Staff Training

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The best training course I have ever been on (or why wanting to be there made all the difference)

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Most of my working life I have worked independently in or with small organisations, where training has often been on the job and learning by doing (the “70%”), or learning from and copying colleagues (the “20%”) And to be clear I’m not complaining –I’ve worked with and learnt from a long list of inspiring individuals. So a big thank you to Jörg, Wilfried, Wolfgang, George, Danny, Richard, Mac, Piers, Niven and many many others. Indeed the best “training” I have ever experienced was the 20% of the 70/20/10 model – and the best training course I have ever been on was one I really wanted to join. Here’s what made it such a great experience.

Professional and personal benefit

I’ve never been “sent to training.” Any seminar I’ve attended has been self-financed, and I’ve therefore always been choosy. Earlier in my career I attended seminars that could provide a hard benefit for my own work – but the best seminar I’ve ever attended benefited not just my work but me personally. The seminar was an introduction to the Ennegram. It was run by the Enneagram Institute of Greece and took place in a small hotel on Naxos, an idyllic Greek island.




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Inspiring trainers

The Enneagram unfortunately does not appear often on the radar screen of the HR departments of most German corporations – it seems at first glance to be too wacky and esoteric, but as a trainer who has worked with DISC, SDI and the MBTI I’ve found it to be powerful and challenging. The seminar was delivered by two inspirational Ennegram experts, Russ Hudson and Don Riso. Don and Russ had together developed the Enneagram away from the esoteric and mystic and made it into a robust psychometric tool, although the word tool does not do it justice. To cover the content of the seminar in a paragraph would be to invite ridicule. Suffice to say it covered applied psychology, history, mathematics, anthropology, theology. We explored the 9 types and took them to a deeper level.

The five day workshop provided space and opportunity for self-reflection. It was a „selfish” learning programme, in a positive sense. There was a refreshing shift away from learning a couple of tips and techniques for the day to day work – and a rewarding focus was on what are my motivations, how can I develop and how can I avoid the downward spiral into the darker side of my personality.

Location, location, location

The location was paradise. Imagine arriving at Athens’ airport, a short bus ride to the port of Rafina, staying overnight and eating seafood, catching the morning ferry to the Cyclades, a three hour sail to Naxos, disembarking, lunch in the harbour tavern, finding one of the island’s few taxis then to the hotel with its own beach surrounded by endless blue sky and water.

Motivated participants

The other participants were diverse, motivated and engaged – even the more sceptical among us. We learnt together and from each other, and from Russ and Don. Our only mystery was our selves. There were long lunches with time to swim and sleep; but we worked late into the night (Mediterranean time rhythm). The room was small, crowded and hot and it did not matter. Technical support was non-existent and not needed: the view was breath-taking and more motivating than a PowerPoint screen.

To summarize

Like Hans Castorp in the Magic Mountain I re-entered the real world five days later, enriched and motivated. Here are the factors that made the training so fantastic.

  • It was not a “have to join” seminar but a “want to join” seminar.
  • The course presenters were inspirational.
  • The other participants were diverse professionally and culturally and I made some good friends.
  • Learning from each other is powerful.
  • It was a great location – I doubted it would have had the same impact in a business hotel at an airport.
  • The content was intellectually stimulating and challenging
  • There was ample time and process for self-reflection
  • And as a bonus I could transfer what I learnt to my private and business life.

I believe looking at the list above there are clear parallels and transferable to dos to the corporate world of organizing training. Do you see them too?

What does Blended Learning really mean?

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Blended Learning (BL) is one of those terms that is kicked around freely in the world of training and development. The only problem is that there are so many different interpretations of what it actually means. For some people it is virtual training, for some it is e-learning, others might think it is e-learning with a mixture of classroom time, and so on. A great starting point is to think about the meaning of the word “blend”. The chances are, you have a blender in your kitchen. What do you do with your blender? Usually you pick the ingredients you want to make your smoothie, soup, marinade or whatever else you might be making. You pick those ingredients in the quantities that you like, and you hit the blend button to get the result you are looking for. That’s what blended learning is: choose your ingredients, adjust the quantities, blend, and you’ve got your result.

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Why should you consider adopting a blended approach to learning in your organization?

Research by the National Training Laboratory (World Bank) shows that the amount of new information trainees retain depends on how the information is presented. The graph below shows the retention rates for the six most common methods of teaching new information:

retention graph Logically then, one mode of delivery is not sufficient to achieve the intended results from training programs. The more you blend, the better the results. And consequently, the better your return on investment is.  Blending is therefore not really a training option,it’s a must.

What can you put in your BL toolbox?

The different ways of training (training modalities) are important to understand. Your 5 main choices are:

  • Face-to-face training (seminars, classes, workshops, peer coaching)
  • On-the-job training
  • Wikis and community learning
  • Webinars / Virtual classrooms
  • Web-based Training (WBTs)

At the most basic level, blended learning could be that you set home work after a training intervention and follow up on it, BUT you can do much better than that!  In this mobile age, there are literally hundreds of tools out there you can choose from. You’ll need to take a look at them, evaluate them, and figure out which ones are best for you and your organization. And if you’re not happy with any of them, there are easy-to-use platforms that allow you to develop your own.

How can you get that perfect blend for your training program?

Deciding which elements to use when isn’t easy, but there are tools out there. You need to decide which tools are best suited to each step along the learning journey you are designing. Try using a decision tree to help you with this.

What are the main obstacles?

The 5 main obstacles we’ve seen clients face are:

  1. When are you asking your participants to do the elements which are not face-to-face? In a lot of cases, this has to happen after work and within their own time. Your staff have to complete certain elements, but they need to be given time and space to do this. This means a higher investment of course, but you can then expect that the participants will work through these blended elements. The level of motivation will also be much higher, and that will mean that the participants are actually likely to learn more.
  2. The fear of technology. Blended Learning does not actually have to involve a technology based part, but invariably these days it will. Some people are easily able to take on new IT tools, while others find this more challenging, and ultimately scary.
  3. Getting and sustaining true virtual engagement. I speak from experience as a participant. I have joined an online course with chat functions to help interaction between the participants and tutor. For the first few modules I’ve been full of energy and assigned time for the training, but after that practical realities and operational issues have got in the way, and the training has slipped further down my to-do list (especially when there are no time constraints on the training). That’s a big shame, but it is a reality, and one that I’m not alone in facing.
  4. Disconnected content. Successful Blended Learning involves teaching and deepening the same content using different modalities and a range of tools. In several programs I’ve seen there has been little connection between the content of the face-to-face training and the virtual elements. Rather than building on knowledge, new input is being given in each setting. This may be because there is so much input, but the result will be that a lot has been covered, but little has been learnt.
  5. Unrealistic expectations. Just because a participant has attended a webinar, it does not mean that they actually know the content. You need to have seen facts several times and be able to relate them to a relevant context in order to learn them. It’s only when you need the information in reality that you will see how successful this has been. If no opportunity arises over the months following this training element, then it is likely that participants will not remember much of the session. Blended Learning can help by offering further tools to aid retention outside the training room – but application is essential!

