Asking for feedback

1001meetingsphraseslargeI recently asked a colleague for some feedback following a presentation which I thought had been a bit shaky. ‘You did great’ was the reply, and the conversation moved on. Later on, when the warm glow of being told ‘well done’ had faded, I asked myself what I had actually learnt from that feedback and how would it help me improve. I realized that apart from thinking what a nice person my colleague was, I’d actually heard nothing which would help me do better next time. It then dawned on me that this was because of how I’d gone about asking for it. If I wanted to get meaningful feedback, then the way I asked for it had to be structured too.

Free eBook

Make your meetings matter

Basic steps to get the feedback you want

Getting feedback from peers is one of the most useful tools we have for enhancing our performance. Peer feedback is in real time, looks at learnt skills being used in real situations, and it’s from ‘end users’. But how we go about asking for this feedback has a huge influence on how useful what we hear will be. No more ‘Do you think my presentation was OK’? type questions, what do you really want to know?

Check with your peer that they are comfortable giving you feedback

If they say no, it’s not necessarily because they have nothing good to say! Not everyone is comfortable giving feedback, and those that aren’t tend to give the type of empty answers such as ‘great’ or ‘it was fine’.  A few ways to ask could be:

  • “I’m really hoping to improve my presentations skills and could use your help.  Do you mind giving me some feedback after my presentation?”
  • “Could you give me some feedback on my presentation afterwards?  It would help me a lot in improving my presentation skills.” 

Be specific about what you want feedback on

When asking for feedback, briefly explain what you would like to cover, and why it’s important to you.

  • “It would help me a lot if you could specifically pay attention to my body language during my presentation.”
  • “Could you try and focus on how I transition from point to point during my talk?”

And, if the other person is struggling to think of something to say, ask two basic questions:

  • “What did I do best?” 
  • “Is there something I can improve?” 

Don’t be afraid to dig deeper

For example, I was told that I had lost the audience in a presentation. By asking where I had lost them, why did they feel this had happened and did they have any suggestions for what I could do differently, I was able to think of ways to prevent this happening in my next presentation.                            

Since following these steps, I’ve found feedback far more useful and an increase in respect from both sides. There have only been a couple of times that I’ve winced at something somebody has said, but what they said was true. Ultimately, audiences at future presentations have benefited. So, take a big breath, smile and ask the question – could I ask you for some feedback?

Apologizing via email – phrases

Being wrong doesn’t feel like anything, and there’s nothing wrong with being wrong. It happens to everybody. Realizing you’ve made a mistake can be difficult and perhaps embarrassing – I’ve been there – but letting others know that you got it wrong is important to healthy relationships. You can do this in person, on the phone, by email, WhatsApp, a personal note or a post-it. Every medium has a different impact, every person has different preferences on how they want to receive/give an apology. In the end, just remember, apologizing is going to make you seem human, regardless of the outcome.


Writing emails that people read: Free eBook download



When is an apology via email appropriate?

It’s not always possible or practical to meet someone in person. Apologizing on the phone can be difficult if you don’t know the other person, or if you’re just not very good at apologizing over the phone.

But, when: …

  • Time is of the essence
  • You want everyone to get the same apology at the same time
  • You have a lot to say
  • Your apology is formal
  • You want or expect very little to nothing in return

…then an email might be appropriate.

The perfect apology

I found this via Google. If your apology contains the following…:

  • give a detailed account of the situation
  • acknowledge the hurt or damage done
  • take responsibility
  • recognize your/the company’s role in the situation
  • include a statement of regret
  • ask for forgiveness
  • promise that it won’t happen again
  • provide a form of restitution (if possible)

… it’s pretty much a perfect business apology. Here are a few phrases to get you started, related to some of the above categories:

Apologize

  1. Please accept my apologies.
  2. I’m sorry. I didn’t mean to..
  3. (I’m) sorry. I didn’t realize the impact of…
  4. Please accept our deepest apologies for…
  5. Please accept my sincere apologies for…
  6. Please accept this as my formal apology for…
  7. Please allow me to apologize for…
  8. I would like to express my deep regrets for…
  9. I would like to apologize on behalf of our company.
  10. Please accept my apology for…
  11. I apologize for my failure to…
  12. I’m particularly sorry for…

Acknowledge/recognize

  1. We appreciate that this caused you inconvenience…
  2. I understand that our actions meant…
  3. I can imagine that you felt like…
  4. We see that our actions impacted you unnecessarily…
  5. As a result of our decision, our relationship was affected…

Explain

  1. In our efforts to optimize our distribution process, we overlooked…
  2. The defect/problem was caused by…
  3. The error was due to…
  4. Our internal communication failed. As a result…

Promise

  1. We’re convinced that the changes we’ve implemented will prevent this from happening again.
  2. In the future, our focus will be on…, so that this situation won’t repeat itself.
  3. We’ll be increasing our efforts when it comes to…, so that in the future…
  4. We’ve increased our efforts to ensure that…
  5. I can promise you that the highest quality standards will be met going forward.

The SPASS model

When it comes to writing the email, structuring your email can be difficult. The SPASS model is perfect for email apologies. It’s simple and easy to remember. SPASS = Situation – Problem – Action – Say Sorry. That’s it. Finally, I apologize for keeping you from what you were doing, with another very long post.

Be great!

 

Writing status updates: Tips and phrases

The key to any successful relationship – business or personal – is trust. Clear, transparent and timely communication helps to build this trust. I spend much of my time providing on-the-job training and support to a logistics client. That support is often in the form of helping them write emails to customers and suppliers updating them on the statuses of certain orders and deliveries. My client often needs to let their customers or suppliers ‘know where they stand,’ in the form of email status updates on orders or shipments: ‘We have a new delivery date.’ ‘We have just determined the requested item is out of stock.’ ‘There is a problem with customs clearance.’ ‘The item has been shipped!’ Whatever the message, my client is dedicated to communicating professionally and to keeping their partner’s trust. Just as with any email, you’ll have to decide whether the tone is formal, informal or neutral. But there are a few things to remember when updating people or letting them know the status of an order, a payment, a shipment, etc.

1. Always let people know why you’re writing

This is true for almost all emails. It’s less crucial if you have an ongoing email ‘conversation’ with someone.

