Hybrid blog articles

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.

Tips and tricks for delivering bad news from a famous baseball coach

Is it ever possible to give bad news in a good way?

Some would argue not. Having started my working life around three months before the Global Economic Crisis hit, and watching colleague after colleague being made redundant throughout the media industry, I certainly would never have wanted to swap places with the people who had to give the bad news to their employees over and over during that time.

But while over time, some colleagues remembered the action of being made redundant, for others the way they were told stuck in their minds longer than the pain of having to pack up their things and reconsider their lives at a moments’ notice. If you have to deliver bad news, it will always be tough, but the aim is to do it in a way which leaves the bad memory without you in it.

Some of my participants are controllers. Delivering bad news is one of the challenges they find extremely difficult to overcome in English. While one popular theory is that giving negative feedback to English speakers might follow a hamburger approach – i.e., give some positive feedback (the top bun), followed by the negative (the meat), and finished with a positive plan for the future (the bottom bun), in my experience most employees value honesty far more than any trick designed to make them feel better. There is a need to be respectful, but a positive bun full of too much sugar won’t cut it when the negative meat needs to be delivered hard and fast.

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“Would you rather get a bullet in the head or five to the chest and bleed to death?”

Billy Beane summed it up well in the movie Moneyball, when he taught his intern Peter Brand how to cut players from their team. “Would you rather get a bullet in the head or five to the chest and bleed to death?”, he asks when discussing the prospect of firing someone. There are a number of things to be learned from the tactic Billy uses throughout the movie, who in real life was lauded for his business sense within the sport of baseball. They would include the following:

1. Understand who you’re talking to

When giving negative news to a baseball player, you might need to sweeten it less than when giving it to a secretary renowned for being slightly sensitive to change. What are the main personality traits of the person you are talking to from your experience? Are they culturally inclined to handle the truth quickly? Do your research first on who they are are you will get a better idea how to handle the situation.

2. Sugar coating the truth doesn’t make it better

Saying nice things around the bad news won’t make the person feel better. Some cultures don’t use imperatives nearly as often as others (i.e. I hear German clients saying ‘do this please” while British clients might say “could you do this please?’), but all cultures value honesty. Keep your wording polite but also keep the sentences short and to the point.

3. Don’t mislead in the hopes of saving someone from bad news

At all times, the aim should be to give all the information you have and in the simplest way to understand. Like ripping off a bandaid, it will hurt less in the long run. People always find out the truth one way or another if you try to embellish the reasons behind the bad news. If you don’t know the answer to something, say so!

4. Keep it short

People don’t appreciate receiving emails with three paragraphs giving them the important news right in the last paragraph. They don’t appreciate the meetings that go for what feels like an eternity before having bad news dropped right at the end like a bomb. Give the bad news quickly and succinctly and then allow time afterwards for explanations and questions. In my first job, when we found out 30% of our department had been made redundant – explaining why they weren’t in the meeting – I certainly appreciated getting the news first up without a long winded explanation first.

5. Be confident

Billy oozes confidence throughout Moneyball and it’s one of the reasons he was so successful at his craft; and he shows in this clip that the second you are on the back foot after giving negative information, you will fall into a hole that is difficult to get out of. Be confident in what you are delivering and why you have to say it, even if you are faking it. Practice beforehand if you find it difficult.

How do you deliver bad news?

An exercise I often do with my clients is to watch the video and discuss whether they think it’s a good way to deliver bad news to their English speaking co-workers and how they think this method is effective or ineffective. While it is certainly an extreme way to deliver such news; direct, honest and without any flowery language around the sides as Peter quickly learns and applies; it is a good example of showing that cultural stereotypes don’t always apply when you need to tell someone something they don’t want to hear.

What tactics have you found to be helpful when delivering bad news? Would you give it like Billy does in Moneyball? Comment below with your feedback.

The elements of effective teams

In order to be effective your team needs a number of key elements to be present. Elements such as clarity of purpose, shared awareness of roles and constructive communication. These elements are not difficult to achieve but they do take focus and effort. Take a moment and ask yourself two simple questions – How many teams are you currently part of?  And how effective are these teams?  The first question is easy, but the second? Working in teams is so common for many of us that we just don’t take the time to reflect on how effectively we are actually performing – and so we miss an opportunity to develop ourselves, our team and our impact on our organization’s goals. Researchers have shown over and over again, that these elements are essential for effective teams. Businesses which recognize their importance and work at maintaining them, are rewarded with teams that consistently perform and achieve their targets. Ignoring them leads to unachieved goals, wasted potential and demotivated staff.

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What does an effective team look like?

Here’s a simple tool we use when running workshops with existing teams. Some of these questions are hopefully familiar, but too often we see goal-oriented teams typically neglect the softer aspects explored by questions 8-10. Select one team of which you are currently a member.  Now ask yourself the following questions, rating on a 1 to 5 scale, with 1 being low and 5 being high:

  1. Do we have a clearly defined purpose?
  2. Are our roles and responsibilities well-defined, understood and followed?
  3. Do we have the tools and resources we need to achieve our objectives?
  4. Do we listen to each other?
  5. Do we all actively participate in problem solving?
  6. Do we work constructively through conflict?
  7. Does our team leader approve of our work, providing relevant and specific feedback on whether we are meeting expectations?
  8. Do we work and learn together?
  9. Do we take time out to assess our progress?
  10. Would we work together on another team?

Your score

Effective teams should be expecting to score 40+.  Outstanding teams score 45+.  What did you score? And what are you going to do now? Why not check out Target Training’s seminar on building effective teams?  Click here for more information.

Common contract language decoded

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effective introductions target trainingI remember the first time I had to deal with a contract in German. I felt like I didn’t know what I was agreeing to and it made me really nervous. It seemed like the message was hidden behind complicated words which I didn’t truly understand. So when several of my participants who work in the purchasing department asked me to help them understand the language of legal contracts in English, I could really identify with their apprehension. If you are responsible for deciphering the meaning of a work-related contract or in your personal life, it is very challenging- even if you are confident about your language skills.

