Helping out the non-native speakers in the room

Advice on how to improve your business communication skills is often directed at helping the non-native speakers communicate better, but what about the native speakers? What could/should they do to have a more successful outcome? Below are two considerations for native speakers preparing for meetings with mixed language ability colleagues. The examples shown below are from the observation of English native speakers, but the advice holds true for any meeting with different nationalities present.

Reformulate

It’s hard to cross-check yourself as a native speaker, especially when you are in full-flow and a strong, educated talker. It may be worth, however, trying to reword what you have just said- especially when you do catch yourself seeing some blank looks. The following expressions are taken from an actual meeting. Consider how difficult they might be to understand for a non-native English speaker. One way to evaluate this is by asking yourself: “Have I ever heard the other people in the room use this expression?” If the answer is “no”, then you should consider reformulating.

  • It’s all a bit clunky
  • We didn’t want to go there (not referring to travel, but a topic)
  • It didn’t go down very well
  • One-upmanship
  • That does seem a bit steep

Reduce excess words

English native speakers are especially good at using ‘softeners’. Softeners are words used to modify the potential force/impact of the message. For non-native speakers, the use of softeners can be ambiguous or confusing. Extracting the important information from someone’s speech is not always a simple task for a non-native English speaker. Take a look at the following example:

“We need some sort of decision probably by the end of the week”

This sentence could be interpreted as meaning, ‘I only need to think about part of the decision and I have no firm deadline to do so’. Non-native English speakers sometimes view softeners (the words in bold) as indicating that the real information they support is not that important. For a native English speaker, softeners are very hard to eradicate. On a simple level, however, you can see that softeners increase the number of words in a sentence and therefore might make comprehension of key facts trickier. This is not to say that softeners aren’t a useful tool, but factor in when it might pay to simply not use one.

More on meetings

Our blog features a number of posts on meetings.

Using the 3 dimensions of customer service in business communication

In a previous post, I talked about the 3 dimensions of customer service and how balancing the needs of your customer in each of the dimensions is a large step towards customer satisfaction. This post focuses on how you can use the 3 dimensions of customer service in your day-to-day business communication.

A quick reminder of the 3 dimensions

  • The business dimension – the reason for contacting you
  • The human dimension – the personal need of your customer (assurance, empathy, understanding)
  • The hidden dimension – everything that is going on behind the scenes

Read the full post

Focus on the person, not on the problem

Regardless of how the customer query ends up on your to-do list, and regardless of the type of query, the person most likely contacted you with a business problem. More often than not, you can tell how the customer is feeling by the tone of their voice, or the tone of their email. If you spot something in the tone of the conversation, you need to address it. You can’t ignore it.

Even if there’s nothing in the call or email that explicitly displays emotion, you should be able to address how you think the person is affected by the problem. Of course you need to solve the problem as soon as you can, but it shouldn’t be your first focus.

Here’s an example.

 

Customer query

Dear John,

When can we expect delivery of the replacement parts? Note that the order was placed almost 7 weeks ago.

Regards,

Bruno

 

John’s reply to the customer

Dear Bruno,

I understand that the delayed delivery will start causing problems for your end-client if the parts aren’t delivered soon (1). As you know, these parts are normally dispatched within 4 weeks of ordering (2).  I tracked your order. The problem lays in the manufacturing department. I have just spoken with a colleague there, and she said that the parts should be dispatched within 7 days. (3)

Leave it with me (4). I will follow up with my colleague on Monday and contact you to let you know if everything’s on schedule and when you can expect delivery of the parts (5).

My sincere apologies for the delay (6).

With regards,

John

What John did

  1. John starts the mail by saying that he understands the impact this has. (Human/business dimension)
  2. John reminds the customer how it “normally” works. (Business dimension)
  3. John tells the customer what he has done to find out about the order. (Hidden dimension)
  4. John takes responsibility for the query, assuring Bruno that someone is taking care of his problem. (Human dimension)
  5. John explains how he will follow up. (Business/hidden dimension)
  6. John apologizes for the service breakdown. (Human dimension)

 

Try it for yourself

Use the comments box at the bottom of this post to reply to this email, using all 3 dimensions:

I recently sent you a fax to cancel my contract with you. I have received no confirmation and my bank account shows that I’m still paying for your service. When I contacted your customer service department, they told me that I’d receive a confirmation within 6 weeks.

I’m still waiting.

Please let me know the status of my cancellation asap.

Thank you,

How do you measure the success of training?

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

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

Kirkpatrick’s four levels

Reaction

Are the learners/participants happy with the process?

Learning

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

Behavior

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

Results

Has the training helped to achieve certain results?

An example of the four levels in practice

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

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

More on the Kirkpatrick model

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

Linking your emails will make them more reader-friendly

Love them or hate them, emails are part of working life. We have probably all dreaded the moment we return from our holiday because we knew we were facing a mountain of emails. Or maybe we have a colleague who has a gift for writing emails that seems like coded messages – except that you don’t know the code.

