Alan r davey aims management training gift 3 of 10
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Alan R Davey 10 minute tune up workshop Gift 3 of 10 from Aims Training & Development Ltd www.aimstraining.com. To celebrate Aims 10th anniversarry and share knowledge with the wider community in ...

Alan R Davey 10 minute tune up workshop Gift 3 of 10 from Aims Training & Development Ltd www.aimstraining.com. To celebrate Aims 10th anniversarry and share knowledge with the wider community in order to help the propagation of Performance Generated Health, Wealth & Happiness. This is one of a series of 10 minute tune up workshops being distributed for free to help enhance Business Skills and Personal Development. Visit the Aims website www.aimstraining.com and sign up for the free Aims Business Club newsletter to receive advance information about further free workshops

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Alan r davey aims management training gift 3 of 10 Alan r davey aims management training gift 3 of 10 Document Transcript

  • 2011 thAims 10 Anniversary Gift Three Ten Minute Tune Up Communicate Clearly & with Influence
  • Aims Training & Development Ltd G3 Page 2 of 15 Communicating Clearly & with Influence Tune Up 2011 Something ‘Old ‘– Something NewThis is our personal gift to you – something intended to help you add valueboth to your own life and to the Organisation for which you work.We offer it to say a personal ‘Thank You’ for the support you have given usand the interest you have shown in Aims Training & Development’sservices. This is the third of a collection of 10 gifts we will give throughout 2011/2to mark both our 10 t h year in business.(something ‘old’) and theintroduction of a New Concept in Personal Development and Management &Leadership Training planned for later this year (something new) .We will be very happy to extend these Gifts to any of your Colleagues oranyone you know if you feel they will be useful to them . We only ask thatthey help uscomply with the anti -spam requirements by visiting our websitewww.aimstraining.com and joining the free Aims Business Club bycompleting and submitting the form on our Home Page.Finally, I would like to thank you once again for your time, support andinterest, and as always, make it a Great Day!Alan DaveyPSI thought you might like to know what other subjects the gifts will cover1. Time Management2. Goal Setting3. Communicating clearly & with Influence(attached)4. Enhancing Personal Assertiveness5. Overcoming the Worry Habit6. Managing Stress7. Self Motivation8. Building Great Relationships9. Problem Solving10. Adding Value to every Action Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 3 of 15 Communicating Clearly & with Influence Tune Up 2011Copyright© Copyright Alan Roy Davey– All Rights ReservedPublished by Aims Training & Development LtdNo part of this publication may be reproduced or transmitted in any form or by any means mechanical, visual or electronic toinclude photocopying, digital reproduction, and video or voice recording, or by any information and retrieval system, withoutprior written permission from the copyright owner.The purchaser is authorised to use the information in this publication for the purchaser’s use only.Requests for permission or for further information concerning copyright should be forwarded toAims Training & Development Ltd.The Coaching House17 Chatsworth Drive,Wellingborough,Northamptonshire,NN8 5FD,England,Tel: 01933 401561Email alan.davey@aims-training.comLegal NoticesAims Training & Development Ltd is registered in the UK atThe Coaching House17 Chatsworth Drive,Wellingborough,Northamptonshire,England, UK.NN8 5FDCompany Registration no. 4646954 England.UsageUsers/Purchasers should be aware that whilst all attempts have been made to verify information provided in this publication,neither the Author nor the Publisher assumes any responsibility for errors, omissions, or contrary interpretation of the contentsor subject matter included in this product.The Publishers wishes to stress that the information contained in this product may be subject to varying country andprofessional organisations laws, regulations or customs.The purchaser must accept full responsibility for determining the legality and/or ethical and/or cultural character of any and allbusiness transactions and/or practices they adopt and/or enact in their particular field and geographic location, whether or notthose transactions and/or practices are suggested either directly or indirectly in or by the content of this product. Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 4 of 15 Communicating Clearly & with Influence Tune Up 2011Aims Ten Minute Communication Tune UpWhy ten minutes?1. Because ten minutes is long enough to review/improve communication skills2. Because it can be done whilst taking a typical length tea/coffee breakWhat is Communication?Communication is what we do to transfer information between two or more people, andwe do it to;  Inform other people of our needs  Inform other people of our thoughts  Ensure other people correctly understand what we communicated  Understand correctly the responses we receive from other people  Understand correctly the initial communications from other peopleWhat benefits does more Effective Communication deliver?Our ability to succeed at anything we try to do in any aspect of their life (from buying thecorrect newspaper to applying for a job, arranging a holiday, Managing people, etc.)relies upon their ability to communicate effectively and with precision.Our ability to be successful relates directly to our ability to communicate what we canoffer other people.Suggested Ten Minute Tune Up ProcessRead the text from start to finish without pausing or considering any element – but markwhat seems particularly relevant or interesting to you so you can return to this when youhave more time to reread it and decide how you will use the insight or information.The fastest way to absorb information is to see the context first and concentrate ondetail later.Why is it important that we each Communicate clearly and with Influence?Because what and how we communicate influences our present and future situation,personally, professionally and socially.Our knowledge, skills and insights have no tangible value until they communicated toother people and our ability to do this effectively delivers two outcomes that areimportant to each of us.First, we are assessed and we value ourselves according to the contributions we maketo whatever communities (family, team, department, Organisation, social group) webelong; and we cannot contribute without communicating with other Members of thatCommunity.Second, we are rewarded (respect, recognition, salary, promotion, etc) according to thevalue of the contribution we make. Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 5 of 15 Communicating Clearly & with Influence Tune Up 2011BackgroundClear communication is our best tool - and developing clear two way communication isoften our biggest challenge.We have the advantage of being able to communicate either Directly or Indirectly. 1. We communicate Directly when talking face to face, by telephone or video link. 2. We communicate Indirectly in writing (by using diagrams or pictures which can be created in physical or digital form) or by using various voice recording media which may also make a corresponding visual record.Direct Communication  Is relatively simple to do  Enables a complex dialogue to be undertaken so any necessary clarification can be provided instantly  Is particularly useful when urgent responses are required  Conveys the ‘Human Touch’ which may be beneficial or possibly essential in some circumstances.Indirect Communication is useful because it can be  Prepared in advance  Prepared in modules that are put together to form a complete communication  Distributed to a number of people simultaneously or sequentially  Received at a time that is convenient to the receiver  Reviewed at will by the receiver  Retransmitted to additional parties if required  Used to form a permanent record  Combined fully or in part into another relevant communicationAll communication has 3 elementsAll communication, Direct and Indirect, has three elements although IndirectCommunication may cause the second and third elements to be deferred; 1. Transmitting – conveying information and ideas to other people 2. Receiving – receiving information and ideas from other people 3. Questioning – requesting new information or validating or expanding understanding of the information and ideas that have been transferred Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 6 of 15 Communicating Clearly & with Influence Tune Up 20111. Direct Communication -TransmittingEverything we do is governed or influenced by information being transferred in amanner that makes sense to all the individuals involved in the communication. Thevalue of any communication depends upon the effect is has, and this can be measuredby the appropriateness of the response it generates.However, we communicate so many times every day that it becomes commonplace tous so we may stop thinking too much about what we are doing and as a result our abilityto communicate slowly deteriorates.In most cases the decline is gradual so we do not notice it until we realise we areregularly experiencing difficulties understanding other people or we notice other peoplefrequently misunderstand us.Even when this happens, the normal Human Defensive Response is to believe this isthe fault of the person or people with whom we are communicating; either that they areconfusing us or that are not really listening to what we say.Fortunately, we can easily prevent our communication skills deteriorating by complyingwith the 5 Tests Rule.The 5 Tests RuleEvery time we pass information or make a request we must ensure we can give positiveanswers to the following five questions.Is what we are communicating; 1 adequately detailed and correct in terms of Content? 2 being directed to the correct person or people? 3 being delivered for the correct reason? 