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BLR's Human Resources Training Presentations
Training Strategies II: State-of-the-Art Classroom Training Background for the Trainer: Although technology-based training is becoming increasingly popular, training experts agree that it will never completely replace classroom training. At present, an overwhelming number of companies continue to use classroom training alongside an increasing amount of technology-based training, such as e-learning and computer-based training (topics that are discussed in Parts I and III of this training strategies series). This training session focuses on how supervisors and managers can use classroom training effectively to train and develop employees throughout your organization. Review your organization's training policies and procedures so that you can include relevant, company-specific information during this training session. Be prepared to discuss specific situations in which classroom training is commonly used in your organization and when other training methods are preferred. You may wish to begin the session with an interesting or amusing story about classroom training from your own experience, or encourage a couple of participants to share their war stories to get the session off to a good start and engage participants' interest. During the session there are numerous places where you can encourage participation by asking attendees to express their ideas about and experiences with classroom training. Take advantage of these interactive opportunities as time allows. Speaker's Notes: This training session will focus on classroom training. It used to be that classroom training meant the trainer stood in front of employees lecturing and the employees just listened, or maybe some of them took notes. But all that has changed. State-of-the-art classroom training is interactive and engaging. Employees share responsibility for learning and contribute in important ways to the training process. Today, there is an array of techniques, methods, activities, and training aids available to create and present memorable, meaningful, and successful classroom training sessions. During this session, we'll discuss how you can make the most of your classroom training opportunities. /0304 © 2004 Business & Legal Reports, Inc.
Goals Understand the goals and criteria for successful classroom training Know how to design effective training sessions and motivate active participation Realize that you have a variety of classroom training methods to choose from Recognize the importance of evaluating employee learning and training effectiveness Speaker's Notes: First, we will talk about the goals of classroom training and the criteria for success. Next, we will discuss how to design effective training sessions and motivate active participation. Then, we will review a variety of training methods used in the state-of-the-art classroom and talk about how each method can be used most effectively. We'll also discuss the importance of evaluating both employee learning and the effectiveness of the training itself. Finally, we will wrap up the session with a summary and quiz. /0304 © 2004 Business & Legal Reports, Inc.
Classroom Training Basics
Definition Options Subject matter Use with other learning strategies Background for the Trainer: Before you show this screen, ask one or two participants to give a brief definition of classroom training. Speaker's Notes: Classroom training is a workplace learning strategy that removes employees from the work area and brings them together in a safe and appropriate environment, free from distractions, to teach skills, transfer information and knowledge, shape attitudes and behavior, and build competencies. Training in the classroom, of course, is only one of many workplace training options. Among other training strategies you can use effectively are on-the-job training, self-directed learning (which today often involves e-learning or computer-based training), coaching and mentoring, cross-training, job rotation, apprenticeship, conferences and seminars, and training courses offered at local universities and technical schools. The choice of the classroom really depends on the nature of the subject matter of your training. The classroom is a good place to transfer information and knowledge, for example. And classroom training is often an effective way to shape attitudes and behavior. But it is not always the best way—or the only way—to teach specific job skills and build competencies. At least some of that has to be done on the job. In most cases you will use classroom training in conjunction with one or more other training strategies to provide a balanced, comprehensive training program that helps employees learn all they need to know to perform their jobs well. /0304 © 2004 Business & Legal Reports, Inc.
Goals of Classroom Training
Participation Understanding Retention Application Speaker's Notes: There are basically four goals for any classroom training session: To encourage the active participation of trainees To promote clear and complete understanding of the subject matter To make sure employees retain what they have learned during the training session And to ensure that employees are able to apply what they have learned to their jobs /0304 © 2004 Business & Legal Reports, Inc.
Criteria for Successful Classroom Training
Meets needs Timely Applicable Clear and concise Background for the Trainer: Before you show this screen, ask participants to identify some criteria of successful classroom training that they have identified from their own experience in the classroom. Then relate their suggestions to the bulleted points listed in this screen and the next screen. Speaker's Notes: To be successful, classroom training must achieve certain criteria. To begin with, it has to meet employees' needs. It must be designed to help trainees do their current jobs better and develop their potential for new challenges and future advancement. It has to be timely. For example, it should be timed to coincide with: Changes in job procedures Introduction of new production processes, hazards, or equipment Promotions or new job responsibilities Classroom training needs to be directly applicable to trainees' jobs. They have to be able to go back to the job and put what they learned in the classroom to work easily and immediately in order to improve their performance. During training they have to be saying to themselves, "Yeah! I can really use that." It must be clear and concise. Employees need to understand completely, but at the same time not be overwhelmed with too much information. /0304 © 2004 Business & Legal Reports, Inc.
Criteria for Successful Classroom Training (cont.)
Right level Interactive Useful and challenging activities Strong links to job Speaker's Notes: Successful classroom training also hits the right level and doesn't speak down to employees or go over their heads. It is appropriate based on trainees' current knowledge and skills. It is interactive. Lots of participation is encouraged. Trainees have the chance to ask questions, talk about their experience, and learn from other employees. It is composed of useful and challenging activities. Trainees have an opportunity to practice skills, solve problems, and discuss important issues. Finally, classroom training builds links to the job. It constructs a bridge between the classroom and the work area through examples, analogies, checklists, action plans, and so forth. Without this bridge, classroom learning often won't find it's way back to the job. /0304 © 2004 Business & Legal Reports, Inc.
Advantages and Disadvantages Of Classroom Training
Speaker's Notes: Like all other forms of training, classroom training has its advantages and disadvantages. There are many advantages to classroom training: It allows you to teach employees in a safe, quiet, clean environment, away from the noise and pressures of the work area. Training groups can be large or small. The classroom environment provides the important "human touch," so often missing in technology-based training. Group interaction enhances learning. Employees learn from one another as well as from the trainer. And the group setting also teaches employees how to interact with one another in a professional, productive, cooperative way—something that other forms of training often don't provide. But there are also disadvantages to classroom training: You have to pull employees off the job, which cuts into work time and production schedules. If you run shifts, it's often hard to schedule this kind of training, especially for night shift workers. While the classroom environment is quiet, safe, and conducive to focused learning, it's also removed from the equipment, processes, and materials that employees actually use on the job. Lack of hands-on experience is frequently an obstacle to adult learning, which brings us to our next point. /0304 © 2004 Business & Legal Reports, Inc.
Keys to Adult Learning Adults are self-directed learners
Adults bring a broad base of experience to training Adults respond best to problem- or task-oriented approaches Adults need to know why they are learning something Speaker's Notes: It is essential that you always remember in the classroom that you are teaching adults. To train employees effectively, you must be aware of how adults learn. Most adults are self-directed learners. It's the old "you can lead a horse to water" story. Adult trainees tend to learn what they want, when they want, and how they want. This means that for classroom training to be effective, you need to share with employees the responsibility for their learning. In the state-of-the-art classroom, the trainer facilitates learning and engages employees in the process rather than simply reciting information and giving instructions. Adults also bring a broad base of experience to training—both job and life experience—and they like to draw on all that experience when they learn something new. That's why it's important to link new knowledge and skills to what employees already know from their own experience. You can also capitalize on the experience of your trainees by using it in the learning process. The classroom is an ideal place for employees to share their experience with their co-workers. Because of their base of experience and a preference for experiential learning, adults respond best to problem- or task-oriented training approaches. This means that even in the classroom you have to provide opportunities for challenging and hands-on learning. For example, you often need to provide activities that allow employees to practice new skills or role-play new behavior. Adults also need to know why they are learning something. To motivate trainees to make the most of classroom training opportunities, you must give them a good reason for learning what you are trying to teach. Motivated trainees learn faster, retain more, and are more likely to apply what they've learned back on the job. /0304 © 2004 Business & Legal Reports, Inc.
Designing Effective Training Sessions
Training objective Training method Skill and knowledge of trainees Content Sequence Visual aids Background for the Trainer: Before you show this screen, ask one or two participants to briefly describe their most successful classroom training session. Use these descriptions to elicit some of the bulleted points listed in this screen and the next screen. Speaker's Notes: With those points about adult learning in mind, and the points we made earlier about the elements of successful classroom training, let's now turn our attention to designing effective classroom training sessions. You absolutely must have a written training objective. In a sentence or two, state specifically what you want the training session to achieve. In other words, what skills, information, etc., do you want employees to have learned by the end of the session? Without a precise objective, your session can easily lose focus and fail to achieve your purpose. Based on your training objective, you can then choose the most effective training method to obtain the desired result. We'll talk about different training methods you can choose from in a few minutes. Make sure that your session is appropriate for the level of skill and knowledge of trainees. If you fail to take this point into account, some or all of your trainees may become lost and unable to fully participate in and benefit from the training. Next, clearly and concisely define the content of your training session. Keep your focus small, and limit the content to what can be comfortably presented and retained in the time allowed. The old "kitchen sink" has no place in the classroom. If you try to cover too much ground in one session, employees will be overwhelmed and forget most of it before they get back to their workstations. Distill the content into a set of key training points that can be expressed in a few words, the way we've done in this training session. Then organize your key points into a logical sequence. Build your sequence of points step by step so that everything employees need to know to understand point 3, for example, has been thoroughly explained in points 1 and 2. Be sure to incorporate visual aids into the session. Studies show that people remember only a small percentage of what they hear but a much larger percentage of what they see. Charts, graphs, diagrams, pictures, and samples, for example, all help employees remember what they are supposed to be learning. No matter how lively a presenter you are, you still need some visuals. /0304 © 2004 Business & Legal Reports, Inc.
