Huda Principles of Supervision D5

UNIT 5 Discussion:
1 . Review the scoring rubric and complete the initial discussion activity (includes video links to necessary information).
2. . Respond to two classmates discussion posts
You will complete steps A, B, and C for 3 video lectures:
The first video is from TED talks and it gets to the foundation of learning. Please watch this video and then complete A, B, and C at the bottom of this page
https://www.ted.com/talks/eduardo_briceno_how_to_get_better_at_the_things_you_care_about (11 min. 23 sec.)
Alan Matthews has several training and presentation modules on his website. Choose 2 and follow steps A, B and C at the bottom of this page
https://www.youtube.com/user/alanmatthews11/videos (1-5 min each)
A. Provide a quick summary of the video (3-4 sentences).
B. Provide an detailed example from your life using any of the ideas from this video.
C. Search for and provide a resource title and citation on this same topic. Briefly summarize this resource (2-4 sentences.) This resource will provide additional information to your classmates.

SAMPLE GRADE SCORING RUBRIC FOR DISCUSSIONS

Criteria No Evidence Needs Work Approaching Proficient Exceeds
POST: Write your personal answer & reinforce with cited research. No Attempt Missing personal answer and/or research. Needs more detail and/or under required word count. Write your personal answer & reinforce with cited research using a minimum of 150 words. Proficient criteria plus added personal detailed experience.
RESPONSES: Add new insights to the conversation for two classmates with a minimum of 75 words. Missing 1 or more replies. Response/s lacking insight to continue the conversation. Need to use a positive tone to support the thoughts of others. Write a minimum of 2 classmate response entries adding new insight to the conversation using a minimum of 75 words per response. Proficient criteria plus used and correctly cited a resource
Research used follows copyright laws. Includes in-text citations. No Attempt Incomplete Incorrect Format APA guidelines met. In-Text citations included. Correct on First Submission
Reply 1
Xavier Johnson posted Sep 11, 2020 1:06 PM
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Performance vs Learning Zone
1. Briceño says we need to differentiate between the Learning and Performance Zones. People stop being in the Learning Zone and stop improving the longer time they spend in the Performance Zone in their jobs. You must believe you can improve, you need to want to improve, you must know how to improve, and you must be in a low stakes situation (Briceño, 2016). He
2. My old boss used to micromanage a lot but we would be in a really busy rush and he would just stand there and monitor everyone and come over and tell you what you’re doing wrong while the customer is standing there and it would ultimately slow everything even more. he was trying to put us in the Training Zone while we were needed in the Performance Zone and it made performance plummet.
3. Guo explains that in the Performance Zone failure is costly whereas in the Learning Zone mistakes are expected and encouraged. “We will never learn new things when we are always [in our] Performance Zone (Guo, 2017). He believes we need to make learning deliberate.
Drawing on people’s knowledge
1. Matthews says you as a trainer aren’t the only one with knowledge. “In some cases they’ll have more knowledge than you” (Matthews, 2013). Their ideas can be just as good if not better than yours. Some people will be quicker than others at certain things” (Matthews, 2013).
2. There have been many time as a supervisor that I was doing something a certain way and someone new that I’m training has a different perspective and a better way of doing the thing. For example, I was showing someone how to cut pineapple and they showed me a faster and easier way to cut up the pineapple in a more consistently sized pieces.
3. Sitar states “The worst you can do in this position is attempt to belittle your more experienced employees” (Sitar, 2019). Letting them shine in situations when they know more than you is essential as a leader do not act like you know something you don’t and acknowledge and respect the years of experience that they have put into their career.
Giving too much context
1. Don’t overload people with information. There is only so much that your brain can take in at once (Matthews, 2013). Think about why they need that information at that point in their training.
2. At my first job I eventually became a trainer and the training process there was very extensive you would go through a packet of information all in one sitting and just unload everything they need to know about the job when most of the things they wouldn’t even get to for a month or longer.
3. Better team states “Segment employee training, and try to plan it so that they’ll be using it as much as possible after the training is over” (Betterteam, 2020). People get more out of and remember more if the thing that they learn is something they can immediately use in their work. “Don’t train now for something an employee will need in 2 months” (Betterteam, 2020).