Blended Learning is finding the right blend of training tools to suit your individual organizational needs. Finding this blend will help improve learning retention as well as providing resources that participants can refer to outside face-to-face training. On the flip side, if you’re investing in or designing a Blended Learning program for your organization, then you need to make sure that the expectations and outcomes set are realistic. For the training to be motivational, participants need to have time, space and the necessary technical equipment. If you have all that in place, then the chances are you’ll see success.

16 jargon-busting learning terms you need to be familiar with (if you work in L&D)

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Thousands of new words are created each year. Not surprisingly, some of those words are related to learning and L&D. Here – in no particular order – are the top 16 learning terms we think you need to be familiar with in 2016.

1. Blended Learning

Blended learning is about finding the right blend for an individual training solution. Think of a training toolbox, which can include face-to-face and online training solutions. You and the trainer can pick the best options from the toolbox at each stage of your learning journey. There is not one truly successful blended learning course that looks the same – it depends entirely on the needs of the participants and the organization.

2. Flipped Learning

Flipped learning simply means that all the face-to-face time in training is dedicated to productive learning. All other elements of training are done in preparation for and as a follow-up to the face-to-face training sessions.

3. Bite-sized Learning

These day people don’t have a lot of time for training. And they don’t have long attention spans. Training should therefore come in small doses, or bite-sized chunks. As well as slotting easily into busy schedules, training needs to be available from everywhere. The Training Journal blog puts bite-sized learning as the top learning trend for 2016.

4. mLearning

mLearning (mobile learning) means that you can access and use learning resources e.g. apps, videos, links from your smartphone or tablet wherever you are.

5. eLearning

eLearning involves the use of specific online courses and apps. There is typically no face-to-face element. There will often be a facilitator who runs the course, gives feedback and ensures that collaboration is taking place.

6. Business-centric Learning

In this model, the needs of the business take priority. All L&D is aligned to the business’, not the learners’ needs.  Success is then measured based on the impact that the training outcome has on the needs of the business.

7. Web-based Training (WBT) /Virtual classrooms

Web-based training is the same as face-to-face learning – just delivered virtually. Using tools like Skype for Business or Webex, the trainer can connect with participants anywhere in the world and train them in the same way as they would in a face-to-face environment. This learning space is called a virtual classroom.

8. Social Learning

This type of learning means that people learn from each other. This happens through collaboration and working together. This can be face-to-face or on, for example, intranet / internet platforms. This is really what the 20 in the 70:20:10 approach is about. We learn a lot from other people, the situation, and what is around us.

9. On the job Learning

And this is what the 70 in the 70:20:10 approach is all about. This is the amount you learn when you are actually working on the job. If 70% of learning is on the job, and 20% is social learning, then only 10% of training needs to be through formal instruction.

10. Gamification

Gamification, is as the name suggests, a way of turning learning into an enjoyable, memorable and interactive experience. It is often so enjoyable that participants don’t actually realize that it is training.

11. Informal Learning

This is the learning which happens in an unplanned way when people interact with each other. There is no control from above as to what will be learnt.

12. Experiential Learning

This kind of learning is all about the experience. Take, for example, virtual teams training. There is plenty of information openly available about how we should be working in a virtual team. A trainer can also share this information. We can read an article, nod, think “mm, that’s right, I’ll try that next time”, but if we don’t experience the event, and receive feedback on what we’re doing, then there is little chance that we will actually change our behavior.

13. Independent / Self-directed Learning

This kind of learning is completely up to the participant. Management has no control over this. In contrast, the learner has total control. Choosing what interests you, means that you are more likely to remember what you learn and be motivated to pursue your learning further. There are endless tools, apps, and websites available which mean that learners can work at their own pace and at times that suit them.

14. Self-paced Learning

In this kind of learning it is the learner who decides how fast they want to move through the course.

15. Ongoing coaching and mentoring

Telling people something once generally isn’t enough. Ongoing coaching and mentoring is key to ensuring that messages and content have been understood, digested, and are being put into practice. This approach means that individual training goals can be set and reached.

16. Prescriptive Learning

If you’re sick, you go to the doctor’s. The doctor gives you a prescription to fix the problem. In the same way, prescriptive learning programs are designed to fix the skills gap and get the individual from where they are now, to where you and your organization want them to be.

For more information

  • These are just some of the learning terms that are in use at the moment. They will of course change. There are some really useful glossaries around which are updated on a regular basis. Here’s one we like
  • To keep up-to-date with trends in the industry, follow our Flipboard magazine: On Target with L&D

Qualifying potential training providers

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The key to assessing potential training providers is to find out how well they fit to what you want to achieve with the training. It’s important to get to the point quickly and here are a few questions that can help you decide if the people you’re talking to are ‘right’ for your company.

 

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Are they prepared?

Before you present your company and situation to them, let the training provider describe what he/she already knows about your organisation. At the very least, they should have done their homework by reading the homepage. The most impressive of providers will already have incorporated your internal company language into their (written or oral) presentation:

  • If you sent them information prior to the meeting, are they referring to its content correctly?
  • Have they picked up any company brochures while they were waiting for you in the lobby?
  • Do you have to repeat yourself or are they listening to you describe your organisation attentively? (taking notes, rephrasing what you said, using company language)
  • Does their presentation reflect what you are looking for?

What kind of business do they have?

You need to know whether you´re dealing with a one-man-show (flexible to your needs but limited in scope) or a training company (offers standard content but can provide wider services). Additionally, you need to know how their business model fits your company and whether their training approach is compatible with the leadership culture in your organisation:

  • How many people work there?
  • Can they provide you with trainer profiles?
  • Who would you work with on the actual design of training content and why is he/she the most qualified?
  • What kind of international work have they done in the past?
  • What is their policy should a trainer drop out at the last minute? (replacement, back-up)
  • Which institutions do they cooperate with? (business schools, leadership think tanks)

How do they approach designing training content for new clients?

