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 Training Statistics
Results based on 6 = Excellent; 1 = Poor. To achieve perfection every Participant on every workshop for every subject would need to provide a maximum rating.
The Event
Rating Effectiveness
Interactive Content 5.52 92%
Motivational Quality 5.65 94.
Learning Value 5.60 93
Event Average 5.60 93
The Content
Meeting Client’s Objectives 5.54 92
Content Average 5.54 92
The Presenter
Communicating Information 5.50 92
Providing Guidance and Support 5.80 97
Maintaining and Varying the Pace 5.75 96
Presenter Average 5.68 95
Overall Average 5.60 93
Review Period
September 2010 –-October 2011
Number of Participants
1,338
Ratio by Gender
Male 56%
Female 44%
Training by Subject
Sales
Customer Service
Coaching
Leadership
People
Management
Man.Dev.
Communication
Others
Training by Job Role
Company
Executive
Senior
Managers
Middle
Managers
New Managers
Supervisors
Support Staff
Others
Training by Business Type
Retail
Financial
IT Related
Leisure
Technology
Communication
Others
Business
Consultancy
Managing Diversity
March 2013 – March 2014
5.52
5.65
5.60
5.60
5.54
5.54
5.50
5.80
5.75
5.68
5.60
92%
94
93
93
92
92
92
93
95
97
96
Training Concepts: Results
by
Business Sector, Job Role & Subject
Customer Service& Sales
•The H.E.L.L.O. Model
This is a unique model for helping staff to engage with their customers in a natural way. We look at how to communicate with different types of customers, identify their likely needs and this
will complement and dovetail with Spar’s Sparkling Service initiative.
•5 P’s
In this Session we examine the constituent parts of the Sales and Customer Service process, how Store Managers can instill and maintain excellence and how each of the ‘P’s’- Presentation,
People, Performance, Production and Product - link and cross fertilize
•The 3 R’s for Customer Complaints
We look at some practical every day complaint situations and practice the use of the 3 R’s as a method and process for responding to customers
•Customer Shoes
This highly popular activity, exclusive to Training Concepts, has been designed to produce the following outcomes;
 To improve the interaction and relationship between Retail Managers , Assistant Managers and their Staff and their Customers
 To increase knowledge of Retail Managers , Assistant Managers and their Staff of Customers……Managers get to know and recognise more Customers and develop a greater
understanding of their Customers’ needs
 To demonstrate how to engage with Customers to obtain meaningful feedback in a simple way and how to respond positively to this feedback
 To give confidence and motivation to Retail Managers , Assistant Managers and their Staff to be pro-active with customers on the shop floor so that Customers feel that …..they are
valued and important, you are interested in their views and that you aim to provide a superior personal service
 To enable Retail Managers , Assistant Managers and their Staff to be role models for Customer Service and to set an example to all employees
 To see the store /shop and the service we provide from a Customer perspective and to react positively to our observations i.e. to put ourselves in the Customers’ Shoes
 To incorporate ‘serious fun’ into the learning objectives so as to make the learning inspirational and practical
h e
l l
Offer your customer options if thefirst
choice product is not available
Encourage thecustomer to look at other
suitableoptions–perhaps something
they had not thought about
Encourage and give them confidenceto
try on and experiment with different
outfits
Learn from what you are being told by
your customer.
Ask for more information to back up
what they are saying and be prepared to
act on this information.
Have thedesireto say ‘hello’ to your
customers. Think how youcan introduce
yourself e.g.
‘Hello. Thank for coming in. Haveyou
been in our Storebefore?
Whether you receive a ‘yes’ or a ‘no’
you can then say .....
‘A lot of our new
Spring/Summer/Autumn/Winter
clothes havejust arrived. Can I just
quickly tell you whereeverything is?
Listen to what your customer is telling
you and show that youarereally
interested.
Encourage your customer to giveyou
feedback.
Don’t speak and definitely do not
interrupt until your customer is finished.
Engage your customer. Establish and
maintain eye contact and, aboveall,
smile. Ask relevant, open questions like
For a new customer ....
What was it that madeyou pop in to the
shop?
For an existing customer ........
‘What is it you likeabout our Storeand
our clothes?’