Reply 2
Katelyn Cronquist posted Sep 10, 2020 3:39 PM
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How to get better at the things we care about
A. EdcuardoBriceño discusses how we often tend to plateau in performance because we stay in the performance zone, rather than the learning zone. He explains how we often get complacent because we are “good enough” and therefore don’t try to learn new things or ways to do something, this even occurs in our personal lives. Edcuardo explains that in order to push to better ourselves we have to deliberately practice and focus on getting better at that skill and reading and gaining knowledge about our job. We’re so comfortable in the performance zone and being good at that, that we never push to become better (Briceño, 2016).
B. I had a coach who always used the phrase, “get comfortable with being uncomfortable”. He believed that in order to be in the best shape for soccer, we had to push our bodies to new limits everyday even if we didn’t think we could do it. In turn, we were able to run longer and faster without having to catch our breath or lift weights we never could dream of. I think my coach’s phrase and Briceño’s talk are very similar and ring true in everyone’s lives. We get so complacent and never learn to get better than what we are already at.
One of my friend’s mom is a doctor and she is incredibly smart and I believe she lives out this video. She is such a good doctor, because she always pushes above and beyond. She is constantly reading medical journals and learning new ways of healing injuries or reads about illnesses so she can identify them if her patient’s have them.
C. I read an article from The Odyssey Online and it spoke why it is okay to make mistakes. Mistakes are a natural part of life, as nobody is perfect. They can teach us some many lessons in life and fuel us to become better. Mistakes are okay to make because they show us how we can get better and push us out of our comfort zone (Roberson, 2019).
Train the Trainer – Drawing on People’s Knowledge
A. Matthews gave a brief discussion about reminding trainers that they are not the only one with knowledge. Alan describes that oftentimes when training, trainers often think they have all the knowledge, while yes they do about whatever they’re training, the trainee still does have some knowledge. This could be about anything, but using the trainee’s knowledge till build off of that is a great way to train. As well as avoiding a condescending tone, a trainer can get when they get into the “I know everything” mindset (Matthews, 2013).
B. I just recently trained a new barista at my job. Now reflecting back on the experience, I did have a little bit of the mindset that I knew everything. I was humbled then by my trainee when he mentioned he already knew how to work the Square system because he did it at his previous job. This reminded me that he did grasp concepts easily and had knowledge of previous customer service jobs and how to do them.
C. I found an article on SimplifyTraining that gave some great tips and tricks for quality training sessions. It breaks down 12 essential ways to make training go well and stick with the trainee. It then goes on to explain how to make the day memorable, how to prepare for the training session, and some different types of materials/ways you can train someone. It also includes a list of common pitfalls and how to overall make the training program successful (How to Conduct an Effective Training Session). Overall, this site seems like a great resource for any trainer to review before being a program.
Train the Trainer – Don’t dilute your content when presenting or training
A. Alan Matthews gives a demonstration of what happens with your content when you add unnecessary items to it. He pours some juice into a cup, symbolizing the content wanted to be conveyed when training, and then starts adding water. Now the water represents adding nonsense or unneeded facts or items to the training presentation or program. This dilutes all the good training material from the presentation or program when this is done (Matthews, 2014).
B. When I was training a new barista for my job, I was teaching him the basics of writing on the cups when someone orders. Now I showed him how we shortened drink names, flavors, and other lingo. Then my coworker at the time, interrupted and started mentioning more complicated items that overwhelmed him. He was even more confused as a result, and all the material he was supposed to learn wasn’t retained or taught as a result (Matthews, 2014).
C. I found an article on HR Daily Advisor about how to avoid overtraining in the workplace. While diluting training material and overtraining are very different, I did find this article very helpful on the opposite side of the diluting issue (Matthews, 2014). The site started out by explaining what overtraining is and why it’s a destructive thing in the workplace. The site then covered the signs of an overtrained employee and then lastly how to avoid overtraining. This website was very helpful and helped me understand how too much information when training can be just as bad as too little (Matthews, 2014 & Morse, 2018).