When emails are not ‘stand alone’ messages

Emails often form part of longer conversations. There are ways we can help the reader, and ourselves, to ‘follow the conversation’ in an email. In this post, I’ll outline three situations where you might have to link your reader to previous conversations or information, with examples of language to use included:

  • Linking to another paragraph.
  • Linking to an attachment.
  • Linking or referring to a previous email.

writing emails that people read

Linking to another paragraph

Let’s look at each situation briefly. We’ll start with the most common. When you’re linking to another paragraph, you’re often referring the reader and reminding them of something that has already been said, usually in the same email. These simple phrases at the beginning of your sentence will alert your reader and focus their attention on a previous point.

“As I mentioned above, your shipment should arrive by the end of calendar week 23.” or

“As discussed at the beginning of this email, we will meet at 10:00”

Linking to an attachment

If you have to attach an image, a document or some other kind of file, there is a standard phrase that you see a lot: “See attached.” This is ok, but it’s not very personal or friendly. Remember, friendly does not necessarily mean informal or impolite. You can easily make it friendlier by changing up the language a little. Instead of simply “See attached” try this:

“In the attachment, you will find…” or

“For your convenience, I have attached the…..to this email.”

Linking to a previous email

Finally, you may have to link to a previous email. This can be the trickiest, because we deal with so many emails and referencing other emails can easily lead to confusion. The best way to minimize this confusion is by referring to a specific email stating the date of the email you are referring to and then make your point, especially if the conversation is ongoing and there are several emails in question.

“As I mentioned in my email from (date)….”

“Regarding my previous email, sent to you on (date)…”

More on emailing

Our emailing theme continues next week, with a two-part post about tone in emails. In the meantime, you can find lots more emailing tips on our blog. There’s also our latest Ebook for you to download.

Emails with effective subject lines

How many emails do you get a day? Too many, right? For good or bad, emailing surpassed telephoning as our primary method of communication in the workplace years ago. Yet today we still receive poor, confusing and ineffective emails – and worst of all we still write them too! If you want to improve the quality and impact of your emails, there’s no better place to start than at the beginning – start by writing an effective subject line.

The email subject line is where writing effective emails begins. It is often the first thing that your reader sees, and plays a key part in whether they open the email immediately, later or not at all. And it’s pretty simple to do. Here’s how …

writing emails that people read

 1) Write your subject line first

Too many of us either just hit reply, forward or even write nothing at all in the subject line. An email with a blank subject line isn’t going to get the attention it deserves, may go unread and will certainly be difficult to find later on. Obviously you’ve planned your email before you started writing, so write the subject line before you write your email.

2) Keep your subject line simple, clear and honest

An effective subject line should be simple to understand, clearly convey why you are writing, and accurately summarize the email’s contents. This helps your reader prioritize the email’s importance without having to open it. It also help you to build trust with your reader , as you’ll quickly be seen as somebody who is clear, open and reader-oriented.

3) Keep your subject line short, with key words at the beginning

A typical inbox reveals about 60-70 characters of an email’s subject line. That’s about the length of the last sentence. HOWEVER today more than 50% emails are ready on mobiles. This means you’ve got 20-30 characters to get it right. Place the most important words at the beginning!

4) Help your reader (and yourself) by using obvious keywords

Your reader, and perhaps you, manage the flood of emails via search functions, filters and folders. That’s why it’s important to include keywords related to the topic of the email that will make it searchable later.

5) Don’t cry wolf too often

Think carefully about how often you want to use words such as URGENT, NEED HELP, PRIORITY etc. If you use them too often in your subject lines, you should be prepared that when you really need to draw attention to your email, your reader won’t be interested.

6) Make sure you reread the subject line before you click send

Once again, check that your subject line accurately reflects what you wrote, that the key words are at the beginning and your subject line will be easily searchable.

A very short, practical exercise

  1. Open your inbox and look at received emails. Based on the simple guidelines above, how many of the emails in your inbox have effective subject lines?
  2. Now open your own sent mails folder. To what extent would you describe your own subject lines as effective? Can you anticipate the content of your own emails based on the subject lines you wrote? Give yourself a score out of 10.
  3. Now set up a reminder in your calendar to repeat step 2 in 14 days time.

5 tips for successful networking

Originally published on 25.03.2013

I know enough people at my company.  I have enough friends.  I’m not comfortable speaking and reaching out to people I don’t know.  I’m not a salesperson. 

The list of excuses on why not to engage in professional networking can go on and on.  As undesirable as it can seem, networking successfully can lead to improved performance in your current job, as well as opportunities for future career development.

5 quick tips on making networking easy

Network with a purpose

Set a specific goal (improving inter-department relationships, growing sales in the logistics industry, discovering opportunities to work abroad in your company, etc).  The more focused your networking is, the faster the desired results will be.

