1. Training Statistics
Results based on 6 = Excellent; 1 = Poor. To achieve perfection every Participant on every workshop for every subject would need to provide a maximum rating.
The Event
Rating Effectiveness
Interactive Content 5.52 92%
Motivational Quality 5.65 94.
Learning Value 5.60 93
Event Average 5.60 93
The Content
Meeting Client’s Objectives 5.54 92
Content Average 5.54 92
The Presenter
Communicating Information 5.50 92
Providing Guidance and Support 5.80 97
Maintaining and Varying the Pace 5.75 96
Presenter Average 5.68 95
Overall Average 5.60 93
Review Period
September 2010 –-October 2011
Number of Participants
1,338
Ratio by Gender
Male 56%
Female 44%
Training by Subject
Sales
Customer Service
Coaching
Leadership
People
Management
Man.Dev.
Communication
Others
Training by Job Role
Company
Executive
Senior
Managers
Middle
Managers
New Managers
Supervisors
Support Staff
Others
Training by Business Type
Retail
Financial
IT Related
Leisure
Technology
Communication
Others
Business
Consultancy
Managing Diversity
March 2013 – March 2014
5.52
5.65
5.60
5.60
5.54
5.54
5.50
5.80
5.75
5.68
5.60
92%
94
93
93
92
92
92
93
95
97
96
Training Concepts: Results
by
Business Sector, Job Role & Subject
5. Team Building & Value Setting
•Building Blocks
Learning Objectives:
•To understand the dynamics of great team work, how leadership emerges and how decisions are made and how teams make the post of their talent and resources
•To align the activity to the values and principles of the organisation
•To examine how the business values are shaped and how these should govern everyday activities and behaviours at work
Activity Objectives
•To compete with other teams, within the rules and conditions set, to earn the most net points by building a new Lego model
•The Model can be of any size, shape, style or description within the rules of the activity and resources available
Sub Objectives
•The model should be constructed on a Qualitative and Quantitive basis
•The objective is also for teams to organize themselves to meet the various activities and requirements of the challenge
•To produce evidence/justification for their use of resources
•To produce a Marketing Flyer to promote their Model
Quality
•Construction should be based on a ‘12 point’ design criteria (in alphabetical order)
Brand Confidence, Compliance, Cost Effectiveness, Creativity & Innovation, Distribution, People, Price, Servicing, Suitability , Sustainability, Strategy, Target Audience
Quantity
• There is a strict criteria - linked to teams’ understanding of their organisations’ values (or where these are not defined, to the values we have created for the purposes of the workshop) –
for teams to gain the resources they need to build their model
•The 5 Star Team
A learning activity whereby small groups think about their workplace values i.e. how they wish to work together and how these values can ‘come alive’ when dealing with
a) colleagues and b) customers
Teamwork
Trust
LoyaltyDiscipline
Honour
7. The Coaching Process
Different ways to
recognise/reward
Has Performance
Improved?
How is this being
done?
Is this being
implemented?
‘Contracts’
Completed?
Plan Agreed?
Situation
Task
ActionResults
Sign Off
The
G.R.O.W.T.H
Model
Visionary Collaborative
Visionary
Coaching
Democratic
Pacesetting
PacesettingDirective
CollaborativeCapability
Focus
10
10
0
The Leadership Grid
Goal
Options
Willingness
Timescales
1. The Coaching Process Model (now described) should be applied to your coaching of your Reportees on an individual basis
2. Each Stage is represented by three distinct icons e.g.
3. Use the Coaching Process Model to plot the route for each of your Reportees – this could mean that different Coachees are at different stages of the Coaching
Process at any one time
4. Stages 4,5, and 6 are likely to be repeated several/many times during the performance calendar
5. Review Stages 1 & 3 periodically – Quarterly or Half Yearly
6. Stage 2 – if properly completed should only need to be checked out on an Annual basis unless there is a dramatic change in your Reportee’s circumstances
7. Stage 7 is ongoing and should involve transfer of Best Practice, introduction of new standards and targets etc.,
8. Get familiar with the different Facilitation Models to help you tackle each Stage of the Process
Stage 1
Establish Targets
and Behaviours
Stage 2
Agree
Personal
‘Contracts’
Stage 3
Structure the
Plan
and Priorities
Stage 4
Implement using
Structure, Models,
Styles,
Techniques
Stage 5
Evaluate
the Results
Reality
Stage 6
Recognise
and
Reward Success
Stage 7
Apply Best
Practice and aim
for Continuous
Improvement
The
Motivation
Sphere
Healthcheck
The S.T.A.R. Concept
PerformanceGoals
MutuallyAgreed?
