Type 1. You can take a class where you learn technique, facts and procedures.
Type 2. You can take a class where you learn to see, learn to lead and learn to solve interesting problems.
He goes on to say that the first type of teaching isn’t particularly difficult to do – it’s important but not scarce. But the second kind, is where all real success comes from. His advice: anytime you can find some of it, you should grab it.

This got me thinking – what do you need us to do to help you identify issues and increase results?

Many people come to us thinking we can give them the technique, the format, the magic words that will change their situation for the better.

We aren’t even trying to to that! Getting better results is not about you learning new techniques. It’s about a better way of seeing, a bigger way of being, and an infinitely different way of thinking.

We don’t do “training”. That can be done be anyone, well almost anyone. And we have all been in a session like that! But weren’t we sure disappointed when we got back to the “real world” and found the tricks and tips that sounded so keen in the classroom actually were not effective in the workplace? What happened to that magic pixie dust? It turned out to be useless.

You can tell the people that have gone to these sessions in the past – they are the cynics, the resentful, the “downward spiral” talkers. And I get where they are coming from. Techniques, tips and broken promise land.

Our happy mission is to get results. Results come from change not tips. Change starts with what we think, what we say and how we deliver on those promises.

Wow. Who knew it could be so clear?

And what could be more important to you than finding a new and better way to think, see, promise, act and deliver outstanding results.

You have some wonderful gifts to bring to the world.

We can help with that.

Jamie MacDonald

Managing Partner

MaximumImpact.ca

He had attended a management training conference five months ago and had discovered a number of key management strategies that he wanted to see implemented with his team.

He had returned from the conference and enthusiastically worked on instituting the changes. For the first few weeks his management team went along with the new ideas, but as the weeks went by he started to see his team slip back into the old modes of operation. As with many companies this year, they had to downsize and the work load for most managers increased. With the increased work load it was easier for his managers to revert to old habits than to make the changes “stick”.

So the question of the day was… what he could do?

If we were honest with ourselves we would have to agree that we have all found ourselves in similar situations in our own companies or departments. We invest dollars in new programs and new training, only to see it fall by the wayside in a few short months.

Can anything be done to help ensure that these training programs actually “stick”?

Naturally those who work directly with the workers are the ones who can insist on new procedures use and so can build real value into the training. What happens though, if you are not a line supervisor but rather a staff person or possibly an outside consultant? You have an important role in the company in helping the organization get the results it needs. Though you are there to provide the “technical” assistance to the line supervisor, it is not your job to do the reminding to the workers.

Here are four fundamental points that must be carried out in order to get training to “stick”:

Assign responsibility for getting results

Too often when new training is introduced, line managers assume that it is the owner or their immediate supervisors, or possibly the staff manager or even the consultant who is responsible to ensure that the proper results come from the new procedures or training. It is important that those responsible for the results of the training understand that they are going to be held accountable. My client can certainly communicate this to his managers, even late in the process.

Get adequate coverage

This means that every person who needs training gets training… and they receive refresher courses when needed. And for the supervisor, the more that they know about the training, the better she can supervise its application for continuing results. You wouldn’t think of going to a surgeon who hadn’t received refresher training on his procedures, so why should you think your employees any less important. In this case, my client could take his management team to the training to ensure that they receive the training they need.

Provide for coaching

Coaching can be given to supervisors and workers by their own bosses. “Coaching” in this context includes the refinement of the content material as well as the development of desire and interest in the value of training to the individual.

Remember that every supervisor reflects the thinking of his boss. If you as the owner or department head show interest, your supervisor will also show interest. If you consider it important, your workers will also likely consider it important. On this point, my client had gotten it right, but unfortunately, his managers weren’t as convincing to their team members.

Report results to management

Busy executives need to know what is going on so that they can appraise results. If, as the owner, you never ask how the training is going, or expect your team to report the results of the new training, don’t be surprised to see it soon go by the wayside.

Exactly how this information is to be conveyed, how often, and in what form is a matter of company preference. The purpose of any report or periodic review is to show the relative improvement accomplished by the use of a particular program. With my client’s team, they were “too busy” to make these reports and this resulted in the end of the program.

Above all else, when the training is working out the way it should, make sure that the managers who have been implementing the training, and getting the desired results, receive the proper credit. Giving credit is the most powerful force to stimulate interest, enthusiasm, and continued action.

Companies that consistently invest in the training of their employees lead their industries. However, it is training backed by the four fundamentals above that will allow you to “make it stick” to your team!

Neal Diamond

Business Improvement Strategist

www.maximumimpact.ca

Many companies heedlessly cut back on this crucial area when it’s belt-tightening time. If we look to the proven winners, we will see a different picture entirely. The leaders maintain their investment in people, and reap rewards for their efforts.

One reward is staff loyalty, particularly during the lean times. Study after study shows that company-sponsored training and education is the benefit most valued by employees across the board. The younger generations really think so; their focus is on competing successfully at work as it will be in their future, not just as it is now.

Another reward is that employees are able to work smarter. The training you provide for them makes them better performers. For instance, they can handle enquiries and complaints with much greater satisfaction to your customers. Better educated employees understand your business and goals; it’s easier for them to relate to you and vice versa, leading to better management and staff relations.

A U.S. study by the National Center on the Educational Quality of the Workforce (EQW), found that a 10 per cent increase in workforce education level produced 2.5 times the productivity gain of 10 per cent increase in the value of equipment: 8.6% vs. 3.4%.

Other research – by the American Society for Training and Development – found that high performing companies invest twice as much per employee as their competition, and those that spend the greatest amount on workplace learning have both higher net sales and gross profits per employee, as well as a higher ratio in market-to-book values.

Makes good dollars and good sense!

Carol J. Sutton, Cert.ConRes.

www.MaximumImpact.ca