You can buy standardised content from any reliable provider, or you can ask a provider to customise training content to your situation and needs. If you choose the customized training option, you can ask:

  • How do they normally go about creating a new design for a first-time client? (design phases, milestones, client approval, dry runs)
  • What do they suggest they need to get to know your organisation in order to be able to create a suitable design? (discovery interviews with stakeholders, plant visits)
  • What level of customisation are they willing to provide? (adoption of company-internal language/abbreviations, integration of company goals/competences/principles into training content, incorporation of internal specialists in training programmes)

What methods of quality management do they apply?

No training measure should be an individual, stand-alone event. Any professional training provider should have a variety of methods to ensure the applicability of training content to the business and the transfer of learning to the workplace. For longer-term or repetitive measures, they should suggest methods to maintain high-quality content and to review and update these contents to your changing business environment:

  • Other than the typical “happy sheets”, what kind of evaluation methods do they offer?
  • What methods have they used successfully in the past to ensure an effective learning transfer? (also ask about negative experiences and their underlying causes)
  • What is their approach towards blended learning? If you have an online learning platform, how could the training contents be linked back to it?
  • What certifications do they possess? (industry certificates like ISO or individual certification like personality diagnostics)

What are their expectations regarding contracting?

Most companies have internal standards about contracting external suppliers, whether it be about payment terms or travel regulations. Most training providers do not like to have to accommodate their contracting terms but, as the customer, you should ensure that the contract details suit your business:

  • What are their daily rates? (beware of different rates for design, preparation and delivery)
  • What kind of payment terms do they suggest? (timing of invoices, listing of travel expenses, payment of instalments)
  • If they create materials customised to your organisation, what are the intellectual property considerations? (ideally, you should be able to use this material internally for other purposes)

What references can they provide?

Ultimately, you need to check the references of any training provider before contracting them. Be aware, however, that some references given may be outdated or refer to projects not applicable to what you require for your business:

  • What other similar clients have they worked for in the recent past? (same industry, similar size, similar business model)
  • What other similar projects have they successfully run in the recent past? (focus of contents, hierarchy level of participants, scope of measures)
  • Can they give you the name/contact details of reference clients? (a good provider will want to check with that client first!)

By Fiona Higginson

Fiona’s corporate career in human resources started in 1997, and is characterized by her focus on the design and/or delivery of high-quality HRD measures and instruments.She’s worked in multinational corporations in both manufacturing and service industries, from DAX – 30 listed global players to medium-sized organizations. Fiona is a certified trainer and coach and
has degrees in Developmental Learning and International Affairsfrom Ireland, Germany and the UK. She speaks fluent English and German, as well as Spanish and French. She recently
established her own consultancy: www.fionahigginson.com

How to convince participants that gamification is a good thing

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The first time I used a game in the Business English training room it failed – miserably. Actually, from a training point of view it worked pretty well as participants were talking a lot and interacting in an authentic, interested manner with each other. That was the aim of the session. In fact, being a business fluency class, it was really the aim of the whole course. But participants didn’t see it that way. They went straight to my director, complaining that the class had been a waste of time as they had to play a game.

What went wrong? This experience happened twenty years ago and the participants were heading towards retirement. I don’t think that it is time or age that explains it though. It has more to do with participant expectations, their perceptions of an activity’s usefulness, and the training department and trainer’s need to “sell” the training tools we are using to get participant buy-in. Looking back, I definitely didn’t sell it well enough.

Three ways to sell gamification to training participants

Gamification is all the rage in training at the moment and is one of the top training trends for 2016. And there are lots of tools out there to help the trainer convert the training room into a fun, interactive, engaging place to learn. Most of us working in training know that this is a good thing. Let’s look at some ways training managers and trainers can convince participants that games are not a silly, waste of time in training. We need to show them that games are a very valid way to learn, retain and use what has been taught, as well as being a great diagnostic tool to find out more about what they still need to know.

We’ve found that taking these three steps really helps to make participants feel ready to take on any kind of activity you want to give them. They’ve just got to know why.

Ensure you and your training provider share the training methodology before the training begins

Participants in any form of training have to know what to expect. Take language training for example. People have learnt languages in many different ways, but most commonly at school where the focus tends to be on grammar and accuracy. Traditionally they expect the teacher to stand at the front of the room and ask individuals questions. In language training, intercultural training and leadership training today, trainers are encouraged to act as facilitators and resources rather than to stand at the front of the class and talk at the class. The shift from this kind of traditional school teaching to a trainer who facilitates learning and makes participants play games and talk about their own experiences is a big leap. And it needs explaining before the training is even purchased.

To consider: Does your corporate training catalogue describe the training styles and tools that will be used in the training room?

Ensure your training provider shares the aims at the start of the training session and again at the start of the activity

You can generally get adults to do anything in the training room – as long as they know why. General course aims are often explained and shared right at the start of the course in the first session. They really need to be shared right at the start of the session and when setting up each activity too. Here’s a couple of simple ways trainers can be using to get participant buy-in:

  1. At the start of the session, write up your main aims in the corner of the board of flipchart. You can then tick them off as you move through the session and draw the participants’ attention to the fact that you’re doing this and that they’re making great progress.
  2. Start each activity by explain “why”. All you need to do is add a “so that”, “in order to” or “because”, and it helps to link your rationale back to the aims you outlined at the start of the session:
    • I’d like you to work together and play this game so that…
    • In order to …… we’re going into divide into two teams and…….
  3. Finally, check that everyone is OK with that. A simple Is everyone OK with that? or Does everyone feel comfortable with that? goes one step further towards making participants feel that they have been included in the decision-making process as well as giving them an opportunity to say that they don’t want to do whatever the trainer has just asked them to do.

To consider: Do your trainers and training providers share their aims at regular intervals? At the start of the program? At the start of each session? Before activities?

Ensure your training provider is debriefing effectively

Training providers need to be getting the participants involved in the rationale and evaluating the usefulness of an activity. They need to give them the opportunity to decide if they think they would benefit from doing that kind of activity again. Creating a dialogue helps to build rapport, increase buy-in, and build a positive learning environment. And a positive learning environment will help move participants along their learning journey. Here are some ways of starting that debriefing dialogue:

  • Why did we do that activity?
  • What did you get out of that activity?
  • How could that activity be improved?
  • Would you want to do that kind of activity again?

Trainers should go back to their list of aims on the board. Review this list and mark what has been covered, and what hasn’t. If some aims haven’t been met, this should be discussed with the participants.

To consider: How well does your training provider debrief training sessions?

Your search for the right training provider

For more ideas regarding what to expect from a training organization, why not take a look at our eBook The Definitive Checklist for Qualifying Training Providers:



eBook: The definitive checklist for qualifying training providers

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Can a Slice of Pizza Make a Difference? – building alignment in service industries

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training providerslargeAll owners and managers dread hearing “I’m just here for my paycheck”. It’s crucial for all establishments to have a culture that employees can relate to, and this means building a working environment where employees share your mission and vision. Large organizations may have a strong overall culture; but the specific cultures within each department and team are just as important. We want our staff to feel attached to the mission and vision of the company. But how do we do this?