The Coaching Process
9. • Business Competencies
Consider that competencies may be described in three dimensions. Firstly, the Attitude Competencies which include Positive Attitude, Emotional Intelligence, Self Esteem etc. These portray a
person’s approach to their job. Secondly, the Application Competencies illustrate how the job is carried out and finally, the Achievement Competencies reflect how the job is completed.
The development of individual skills begins with awareness and use of knowledge which progresses to competence which, when fully enhanced, develops into fully fledged skill.
For the purposes of developing your skills in Sales and Client service - the two are inexorably linked and one does not happen without the other - we have constructed a Competency Suite,
identifying eleven competencies. Two of the competencies in our Suite relate to Attitude, six refer to the Application Competencies and the remaining three focus on Achievement.
•S.T.A.R. Concept
The measurement of behaviour in the Coaching process is crucial and we offer Participants the opportunity to understand and then use the S.T.A.R. concept. This will enable people to break
down achievements into four constituent parts -Situation, Tasks, Actions, Results - and to use the results as a benchmark for continuous improvement.
CommunicationPositive Attitude
Results
Orientation
GUARD
The S.T.A.R Express Interpersonal
Influence
Planning &
Organisation
Leadership
Technical
Knowledge
Commercial
Awareness
Situation
When did this occur?
What were the circumstances?
Where? Who else was involved?
What were you trying to achieve?
Task
What tasks needed to be
carried out to achieve the Result?
What was the priority order of the tasks?
Results
What did you achieve?
What other positive
outcomes emerged?
Sign Off
Is your Line Manager
happy to
accept your evidence?
Action
What was it that you did you do
or said that made the difference?
How did you influence the Result?
10. People Management
•The Magic Stick & The 5 C’s
The Magic Stick Activity revealed how the 5 C’s represent another potent example of the use of triggers (or anchors) to sustain learning. When you think of the letter ‘C’ in future you may
recall, more easily, what this represents and how this relates to you in your everyday job.
Put another way, if you are able to consistently implement each of the ‘C’ s there is little doubt that you will improve your overall performance considerably. When some of the C’s are being
used you will make some progress – when none of the C’s is being used you will make little or no progress. Therefore, the rate and quality of your progress will be influenced by the extent to
which you embrace the 5 C’s
• Colour Blind
Interaction and communication with customers is crucial. Colour Blind - a stimulating Group exercise - is used to demonstrate the importance of effective listening and we examine the basic
principles of Neuro – Linguistic Programming (NLP) to enhance communication skills
Listening ..... to what people are saying (or not saying)
hearing is not the same as listening
listening to how people describe things
Asking ...... questions rather than telling or assuming
when making statements make sure that you stick to the facts not opinions
offer an opinion but do not force your opinions on others
Awareness ..... of your own behaviour and the impact you have on others
put yourself in the shoes of others .i.e. your colleagues and your customers
Interactingwith each other
by observing,listening,
speakingin proper
proportionand timing
Working together for a
common purpose or
benefit
People doing the same thing at
the same time for the same
purpose– working in
synchronization.
Freely exchangingideas
and opinionsto find a
solution or better way
of working
Maintaininga total
focus and energy on the
objective and what has
to be achieve
C1
Communication
C2
Co-operation
C4
Collaboration
C5
Concentration
C3
Co-ordination
11. Security
Belonging
Self Esteem
Self Fulfillment
Survival
Morality, creativity, lack of prejudice, acceptance of
facts spontaneity, problem solving
Self esteem, confidence, achievement,
respect of others, respect by others
Friendship, family, intimacy
Security of body, of employment, of resources, of
morality, of the family, of health, of property
Breathing, food, water, sex, sleep, homeostasis, excretion
When you find out what makes each Employee
‘tick’ your job as a Manager becomes so much
easier. This, of course, is an elusive skill for many
to master especially given that many employees
do not know or have really considered what
motivates them. One thing is certain, whether
they believe it or understand it everyone is
motivated by something – often more than one
‘thing.’
I will give
everything to a
leader I can trust
and who keeps
promises
‘I workbestwhen
I have a routine
and I know what
to expect’
‘The job gives me
confidence that I did
not have before and I
feel much better
when I am confident’
‘The job is attractive
because of the Salary
and Bonuses it offers
me’
‘The hours suit me.