Designing Effective Training Sessions (cont.)
Activities Feedback and clarification Time limits Group size Evaluation Additional concerns Speaker's Notes: Most classroom training sessions are more effective if they include training activities in which employees get hands-on experience to explore the topic in an active, participatory way. Be sure to include frequent opportunities for feedback and clarification. If you just present material in one solid block with a test at the end, most trainees will not retain much. On the other hand, if you frequently summarize, clarify, and encourage feedback during the session, most of your employees will retain most of what they have learned. You also need to consider the amount of time you have for the session. Make sure the content fits into the time allowed. The best way to do that is to take your training outline and allot a specific amount of time to each part, including introduction, training points, activities, and so forth. You may find you need to cut down or add material to fill the available time. Also take into account the size of your training group. If you've got a large group, the session will move more slowly, since you can expect more participation and more questions. Make sure to include some form of evaluation at the end of the session to test and evaluate employee understanding and retention. We'll talk more about evaluation toward the end of this session. Finally, when you're designing your training session, don't forget to think about the physical environment in the classroom. For example, how big a room do you need? Are there enough chairs for everybody? Will you arrange chairs in a circle, in rows, in a square, or a U? Where will you stand or sit? How will you minimize noise and distractions? Will you need tables for employees to work at? Is there enough light and ventilation? Also think about and plan for any materials and equipment you will need during the session. For example, do you need computers, VCR, overhead projector, handouts, flip charts, etc.? /0304 © 2004 Business & Legal Reports, Inc.
Motivating Active Participation
Explain how trainees will benefit Get the session off to a good start Use examples and analogies Give and encourage feedback Ask questions to stimulate discussion Include engaging activities Background for the Trainer: Before you show this screen, ask participants what they do to motivate full participation in their classroom training sessions. Speaker's Notes: Even the best designed and planned classroom training session can fail if you can't motivate active participation. Here are some tips for getting employees involved in training. One of the best ways to motivate active participation is to explain exactly how trainees will benefit from the session. Will it help them prevent accidents and injuries? Will it help them do their jobs better, improve performance ratings, and get better raises? Will it make them more promotable? In other words, how is the training relevant to their jobs, and what do trainees stand to gain personally from it? Getting the session of to a good start is also critical to promoting active participation. There are many ways to do this. For example, to stimulate interest and curiosity, begin by posing a problem, asking intriguing questions, or giving a short pretest. Or tell a relevant story from your own experience. Or start of with a fun, engaging activity, like some kind of game or competition. Or introduce startling or disturbing statistics, such as accident and injury statistics, customer complaint statistics, or data on rising error rates. Another way to establish relevance and maintain interest is to use examples that relate directly to trainees' jobs. Or use analogies to compare new information that has no precedent in employees' jobs to similar information workers already know. To maintain involvement throughout the session, give and encourage feedback. Keep telling employees what a good job of learning they're doing. Keep probing to see if they are understanding what's being presented and for concerns or problems they have with the material. Keep listening to their questions and ideas. Another good way to engage employees and stimulate discussion is to ask questions about the material you are presenting. If you're the only one talking, the session is not engaging employees and encouraging participation in the training process. And as much as time allows, include activities that get employees involved in the training process, keep them interested, and give them opportunities for hands-on learning. /0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Lecture
Communicate expectations Provide handouts Make it visually stimulating Background for the Trainer: Before you show this screen, ask participants to identify the classroom training methods they use most often. Briefly discuss why they prefer these methods. Speaker's Notes: Lectures are probably the most common classroom training method. They are an efficient and cost-effective way to convey information and general knowledge to large groups of employees at one time. For example, lectures are a particularly good way to explain new policies, train employees in the requirements of laws and regulations, and update procedures. The drawback of lectures is that, unless they are properly designed and presented, they can lack the important element of employee participation. Here are six suggestions for using lectures effectively in the classroom. Communicate expectations. Let trainees know right from the beginning of the lecture exactly what you expect them to learn by taking a few moments at the outset to preview lecture content. Provide handouts. For example, you can hand out a sheet that contains the key points of your lecture. Or better yet, you can use the guided note-taking technique and hand out a sheet with the key points arranged so that there is space under each point to take notes during the lecture. Make your presentation visually stimulating. As we said earlier, use charts, graphs, diagrams, pictures, etc., to supplement and reinforce your words. Use a flip chart to write down key points as you make them. Or use transparencies and an overhead projector. Better yet, use a PowerPoint presentation like this one to display key points in a colorful and visually attractive way to grab and hold the attention of trainees. /0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Lecture (cont.)
Ask questions and summarize Include stimulating activities Combine with other training methods Speaker's Notes: Ask questions and summarize frequently. Don't just stand up there and read your lecture notes. Every ten minutes or so summarize what you've just covered. Ask questions to verify understanding. This also gives employees the chance to take in what you've said, ask questions themselves, and clarify anything they're not certain about before you move on. Include stimulating activities. Again, don't just plan to talk for a half hour or an hour. Include activities that give employees the chance to use what they've learned and discuss issues, practice skills, or solve real-life job problems, for example. The same studies that show that people remember much more of what they see than what they hear show that people remember even more of what they actually do. Hands-on learning is the most effective learning. Combine lectures with other training methods. For example, give a short lecture and then watch a video. Or discuss a current job problem and then use the lecture format to explain a new job procedure designed to solve the problem. Or give a short lecture instructing employees how to fill out a new type of paperwork. Then give them a chance to actually fill out the new forms. /0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Q & A Determine training points
Develop a series of questions Present training points Alternative: Let employees ask questions Speaker's Notes: An alternative to lecturing is the question and answer format, also sometimes called guided learning. Instead of presenting information to employees as you would in a lecture, with this method you elicit information from them. Here's how it works. Begin by determining the main training points you want to get across to employees during the session. Then develop a series of questions about the points. The questions should be designed so that the answers will identify the training points. For example, if one of your training points is, "Criticize employee performance in private," you might ask, "How would you go about criticizing an employee's poor job performance? Would you talk to the employee at his or her workstation, or would you discuss the matter privately in your office?" As each training point is elicited through questions, write it down on a flip chart, transparency, or chalkboard. Keep asking questions until all of your training points are on the chart or board. Employees may even come up with other points you hadn't anticipated. That's fine. If they're relevant, list them, too. An alternative to this method is to let employees ask the questions. This can work well with a topic with which employees are not familiar—something that's entirely new to them. You still need to go into the session with a set of training points. But instead of asking questions, you give a brief presentation of the topic or provide them with a short handout summarizing the new information, and then invite employees to ask questions about it. What don't they understand about this topic? What would they like to know about it? Through asking their questions, employees should identify most or all of your training points. You can guide the discussion to add any issues their questions don't raise. This approach is a little harder to manage, and you have to guide the discussion carefully to keep from straying off the central topic. But it can also stimulate a lot of participation and give employees a strong sense of ownership in the training process. /0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Demonstration
Introduce Demonstrate Highlight Practice Review and evaluate Speaker's Notes: Demonstration is another very common classroom training method. Instead of talking about what to do, or asking questions about it, in some cases you can actually show employees how to do something. For example, demonstration is a great way to teach employees how to use a new piece of equipment or follow a new method or procedure. Here are some suggestions for presenting successful demonstrations. Begin by introducing the procedure, concept, or skill you want to demonstrate. Be crystal clear about the purpose of the demonstration, and point out any special features. The demonstration itself can be handled in various ways. You can demonstrate. You can have an experienced employee demonstrate. Or you can use a video that demonstrates the procedure, concept, etc. While the demonstration is in progress, highlight the key steps you want trainees to remember. It's a good idea to have a handout with these steps for trainees to follow during the demonstration and on which they can take notes. Allow time for employees to practice the steps. If you have a large group, you can divide them into smaller groups and let the small groups practice together while you move around the room observing and giving feedback. Finally, quickly run through the steps again and then evaluate learning, preferably with a performance test. If time is short, you can use a pencil and paper quiz and then check performance back on the job. /0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Problem Solving
Select a problem Present the problem Discuss possible solutions Guide trainees to the best solution Speaker's Notes: As we mentioned before, adults are usually problem-oriented in their approach to learning. This makes problem solving a highly effective training method in many situations. It is a challenging and motivational method that strongly encourages participation. Furthermore, in addition to learning about a particular problem and solution, employees also get to practice the problem-solving process and develop positive attitudes about problem solving. Select a real work problem, one that is relevant to the jobs of all participants in the training session. Briefly present the problem and discuss its impact on the job. Encourage employees to talk about their own experiences with this problem. Then lead a discussion about possible solutions. Make sure everyone in the group participates and offers suggestions. Conclude the session by choosing the best solution. Sometimes the best solution will arise naturally out of the discussion. Other times, you'll have to guide the group to the best choice. /0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Case Study