Share useful information

It is always easier to reach out to someone when you know you have something they can use.  Think of something that has helped you in your job (a process, document, tip, etc) and pass it along.  If you help someone first, they are more willing to help you when you may need it in the future.

Use the other person’s ego

You don’t want to contact someone and ask them for a job.  Instead, contact them and ask for an informational interview if you are looking for a job.  Tell them you have some questions that you feel their experience will help answer.  You will get some insight and a good networking contact, and they get to feel like an expert and helpful.  It’s a win-win situation.

Follow up

If you say you are going to send something, send it.  If you say you are going to check on something, do it.  Following up on what you say you will do shows respect and professionalism, and helps build trust with the contact.  Also, make sure to follow up regularly with contacts even when you don’t need something as there will be a time when you will; and no one likes that friend who only calls when they need something.

Use good etiquette

The same skills you have used to become a successful professional are the ones you will use to build and maintain a good network of contacts.  Here are some good reminders on what to do/not to do when networking online and face-to-face.

There are many other ideas on networking successfully.  Check out Target Training’s seminar on networking for professionals here.  Tell us in the comments area below what have you done to build your network.

Effective introductions when presenting in English

If you are nervous about presenting in English, making an effective introduction is especially important. An effective introduction will help your audience know what to expect and it will help you feel confident.  Once you’ve started well it is easier to keep going – and don’t forget that your audience is there to listen to what you have to say and not your English!

eBook: The definitive checklist for qualifying training providers

Effective introductions for beginners – the 3 Ps

This simple technique always works. When you are presenting in English (or in any language) your introduction needs to answer three questions:

  1. Why are you standing there presenting? What is the purpose of your presentation?
  2. What are the steps in your presentation? What is the process you will follow?
  3. Why should your audience listen to you?  What is their payoff?

It doesn’t matter if you are introducing your team, presenting a process or giving an update on a project – the structure is the same. The 3Ps help you remember this structure, and if it helps you when you are nervous, why not use the three keywords?

Presenting in English – an example of the 3Ps in action

“Good afternoon and thank you for coming.  The purpose of my presentation today is to update you on the factory acceptance test.  The process I will follow is to first review the agreed schedule, then talk about the tools we are using and finally we will look at two problems we have found and how we will solve them.  This will take me 10 minutes. Why should you listen?  Well, your payoff is that you will be confident that we can complete the FAT on schedule and that everything is under control.”

Simple, clear and effective

If you follow this structure, your introduction will be simple, clear and effective.  Most importantly you can concentrate on what you want to say, and stop worrying about the English.

Good luck, and why not let me know how it works for you?

Ground rules for working effectively in groups

Originally published on: 05.06.2014

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

9 Ground rules for effective groups

1. Test assumptions and inferences

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

2. Share all relevant information

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

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

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

4. Explain your reasoning and intent

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

5. Focus on interests, not positions

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

6. Combine advocacy and inquiry

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

7. Jointly design next steps and ways to test disagreements

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

8. Discuss undiscussable issues

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

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

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

More on effective groups and facilitation

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

The 3 dimensions of customer service

Do you work directly or indirectly with customers?

If the answer is yes, then you provide customer service.

In a dedicated customer service environment, like a call centre or corporate helpdesk, customer satisfaction (CSAT) is a prominent phrase. In such an environment, customer satisfaction is measured through surveys and feedback. In a non-dedicated environment, customer service is only a small part of the job, but the principles are the same. You need and want the customer to be happy with the service you provide.
Writing emails that people read: Free eBook download hbspt.cta.load(455190, ‘aaa71860-e705-4a7e-b8e5-ab6e16849d2e’, {});

Your CSAT score – getting it from good to great

A happy customer = a returning customer. Because you are dealing with the expectations that people have of you, customer satisfaction means something else for each customer. There are many factors that can influence your customer’s satisfaction. But even though customer satisfaction means different things to different customers, all customer expectations fall in to what is called ‘The three dimensions of customer service.’

The 3 dimensions of customer service

The business dimension

The practical need of your customer. The business dimension is the reason why they are contacting you. Something’s not working. There’s an issue to solve or a question to answer. Providers who work too much in this dimension are focussing on solving the query and not enough on the person making the query. Customers feel the interaction was too impersonal or too technical and their CSAT score reflects this.

The human dimension

The human need of your customer. Customers want respect, attention, assurance. They want to feel important. Addressing customer needs in this dimension successfully has a larger overall impact on the long-term satisfaction of your customer than addressing their business need – even if you can’t answer their query immediately.

The hidden dimension

The hidden dimension is all the things that are going on behind the scenes for you and the customer. For the customer, it’s a set of expectations that they have of the service. For the provider, it’s the processes and procedures that must be followed during the interaction. Your ability to address customer expectations and the hidden aspects of your job can have a large impact on your CSAT score.

Achieve customer satisfaction by focussing on the human dimension

Although balancing your customer’s needs in each of the three dimensions is paramount in achieving an excellent CSAT score, it’s the human dimension where people feel they are cared about and listened to. The efforts that you make in the human dimension will pay off for you on their CSAT score.

