Phoenix Training

Posts Tagged ‘Management & Leadership’

Making the most out of a Development Programme?

Posted by MarinaWirkner
Monday, August 23rd, 2010

At Phoenix, we are increasingly involved in designing and delivering Management & Leadership Development programmes, so if this is an approach you are considering, then I thought that it would be useful to provide a brief overview of how to make the most out of them.

There is little doubt that to develop & design a comprehensive programme is more time consuming than when working on a one off event. However, by spending genuine quality time in accurately understanding and identifying your training requirements you will almost always guarantee higher returns for the business.

To get a clear understanding of your company’s behavioural and cultural background and the challenges you are currently facing, we recommend that the Learning consultant actually spends most of their development time on site – “embedded” if you like – so that they are almost viewed as part of your organisation. This not only helps them to see at first hand where the challenges are, but also goes a long way to achieving participant buy in.  In our experience, participants are much more likely to respond positively to the training if they feel their input is valued and they are familiar with the trainer and his or her way of working.  If you’re going to pay for development work – make sure you can see or hear what you’re getting!

Once delivery begins, any effective ongoing programme should ensure a much more sustainable learning experience. We recommend that each module is delivered every 4-6 weeks, which allows enough time to put into practice what has been learnt back at work whilst still being close enough to keep the momentum and motivation going. We also encourage participants to keep a learning diary in between modules which helps them remain focused, as well as providing great points for review (successes and failures) at the next session.

Before committing to such a major investment, it’s always worth considering how will you actually support the programme internally? One way of doing this really effectively is by conducting a Senior Management Master Class before the programme actually begins.  This will not only provide this key group with an overview of the tools & techniques used on the programme but will also provide them with some clear guidelines on what they can do before, during and after each event to help their colleagues get the most out of it.  In our experience, doing it in this way makes a massive difference.

Finally, it’s worth remembering that we’ll also support you at every stage, ensuring that you get exactly the results you were aiming for.  It takes a bit more planning, but for the right type of organisation, a management or leadership development programme can deliver the most effective learning experience.

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5 Dysfunctions of the England Team?

Posted by TimHolmes
Wednesday, June 30th, 2010
The crest of the England national football tea...
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Last Sunday’s 2nd Round debacle for England in the World Cup was a chastening experience for a lot of us who harbour hopes of witnessing football success for the national team in our lifetime.  On the past two weeks’ evidence, we’re going to be waiting a long time!

To some extent, Saturday’s 4-1 defeat by Germany wasn’t a surprise, following the poor performances of the group stage – and the epithets ‘abject’, ‘inept’, and ‘disastrous’ which were to the fore in the aftermath, were pretty well justified based on what we saw on the pitch.  One commentator, ex-England winger Chris Waddle, who made it to the semi-final with Bobby Robson’s England in 1990, has judged that the England team performed acceptably for about 45 minutes out of 360 en route to their failure.

I know I’m not the only person thinking about this, but I do find it astonishing that individuals of such proven pedigree (a lot of them are stars at some of the best clubs in Europe) should have looked anything but world-class in this tournament; and it set me thinking: was there something about how they functioned as a team (or a squad) that contributed to this?

Anyone who’s read Patrick Lencioni’s 5 Dysfunctions of a Team (an excellent book, quick to read and full of insights, but avoiding the infantilising tendency of many in that bracket), will know that he posits five things that get in the way of building a successful and performing team:

  1. Absence of Trust
  2. Fear of Conflict
  3. Lack of Commitment
  4. Avoidance of Accountability
  5. Inattention to Results

So, I thought I’d just look at the England football performance through the prism of Lencioni and see if anything chimes.  Of course, the only people who currently know the truth of the matter are within the England camp, and for now that hasn’t been shared with us (no doubt a tell-all book will follow), so don’t phone, it’s just for fun…

Dysfunction 1: Absence of Trust — This occurs when team members are reluctant to be vulnerable with one another and are unwilling to admit their mistakes, weaknesses or needs for help.  Without a certain comfort level among team members, a foundation of trust is impossible.

In relation to England, one might briefly highlight the following as having been damaging to trust within the camp:

-          John Terry’s infidelity with his England and Chelsea team-mate’s partner.  Although as one of England’s best players JT’s team-mates were never going to want him out of the team, t was clear that many regarded this as ‘crossing the line’ and will have regarded his actions as a breach of trust.