Understanding contract language doesn’t have to be quite as difficult as you might think, if you know some of the basic vocabulary which is commonly used. Below we are going to look at some commonly used phrases which you might encounter in contracts and what they mean in plain language. We’ve arranged them in categories to help you. (These phrases are intended to help you understand what is meant; they do not replace your legal department.)

At the beginning

  • This contract agreement sets forth the terms and conditions during the term hereof. = In this contract you will find the basic requirements related to the agreed time frame.
  • These are the obligations pursuant to this document. = These are the requirements which are relevant for this document.
  • Article 1, hereinafter referred to as 1.0, stipulates the mandatory conditions. = Article 1, which is shown as 1.0 later in the document, states which conditions are required.

What are the conditions?

  • The user is obligated to adhere to the conditions expressly set forth in this agreement. = The user needs to follow the conditions listed in the agreement.
  • Conditions are subject to change in accordance with the standards set forth in this agreement. = The rules can be changed in the way shown in the agreement.
  • A breach of contract leads to the immediate termination of this agreement.= The contract ends if the contract conditions are broken.

What are my rights?

  • The company retains all intellectual property rights and modifications thereof. = The intellectual property rights and changes belong to the company.
  • The aforementioned conditions do not affect the companies’ rights. = The previous terms do not change the companies’ rights.
  • The stipulations set forth in this agreement are binding.= The agreements in this document are obligatory (not optional).

What is it going to cost?

  • Unless otherwise agreed to in writing, charges will be invoiced upfront. = Costs are collected in advance, unless other arrangements are written into the contract.
  • The user is not entitled to any refunds, credits, or early termination for any reason. = The user has no right to ask for money back, credits or to end the contract earlier than planned.
  • Premature termination of the contract shall not release the user of their obligation to pay any fees that have accrued. = The user still needs to pay fees which they created even if the contract ends early.

More on contract language

 

Without boundaries – Why I believe the digital learning experience represents the future of L&D

I work for a leading global engineering company (one of the largest) extending its profitable global business over the past 150 years with offices across America, Asia, and Europe. It is recognized for its innovative, digital working environment, passion for its brand and customers and as a place where talented people are inspired and challenged to release their full potential.

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A transformation towards the power of the individual

Originally coming from Silicon Valley to Germany in the late nineties, I have been able to grow professionally by overseeing a variety of HR initiatives in attracting, developing, engaging and enabling talent all along the HR landscape. For the past fifteen years, my focus was heavily on building talent management strategies which helped enable and retain people.

Today, I am experiencing for the first time a major transformation in the marketplace towards savvy social employees whose choices and opinions can have a dramatic impact on the bottom line. This shift to the power of the individual is transforming the relationship between workers and employers. Corporate training is undergoing a total transformation, and the concepts of “evaluation and assessment” are being replaced by better engagement, interaction, empowerment and quality learning.

Building a learning experience to meet the challenge

With Industrial 4.0 and the digitalization of our workforce, we are seeing a fast-growing new marketplace for tools and providers which should help us meet this challenge. In a highly competitive climate, I believe it is imperative that L&D professionals develop strategies to continue to close the skill gap while ensuring an even greater employee experience. To tackle this challenge, many L&D leaders are moving towards building a long standing learning experience.

This shift requires a transformation in how we handle future L&D initiatives. As the economy picks up and companies are competing for people again, businesses want

  • HR technology that directly drive employee engagement, help improve employment brand, and platforms that harness and reach out into the internet.
  • learning software that builds a compelling self-directed digital learning environment,
  • goal management tools that are agile, easy to use, and help people develop.

3 goals for harnessing technology to boost inspiration, collaboration and learning

Technology has the ability to boost inspiration, collaboration and learning and I believe technology will have a key role in helping empower L&D professionals to do a vital job. Employees today are already using an array of digital devices outside of work, so it makes sense to make the most of them in every learning environment.

  1. Our focus should be on turning learning environments into connected centers where training is delivered in collaborative, interactive and creative ways.
  2. Everything from mobile devices, online learning solutions and interactive platforms should give employees the chance to access what they need, discover something new, and then share it instantly with their peers.
  3. Employees can work with each other on projects, get advice, discover new sources of information, and generate and discuss ideas.

This approach will make the learning experience richer, more productive and enjoyable without boundaries.

Related posts (from secret L&D managers)

Who is the secret L&D manager?

The “secret L&D manager” is actually a group of 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.

 

3 communication problems faced in meetings and 9 facilitation strategies that will solve them

Even if you’re well organized, with a clear agenda and purpose, basic communication problems can arise that can derail your meeting very quickly. If it’s your job to moderate a meeting, you need to be able to get clear decisions without wasting too much time. Below, we present a few common communication problems and basic facilitation skills that can solve them and get your meeting back on track.

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Problem 1: Deadlock

Situation: The group discusses an issue fully, but no agreement can be reached because no one changes their opinion. Here’s an example:

Chris: That brings us back to the question: do we want to host the event in Denmark or Croatia?

Dana: It’s too cold in Denmark. Let’s go to Croatia.

Richard: I still don’t understand why we can’t just do it in Germany.

Mark: Russia! Russia! Russia!

Laura: We’ve been talking about this for an hour. Can’t we just choose one?

Strategies for dealing with deadlock

  • take a break and try again, but with a clear time limit to make a decision
  • make a temporary decision that can be changed later
  • use a problem-solving tool like the FOCUS model

Problem 2: Unimportant points

Situation: The group discusses trivial points and wastes time. For example:

Mike: So should the picture be on page 343 or page 344 of the report?

