Training Style Analysis (TSA-Corp)

Improve the effectiveness of training...

... by finding out how a trainer works best

 

Every trainer or coach has their own style and training preferences. The key to optimal performance in the classroom is to uncover and effectively use these strengths in the preparation, training and management of the learning process.

Of all the many profiling tools available to corporate trainers, only the Training Style Analysis (TSA) shows a trainer's style characteristics in the six key areas of the Training Style Pyramid Model:

 

Benefits of the Training Style Analysis (TSA)

  • Gaining important self-knowledge
  • Identify your own training style - from traditional to individual
  • Discover the most commonly used new training strategies
  • Long-lasting training success
  • Improved relationships with trainees and customers
  • Easier handling of difficult and diverse groups of participants
  • Increased training flexibility
  • Stress reduction for both trainees and trainers
  • Increased job satisfaction 
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Structure of the TSA-Corp Model

The pyramid model of the TSA consists of similar elements as the WSA pyramid. Social Aspects are integrated into another layer and a new layer has been added: Training Techniques. With these Course/Unit Planning techniques it becomes possible to evaluate training methods used by active trainers or coaches.

  1. Left-right brain dominance: This area looks at the preferred use of the left or right hemisphere of the brain in conveying information and food for thought and how this influences the training and learning process.
  2. Training methods (senses): This section outlines training methods centered around sensory perception, typically aligned with individual learning styles. The results relate to the way in which knowledge is conveyed to learners by stimulating their senses. It is devided into the following elements: auditory (listening, discussing, talking to oneself); visual (reading, observing, imagination); tactile (touching/manipulating) and kinesthetic (physically doing, feeling). The results show the use in training divided into traditional (analytical), flexible (in change) or individualistic (holistic) style.
  3. Training practice (physical space management): This part describes personal leadership strategies in the training room, which are very often based on individual experiences during one's own school years. They make visible how trainers manage the physical and social learning needs of their trainees. These include social interaction, BrainGym exercises, authority and control, understanding of participants' urge to move around, awareness of oral stimulation (chewing, eating, nibbling, drinking) and preferences of certain times of the day (individual biorhythm).
  4. Training room design (learning environment): Describes preferences for sounds and music (silence or soundscape), light (subdued or bright), room temperature (cool or warm), and study area (formal or informal/comfortable). It is about the design of the training room and the creation of an optimal learning environment for the participants.
  5. Course planning (training preparation): This area examines the skills of a trainer to plan course or training units and to structure learning content effectively. It provides answers to questions such as: Does the planning include tasks for individual participants, for small groups and/or for the whole group? Does the planning provide for fixed frameworks or are participants free to structure their own learning? Is the preparation more focused on training content or are methods used that make it possible to work with individual participants to allow a free-flowing learning process?
  6. Job-related characteristics (attitudes): This section describes job-related attitudes in the following areas: motivation, persistence, conformity, sense of responsibility, creativity, diversity awareness, training routines, and change/variety. Attitudes are often situational and/or dependent on the respective interest in a work task.

By examining these aspects, the results of the TSA-Corp Instrument enable trainers to better understand their personal style preferences, better adapt their training strategies to the needs of their participants and thus make the most of their strengths.

For those who aim for above-average results, extraordinary effort is required!

by Barbara Prashnig

Results are always consequences of actions.

While it might seem obvious that results stem from actions, it's a truth that seemingly eludes many individuals, leaving them frustrated and unfulfilled. This disappointment can extend to how we perceive our life journey, realizing that we're not living according to our desires and passions, and therefore not being our true selves. It could also manifest as frustrations in everyday life, the small irritations that get on our nerves. Frustration doesn't dissipate on its own; it's not something that can be simply wished away. It demands action – consistent action. Given that our current results are outcomes of past actions (and deep down, we know this to be true), it follows that to alter results, we must first change our thoughts and then our actions. So the key question is, why don't we do this?

Research indicates that 90 to 95 per cent of people's daily thoughts are the same as those from the previous day, and they repeat the pattern the next day. While this might be surprising, it's a disheartening reality. People are trapped within their thought processes. Let's take the common phrase "I can't" as an example, which frequently lingers in the minds of many. So, if you wish to establish a new constructive thought pattern, you can interrupt your usual tendency to revert to familiar patterns by wearing a rubber band around your wrist for the next few days. Every time your old (negative) thoughts arise, snap the rubber band as a reminder to halt those old patterns and replace them with new, positive thoughts.

Interrupting Patterns and Cultivating New Mindsets This simple technique serves as an effective pattern interrupt to catapult you out of those mental loops. Each time you notice it, feel it, you're reminded with a slight discomfort that you had forgotten this... With time, you can construct a new thought pattern that's helpful and doesn't harm you. You could say to yourself, "I am capable, and I can do it!" This will fortify your positive attitude. Each time you notice your rubber band, you become aware of what you were just thinking and evaluate your thoughts using this technique.

Fear and Entitlement

The reasons for inaction can be summed up in these two words: fear and entitlement. The sense of entitlement is a discomfort that has spread over the years, and the rise of social media has made it even easier to fall into complaining and blaming. Complaining about lacking this and that, needing this or that, or having a right to something has become quite fashionable. Claims of entitlement without responsibility – that's today's motto. And when something doesn't work out, it's always someone else's fault! The notion of working hard and striving to achieve, to improve one's life, has become almost indecent language.

As for fear, it might be fear of failure, fear of others' reactions, fear of change, apprehension that we won't be good enough, or the fear – yes, you guessed it – of taking action, of stepping up! Combine these fears with inertia and a sense of entitlement, and the actions you eventually take only cover the essentials – if at all. If you only take actions that cover the bare essentials, what results can you expect? Basic results, if any!

Above-Average Actions Yield Above-Average Results

If you want better results, exceptional results, look at those who have already achieved such outcomes, and you'll soon discern a pattern in their above-average actions. They study harder. They work harder. They make more sacrifices. They commit more intensely. In short, they act above the average. There are exceptions, of course. There are always exceptions. But the fact that they are exceptions further proves that for most people, above-average results necessitate above-average actions.

Now, examine your own results. For instance, you might not want to drive hundreds of kilometers just to take a few photos, or work excessively hard to achieve a professional goal, or put in extra effort to achieve a desired outcome – but what do you WANT? Do you possess something that's above average but expect it to happen somehow without putting in above-average effort? If so, then you can expect to continue experiencing disappointment and frustration.

Choice and Commitment

However, it doesn't have to be this way; it's up to you and you alone. Regardless of the type of learner you are – whether more analytical, detail-oriented, or holistic with a broad overview, as seen in the Learning Style Analysis (LSA), or the work style you have, as revealed by the Working Style Analysis (WSA) – the result will show whether you're more multi-task-oriented or more single-task-focused. These style preferences are important but not of crucial importance, as everyone can set goals and possesses enough skills, potential, and flexibility to achieve them.

When you commit, make decisions, and act to go above and beyond to execute your plans, you'll begin to see improved results – both in your personal life and in the workplace. Step by step, you will achieve your goals and strive for new objectives.

Believe me, such a change can fundamentally transform your life and lead to something remarkable!




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