  • I’m writing to let you know about order number….
  • I have some information for you about…
  • I wanted to update you about…
  • We’re writing regarding….
  • We’re contacting you regarding your order number …

The “I” is a personal statement. Using “we” implies you are writing as a company, but are open and friendly. You can use the phrases above in less formal situations, or if you have an existing relationship with the recipient. But if the situation is more formal, then there are better, stronger phrases to use:

  • The purpose of this email is to update you on the status of….
  • This is to inform you about the delivery of…
  • Following is the status of order…
  • Please find attached a summary of …
  • This is to inform you that the delivery of ______ has been scheduled

Adopting the 3rd person instead of the 1st person almost always makes your emails more formal.  Avoid terms like “We hereby inform you” – this feels very legalistic.




Writing emails that people read: Free eBook download

2. Give them the news, good or bad, as simply as possible

Good news is easy:

  • I am pleased to inform you that….
  • I have some good news about your delivery of…
  • I have spoken with the forwarder and am happy to say that…

Bad news is tricky. No one wants bad news, so don’t beat about the bush.

  • Unfortunately, the shipment has been delayed until…
  • Unfortunately, the material you ordered is no longer available.
  • I/We regret to inform you that…”
  • I am afraid we are not able to…
  • Please accept my/our apologies for this misunderstanding/delay/inconvenience.
  • We’re deeply sorry that …
  • Due to the airline employees’ strike, the order is grounded in Frankfurt.
  • It has come to our attention that the deadline that was agreed to cannot be met.

Giving bad news can be very complicated. It’s important that you acknowledge that the bad news is a problem or an inconvenience. Be brief. Be respectful. Be understanding. Explain but be careful that is doesn’t seem like you’re making excuses. Offer some alternative or solution, if possible:

  • We apologise for this inconvenience. We hope the strike will be resolved by Friday and that the shipments will return to normal by the following Monday.
  • Although we cannot provide the items xyz123 you requested, we can offer the item abc456, which are comparable.

3. Develop trust by making yourself available to them

You’ve probably seen them hundreds of times but they work!

  • If you have any further questions, feel free to contact me
  • If you have any other questions, please don’t hesitate to contact me.
  • Please contact me with any questions you might have about this.
  • Please let me know how I can assist you with any other questions.

Consistency is key

If you adopt a formal tone at the beginning, try to maintain that throughout the email. Or, if you decide it should be friendly and less formal at the beginning, stay less formal and friendly through the entire email.

 

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

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

Professional and personal benefit

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




eBook: The definitive checklist for qualifying training providers
Inspiring trainers

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

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

Location, location, location

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

Motivated participants

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

To summarize

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

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

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

12 ways to regain control of your inbox and avoid an email tsunami

It’s your first morning back in the office. You’ve had an amazing two weeks and this time last week you were laying on the beach. This morning however, you were brutally awakened by the alarm clock – and it’s back to reality. After grabbing a coffee, you’ve opened your inbox and there are 500+ emails awaiting you. Where do you start?

Here are some ideas to help you tackle a post-holiday email tsunami:

  • Talk to people. This may sound a bit obvious, but ask your colleagues and boss what’s going on so you get a clear picture. Then look for emails related to what you’ve learnt.
  • Scan through the subject lines to give yourself a feeling of what’s going on before you open anything.
  • Move all emails into a new folder. That way you’ll only have the freshest of emails in your inbox.
  • Work your way backwards. Start with the most recent emails. A lot of them will be part of a chain anyway, and the most recent parts will be the most relevant.
  • Sift through the bulk. First delete anything that is obviously irrelevant.
  • Sort the emails into categories. Who are the most important people you’re working with? Maybe start with emails from a certain client? Or your boss?
  • Are they low, medium or high priority? Would the sender agree with your rating?
  • Thank people. Thank anyone who has covered for you, thank your clients for waiting etc.
  • Set up a new automatic message. Explain that you’ve just got back, that you’re working your way through your emails, and that you’ll be in touch as soon as you can. Invite people to give you a call if it’s really urgent.
  • If you’re only copied in, then move these emails into another folder.
  • Decide on what you’re going to do about the emails. Which ones are you going to answer now? Which ones later? Try marking them with colored flags to show what you’re going to do. If something is literally going to take a minute to answer, do it now.
  • Make a to-do list based on the emails you didn’t delete.

Lastly, congratulate yourself quickly on getting through the emails, then get down to your to-do list!

 

 

What does Blended Learning really mean?

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

eBook: The definitive checklist for qualifying training providers


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

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

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

What can you put in your BL toolbox?

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

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

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

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

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

What are the main obstacles?

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

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

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

Establishing effective email etiquette in your virtual teams

Email is still one of the most common communication channels within virtual teams – and it can cause friction.  Proactively tackling potential problems is key to successfully launching a virtual team – so during our face-to-face and online seminars with virtual team leaders we discuss expectations.  Naturally communication comes into this and time spent constructing a communication plan is always time well spent. As Jochen, a German project manager shared “It sounds so obvious we didn’t think about doing it – and now that we have I can already tell that we solved some real obstacles”.

Building a communication plan when you kick off your virtual team

A communication plan outlines which communication tools you’ll use and how you’ll use them.  For example “we’ll use Webex for our brainstorming and problem solving, we’ll use Hipster for chatting and sharing links, and we’ll use email for …”

Building the plan involves discussing approaches and expectations – and by talking through these expectations you can uncover and deal with different attitudes.  An example we often run into when working with multicultural virtual teams is whereas one team member may expect people to write back a polite “thank you for the mail” another may find this a waste of time – and even annoying!  And because email is still so pervasive we’ve seen that the majority of frustrations come from how people use (or don’t use) email. To get you started with your discussions, we’re sharing below a list of email commitments one of our clients agreed to (with their permission of course).