I’ve worked with many companies working in the service and hospitality industry in the US and Asia. One problem I’ve noticed is that whenever people begin to talk about building the right culture within a department it can quickly become too abstract. This doesn’t need to be the case! Let’s think of culture as a pizza (or a “pizza pie” as we say in the States). There are several layers in developing a successful and delicious pizza and every layer is essential. Building an effective company or team culture is similar – each layer has its own role to play in impacting the work environment and the bottom line of the organization.

The Dough

The dough is our foundation. When managers and Human Resource departments hire new candidates, one criteria they should look for is the candidate’s commitment or we could say “Is the candidate passionate about what he/she is trying to achieve?” We need to hire those who are passionate and enthusiastic about their roles.

The Sauce

Dough would be tasteless without the sauce. Sauce can be described as core skills and behaviours for the organization, and one-on-one time with new hires is essential. On-boarding training is key too. I consulted a business called Reggae Bar Phi in Thailand. They wanted all new candidates to jump into the job and weren’t spending any time on induction and training. Taking the time to train new employees meant that employees knew what they were doing, why they were doing it and how their roles and actions impacted the bottom line. On- boarding should have a company-wide element plus be customized to fit the department’s objectives.

The Toppings

We’ve got the dough (a passionate candidate) and the sauce (essential training). We all have our own favorite toppings for our pizza – and this is where acknowledging and working with individual diversity is essential. For instance, in the hospitality industry, it’s important that all team members bring their own unique charm to the table to customize a guest’s experience at the hotel. Managers and Human Resources hire employees because they see the unique aspect in each individual that could impact the company. I strongly feel that leaders should build an atmosphere where employees feel comfortable being themselves and playing to their individual strengths.

I had the privilege to work for a great manager at a wonderful hotel in Orlando. One of the key characters my manager asked for was that I be myself. She told me “Bring out the charm in you and wow the guests”. This is an important statement. It’s hard to change a person’s personality and characteristic, but leaders can craft those inner talents towards the establishment’s goals. Allowing employees to bring their personal skills and assets to the table drives commitment, engagement and quality.

The Oven

Have you ever eaten pizza raw? Of course not, we need an oven to fully complete the process. Leaders and Human Resource departments should be there to support individuals and departments to achieve their goals. Employees must feel connected to the organization. One client shared her approach as “Treat employees like you want them to treat external clients”. This can be extended to treating colleagues with the same respect – after all we all need support from one another. Employees need the support from their supervisors or leaders. Front desks can’t run a hotel without the support from the housekeeping department. And a logistics team can’t function without the IT support team.

I’ve used my “Pizza Mind” metaphor to help hotels improve their Market Metrix score and ranking of the departments from the lowest to the winning department of the year. In addition, it also helped to increase staff retention and morals. The main objective of implementing the “Pizza Mind Metaphor” is to help organizations create a stronger and effective culture where employees can be the competitive advantage in the market. No competitors can replicate this recipe of building “intangible assets” within the company.

Earl DechsakdaAbout the author

I have worked professionally in the hospitality industry for more than 7 years. I am currently getting a Master degree in Human Resource Management. I’ve helped train several departments to achieve both departmental and organizational goals. I have consulted and improved employee’s engagement at various small businesses locally and internationally.

Earl Dechsakda

 

 

Tools for teams

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High-performing teams do not spring into existence simply by giving a bunch of people a common goal. Putting together a team is easy, but making them perform to the best of their abilities is something else altogether. Having a successful team is not something that will ‘fall into place’ either – no, not even if you really, really want it to… It takes time, dedication and understanding to build an effective team, and probably a few more things besides that. 

With that said, let’s look at some tools for teams…

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Meet ARCI

You’ve heard of ARCI, right? There can be a slight affirmative murmur in the training room at this point, or no sound at all. Like so many other tools, ARCI can be implemented in a variety of business scenarios. ARCI can handle large scale scenarios, as well as the smallest process. By taking a structured approach like ARCI to role assignment, you can identify who’ll be doing what and what not on each team task. If done (and followed) correctly, it minimizes the risk of overlaps and confusions. Without further ado, ARCI identifies who is:

  • Accountable – this person is the “owner” of the work. He or she must sign off or approve when the task, objective or decision is complete. This person must make sure that responsibilities are assigned in the ARCI matrix for all related activities. There is only one person accountable.
  • Responsible – these people are the “doers” of the work. They must complete the task or objective or make the decision. Several people can be jointly responsible.
  • Consulted – these are the people who need to give input before the work can be done and signed-off on. These people are “in the loop” and active participants in a task.
  • Informed – these people need updates on progress or decision, but they do not need to be formally consulted, nor do they contribute directly to the task or decision.

Here’s an example.

ROLE AROLE BROLE CROLE D
TASK 1ARCI
TASK 2ARIC
TASK 3CIAR

ARCI is one of a mountain of tools that helps you define your team. But there are others…

What type of learner are you?

Do you colour code and highlight your way through documents, or do you write notations and questions as you read? Do you prefer graphics and visuals to reinforce learning? Or do you prefer to use tunes or rhymes as mnemonic devices to remember information? Do you learn more effectively via self-study, or via group activity?

The answers to these questions matter greatly in a training environment but they are also relevant in successful teams. Long instructional emails or manuals are difficult to digest for an auditory or visual learner. Or, consider the differences between someone who learns by trial and error and someone who learns from detailed how-to examples.

What type of team member are you?

Belbin Team Type Inventory

An interesting place to start learning more how each team member can contribute to the team, is by looking at the Belbin team type inventory. The Belbin identifies nine different team roles. Each role has strengths and weaknesses, and, keeping personal preferences in mind, tasks can be distributed according to the preferred team role rather than by company hierarchy, technical skills, position or experience.

Here’s a short overview of Belbin’s 9 team roles. For a more complete description, including the typical strengths and weaknesses of each role, see here.

Resource investigator

They provide inside knowledge on the opposition and made sure that the team’s idea will carry to the outside world.

Teamworker

Helps the team to gel, using their versatility to identify the work required and complete it on behalf of the team.

Co-ordinator

Needed to focus on the team’s objectives, draw out team members and delegate work appropriately

Plant

Tends to be highly creative and good at solving problems in unconventional ways.

Monitor Evaluator

Provides a logical eye, making impartial judgements where required and weighs up the team’s options in a dispassionate way.