A practical example

Here are two partial transcripts of identical queries that one of our clients (a corporate helpdesk) received. When the two surveys came back, one had an average score, the other received the highest mark possible. During both calls, the problem was solved within minutes.

 

Customer query:

I received an email that said I had to upgrade my software. When I clicked on the link, nothing happened. But now the program won’t start either.

 

 

Transcript 1

Customer: How am I supposed to work now?

Helpdesk: I’ll fix it for you. Just hang on for just a minute.

…(customer put on hold)…

Helpdesk: Okay. I’ve resent you the mail with a new link. It should work now. Call back otherwise.

Customer: Thank you.

Transcript 2

Customer: I don’t believe this. I have an important deadline.

Helpdesk: I need to put you on hold for a minute, while I check XYZ on our end. I’ll be right back.

…(customer put on hold)…

Helpdesk: Thanks for waiting. Within the next few minutes, you’ll receive an email with a new link. This time, the upgrade should work just fine. Do you want me to wait on the line while you try it?

Customer: No, that’s okay, I can call back if it doesn’t work.

Helpdesk:  I’m very sorry about this. I understand this is the last thing you need when you have a deadline. In any case, I hope it’s all sorted now.

Customer: Me too. Thanks.

What is good customer service, in your opinion?

Think about excellent customer service that you have received. What sticks in your mind the most – is it the time it took to solve the problem, or how the provider addressed your human need? What specifically did the provider say or do that made you a satisfied customer?  What does someone have to do for you to score a “perfect 10” on a feedback form? For some it is the effort the provider took to make sure the problem was solved. For others it’s the fact that it wasn’t a complete hassle to get someone on the line.

What is good customer service in your opinion? Let us know.

Teleconferences are not normal calls

Not your typical phone call

Teleconferences are a great way to connect to people around the world. They’re less expensive than face-to-face meetings, often take less time, and solve problems more efficiently than emails do. Conducting a teleconference should be easy. All you have to do is connect everyone on the phone and make decisions as if you were all in person, right? Unfortunately, it’s not that easy. A teleconference is not your average phone call. It is a meeting and needs to be prepared for as such. Below are some key points to help you remember that a teleconference isn’t your typical phone call.

3THINGS TO KEEP IN MIND FOR A TELECONFERENCE

Teleconferences aren’t difficult to carry out, but many people are not mentally prepared when joining. Having the awareness, through the 3 main points below, that your telecon is not just a normal call is a great start.

1. Plan

  • Send out an agenda beforehand with objectives, time(length) of call, participants, and specific results you want to achieve.
  • Identify roles: moderator, minute taker, etc. Remember, ideally the moderator and minute taker will be two separate people. Also, just because someone sent out the Outlook invitation, doesn’t mean they are automatically the moderator. Make it clear before the call.

2. Moderate

  • The moderator should ensure that the call starts on time, not too much time is spent on certain topics, and the call allows for everything to be covered within the designated time
  • The moderator should also open and close the call in an official way. Open: state the objectives and goals and introduce people if needed. Close: review the action items identified and what the next steps are.
  • The moderator should make an effort to include everyone on the call as best they can with pointed, open questions directed at specific people. This will encourage and facilitate participation.

3. Participate

  • Everyone should participate by being prepared to say something for each item. (You may not say something for each point, but you should be prepared to do so.)
  • Ask questions if you are not sure of something
  • Speak naturally in the direction of the microphone
  • Identify yourself when speaking (if necessary)
  • Pause occasionally so others may make comments
  • Try not to talk over others and interrupt by using polite phrases

More tips on teleconferences?

You might enjoy reading Chad Phillip’s post: Teleconference tips and phrases. The simple and practical checklists in our latest Ebook: The ultimate book of virtual teams checklists may also be of interest to you.

THE ULTIMATE BOOK OF VIRTUAL TEAMS CHECKLISTSVTchecklists

How effective is your virtual team?

 

 

 

 

Challenges of Working in Virtual Teams

What are the challenges in your virtual team?

Each virtual team has their own unique challenges, but there are always a few that seem to be consistently present.  In this short video, Scott Levey, Director of Operations, focuses on two of the most commons challenges we see when training virtual teams.  Having awareness of these, and other issues that may arise, will help your virtual team increase its effectiveness.

 

 

Want to improve your virtual team’s performance?  Make sure to download our eBook of Virtual Team Checklists and check out our Working Effectively in Virtual Teams seminar.

Leadership and Training: A department head’s view

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

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What do you wish line managers would understand about training?

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

What will training look like in 10 years’ time?

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

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

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

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

Can you give some examples of these competencies?

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

 

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

Measuring Progress: What am I getting for my money?

Am I getting my money’s worth?

One key question for our seminar clients is, “Is paying for training experiences enough?”