-          The Capello Index.  Only a month before the tournament, Fabio Capello signed a contract with a media company to participate in a website by ‘marking’ his players game by game, based on their performances in the World Cup matches.  It’s hard not to laugh when one imagines what scores he would have given, hindsight is a wonderful thing!  However, as was pointed out at the time, it smacked of an error of judgement and will have damaged the ‘comfort level’ among the squad members.

Dysfunction 2: Fear of Conflict — Teams that are lacking on trust are incapable of engaging in unfiltered, passionate debate about key issues, causing situations where team conflict can easily turn into veiled discussions and back channel comments.  In a work setting where team members do not openly air their opinions, inferior decisions are the result.

-          After the second match, against Algeria, John Terry spoke out in an interview, and said that there would be a clear-the-air crisis meeting that night at which everyone would speak their minds, good or bad, and get things off their chest.  At the time, I remember thinking ‘good’, that will help them to overcome whatever inhibitions or problems there are, which clearly there must be.  However, tellingly, Terry was smacked down by his manager publicly (through ‘back channels’?) told he had spoken out of turn (Absence of Trust again), and 24 hours later Frank Lampard denied that any ‘crisis talks’ had taken place.

-          It is well documented that Capello has an authoritarian streak, and a command-and-control management style, so from the outside it looked like he had prevented any dissent being aired.  Not good for the team by Lencioni’s theory.

Dysfunction #3: Lack of Commitment — Without conflict, it is difficult for team members to commit to decisions, creating an environment where ambiguity prevails. Lack of direction and commitment can make employees, particularly star employees, disgruntled.

-          Wayne Rooney was explicit in saying that he preferred to play a lone striker’s role up front, something which was denied him by the manager.  John Terry revealed explicitly (whether with tacit support of others I can’t say) that he thought Joe Cole should be starting the games, again overruled.  Steven Gerrard was asked to play wide on the left (not his natural position), and Frank Lampard was expected to play more of a holding role (not his natural one either).  If these four were the England ‘star employees’, would it be a surprise if they showed a lack of commitment, if they felt they were not listened to?  Wayne Rooney in particular looked disgruntled.

-          As a postscript here, I was struck how Joe Cole, in an interview the morning after England’s exit, prefaced his comments about the team’s exit by saying that ‘on a personal level, obviously I’m disappointed I didn’t play more’.  Not the words of a committed member of the squad; rather, someone thinking about himself first.

Dysfunction #4: Avoidance of Accountability — When teams don’t commit to a clear plan of action, even the most focused and driven individuals hesitate to call their peers on actions and behaviours that may seem counterproductive to the overall good of the team.

-          This dysfunction is less obvious in relation to the England team.  There was no lack of ‘taking responsibility’ in words at least, with every poor performance followed by interviews in which the captain or others shouldered the collective blame.  However, there is always a suspicion that that is lip service, and Wayne Rooney’s outburst “Nice to see your own fans boo you, that’s what loyal support is” after the Algeria game smacked of someone not admitting accountability to me.

Dysfunction #5: Inattention to Results — Team members naturally tend to put their own needs (ego, career development, recognition, etc.) ahead of the collective goals of the team when individuals aren’t held accountable.  If a team has lost sight of the need for achievement, the business ultimately suffers.

-          Need I say more?!  The tournament ends, and the players head home to their lovely lives, their lovely wives, and their lovely weekly pay-packets, playing in teams where they are completely valued and the systems of play are built around them.

-          The England players looked beaten down, uninspired, and afraid to express themselves.

-          Meanwhile, we see in the South American sides (4 out of the 8 quarter-finalists are from there: Brazil, Argentina, Paraguay, Uruguay), and in Germany also, a very evident relish for representing their country, with sparkling team play and performances that are greater than the sum of their parts.

At least the next 8 games should be more fun to watch!!

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Tailored vs Open Courses

Posted by MarinaWirkner
Thursday, June 3rd, 2010
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I’m often asked by potential customers, what exactly are the key differences between open and tailored training. This got me thinking that it might be useful to develop a quick reference guide that will help you make a more informed decision.