4 being delivered at the appropriate time? 5 being delivered in an appropriate way?Keep all communication as simple as possible.Use words people will understand.When using ‘jargon’ (technical words or terms specific to a particular trade, professionor discipline) ensure those with whom you are communicating understand the terms andexpressions being used.When using acronyms (a collection of letters used to represent a name, such as USAfor United States of America) ensure those with whom you are communicatingunderstand what the acronym represents.Create short sentences that cover just one point rather than long sentences that coverseveral.Start by stating your objective and explaining its relevance and then reveal supportingand related facts, points, arguments or ideas in a logical sequence. Finish with adefinite conclusion or by clearly asking for specific input or action. Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 7 of 15 Communicating Clearly & with Influence Tune Up 2011Also, organise your thoughts into mental ‘bullet points’ when covering several relateditems because:  They help people focus on the essential elements  They make the total message easier to understand  They help people identify common traits or correlations  They make it easier to remember the contentWhen covering several items whilst speaking reveal or ‘tick off’ the fingers of one handto emphasise points because listeners will relate this visual activity to written bulletpoints and gain all the above advantages.Try to avoid making more than five points in any single message, written or spoken,because the Human Mind is accustomed to thinking in groups of up to five – and sixpoints seems to be a lot more than five points.If it is necessary to cover more points try to divide them into groups that each contain nomore than five individual points.If presenting a lot of information at a Meeting or Briefing support the information withrelevant written notes.When following the above practise tell the listener’s in advance that they will receivewritten notes so they are not distracted by making their own notes or by worrying aboutwhat they may forget.Also, when following the above practise, decide whether to distribute the notes at thebeginning or at the end of the meeting, or at some point in between. Distributing notesearly can help listeners follow a complex presentation although it can also be distractingand allow them to move beyond the point being discussed.Understanding the dangers of Egocentric CommunicationEgocentric (I am the centre of everything) Communication is a term used to describe theprocess by which incomplete or inadequate information is communicated because theperson who originates the message assumes that what they know is clearly apparent totheir audience.A typical example is experienced when halfway through a conversation someone goesoff at a tangent, or even starts a new conversation without revealing what the tangentialor new conversation is about.This situation can arise because Human Beings have the ability to think abstractthoughts and this allows them to create temporary perspectives and ‘see’ situationsfrom different points of view. Of course, the person doing this is the only one whoknows what they are thinking. If they then base a suggestion, an instruction or adiscussion on these thoughts but omit to explain the ideas or assumptions upon whichthe suggestion, instruction or discussion is based, the people they address becomeconfused.Those people usually make a guess as to what has been omitted and this may beincorrect, or they may immediately ask questions which will disrupt the flow ofinformation and possibly cause further confusion.This reflects the dangers of Egocentric Communication, and all this confusion can beavoided by employing a simple technique called ‘signposting’. Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 8 of 15 Communicating Clearly & with Influence Tune Up 2011SignpostingFirst, we signpost the direction in which we intend to move the discussion by giving abrief indication of what we are going to talk about so our listeners know what to expect.We also explain the context or relevance of what we will talk about because adultscrave context and relevance as this explains why they are being given the informationand also indicates what they are supposed to do with it. This is especially important ifthe subject is new to them.Second, we signpost the fact that we have arrived at our subject by presenting the mainelements (key points) of what we have to say – using ‘bullet point thinking’.As we do this we should study the listener’s reactions and look for any clues that maysuggest they are confused or do not understand. We should then ask pertinentquestions, the answers to which provide confirmation that our listeners understand thekey points.Third and finally, we signpost where we have been and summarise the main points wewant our listener(s) to remember or consider - and reiterate the actions to be taken.This technique can also be used effectively in any form of