Strategies for dealing with unimportant points

  • as facilitator, give one person the power to make a final decision
  • scan the agenda and delete unimportant items before the meeting, then discuss those points with the relevant colleague privately
  • if there’s one idea that everyone seems to be happy with, name it as the choice and quickly move to the next point

Problem 3: stubbornness

Situation: One person sticks to their opinion no matter what anyone else says, and refuses to change their opinion. For example:

Tina: I don’t care what you say, I insist that we use Acme as our telephone company.

John: But Acme is the most expensive.

Tina: That’s true. But our telephone company must be Acme.

Strategies for dealing with stubbornness

  • ask questions to find out why your colleague insists on this one option. Maybe there is information the group doesn’t know that can help the discussion move forward. Insist on full answers to your questions.
  • rather than attacking what you see as a stubborn approach, try to put yourself in your colleague’s shoes. The situation might look differently from their perspective.
  • if the colleague still refuses to change, apologize and tell them that while you value their opinion, the group has made another choice

The basics of reader-oriented writing

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cult guidelines VT poster A3Good writing is more than perfect grammar or a large vocabulary

Writing is a skill that requires practice regardless of what language you write in. This holds true not only for fiction, but also for writing reports and other business correspondence. How many times have you received a poorly written email or read a report from a colleague that left you scratching your head? The problem often lies in who the writer is focused on. Too often, that focus is either on the writer or the content and not where it should be: the reader. By focusing on the needs of the reader, the writer can deliver the message more effectively and ensure the attention of the reader will be maintained.

The goal is to put the reader in the spotlight

You want to keep the reader’s interest stimulated so they keep reading. Once you are able to answer the questions below and have analyzed what you want to achieve, then you are ready to choose a format or text structure and start writing. You will find that your writing is more directed, and you will gain confidence in your writing ability because you will know why you are writing.

Who are my readers?

Such a simple question, but if you don’t know who your audience is, you are basically writing for yourself, and then it becomes just an ego piece.

Where are my readers from?

This could be relevant. Knowing where your readers are from will help you understand them from a cultural perspective.

What excites them?

This should be the question, not “How do I not bore them?” Once you discover what excites your readers, you will have them hooked, and they will keep coming back for more.

What are they afraid of?

The knowledge of what your readers’ fears are will help you keep the reader engaged by avoiding topics that would cause them to stop reading your piece.

What do I want to share with them and why?

This takes the first question and goes a bit deeper. It is important to understand the reasons behind writing in the first place. It is assumed you have a message or information you want to convey, but knowing why the audience would be interested makes it easier to write more effectively.

How is my content relevant to my intended audience?

It is important to try and see things from the reader’s perspective. If you don’t know the relevancy of your message, the intended audience won’t know it, either. They also won’t waste their time reading what you have written.

What is my and my organization’s history with them?

If you have previous experience with your audience, you can draw on this and learn from it in order to produce more interesting content. Take a previously produced piece and ask yourself how it could have been better. From this introspection, your subsequent pieces will be increasingly valuable to your readers.

How do they like to receive information?

The structure and layout of your content is just as important as the message. Maybe your readers don’t like dense passages full of explanations and prefer lighter writing with graphical explanations. Maybe it’s the opposite. Either way, you owe it to them to find out.

What questions do they have?

Once you understand your readers well enough, you can predict what questions they would ask. By including the answers in your writing, the readers feel you know them well, and they trust you more.

We’re always delighted to hear from you

You know what to do…

(If you are interested in learning more about reader-oriented writing, please consider Target Training’s seminar on this topic)

3 questions to ask your existing training providers

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:

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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.

Quick and Easy Recipe for ‘Tasty’ Teleconferences

 

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Intercall is one of the world’s largest international conference call company. And Intercall’s own research showed that more than 60 percent of respondents admitted to doing something else while on a conference call. This “doing something else” is one of the key contributors to ineffective teleconferences.

I think it is safe to say many of us would like to improve our teleconferences at work. Many of them are unfortunately either too long, not focused enough, or generally unproductive. So what can you do? I’m a terrible cook but I like to try cooking something once in a while. One thing that makes it easier is to have a clear, easy-to-follow recipe to use. This got me thinking. Why can’t we have simple recipes for business topics such as teleconferences? I know that not all teleconferences are the same, but here is my attempt at a recipe for a good starting point for a teleconference.

Ingredients

  • 2 or more well-prepared and lively team members
  • Working phones and computers
  • An agenda
  • A clearly defined moderator
  • A clearly defined minute taker
  • Listening skills
  • Focus – as in not being part of the 60% who are doing something else during the call!
  • Participation
  • Coffee(optional)

Instructions

  1. Mix your team members, phones, and computers lightly until energized. Make sure the technology is working the way it will be needed and the team members are ready. Add coffee here if needed.
  2. Take the agenda, combine it with the moderator and use this to begin the call. Make sure the call starts on time and the moderator leads everyone through the agenda as efficiently as possible. Also, take the minute taker out of its package at this time and activate it.
  3. Pour in the participation, focus and listening skills from all during the call. This is important as it will give the necessary flavour needed to make your call productive. Bake this for 15-30 minutes (depending on the time given for the call). IMPORTANT: do not over-bake i.e. go over the agreed time, as this will cause a sour or bitter taste for all involved.
  4. Shake and clean the call by having the moderator summarize the key points, confirm the action items that need to be done and by whom, and schedule the next call.
  5. Let the call sit for a few hours to cool after baking. Then, have the minute taker send out the minutes to the participants, and those who could not be on the call to ensure long lasting flavour.
  6. Enjoy the tasty results of a productive teleconference!

By following this recipe, hopefully your calls won’t turn out as bad as my lasagne usually does.

Successful teleconferences aren’t difficult to have, but it does take a little effort by everyone to ensure consistent, productive success.

Good luck with yours and happy cooking!

How do your training skills compare to Fred Flintstone and his car?