Most often, the answer is clearly, “Yes”.  Despite all of the talk about ROI, buying an experience makes sense when we realize the benefits of training in general from an employee’s perspective. When organizations invest in training they get a lot from their employees even if they don’t change a thing based on what they learn. Employees appreciate the fact that the employer is willing to invest in their skills. They appreciate the break from the everyday. Employees value the opportunity to learn something that may help them to do their jobs better or more easily. Training is an additional benefit that can lead to higher morale.

As the 70-20-10 principle explains, formal training generally contributes to 10% of behavior changes at work. That’s it. 20% of work based behavior change comes from peer interaction and 70% from self learning. So back to the question, “What am I getting for my money?” In the best case, a training event offers a light at the end of the tunnel. It can point a way to lasting, improved skills and show participants a process for improving after the training event is done. On-sight, on-the-job training outside of the training room as well as coaching following the training event help training professionals to go beyond the training room 10%impact of most formal training.

Measuring Progress: Knowing what you want

Getting more for your money begins with knowing what you want to see after the training event is complete. Your outputs for the participants need to be verifiable and measurable. “I want them to work better together” doesn’t count. What will they do when they are working better together? The answer to that question is a good start of the process.

Is the training plan thinking based or doing based? If a training event is presentation heavy and practice light, it may lead to understanding without workplace application. Role plays, serious games and debriefing allow participants to see their needs in near workplace situations. When participants recognize their needs, they can practice and improve in the safe environment good training event should provide.

Is the trainer or the trainer’s company credible for the participants? A “who is this guy” approach by the participants will not make it easy for the trainer to give them the kinds of experiences that will lead to behavior change. Raising the credibility of the trainer will help participants to value the trainer and, most importantly, the training you are providing.

The bottom line is…

The bottom line answer to the question “What am I getting for my money?” is an experience that can serve as a catalyst for employee learning and workplace application. In combination with OTJ training and coaching you can extend the benefit of a trainer’s involvement. Ultimately, you are giving your employees another opportunity to improve themselves.

Let us know what you think about measuring progress in the comments area below.  Want to learn more about making the most of your training investment?  Download our short eBook here to read how.

Leadership: A practical exercise for managers

Do you ever stop and ask yourself the simple question: “What are my responsibilities as a manager?”

Sounds obvious, right? But how often do you really give yourself a chance to reflect on your performance as a leader?

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The John Adair Action-centered leadership model

Over the years there have been countless models developed on this theme, and millions of books sold (and some of them even read! ).  Although it’s not the very latest of models, John Adair’s Action-Centred Leadership model is a simple and effective starting point when reflecting on your personal impact as a manager.  According to the model, the heart of your responsibilities as a manager are:

Leadership circles

  • to achieve the task
  • to develop your employees
  • to build an effective team

When you are performing at your best you are able to do all 3 of these things, and find the right balance. This balance means you and your team get the results you need and everyone benefits. This balance also makes your life easier, as synergies quickly build e.g. by achieving the task the team grows and individuals have a chance to develop. Likewise a strong team sharing ideas and supporting each other in difficult situations, naturally enables individuals to develop and therefore you achieve the task.

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PUSH & PULL

Learn more about the two basic approaches to influencing others

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A simple reflective exercise for managers

This is a simple and practical exercise to help you reflect on your performance and focus your actions.  You’ll need an uninterrupted 10 minutes, pen and paper.

Step 1

As a manager you are responsible for achieving your department’s task, building the team and developing individuals.

  • Take a moment and think about how well you are performing in these three areas.
  • Now take a pen and draw the three circles in proportion to how satisfied you are with your performance in each area. (and not how much time you spend on each area).  For example, if you feel that you are doing a good job of achieving the task, but your employees aren’t really developing and there’s very little team building then you might have something like the example below:

LeadershipStep 2

Now look at your circles and consider these 3 questions:

  1. How satisfied are you with your situation?
  2. Can you identify  3 concrete actions you can take to improve your performance?
  3. What has been preventing you from doing this and how are you going to overcome this?

Step 3

Identify one concrete step you can take in the next days – and do it.

More on action-centered leadership

This activity is used in our Practical Toolbox for Managers seminar, and something I try and do every few months myself. Clients and participants have consistently found this activity hugely useful.  A little focus and some “time out” from the hustle and bustle of your day-to-day challenges can go a long way. Take a look at these links for more information:

 

3 Questions for an HRD Leader on training

As trainers, we can offer our views on what we think is a good trainer, what is important for HRD, etc. Does that match what an experienced, German HRD Dept Head thinks? What is HRD’s view on training? I recently spent a few minutes with Jürgen Birkhölzer, Department Leader for Personnel Development in the Mail division of DPDHL. Here are three basic questions on training and his answers.

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What is a good trainer?