written or digitalcommunication that conveys complex information.Speaking or TalkingTalking is an accessible, simple, fast and cost effective means of communicating.Research by Albert Mehrabian revealed some significant facts that all Managers needto understand if they are to fully identify and utilise the opportunities that simply talkingoffers them.Talking has three main elements; 1. Words 2. Voice tone 3. Facial expressions and other body languageMehrabian showed that each of these elements contributes independently to howeffectively a talker conveys their message. His findings are based upon measurementstaken when two people were talking face to face and employing ‘normal’ levels ofemotion.The research indicated that facial expressions and other body language contributedmore than 50% to the influencing effect of a message delivered in a ‘conversational’style, and voice tone accounted for nearly 40% more.Clearly, this indicates the actual words contribute only about 10% which may seemunlikely although a very brief study of Human Development indicates we have only beenable to speak for a relatively short while compared to our total evolutionary period; andwe still managed to communicate effectively in order to co-operate within fairlyextensive communities, to travel vast distances and to survive.Also, many people have heard others complain; ‘It wasn’t what they said but the waythey said it’, and many more people have felt slighted or become upset because aglance or a brusque response has communicated more than the words that werespoken. Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 9 of 15 Communicating Clearly & with Influence Tune Up 2011This tends to support Mehrabian’s argument that facial expressions, body language andvoice tone have a significant effect on the way the message we are transmitting isreceived and it is more important that we remember than to concern ourselves aboutthe precise percentage each contributes.Using positive body languageAlthough there is much confusion and misunderstanding about how to read bodylanguage and what each movement or pose is supposed to signify, the followingguidelines concentrate the Communicator’s mind upon what is significant. 1. Each of us has been studying and using Body Language and Facial Expressions since the moment we first managed to focus our eyes, and although we received no formal lessons in the language we managed to learn it and use it with a significant level of success. 2. Whilst there are a few common factors (smiling, avoiding eye contact, wringing hands, etc.) the details of most Body Language and Facial Expressions are unique to each Individual and will vary according to the circumstances that person is experiencing and their current emotional state. Therefore, all contributory factors must be taken into account when attempting to read body language. 3. The best way to read another person’s body language is to study the mannerisms and facial expressions they adopt in partnership with easily identified behaviour. We then learn to interpret that person’s individual body language and to assess their opinions even when they are not speaking. 4. If we honestly and passionately believe in what we are saying and doing - our natural body language will endorse what we say. 5. When talking we must encourage our listeners to focus upon our face and hands because these help us communicate most effectively. This means we must avoid distractions such as rocking from one foot to the other and fidgeting with pens, fingers, hair, etc. 6. We must look people in the eyes when we are speaking and listening to them – but not stare at them.2. Direct Communication – Receiving - Listening EffectivelyListening is an important part of communicating because it comprises one half of a twoway process.Unfortunately, few people are actually taught to listen effectively and they rely uponhabits they have developed and which may not enable them to utilise all the facilitiesthey can call upon.Listening is an extension of Hearing. Listening means that we are focused upon detailwhereas Hearing indicates a willing acceptance of whatever sounds activate oureardrums.Human Beings’ audible input occurs through three phases; Hearing, Active Listeningand Participative or Responsive Listening. Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 10 of 15 Communicating Clearly & with Influence Tune Up 2011Phase 1 - HearingA normally healthy person is engaged in the Hearing Phase at all times, even when theyare asleep. During this phase the mind registers and accepts commonplace sounds.This phase persists until the Mind identifies a sound such as an alarm or a name thatprovokes interest, at which moment it elevates the hearing response into the ActiveListening phase.Phase 2 - Active ListeningThe mind is interested in what is heard and may remember often repeated sounds orthose that are considered to offer particular benefits.Phase 3 – Responsive ListeningThe mind is focused on specific sounds and remembers and analyses them for futurereference and in order