Wouldn’t it be easier just to walk, than to walk and carry a car made of boulders?

As a training organization we train our clients as you would expect, but we also develop our trainers. Our trainers are observed regularly in the training room for two reasons. Reason one is quality management: Does the training meet client expectations? Reason two is professional (trainer) development: How can the trainer improve their training skills? From time to time, I get puzzled by how hard some trainers make their own lives. I was discussing this recently with a colleague, and she compared the situation to Fred Flintstone and his car. Do you remember that car? The one which he gets into, lifts up, and walks with? The car is a tool that is supposed to make his life easier. But the way he uses it can surely only make life harder.

What, you might be asking, has this analogy got to do with training? It’s a bit of a stretch but just like Fred, some trainers stop thinking logically about which way of doing something would be the most effective. They end up making some basic training errors as a result. Let’s look at five common training mistakes and some ideas for what you can do about them so you can a) make your training more effective for your participants, and b) easier for you.

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1. Confusing training with presenting

As a trainer I’ve often worked with participants who had to train people in something specific. In preparation they wanted to check their powerpoint slides with me. We reviewed the English on the slides, and that was it. This was a shame. Training is not running through a bunch of slides. Don’t you tend to switch off after 5-10 minutes of slides filled with text while the presenter talks you through them? I certainly do.

Effective training is interactive and experiential. Get the participants to talk about their experiences and come to conclusions themselves or with the help of colleagues. This means standing back, setting up tasks which make them talk, facilitating these activities, and giving feedback. Allow participants to learn from each other.

2. Talking too much

This is closely related to the first point. Successful training does not involve a trainer standing at the front of the room lecturing the participants. In a one hour training session, what percentage of time do you think the trainer should be talking for? As a general rule: the less the trainer talks and the more the participants are doing something, the better. That makes life easier for the trainer too.

Some trainers feel that if they are not talking, they are not in control, and that the participants will feel they can’t manage the training room. This is absolutely not the case. Aim to talk less – a lot less. If you’re not sure how much you talk, then film yourself, and watch it later. This can be a really valuable, eye-opening exercise.

3. Giving unclear instructions (and failing to check they’ve been understood)

I’ve been teaching and training for around 20 years, mostly with adults. A while ago in Spain I had to teach 6 year olds. Before this I hadn’t thought too much about how I gave instructions. I did some training before taking these kids on. One of the things that was stressed to me there was the importance of carefully planned out instructions. I started planning what I was going to say, and more importantly how I was going to check that everyone had understood what I needed them to do. This was a bit of work at first, but it was worth it in the end. Have you ever tried to get thirty kids into four groups by giving them the letters A, B, C, D?

Think your instructions out very carefully and make sure you are concise. Find a way of checking that people have understood what they have to do – this can be as simple as asking one person to repeat it back. This may sound silly, but it will save a lot of time and help clear up any problems in your instructions. After all, what is clear to you, may really not be clear to others, especially in an international audience.

4. Keeping things predictable

Variety is the name of the game. If everything is predictable and routine, it is boring. If it’s boring, no learning is going to be taking place.

How can you shake things up? Make sure you vary what you do. Look for variety in pace, activity types, groups, materials, and feedback methods. People learn in different ways, so try to cater to different learning styles.

5. Failing to explain aims and transferability

Sometimes when I am observing a class – fortunately not too often -, I have little idea what the trainer is trying to do and why he or she is trying to do it. If I don’t know why, then I doubt very much that the participants do. If you were taking time out of your day for training, wouldn’t you want to know why you were there and what you were going to get out of it? Luckily this problem is easily remedied.

  1. Share your aims – write them up at the start of the session and cross them off as they are achieved.
  2. Explain why you want people to do things. Generally most of us are prepared to do things if we understand the rationale behind them. All you need to do is say for example “We’re now going to ….. so that…..”

So, think about it. Can you make yourself a little less like Fred Flintstone and his car? What mistakes have you made when training? What have you learnt from these mistakes? Why not share your experience with us?

The role of games in training sessions – serious business or seriously overrated?

The multinational company where I give English training has introduced several games over the last few years to help employees learn skills intended to help them do their jobs better. While utilizing games isn’t mandatory, it is strongly encouraged. Some people love this way of learning, others find it a waste of time. So why the hype about using games in the training room? What are the advantages and disadvantages of this method of learning? In the last few years there has actually been a fair amount of research put into studying the effectiveness of using games for learning purposes so we don’t need to search for long before we find proof of how popular games can be. This is demonstrated by the sales figures of various game consoles or by the number of subscriptions to online games. This means that there are many people who obviously are interested in playing games and excited to spend their time doing so. Why not combine this enthusiasm with learning goals and create a win-win situation?

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Not convinced?

Here are some figures* which support the movement:

  • In the US, nearly 170 million people played computer and videogames in 2008, spending a record $11.7 billion.
  • Because of good game design, more than 11 million subscribers spend an average of 23 hours per week immersed in World of Warcraft.
  • In the four years between 2006 and 2010, nearly one in five US workers were expected to retire, to be replaced primarily by 18-40 year-olds who grew up with videogames.

The last figure is probably the most important reason to bring games into the training room- it has become normal to spend time playing games. In the past, those games might have been bingo or bridge, but now they are often computer games. We have access to games in many of our daily life situations- on television, on the radio, on our mobile devices and online. Why not also in the training room?

Using games in the training room

The reason for using games in the training room isn’t to kill time**. It’s to learn and practice valuable skills. There are many skills which lend themselves well to games- improving fluency and speed, creative thinking and problem solving, revision of previously discussed topics and vocabulary. When the games are combined with soft skills like meeting, presentation or negotiating skills, the value (and the level of difficulty) become even higher.