Write up the case Present the case Highlight the key question(s) Discuss possible solutions Review issues Speaker's Notes: Case study is closely related to problem solving but presents training issues in a slightly different format. It uses a case that poses a problem or problems concerning a particular work-related situation. To prepare for the training session, write up the case. You can use or adapt a real situation or create a fictional account. Either way, tell it like a story. Develop an interesting plot. Make up names for the characters. For example, "Rita notices that her co-worker Joe isn't wearing safety glasses, which are required for the job he's doing. She says, 'Hey, Joe. Where are your safety glasses? You don't want to lose an eye, do you?' Joe tells her to mind her own business. He knows what he's doing. What should Rita do? Ignore the situation? Try to get a co-worker to talk to Joe? Talk to the supervisor?" This is just a brief, simple example. Your case will probably be longer, more complicated, and more challenging. Begin the training session by reading the case to your training group. Highlight the key question or questions. The basic question is usually "What should be done in this case?" Related questions include how it should be done, why it should be done that way, and what the implications of the action may be. Lead a discussion of possible solutions to the problem posed by the case. Encourage all trainees to draw from their own experiences, express their thoughts, and offer solutions. Review the issues involved in the case and the key steps involved in a successful resolution of the problem. In other words, what points did you want trainees to learn from this case? /0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Role-Playing
Introduce Select players Perform Process Reflect Speaker's Notes: Role-playing allows employees to become actively involved in training as they assume roles and act out situations that might actually occur—or have actually occurred—in the workplace. Role-playing exercises help employees learn how to handle various situations before they face them on the job. Role-playing is an excellent way to teach interpersonal skills—for example, customer service, interviewing, and violence prevention. It's also a good way to explore work-related attitudes and feelings, such as in diversity or ethics training. Role-playing can be used alone or combined with other training methods. Begin by introducing the role-play. Talk briefly about the issues or skills that are the focus of the exercise. Select employees to take the various parts in the role-play. Usually, it's best to ask for volunteers. Some employees may be reluctant at first to stand up and act before the group. After a while, they may change their minds. Some never do. And that's okay, too. They can watch and give feedback. Not everyone has to be an actor if they don't want to be. A role-playing exercise can either be scripted—by you or by employees—or it can be improvised based on a quick explanation of the situation. In some cases, role-plays can even represent real-life work situations, with employees playing themselves and portraying what they actually did in the particular situation. After the role-play has been enacted, it's time to process the situation. Encourage all trainees, including the actors, to give feedback about what they just saw or did. Give your own feedback as well. Some trainers videotape role-playing exercises and then play back the video during processing to assist in examining the action detail by detail. Finally, allow a little time to reflect on what can be learned from the situation portrayed in the role-play. You should have developed a number of key training points you want employees to take away with them. You can either present your points—on a flip chart or in a handout—at this point or, if you have time, you can guide the training group to come up with the points on their own. /0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Additional Options
Video Games and simulations Team competitions Study groups Speaker's Notes: We're not done yet. There are a host of other training methods you can successfully employ in the classroom. Here are some of the most popular and effective. Training videos can be used effectively to provide information, demonstrate, and shape attitudes and behavior. Good videos attract and hold employees' attention, are convenient for the trainer, can be used to train large groups of employees at the same time, and can be used over and over. Video training can be combined with many other methods, such as lectures and group discussions. You can also present cases in video format, using professional or employee actors, and then discuss the issues after the video. Games and simulations can be used effectively at any time during a training session to stimulate interest and encourage participation. You can easily create your own games by adapting the formats of popular TV quiz shows. Simulations can be created by adapting popular board games. Just remember that while games and simulations can be fun—and there's nothing wrong with having fun during classroom training—they are not just for fun. They need to be relevant to training content. And they must always be followed up with a discussion or review to make the connection to the job clear. Team competitions are similar to games and simulations in their ability to heighten participation and get employees involved in the training process. This method is especially useful with large groups. You can divide the training group up into two or more small teams and then play a game or set challenges for the teams. The competitive spirit and group interaction make these sessions lively and enjoyable for trainees. But again, you can't forget to tie the competition firmly back to the point of the training session to make sure that trainees aren't just having fun but are also learning something. Study groups are sometimes used by trainers as an alternative to lecturing. Instead of reciting training content to your group, you divide the class into small groups and give each group written materials covering training content. The materials can be taken from a book, manual, or other primary source—or you can develop your own study materials. Then ask the groups to answer a number of key questions about the content. The groups read and discuss the material, write down their answers to the questions, and then the whole class discusses the answers together. You can also give each group different materials and then give each group the chance to teach the class about the content of their materials. /0304 © 2004 Business & Legal Reports, Inc.
Training Methods: Additional Options (cont.)
Learning projects Observation Reading and writing assignments Information searches Background for the Trainer: After you show this screen, ask participants to briefly describe other classroom training methods and activities that they have used successfully. Speaker's Notes: Another effective method is to assign trainees a project related to the training topic. With your help employees learn by doing. Short projects can be completed within one classroom session. For example, if you were training clerical employees to file documents, you could provide them with a pile of documents and folders and after a brief introduction describing correct filing procedures, you could let the trainees set up files and file the documents. Larger projects may be completed over the course of several classes, or employees may do some of the work outside of class. For example, in a customer service training course, after explaining procedures for handling customer complaints, you might assign employees a project involving contacting customers who have complained to find out if the current procedures are really working. Based on their findings, employees suggest ways to improve the system. Projects can be assigned to trainees individually or to groups of trainees. Observation can be used with demonstrations, role-plays, or with videos of on-the-job situations. Employees observe a situation or action and note exactly what is happening. This method works best if you provide trainees with a checklist to guide their observation and clarify training issues. Afterwards, the training group can compare their observations and you can review the training points you want to drive home. You can also effectively train employees in the classroom using worksheets, workbooks, and other materials that involve reading and writing. After a brief introduction to preview the content of materials, you give employees time to read about the topic and complete worksheets, make lists, outline the steps in a procedure, write responses to questions, or even write reports about the information presented. Then the group can review their writing assignments and discuss what they have learned. Information searches also involve reading and writing, in a slightly different way, however. This method is kind of like the open-book tests you took in school. For example, say that you wanted to teach machine operators to run a new machine. Before actually demonstrating and practicing machine operation in the work area, you could get your operators together in the classroom and give them a general introduction to the new machine and its operation. Then you could give them an operator's manual with a list of questions about operating the machine. Trainees read through the manual to find the answers to the questions, which they then write down. They can work alone or in groups. After everyone's finished the information search, you review the answers with the whole group. /0304 © 2004 Business & Legal Reports, Inc.
To Get the Best Results Employ a mix of training methods
Make training interactive Use a lot of visuals Change activities frequently Match methods to subject matter Speaker's Notes: Regardless of which training method or methods you use in the classroom, there are five key points that apply to all methods and that can help you get the best results from your classroom training. Let's take a moment to review these points. First, employ a good mix of training methods. Variety enhances employee interest and participation. For example, as we said before, you can deliver a short lecture to highlight key issues and then show a video or use a role-playing exercise or case study to challenge and engage employees. Or you can combine a group discussion with a team competition or a game. The possibilities are limited only by your imagination and energy. Second, make training interactive. Engage employees with stimulating and interesting activities and discussions. Make sure everyone participates fully. Third, as we mentioned earlier, use a lot a visuals to enhance learning. Seeing aids retention. Fourth, remember that training experts recommend changing training activities frequently during long training sessions. At least every 15 or 20 minutes, try to switch from one activity to another. For example, you could start with a short game or other group activity to get employees involved and participating, then give a short lecture or watch a video, and then follow up with a discussion and review. Or you could begin with a role-play, have a discussion, and review the training points by examining a related case study. Fifth and finally, be sure to match training methods to subject matter. If you want to show employees how to do something, use a demonstration or a video. If you want to shape attitudes, role-playing may be your best choice. If you need to convey a body of information, a lecture and discussion may be the most efficient method—and so on. /0304 © 2004 Business & Legal Reports, Inc.
Evaluating Employee Learning
In-training monitoring Written tests Performance tests On-the-job observation Self-assessments Background for the Trainer: Before you show this screen, ask participants how they generally evaluate employee learning after a classroom training session. Speaker's Notes: An important part of any classroom training session involves evaluation of employee learning. Most people think of evaluation as something that comes at the end of training—and it certainly should. But evaluation should really be built into the session itself. You should be checking for understanding throughout the session by asking questions and asking for feedback in order to make sure that employees understand the material you are presenting and are retaining course content. Then at the end of the session, you can check learning again with a written test or quiz. You can also use performance tests at the end of the session and have employees demonstrate competence with new skills or understanding of the concepts presented in training. Often there isn't time to check out performance of each trainee in the classroom, or the necessary materials and equipment are not available. If that's the case, you can observe employees back on the job to see if they are using what they learned in the classroom correctly on the job. You can also use self-assessments to evaluate learning. For example, you can have trainees complete a questionnaire in which they are asked to provide specific feedback about how they are using—or not using—what they learned in training and how their performance has improved—or not improved—as a result. /0304 © 2004 Business & Legal Reports, Inc.