Open Courses

  1. Open courses provide the participants with a brilliant overview of their chosen subject – whether it’s Introduction to Sales, Essential Management or Inspirational Leadership.
  2. Open courses enable you to work alongside individuals from different industries but often with very similar concerns. They also provide you with great networking opportunities!
  3. Open courses provide an off site learning environment to discuss openly challenges & concerns which in some cases individuals feel more open to talk about when not in the company of colleagues.
  4. Open courses represent a highly cost effective solution where only one or two individuals require development in a particular area.
  5. Open courses give individuals a new set of skills and the opportunity to practice them in a ‘safe’ environment and build their confidence to apply the newly learnt skills back in their own workplace.

Tailored Training

  1. Tailored training provides you with a comprehensive training needs analysis conducted in advance of any events we deliver on your behalf.
  2. Tailored training enables us to include a wide range of disciplines within a single given event.
  3. Tailored training will meet a specific requirement through the unique design to match the objectives of the individual or group.
  4. Tailored training offers the possibility to design a specific programme for the whole organisation where everyone will be involved, this enables lasting change which is encouraged and supported internally & externally.
  5. Tailored training can be designed specifically to a given company and industry with a choice of ‘best fit’ Learning Consultant
  6. Tailored Training allows more flexibility with training dates and location.

I hope this was useful and if you would like to discuss either option in more detail please get in touch and I will be delighted to help.

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Coaching vs Mentoring

Posted by MarinaWirkner
Wednesday, May 12th, 2010
Coach 01
Image by jonas_evertsson via Flickr

Over the last few years, coaching and mentoring have become much more widely used within the business world. As their popularity has grown however, so have the range of different definitions and understandings. In an attempt to clarify things, I have spoken to our Head of Learning – Martin le Comte and would like to share with you our definition of coaching and mentoring and how you it can benefit you, your team and organisation.

“Martin, please identify your definition of coaching and mentoring?”

Firstly, can I say that you are right – there is lots of current debate about coaching and mentoring and the distinctions have become blurred somewhat. My view is that mentoring encompasses a variety of development approaches dependant on the needs of the learner in question. An effective Mentor may use one or a number of the following skills to help the development of the individual being mentored including feedback, coaching, training, advice and guidance.

The mentor is frequently seen as a role model by the business or organisation for the individual being mentored and will often have specific and relevant task specific skills and knowledge in the same or similar area.

Coaching on the other hand is a specific skill. An individual coach will effectively use a series of questions to help and challenge the coachee. The questions will help the individual to explore ideas and options to help them to overcome a current challenge or obstacle that is affecting their performance.  Expert knowledge of the specific area is not required and is in fact often not desirable.

In summary, many people managers rightly use coaching skills to develop their people in their role. It is however important to remember that coaching   should be just one of the tools at their disposal rather than the only answer. The skill of the people manager is on identifying which of the tools they need to use dependant on the needs of the individual.

“How can you tell whether you should be using coaching or one of the other mentoring tools – feedback, coaching, training, advice and/or guidance?”

In my experience, the best and I might be bullish enough to suggest, the only sure fire way to identify which approach is the most appropriate is to be skilled in asking a couple of great questions initially and then almost more importantly, listen to the resulting response. The skilled people developer does not make assumptions about what is required instead they ask great questions to seek to understand what the individual needs.

Many people say that this is very similar to the start of a coaching dialogue and I would not disagree, however at this point coaching may or may not be the answer. Let me give you a practical example –

I’m a driver and have been driving for years but know nothing about what is going on under the bonnet. If I break down by the side of the road I don’t want or need someone to ask me what I think is wrong with it, I want them to ask me a couple of questions to ascertain what happened and then tell me exactly what to do. If they keep asking me to think about what could be wrong, I will get extremely frustrated and it will take me a hell of a long time to get home. When I do eventually get home I will think twice about taking my car out on long journeys in the future and I will certainly be changing my roadside assistance provider.  If the original roadside assistance provider had just asked me a couple of simple questions about my current knowledge and expertise and what had happened before I broke down, they would have quickly identified that my battery was flat and changed it there and then. They then would have advised me what to look out for in the future to avoid it happening again and what to do if it did happen again. I leave the roadside quickly happy with knowledge and expertise and more importantly I get home quickly.