Many of my participants inform me that they appreciate the chance to do interactive exercises (the most basic expression of a game) because they learn easier this way. They also really appreciate the chance to “kill two birds with one stone” or to accomplish two goals at the same time- learn more about a topic and practice their language skills. This idea is supported by evidence from Professor Seymour Epstein at the University of Massachusetts. His theory, the Cognitive Experiential Self Theory (CEST), states that our brains retain and process information in two different ways. One part, our experiential mind, helps us to learn by focusing on what we are doing. This method of learning can happen very quickly and is forgotten very slowly. Our rational mind, on the other hand, focuses on processes. This information is often not retained for a long time however. In order to learn best, we need both parts of our brains to work together. When combined with a discussion after the game, both parts of the brain are activated for learning.

Are you interested in finding out more about how games can be effectively incorporated into the training room? In a few weeks, I’ll review a few popular apps and games. If you want more information in the meantime, contact us below with your comments.

  1. *From http://www.newmedia.org/game-based-learning–what-it-is-why-it-works-and-where-its-going.html
  2. ** See http://thiagi.net/archive/www/fac-027.html

The importance of writing in plain English

Writing in plain English is important when communicating with others in a business setting. Everybody knows this (or should), but why should plain English be used? The most obvious reason why is to ensure your message is being understood exactly as you meant it. By stating your message plainly and simply the first time, you will not have to waste valuable time and energy clarifying your intent in subsequent emails or contacting people again through other means such as a phone call. Another reason to simplify your business writing is money.

Consider this*:

  • UK businesses lose £6 billion a year because of badly written letters.
  • General Electric saved $275,000 by redrafting manuals into plain English.
  • The US Navy estimated plain English could save it between $250–$300 million every year.

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Time is money

Time wasted equates to money lost. Think about what plain English could mean for your business. In a typical office, the average employee receives about 100 messages a day. How much time is spent writing the original document? How many people end up reading the document? How much time is spent reading, processing and clarifying it?

Many people need to be re-trained to write in a simpler way. This is because they are not used to writing in a business environment or for non-native speakers. People also want to show off their large vocabulary or knowledge of grammar.

8 tips for writing in plain English

  1. Remember your audience. They may also be non-native English speakers with a lower level than yours.
  2. Organize your message.  Make sure your message follows a logical path.
  3. Write as if you were talking to the reader. An easy, conversational style will keep you from overcomplicating your sentences.
  4. Keep sentences short. Longer sentences are taxing on the reader. You’re not writing a novel, so don’t write like Jack Kerouac!
  5. Be specific rather than general. The reader doesn’t want to play the guessing game!
  6. Don’t repeat yourself. There is no reason to say the same thing three different ways.
  7. Use simpler words. There is no reason to show off your large vocabulary. This goes back to point 1.
  8. Don’t use jargon. This also goes back to point 1. Not everybody uses the same jargon, even within the same company.

If you have experience with having to write plain English, then you might have your own tips to share. I’d love to hear them and pass them on to my participants. For more tips on writing plain English, here are two interesting links I found.

*Source: Joe Kimble Writing for Dollars

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

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.

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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.

Key English language tips for before, during, and after your business lunch or dinner

I was recently coaching a department head in the automotive industry here in Germany. Before long, the topic of business lunches and dinners came up. We spent some time going through the following topics and quick tips.

Before the meal

When you are hosting a business lunch/dinner, it is your responsibility to invite the person and check their preferences. Some people may have food allergies or religious beliefs that limit what they can eat, where they can eat, etc. When setting up your lunch or dinner, try some of these phrases in your emails, phone calls, or when speaking face to face:

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Invitations

  • Since you will be in town Tuesday night, I was hoping you would join me for dinner.
  • I would be delighted if you joined me for lunch on Wednesday.
  • Would you like to have lunch on Friday?
  • What are your plans Tuesday evening? How about dinner?
  • What do you say to grabbing dinner on Monday? My treat. (by using ‘my treat’ it means that you are telling your colleague that you will pay for their meal. An alternative is “it’s on me”)
  • How about we get some dinner after our meeting on Thursday?
  • I know a great sushi place in the center. Do you want to join me for lunch tomorrow?

Checking your colleague’s preferences

  • Which do you prefer: local German food, Indian, or pub food?
  • Do you have any preference on the type of restaurant? There’s a good German restaurant close. A Lebanese one. An American diner. What do you think?
  • Anything specific you would to like try while you are here?
  • I know a great little Italian restaurant close to the office. How does that sound?
  • I’d be happy to pick a place for us to eat. I know that sometimes we have certain types of food we prefer/or have to avoid. Is there anything specific you would like me to take into consideration when choosing a restaurant?
  • Just so I pick a place we both can enjoy, are there any types of food that you don’t eat?
  • What are you in the mood for? Korean? Steaks? Pasta?

During the meal

One of the keys of being a good host during a meal is making sure the conversation flows. It is a good idea to get the other person talking as this takes the pressure off you and people love talking about themselves. A great way to get people talking is to ask open questions, or a series of open and closed questions that build on each other. If you are asking a series of questions, the follow up questions shouldn’t sound forced and unnatural, and should build on the previous answer. You can then show that you are paying attention to what your colleague is saying by using confirmation statements and questions. Here are some suggestions that may help:

Conversation starters

  • So, what do you think about Germany so far?
  • Looking forward to the weekend? What do you have planned?
  • What are your holiday plans for this year?
  • I’ve never been to Boston. What would you suggest I do if I visit?
  • I have always been fascinated with Indian culture. What would you say the biggest challenge is for visitors to India?
  • I know you have only been in Germany for a week, but how does it compare with Brazil?
  • Do you follow football? What sports or hobbies interest you?
  • I’m sorry the weather has been so bad here in Germany. How is the climate in Shanghai?

Follow up statements/questions

  • What exactly do you mean by different customs?
  • And where else have you visited in Europe? Nice. What did you think about Madrid?
  • Tell me more about your school system in Sweden. That sounds really interesting.
  • That’s cool. How did you become interested in playing the guitar?
  • Really? Why is American football so popular?

