other components of the appearance and in the general picture of behavior and, secondly, the interpretation of the psychological content that, as it seems to the participants activity, is contained in these components-signals and is related to the problem being solved.
It is necessary to keep in mind one more pattern of visual perception in the process of starting communication. In the psychological literature, there is evidence that attention in relation to various zones of the subject's visual space, measured by the number of gaze fixations, is unevenly distributed. The upper left quarter of the visual field accounts for 45.5% of gaze fixations, the upper right - 29.0%, the lower right - 14.0%, and the lower left - 11.5%. 61.0% of the person's attention is given to the information placed in the upper half of the sheet, and 39.0% - in the lower half. From this it becomes clear why the upper body, especially the face, is more informative in the process of non-verbal communication.
The coach's facial expression is the first information for the audience. The success in recognizing facial expressions is higher when verbal and non-verbal behavior is consistent. According to scientific psychological research (Bodalev A.A., 1982; Popov S.A., 2002; Trusov V.P., 1982), the interpretation of facial expressions in accordance with the meaning of words occurs in 49% of cases. Thus, inappropriate speech behavior reduces the success of recognition, while adequate behavior increases it. What does this mean for the speaker? The phrase "I am glad to welcome you today", uttered with a gloomy or indifferent expression on his face, will invariably cause resistance from the audience, which is completely undesirable at the very beginning of the training.
The face is the most accessible and informative means of supplementing and clarifying the content of messages transmitted using speech.
Practicing facial expressions is an integral part of preparing for a performance. To do this, you need to stand in front of the mirror and just curl up. Draw in sequence:
■ joy;
■ surprise;
■ interest;
■ doubt;
■ mysteriousness;
■ irony;
■ indignation;
■ anger;
■ sadness;
■ playfulness.
Look closely and memorize the movements of the facial muscles used to express a particular feeling.
In terms of spatio-temporal characteristics, verbal and non-verbal languages differ in that the first has a linear temporal sequence, and the second represents space-time integrity. Verbal language is easily coded and decoded, which is not the case for non-verbal language. And finally, verbal language is a vocal-sound phenomenon, while non-verbal language consists of a variety of movements.
The selection of substructures of non-verbal communication is based on the main characteristics of non-verbal means (movement, space and time), as well as the systems of their reflection and perception: optical, acoustic, tactile, olfactory.

1. Optical (optical-kinesthetic) system of non-verbal means includes the following components:
a) kinesthetics (expressive body movements, postures, gestures, facial expressions, gait, physiognomy);
b) averbal actions (knock, creak, crash). It happens that in the immediate vicinity of the training auditorium, repair, construction and other works are carried out, causing external noises that distract the attention of the audience. This can be easily dealt with if you master the art of "utilization". The two basic rules of "disposal" are as follows: you cannot ignore the extraneous noise that distracts your attention, you must react immediately. So, one day I had the opportunity to conduct a presentation in the immediate vicinity of the airfield. Every 20 minutes, another plane took off with a characteristic roar, which made it impossible to continue the presentation for several minutes. I proposed the following lesson scheme: the takeoff time of the aircraft was given to acquaintance with the materials or preparation of the assignment.
The next 20 minutes were devoted to answering questions, explaining or working through the tasks;
c) eye contact (gaze direction, eye expression, frequency of visual contact). The speaker's gaze should be directed into the listener's eyes, its duration cannot exceed 5 seconds. It is necessary to keep eye contact with the audience constantly - in sectors or alternately with each participant.

2. Acoustic system of non-verbal means:
a) paralinguistics(voice characteristics: tempo, timbre, volume, pitch). There is nothing worse than monotony. Change the rate of speech and volume: attract, focus attention.
Highlight key points with your voice;
b) extralinguistics(pauses, cough). Use pauses to draw attention, show disapproval, and emphasize the importance of information. A cough can appear as a result of very dry indoor air, colds. Avoid coffee and cigarettes before performing. You should always have hot drinks, mineral water and lollipops on hand.

3. Tactile system, or taxicab, implies physical contact of those communicating: a handshake between men, a welcoming touch on a woman's hand - actions that confirm the coach's disposition to the listeners.

4. Olfactory system, or the odor system, includes body odors, cosmetics, room odors, etc. The use of tart odors and unwillingness to use perfume are two extremes that must be avoided. Be very attentive to the smells in the room (smells of paint and varnish products, tobacco, unpleasant odors are unacceptable). In addition, one should take into account the proximity of catering places to the conference room (it happens that on the same floor, very close to each other, there may be a conference room and a restaurant) - this is fraught with constant distraction of the audience by smells and sounds. Try to avoid holding events in such places.

5. Spatio-temporal system of non-verbal means:
a) Prosemica... It is made up of a personal area, or personal space, distance, mutual arrangement of communicating in space. Ideally, the participants are located in a circle or semicircle, it does not matter - with or without tables. However, if the group size is more than 20 people, then working in a room with tables set apart will, of course, reduce the effectiveness of communication with each of the participants. In this case, the coach needs to often walk between the rows, move around the audience;
b) Temporal characteristics of communication(gaze frequency, frequency of movement changes, etc.). The movements and gestures of the trainer must correspond to the image created by him, the content of speech, the level of social intelligence of the audience.