I had a quote from a client recently about an inappropriate use of coaching, which I think highlights this point really well.

“I had coaching from somebody but they never gave me any answers, which is what I actually needed, all they did was ask me lots of questions. It was a complete waste of time and I felt abandoned.”

“What are the biggest challenges you face when coaching and mentoring individuals?”

From my perspective most organisations will ask me and my colleagues at Phoenix for coaching when that might not be what they need at all. In the past I was sometimes reluctant to initially deviate from the process and try unsuccessfully to use coaching when that was clearly not what the individual wanted or needed. What’s the point in asking some open ended coaching questions when they really have no idea what the answer is…I’m sure you can imagine just how frustrating and unproductive that is for all involved!!

What I have learnt is that often when a client is asking you for some coaching, unless you asked to undertake contracted coaching, what they are actually asking you to do is help develop their people.  They are actually interested in the end result rather than the approach that you use.

Marina, as a final thought if you want some additional tips on how to successfully recognise the correct development approach, keep in mind 3 of Phoenix’s Golden Rules of Leadership

1. Know your people, know your people, know your people.

2. Treat people as they need to be treated.

3. Stop it, it’s not about you.

Written by Marina Wirkner, Sales Executive

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Demonstrate or Certificate

Posted by OliverO
Tuesday, May 4th, 2010

Now I must admit that I have never been a fan of accredited training and all that is associated with it.  For many years, even the merest mention of “NVQs” & “Level 3’s”, “CPD” and “Certification” made my heart sink.

This was no doubt partly due to the fact that we couldn’t really offer our clients anything along these lines, but more so due to my belief that this type of training was the very antithesis of everything that makes Phoenix special.

Our focus has always been on delivering practical, results based training where the emphasis is on what gets done differently once participants return to work, not on how many credits they have been awarded or what type of certificate they will receive.  In my experience, too much training is simply commissioned on the basis of what form of recognition the participants get.  Traditionally, this is meant to provide some form of motivation but if the training is not up to scratch, then no matter what they receive at the end, participant levels of engagement will still sink very quickly.

Having said all that, we have often wished for some kind of independent recognition for the quality of our delivery and content and who better to provide this than the Institute of Leadership & Management – the world’s best known accrediting body.

Through their endorsed award scheme, the ILM have provided us with the ideal solution.  Phoenix have been able to retain all the best aspects of our programmes’ content and delivery, whilst adding an assessment section that ensures the participants put into practice everything that they have learnt on the course.  In many ways, the additional assessment has really strengthened our offering and it fits perfectly with our results focussed training.  Now participants and their colleagues will see exactly how the learning has been used, as it has to be documented on a regular basis over a six week period.  A 500 word case study is also required which again will indicate the participants’ understanding of the content and how best to use it.

On successful completion of both the course and the assessment, participants are indeed awarded an ILM certificate however, for most participants this is only a subsidiary benefit.  The real prize is becoming a better manager and leader and being able to demonstrate this to their colleagues.

Phoenix currently deliver ILM Endorsed open courses in Essential Management Skills & Inspirational Leadership and are about to offer endorsed modular programmes in both Management & Leadership Skills.  Our unique approach, style of delivery and focus on results will remain as strong as ever, but with the ILM’s Endorsement our products are now even more attractive to a wide range of clients & participants across the world.

I will always believe that good training should be about improving performance and delivering results, but if you can achieve this and also provide participants with some kind of appropriate recognition then perhaps we have an ideal solution.

Written by Oliver Osmond – Sales Director

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How to Buy Training

Posted by JamesAshburnham
Friday, February 26th, 2010

Twitter is often described (rather wonderfully) as being ‘Device Agnostic.’ At Phoenix, we like to think of ourselves as being ‘Industry Agnostic.’ That is to say, we work across a broad range of industries, from Media to Manufacturing, from FMCG to Financial Services. There’s a very simple reason for this, the skills we specialise in – Leadership, Management, Communication and Sales, are transferable. In other words, good management looks the same in any organisation, and the same can be said for almost all soft skills training. Ultimately – soft skills are all about people, and successful training is all about making people better at what they do.

Our broad experience has taught us much, but today I’d like to focus on one key area – Buying Training.