Active listening/confirmation statements

  • I had no idea that skydiving was so common there. That is really fascinating.
  • So, you are saying that teenagers can drive a car when they are 15 years old? Wow!
  • Really? I didn’t know Americans don’t need a visa when they visit Europe.
  • Ok, I understand why you might think that is difficult.
  • How did you feel when that happened?
  • What did you say to him after that?

A lot of keeping good meal conversation going is focused on small talk. For more information on small talk with native English speakers, check out our socializing with Americans eBook.

After the meal

Quite often, good ideas come up when you are discussing business out of the office. Also, promises are made to send someone something, contact someone, etc. It is usually a good idea to send a follow up email after your business lunch or dinner. This can be done the next day, or a few days after depending on what was discussed. It’s also polite, can help build rapport, and is a good way to remind both parties on what next steps need to be taken. Want some help with structuring and what to say in your follow up email? Download our one pager on business lunch and dinner follow up emails.

So, the next time you have to host a colleague or client for dinner, don’t worry. It helps to do a little preparation by thinking about what you can do before, during, and after the meal to make sure you get the most out of your business meal. Guten Appetit!

Not everyone’s a natural at small talk

“By failing to prepare you are preparing to fail.” – Benjamin Franklin

Do you prepare for small talk?

Not only natural small talkers are good at small talk. How much time do you spend preparing for a presentation? Let’s assume you don’t make those up as you go, why should it be different with small talk? Being a confident small talker means you need to be prepared and give some thought to what you can ask and say.

Knowing what to ask

When you are back in France visiting your colleagues at the local plant, recall prior conversations you had. What did you talk about in the past? Holidays, children, work, hobbies? Remembering specifics is great but not necessary. Perhaps you remember that your colleague told you they were going on holiday, but you forgot when and where. Ask something like, “The last time I saw you, you mentioned you were going on holiday. How was it?”




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Knowing what to say

When you know you will be put in situation where you must make small talk, for example lunch with a client or visiting a project site, think about what contributions you can make. Ask yourself the following questions:

  • What interesting books or movies have I read or seen recently?
  • What are my upcoming holiday or weekend plans?
  • What interesting places have I traveled to or visited recently?
  • What new projects am I excited about at work?
  • What new challenges am I facing at work?
  • What are my current hobbies?

Answering these questions to yourself will help prepare you with topics of conversation to share in small talk that you feel are safe. Try to have three or four experiences or contributions in mind before entering a small talk situation.

Remember what small talk is

“Every great romance and each big business deal begins with small talk. The key to successful small talk is learning how to connect with others, not just communicate with them.” Bernardo J. Carducci

It’s great to ask your small talk partner questions about themselves- it shows sincere interest. However, if you only ask questions and never share anything about yourself, it will sound like a job interview at best or an interrogation at worst. Try to strike a balance between listening and speaking.

For more small talk, here’s one I wrote earlier: Open up your small talk

Email phrases for praising (virtual team) performance

Research shows that when we work in virtual teams managers tend to praise far less. In an earlier life, I worked as an analyst for an international corporation in Boston. A large part of my job was generating weekly reports and sending them off to various people. I never received a response, so I never knew if what I was I was doing was adding any actual value. This lack of feedback, whether positive or negative, was sometimes demoralizing.

It is vitally important to praise a job well done

Everybody likes to know that they are doing a good job and are on the right track in their tasks and projects. Working in virtual teams can feel isolating – and it’s motivating to know that your work is being noticed.

Praise does several things:

  • It improves the morale of both the team and the team member
  • It motivates people/teams and increases productivity
  • It’s an opportunity to give positive feedback
  • It builds commitment

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Email phrases for praising performance

Here are 17 phrases you could use the next time you want to praise one of your team members (or all of them) in writing:

  1. The work you did on the project was outstanding.
  2. You are an asset to both our team and our organization
  3. Your performance this past year has been exceptional.
  4. The quality of your work is routinely excellent.
  5. Your professional attitude is much appreciated.
  6. I have been very pleased with your efforts.
  7. Your extra effort and dedication have made this project a success.
  8. I must commend you for your dedication to our team.
  9. You have made a great contribution to the project.
  10. Your consistent professionalism has ensured the success of this project.
  11. You have been an invaluable addition to our team.
  12. Thank you very much for taking the initiative to find a solution to the problem.
  13. You can take pride in the work you have put into this project.
  14. The success of this project is a direct result of your efforts.
  15. Your enthusiasm and passion are exemplary.
  16. Your disciplined approach to problem solving led directly to this project’s success.
  17. You earned my respect with your inspiring performance on the project.

Mix and match and be specific with your praise

It is easy to mix and match the phrases in order to personalize how you want to praise each of your team members. For example, if you take #3 and #6, you can change it to: “I have been very pleased with your performance this year.” Or, you can use two or more and combine them into one sentence: “I have been very pleased with your efforts, you have made a great contribution to the project.”

Who doesn’t like praise?

Everyone enjoys receiving praise, don’t they? My colleague, Kate Baade, wrote in a recent post that it’s important to point out the positives as and when they happen. Don’t wait until the once a year performance appraisal interview to give praise. Kate, I fully agree.

 

Preparing for a performance appraisal interview

Performance reviews, appraisal interviews, annual reviews – whatever you call them it all boils down to the same thing. Extra work. I used to hate preparing for appraisal interviews with members of my team. Now I really enjoy them. Why? I’ve changed my approach. Rewind 10 years or so: I’d make the appointment, forget about it until I saw it on my schedule for the next day, have a quick think, dig out a few pertinent facts, come up with a few random goals, and off I went.