It’s really great that I
can walk to work and
be able to pick up the
kids from school’
‘The job provides for
the lifestyle I desire
and enhances my
standing in the
community’
‘I love the social side-
the people I work
with and customers I
meet’
‘I respond positively
when I know that I
can achieve
promotion in my job’
‘The working
conditions and
atmosphere are really
important to me’
‘I am motivated when
I am learning new
things and gaining
more knowledge’
‘I suppose I just need
to belong to
‘something’ and feel
part of the team’
‘I like Challenges
- this always
stimulates me’
‘I know I need to
feel secure to do
well’
‘I just need the job to
see me through to
retirement in three
years’
‘I need to feel valued and
recognised for what I do. A
‘Thank you’ means a lot to
me’
‘I love getting and
setting targets and
beating them. I
always want to be
the best I can be’
‘I have the
opportunity to
develop my skills
which really
motivates me’
Of course, I can help
you getwhatyou want
and this is whatI need
you to do getit. Do we
have deal?
Ok then - it’s a
deal!
Each of us is motivated by our needs. Our most basic needs
are inborn, having evolved over tens of thousands of years.
Abraham Maslow's Hierarchy of Needs helps to explain how
these needs motivate us all. Maslow's Theory states that
we must satisfy each need in turn, starting with the very
basic, which deals with the most obvious needs for survival
itself. Only when the lower order needs of physical and
emotional well-being are satisfied are we concerned with
the higher order needs of influence and personal
development.
The Motivational Wheel
The S.T.A.R. Concept
Maslow’s Theory
Discipline
& Habit
Environment
Remuneration
Status &
Lifestyle
Trust
Knowledge
Promotion
Sociability
ConvenienceSecurity
Challenge
Skills
Improvement
Retirement
Self Esteem
Belonging
Recognition
Competition
.s
s
R A
T
Situation
Action
TaskSign Off
Results
12. • S.M.A.R.T.S. & S.W.O.T.S.
S.M.A.R.T. Goals
Specific: Clearly define your target or end result. Avoid being vague and instead think about the who, what, where, when, why and how of your goal.
Measurable: Think about the numbers associated with your goal. How will you measure success?
Action-oriented: Develop a plan of action in order to achieve your goal. Make it as specific as possible.
Realistic: Make sure your goal is possible and reachable. You can always make additional goals once you’ve reached your initial result.
Time-bound: Set a deadline to motivate yourself towards change.
S.M.A.R.T. goals can help you on your path to success—and so can HARD goals.
H.A.R.D. Goals
Heartfelt: Develop deep-seated and heartfelt attachments to your goals on levels that are intrinsic, personal and extrinsic. Use these connections to
naturally increase the motivational power you put behind making your goals happen.
Animated: Create goals that are so vividly alive in your mind that to not reach them would leave you wanting. Use visualization and imagery
techniques to sear your goal firmly into your brain including perspective, size, color, shape, distinct parts, setting, background, lighting, emotions and movement.
Required: Give procrastination (which kills far too many goals) the boot. Convince yourself and others of the absolute necessity of your goals and
make the future payoffs of your goals appear far more satisfying than what you can get today. This will make your HARD Goals look a whole lot more
attractive and ramp up your urgency to get going on them right now.
Difficult: Construct goals that are optimally challenging to tap into your own personal sweet spot of difficulty. Access past experiences to use them to
position you for extraordinary performance. Identify your goal setting comfort zone and push past it in order to attain the stellar results you want.
13. Christmas New Boss Diet Pressure
Dinner Promises Success On
Invitation
A First Father’s Son’s Parking
Major Hospital Graduation Fine
An Important Wrongly Passport A Shrewd
Customer Accused Delay Analysis
A Successful Contract ‘Tell Him New Business
Job Interview Expires He’s Out’ Has Positive
Impact
Wedding Early The Boss’s Massive
Anniversary Retirement Eagle Attack
Blunder Offer
Husband’s Two Woman’s Friend
Great New to Choose Examination Gets Promoted
Job Offer
She’s Off Leisure Club Takeover Flight
Again Deal Rumours Overdue
Message Very First ‘ You’ve Just Aunt Alice’s
Received Run Passed It’ Statement
Invitation To A New Younger You Take Date A Friendly Sales Figures Redundant TV Appeals
Hit the Bar Gesture Dropped
That’s Done New Car An Office No Big Someone Chosen Second Hand Completely
Deal Affair Issue To Watch One Article Out OF The Box
Frozen Out Neighbours’ Summer Promotion The Last Breakfast A Bit Someone Has
Move Season Material Word Deadline Of A Blow Has To Get It
It’s Still Nearly Very Poor It’s Done Workloads 1 Hour Another Job Little Leeway
Hot Had It Service Now & Phone Calls Left To Go To Here
Eyebrows
MouthEyes
Hair
Ears
Nose
Fingers
Clothes
Knees
Hands
Shoes
Feet
Legs
Skin
Shoulders
Communication
The Whento Model
Body Signals
What do I do most of?