Many organisations make the mistake of buying training as a reactive response to a perceived problem – i.e. arranging sales training if the figures have dropped off, or management training if staff morale is low. The problem with such reactive training is that it tends to be generic or (to coin an awful HR phrase), ‘sheep dip’ in nature, the kind of training that tackles the symptoms and not the cause. Typically this approach to training results in a short-term lift but changes nothing in the long term, effectively offering very little return on investment, and in the worst case, actually disengaging staff and hindering their development.

With that in mind here are four things to think about when arranging training:

1: What are you trying to achieve?

Before arranging any training, it is vital to have an understanding of what you want to achieve, and why. Put simply, the training must be designed to address the requirements of the participants. Sending sales people who struggle to close deals on a ‘closing skills’ course, may appear to be logical at first sight, but what if the underlying reason for their difficulty lies elsewhere – for example in poor questioning skills, or in the way they are managed? So talk to your staff, and talk to training providers, be open to new ideas and be ready to have your assumption challenged.

2: Train the right people!

You’d be amazed how often our trainers hear the phrase ‘my manager needs to go on this course.’ When thinking about training, you need to make sure that you are focusing on the right people. For example, if a sales team are underperforming, then it may mean that they need some help, but what about the sales manager? Is the team’s performance down to them? Perhaps the manager lacks the skills to motivate and support their staff effectively. If this is the case, then all the sales training in the world will not address the root cause. The same goes for middle managers, ask yourself, can any of their issues be traced upwards? What behaviours do the senior management team display, and are any of the negatives trickling down. Senior people can find it hard to admit that they’d like some support, but there’s nothing remedial about good training, personal development can only be positive.

3: Make the training relevant!

Sadly we often meet clients who have previously suffered poor training. Sometimes this is down to weak delivery, but often the cause is simpler – the training was not participant relevant. If participants cannot see how to link what they are learning back to their own roles, then at best they may find the training interesting, but not particularly useful, and at worst they may be bored and irritated. In order to be effective, training must be made relevant on a personal level. In practice this means effective pre-course consultancy – ensuring the provider understand participant requirements as well as organisational ones. By keeping group sizes small you can ensure that participants are able to fully engage with the trainer, and understand how to apply what they are learning to their workplace.

4: The importance of support.

Before embarking on any training, whether it be a one day course or a full blown programme, we’d recommend that you think very carefully about how you plan to support the training. Effective support is absolutely key to the success of any training event; without support it is almost impossible to embed learning and sustain any long term improvement in performance. Staff should come back from any training event feeling excited, motivated and eager to put new ideas and skills to the test. Invariably not everything new they try will work first time, they may meet resistance from colleagues, lack the confidence to make changes, or just struggle to transfer classroom learnt skills to the reality of the workplace. If there are no systems in place to support newly trained staff, then the vast majority of them will lapse back in to old habits, effectively rendering the training worthless. On the other hand, well supported staff will maintain momentum and continue to improve and develop. There are many ways of providing support, but in our experience there are two broad methods which prove particularly effective when combined:

Firstly, ensure that management are fully aware of what the training entailed. This may mean just reading the course agenda, arranging a debrief with the provider, with the stakeholders, or just pending time speaking with their staff about the training. Only by understanding what the training entailed can managers hope to provide valuable support. There’s nothing more damaging to training effectiveness than a manager who appears disinterested, or simply expects their staff to improve post-training, without offering to support them!

Secondly, ensure that staff take responsibility for their own development. At Phoenix we ask participants to complete a personal action plan. This doesn’t have to be anything major, just a commitment to trying out some new ideas or making a few changes on the back of the training. Ideally these plans should be shared with line managers and followed up on – if the participant has met their goals then this is an opportunity for praise (and a great indicator of success), if they are struggling then it’s an opportunity to provide further support and encourage development.

James Ashburnham, Client Manager, Phoenix Training

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Team Building Day – Yapp Brothers

Posted by MarinaWirkner
Monday, January 11th, 2010

I recently had the honour of co-facilitating a Team Building Day with Yapp Brothers Wine Merchants.  Being part of the Sales team here at Phoenix, it was a fantastic opportunity for me to see up close exactly how this type of event is successfully conducted.

yappThe focus of the day was about working more effectively together and increasing trust and communication throughout the team. Following a consultation with two members of the Executive team, an event was designed that would highlight the business challenges that were currently being faced and the positive impact that effective teamwork, communication and collaboration would have on both the results and the engagement and motivation of the whole team

I had heard a lot about team building days previously and I always wondered what they were about and what participants actually learn on a day like this. Even more importantly, I had questioned how what happened on a team building day would link back to the everyday working environment. I have to say though that the whole event really opened my eyes; it was delivered in a really unique style, incorporating high levels of creativity, interaction and challenge!