Specialist

Brings in-depth knowledge of a key area to the team.

Shaper

Provides the necessary drive to ensure that the team keep moving and do not lose focus or momentum.

Implementer

Needed to plan a workable strategy and carry it out as efficiently as possible.

Completer Finisher

Most effectively used at the end of tasks to polish and scrutinise the work for errors, subjecting it to the highest standards of quality control.

Read more about Belbin here.

What is your team’s type?

Myers-Briggs Type Indicator

Years and years of study and research went into the Myers-Briggs Type Indicator (MBTI). I will not be able to do it justice with this short summary. (Start here, if you want to learn more about MBTI. If you are interested in creating an MBTI profile, keep in mind that the MBTI is a three step process, and should be performed by a certified MBTI practitioner.)

“If people differ systematically in what they perceive and in how they reach conclusions, then it is only reasonable for them to differ correspondingly in their interests, reactions, values, motivations, and skills.”

C. G. Jung

The combined individual profiles of team members can be translated into a team type indicator. Here’s an example of a team with the team identity ESTJ. The first graphic explains the combined strengths of the team members – these are the behaviours that come naturally to them.

MBTIteamprofile

 

And then there’s the flipside. The same team identifies as being INFP. This graphic shows the areas this team needs to be aware of because its team members don’t naturally exhibit them.

MBTIteamprofileflipside

Whereas Belbin’s focus is on the balance of team roles and tasking, the MBTI profile is about raising awareness of each other’s preferences and understanding their preferred way of working and communicating. The emphasis is on preferred. Many factors can influence someone’s behaviour in business. It’s not as simple as placing someone in a box of type, or finding the right balance of different types in your team. There is no right balance of type. Every team can work, if you’re interested in knowing who you’re working with.

A short personal disclaimer

I’m not certified in Belbin or MBTI, but some of my colleagues are. They can tell you much, much more, if the mighty Internet doesn’t give you all the answers. I’m not an expert on any of these tools, but I have found them very useful in the various teams I have worked in.

 

8 great books for busy managers you may have missed in 2015

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It seems as though 2016 has only just started, but it’s February already! We know you’re really busy, so we thought we’d help out by reviewing 8 of the best management books from 2015 for you. If any of the summaries grab you, why not read the whole book?

1001meetingsphraseslargeThis (Target) eBook

1001 Meetings phrases is a useful toolkit of phrases for the most typical meeting situations you find yourself in…

 

Team Genius: The New Science of High-Performing Organizations (13 Aug 2015)

Rich Karlgaard and Michael S. Malone

Did you know that actually the right team size is usually one fewer that most managers think they need? And that “chemistry” doesn’t equate to team success? Can you spot the right moment when one team needs to be dissolved to create another very different team? And are your teams really leveraging multicultural values as a strength?

Written for today’s managers, Team Genius reviews and explains the latest scientific research into how teams behave and perform and uses simple case studies and examples to bring it to life in a way that any manager can relate to.. It shows that much of the accepted wisdom about teams just doesn’t hold true – and then goes on to outline “new truths” and how to achieve them.

Stronger: Develop the Resilience You Need to Succeed (1 Sept 2015)

George Everly Jr, Douglas Strouse and Dennis McCormack

If you get turned off when you see the author is a “great business school professor”, “world-famous CEO” or “top management thinker” then this might be the book for you. Everly, Jr.is an expert in disaster mental health, and McCommack is a former Army psychologist and was one of the first original Navy Seals.

Drawing heavily on the psychology employed by US Navy Seals plus other examples from all walks of life, this book focuses on how we can each build our resilience and be “stronger” when everything seems to be falling apart. More importantly the book outlines how we need to practice building up our resilience (psychological body armor) before we actually need it. The five key factors the book explores are

  • Active optimism
  • Decisive action
  • Moral compass
  • Relentless tenacity
  • Interpersonal support

Each area is outlined in detail with case studies and research. A quick warning though – being written by 3 psychologists, it’s not an airport quick-read.

Leadership: Essential Writings by Our Greatest Thinkers (9 Oct 2015)

Elizabeth D. Samet (editor)

When you think about it, it’s amazing that this book hasn’t been complied sooner – management and leadership books aren’t a 20th century creation. General fiction, biographies, great literature etc have reflected core management and leadership questions for centuries.

This anthology draws our attention to 102 stunningly diverse extracts from fiction, speeches, anthropology, letters, songs, and even the odd occasional poem! The extracts from Machiavelli, Macbeth, Ghandi, Didion, Ovid, Melville, Mandela, Lao Tzu, Orwell plus many many more all invites us to step back and think about leadership. Excellent reading for just before you take the dog for a long walk.

Bridging the Soft Skills Gap: How to Teach the Missing Basics to Today’s Young Talent (7 Oct 2015)

Bruce Tulgan 

“They just don′t know how to behave professionally.”, “They know how to text but they don′t know how to write a memo.”, “They don′t know how to think, learn, or communicate without checking a device.”

Today′s new young workforce (also known as Millenials or generation Z,) has so much to offer – new technical skills, new ideas, new perspectives, new energy. All great stuff- but Tulgan also argues that research shows that employers across industries feel that too many Milennials have weak soft skills. As a few of the many case studies outline “they only want to do what they want to do” and ”his technical knowledge far surpassed anyone else in the firm … but his communication made him seem so immature”.

Renowned expert on the Millennial workforce Bruce Tulgan offers concrete solutions to help managers and HRD professionals alike teach the missing basics of professionalism, critical thinking, and followership. The book includes 92 step–by–step “lesson plans” designed for managers to use, and these include “take home” exercises, one-on-one discussion frameworks and training room activities.

In a nutshell, I can’t imagine a more complete or practical book than this.

Leading Across New Borders: How to Succeed as the Center Shifts (21 Sept 2015)

Ernest Gundling and Christi Caldwell 

Leading a global organization is no longer just a big businesses challenge.  Even small company owners can be leading a virtual team that includes people from all over the world – and just yesterday we spoke with a HR manager with 60 employees in 11 countries and 23 cities.

This books aims to guide you through this new business environment. It features stories from people in critical roles around the world, advice based on practical experience, and shares new research which outlines the distinctive challenges of leading in a virtual and multicultural environment … and cultural awareness isn’t enough! Happily the book also includes strategies, tools and tips for working across cultures, leading virtual teams, running a matrix team, integrating an acquisition and developing the agility needed to innovate in such an environment. Personally I found it aimed more at larger mature organizations, but still worth a read … and we integrate many of the elements into our Working in Virtual teams training.