Jürgen Birkhölzer: A good trainer has a clear idea of what his targets are and that of his students. A good trainer has the right level of empathy so that he is able to walk in the shoes of his students. This is more the behavioral side. There is also a knowledge side. I think here a good trainer should be very qualified in their area of competence and the content of their training. A good trainer has to love the situation of dealing with people and has to be a good communicator: this is not only to lecture, like lessons in a university, it’s more building  sustainable levels of communication with the student and having a deep wish to exchange knowledge with the learner- it’s not just a one way process. If we look at a trainer whose job it is to work together with his learners to improve their behavior, like leadership or communication training, the being perfect aspect is not so important. It is more important that they are able to ask the right questions, that they are able to get students to realize their own ideas and have their own insights into the environment they want to focus on. Trainers are not able to change people, they are only able to change themselves; introducing self-reflection in the learners will help them work on their behavior. Overall, the communication or leadership trainer needs to be a very good psychologist.

What do training managers want from trainers?

Jürgen Birkhölzer: That’s a good question. The answer is connected to my daily work. We want our trainers to be available 24/7 as we have to meet our customer’s needs. That sounds easy but is very complex as we have a limited workforce in our internal training team and we very often have changing requirements. On the one hand, it’s our job to try to fulfill our business’s needs and on the other to steer the capacity of our trainer staff. We decided that for our trainers have to deliver 120-140 billable trainer hours per year. This gives us a clear perspective of what our capacity is, but we have to consider that we don’t have a stable request from our customer. In November and December and during the summer, we have no requests for training so we have to ask our trainers to go on vacation. In fact, I think the most important competence of a trainer manager is to find a balance between the necessary business idea to fill the customers’ requirements on the one hand, and on the other, to have the idea of resilience in mind that the capacity of your trainers is limited.

What is the most important thing in HRD in working with line managers?

Jürgen Birkhölzer: We have to look at this question from 2 sides: a line manager in an operational role and a line manager in a strategic role. Collaborating with strategic managers is the most important and relevant job HRD has to do. HRD has to provide services, training measures, processes and instruments and the whole world of HRD to fit business needs. HRD has to frequently clarify what is a business need with strategic managers. From my point of view, this is the most important relationship for HRD; the relationship to the business unit and the business in order to understand what is going on in the business now, and even more importantly, what will happen in the future. To support the strategic initiatives of the business with fitting HRD managers is a core measurement of HRD. So is the strength of the HRD relationship to the business and also how HRD manages to be intensively involved in what’s going on strategically.

The second point is the collaboration with the line managers. It is very important that line managers understand that HRD supports their daily business, that training and coaching supports them in being successful in their role. It’s not only the question that HRD costs money, it’s a question that in collaboration with the line manager, it is HRD’s job to explain what is the value-add of HRD and that the line manager has the opportunity to experience this value-add. HRD should not just be seen as a nice-to-have and that if you have cost-cutting in the department you must stop all HRD. In fact, it should be the opposite and that line managers say the last money we save is the money for the qualification for our people. This is the second most relevant task of HRD. They can provide as much high quality training as they want, but if strategic management doesn’t understand what the support of HRD means and the line managers don’t see the value added benefits, no-one will be successful.

 

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

70-20-10 Model: 5 Implementation Tips

What is the 70-20-10 model?

As we mentioned last week in our blog post, the 70-20-10 model has been around for a few years now, and reflects the increasing awareness that learning is not just about “traditional” training (whether it be a seminar, classroom, or an e-learning program). Research has shown we actually acquire most of the knowledge, skills and behaviours we need to perform our jobs through actual experience and working alongside others.

The 70-20-10 model has its origins in the work of McCall, Eichinger and Lombardo from the Centre for Creative Leadership. Their book, “The Career Architect” (1996), is based on empirical research and concluded that successful managers learned in 3 different ways:

  • 70 percent of learning comes from real life on-the-job experiences, tasks and problem solving
  • 20 percent of learning comes from feedback, working with and observing role models
  • 10 percent from “traditional” training

In our last post we talked about why you should think about implementing the 70-20-10 model.  Now, let’s take a look at how you can implement it at your company.

5 Practical tips for implementing the 70-20-10 model in your company

1.  Enable experiential learning – this is key when we consider that 70% of learning comes from “doing”. Giving employees the opportunity to learn through challenging yet achievable experiences is one the most powerful and practical tools in a manager’s toolbox.

Experiential learning can come through new roles and equally occur within existing roles. Three approaches we’ve seen clients benefit from are:

  • extending the scope of responsibility and control
  • enabling and increasing decision-making power
  • expecting staff to build new relationships (e.g. other business units, senior managers, virtual teams , suppliers, partners, clients…)

2.  Be prepared to accept a compromise between optimal efficiency and developmental opportunities.   You can expect to see specific requests upwards, where an employee is keen to get involved in a challenging project specifically to build their skills. Naturally they won’t be as effective or efficient as somebody who can already perform this role – so look at it as a learning and development initiative rather than just a question of resources.

3.  Engage with internal and external trainers and training providers early on to discuss how to connect the dots between on-the-job, social and formal learning. The goal is to identify critical skills and behaviors and then look at building and reinforcing these using all options.

