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Archive for training mistakes

Here are four ways to avoid boring them to tears in a training session.

I just sat in on a training session for new real estate agents, and I had trouble sitting there. Why? Because the presenter was using almost all lecture.  Yes, the agents were listening intently. Yes, they seemed eager to learn. But, that lecture was not helping them learn. They needed to get involved!

Not only that, the students were new real estate agents, scared of a new career in which everything was up to them! They needed exercises to get confidence, to create ‘buddies’, and to meld as a team.

So, instead of lecturing, try breaking up your presenter-directed lecture with these techniques:

  1. Do a warm-up to loosen up everyone, teamify, have fun, and show that it’s going to be an exciting, fun-filled, course (more about how to do a warm-up in another blog).
  2. Instead of asking a question and letting people raise their hands to answer, turn it over to the group, and work in small groups to come up with answers. Then, name a reporter and compare answers (this is the task force, which I’ll also blog about later). This makes it much more interesting to the people, they get to know each other, and they gain confidence that then can come up with good answers.
  3. Pair up people to have them compare opinions, thoughts, and answers. You’ll be starting the buddy system now.
  4. Use accountability: Do you have it built in? You’ll want to build in assignments to complete so the students are learning in the field. That way, they’ll pay much more attention to you and learn a lot more.

Your turn:

How can you use these methods to wake up your students, get them involved, and get them learning at a much higher level?

 

audience sleepingHere’s how to know if you’re wasting your time training. Really!!!!A� Just because you ‘have training’ doesn’t mean it’s effective.

Every company says they ‘have training’. Yet, whether you’ve been in business 2 days or 20 years, you’ve probably felt frustrated that those hours spent in class–listening to someone at the front (the ‘expert)–didn’t do you any good. There are reasons training doesna��t worka��and herea��s how to make it work for you, so you dona��t waste precious hours in training rooms–either as an instructor or as a student.

Dona��t forget: Get the Analysis of your Sales Performance Skills worksheet at the end of this blog. This is great for managers to use to plan training needs and for agents to use to assure theya��re refining the skills that make a difference.

Training: Taught Right or Not?

Training doesn’t work because it’s not taught right–and the people in the class aren’t doing what needs to be done for training to make a difference in their lives.

A�Herea��s what training needs to help you every time youa��re in class:

A�Training must have action inside class to be effective for you. If you’re the instructor, you must use ‘alternative delivery methods’ to get those students into action in class. What are alternative delivery methods? All those methods used to train that aren’t lecture. (see below).

A�What do I mean?

A�I mean we have to look at real estate as a a�?performance arta��, not a a�?knowledge pursuita��!

Big question for you: Think of your last 3 trainings. What were you doing in class? Listening to the a�?experta��? Or, were you putting to work what you were learninga��while in class, so you could get valuable feedback before you a�?practiceda�� on real peoplea��your clients?

Here’s Effective Training

What you need to be doing in class to assure you can do it a�?for reala��: (these are alternative delivery methods)

If ita��s appropriate, you need to role play (like answering objections, giving a listing presentation, etc.)

If appropriate, you need to differentiate (like finding mistakes in a purchase and sale agreement).

If appropriate, you need to practice the actions in class and then go out and do it with a a�?real persona��a��the clienta��and come back and tell how it went (practice a listing presentation, do it a�?for reala��, and come back to class and refine it).

None of these things happening in class? Make it work anyway. Take the a�?actionablea�� items you learned in class and go do thema��for reala��within 3 days of going to class (otherwise we only remember 10% of what we heard!!!!!). Now youa��ve made your own action plan.

Trainers: I did a series of 5 videos showing how to make your training work. See them on my uTube channel.

Note: I’m a bit shocked when I hear that those who took a ‘Train the Trainer’ course didn’t learn any of these methods. Just learning how to drone on (in lecture) just doesn’t cut it with today’s audiences–or with assuring your students actually can apply skills!

A�Real Estate: Performance Art or Knowledge Pursuit?

A�Leta��s be honest: Do you know someone in your office who seems to know everythinga��but doesna��t sell a stick of real estate? Sure. Thata��s the problem with treating real estate as a a�?knowledge pursuita��. It has little to do with results.A� Our profession is a performance art. How you perform in the fielda��with real clientsa��determines your success.

Big question for you: Which kind ofA�real estate professional are you? A a�?performance arta�� agent or a a�?knowledge pursuita�� agent? A�Which is easier to become?