Email commitments from a software development team working virtually across 3 countries

  1. We’ll check our email at least every 3 hours.
  2. We don’t check emails when we are in meetings.
  3. We’ll use the phone and leave a message if something is truly time critical.
  4. We’ll write email subject lines that immediately explain what the email is about.
  5. We’ll use keywords like Action by XX or FYI in the titles
  6. We assume that if somebody is copied (cc) into an email they don’t need to respond.
  7. We will avoid using the “reply to all” unless everyone absolutely needs the information
  8. We’ll pick up the phone after 3 emails on one topic.
  9. We accept that emails sent from phones occasionally have typos.
  10. We expect that larger emails are well written.
  11. We don’t use CAPITALS and we don’t normally use colours unless something is critically important.
  12. We use bold to help people scan key information
  13. We always give people the benefit of the doubt if something can be understood in two ways.
  14. When we write an email in an emotional state we all agree we will save it – and come back to it the next day. And anyway a phone call is preferred by everyone.
  15. If we’re having interpersonal problems, we don’t use email – we’ll pick up the phone or use Skype for Business.
  16. We will review this list every 4th Skype meeting and remind ourselves that we all want to follow it.

The above list is strong and clear. It was built over the course of a facilitated 30 minute discussion and it works. We’re not advocating that you take it word for word  – but why not use this a as springboard for discussing your own team’s behaviours? Building common understanding up front will help your virtual team communicate smoothly and confidently.

And if you want to read more

Here’s a useful document with tips and language for effective communication across cultures.

Book review: How to win friends and influence people

I’m sure a number of you have either heard of, or read, Dale Carnegie’s book “How to Win Friends and Influence People”.  It has been in circulation since 1936 and there is good reason for that. I know a lot of people say “Ah, that’s too American rah! rah! for me.” or “That is a bunch of self-help nonsense and should only be read by depressed salespeople!”  The fact is that the book is rather “human”. A lot of what is said applies to basic, human interaction and feelings that we all experience each day. That is the main reason this book has been around for so long as it relates to those both inside and outside of the business world.  Sure, there are some points made that are a bit of a stretch, and some that aren’t universally applicable, but once you sift through those there are a lot of great ideas from which business people can benefit.

Some interesting points from the book

There are many other great points in the book that relate to daily business situations. Here are just a few. (In this “Secret to Success” download, there’s a full overview of Dale Carnegie’s 30 principles from “How to Win Friends and Influence People”, and the principles from “How to Stop Worrying and Start Living”.)

Talk in terms of other people’s interests

People love to talk about themselves.  Ask a few questions to get people talking about what they like, attentively listen, and then you will be surprised at how much they like you.  Do a little research on what the other person you are trying to influence likes and show some genuine interest before diving into the business issue.

Don’t criticize

It is easy to immediately tell someone they are wrong when they make a mistake.  This may lead to resentment or possibly hatred towards you.  Next time, take a minute to try to understand where they are coming from and why they see things the way they do.  Don’t point out your colleagues mistakes each time, but ask some questions and allow the person to come to the conclusion that it could be a bit better on their own.

Say a person’s name

Everyone likes to hear their name. Take time to learn people’s names and remember them no matter how “unimportant” they may seem to your immediate needs.  By knowing people’s names and saying hello in your client’s office, it could help you close the big deal as you would be surprised how valuable the opinions of others in a company are.

Smile

I know, you don’t want to walk around smiling all the time because you will feel fake and uncomfortable.  But try it a few more times a day when you normally wouldn’t and see how others respond.  You may be surprised.

Begin in a friendly way

Many times we start a discussion, call, or email with the issue we are trying to solve.  Take some time and make some small talk or say something complimentary before conducting business.  It will take people off the defensive and make it easier to have difficult conversations.  Next time you want to file a complaint or negotiate a lower price, reiterate the positives you have experienced with that company before asking for something.  Many people will be happy to help someone they perceive as being friendly and not aggressive.

Admit if you are wrong quickly

This is hard to do at times, but it goes a long way in getting the other person to see where you are coming from and then softening their stance when it comes to a disagreement.  If you know your boss is angry about a mistake you made, don’t try to come up with excuses but instead come right out and admit the fault and what you should have done.  They will respect you for it and most likely be less hard on you.

 

 

 

When is praise an insult?

During a recent presentation skills seminar for a French organization, I observed participants as they presented. I offered only feedback on the positive behaviors I saw. As we went through the round, the managing director of the group of participants couldn’t wait any longer and interrupted the feedback session by asking where was the criticism? It was obvious that the presenters were doing things that would get in the way of their presentation goals, (from audible pauses to nervous movement), and I was doing them a disservice by not pointing out the negatives. He did give me the cultural excuse of being a positive, American trainer. Yet his message was clear, the group needed correction more than praise to develop. For the record, I think both praise and correction are appropriate (and it’s true that unspecific praise can feel condescending and counterproductive, as if the recipient is too immature to take correction as a way to improve).

Praise is a complex concept that crosses many cross cultural communication styles and its effectiveness is personal as well. For example: The German culture offers the view of a foundation of trust in the working relationship. You have a job because the company feels you can do it. This general level of trust is positive enough to not require reinforcement through praise. In fact, praising someone for just “doing his job” can be insulting as if the expectations of performance are low.

How praise gets delivered is also of importance to judgements of its sincerity. In some work cultures, being singled out for enthusiastic praise if front of a group would be gratifying to the person receiving it while cultures that use more restrained emotional styles might find expressive, public praise embarrassing and impersonal. Groups using collectivist approaches would recognize team accomplishments over individual ones. Groups using individualist approaches would do the opposite.

Our brand will come from what we are very good at doing, not from correcting mistakes to an acceptable level.

James Culver

How to get it right? Praise helps us know the right way to do things so we can recognize and track behaviors we want to develop. Praise lets others know your priorities, the organization’s focus and their path forward. Done well, praise is an important tool in developing focus and innovation. Observational praise also enhances the credibility of the observer, as praise is specifically tied to authentic, recognizable behaviors the recipient and observer can agree happened.

Observe. How do people in your organization know they are on the right track? Mirror the praise behaviors in your organization and expand that style with your own approach. Note how the recipient is meeting your high standards. Let that stand for a while so it is credible.

 

  1. State why you are complimenting the employee

Sentences:

* We have thoroughly enjoyed our relationship with your company, especially because your customer service representative, John Doe, has been so helpful.
* Your representative, Jane Doe, is to be commended for her outstanding work on your last project.
* We want you to know how impressed we were with the way Jane Doe handled the delinquent accounts.
* During a recent internal audit, John Doe found a rather large discrepancy in our financial records. Had he not found that error, our corporation could have faced heavy legal fees.
* I want to tell you how pleased I am with the landscaping plan your new intern prepared for me.