In what proportion do I currently employ
these behaviours?
Am I being really smart with these
behaviours?
How smarter ought I to be? Why?
What would represent the best
sequence for using these behaviours?
Why?
Are there occasions when I might alter
the sequence?
When?
When should I be observing most?
When you should I be listening most?
When you should I be speaking most?
When should I be actioning most?
Do what you’ve always done?
Observe and don’t action?
Observe and don’t listen?
Observe and don’t speak?
Listen and don’t action?
Listen and don’t observe?
Listen and don’t speak?
Speak and don’t action?
Speak and don’t listen?
Speak and don’t observe?
Action and don’t listen?
Action and don’t observe?
Action and don’t speak?
How self aware am I?
What do others think of me?
How much do I seek and welcome feedback – good or bad?
There is a very good reason why the
Good Lord gave us two ears, two eyes
and one mouth!
Ask yourself What happens if….
Don’t get Emotional!
Disgrace
HateLove Revenge Anger Faith Cynicism
EnvyFear
This is a vsual model which we
use to discuss the effect of
the different messages we
transmit to others by the
way we act, dress, stand, sit,
speak, listen, stand, move etc
consciously or unconscious.ly
Pride
Generosity
Understanding
Romance
Belief Suspicion Passion
A B C D A B C D A B C D A B C D
A B C D A B C D A B C D A B C D
ADon’t Get Emotional! Is a
stimulating interactive activity
with a competitive element
aimed at helping learners how
to be more emotionally
intelligent when negative
emotions and narrow
assumptions get in the way of
effective communication .
B
C D
14. Sales & Customer Service
Workshop 1
Sales and Service Process - The 5 P’s
In this Session we examine the constituent parts of the Sales and Customer Service
process and how Store Managers can instill and maintain excellence
Connecting the 5 P’s
A continuation of the first sessions , concentrating on the dynamics of the 5P’s:
Presentation, People, Performance, Production and Products
Why Shop at your Store?
In small groups, Participants identify the reasons why customers choose to
shop at their store and how Store personnel can positively influence
customer choice
Customer Complaints - The 3 R’s
We look at some practical every day complaint situations and practice the use of
the 3 R’s - Regret, Reason and Remedy - as a method and process for responding
to customers
Workshop 2
Customer Counts
This is a unique and innovative activity – designed specifically for the SPAR Stores
that enables learners to identify and understand the common goals, value and
relationships that connect internal customers
C Store or Customer Shoes
Two competitive and engaging team activities whereby, with C Store participants
use SPAR products to relate to and anchor effective and consistent customer
service and in Customer Shoes, Participants learn to match different types of
customers with their reasons for shopping
People Management
Workshop 1
Value Setting
This activity will help people to think about their personal values and how to help
others establish their values so that people have a clear template for the manner
in which they work together
The Motivational Wheel
A unique TCL model for contracting with people by understanding what makes each
person ‘tick’
Maslow & Belbin
Belbin® Team Roles improve self-knowledge and understanding of individuals
and teams. Each role has its particular strengths and weaknesses,
and each has an important contribution to make o a team. Maslow's Theory
concerns the responsibility of employers to provide a workplace environment
that enables employees to each their potential
Emotional Intelligence (EQ)
A look at some of the theories and how these work in practice i.e. knowing your
emotions, managing your own emotions, motivating yourself, recognising and
understanding other people’s emotions, managing relationships
The Johari Window
A familiar model for developing awareness of self and others
•The Corporate Animals
Caricatures of people at work - a way to engage different types of people
Workshop 2
• Performance Management
The Job Description
The PM Process
Reviewing Performance
The Core Competencies
Competency Development
Reward & Recognition
Management Development
In the following pages we lay out a typical Management Development Programme although for development such as this we would, naturally, customise this to meet Clients
specific needs.