4.  Coaching and mentoring – Both coaching and mentoring are great ways of integrating social learning into a traditional program. Although the two terms are often used interchangeably, and both draw on a similar skill set I’d argue there are differences. For me mentoring is deliberately connecting an experienced person (the mentor) with a less experienced one (the mentee). The mentor could be a colleague, a manager, or the line manager. The mentor then tutors, shares experiences, models, counsels and offers feedback.  Coaching does not necessarily imply directly related experience, tends to be less directive, and is aimed at improving performance in specific areas.  Regardless of how you define them, both approaches have a lot to offer.

5.  When it comes to traditional training the key is early and explicit management involvement. The single most powerful step a manager can take is to clearly explain to their staff  why the training is relevant to the business and that there are clear expectations. This simple step drives motivation, participation and transfer. This transfer is crucial and I’d suggest that any traditional formal training has to integrate a transfer plan. In this simple document the employees are challenged to consider how they will actually transfer the learning into their workplace, when they’ll do this, who else needs to be involved and how will they know when they have achieved this.

The 70-20-10 model has proven to positively impact organisations in enhancing their learning and development programs. Now that you know what it is, and some tips on implementing it, let us know if you have any experience with the 70-20-10 model in the comments area below. Want to learn more on how else you can help employees retain what they learn from training? Click here for more information.

70-20-10 Model: Getting Started

What is the 70-20-10 model?

The 70-20-10 model has been around for a few years now, and reflects the increasing awareness that learning is not just about “traditional” training (whether it be a seminar, classroom, or an e-learning program). Research has shown we actually acquire most of the knowledge, skills and behaviours we need to perform our jobs through actual experience and working alongside others.

The 70-20-10 model has its origins in the work of McCall, Eichinger and Lombardo from the Centre for Creative Leadership. Their book, “The Career Architect” (1996), is based on empirical research and concluded that successful managers learned in 3 different ways:

  • 70 percent of learning comes from real life on-the-job experiences, tasks and problem solving
  • 20 percent of learning comes from feedback, working with and observing role models
  • 10 percent from “traditional” training

Initially focussing on management and leadership development, this conclusion has since been extended to other types of professional learning and development. Today the 70-20-10 model is being used by Learning & Development departments in a wide-range of multinationals operating across a broad range of businesses. (e.g. PriceWaterhouseCoopers, Nike, Dell, Goldman Sachs, Maersk, L’Oréal, and Caterpillar)

Why implement the 70-20-10 model?

The model has an attractive simplicity, although the exact ratios are contended. As a trainer and manager of a training company my feeling is that the most important step is to see the model as a philosophy and not a rigid recipe.  The key is understanding and accepting that the majority of learning actually happens outside of the classroom, and that any learning and development program should take this into account and proactively support this.  It doesn’t mean that traditional training is no longer relevant in the 21st century, but rather that this traditional training is just a part of learning and development strategies.

Whether you are a learning & development specialist, a line manager, a trainer or training provider, or an employee, you should take time to reconsider and refocus your efforts. By doing this you can:

  • shift the focus and expectations towards more efficient and effective types of learning and development
  • ensure that time and money invested in learning and development makes a greater impact
  • support your business by keeping people in the workplace while they are learning

“Almost without exception, in my experience, organisations that have adopted 70-20-10 have achieved greater impact on performance at organisational and individual level at lower cost than was being achieved beforehand.” – Charles Jennings

Moving forward starts with simple conversations

Based on what we’ve seen our clients do, and what we’ve tried ourselves, here are some concrete and practical ways to begin implementing the 70-20-10 model in your organization.

The first step is to raise awareness and build commitment through simple conversations.  Everyone involved needs to be brought on board with the idea that leaning and development is not just about going on a course.  My own experience as a manager is that this is a relatively easy process in that many managers see 70-20-10 as “common sense”.

These conversations are essential as the 70-20-10 model depends on L&D working closely with line managers, and on line managers communicating with their staff. Managers need to be aware of the pivotal hands-on role they play in developing their staff, and employees need to appreciate the context for new decisions.

During these conversations it’s worth being clear that this is not a cost-cutting exercise, replacing “training” by a loose learning-by-doing approach. It’s actually a quality driven initiative, aiming to make sure that the company is developing to meet future challenges.

If, like Target Training, you’re a medium sized company, these conversations are reasonably manageable. If, like many of our clients, you’re part of a larger organization then start small. Find a business unit where managers are comfortable and confident wearing the “developing people” hat. Speaking with our clients, many of whom are multinationals, the general consensus has been that introducing the 70-20-10 model step by step has proved to be the most effective approach. By connecting with managers who have a genuine interest in developing their teams and the employees within them, the model organically spreads to other areas.

The 70-20-10 model has proven to positively impact organisations in enhancing their learning and development programs. Now that you know what it is, next week we will get into some practical tips on how to implement it in your company. Let us know if you have any experience with the 70-20-10 model in the comments area below. Want to learn more on how else you can help employees retain what they learn from training? Click here for more information.