Phrases:

* a very helpful attitude
* among the finest I’ve seen
* by your co-workers
* commendations and congratulations
* convey my appreciation to
* exceptional work done by
* express my appreciation for
* has been extremely helpful
* have thoroughly enjoyed
* have been deeply impressed
* have come to admire
* how pleased we have been
* how impressed we were
* how highly we think of his efforts
* how much we appreciate
* how pleased I am
* is to be commended for
* please accept
* received exceptional service
* want to let you know
* with the services of

 

  1. Acknowledge the employee’s qualities that made the contribution worthwhile

Sentences:

* His attention to detail helped our work move smoothly, without a single legal snag.
* His broad knowledge of the machinery has helped our trouble shooters keep the assembly line moving during the periods of heaviest demand.
* Her public relations skills helped us collect on most of the accounts that others had given up on. We hope she will be available for future cooperation.
* We commend his attention to detail. He is the most thorough accountant we have had work on our books.
* She has a good sense for balance, with the right mix of colors and textures.

Phrases:

* a pleasure to work with
* an excellent sense of
* attention to detail
* broad knowledge of
* consistently gone out of her way to
* courteous, well-trained staff
* dependable and thoughtful
* diligence and skill
* efficiently and with good humor
* going the extra mile
* has helped us to
* intelligent and cooperative
* made sure everything ran smoothly
* never-failing professionalism
* one of your company’s greatest assets
* particularly astute in
* professional and courteous
* public relations skills
* stays calm under pressure
* the time and thought he put into
* took care of all the details
* took the trouble to
* went out of his way to
* willingness to help

 

  1. Express appreciation and wishes for continued success

Sentences:

* Thanks again for assigning him to work with us. Best wishes for the future.
* We send our warm regards and wish you continued success.
* We wish you similar successes with your other clients.
* Please convey our appreciation to Jane for a job well done. We hope we can work together again.
* May your future endeavors be as successful as this one has been.
* You are fortunate to have Jane as an employee. Best wishes to her and the rest of you at Doe Corporation.

Phrases:

* are looking forward to
* best wishes for
* congratulations on your
* continue your tradition of
* convey my compliments to
* how much we appreciate
* keep up the good work
* one of your greatest assets
* our sincere thanks and appreciation
* our warmest regards
* please let everyone involved know
* please pass my appreciation on to
* please thank him for us
* thank you for
* thanks to the efficiency of
* want you to know
* will assure the continued success of
* wish you continued success
* working together again
* would like to thank her for

 

Requesting information when people don’t want to share it

In the business world, we often have to request information from people who, for a variety of reason, are reluctant to share it with us. This happened to me rather frequently when I worked as an analyst for an international firm in the US. I would have to request information from people from across the country who, although we worked for the same company, had no idea who I was or why they should share anything with me. Sometimes they felt the information would make them look bad, other times they knew that they hadn’t been keeping the information up to date. So how did I learn to deal with the inevitable pushback I received?  By learning from my colleagues, talking with stakeholders and a lot of trial and error I identified 5 key behaviors.

  1. Anticipate and accept the pushback. After the first couple of times, I realized this was to be expected, so I planned for it. I also learnt to not take it personally.
  2. Save time with templates. Since I was sending out information requests several times per week, I decided it best not to re-invent the wheel with each email. I developed very polite email templates. This also freed up my time for other tasks.
  3. Apply gentle pressure. I spoke with my manager who then spoke with their boss. Together they came back and asked me to cc their boss. I did this so that they knew my request couldn’t be ignored. I got quicker responses this way. Any questions I received from their boss I passed on to my manager, as she had requested.
  4. Say thank you. I immediately wrote a thank you email as soon as I received the requested information. This feedback from me meant they (hopefully) remembered me the next time I needed something, and the pushback would no longer be there. I also stopped being the annoying guy and became the friendly guy.
  5. Mix it up. I needed a lot of information from a lot of different people. Calling them each and every time was impractical BUT I tried to mix things up and call people some of the time. This helped to keep things human.

For my email template, I included three things.

  • I explained why I needed the information.
  • I acknowledged they were the experts that had the information I needed.
  • I thanked them in advance for taking the time to respond to my request.

Here is an example email:

Dear Steve,

My name is George Barse, and I work in the xx location. I am currently during a report on zz, for which I need information on yy. I have been told by a colleague that you are the contact person for this information. I would greatly appreciate it if you could provide me with aa as it will help me in the report I am writing for tt.

Thanks in advance for any assistance you are able to provide in this matter.

Yours sincerely,

George Barse

I also created a template for the short thank you email I sent after my request was fulfilled.

Dear Steve,

Once again, thank you for your quick response in providing me with the information I needed for my report. Your help is greatly appreciated. I was able to effectively use the information in my report on zz.

Please let me know if I can help you in any way in the future.

Kind regards,

George Barse

21 Useful phrases for making a request via email:

Here’s some phrases you could use when making a request. The first is very friendly and the last is possible, but not going to make you any friends…

  • Is there any chance you could send me…?
  • Can you just drop me a line to let me know if you can send……?
  • This is just a friendly reminder to ask you to send ……
  • This may be lying at the bottom of your “to do” list but could you possibly send…..?
  • Could you send me…..?
  • Could you kindly let me know whether you can send…….?
  • Could you do me a favor and send me ……?
  • Could you please send me ….?
  • Please could you send me …..?
  • You’d really be helping me out if your could send me….
  • Look forward to receiving the ……It would be great to have ……
  • It would be helpful if you could send……
  • I would really appreciate it if you could send me …..
  • I would appreciate a prompt response and look forward to receiving ….
  • I would be so grateful if you could send me …..?
  • Would it be possible for you to send me…..?
  • Would you kindly send me …….. by Monday?
  • We urgently require the ………… today / within 24 hours
  • If you do not send me ……, I will have no option but to escalate the matter to Mr / Ms…
  • Should I not receive the …….., unfortunately I will be forced to contact ….