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What’s changed then? I want to keep my employees in the company. And performance appraisal interviews are important in making sure this happens. So, I use my “5 Keeps” approach:

“If you’re reading this, apologies to those individuals who had to live with how I used to prepare for performance appraisals. I’m probably part of the reason you hate performance appraisal interviews.”

Keep it objective

I’ve finally understood that appraisal interviews don’t work if you see them as an event that happens once a year. How can they? We’re all human and we don’t remember things. We inevitably end up reviewing what the employee did most recently. If that was good, great. If something wasn’t so good, then the employee gets a poor review for the whole period, which is not really fair, is it? Emotions play a role here. It helps to find a way of standing back from what is happening at the time of the interview and look at the whole year objectively.

Keep notes

This may sound a little geeky, but to help with the appraisal interview, I keep a little notebook for each member of my team. I make notes of the little things, feedback from clients, team members, from other members of the management staff. Anything that could be of interest really. This means I don’t have to spend time gathering information before the interview. I have the specific examples I need in front of me. All I need to do at the preparation stage of the appraisal interview then is grab my little book. I schedule time for preparation before the meeting. I align my notes with the appraisal interview form and the self-evaluation form from the employee, and I’m all set for the interview.

Keep the conversation open all year

The thing about my notes is that there is nothing secret in there. Everything has already been shared. When I get good (or bad) feedback from a client, I tell them about it when it happens. When they do something really well, I tell them. When they underperform, I tell them.

Keep it developmental

Too often the focus can be on the operational details. Sure, that’s important for the business, but you can talk about that during the year. The key question is: how can I use this opportunity to make sure that this person is not doing exactly the same thing in exactly the same way this time next year? I want to make sure the focus is on development. I want to make sure goals we set together are motivating and are going to help the person grow. If they grow, we grow.

Keep it fun

Fun? Really? Yes, appraisal interviews are a great opportunity to talk to your employee about them. Do you have much time during the year to really learn about them? Probably not as much as you’d like. Here you’ve got allocated time to hear about how they feel – make the most of it, be encouraging, and enjoy it!

More on performance appraisal interviews

This post is the first of a 4-part series on performance appraisal interviews. Make sure to come back if you’re interested to read more about:

  • Starting a performance appraisal interview
  • Giving opinions and explaining reasons in a performance appraisal interview
  • Summarizing a performance appraisal interview

 

What makes an effective communicator in Project Management?

Would you risk 56%?

The Project Management Institute’s 2013 report Pulse of the Profession revealed that US$135 million is at risk for every US$1 billion spent on a project. Of that, a shocking 56 percent of is at risk due to ineffective communications. 56% of $135 million = $75 million dollars!

As a project manager, how can you ‘make effective communication happen’?

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Let’s look at some simple things you can do to focus your team:

Talk the Talk

You know how important it is to know what’s happening in your organization. Now, stress to your project team how valuable it is too. In project meetings, make sure your message is understood. Check in with your team, especially if it appears there may be confusion. They may not solve all your communication issues but they do convey how valuable good communication is to you:

  • Is everyone clear on this?
  • I want to make sure there is no misunderstanding.
  • What is not clear?

Admittedly, all three of the tips are too often reduced to clichés. But there is truth in them. Back in my theatre days, I, and many other actors I knew, often worried about playing stereotypes and clichés. A very good acting teacher used to tell me, “Embrace the cliché. It’s there for a reason. Find the truth in it!”

Walk the Walk

Keep language as uncomplicated as possible. Be polite but be clear.

A German manager, who worked internationally and used English in Live Meetings, once told me, “the challenge is that we are sometimes not strong enough in English to understand these problems, or sometimes we don’t realize that there ARE problems.” And therein lies the risk. Not only might you miss the complexity of problem, you might miss that a problem even exists.

Recognize that not everyone is at the same level when working in a foreign language. Different project management methodologies use some different terminology. You might be come from a PMP background but your colleagues might mostly understand the language of PRINCE2. Or your organization might use its own language to discuss projects. While using different terminology may be necessary (more in the 3rd point below), try to keep ‘jargon’ to a minimum.

Get Everyone on the Same Page

Although different project management methodologies boast unique language, it’s a good idea to be able to adapt in such a way that you are able to communicate with all stakeholders.

Have a standardized communications plan. 

The Pulse reports that high performers are almost three times more likely than low-performing organizations to use standardized practices through the organization. As a result, they achieve better project outcomes. Making sure your language is standardized defines outcomes, invites trust, manages conflict, invites commitment, and embraces accountability.

Embrace the cliché!

Any good project manager will tell you that project outcomes are never guaranteed. No project manager can control everything. But keep these tips in mind and you will be ensuring that one of the most important aspects of project work which is under your control – communication – helps make your project, you and your team be as successful as it can be.

 

Leading meetings in English

What makes leading a meeting in English so hard?

Leading meetings can be hard enough in your own language. All eyes are on you, and you are responsible for achieving an outcome in an allotted space of time. You need to deal with derailers and challenges – for example manage comments, build inclusion, develop buy in, deal with challenging meeting members, and know when to start and stop discussions. Any experienced chair person knows that this is often not an easy task! And this is even harder when you have to do it in a foreign language.

Leading meetings in English can bring even more challenges:

  • Will you have to manage participants from different cultures?
  • How will you ensure involvement when some participants speak good English, and some don’t?
  • How will you manage the balance of power that language skills bring to the native speakers?
  • Are you comfortable enough working in English? 

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Relax – it’s all about the meeting, not you!

When I’ve had to run meetings in Spanish or German, it took me a while to realize that it doesn’t help to worry about these questions. I quickly learned that the participants were actually interested in the content of the meeting – and not my grammar. I also learnt that the native speakers really appreciated the fact that I was doing all this in another language. I relaxed.