to respond or request more information.Clearly, the Responsive Listening phase is the most effective if we wish to analyse whatwe hear and then respond in the most appropriate manner. Learning to engage thephase at will enhances our ability to understand what is being said; and as a betterunderstanding enables us to make a more valuable contribution it is clear that listeningwith this advanced acuity will also help us deploy more influence.We can engage the Responsive Listening phase at will by 1. Always looking into the face of the person who is talking in order to read their facial expressions, and by listening carefully to their tone of voice, the pace at which they speak and how much they hesitate between phrases or sentences. When talking on the telephone we cannot see the other person’s expressions and even video ‘phone images can be slow or distorted so we must concentrate even more on tonal quality and the pace at which they speak. 2. Showing an interest in what is being said. Unobtrusive nodding and murmuring to indicate our understanding encourages the speaker and also helps us to retain information. 3. Not interrupting. It is better not to disrupt the speaker’s flow but to make notes of things about which we would like more information, and then ask for this when the speaker has finished their delivery. 4. Clarifying things in our own mind and memory by making lists of the key points. 5. Empathising with the speaker – trying to see things from their point of view before we speak out in query or in opposition. 6. Being positive, and always seeking something to agree with and build on before we begin to oppose what is being said.Earlier we considered Albert Mehrabian experiments that indicated around 55% of ourspoken communication is delivered through body language. This indicates we shouldlisten with their eyes in addition to our ears. Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 11 of 15 Communicating Clearly & with Influence Tune Up 20113. Direct Communication - QuestioningQuestions are employed to  Build or develop relationships – e.g. ‘How are you?’  Obtain new information – ‘e.g. Can you tell me ……?’  Validate or expand our understanding of information we have received – e.g. ‘Are you saying …..?’  Validate a listener’s understanding of something we have said – e.g. ‘How do you think you will use what I have said?’  To create distraction or avoid having to answer a question – e.g. ‘Before I answer that can you tell me …..?Types of QuestionsThere are 8 main question types. They each have a specific purpose which producesboth advantages and disadvantages so it is important to ensure the correct type is usedto achieve the desired objective.The most common types of questions are Open and Closed, followed bySupplementary, Keyword or Reflective, Multiple choice, Hypothetical, Leading andunder some circumstances the use of a Deliberate silence. Closed questions limit the possible response and often require a ‘yes’ or ‘no’ answer. They can be useful to confirm a specific point or to obtain specific information, and to help the questioner maintain control of the exchange. However, they limit the amount of information received, they may irritate the Responder and they tend to inhibit the flow of conversation. Open questions invite the Responder to state and justify their personal opinions and beliefs. This can provide the Questioner with substantial information and help to develop a more in depth conversation and relationship. However, they can encourage lengthy replies, cause a loss of focus and allow the Responder to assume control of the conversation. Supplementary or follow up questions may be either open or closed and are used to obtain more information or more detail. In addition to clarifying or amplifying facts or feelings they also help to maintain focus and prove the Questioner is listening. The disadvantages are that they can appear intimidating or encourage lengthy replies that allow the Responder to control the conversation. Keyword or Reflective questions are similar to Supplementary Questions but are achieved by repeating a word or expression already used by Responder. This is subtle form of questioning that does not inhibit the Responder or influence them to reply in a particular manner. These enable the Responder to clarify or amplify facts or feelings whilst maintaining focus, and also prove the Questioner is listening. A potential disadvantage is that if the Questioner does not maintain focus they may pass control to the Responder. Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 12 of 15 Communicating Clearly & with Influence Tune Up 2011 Multiple choice questions offer set alternatives which maintain focus, and dependent upon the replies given may establish either consistency or inconsistency in the Responder’s replies compared either with their own earlier responses or with other Responders’ answers to similar questions. Whilst this makes it easier to analyse responses it does limit the Responder’s choice by restricting possible alternatives, and it does not allow the Responder to be creative in their responses if that element is required. Hypothetical questions require a considered response to an imaginary circumstance. These may reveal the Responder’s ability to be creative or logical and they can be used to suggest a Responder’s probable reaction to the imagined circumstances. However, they also allow a Responder to guess at the desired answer and may not reveal how they will actually react to the circumstances. Leading questions indicates a specific or restricted response is required and can be used to confirm a listener understands significant facts or feelings. They also maintain focus and prove the Questioner is listening Some people may feel such questions are bullying or pointless as they almost demand a specific response and incline the Responder to answer in the manner they feel is expected. For this reason these are not as effective as Keyword, Reflective or Supplementary. Deliberate silence creates an audible ‘space’ and can be used in combination with a facial expression or mannerism to support the Questioner’s silence and emphasise the desire for more information. This is meant to make the Responder feel obliged to fill the silence by encouraging them to share information they possibly do not wish to disclose. A possible advantage is that the silence provides the Responder with time to consider their reply, but this can also appear intimidating, cause embarrassment and result in low quality responses.Productive Questioning GuidelinesThese guidelines help Questioners obtain the best possible responses to the questionsthey ask.  The purpose, reason or context of the question should be explained where this is necessary or appropriate.  Questions should be constructed in a way that makes them easy to understand.  Questions should be asked in a manner that clearly implies the Responder is considered able to provide a relevant and detailed answer.  Questions should be asked in a non-hostile manner in order to elicit the best response, (unless trying to provoke someone who is concealing information into giving a defensive or aggressive response.)  Questions should be asked one at a time rather in a barrage as this will enable the answers to be delivered in a more orderly fashion which will also make it easier to understand the answers. Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 13 of 15 Communicating Clearly & with Influence Tune Up 2011The ‘Funnel’ TechniqueThe ‘Funnel’ Technique is designed to invite responders to provide a great deal ofinformation which the questioner refines by asking more and more focused questionsuntil a definitive answer is identified.This is achieved by asking an ‘open’ question and gradually restricting the possibleresponses by using Supplementary and Keyword then Multiple Choice and finallyClosed questions.This technique allows the questioner to obtain the information they require in acontrolled manner because they choose what questions to ask based upon theresponses they receive. However, the responder believes they are in control becausethey appear to be able to provide whatever answer they wish.Summary  Communication is what Human Beings do to transfer information between two or more people.  Human Beings have the advantage of being able to communicate either Directly or Indirectly.  All communication has three elements; Transmitting, Receiving and Questioning.  The value of any communication can be measured by the appropriateness of the response it generates.  Apply the 5 Tests Rule  Keep all communication as simple as possible.  Employ Signposting to overcome Egocentric Communication  Talking has three main elements; Words, Voice tone, and Facial expressions combined with other body language  Listening is an important part of communicating because it comprises one half of a two way process.  Human Beings’ audible input occurs through three phases; Hearing, Active Listening and Participative or Responsive Listening.  Responsive Listening focuses on specific sounds and remembers and analyses them for future reference in order to respond or to request more information.  There are 8 main question types that have specific purpose which produces both advantages and disadvantages  Productive Questioning Guidelines help Questioners obtain the best possible responses to the questions they ask.  The ‘Funnel’ Technique allows the questioner to obtain the information they require in a controlled mannerOur ten minutes is upGood Communication is a huge subject and there is a lot more we could cover if we hadenough Time – but this is simply a ‘tune up’ exercise and we have used the TenMinutes we allocated.If you would like to know more about our comprehensive Communication SkillsWorkshops which please contact us via info@aims-training.com.We strongly recommend you complete the following Review and Action Plan becauseputting thoughts into writing improves their clarity and increases the probability of bothremembering them and of actually taking value adding action. Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 14 of 15 Communicating Clearly & with Influence Tune Up 2011Review and Action PlanWhat have I learned or remembered because I read this Ten Minute Tune Up?What ACTION will I adopt as a result of this input?What Benefits will these changes deliver?The Aims Training and Development Concept is based upon the belief expressed onthe calendar page shown below, and when you have time you may wish to read thebrief history that follows.A Quick Overview of Basic Research and Aims HistoryAims (Personal & Management Development) was born in 2001– but the Action Based concept upon which it is formed wasactually concieved on 9th July 1986. That day’s entry on AlanDavey’s desk calender, ‘Many people have a good aim in life,but they don’t pull the trigger’, resonated with him and causedhim to seek answers to the following question“What prevents people ‘pulling the trigger’ and implementingtheir ideas when these could improve the future for themselvesand for the Company or Organisation in which the work?”The answers from people working in teams Alan was associatedwith throughout the UK, Europe and Scandinavia indicated therewere many reasons why people resisted implementing orproposing new ideas that could change their life or couldimprove the way they worked.The following reasons recurred frequently when people were asked why they did notcontribute more ideas that could improve work processes and/or business growth; No trusted means by which suggestions for improvement could be made! Being uncertain if the idea was valid/ if the implementation was feasible Not wishing to appear ‘pushy’ Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com
  • Aims Training & Development Ltd G3 Page 15 of 15 Communicating Clearly & with Influence Tune Up 2011 Fear of upsetting their Manager by thinking ‘outside their prescribed job role’ Fear of distancing themselves from colleagues Fear of feeling stupid if the idea was rejected Fear of blame if the idea was adopted but failed to bring benefits Not knowing how to make a viable proposal to Senior Management Unwillingness to take responsibility for moving the business into new markets or into new countries.When the same question was extended to more than 100 other contacts with roles inbusinesses operating in many different sectors their answers reflected a similar mixturewhich essentially indicated an absence of objectivity, a relative lack of self-confidence,insufficient overall business knowledge or skill, and a fear of the consequences causedby failure - or even by success.Many people also identified a lack of (or poorly communicated) mid to long term goalsas a major reason for not developing ideas or developing their own abilities.Clearly, this damaging negativity limited the very innovation that could help Companiesprosper, and it also limited the lives and the prospects of employees and everyoneassociated with the Company.Because all of Alan’s Management experience indicated that most people want toperform at their best and will do so when adequately motivated and supported, hebelieved the right type of training would change this situation. He began to researchand then produce practical and participative Goal Driven workshops which combined Management & Leadership Training to improve Strategy, Communication and Company Culture Business Skills Training to improve general skills Personal Development Training to increase confidence The Aims Principles to keep everything Goal Focused and Action OrientedOver the next 13 years the workshops and principles were used internally by the variousCompanies with which Alan was very closely associated and by Aims (Consultancy) inwhat has now become the ‘Aims Plan for Profit’ and ‘Plan for Growth’ BusinessDevelopment tools.However, in the New Millenium it was decided to make the well proven programmesavailable to everyone via Aims (Personal & Management Development) which soonbecame Aims Training & Development Ltd and incorporated Aims (Consultancy).Shortly after this the Institute of Leadership & Management (ILM) gave its Approval tothe Programmes and this has been maintained as the individual workshops have beenregularly updated to reflect Clients’ changing requirements and the Cultural orEconomic shifts that have occurred recently.Aims’ Goal Focused and Action Oriented approach always adds value in expectedand/or unexpected ways because of the level of Client and Delegate involvement that isachieved. This and the constantly applied Accelerated Learning techniques, stringentrequirements for implementing measurable improvements that add Value, and anuncompromising adherence to ‘real world’ practicalities ensure a significant return isalways achieved from the investment made.Ten years on, in 2011/12, Aims’ policy of constantly pushing boundaries will again beendorsed when the Company releases another new training concept designed to meetmost Organisations’ Contemporary and Ongoing needs. Aims Training & Development Ltd email info@aims-training.com Sign up for Free Downloads via www.aimstraining.com