No man is an island – 10 great English expressions and lessons on Brexit

We don’t normally touch on politics here on the Target Training blog but Brexit represents such a monumental change not just for British people, but for Europe as a whole. It’s also not just about politics. It’s about people and freedom. The freedom to live and move in any of Europe’s wonderful corners. The freedom to mix easily with people from other cultures, learn new languages, and benefit from the wide variety of absolutely everything. Like half my country men, I am bitterly disappointed. I’ve been through a range of emotions since Friday 24th June: sadness, disbelief and fury to name just a few. This is like a grieving process, and I am slowly coming into the acceptance phase.

Here are 10 great English expressions which summarize some of the lessons from Brexit.

Lesson Number 1: It’s OK to throw your toys out of the pram (for a bit)

I can stamp my feet and scream all I like, but it’s not going to change the situation. However, throwing a bit of a tantrum helps to let some out of the emotion out before moving on to the next stages of the process.

Lesson Number 2: Just suck it up

I’ve had disappointments before. Who hasn’t? And basically, although for me BREXIT is huge, those of us in the Remain camp have just got to “suck it up”. I hate that phrase, but yes, I agree it’s time to just accept it. And work out the best possible solution for Britain, Europe, and its people.

Lesson Number 3: Don’t rest on your laurels

What does that mean? Well, this English phrase means you need to work hard to reach your goals. The turnout was “only” 73%. Yes, for a normal election, this is very high. But for an event with the potential to change the course of history, it wasn’t really good enough. Young people particularly are complaining that the older generations voted for something they didn’t want. Yet not everybody made the effort to go out and vote themselves.

Lesson Number 4: Pride comes before a fall

If you don’t mean it, don’t say it. The referendum was promised as part of the last election campaign. At that stage, nobody considered it a risk so there was no harm in throwing it into the packet. Nobody actually thought Brexit would really happen. But it did.

Lesson Number 5: Don’t count your chickens before they hatch

The Remain campaign were sure they were going to win. The Leave campaign were pretty sure they weren’t going to win. Both camps counted their chickens before they hatched. As a result, all leaders, or potential leaders, have stepped down and Britain finds itself politically divided and leaderless.

Lesson Number 6: The grass is always greener on the other side

In spite of nearly every business leader and financial expert saying it would be a bad idea to leave the EU, people realized it was their chance to vote for how they really felt. Nobody can predict the future, so why not see how green the grass is on the other side? If you think something is bad, then surely a change can only be a good thing?

Lesson Number 7: You can’t have your cake (and eat it too)

Stories are beginning to emerge in which Leave voters didn’t understand that they will no longer get EU subsidies they are used to receiving. They’re realizing they can’t enjoy the best of both worlds and will need to accept that cuts will now take place.

Lesson Number 8: When the going gets tough, the tough get going

Now it’s time for tough leaders with drive to fight for a deal that will work in everyone’s interest. This is clearly not going to be easy. The British leaders (once appointed) will be negotiating knowing that half their population don’t want this situation, and the European leaders will want to find a solution that discourages other countries from wanting to leave.

Lesson Number 9: All good things must come to an end…..

This seems like a good phrase to finish off with. It’s been great, thank you Europe. (I hope you’ll let me stay – and keep my British passport)

Lesson Number 10: ….but you never know what’s just around the corner.

Who knows? The future may even hold something brighter…

 

This poem is by John Donne, one of Britain’s most renowned poets. It was written in 1624. He could have written this poem for Britain now.

No man is an island,
Entire of itself,
Every man is a piece of the continent,
A part of the main.
If a clod be washed away by the sea,
Europe is the less.
As well as if a promontory were.
As well as if a manor of thy friend’s
Or of thine own were:
Any man’s death diminishes me,
Because I am involved in mankind,
And therefore never send to know for whom the bell tolls;
It tolls for thee.

 

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

beQUALIFICATIONSLARGE

Download our free eBook

Which Business English qualification is right for you?

 

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

1. Blended Learning

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

2. Flipped Learning

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

3. Bite-sized Learning

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

4. mLearning

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

5. eLearning

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

6. Business-centric Learning

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

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

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

8. Social Learning

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

9. On the job Learning

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

10. Gamification

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

11. Informal Learning

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

12. Experiential Learning

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

13. Independent / Self-directed Learning

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

14. Self-paced Learning

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

15. Ongoing coaching and mentoring

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

16. Prescriptive Learning

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

For more information

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

Writing audit reports, the four-eyes principle, and the danger of “red pen mania”

When writing audit reports the “four-eyes principle” can add value. A second set of eyes provides an element of security. The 2nd reader catches looks at the complete audit report with fresh eyes, spots things the report writer may have missed, and picks up on structural, stylistic and language issues.  However “red pen mania” (also known by some as “correction compulsion disorder”) can give the four-eyes principle a bad name. Give a manager a red pen (in other words the organisational authority to check someone else’s written work), and you may get more than you bargained for!

The other day I had the good fortune to interview a French client who is a senior compliance officer working at a regulatory organisation overseeing the financial institutions in a European country.

What does a typical audit report look like and how strict are the guidelines?

The format is dictated by the subject matter. The biggest difference in approach and contact would be between internal reports and reports for recipients outside the organisation, our clients if you will.

How do you go about drafting an audit report?

I would describe the approach as “forensic”. There is a lot of detailed research, fact gathering and analysis. I stress again, we have to be absolutely sure of our facts.

And who is the primary recipient of the report?

Internal reports as a rule are addressed to senior management. External reports are read by the CEOs of banks and other financial institutions, so we have to be sure of our facts. Remember, if we discover a compliance failure, the company will be spending a lot of money to put it right. We have to be sure of our facts.

Is there a 4 eyes principle?

4 eyes? How about 6, 8 or even 10 eyes principle?

How does this work in practice?

The responsible manager and his or her team drafts the first report and this is fine-tuned at a junior level, before being submitted to the next level of management. Ideally the accuracy and completeness of facts should be the first priority. Language style and grammar should be done when the accuracy of facts has been achieved.

Are suggestions for improvement open to discussion?

Interesting point. When a more senior manager makes a suggestion, it is more than a suggestion. Of course, as the compliance officer responsible I have to ensure the facts are correct and complete. What often happens is that a senior manager, does not dispute the facts, but asks what exactly does this mean or you need more information on this point. This feedback is always welcome and is an important part of the 4 eyes system.