Work Rules!: Insights from Inside Google That Will Transform How You Live and Lead (2 April 2015)

Laszlo Bock

Despite receiving 1,5000,000 job applicants every year, Google spends twice as much on recruiting as comparable companies. Why? Because top performers are usually doing very well where they are and not looking to move. So Google works to identify these performers and cultivate their interest. But while Google spends considerably more on recruitment than most companies it also spends considerably less on training, believing top performers need less training.

Laszlo Bock, Head of People Operations, joined Google when it had just 6000 “googlers”, and in this book he shares the different recruiting and talent management practices Google use and have used. Although sometimes bordering on self-congratulation, the book is very much-action oriented with each chapter outlining a clear to do – Become a founder, Don’t trust your gut, Why everyone hates performance management and what we decided to do about it, Pay unfairly.

Triggers: Creating Behavior That Lasts – Becoming the Person You Want to Be (19 May 2015)

Marshall Goldsmith and Mark Reiter

Have you ever wondered why you become so irritated around a specific colleague? Or questioned why your communication skills fall apart when presenting to a certain team? Goldsmith is an executive coach, and in this book he examines the triggers that can derail us – and how we can become the person we want to be and stay on track.

Perhaps common sense, but our reactions don’t occur in a vacuum. They are usually the result of triggers in our environment—whether this be specific person, situation or environment. .But how do we actually change ourselves? Knowing what to do doesn’t mean we actually do it, right? This book outlines how we can overcome the trigger points in our lives, and actually change to become the person we want to be, Drawing on executive coaching experience the authors use a simple “silver bullet” approach – daily self-monitoring, using active questions which focus on the our effort (and not the outcomes).

Act Like a Leader, Think Like a Leader (20 Jan 2015)

Herminia Ibarra

Do you wish you actually had the time and the space to be the manager and leader you know how to be? Introducing the idea of “outsights”, Herminia Ibarra, -an expert on professional leadership and development at INSEAD — shows how managers and executives at all levels can make an impact by making small but crucial changes in their jobs, their networks, and themselves. She argues that managers and leaders need to act first then to think – and to use the “outsights” resulting from the experience as a basis for meaningful individual growth and enabling of people and organizations. Joe Kaeser, CEO of Siemens AG. summed it up nicely as “transforming by doing”

The book is full of engaging self-assessments and plenty of practical advice so you can actually build a plan of action. It can be a bit heavy going but stick with it.

How can you react to increasingly specific requests for training?

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training providerslargeHere’s an extract from a recent initial needs analysis I carried out with a client who had booked English training for a global change management project. This is just one example of how we’ve seen that training requests for communication and soft skills are becoming more and more specific. If you work in an L&D department, you’ve probably noticed this too.

Me: “Why are you interested in developing your team’s English skills?”

Client: “I need my team to be able to improve the way they use language to communicate the changes we need to make across the company. My team will need to spread the message globally using our intranet, internal social media platform, and through presentations and workshops. The way they communicate will need to be adapted according to the cultures e.g. Japan, Brazil, and the US. We need help establishing a style and communication campaign that will make everyone want to get behind the changes and drive them forward”.

This statement alone says there is a need for intercultural skills training with reference to over 40 countries where the changes will be made, creative ideas for marketing campaigns, how to write effectively for social media, how to achieve a global corporate writing style, presentations skills, workshop facilitation skills, and the list goes on. And no-one has even mentioned English yet. Basically, the client needs all of this, but in English – so she booked an English course straight out of a catalogue,  because couldn’t really find anything that fitted her needs exactly.

If you’re a participant in a standard Business English course, you may have noticed how the book you’re moving through, doesn’t always fit your needs. You’ve got really specific situations you need to use English for and there is no way they will be dealt with in an off-the-shelf course. If you’re a manager, you’ve probably spotted specific situations where you think your employees could benefit from some training support. You look at what the training department has on offer, but nothing seems to quite fit.

The starting point of effective training design should be the needs of the participants

This is precisely why we shy away from offering a catalogue. (Don’t get me wrong, we have a catalogue, because that’s what potential clients often request). But a training catalogue simply offers “standard” courses. Those courses are written in advance without detailed knowledge of the participant or their needs. They can of course be adapted to a certain extent. But shouldn’t the starting point of effective training design be the learners themselves? How can pre-designed courses really meet the training needs of the department or individual? Surely the ideal way is to listen to the client, dig deeper into their challenges, and look for solutions that will solve their problems?

The pros and cons of taking the individualized approach to training solutions

The pros

  • The training is completely tailored to your needs.
  • The results are immediately transferable to the workplace.
  • Improvement in performance on the job is evident.
  • The relevance ensures a happy learner.

The cons

  • You really need to be able to and want to listen.
  • You need training partners who are highly skilled in analysing needs based on limited information – everyone says they can do it, but it really is a skill, and it’s hard to find people who can do it well.
  • You need time. And time, when it comes to training design and materials development, can translate into money.
  • You need to evaluate the cost, often with the purchasing department. It can be hard to justify the cost of individualized learning to people who may not see the benefits of the immediate transfer to the workplace.
  • You need to move away from the simplicity of offering what is in the catalogue as a “take it, or leave it” solution.
  • You need to work with trainers who are adaptable, reactive, creative, and enjoy thinking on their feet.
  • It might be more difficult to sell to clients.
  • It might be difficult to measure concrete results e.g. with a test

OK, I admit, the cons list is longer, but how many of them are real problems? Solutions are easy to find to all of them. It might take a bit of effort and extra time before the training is organised. But, ultimately, an individualized training program will save you time and money in the workplace.

If you are interested to learn more about our needs analysis or individualized training design, please get in touch with me, or one of my colleagues. We’d be delighted to tell you more.

Contact us to learn more about this topic

 

Identify your training goals for 2016 with these 4 questions

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keytrainingqualityissuesIf you are a line manager, you probably need to think about training for the people who work for you. But, how do you decide what training is necessary? How do you set the training goals? And how do you know what will actually provide real, tangible results?

Start with the end in mind

The best way to think about training goals is to start with the end in mind. Don’t ask, “What training do I want?” Instead, ask yourself, “Why do I want training?”

When you start with the end in mind, you define what you want to achieve with the training. In other words, why have you decided to invest money in your people?

4 questions to ask when identifying your teams training goals

The first question really needs to be answered before you can start thinking about actual training. Once you have answered the first question, you can sit down with a training provider and let them help you to answer the other 3 questions.

  1. What result(s) do I want to see?
  2. What behaviour needs to change so that this result can be achieved?
  3. What skills, knowledge or attitudes do my people need to learn to change this behaviour?
  4. What sort of training is most appropriate for learning these skills, knowledge or attitudes?