Your Training Should Resemble a Piano Lesson

As a long-time pianist and teacher, I know intimately that, if you dona��t practice, you cana��t play (or you play badly)! Think of effective training like a piano lesson. You practice outside class. You come prepared. You get tips and modeling from your teacher. Then you practice in class with your a�?coacha�� watching and listening. Then, you a�?go out in the fielda�� and practice. You come back ready to perform for your coach again. Thata��s effective training.

Here are 3 things that dona��t work in training (and things for you to avoid):

  1. A�Listening for a long period of time and thinking you can do it (you already know that, from your experiences, right?)
  2. Thinking most company training will a�?do ita�� for you
  3. Relying on a�?on demanda�� video. Many large franchises are providing video on demand training. Brokers may be relieved that this is going to take training off their plates. I wish.

Unfortunately, video training can provide very limited production results. Why? Because people dona��t learn much by watching video. Yes, they learn a little. They observe someone else doing something; they get information. But, they dona��t have to take action.

When youa��re ready to get results from your training, youa��ll be ready to treat your training like the power tool it really can be.

Want to see an effective training program? Check out Up and Running in Real Estate.

A�Dona��t forget to grab that Analysis of your Sales Performance Skills here.A�A�A�

And, be sure to check out my uTube channel for those 5 videos on alternative training methods.

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Your knowledge of my part of the business helped me to recognize ideas I can use in title insurance and escrow. Judy Williams, Chicago Title

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Mar
11

A Case Study: Training Gone Wrong

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teacher at boardHave you ever seen training go wrong? As I’m teaching Instructor Development Workshop, I include a case study for attendees to work on. This case study is the ‘story’ of a real estate manager who had the best of intentions when she created her training program. However, she made a mess of it because she followed some of the poor role models she’d had as an agent–or from watching other managers.A� Why use a case study? To check the learning of the attendees. Their answers and insights help me see what I did right–and what I need to keep working on with the attendees.

Here’s the case study:

Sally, in charge of training for her real estate office, decided she had to have a full training calendar. Her listing conversion rates in her real estate were very low (less than A? of her listings were selling in normal market time). Her agents had very low numbers of listings per agent and transactions per agent. She had 50 agents in her office, but was not making a profit. So, she asked her agents which classes they wanted. They told her they wanted classes in 1031 exchanges, risk reduction, and commercial real estate (theya��ve always been interested in various topics and love knowledge for its own sake; after all, they said, you never know when youa��ll need to know……….).

Sally wanted to deliver what her agents said they wanted. Because, after all, a person in Sallya��s position wants to keep the agents happy. So, Sally made a training schedule with lots of lecture on various topics that the agents knew little about. Every Friday, she had a guest lecturer come in and talk about these topics. She required no outlines, no credentials, and no teaching outlines, because she thought that if someone recommended the instructor, he/she must know her subject. And, she had to fill that calendar fast!

In addition, Sally did do some a�?traininga�� herself on sales. Once a week, she chose a topic she thought the agents would like. These trainings were targeted at non-or low producers, because Sally thought that if she created a�?traininga�� for them, they would sell more real estate.

Sallya��s procedure was this: She invited everyone to the classes. She used a student outline that she liked from various courses she had attended, and talked through it. (Sally didna��t know how to use alternative delivery methods). She didna��t teach to objectives, because she didna��t know what they were. Her approach was this: She got an outline, made copies of it, and told the agents that, today, they were going to talk about _________. Or, sometimes, she said, a�?We have a lot of material to cover.a�? She was trying to create lots of value by providing lots of information.

She required nothing of the agents to get into the class. She didna��t do a series, because she wanted to a�?cover a lot of materiala��. She did a wide array of topics, because, she figured, a wide array is better.A� Sally didna��t bother to arrange the topics in any logical sequence (such as the decision-making process or the 4 steps of the sales process) because she wanted to cover many different topics. She thought the students would hear something that would help them……She didna��t require the students to do anything with the information after the class, believing that they would hear it and immediately put it to work without practice, coaching, or action plans.

After Sally got really busy, she asked some of her agents to a�?teacha�� certain topics. She gave them the topics and thought they could tell the agents how they did it. Sally didna��t understand the difference between a�?how something does ita�� and how to do it).

After a few months of doing this, Sally didna��t see any results in increased production.

The Exercise

Pick out at least 10 mistakes Sally made in her approach to a�?traininga��, and give recommendations on how Sally needs to proceed to use training to change the production and profit picture in her real estate office.

What did you pick? Have you ever made some of these errors? Unfortunately, most of the time ‘training’ is created by filling out a calendar.

In my next blog, I’ll tackle how to make your training calendar actually work to reach the goals of your office.

What training mistakes do you see?

Note: If you want to dramatically improve your real estate training, see The Ultimate Real Estate Trainer’s Guide.