What about language and style?

Accuracy (facts) and style (language) are both important and, as I said, getting the facts straight is not an issue. Neither are suggestions on wording. Remember what we point out as an action area incurs big costs We have to be careful not give the impression we “ordered” a particular course of action, otherwise our “client” can blame us, if a particular course of action does not work or, even worse, leads to financial loss. We would tend to pinpoint the problem and encourage the client to develop an appropriate remedy. Once again, 4 eyes feedback is here is invaluable.

I have the impression there is an area of 4 eyes feedback that is problematic. Would you care to elaborate?

You’re right. Case officers are generally intelligent and literate and do not write gibberish. In any case there is a language clarity check at a junior level. Style is a problem. Style or phrasing is often a personal preference. Unfortunately some senior managers, even if the facts are fine, feel obliged to fine tune the language – even when it does not need fine tuning. So then the red pen comes out and “we considered” becomes “it was considered that”; or “the problem I am alluding to” becomes the “problem to which I am alluding”. And if the senior manager does not like or understand alluding, then expect talking about, the rationale being plain English.

So what was the worst case of red pen mania you ever came across?

Bearing in mind an average report goes through 30 plus drafts, the world record in my experience was 55 drafts. After 36 drafts I just accepted all corrections (using the word correction tool, so it was quick and painless). Amazingly the reports kept coming back. One manager started correcting his own corrections! In my opinion, there are three things going on here. First the natural need to show power. Second the problem of insecurity and competence. And last but not least a problem peculiar to governmental bureaucracies. They do not have the cost discipline, and therefore the time discipline, that would nip this in the bud. I have worked in the private sector. I am by no means a neo-liberal market fanatic, but this would not happen in the private sector. Yet government organisations have too much slack and can afford this self-indulgent waste of resources.

Thank you for your insights. We respectfully ask all audit managers to remove all red pens from their desks. And by the way, what do you do with junior managers who have difficulties writing clearly and concisely with completeness of facts?

[laughs] They are sent on a report writing course. For example at Target Training. So keep offering your seminars on writing audit reports and we’ll keep sending our employees!

The Naked Negotiator – and the one thing you must do when preparing for a negotiation

We all know the dream. You find yourself at school in your pyjamas; you are making a presentation without any clothes – or you go into a negotiation without a BATNA.

What is BATNA and why do you need one when preparing to negotiate?

If there is just one thing where the Harvard Negotiation Project has left its mark, it is their concept of identifying a Best Alternative to a Negotiated Agreement (BATNA ). BATNA wasn’t and isn’t  a revolutionary idea –  alternatives, plan B, options, bottom line and so on have been around for years. Yet BATNA seemed to capture the hearts and minds of negotiators worldwide, whether they be purchasers, sales professionals, HR, project managers or business owners. BATNA is the one thing you must do when preparing to negotiate.  BATNA

  • protects you against agreeing to a bad deal,
  • makes you carefully consider your negotiating position and the business case driving the negotiation,
  • forces you to develop feasible alternatives.

But do we always prepare our BATNA carefully enough?

The big (free) eBook of negotiations language

hbspt.cta.load(455190, ‘eac6a883-282f-4df0-a3a5-3bdfa9851c56’, {});

Is a BATNA always realistic?

When you want to buy a car, you have the choice of other makes and other dealers. If you want to repair your house, you ask for many quotations. What if you want to negotiate a pay rise with your boss and you do not have another job offer in your pocket? What if you are negotiating with a supplier in a seller’s market and the only alternative supplier has doubtful quality and a long lead time? Is a BATNA always realistic? From my own experience in delivering negotiation seminars, the perception that the other party has all the power and agreement is only possible on their terms is an all too common scenario.

Finding your BATNA – am example from the pharmaceutical industry

I recall working with some pharmaceutical executives who for the first time in their lives had to negotiate prices with the Verband der Gesetzlichen Krankenversicherung (GKV) or National Health Insurance Association. As one of the managers put it, “we no longer had a licence to print money”.  They felt they were approaching the negotiations with no alternative but “yes”.

Sure concessions had to be made on price without too much suffering, but did they really have a BATNA? Did they have a viable alternative to agreeing to an unfavourable deal? After brainstorming and discussions, they found there were some very powerful BATNAs available to big Pharma:

  1. Accept a lower price … but insist on volume share
  2. Refuse to market in Germany, i.e. to do the initial marketing in another European country and deprive German patients of access to this new drug.
  3. Agree to a less than ideal price, but restrict the quantity for the German market.
  4. Similar to point three, limit the drug to certain treatments, where a higher price could be argued.

The pharma negotiators had at the very least the feeling they had some control over the negotiating process and outcome. They were no longer naked negotiators.

No deal is better than a bad deal

When there is no obvious BATNA, then maybe no deal is better than a bad deal.. At the very least rational analysis substitutes negotiating by chance. And you won’t sit down at the negotiating table naked.

The three basic rules to capitalization

Speaking a language involves understanding, recognizing and successfully using a set of grammar rules. However, when writing in a language, a whole new set of rules have to be learnt and used. English is no different. One question I get quite often from my participants who are writing a report or preparing slides for a presentation is when to capitalize a letter. Because we are speaking about English, the answer isn’t exactly straightforward. There are a few basic rules, but the rest are a matter of style. As usual, the most important thing is consistency. Remaining consistent makes your writing more professional and polished. Otherwise, your work looks lazy and shoddy.

That said, the three basic rules to remember can be broken down as follows:

  1. Capitalize the first word in a sentence. This is an easy one that is pretty consistent across languages with Latin-based alphabets.
  2. Capitalize the pronoun ‘I’ in any location. Remember that you are important! You are so important that you use a big letter when talking about yourself.
  3. Capitalize all proper nouns. If it is the official word for something, capitalize the first letter. This goes for cities, countries, companies, brand names, days, months, people’s names or nicknames, etc.

That seems pretty basic and covers just about everything, so what else is there to worry about? Well, what about titles of reports and presentations? Here you can do it one of two ways. Either capitalize only the first letter of the title, or the first letter of each important word, like in the below example.