Divide the meeting up mentally

As long as you have a structure, and some key language ready to manage the structure, you’ll be just fine. Divide the meeting into sections – for example the start of the meeting, during the meeting, and the end of the meeting. And then think about what your role is at each stage. Here are some ideas, but you’ll probably be able to think of others that are relevant to you. And then make sure you’ve got a few phrases practised for each stage. Knowing that you are able to use phrases like these, gives you that extra confidence you need when leading a meeting in English.

English phrases for the start of the meeting

At this stage you need to set the scene. This could include:

  • Introducing the purpose: Thanks for getting here on time. Today we’re here to discuss the… / The aim of today’s meeting is to….
  • Giving an overview: We’re going to run through the main points of the agenda, the main points we plan to cover today are….
  • Outlining procedures: we’ll start from the top, and there should be some time for AOB at the end.

English phrases for during the meeting

What’s your main role here? Basically throughout the meeting you are responsible for maintaining structure and focus, so that a clear outcome can be reached. If that doesn’t happen, what was the point of the meeting? In order to make sure this happens, you might need to:

  • Invite comments: Henri, what are your thoughts on that? Xi, perhaps you could tell us what you think about that?
  • Ask questions to clarify information: Could you run that by us again please? I’m sorry, but I’m not sure I was clear about what you meant when you said….,
  • Clarify what someone else means: Are you saying that…? What I understood was that you’d….? Correct me if I’m wrong, but you’re saying that……So, what you’re saying is…? Can I check that I’ve understood that correctly?
  • Test everyone’s understanding: Eva, could you summarize the main points of that discussion for us? What were the key points from that?
  • Steer towards the objective: Could we bring the discussion back on course? This is really interesting, but we’re drifting away from what we’re supposed to be talking about.
  • Interrupt: I don’t want to interrupt you but…, If I could just come in here…., Svetlana, let me just stop you there
  • Holding off an interruption: Could we come back to that later? If I could just finish what I was saying…. Can I just finish making my point?

English phrases for ending the meeting

This stage is about tying everything up neatly and making sure everyone leaves the room knowing why they were there and what they have to do next.

  • Summarize: So, to summarize then…., So, if I may, let me just run through what we’ve agreed here….
  • Confirm decisions: We’ve agreed that… Everyone thought it would be a good idea to….
  • Set next meeting: Would Monday 13th at 11:00 work for everyone?, Let’s schedule the next meeting…
  • Delegate tasks: Our next steps are to…., Luis kindly volunteered to…, Elizabeth agreed to send us all the ….

Share what works

Let us know about your experiences of leading meetings in English. What have been your main concerns? What did you do to overcome them? What advice do you have for others who have to lead meetings in English?

First aid tips and tricks for sickly teleconferences

I’m going to give you a few quick and easy tips and tricks to make your teleconferences better. Why am I going to do this? You know why. Many teleconferences are horribly ineffective and waste a lot of valuable time. I have sat through hundreds of telecons, and have trained hundreds of other people who have sat through hundreds of teleconferences.

Three complaints I have heard time and time again are:




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  1. There’s a weird atmosphere on the call because there is too much silence.

  2. I can’t understand certain people when they talk.

  3. Our teleconferences are “always” a waste of time.

So, if you can give me a few minutes by reading on, I will try to give you some quick and easy ways to overcome these issues.

Silence is deadly…and uncomfortable

Silence can kill…a teleconference that is. If you are on a call, show some life and participate. Here are a few things you can try on your next call:

  • Give verbal feedback throughout the call. Simple sounds and phrases can really help the flow and atmosphere of a call. “Uh huh”, “I agree” and “Nice work Tom” are a few examples that can be used.
  • When you go through the agenda before the call, try to have at least one thing to contribute for each point. This way, you will be prepared to break the silence and look smart at the same time!
  • Don’t be afraid to express your opinion or give someone positive feedback. Not only does this help fill silence, but it can also build rapport (agreement) or generate some healthy discussion (disagreement).

What did he say?

It can be very difficult to understand some people on the telephone, and especially in teleconferences. This can be due to language issues, accents, the volume of a person’s voice, their phone habits, etc. The next time you don’t fully get something someone says on a call, try these:

  • Make sure you actually say something to them about it. Many times we don’t understand someone but don’t say anything because it is easier. Politely ask them to repeat themselves. Most of the time people don’t realize they are hard to understand.
  • Confirm understanding when you are not sure. Use phrases like “If I understand you correctly, you are saying…” and “Just to make sure I understand correctly, did you say…” This can be a more diplomatic way of telling someone they are hard to understand, and is especially helpful if you have asked them to repeat themselves a lot on a call.
  • Contact someone personally after the call. If you are having trouble understanding someone on a consistent basis, try calling them or emailing them after a call to politely bring this to their attention. You have to be careful how you do this, but many people will appreciate knowing that they should change the way they speak so people can better understand them.

These calls are a waste of my time

Most teleconferences run too looooooong. Here are a few things to do to save everyone some time:

  • Get feedback from the participants. First, assess if this is a common opinion by asking for feedback from the participants. Ask everyone what they think is causing the calls to run too long. Then, using the feedback, try to get rid of those ‘time wasters’.
  • Make some calls optional if possible. Give people a chance to opt out of certain calls. Then they can choose to use their time the way they want. Just make sure to take clear and concise minutes so that anyone who misses a call has the important information discussed.
  • If you usually have 30 minute calls each week, try doing the same thing in 20 minutes. If you usually have 60 minute calls, try doing them in 40 minutes. You will be surprised how much you can accomplish in less time if you focus on doing so. Remember, it is the moderator’s responsibility to keep things within the timeframe. With that said, some of the most successful teams I’ve worked with have had a designated “time watcher” that can help remind the moderator when time is running out.

These suggestions can turn your sickly teleconferences into the most productive time of the week!

Ok, just joking; but at least you can make them a bit better. If you are interested in more ways to make your teleconference better, download our ‘Sweet sixteen – quick and easy steps to better teleconferences’.