General rules: legs should be parallel to each other, at a distance of 20-30 cm, arms along the body or on the surface: in no case are locked, not crossed, not in a pocket, not hidden behind the back or under a table, the back is straight, the chin is parallel to the floor ...
The perception and interpretation of the components of the above systems form the basis for the formation of the image of another person (the trainer by the participants and participants of each other), which is based on the first common impression. In addition, it is always necessary to take into account the effect of gender differences on the adequacy of the understanding of non-verbal behavior. This feature can be characterized by the example of the perception of facial expression. It has been found that women are superior to men in the accuracy of their understanding of emotional expressions. They have more open non-verbal behavior and are more sensitive to signals of this kind, due to which they recognize forms and types of expression much more accurately than men. Women respond more accurately to expressions of pain, anxiety, suffering. For example, women tend to see resentment and resentment in perceived faces, while men tend to see decisiveness. In my practice, the most effective trainings were conducted by two trainers simultaneously - a man and a woman: their coordinated actions made the learning process very harmonious. There is a perception that the speaker's clothing should attract less attention than the presentation. This is true, but it must always be remembered that the hairstyle, style and color of a public person's clothing give the world a signal of who the speaker is. Therefore, knowing the reaction of listeners to a particular style and color of clothing and accessories makes it possible to use it as an additional way of influencing the audience. It would seem that the most safe option is a combination of black and white colors in clothes and a minimum of accessories - this always gives the impression of a strict and serious person. Yes, it does - at meetings, interviews, examinations, and also, I want to emphasize, at trainings - with middle and top-level managers, with an audience whose participants are over 35 years old. Other listeners, on the other hand, may show resistance to a black and white version, as well as a woman's tie, a short or too long man's tie.
Excessive severity of a black suit can be "softened" by a blue or blue shirt for men and a pink, steel, lilac blouse for women. This combination gives the impression of benevolence and has a calming effect on the listeners. It is especially well suited for performances in front of listeners 18-25 years old. For example, the salespeople with whom I had a chance to conduct sales trainings, in response to the strict combination of black and white in my clothes, and indeed to a formal suit, became closed and aloof. But the combination of classic blue jeans and a white blouse or light sweater was very suitable for working with this audience.
If the goal of the trainer is to impress with his own person, in order to be remembered by the participants, this will be more facilitated by a light - white, sandy suit with a black or chocolate shirt or blouse. However, combinations such as a beige suit and a blue shirt, as well as white combined with blue, lilac, pink (for example, blue jeans and a pink blouse / shirt) will invariably cause "resistance" from the group - an unconscious reaction to the combination of cold shades.
The combination of a white suit and a red or orange blouse / shirt acts very defiantly and effectively. Red and orange are bright, memorable colors (associated with fire, which in all cultures is a symbol of movement and change) are “revolutionary” colors, so the group will perceive the trainer who preferred them as an innovator, ideological inspirer.

Be prepared for the fact that the presence of red or orange (except for bright red or orange nails, which is unacceptable) in any combination (for example, a black jacket and a red tie, or a red-orange neckerchief) can cause resistance from the formal or informal group leaders, however, if you can prove yourself to be an impeccable professional, you will achieve the unconditional trust of the audience.
Gray is the color of the negotiators - in combination with white, deep emerald, pink, steel shirts or blouses, it is suitable for those cases when you need to provide a large amount of information in a short period of time.

It is also very important to consider the texture of the fabric. For example, emotionally “disposing” fabrics are velvet, velor, suede (for example, a black suede jacket or something made of burgundy velvet). Corduroy and silk are emotionally repulsive. Patterned fabrics, as well as combined fabrics, have a certain impact on the overall perception of the speaker. "Cage" and "strip" are more suitable for classes, the theoretical part of which is at least 50% of the total time. Bright large and very small drawings can "catch" the consciousness of listeners, in connection with which the trainer will need to constantly "return" the participants to the state of "here and now". True, there is a simple way how you can use accessories - a watch, a bracelet or a large pendant - to bring listeners into one state or another. So, offering participants some kind of mental activity, addressing them with the words "think", "imagine", "remember", touch the pendant or bracelet. As a result, if you just touch these accessories for the fifth time, there will be no need to verbally call the audience to think. You can also activate the actions of participants by holding a watch in the manner of a stopwatch.

If the training is multi-day and you need to arrange the listeners, then this can be done by removing one formal part in your clothes every day. For example, starting the training in a formal suit, the next day you can come without a tie, on the third - in a strict jumper or pullover, etc. Remember the rule: the more formal the clothes, the warmer the shades; but in the combination of colors of clothes of a freer style, there should be a cold shade or an extraordinary combination (for example, dark gray and deep blue, orange) - this way you can show the listeners a minimal, but distance.

There is one more rule: any person who enters the classroom must accurately determine who is the leader (coach, teacher, speaker). In situations where the audience and the teacher are of the same age or all as one in suits, you can distance yourself by attaching a strict brooch (for women), a Company badge or a colored badge.

In addition, even the complexion - too pale or very tanned - elicits a mixed reaction from the audience. Pallor is associated with illness, malaise and exhaustion, a strong tan - with idle pastime. The rule of the "golden mean" - the key to creating a harmonious image - can be applied here as well: it is good if the complexion is one tone or half tone darker than natural, this will allow the trainer to look always fresh.

Summing up, I would like to note that no matter how professional the trainer is, the first 30 minutes of the training set the group up for the entire training day. And as far as the image of the speaker corresponds to the topic of the speech, is harmonious with the manner of presenting the material, with the content of the material itself, the participants will positively perceive both the trainer himself and the material presented by him.

Remember to pay attention to the following little things that can define everything:
■ Careful appearance : untidiness, especially untidy head, is unacceptable for the coach.
■ Refrain from products that dye your oral cavity before training.(for example, blueberries or black currants), as well as experimenting with food that is unusual for you. And no alcohol before training!
■ Remember, whoever the listener is, you are in the audience - teacher, principal, mom(dad), etc. You need to have on hand: napkins, adhesive plaster, pain relievers. I strongly advise you to consult how to deal with people who have heart, epileptic, gastric attacks, as well as what are the first aid methods for bruises, fractures, cuts, blows electric shock.
■ Never shift your Bad mood for participants, this is the height of unprofessionalism.