  • A study on customer behavior with supporting data
  • A Study on Customer Behavior with Supporting Data

Once again, consistency is key. After you have picked your style, make sure you use it on each subsequent page or slide. If you are preparing a presentation, the same rules apply for each bullet point. Thus, is it important to use the same style for your bullet points as you are using for your titles. This will give your final presentation a polished and professional look.

What other grammar problems do you come across when you write in English? How are the rules for English different than for your native language? Let us know in the comments box below.

Contact us now




 

Don’t sweat it – everybody’s wrong sometimes, even your boss

In this video, Kathryn Schultz tells us that by the time we’re nine years old, we have already learned that the best way to succeed in life is to never be wrong. You should watch the video if you want to know how she came to that conclusion and a few others – when you have ten minutes.

Everybody’s wrong sometimes

Some of Kathryn’s words (if you don’t have time to watch it right now), and main points are:

  • Realizing you’re wrong can make you feel embarrassed or stupid, but being wrong itself doesn’t feel like anything.
  • The first thing we usually do when someone disagrees with us is we just assume they’re ignorant.
  • The second is that they’re idiots.
  • Then we move on to a third assumption: they know the truth, and they are deliberately distorting it for their own malevolent purposes.

There’s nothing wrong with being wrong

Assuming that Kathryn’s assumptions are correct, you can see why telling someone that they’re wrong could prove to be the biggest mistake you’ve ever made – all depending on who is on the receiving end of course. Now, let’s say that person is your boss, your teamleader, or anyone in your company with more authority. Speaking for myself and my conflict avoiding personality – Difficult conversations always have a moment or two where I say completely the wrong thing. To others, determining to even speak to the boss about being wrong is enough to bring on sleepless nights.

Before you do decide to confront the person who was wrong, consider this:

Don’t pick the wrong battles

To speak up or not to speak up about it? I don’t know, is it worth it and/or important?

Don’t talk about the wrong thing at the wrong time

Stick to the topic, make the time to have a proper conversation (in private) and give your boss time to prepare.

Don’t say the wrong things

It’s just not the right time to say things like “I told you so” or “I knew this would happen” and to place blame. It’s already done, who cares? How can we fix it?

The DESC model

Once you’re ready to have the conversation, you can use the DESC model to structure your message – positively. This assertiveness model is perfect for giving negative feedback or criticism. It’s simple and it works. It’s for this reason that participants in our “Practical Toolbox for Managers” seminars often highlight DESC as one of the most valuable tools they take away.

Description – In a private setting, start by describing what you have observed. It’s important to be objective and concrete at this stage. Take responsibility for the feedback by using “I” statements.

Effect / emotion – Once you have described what you observed, move on to the effect or impact this has had. If the effect was an emotion, share this openly. Feedback is always personal in the sense that it is between people about people. Emotions play a part in interpersonal relationships and by naming them and getting them out into the open, you can deal with them in an professional manner.

Solution – Now move on to what you like to see happen. This could be directive e.g. “What I would like you to do next time is …”. Even better, build the solution together using a participative approach e.g. “What do you think we can do to avoid this next time?”.

Conclusion (commitments and contract) – End your feedback conversation by building a “contract of commitment”. Check you have a mutually common understanding of what has been agreed, and get commitment for the future. Then conclude looking forward.

The 6 most horrific bosses of all time

I did some Googling on this topic. With any luck, your boss is nothing like these bosses were...so go ahead and have your conversation – you have nothing to loose. And finally, here are 10 things a good boss would never say. Enjoy.

 

 

 

 

 

Evaluating existing training suppliers

Once a decision has been made for a training supplier and the first delivery has been checked for quality and suitability, we usually move on to other things. In reality, this can mean that a training provider delivers the same training measure again and again over years, without its contents being updated to current business needs or checking that the agreed contents are still being used by the selected trainer. Use the following topics to structure how you evaluate your existing training suppliers.

How up-to-date are you?

Evaluating your existing training provider starts in your own office. As you are responsible for the training measure(s) that your provider is delivering, you should have up-to-date information on the latest participant evaluations, seminar documentation and hand-outs. The older your own documentation is, the quicker you need to evaluate your training provider:

  • When did you last have a status meeting with your training provider? What was decided?
  • What can you learn if you compare participants’ evaluations over time?
  • If you don´t have a copy of the seminar documentation on your server, how quickly does your training provider hand out a copy to you?

How do you check the quality of existing training measures?

Regular quality management should be one of the key tasks of HR development but, unfortunately, everyday operational topics regularly push this to the bottom of the list. On the other hand, evaluating the quality of training measures ensures that you´re spending money on relevant training measures that support your business:

  • Does the seminar documentation (key messages about leadership and teamwork, cultural focus, takeaways, etc.) still reflect the current business climate and needs in your organisation? What needs to be updated?
  • Learn from the participants: What expectations does a participant have going into a training event? How are these expectations met after the training? What takeaways are still present 4-6 weeks later?
  • Observe (or participate in) a training event: Is the seminar documentation relevant? Are the key messages suitable for your business reality? Is the trainer still motivated?
  • Talk to your trainer: How does he/she suggest incorporating into the training content what they learn from the participants about your business environment?

How reliable is your current training provider?

A good training provider understands your business and provides a training event that fits your organisation’s culture and industry. In addition, you can rely on them to keep you up-to-date on critical topics arising in their trainings, or to provide you with interesting ideas that synergise with your business:

  • Does your training provider keep you up-to-date with what is new on the market? Do they actively come up with new ideas which benefit your business?
  • Does your training provider shy away from the idea of working with another provider (or with an internal trainer) at your request to deliver a customised training measure?
  • Do you get enough training dates from your training provider? Does he/she keep these dates and/or offer back-up trainers or alternative dates?

Is your contract up to date?

Once signed, companies rarely update contracts with training providers even though a discussion of training fees seems to be a regular event. Nonetheless, important factors such as travel expenses or secondary costs need to be checked on a regular basis. Also, legal requirements, e.g. confidentiality or data protection, change over time and need to be adhered to:

  • Do the agreed payment terms still fit current purchasing standards in your company?
  • Do the training rates meet market standards? Does the number of training measures provided justify a re-negotiation of fees?
  • How dependent are you on your training provider to deliver this training measure? Does this fit with your HR strategy or should you have a wider pool of providers?
  • Do you have an up-to-date confidentiality agreement with your training provider?
  • Does your training provider charge you separately for materials? Is the seminar documentation relevant or can you send key documents via email to save costs?