Evaluating Training Methods And Presentation
Employee feedback Learning indicators Behavior change Performance improvement Background for the Trainer: Before you show this screen, ask participants how they generally evaluate their own performance as trainers and the success of their classroom training sessions. Speaker's Notes: Evaluation of classroom training also involves evaluating your own performance as a trainer and assessing the effectiveness of your training methods and presentation. One of the most common ways to do this is to ask trainees for feedback, using some kind of survey or questionnaire to be completed at the end of the session or shortly afterward. You can also review test results to see if employees have actually learned what they were supposed to. If you give a pretest at the beginning of the session and a posttest at the end, you can compare results to see if your methods and presentation achieved the desired result. Another indication of the success of your training is to look for behavior change on the job. Are employees actually using proper lifting techniques after your session on safe lifting? Are they following a new procedure correctly? Have disturbing incidents of harassment stopped after your class on diversity in the workplace? Finally, you can look at overall performance. Are your employees performing better as a result of training? Are they more competent and confident? Are they more productive? Has quality improved? Are there fewer accidents? Fewer mistakes? /0304 © 2004 Business & Legal Reports, Inc.
Making the Link between Training and Job Performance
Plan for integration of training Link training to the job throughout the session Use job aids Develop an action plan Follow up Speaker's Notes: When all is said and done, the whole point of training is to improve job performance. From the distance of the classroom, this fundamental point is sometimes forgotten—both by trainers and trainees. Be sure to plan for integration of training back on the job. You can have a great and interactive training session, but if employees don't go back to their jobs and use what they've learned, training has basically failed. Throughout your training session, make the connection between the points you are making in the classroom and performance on the job. Use job aids such as checklists and worksheets that employees can take back to the job with them and use to implement training points. At the end of each training session, develop an action plan with trainees to help them put training to work for them on the job. And be sure to follow up to make certain employees are not only using what they learned in training on the job but also using it correctly. /0304 © 2004 Business & Legal Reports, Inc.
Goals Understand the goals and criteria for successful classroom training Know how to design effective training sessions and motivate active participation Realize that you have a variety of classroom training methods to choose from Recognize the importance of both employee evaluation and trainer evaluation Speaker's Notes: Are there any questions concerning classroom training? Let's wrap up this training session with a summary and a quiz. /0304 © 2004 Business & Legal Reports, Inc.
Summary Classroom training can be used successfully to teach skills, transfer information and knowledge, shape attitudes and behavior, and build competencies The goals of classroom training are to encourage participation, promote under-standing, make sure employees retain what they've learned, and ensure that they are able to apply it to their jobs /0304 © 2004 Business & Legal Reports, Inc.
Summary (cont.) There are numerous effective training methods available for you to use in the classroom— you don't have to rely solely on lectures The key to a successful classroom training session is to employ a variety of methods, make training interactive, use a lot of visuals, change activities frequently, and match methods to subject matter /0304 © 2004 Business & Legal Reports, Inc.
Quiz 1. Define classroom training.
2. When you're talking about classroom training, you are really talking about giving a lecture. True or False 3. What are the four goals of classroom training? 4. Identify four criteria for successful classroom training. 5. Adults are usually self-directed learners who respond best to problem- or task-oriented training approaches. True or False Background for the Trainer: Remind participants that the quiz is to encourage further discussion and to ensure that everyone understands what was discussed. /0304 © 2004 Business & Legal Reports, Inc.
Quiz (cont.) 6. It is important to use visual aids, because people tend to remember what they see better than what they hear. True or False 7. Identify three ways you can encourage greater employee participation in classroom training. 8. Name three training methods you can use effectively in the classroom. /0304 © 2004 Business & Legal Reports, Inc.
Quiz (cont.) 9. To get the best results from classroom training, you should use only one training method per training session True or False 10. Identify three ways you can evaluate employee learning in the classroom. /0304 © 2004 Business & Legal Reports, Inc.
Quiz Answers 1. Classroom training is a workplace learning strategy that removes employees from the work area and brings them together in a safe and appropriate environment, free from distractions, to teach skills, transfer information and knowledge, shape attitudes and behavior, and build competencies. 2. False. Lecture is only one of many classroom training options. /0304 © 2004 Business & Legal Reports, Inc.
Quiz Answers (cont.) 3. The goals of classroom training are to encourage full participation of employees, promote clear and complete understanding, make sure employees retain what they learn in training, and ensure that they are able to apply it to their jobs. 4. Criteria of successful classroom training include meeting employees' needs, being timely, being applicable to the job, being clear and concise, being at the right level based on trainees' current knowledge and skills, being interactive, providing useful and challenging activities, and creating strong links back to the job. /0304 © 2004 Business & Legal Reports, Inc.
Quiz Answers (cont.) 5. True. Adults also bring a broad base of experience to training; and to buy into training, they need to know why they are learning something. 6. True. And people remember what they do even more than what they see, which is why it's important for employees to participate actively in classroom training. /0304 © 2004 Business & Legal Reports, Inc.
Quiz Answers (cont.) 7. To motivate active participation, you can explain how trainees will benefit from training, get the session off to a good start with a stimulating activity, use examples and analogies that employees can relate to, give and encourage feedback throughout the session, ask questions to stimulate discussion, and include engaging activities in the session. /0304 © 2004 Business & Legal Reports, Inc.
Quiz Answers (cont.) 8. Among the options are lecture, demonstration, question and answer, problem solving, case study, role-playing, video, games and simulations, team competitions, study groups, learning projects, observation, reading and writing assignments, and information searches. 9. False. It is best to employ a variety of training methods during each session to hold employees' interest. /0304 © 2004 Business & Legal Reports, Inc.
Quiz Answers (cont.) 10. During the session, you can monitor participation and check for understanding. At the end of the session, you can give a written test or have employees demonstrate new skills or understanding by actually performing the task. Outside the classroom, you can observe employees on the job after training to see if they are correctly applying what they've learned. You can also have employees fill out self-assessment questionnaires. /0304 © 2004 Business & Legal Reports, Inc.
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Ivanhoé, Greystar, Bouwinvest Form $1.1B Venture
The global REITs are targeting the student housing and young professional rental market in the greater Paris region.
Greystar Real Estate Partners, Ivanhoé Cambridge Holdings UK Ltd. and Bouwinvest Real Estate Investors launched a joint venture to develop and acquire housing for students and young professionals in the greater Paris region with an investment capacity of €1 billion, or more than $1.1 billion.
The joint venture comes nearly two years after Greystar created a platform in France to acquire and develop purpose-built student and rental housing. The company also opened an office at that time and tapped Hideki Kurata, managing director – France, to lead it. The France office was considered a key part of the firm's expansion as a provider and operator of rental multifamily housing in major European cities.
Greystar will be the operations manager for the venture. The new platform will be governed through a board with Ivanhoé Cambridge as the majority stockholder along with Greystar and Bouwinvest.
READ ALSO: Student Housing: Shelter From the Storm
The goal is to deploy funds to target new acquisitions, including ground-up developments, and projects already under construction. Although the partnership did not identify projects or locations, the venture has identified what it called "a significant pipeline of opportunities" in the Paris region and is targeting a number of acquisitions over the coming months. The focus will be on locations near public transportation in areas with stable employment and long-term rental housing demand, a strategy that has worked for the shareholders in other European cities such as London, Berlin, Amsterdam and Vienna. The properties to be built or acquired will be best-in-class and offer excellent amenities and services aimed at students and young professionals.
Responding to lack of supply
Paris has a high number of world-class education institutions, job prospects and a cultural scene that attracts domestic and overseas students. However, the French capital does not have a supply of high-quality accommodations to meet the demand, according to Kurata.
Robert Koot, director of European investments for Bouwinvest, said in prepared remarks that the demand for high quality and affordable housing for student populations is very strong. Bouwinvest has previously invested in the sector in the Netherlands and Australia and is now broadening its exposure and diversifying its allocation in the market by investing in France alongside Ivanhoé Cambridge and Greystar.
READ ALSO: DBRS Morningstar Report Looks at Student Housing Market
Ivanhoé Cambridge and Bouwinvest have worked together before, most recently in April when they teamed with LOGOS and a Gulf Cooperation Council-based investor on a Chinese-based logistics fund with $800 million investment capacity. That venture will focus on developing logistics and industrial facilities in core locations serving Greater Beijing, Shanghai and Guangzhou and markets in China's Midwest region.
Greystar and Bouwinvest have also teamed up in the past. In February 2019, the two firms partnered with APG Asset Management and Macquarie on a fund with $450 million in equity commitments that is investing in high-quality rental housing assets in top-tier Chinese markets, including Shanghai. The fund is within Greystar Asia-Pac, the rental housing platform established by Greystar and MIRA Real Estate, which is part of Macquarie.
Karim Habra, head of Europe & Asia-Pacific at Ivanhoé Cambridge, also referred to the joint venture members' past experiences in working together. Habra noted the greater Paris and co-living markets are both major growth areas for the firm's European strategy. In prepared remarks, he pointed to the COVID-19 crisis and stated it was accelerating trends toward an "alternative housing market" with more "premium flexible products and services in key locations."

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B.Kolormakeup & Skincare OEM/ODM as a symbol of creativity; B.Kolormakeup & Skincare as a creative tool through which, every day, curiosity and innovation grow to give life to successful projects, out of the box, to always diversify from what the market proposes.