15. Coaching
Workshop 1
The Magic Stick
A stimulating and highly motivational activity that enables participants to value the
difference between the task and the objective
Coachbuilder Boards 1 & 2
1. So, You Want to be a Great Coach?
2. Giving & Receiving Feedback
This activity, which covers two separate sessions, involves groups of learners who are
required to build the processes and matching behaviours and effect understanding of
the step by step approach to coaching their people
Question of Balance
A visual model that identifies the role of the coach and the coachee
Workshop 2
Coachbuilder Boards 3 & 4
3. The Power of Open Questions
4. A Coaching Framework to Succeed
See Coachbuilder Boards 1 & 2 above
Colour Blind
Colour Blind - a stimulating Group exercise - used to reveal the importance of
effective listening. We also examine the basic principles of Neuro – Linguistic
Programming (NLP) and how these can be used to enhance communication skills
The G.R.O.W.T.H. Model
We introduce Participants to G.R.O.W.T.H. - a model for structuring objective setting
for self and others. Participants then practice using the model.
S.T.A.R. Concept
Participants use the S.T.A.R. concept, which measures behaviour and competence, to
break down achievements into four constituent parts –Situation, Tasks, Actions,
Results - and to use the results as a benchmark for continuous improvement
Action Learning
• The Process
The essential steps: experiential learning, creative problem solving, knowledge
acquisition and transference, learning support
Action Learning aligned to a Commercial Project
The idea is that each Project should provide a Financial contribution directly or
indirectly to the business and, as a consequence, this Programme will be self
financing
The Workshops will assist Participants to identify the Project criteria;
- Must be S.M.A.R.T.
- Have a financial objective
- Relevant to Job Role and the Busines
- Shared Ownership
Implement the Project
- Within Sphere of Influence/ Capability
Plan the Project: Milestones and Goals
Setting G.R.O.W.T.H. Objectives
Use the Action Learning Toolkit to produce quality results
Project Mentoring
Working with a mentor will enable participants to receive experience, knowledge
and confidence on an individual level
The criteria for choosing your Mentor
The Role of the Mentor& Mentee
The Mentoring
- Building the Relationship
- Setting the Direction
- Developing the Mentee
- Moving Forward
• Action Learning Sets
The principles for implementing Action Learning are as follows;
One set convened every 10 weeks
Shared learning and best practice
Public review of project
Work through individual and collective issues/problems arising from projects
Re - set project goals
16. Strategic Management
Workshop 1
Remote Management
We examine the principles of multi site management and some of the hurdles that need
to be overcome e.g. making time count, store visits, reporting structure , delegation and
what to delegate, early warning systems etc
The Communication Matrix
A model for Stakeholder management – what remote Managers should be doing daily,
weekly, monthly and who they should be doing it with
Building a 5 Star Team
A learning activity whereby Participants, using TCL’s 5 Star Team Model, identify the
common values that drive winning teams. We also discuss he behaviours that support
these Values
Workshop 2
Key Activity Planning & Time Management
Journey to the Future is a proven tool that will present participants with a novel, one
page method to plan key activities and tasks
Analysis, Judgement & Problem Solving
We practice real issues with several model viz., The Decision Clock, The Problem Sphere
The Fishbone Analysis
The Round Table
An effective and exclusive model to identify and use networking and relationships
Making Team Meetings Count
Meetings cost time and money so we need to make them count. This part of the
workshop discusses these issues and introduces a model for effective team meetings
The Link
A dynamic and interactive activity where learners identify the commercial and business
links between the key activities of the business and their own job role
Leadership (Incorporating The Leadership Game (TLG)
Pre- Workshop Preparations
• Stakeholders Commitments and KPIs
• Self Assessment
Workshop 1: The Leadership Game
Part 1 :
The TLG Leadership Model
Exchanging Case Studies
Identifying the Key Leadership Activities
Selecting Strategic Key Activities for Case Study
Playing The Board Game
Part 2
The Leadership Toolkit
- The G.R.O.W.T.H. Model
- The Bridge of Desire
- The Motivational Sphere
Part 3
The Leadership Grid
The Leadership Grid with Challenges
Part 4
Preparing Case Study Presentation
Case study Presentations
Part 5
Transferring and Sustaining Learning
- The L.E.A.D. Model
Learner & Stakeholder Action Plans
Workshop Evaluation & Learning Points
Workshop 2: Leadership Skills Transfer & Continuous Improvement
Part 1
Leadership Evidence
Incomplete Evidence
Barriers to Action Plans & Continuous Improvements
Stakeholders Action Plans
Part 2
Leadership Drafts
Self Assessment Re-visited
Evaluation & Feedback