Download our eBook to learn more

There are thousands of training providers out there and many promise great things. But how can you really find out if they are the right fit? After all, it’s essential that you don’t risk wasting your employees’ working time or your hard-won training budget! Download the eBook.

By Fiona Higginson

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

Understanding contracts and decoding legalese

It doesn’t matter what language or how well you know it, everything goes out the window when the lawyers start talking – especially when it comes to contracts. Legalese is the word we use to describe the special and complex language lawyers use in their profession.  Even for us native speakers, legalese can be a dense network of unknown terms and phrases that may mean one thing but often mean another.

Why do lawyers use such language?

Some think it’s to charge higher fees, but there is a more complicated answer. In the English legal system (and other legal systems, as well), stare decisis – or precedent – is used. This means that past cases are examined in order to interpret the law today. The goal is to maintain consistency throughout time so that the outcome of a case can be accurately predicted. One downside of this is that phrases from the distant past are still in use, which can be very confusing for the modern-day reader.

Another problem encountered by writers of contracts is just simple semantics. The lawyers disagree on the meaning of a word or phrase. In this case, more writing is necessary in order to clarify what exactly and precisely is meant. The lawyers are trying to make the contract as air tight as possible without any possibility of misinterpretation. I know you’re thinking, “If I can’t understand what was written in the first place, how can I misinterpret anything?” Well, that’s the goal of this blog post: to look at a few elements of contracts and put them in layman’s terms so that you can understand what’s written in the contract.

What is a contract?

Basically, it’s an agreement between two parties. In this agreement, something is done or not done in exchange for something of value. To make a contract binding, there must be an agreement between competent and assenting parties and supported by consideration along with mutuality of obligation. Is that clear enough?

Here it is in plain English: The parties wanting to enter into a contract must be of a sound mind, old enough and with the authority to do so. This is called capacity. The parties also have to agree to exchange something of value, and this is called consideration. Without it, a contract is not necessary. There also has to be an offer and an acceptance of the offer. This is what the phrase mutuality of obligation means. As long as the reasons behind the contract are legal, then a contract meeting the above criteria is also legal. The agreement is when an offer is both made and accepted. Without either, there is no contract.

There are a few types of contracts. If a contract is signed by all parties and is completely legal, it may be voidable if one of the parties, for example, lacked capacity to sign it. The contract may be void if the execution of the contract would be, in fact, illegal. However, if everything is done correctly, and the contract is carried out to completion, then it is an executed contract. If something remains to be done, then it is an executory contract. In an option contract, one party has the option to enter into another contract at a later date. If, for example, you are renting a flat with an option to buy within a certain time period, this is an option contract.

That’s a good start to such a dense topic. In a future post, I will discuss the everyday meaning of a few legal terms and phrases likely to be found in a contract. If you have any baffling legalese that you would like me to explain, just use the comments function and I’ll see what I can do :-)

 

Practical questions for analysing and resolving conflict at work

A study in Europe, the US and Brazil revealed that 67% of employees avoided colleagues due to bad feelings lingering from conflicts and that 27% of employees have witnessed workplace conflicts turning into personal attacks.

Over the years working with project managers on resolving conflicts, I’ve developed simple and practical approach to handling conflicts at work. The dictionary defines conflict as ‘a serious disagreement or argument, typically a protracted one’. A conflict at work is more than just a difference of opinion with a colleague. There is an emotional component and you feel a tightness in your guts, a knot in your stomach.

The 4 main causes of conflict

“What triggered the conflict?” is the most important place to start. Here are the 4 largest causes of conflicts in the workplace.

  • Goals The cause of the conflict is mainly about goals. Imagine a strategy discussion where one manager wants to focus on client relationships, the other on improving on the website.
  • Resources Here we are talking about resources, often people and budget. Manager “A” wants people for a project team, Manager “B” does not want to release anyone. Or this budget increases, whilst another is cut.
  • Processes It’s not unusual the managers will often disagree on methods and procedures. One manager wants to run the project on Prince2 principles, the other on the principle of whatever works, works.
  • People This is about people and relationships. If you have a good working relationship with the other party, you probably do not have a conflict. If you disrespect or dislike the other party, you will have conflict. And this problem isn’t necessarily resolved – even when agreement on goals, resources and processes is possible.

Using a practical format for analysing conflicts

Here’s a simple preparation format for analysing a conflict and preparing for the discussion. In other words, you buy time before addressing the issue and “the other party”.

Consider the following questions:

  1. What’s it all about and how did it happen? (History)
  2. Who is involved and affected, apart from you and the other party? (Stakeholders)
  3. How far has the conflict gone? (Escalation)
  4. What triggered the conflict? (Causes)
  5. Has anything been done to settle the issue? (Potential solutions)
  6. What do you (and the other party) want to achieve? (Goals)
  7. Do you have any ideas for approaching the other party? (Strategy)

Solving conflicts starts with reflecting and analysing…

Solving conflicts is tough and draining for everyone. Managing conflicts is a concrete and valuable skill – and one which you can develop. Analysing a conflict may help you see that it is more a difference of opinion and judgement, not necessarily a conflict. But it can also make you see discussing resources and procedures is a smoke screen and a diversion from the root conflict, your relationship to the other party.

…and it finishes with engaging, listening and resolving

Practical issues are more easily addressed; relationship issues are trickier to talk about. The above analysis questions will always clarify where the conflict is coming from and therefore make it easier to generate solutions. It will often indicate that the root cause is personal, i.e. resentment, envy, or even chemistry. So can you put your emotions on the back burner and seek a common solution that benefits your organisation? Are you prepared to talk frankly with the other party and clear the air?

 

Qualifying potential training providers

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

 

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

Are they prepared?

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

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

What kind of business do they have?

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

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

How do they approach designing training content for new clients?

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

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

What methods of quality management do they apply?

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

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

What are their expectations regarding contracting?

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

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

What references can they provide?

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

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

By Fiona Higginson

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