Born from the Skincare sector, B.Kolormakeup & Skincare has shaped the same mastery in the makeup sector, where the research and study of new technologies has led to the creation of hybrid textures, unique in sensoriality, performance and more. In fact, it has always proposed a cosmetic generation also based on clarity and ethicality, proving to be one of the very first contract cosmetics manufacturer to have believed in the market for natural and clean products that comply with the highest international certifications of the "Green" movement.
A 360-degree vision of high-end cosmetics ranging from concept definition to development and production. A guarantee of quality given by complete transparent and authentic "in-house" management.
Pure passion since 1911. Benelli is this and lots more: heritage, emotion and innovation become legendary throughout more than 100 years of groundbreaking models, advanced technology, victories and world-renowned pilots. Elegant as well as sporting, Benelli motorcycles are created to meet the requirements of every rider, even of the most demanding, and ensure the ultimate riding experience and comfort while focusing on the consumption and respect for the natural environment. This is a challenge Benelli faces up to every day as the first aim of the whole group. A Benelli motorcycle has personality to spare and is immediately recognizable for its engaging design and the unmistakable sporty looks. The most innovative design concepts are implemented in all the models of the company of Pesaro thanks to the expertise of its R&D centre, where many experts work together. In addition, Benelli counts on a widespread and efficient distribution network which covers all the national territory. Since 2005 Benelli is part of the Qianjiang group, the first group in China for size and manufacturing capacity in the motorcycle field. Its production reaches 1.200.000 vehicles per year and 14.000 employees work in super modern factory large as a city which is located in Wenling, about 500 km away from Shanghai. The historic brand from Pesaro broaden his horizon to the world. Benelli is ready for future challenges thanks to an approach that combines Italian genius, style and engineering with business approach and global vision of a large group like QJ. The brand new models get the DNA and the history of Benelli, celebrating original look, innovation and brand strength. Benelli wants to put the world in motion and project its customers in the future. Benelli opens doors to past, present and future motorcycle enthusiast thanks to brand new models with innovative designs, cutting edge and, at the same time, easy to drive.
Caviro is an Italian agricultural cooperative founded in Faenza, in the heart of Emilia Romagna, in 1966. For over fifty years, our mission has been to promote the grapes from our own growers in a land with a strong vocation for winemaking.
Today, the Group exports to over 70 countries.
In terms of hectares of vineyards and volume of wine produced, we are the largest Winery in Italy.
The global headquarters of DAB Group is located in Padova, northern Italy. Since its establishment in 1975, DAB Pump has a history of more than 40 years. We have six production bases and 16 sales branches in the world. Our pumps are sold all over the world. In 2006, DAB China was established. As one of the six production bases of the global DAB Group, DAB China includes all functions from R&D, design, production and manufacturing, marketing, procurement and logistics. With our localized team, we quickly expand the Chinese market and serve our local customers.
Gruppo Desa is a historic Italian company, leader in the detergent sector with Chanteclair and Spuma di Sciampagna brands. Chanteclair makes daily life easier with highly effective and innovative products for home cleaning and laundry. Spuma di Sciampagna gently takes care of skin and garments with products enriched with natural ingredients and precious perfumes enhancing wellbeing in everyday life.
Established in 1985, Dolce&Gabbana is an international leader in the fashion and luxury goods sector. The founders, Domenico Dolce and Stefano Gabbana, have always been the creative and stylistic source of all the brand's activities as well as the drivers behind the development strategies. The Group creates, produces and distributes high-end clothing, leather goods, footwear, accessories, jewellery and watches.
The brand is present in the ready-to-wear segment with Men's, Women's and Children's collections, and in the Alta Moda, Alta Sartoria, Alta Gioielleria and Alta Orologeria collections.
A company specialized in the production of high quality, classic and casual men's shoes, with leather upper and leather or synthetic sole.
It was founded by the D'Amelio and Di Franco families in 1929 in a simple workshop. At the beginning it produced 5/6 pairs a day, obviously entirely handmade; then productivity was not yet a prerogative. Around 1950, aided by the first machines and some employees, production began to take its first steps, prompted by a growing demand.
About Ferrero Group
Ferrero began its story in the little town of Alba in Piedmont, Italy, in 1946. Today, with a consolidated turnover of over 10 billion euros, Ferrero is amongst the market leaders of the confectionery sector and the third worldwide Group in the chocolate confectionery market.
The Ferrero Group is present with more than 33,000 people in over 50 countries; it has 31 production plants around the world, of which 3 are part of the Michele Ferrero Entrepreneurial Project in Africa and Asia. In addition, at the beginning of 2015, the Group set up the Ferrero Hazelnut Company (HCo) that includes 6 agricultural companies and 7 manufacturing plants. Ferrero products such as Nutella, Ferrero Rocher, Raffaello, Tic Tac and the Kinder line, are present and sold in more than 170 countries; they have become part of the collective memory and customs of many countries, where they are truly loved generation after generation and often considered as cultural icons.
Furthermore, Ferrero has social responsibility in its DNA. Product freshness and high quality, careful selection of the finest raw materials, sustainable agricultural practices and continuous research and innovation are some of the key elements of Ferrero's success. Moreover, Ferrero continues to invest in local communities thanks to the Ferrero Foundation, the Michele Ferrero Entrepreneurial Project and the Kinder Joy of Moving programme.
For further information visit: www.ferrero.com & www.ferrerosustainability.com.
Thanks to Italy's centuries-old yachting tradition, the Ferretti Group is a world leader in the design, construction and sale of luxury yachts and pleasure vessels, with a unique portfolio of prestigious and exclusive brands: Ferretti Yachts, Riva, Pershing, Itama, CRN, Custom Line and Wally. Led by Chief Executive Officer Alberto Galassi, the Ferretti Group owns and manages six shipyards located across Italy, which combine the efficiency of industrial production with typical world-class Italian craftsmanship, reaching customers in more than 70 countries across the world thanks to a direct presence in Europe, the United States of America and Asia and its network of approximately 60 carefully selected dealers. The Ferretti Group motor yachts, utmost expression of Made in Italy elegance and creative genius, have always stood out for their exceptional quality, cutting-edge technology, record safety and optimum performance in the sea, as well as their exclusive design and timeless appeal.
Le Tenute di Genagricola is the largest agricultural group in Europe, also one of the most important wine companies in Italy. Genagricola owns 12,000 ha of land, among which 2,000 ha are vineyards, which it cultivates and manages directly. Under Genagricola, there are 10 wineries, 36 agricultural and bio-tech companies. In Genagricola, the grapes are vinified solely in proprietary cellars, situated in various estates and regions (Friuli, Veneto, Piedmont, Romagna, and Lazio). All the appellations have a long winemaking history, and 20 of them are DOCs.
Huaxia srl was established in Milan in 2012, as a company dedicated to the export of Italian wines and to the promotion of Italian wine culture. Main customers are wine distributors, restaurants, hotels, education and training, cultural promotion and other related businesses in Mainland China and Hong Kong.
Iveco Group is the home of unique people and brands that power your business and mission to advance a more sustainable society. The eight brands are each a major force in its specific business: IVECO, a pioneering commercial vehicles brand that designs, manufactures, and markets heavy, medium, and light-duty trucks; FPT Industrial, a global leader in a vast array of advanced powertrain technologies in the agriculture, construction, marine, power generation, and commercial vehicles sectors; IVECO BUS and HEULIEZ, mass-transit and premium bus and coach brands; IDV, for highly-specialised defence and civil protection equipment; ASTRA, a leader in large-scale heavy-duty quarry and construction vehicles; MAGIRUS, the industry-reputed firefighting vehicle and equipment manufacturer; and IVECO CAPITAL, the financing arm which supports them all. Iveco Group employs approximately 34,000 people around the world and has 28 manufacturing plants and 29 R&D centres.
Iveco Group is present in China through various brands, including FPT Industrial, IVECO, ASTRA and Magirus, with 3 manufacturing bases including 2 joint ventures, and 2 R&D centres. FPT Industrial FPT Industrial serves the local market with engines, produced locally and imported from global manufacturing plants, 2 R&D centres located in Shanghai and Chongqing, and supports customers with a service network of 50+ dealers. In 2007, the SAIC Fiat Hongyan (SFH) Joint Venture was established in Chongqing through cooperation with SAIC Group and Chongqing Machinery & Electronics Holding (Group) CO.LTD. SFH manufactures engines that are based on FPT Industrial's technological excellence and adapted to local market requirements. The products are also exported to overseas markets. In 2021, FPT Industrial set up a production plant in Chongqing to manufacture the After Treatment System (ATS), a product that helps FPT Industrial Cursor 9, 11 and 13 diesel engines meet the requirements of the GBVI, the latest emission standard implemented in China. IVECO As the first international commercial vehicles manufacturer to enter the Chinese market, IVECO has participated in the rapid development of the local automotive sector over the past decades. The brand competes in China's light and medium segments with local products manufactured by NAVECO, a joint venture in strategic partnership with SAIC Group, and premium vehicles imported from Europe. The imported IVECO products currently available in China include high-end light and medium commercial vehicles in the Daily and Eurocargo series for special missions, including recreational vehicles, firefighting, ambulance, telecommunications, TV broadcasting, and police patrol vehicles. The NAVECO Joint Venture based in Nanjing produces light commercial vehicles and light buses in the Daily range.