Prioritizing Work: 4 Categories to Help

4 Simple categories to help in prioritizing work

Prioritizing work can be a challenge for anyone, especially managers. I have just returned to work after being on holiday for two weeks. After reading all of my emails and speaking to my colleagues, I now have a huge to-do list. In the past, I wouldn’t have known where to start but I recently learned a very simple method for prioritizing. Based on The Eisenhower Matrix, I label each task on my to-do list with a letter, A, B, C or D.

Prioritizing work with A, B, C, or D

 

1.  ‘A’ tasks: Do it

These tasks are:

  • urgent, very important and should be done straight away
  • directly affect the work of others and they are waiting on you to continue their own tasks

2.  ‘B’ tasks: Plan it

These tasks are:

  • important but not urgent, so you can take the time to plan when you will do them
  • ones that require extra thought and consideration and should not be rushed

3.  ‘C’ tasks: Delegate it

These tasks are:

  • ones that aren’t overly important but need doing quickly
  • easily done by others who have more time to do them

4.  ‘D’ tasks: Drop it

These tasks are:

  • not urgent, nor are they necessarily important
  • ones that could be skipped, forgotten about, or done only if you have extra time at the end of the day

 

The A tasks are the most important, so I start with them, then the B and so on. One challenge I face is to find the time for the C tasks. Normally, at the end of the day, I find it useful to make my to-do list for the next day, along with the priorities; that way I know exactly what to do when I arrive at the office and I can get straight to work. It also stops me from brainstorming tasks for the next day when I should be listening to my bedtime story!

What methods do you use for prioritizing work? Let us know in the comments area below.  Are you interested in improving your time management?  Click here for information on how.

 

Head, Hand & Heart: 3 elements all presentations need

Every presentation is different. Or is it? In this short video, Chris Slattery, Managing Director and training enthusiast, outlines the three elements all presenters need to keep in mind to make sure their presentations runs well. By keeping the key elements of head, hand and heart in mind even the most inexperienced presenter can deliver a clear and memorable message.

Discover more about how we integrate the Head, Hand and Heart model into our seminars here.

Meeting Rules: Mobile Phones and Laptops

Does your company have clear meeting rules?

While some organizations have clear policies about whether laptops and mobile phones can be used during meetings, in other companies the rules were never established or have been allowed to grow relaxed. Ask a group of professionals what they think about this issue and you’re bound to get a mixed response. Some people will say these devices should be banned from every meeting with no exceptions; some will say they don’t see any problem with using them in meetings; others will say that remaining in touch is an absolute business necessity. We’re not here to tell you how to run your meetings. We are here, however, to bring your attention to the fact that you need to have clear meeting rules on this issue, regardless of how you decide to handle it.

3 Dangers of not having clear meeting rules for mobile phones/laptops

  1. There’s not a unified approach to the meeting – In previous posts, we’ve discussed the importance of setting ground rules for your meeting. Mobile phones and laptops should definitely be addressed when you set the ground rules along with your team.
  2. There’s a chance some colleagues might be unhappy – If a member of your team is strongly against the use of laptops and mobiles in meetings, they should have a chance to discuss the issue with their colleagues. In the end, a conversation about the situation might highlight key issues. What if, for example, one colleague has responsibilities that force him or her to be in contact with another group of people at the same time as your meeting?
  3. You’re not as efficient as you could be – While we’ve stated that it may be necessary for some people to be in contact all the time, the fact is that when someone’s attention is divided between the meeting they’re in and their laptop screen, they’re not completely focused on the matter at hand.

3 Ways for your team to deal with the issue

  1. Establish a total ban – This might not be a popular approach, but it solves the problem permanently. This means all mobile phones and laptops are switched off and put away, out of sight.
  2. Ask colleagues who absolutely must take a call or send an email to leave the room – This is probably a healthy compromise, but the risk is that attendees will still spend the entire meeting checking their phone or laptop, even if they don’t make any calls or send any emails.
  3. Put an “email break” on the agenda of longer meetings – This doesn’t take care of urgent phone calls or emails, but can probably satisfy even the most hardcore smartphone and email addicts.

3 Outcomes of establishing meeting rules

  1. You display leadership – Setting ground rules and then sticking to them is key to running meetings that really work. When you take charge effectively and suggest solutions, the members of the group will feel more committed to working together with you as the leader of the meeting.
  2. You save time – A few minutes spent discussing this issue now can potentially save a lot of time (and problems) later.
  3. You ensure everyone is on the same page – Without the chance to discuss opinions, small disagreements about issues like these can turn into bigger problems. A unified team will ultimately work better together over time.

Having clear meeting rules will help everyone focused on the topic and not distracted by calls and emails. Let us know what has worked for you in the comments area below.  Click here for more information on how to make your meetings run more smoothly.