One of the things that I noticed was that initially the participants were a bit reluctant to put all their trust in each other believingScoop that they were in competition, although that was never in the brief they received. Once they realised that by working together they could achieve more, they began to share information and resources with amazing results.

Through effective communication, collaboration, teamwork and trust, everyone worked more efficiently and tasks were finished far quicker. The difference in the levels of individual and collective motivation, commitment to the task and quality of the results was astounding.

As we started the review of the activity, one of things that I found most interesting was that it was the participants, rather than waiting for the facilitator to do it, that recognised and highlighted many of the things that I have mentioned. Talking openly about what had happened during the activity and the impact that it had on them, they also started to relate many of the examples to work specific situations. Finally, and without much prompting, they also began to plan how they needed to take the ‘learns’ from the activity and apply them back at work to achieve a truly collaborative result.

pyramidHaving observed the event and spoken with the members of the Executive team, it is apparent that the Team Building day is simply the first step towards the embedding of a new set of team behaviours that will improve results even further. The Executive team were quick to recognise that to embed and sustain the change, will require their time and continued focus to make the new behaviours habitual.

Yapp Brothers have begun this process and are already beginning to establish their ground rules. It is these behavioural ground rules that will underpin the vision, values and performance of the company going forward.  Phoenix has and will continue to support this process. Three months later it is clear to everyone that the day was not simply fun but more importantly it has created a real difference in their work environment with the participants consistently still demonstrating the collaborative team behaviours and seeing a tangible difference in motivation and results .

Stick GameOne of the conclusions that I drew from attending the event is that a day out of the office rather than just being fun needs to give people a chance to stop for a moment, step back from their day to day tasks and spend a bit of time re-evaluating their strengths & development areas.  People need to be given the opportunity to ask themselves – what works for me currently or what am I good at? What is more challenging or more difficult?  How can I begin to work or build upon and address these areas? And finally what help, direction or support do I need for others around me?  From a team perspective, a day like this offers the chance for people to get to know each other again even often after working together for years. It can be a real eye opener for people to become more aware of and appreciate others’ strengths. They can then truly start to recognise and implement  their strengths to achieve the maximum individual, collective and business potential.

It was a brilliant day and I’m really looking forward to getting involved in another event soon!Thriller dance 1Thriller dance

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On-boarding – lessons from a new hire!

Posted by admin
Monday, December 7th, 2009

By Lawrence White – [New] Senior Learning Consultant at Phoenix Training and Development

lawrence-white-imageWell, my last few weeks have felt like a real rollercoaster ride.  Eight weeks ago I was happily leading a successful team of sales managers, delivering financial solutions to the mass affluent market in Yorkshire.  Today, I’m sat in my new London office with my new colleagues enjoying excitement and challenge in equal measure and looking forward to a new chapter in my life, returning to a dedicated role in people development.  When asked if I’d like to contribute something to the blog my thoughts went back to a previous role – that of Induction Delivery Manager looking after the needs of around 3000 new hires for a large corporate. In particular my thoughts turn to two key areas.

Firstly, close attention to the emotional journey any new-hire is likely to go through is crucial to their success.  The on-boarding process needs to recognise that journey and help the new-hire celebrate and retain the emotional and motivational ‘highs’.  It also needs to anticipate and recognise the potential lows and help the new-hire deal with the associated emotional impact.  Having now been both recruiter and ‘recruited’ the experiences have, once again, put the different perspectives into sharp focus.  One thing is undoubted, both the hiring manager and the new starter have a common interest at the outset – success.  The question is what does ’success’ look like for both and are they similar?