Leonardo is a global company that develops multi-domain operational capabilities in the Aerospace, Defence and Security sector, with an integrated offer of high-technology solutions for military and civil applications. The Company has a solid industrial base in four domestic markets, a global commercial network, strategic partnerships and collaborations in the most important international programmes.
Monge group is the italian biggest cat and dog feed manufacturer.
The pet food factory in Monasterolo di Savigliano, in the Italian province of Cuneo, houses all departments: production, quality control, research&development, logistics, marketing and head office functions. A 300-strong team of professionals and 120 sales representatives assure the highest standard of service, year after year. What the company has become is an extraordinary testament to the Monge family's vision, and to the hard work of everyone working for them.
The main site in Monasterolo di Savigliano, including production and logistics, extends across 55,000 square metres and has a fleet of 36 vehicles guaranteeing on-time deliveries throughout Italy.
The ability to cover all distribution channels and serve all levels of the market have underpinned the Monge Group's constant growth over the years.
These factors are the reason a rising number of Italian families choose the quality of Monge products for their four-legged friends every day.
Monge Group has set itself the mission of guaranteeing the nutritional health of cats and dogs with products that meet their every nutritional requirement.
Since the new dry pet food facility was opened in 2013, the output of dry kibble has reached new heights with equally high quality and nutritional standards.
Every sector and the entire manufacturing process is handled at the main MONGE site in Monasterolo di Savigliano, from raw material selection to production and product packaging.
A true pet food revolution in Italy.
The story of Agusta started in 1907, when Count Giovanni Agusta, a Sicilian aristocrat with a passion for flying machines, founded the Agusta aeronautics company. He soon moved to Northern Italy, in Cascina Costa near today's Malpensa airport.
As a consequence of the war, airplane production was forbidden in Italy, so the Agustas focused on motorcycles. They created the MV "Meccaniche Verghera" brand in 1945.
The first MV branded motorcycle was officially launched in the autumn of that year. Originally. It went down in history as the "MV 98".
Carlo Ubbiali, nicknamed "the flying Chinaman" because of his particular looks, was in fact authentically Italian. He won five World Championships in the 1125 cc category, and two in the 250. He was also three-time Italy's champion in the 125 class and won the 250 twice.
The Agustas' passion for avionics clearly showed in their motorcycles, giving them a raging racing soul, and the MV 98 had started a winning streak for the brand that was to last for decades.
Mass car ownership caused a sharp decline in the sales of production motorbikes during the late 1950's and early 1960's, yet Agusta's response was to offer ever more innovative models that appealed to the true motorcycle enthusiasts. The strategy paid off also thanks to MV's uninterrupted success on the race track.
1965 was the start of what was probably the most celebrated combination in the history of motorcycle racing: that of Giacomo Agostini and MV's inline three-cylinder engine. In his career "Ago" won 311 races. He won 13 World Championships titles and 18 Italian titles, making his final, victorious curtain call with the brand in 1976 at the Nürburgring.
In 1992 the MV Agusta trademark was acquired by Claudio Castiglioni's Cagiva (CAstiglioni GIovanni VArese), that had started producing motorcycles under its own brand twelve years earlier in Schiranna, on the shores of Lake Varese, after taking over the ailing Aermacchi-Harley-Davidson short-lived venture. The move proved immediately successful as the MV Agusta brand had retained most of its enormous popularity with racing bike enthusiasts. The passing of Claudio in 2011, succeeded by his son Giovanni, and the subsequent economic difficulties again put MV Agusta in a delicate financial situation.
In 2017 ComSar Invest, headed by Timur Sardarov, becomes a shareholder of MV Agusta and gradually expands its equity in the company, first gaining a controlling share and then full ownership in 2019. Timur Sardarov becomes CEO of MV Agusta Motor S.p.A. Consistent capital injections and important investments, as well as a renewed management team set MV Agusta on a steady recovery path. A new business strategy and attitude, contained in an ambitious 5 year plan, is developed and implemented. It entails the expansion into new markets and new segments, especially the younger generations, with smaller displacements and more accessible models, while making the traditional, iconic MV Agusta range even more exclusive and attractive. Digitalisation is also high up on the agenda, as well as the systematic reinforcement of the dealers network and after sales service, to provide the most comprehensive, unique and exciting riding experience to next-generation bikers.
Since established in 1946 by Dr. Olivotto, OGT has been developing the best technologies and equipment in different glass fields with effort of many generations in the past decades, today OGT has grown up as the leader in many glass sectors: -Hollow glass (tableware); -Pharmaceutical packaging glass; -Mineral Wool (glass wool and rock wool); -Solar Glass -Flat Glass OGT has been invited and join CIIE for continuous 5 years, we are the witness of China booming economy and also for the cooperation development between Italy and China, we are lucky and proud to be part of it. Particularly, as the only one machine supplier of vaccine pharmaceutical glass package in the world, we've been doing our best efforts to provide our technologies and production lines to China for the vaccine package production that is vital for fighting against Covid 19.
The Oranfrizer Juice core business is based on the cultivation and squeezing of blood oranges.These citrus fruits,rich in nutrients,are grown in the plains at the foot of the Etna Volcano and then squeezed into a delicious Not From Concentrate 100% juice.The Company keeps under control the entire food chain and,thanks to its long experience,it's very reliable not only for the quality but also for volumes.
Rhea Vendors Group, founded in 1960, is one of the largest manufacturers of customized vending machines in the world. With two production sites in Italy and branches in nine countries around the world, Rhea exports Italian manufacturing excellence and coffee culture to customers in over 90 countries. At the forefront of responding to consumer trends, Rhea's machines offer coffee that follows the Italian coffee tradition while respecting different international tastes through collaboration with prominent coffee experts worldwide. Integrating cutting-edge innovation with elegant Italian design, Rhea has been a game-changer pushing the boundaries of the vending industry. Over the past 60 years, Rhea has created more than 80 custom models for private labels of major renowned international brands, in collaboration with prestigious Italian designers. Rhea's partnership with prominent technology partners has led to award-winning solutions in the automatic distribution of food and beverages. Our core values For sixty years, innovation, social sustainability and culture have been the core values on which Rhea has built its business model and that today represent the main pillars of the company's future. Behind these values lie our respect for people and the environment, which has become part of who we are. Eco-friendly materials and energy conservation are not just catch-phrases, they are our daily goal, and technology is the key tool to reach for it. We are very proud to be the only coffee machine manufacturer to provide our machines with induction technology, which enables users to warm the drinks only when being dispensed and saves around 60% energy consumption. In recent years, Rhea's R&D team has continued to work on improving existing technologies, developing projects in the world of artificial intelligence, IoT, augmented reality, big data, digitalization and the web to offer customers more connected and interactive solutions. Rhea China In 2020, Rhea Vendors Group set up its first-ever subsidiary in Asia in Shanghai, revealing the ambition to design tailor-made solutions for the Chinese market. Its expansion in China is covered by Chinese mainstream media like China Daily and People's Daily as well as sectoral media (click here for the press review). Its first participation in the China International Import Expo (CIIE), in 2020, also attracted the attention of the organizing committee (see here the news on the official website of CIIE). An important successful project in 2022 is certainly that of having collaborated with David Wang, of Bear Paw Cafè, in an important social entrepreneurship project. Rhea, which has always been committed to social sustainability, has developed a coffee machine for the new Seed of Inspiration project, designing and building an interface that allows blind or visually impaired people to prepare coffee managing through touch the selections' choice. Rhea welcomes cooperation with leading Chinese companies and initiatives to grow together and revolutionize the coffee industry through high-tech and automated solutions.
In 2003, Giorgio Rossi Cairo acquired La Raia, an estate on the Gavi hills, in southern Piedmont, and he immediately converted it into a biodynamic estate.
His aim was shaping a sustainable place in all of its aspects and elements: from agriculture and landscape to architecture and culture, estabilishing a Waldorf school, an Art Foundation and Locanda La Raia, a boutique hotel with 12 rooms.
In 2015 the Rossi Cairo family acquired Tenuta Cucco in Serralunga d'Alba, which is included in the Unesco World Heritage List thanks to its landscapes and vineyards, and the Tenuta's crus, Bricco Voghera and Cerrati.
Piero, the family's second generation leading the farm, chose to adopt the organic farming approach here too.
And Tenuta Cucco has been a certified organic farm since 2018. Tenimenti Rossi Cairo is a project comprising several experiences with a sole aim: investing in a quality farming that preserves and enhances the territory and its uniqueness, in favour of future generations.
The origins of the estate in fact date back to 1404, when the Roveglio family purchased lands and farmhouses from the monastery of San Salvatore in Brescia.
That was how the name came about, but the adventure in wine began at the end of the nineteenth century, when Federico Zweifel fell in love with Lake Garda in Italy, where he found lush countryside and soils that would reveal themselves to be ideal for cultivating vines. Federico Zweifel began buying up land and transforming those fields into well-ordered vineyards. His son Giusto, began to produce wine that was initially only destined for friends and local clients. For many years production methods were the traditional ones that farmers handed down from one generation to the next.