A good training provider should be able to help you to define the behaviours which support the results you are looking for. They should be able to help you to decide what skills, knowledge and attitudes affect these behaviours. And, finally, they can suggest alternative ways for delivering training which will ensure that your people learn and put these behaviours into practice in the best possible way.

Don’t ask ‘what’, ask ‘why’

So remember, first you need to think why you want training. From here, you can decide what training will help you to reach your goals. For more tips on training goals and budgets, make sure to download our eBook “Making the most of your training investment” to help you get your money’s worth once you have identified your training goals.

3 questions to ask your existing training providers

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I work in an organization where there’s really little rotation in our training suppliers. I’ve inherited most of them, and this means I have some specific issues. Actually I had something yesterday with a supplier.My first recommendation for questions to existing training providers would be a very open one. Just say:

eBook: The definitive checklist for qualifying training providers hbspt.cta.load(455190, ‘0377217d-6395-4d26-a5fc-d32a69e484a5’, {});

 

From your point of view what do you think we could do to allow your trainers and your training to have more impact within our organization?

Existing suppliers should be in a good position to share ideas. “Groups should be smaller… we should make it longer … team leaders should follow up after the training” or whatever. Basically you just take it from there and see what makes sense.

Now, obviously beware that they don’t try to just push the answers towards more training days. On the other hand I would be very wary of any training providers who have been working with us for a while and then tell me everything is fine and there’s nothing to be improved. This means that they’re not paying attention. Typically the trainer will have some ideas about constraints which if removed would make the training offered more effective. Or, if not constraints, then extras that could easily be added.

The second question to ask from existing training providers is:

What have you learned from our participants during their training?

This is useful for you as an L&D manager or coordinator because actually training isn’t a one directional interaction. Information should go both ways and very often you’ll find that people tell the trainer things that they wouldn’t tell their manager, or wouldn’t tell their HR manager! I want to be clear here. I’m not saying we’re interested in who said what, we don’t need names. But we’re very interested in what is being said. So for example my interpersonal skills trainer comes back and says that people in the training get the concepts and everything, but there are scared of speaking out because there’s too much pressure from above. Now that’s very useful for you to be aware of, right? So use the existing trainers as a means for taking the temperature. Learn from them.

And then the third question is a bit more of a challenging question, and a very practical one. I don’t really think it makes sense to ask existing trainers provocative questions like “Why are you better than the competition out there?” because you should know that! You or your predecessor selected them. The third thing to consistently ask is

How can we make this more efficient?

Is there any way we can make this cheaper? How can we train more people with the same effort? Or how do we train the same number of people with less effort ? And by effort I’m speaking about budget, administration, time away from work and so on. One example is why does the trainer necessarily have to travel around so much? Aren’t there parts that we can deliver online or in a blended approach? Can we do other things to just upgrade our format of delivering training?

Basically the question is, do we need to continue to deliver this in the same way we would have delivered it 50 years ago – you know – one trainer, one flipchart, 12 people in the room etc. OR is there a more fun, a more modern way of doing this? And what you’ll find very often is that these changes are appreciated by the participants, it’s interesting for the trainer and it’s cost-effective for your company!

Those are the questions I use.

Who is this month’s Secret L&D manager?

The Secret L&D manager is actually many L&D managers. They are real people who would prefer not to mention their name or company – but do want to write anonymously so they can openly and directly share their ideas and experience with peers.

 This month’s Secret L&D manager is German, aged 45-55, and works for a global engineering company. He has worked in training and development for over 17 years working as an L&D manager, a training provider and as a trainer. He speaks 4 languages and has an MBA. If money allowed, he’d work for a charity, contributing to their success by organizing and delivering great training. He agreed to write anonymously so he can openly and directly share his ideas and experience.

Social media: Love it or hate it, it’s here to stay!

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It is often said that we live in a world which is becoming more and more transparent. Communication and how it is carried is constantly changing and this brings new opportunities and challenges. People are expected to keep up with these changes, both in their personal as well as in their work lives. The problem comes in when there is a disconnect between what people are expected to be able to do and what they are really able to do. This is the situation some of my participants are facing at the moment. The multinational company where I provide training has, like many other companies, implemented a social media platform which it expects employees to embrace, use and add information to. That sounds reasonable, you might say.

meetings free ebook

The problem is that many of my participants don’t use social media in their personal lives, there is only limited training available and there isn’t always time to learn about the tools and their use. Did I mention that everything also needs to be in English? Together we came up a possible checklist to help new social media users figure out which questions they should ask to help them start learning the basics of using social media at work. I hope you find it useful.

Learn about the tools

Do you know the difference between a wiki, a blog and a forum? Can you give examples about different ways to use each of these? How is your company using them? Where can you find them or how can you access them?

Learn about the related terminology

In addition to the tools themselves, there are many words which users also need to be familiar with. What is an entry, a comment, netiquette? How about a tag, a news feed or a blogosphere?

Learn about what the company expects from you

Which tools are you expected to use? How are you expected to use them (i.e. read only, add comments, write entries, add links, etc.?) How often should you contribute? Should you do this alone or in a group?

Learn about your company’s netiquette or online policy

Are there any security restrictions for specific information? Do you need to limit access to certain individuals, groups or departments? Can everyone add any comment they like or are certain comments deleted (i.e. hurtful or irrelevant comments, etc.)

Learn about existing informational structures

Does your department have a site which has already been set up? Are you expected to contribute to an existing location or create your own? Do certain key users need to be contacted before additional groups, sites or pages are added?

Learn about the current role of previously used systems

Should information be updated in previously used systems or only in the new system? Will the information be migrated to the new system? What are you responsible for maintaining?

Learn about your responsibilities

Is it your job to make sure that the information is always up to date? How should you do this? Is there anyone who can help you? Which steps do you need to know how to do to change information which has already been added to the system?

Resources that can help you

We’d like to hear from you. Which challenges do you face when using social media for internal communication? How did you overcome initial challenges? Which tips do you have for other users? Feel free to share your ideas below.

How do you measure the success of training?

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More specifically, how do you measure the success of training when learners don’t have a test to pass? The goal of our training is for participants to be able to do their job better. How easily can that be measured, taking into account all of the other variables that can affect job performance?

When we look at the success of our on-the-job training, we use the Kirkpatrick Model as a guide. The Kirkpatrick model has four levels. When you measure each of the four levels, you have an overall impression of the success of the training. By looking at all four levels, it gives us the chance to make sure that what is learnt can really be implemented. Each level can individually help, but looking at all four levels together gives the real story. If you’re not familiar with the Kirkpatrick Model, here is a short summary:

Kirkpatrick’s four levels

Reaction

Are the learners/participants happy with the process?