The challenge this throws squarely in front of the hiring manager – ‘how do you have a generic on-boarding process that caters for the needs of individuals?’.  It boils down to one thing – know your people.  Not just your new-hire but those people you already have that are likely to be the key influencers in the individual’s early development.  Checking in regularly with you new-hire is crucial.  You need to pulse check motivation.  As managers we often correlate motivation with productivity.  What’s missed is the link – development.  In order to be more productive I need to develop.  A strong belief I have brought with me to Phoenix is that, in order to develop, individuals have to have to want to learn.  For new hires or ‘old hands’ or indeed anywhere in between, the effective manager will know how to motivate the individual.

This brings me to the second part of successful on-boarding of the ‘new-hire’.  That of being aligned with the company vision, goals and values.  I spent my first day in the training room with Bill (MD and trainer) observing Phoenix’s Essential Management open course here in London.  It re-affirmed the pre-hire belief that my own values and beliefs were aligned with that of my new employer.  Imagine if they weren’t!  And it’s not just being ‘told’ the company values – as a new hire it’s vital to see those values coming through in the behaviour of leaders, managers, peers and teams.  Again this confers a responsibility on the manager to explore the individual’s values and ensuring that those of the company are communicated in a way that demonstrates that ‘you’ve made the right choice’.

Having had my confirmations that I’ve made the right choice I’m now on the lookout for lots of work – ah, the power of motivation!

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Full-Time Trainers – Adding Value Where it Counts Most

Posted by TimHolmes
Tuesday, December 1st, 2009

lawrence-white-imageIt’s been an exciting 12 months for Phoenix, culminating this month with the arrival of Lawrence White, our brand new permanent Senior Learning Consultant, who has come to us fresh from HSBC.

Lawrence was a high-flier at HSBC, filling a multitude of roles during an illustrious career with them, including 8 years within the bank’s Learning & Development Team.  He was also part of the HSBC ‘Talent Pool’, designated as one of the top 5% of managers in the business.

A proven leader, coach, and sales professional, he brings a great deal to our team, including TAP, MBTI, & Prism Profiling accreditation, not to mention a huge store of practical experience designing and delivering.

tim-holmes-profile-picBut it’s what Lawrence brings as a permanent member of the Phoenix team that I wanted to briefly reflect on in this post, as it is his full-time status that, from a client perspective, we believe will add the most significant value over time.

Until the 1st November 2008, Phoenix operated with a familiar model in the training industry: aside from our MD, Bill Osmond, every one of our trainers was an Associate, i.e. they were freelancers with particular subject or industry specialisms, who we called on to fulfil work under our banner, as and when required.  This arrangement is ideal for a small training provider, as it enables you to punch far above your weight, bringing in delivery resource according to sales – and in truth the rationale is generally a financial one: why pay a salary for someone who might not be needed all the time?  Instead, bring people in when you need them and pay them a daily rate; and when you don’t have work, there is no overhead.

Don’t get me wrong, I’m not putting down freelancers: many of Phoenix’s Associate Consultants have been working with us for more than a decade, and will continue to do so.  Moreover, these long-term collaborators have successfully aligned themselves very closely with what we call The Phoenix Way – our methods and philosophies of training, and our focus on the practical transfer of learning.  I salute the fantastic job they do as designers and deliverers.  Thank you guys!

However, even the most dedicated freelancer has to take off their ‘Phoenix hat’ at some point, and turn their attentions to their other non-Phoenix projects – and it was a realisation that as a company we wanted to consistently uphold The Phoenix Way, and give maximum attention to the pre-course and post-course elements of the learning cycle, that led us to a turning-point decision: to build a full-time team of Phoenix Trainers.

Thus in November 2008 we started with our first talent acquisition, Phoenix’s Head of Learning Martin le Comte.  Martin joined from Barclays Asset & Sales Finance, and had been runner-up in the Training Journal 2007 Training Professional of the Year Awards. Martin is an absolutely inspirational figure to everyone he works with: he has an infectious charisma and ability to carry participants with him on even the most difficult development journeys, and in a very short time he was proving the absolute wisdom of the full-time trainer model.  Client after client has fed back how much they appreciate his passion and commitment, and prove it by rebooking with us again and again.