Giusto, with his experience as a scientist, in charge of laboratories with a worldwide reputation, continued investing in this winemaking business with passion for research and courageous approach to technical innovation. Thanks to the indispensable expertise of Paolo Fabiani, today the director of the estate and precious collaborator of Giusto from the very beginning, the winery started to revise its production methods and introduce new protocols and more modern vinification systems.
This distinctive combination of tradition and innovation, of love for the land and scientific research, has led to Tenuta Roveglia transforming itself over the years into a highly attractive example of a modern winery that is rooted in tradition. It is this long history, made up of passion, dedication and a shared dream, that now gives rise to the wines of Tenuta Roveglia.
PICCINI1882/TENUTEPICCINI is a historic Tuscan winery owned by the Piccini family, who have lived and worked in the heart of the Chianti Classico area since 1882.
In Tuscany, the company owns Fattoria di Valiano (Chianti Classico), Tenuta Moraia (Maremma), Villa al Cortile (Montalcino) and Geografico (Gaiole in Chianti and San Gimignano); to these, in the last years have been added the "volcanic" estate of Torre Mora on the Vulcano Etna, in Sicily, and the estate of Regio Cantina in the heart of Aglianico del Vulture, in Basilicata.
The typical Italian quality product
Telling, promoting, selling and distributing
Typi is an e-commerce project with a double soul: editorial and commercial.
The main objective of Typi is the enhancement of the typical Italian quality product.
Guaranteed supply chain, healthy properties and high quality are the main characteristics that make Italian agri-food products recognizable.
Typi maps the certifications thanks to an exclusive database of the typical Italian product, tells the close link between the production chain and the territory, promotes the products on the market through online marketing initiatives and offline events, manages the sale and finally the distribution through the dual channel b2b and b2c.
The Italian territory is an extraordinary wealth for the great variety of certified agri-food productions.
Typi becomes its ambassador by describing certified products in Italy and around the world.
Typi in the world and in China
The Typi project does not stop in Italy but has the aim of developing an international sales and distribution network. Among the first foreign markets on which Typi has chosen to focus is that of China. According to a study by Coldiretti, exports of Italian food and wine have grown by 130% in the last year. In recent years, the consumption of quality Italian products has conquered the Chinese market. Typi selects the typical Italian product. It helps the manufacturer to export the product to China by guaranteeing fiscal and logistic support. Promote the product through the online portal (e-commerce). It distributes the product thanks to a network of distributors on the territory and guarantees deliveries in 48/72 hours. It promotes the product in China through the consolidated offline network: fairs, events, tastings and roadshows to raise awareness of the Italian product and define its identity. Typi manages b2b and b2c direct sales products through stock of goods in warehouses in China managed by the operational offices in Guangzhou and Shandong.
What Typi does in China
E-commerce: Typi tells and sells Italian wine and agri-food excellence, highlighting the important link with the territory, the certifications and awards obtained.
Italy-China events: Typi strengthens the presence of its products in China through a calendar of tastings, roadshows and artistic events that combine art with a typical quality product.
From Italy to China: Typi exports products from Italy to China: it deals with packaging, customs clearance and payment of duties. It manages b2b and b2c direct sales through warehouses in Guangzhou and Shandong warehouses. It ensures deliveries in 48/72 hours.
Online promotion: Typi will invest a significant share in online promotion, essential on the Chinese market, on Douyin, WeChat, Littleredbook and with reference influencers.
Typi also deals with product storytelling with photographic and video material created ad hoc to make the shopping experience on e-commerce a journey into Italian taste.
Zenit Group is an international leader in the design and manufacturing of submersible electric pumps for domestic, civil and industrial use as well as for water treatment systems.
Thanks to the know-how and experience acquired over the years, Zenit Group is able to provide the market with a complete range of products specifically designed to meet the most complex requirements.
The Group's product portfolio is constantly being improved, enhanced and enriched over the years, driven by the constant investment in R&D, technical know-how and its people expertise.
Today Zenit Group is able to offer a wide range of lifting stations, aeration and mixing products, control and monitoring devices, as well as to provide complete packages of water treatment solutions featuring complementary services and equipment.
Zenit Group is a modern industrial organization headquartered in Modena (Italy), with around 300 employees and 4 locations worldwide, which manages its markets directly and successfully thanks to widespread territorial coverage.
This international expansion is driven by the company's eagerness to improve the service to all of its customers by being closer to them. Each company in the Zenit scenario has its own structure, but all of them operate in the pursuit of a common goal which always is the ability to work hand in hand with all of its customers worldwide.
The origin has a family-run business has allowed the company to remain lean and flexible, ready to respond with technically relevant solutions to increasingly complex needs and markets.


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Pahalgam: Secretary, Tourism, Sarmad Hafeez inaugurated a first of its kind Bird Festival 2022 here on Thursday.
The Bird Festival is being organised by the J & K Tourism Department in collaboration with Sanctuary Nature Foundation.
Addressing the large gathering of nature lovers and bird enthusiasts, Sarmad Hafeez said that the partnership of the department with the Sanctuary Nature Foundation will not only help in promoting tourism here but will also bring to fore those aspects of the tourism sector which are yet to be explored.
The Tourism Secretary further highlighted that Kashmir valley is rich in Biodiversity and this festival will certainly play a key role in traversing this incredible Biodiversity and making it one of the favourite destinations for Bird lovers as well as nature enthusiasts.
Sarmad Hafeez, while addressing the bird lovers particularly, called upon them to take as much advantage of this festival as possible and assured them that the department will provide them all possible assistance at each and every point while exploring the rich flora of Kashmir valley.
The inaugural ceremony of the six day Bird Festival was attended by a large number of nature enthusiasts and bird lovers from across the country as well as Jammu and Kashmir.
As part of the inaugural function, a Photo Gallery exhibition, Painting session, MOU Signing, and Logo Unveiling were held at Pahalgam Convention Center. Students from various schools in Pahalgam participated in the artwork and painting. They also enjoyed learning about the different bird species.
A Memorandum of Understanding was signed between the Tourism Department and the Sanctuary Nature Foundation. The Logo of the bird fest was also unveiled in presence of the team members of SNF, Local school students, Local stakeholders, and various other aligned departments.
Later, on the sidelines of the inaugural function, Secretary Tourism also held a brief interaction with the media persons.
During the interaction, the Tourism Secretary informed about the significance of this festival. He also gave brief highlights of this six day festival.
As part of the festival, a photo exhibition was held at the Tourist Reception Centre early this week by the Department of Tourism with over 300 school students attending it. The exhibition presented rare as well as common bird species from Jammu & Kashmir.
Some of the birds that were represented in the exhibition included the Tawny Owl, Ibisbill, Kashmir Flycatcher, Barn Owl, and Kalij Pheasant. The students were curious and eager to learn about the birds, along with their Kashmiri names. A quiz competition was also organised, wherein around 50 students took part.
The J&K Bird Festival, 2022 is the first of its kind to link local biodiversity with citizens by organising activities like run for birds, nature photography, capacity building, painting, photo galleries and workshops.


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3rd edition (2012) of The Concise Oxford Dictionary of Botany. There are over 250 new entries in this edition
Clear, accessible and concise, with broad coverage. Useful for both students and anyone with an interest in botany. Over 5700 entries from the fields of biochemistry, plant physiology, cytology, ecology, genetics, evolution, biogeography, and the earth sciences. Additional appendices include the Universal Genetic Code. a geologic time-scale, SI units, plant classification, and fungi classification, as well as over 50 line drawings.
Now Out of Print


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Dakine Terminal Spinner 40L Bag
The Dakine Terminal Spinner 40L soft-sided carry-on bag features the ease of upright rolling with a 4-wheel spinner design that transfers the weight out of your hand and onto the wheels. The Terminal rolls right alongside you for added safety, security and enhanced navigation. A removable organizer sleeve holds laptops, pens, cables and tablets and acts as an easy-to-deploy portable workstation, while the built in cup rest offers a welcome alternative to the floor or juggling from hand to hand. The roomy split interior features mesh dividers for organization and a shoe/laundry compartment. This well thought out carry-on offers advantages that will change your airport game from check in to take off and beyond.
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The Bold Type: Season 1/ Episode 2 "O Hell No" – Recap/ Review (with Spoilers)
The Bold Type continues to present a different voice for the young woman. One which brings on the different thoughts, dreams, fears, and personality types without necessarily feeling like tropes. For there is a serious effort by the writers to present real people with layers and complexities and not some mindless guilty pleasure. Money or…
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The Bold Type continues to present a different voice for the young woman. One which brings on the different thoughts, dreams, fears, and personality types without necessarily feeling like tropes. For there is a serious effort by the writers to present real people with layers and complexities and not some mindless guilty pleasure.
Money or The Dream: Sutton, Richard, Alex
As noted in episode 1, Sutton is the last of her group to be promoted out of an assistant role. But, with Lauren, she finally takes that leap. One not into the fashion department but the business side of the company. Which, with an excellent resume and Richard working in the department, makes things seem like a cinch. Problem is, while the job's pay exceed's Sutton's needs [note]Which seem to include helping her mom with her bills.[/note], will it make her happy?