Learning

Did the learners acquire the knowledge, skills or attitude that they were meant to learn?

Behavior

Have the learners changed the way they do something when they got back to the job?

Results

Has the training helped to achieve certain results?

An example of the four levels in practice

A group of phone operators in a help desk take English training. Following the training, they fill in a feedback form (reaction) about their satisfaction with the training. They could be tested either during or after the training to assess their new knowledge (learning). Once back on the job, they can be observed to see what they are doing differently (behavior). Finally, some sort of job-performance indicator can be used to see if the actions of the learners are having the desired effect (results), e.g. the time it takes to resolve a problem or a measure of customer satisfaction.

When looking at all four levels, we can not only measure success of the program, but we can also pinpoint potential problems. For example, if we only measure the end result and we don’t see any change, it may be possible that some other variable is responsible for the situation. Maybe the learner is learning and is satisfied with the training but is not given the opportunity to implement their new skills.

More on the Kirkpatrick model

Some of our key staff are Kirkpatrick certified and available to answer your questions about training assessment. Use the comments function below or contact us via email.

Ground rules for working effectively in groups

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Originally published on: 05.06.2014

One of my program participants recently mentioned the workplace value of the skills of moderation and facilitation. This conversation piqued my interest, so I searched the Net for the best books about facilitation and chose one that is considered a classic text on the topic of facilitation: The Skilled Facilitator: A Comprehensive Resource for Consultants, Facilitators, Managers, Trainers, and Coaches by Roger Schwarz. As a trainer who very often works with groups, one of Schwarz’s theories caught my eye: establishing ground rules for groups. Schwarz compiled a list known as The Ground Rules for Effective Groups that help make sure groups are communicating effectively. Below, the nine Ground Rules are listed with a short description (some or all of these rules can be adopted, or the group can create their own, at the first group meeting).

9 Ground rules for effective groups

1. Test assumptions and inferences

Making inferences from available information is a valuable skill, but what if we make these assumptions based on incorrect information or a misunderstanding of what someone else said? 

2. Share all relevant information

If members of the team don’t share all of their information, this can lead to incorrect decisions. Even worse, if it’s discovered later that someone withheld information, it can cause major problems. 

3. Use specific examples and agree on what important terms mean

If important terms are fully defined, team members can be assured that they’re speaking about the same issues in the same way.

4. Explain your reasoning and intent

If you can explain your line of reasoning to your colleagues, they’ll be better able to understand where you’re coming from. In addition, listening carefully to your colleagues’ explanations will help you understand the situation more fully.

5. Focus on interests, not positions

Closely linked to Ground Rule 4, number 5 suggests that we discuss the interests of the people involved and not the position they are taking. Rather than, for example, “He says the budget can’t go up, but I want a new computer,” think, “He needs more money for the advertising costs, but I can’t process the graphics with my old, slow computer.” Then, we’re thinking in terms of what people really need, instead of what we think they might want.

6. Combine advocacy and inquiry

In a nutshell, this ground rules means that when you state an opinion, you ask for comments and questions immediately. 

7. Jointly design next steps and ways to test disagreements

Agreeing on a system for solving disagreements beforehand can save time and make sure disputes don’t bring the meeting to a halt. 

8. Discuss undiscussable issues

Bringing sensitive subjects out into the open needs to be handled very carefully, but can ultimately lead to a group that is moving forward rather than constantly avoiding an uncomfortable conversation.

9. Use a decision-making rule that generates the degree of commitment needed

If these (or other) ground rules are followed, hopefully all members will feel that they have all the information necessary to make an informed choice and that their voices have been heard. If this is the case and a consensus is reached, every member of the team will feel more dedicated to following-up on the decision, as they they have been an active part of the decision-making process.

More on effective groups and facilitation

The short description of the ground rules above doesn’t really do the book justice. If you’re interested in this topic, I’d recommend getting a copy of The Skilled Facilitator for yourself. If you have experience with groups that work well together (or more tips for how to make group interaction more effective), please share them with us in the comments section below.

Leadership and Training: A department head’s view

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As a training provider, I have my opinions on how I think leadership and training should be connected.  Is this the same as what a German Dept Head thinks? I was recently fortunate to spend a few minutes with Arnhild Ott, Department Leader of Personnel Development in the Mail division of DPDHL. Here are four questions on leadership and training and her answers.

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What do you wish line managers would understand about training?

Arnhild Ott: I wish that they would understand that training is only one possibility. The most interesting method is to learn on-the-job and that training is only 10% of the learning environment and it’s most valuable in your own business environment. A second point is that every training session needs to be centred on communication between the line manager and their employee. There is a need for a talk before and after the training. And this is very important for the training’s success: that the manager has an important role. A third point is that training is not an incentive; training is for when we have to close a gap between the current knowledge and the expected knowledge in the function of the role.

What will training look like in 10 years’ time?

Arnhild Ott: I expect that training will be more and more virtual, further away from classroom training with more webinars, more on-the-job, smaller pieces of content, or experience. It will be more creative, more integrated in your normal life and business life. It will be more difficult to see a distinction between training and a non-training session as it will be integrated in your business life. In short, small pieces, more virtual and more media-driven.

Can you give me your perspective on current trends in leadership culture?

Arnhild Ott: The world is rapidly changing. Main issues in the leadership culture context are that leadership practice is influenced by globalisation, by the uncertainty of the situation at the moment . You have to act in a more and more complex world. It’s more difficult for each manager to create the future. This is very strenuous for each manager because traditional methods and perspectives don’t help you in these increasingly complex situations. You always need more skills and more knowledge about methods, so as to be able to understand and (re)create complex situations with your employees.

The next point is that you see an increase in burnout; more and more people feeling limited in their competencies, their lives restricted by too much time at work. Everyone is searching for better work-life balance as they have to struggle against complexity. In fact, you see more and more issues of rationalisation. Mostly leaders have to handle more and more uncertainty and ambiguity. These are major challenges for people and especially leaders; everyone needs competencies to deal with uncertainty and unclear perspectives and also to enable them to decide on their own how to act.

Can you give some examples of these competencies?

Arnhild Ott: You need ambiguity. You need more systemic thinking rather than a linear perspective. You need to think from a network perspective- influence between several influences– not a single linear one. You have to combine rational thinking with more intuitive thinking and you have to recognise more and more your own gut-feeling.

 

A special thanks to Arnhild for taking the time to share her thoughts with us.  What do you think about what she said?  Do you agree?  Let us know in the comments area below.  Also, make sure to check out our methods and tools section to learn more about how companies are approaching their training.