Specifically what makes the difference with a full-time trainer is their ability to extend our engagement with clients without having to charge them on a measured time basis – it lets us truly operate with Covey’s Abundance Mentality.  For example:

  • You want to meet us to discuss possible content?  That’s no problem.
  • You’ve decided to use Phoenix, but feel that the participant buy-in would be enhanced if delegates had a chance to meet their trainer in advance of the course? No problem.
  • You want to debrief the training with all stakeholders round the table?  It’s all part of the service.
  • We’ve delivered a successful programme for managers, but they would benefit from a bit of impartial advice on dealing with specific issues from time to time?  No problem, our full-time trainers make sure everyone they train has their mobile number, and it’s not a problem to call or email at any time.  Genuinely.  Many of our participants use Martin or Bill or now Lawrence as informal coaches or mentors, long after the formal training events they may have attended.

In these and many other ways, having full-time trainers means that we can add value at every stage of the learning cycle, and it enables us to move training away from its traditional, transactional footing (you pay your money, the trainer delivers a course for a day), into a properly ongoing process of development in which we partner with clients.  They can then use us as and when they need us, in a variety of ways and on deeper and deeper levels, so as to help drive real change in their people, and ultimately their organisations.

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The Problem with Training

Posted by BillOsmond
Monday, November 23rd, 2009

As a training company, we are often asked to provide a training course to solve a problem.  A sales team is new, a sales team is not hitting its target, a manager can’t communicate, a coach can’t coach.  All manner of issues are thrown at us and the course of action seems obvious – go on a course. The magic cure to all problems.  It is more and more apparent to me that the cure for all these issues does not come in the shape of a one day or even a two day training course. This is a difficult admission for a training company to make but a one day course alone will not solve all of the problems & it will not change behaviours for ever.  It should however be the start of the process.

If carefully designed and delivered well, keeping in mind the objectives of the client and the participant, there is no doubt that a training course can make a big difference to an individual or a team’s performance.  However, it is what is done either side of the course that will make even more difference.  Careful pre course work will create a solid foundation for the course to grow from.  Too often participants arrive on the course without knowing why they are there or even what the course is covering that day!  Buyers of training and organisers of training have a responsibility to set the day up as best as possible.  They should talk to the participants, show them the agenda & discuss objectives.  As I write this I’m thinking surely this would be done, but my experience tells me that often it is not.  We offer pre course consultancy or a meeting with participants before the course but it is seldom used.

getting a push from his cycling coach - _MG_0092

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The course itself should challenge and enthuse the participants.  It should leave the group feeling that they can try to use what they have learnt and will have practiced doing so.  Confidence will be high, so what environment will they find on their return from the course?  Too often they find an environment that does not support the training and managers do not have the skills to support the participant after the course.  Managers often hear that the course “was great” and it was “really helpful” and this lulls them into a false sense of security.  This does not mean that the job is done.  The participant will be keen to use what they have learnt and will say all the right things.  However, they will often be as confused by the training as they are excited.  Often training produces as many questions as it does answers.  Most people attend a course having been going along quite nicely, using techniques and skills built up over a period of years possibly.  They then attend a course that introduces a few new ideas or techniques to try and  they get a chance to practice these skills in the safe environment of the training room and then they return to the live environment.  They try to use the ideas and techniques and run into problems and understandably some of their enthusiasm is dented.  After a while they start to feel uncomfortable using the new skills and drift back towards their old, tried and tested methods.

Bicycles leaning in a turn

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The environment that the participant returns to dictates the success or failure of the training.  Someone said to me recently that if you put a lovely new gold fish into a tank of dirty water, it won’t do very well.  Obvious I guess!  To help the participant do well, whilst they are out on the course, what goes on back in the workplace?  Does the tank and the water get cleaned? If managers and their support systems are not geared up to help and support the individual, results will not improve over the long term.   If you take training seriously don’t just buy a course.  Analyse the requirement, involve the participants, support the returning participant, follow up the training, read the reports, get the trainer back, train the managers to help their team members do anything you can to help and in short, accept that the course is the start of what could be a long process.  Overnight cures happen rarely.  Improvement can be achieved quickly but it is difficult to sustain.  Test the training company that you want to use and find out what they do to turn a training course into a successful learning experience?

I am not a great fan of trainer jargon and “a successful learning experience” sounds a bit like I am going down that route.  What I mean is that anyone can deliver a two day sales course but not many can deliver a series of events and interventions that ensure at the end of a year or any given period, techniques and behaviours are firmly embedded and results are greatly improved.

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