That is something she tries to talk about with her girls, but they got their owns things going on. So, thankfully for Sutton, Alex (Matt Ward) is a very dependable guy. Someone who both is able to gas her up on the opportunity but also asks if it is what she wants. Especially if she puts the money aside. Leading her to, in the long run, reject an offered ad sales position. For now, she has decided to go all in one the dream. To the point, she spends the $100 she has saved just in case she failed and needed a ticket home [note]to Harrisburg[/note].
Being that the actress who plays Sutton was unfamiliar to me, I figured she'd be the one I liked and connected with the least. However, her issues resonated with me. Just in a general, sort of millennial vibe. For with her, you get that real "Should I pursue my dreams or pursue money?" conundrum. Especially since she doesn't have Kat's privilege or Jane's, whatever Jane has. She is seemingly a poor girl who, through working at a temp, got lucky enough to land at the magazine. Yet, it is becoming clear that their name on her resume isn't enough.
Which, if you are around Sutton's age, you can understand the frustration of. You went to college and have been told most of your life, that is what will make you set. Yet, even with that piece of paper, you find yourself struggling. Especially once student loan debt comes into play and then your family thinking, with you not focusing on school, you can and need to actively contribute.
So, in a lot of ways, you have to hope you can find a cracked door here or there, if not a window, to find your next meal and dollar. And somewhere in pursuit of just handling your basic needs, it becomes hard to even imagine going after your dream. For if you stop focusing on the hustle which is the main thing supporting you, what may happen if you fail? In that far off dream, until you truly make it, it is like being on a tightrope. And depending on the industry, there won't be a safety net. So if you are like Sutton and want to pursue something which isn't, as she says, "practical" you have to be willing to risk it all. Something which is not at all easy. Yet, at the same time, it is what makes her kind of inspirational.
The Big O: Jane, Jacqueline
To make a long story short, with one of the writers getting pulled from writing a sex column, Jane is given the task. Then, to seemingly make matters easier for her, she is even given a topic. The problem? It is about the best orgasm you ever had. Something which has alluded Jane through sex and even me time.
But, being that Jane is serious about her job, and impressing Jacqueline, she tries to figure out if it maybe is just her? With Kat, she checks into a sexologist, asks her gynecologist if something is wrong, watches porn, uses a Yani egg [note] which Kat has to pull out when it gets stuck[/note] and she still is unsure what is the issue. However, Ryan (Dan Jeannotte) may have the solution.
For despite Ryan working for the men's magazine Pinstripe, and Jane having a negative impression of him, she thinks he is hot. Plus, he flirts with her. So when Jacqueline rejects Jane's original draft because it is way too technical with its stats and graphs, she decides to write something personal. The type of thing Jacqueline expects her to write. An article which presents the magazine as what it was to Jane. A sort of big sister or maternal figure who either provides advice, relates to its reader, or tells them things they may have been uncomfortable to seek the answer to.
On top of that, she even pulls a page out of Kat's book and goes bold. For not only does she not take Jacqueline's rare allowance of posting anonymously, but she kisses Ryan. Publicly at that. So who knows, maybe there maybe a followup article on how Ryan delivered her first orgasm. For while Jane may believe he is only about male pleasure, with his "How to teach your girl to have sex like a porn star," it seems the headline may not match the content. In terms of pleasure being one sided.
Was it wrong for me to think Alex would have been Jane's love interest? I mean, I'm cool with him just being the group's go-to guy friend. However, his chemistry with Sutton and Jane makes you think he could be something more. Though, who knows, he may be revealed as gay just to squash any of those ideas.
That aside, I hope Jane's journey to her first orgasm isn't handled like a Carmichael Show topic. Especially after, for reasons, I can't fathom [note]because who is really on their company's front page and has it where you get alerts for every posting?[/note], her article spreading through the office like wildfire.
But, if I may say, while Ryan seems like a nice FreeForem Abercrombie modelesque guy, I just have so little interest. In comparison to Alex with everyone, Adena with Kat, or Richard with Sutton, it just doesn't click for me. It just seems like your usual FreeForm, "Let's put two attractive people together and hope for the best" type of relationship.
Mistaken Identity: Kat, Adena
Kat is seemingly lesbian for Adena. She toils with the idea of maybe she is bi, fluid, maybe there is a chance it depends on the person, but seeing Jane's vagina, during the Yoni debacle, clears that up. Kat is hetero but something about Adena inspires sex dreams. Making it where, after returning from going ghost on her, she decides to maybe say something. Yet, with a young woman kissing Adena on the lips, she realizes she might have been too late. So she just keeps things cordial for now. Leaving us wondering if perhaps the most interesting characters on here will have a slow burn of a romance.
What you have to love about Kat is despite how Sutton notes she is financially privileged, she is probably the hardest worker of all the girls. Now, as for whether her parents gave her a leg up at all? I don't think that has been noted. However, what seems to be for sure is that while, career wise, Kat has things handled, her romantic life isn't as easy to manage. It is noted that Kat's relationships don't last long and with that said, you have to wonder why?
Basing things off this Adena situation, I'm driven to the opinion it could because she likes the challenge or fantasy. Kat is an achiever and once she gets what she wants, she is ready to move on. Hence why this Adena thing bummed her out so much for it was probably one of the rare times she felt some form of rejection. That alongside perhaps other issues that we haven't become privy to yet.
Either way, I remain the most excited for this Adena storyline just because of how relevant to modern times it is. For between her and Sutton, I get this sense of realness. Something I won't say is missing in Jane's story, but I do feel Jane is still very much an archetype. One which can blossom into something more, but isn't at that place yet.
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Christmas isn't Over Until Women's Christmas
Hello lovely blog readers,
Happy New Year and I hope that Christmas was good to you with a plentiful array of family, feasts, happiness, love, laughter and pressies. But you know, as all the amazing women of Cork know, it does not stop here. You may have already begun to take down the Christmas decorations and cleaned away the wrapping paper and (hopefully) finished up all the remnants of turkey for another year. But there is still one more continuation of the festivities left for us ladies who deserve a break and a reward for all the hard work we did over the holiday to make Christmas special for family, friends and loved ones. Yep, you guessed it; on Tuesday 6th January women everywhere in Ireland can rejoice, take off their aprons, put down the hoover and get out on the town to celebrate Women's Christmas or little Christmas!
Years ago and especially at Christmas when a woman's role was only to run the home and do everything to make their man and family happy (I can just hear all you ladies of the 21st Century groan with exasperation) there was one day of the year that was created to let them take a break and have a little time to themselves. This is how Women's Christmas came about. Nowadays it is just a tradition as hopefully the wonderful ladies out there are being looked after by their families as much as they look after them, and if not then shame on your families!! 😛
So this year, if the mood takes you, I will give you a little suggestion on how to maybe spend this day with your fellow girlfriends, Mums, Sisters, Grannies or even Aunts, as every lady, no matter how young or old deserves to have a treat on this day. My suggestion to you is a day of Cake and Hot Beverages in the form of Afternoon Tea!! For those of you that don't know, afternoon tea is a three tiered selection of cakes, sandwiches and tea breads served with oodles of tea or coffee. So keep reading ladies for my top three places to perhaps visit this Tuesday for some serious treats!
Sharing the top spot on my list are the fabulous Kingsley Hotel and Fota Island Resort Hotel which are both part of the Fota Collection located in Cork City.
The Kingsley has the most central location; on the banks of the River Lee just a 30 min walk from the city centre. Here you can indulge in a decadent afternoon tea in the K lounge whilst enjoying a lovely view of the River.
The price is reasonable too at €35 for two people sharing, €19 per individual person and only €8 extra per person if you would like to add a glass of prosecco. Come on ladies I know you know you deserve it.
Fota Island Resort Hotel is located about a 10-15 minute drive from the city centre. Here you have the choice of either enjoying an afternoon tea in the hotel or at their golf course clubhouse.
Whilst a little further out, this might suit you lovely ladies if you were worried about the city centre being quite busy on this iconic day. The price is reasonable too at €39 for two people sharing.
The cakes in both venues are to die for and with as much tea/coffee as you want, what more can you ask for?
The hidden gem of Cork City and number two on my list is Tara's Tea Rooms, a lovely little cafe located on McCurtain Street.
As you all know if you have read my previous blog on the best coffee-and-charge shops in cork I have a certain place in my heart for this cute cosy cafe and its proprietors . Here you can enjoy afternoon tea for only €15 per person or €19.95 with a glass of wine.
And let me tell you, you will not go hungry. Highlight of this tea is being able to pick any sandwich/wrap/Panini on the menu to accompany the delicious cakes as well as the vast array of teas/coffees you are able to select.
If you are looking for a more extravagant affair then a good suggestion and third on my list is Hayfield Manor Hotel.
This five star hotel is located a 20 minute walk from the City Centre on Perrot Avenue, College Road. The hotel offers a definitive five star experience in afternoon tea as the decadent surroundings make you feel like a lady of the manor.
The food is also amazing but a little more expensive then my previous two suggestions. But hey, it's one day a year so you can have an excuse for splashing out a little for this experience. The cost is €27 per person or €39 with a glass of prosecco.
So ladies, take a day off, give the kids to the men and make sure that this year you enjoy Women's Christmas by pampering yourselves a little.
Love Always,