Production
Planet
People
Planet
Product
Planet
Profile
Planet
Process
Planet
Entrance
h h h heeee eh
Enquiries Shopping Exit
Regret Reason Remedy
The H.E.L.L.O. Model The 5 P’s Customer Shoes
The
Performa
nce Sun
Checkout
© All Models – Training Concepts Limited 2014
Leadership
•The Leadership Game
The Leadership Game (TLG) is an innovative and engaging product, designed in several episodes to help new and aspiring Leaders understand , practice and use the Leadership Styles,
behaviours and competencies offered whilst undertaking the range of key activities which relate to their job role. The pivotal activity is the Board Game , where Players form teams to
compete for points whilst advancing their knowledge and confidence, in a non-threatening, motivational environment Participants are provided with the TLG Toolkit , comprising a series of
exclusive Tools and Models, which are introduced during the TLG workshop. The Toolkit enable them to transfer the learning which they will gain to enhance and sustain the quality of their
Leadership skills in their workplace
Developing
strengths,
eradicating
weaknesses
Mastering
team roles
Learningfrom
others
Focusingon
quality
Driving
success
Setting
standards
Preparing
tolead
Taking
control
Analysing
problems;
creating
solutions
Making
meetings
work
Stretching
teams
Setting
goals
Making
decisions
Delegating
authority
Sharing
ownership
Stimulating
ideas
Motivating
others
Staying
competitive
192021222324
Gaining
leadership
experience
Igniting
groups
Providing
support
131415161718
Inspiring
with
avision
Do you have
what it takes
to lead?
1 2 3 4 5 6
Buildinga
team
START
FREE
PLAY
789101112
© Training Concepts Limited 2013
Select Select
Select
SelectSelect Select
Select
The
Leadership
Game ©
Stage2:LeadingPeople
Stage1: Authorised to Lead
Stage4:InspiringExcellence
Stage3:EstablishingInfluence
TLG Leadership Toolkit
10
0 10
Focus
(Commitment, Priority, Impact
Capability
(Skills, Experience,
Knowledge)
TLGLeadershipModel
TheLeadershipGridTheG.R.O.W.T.H.ModelLeadershipDrafts
Faith
Pride
Romance
Serenity
Humour
Gratitude
Humility
Hope
Joy
Caring
Passion
Admiration
Compassion
Appreciation
Revenge
The Bridge
of Desire
Arrogance
Desperation
Anger
Resentment
Stubbornness
Guilt
Apathy
Fear
Envy
Suspicion
Denial
Security
Selfishness
L E
AD
Jealousy
Empathy
0
Sales People ServiceProcesses
Wheredid this activity occur?
When did this happen?
Which persons/teams were you leading?
Location
Position the key activity
Engagement
Describe the scenario
Goal
Reality
0ptions
Willingness
Healthcheck
Timesacale
Whatwere you trying to achieve?
With whom or what were you engaged?
Whattasks had to be completed?
Whatresults did you achieve?
How did the results relate to your
original objectives?
Whatadditional,unplanned outcomes
emerged?
Which Leadership Style(s) did you
deploy and why?
Whatdid you say and/or do to makethe
difference to the outcomes?
Whatopportunities did you create and/or
which obstacles you overcome?
Demonstrate your influenceProve the results
Delivery Actions
What does the Organisation wish you to achieve? What is that you wish/need to achieve?
Make sure you understand what it is you wish to achieve i.e. your Goal(s). Make your goals S.M.A.R.T.
Clarify with your Line Manager so that you both have the same picture and interpretation of success.
Buy in from your Line Manager is best achieved when you can demonstrate ‘what’s in it for them “
What is good, what could be better in terms of the Goals you have set?
In terms of your joint Goals, what is within your control and influence and what is not?
What barriers or objections will you need to overcome?
What can help you to achieve your Goals?
What Options and/or Opportunities currently exist to achieveyour Goals?
What is possible and what is not? Look at every option and opportunity that is available to you - perhaps
some that you have avoided or dismissed in the past.
Who can help you? Ask for help from those who have knowledge, influence or the ability to assist you.
What do you need to do differently?
What do you need to give to achieve the results you desire?What do you need from others?
Decide and agree what you have to do and do it.
When working with others agree yourjoint commitments - keep your promises
Establish the commitment neededfrom your Customer and ask for this commitment
What timescales are needed to achieveyour Goals?
Are you both agreed on the timescales?
Agree the timescale you have to achieve your Goal(s) and consider if these should incorporate
interim timescales or milestonesthat will enable you to check your progress. Plan accordingly.
What are the agreed measures of successi.e. the measures that will prove that your
original Goals have been achieved?
Agree at the outset what your success criteria should be, how this will be measured
and who will be doing the measuring. Tangible and intangible measures?
Hatred
Sharing
TheBridgeofDesireTheL.E.A.D.Model
Visionary Collaborative Democratic
Pacesetting Coaching Collaborative
Directive VisionaryPacesetting
Directive
Phase 1
Primitive
Pacesetting
Visionary
Coaching
Democratic
Collaborative
Reliesmore on
Leader’s status, position
andauthority andlesson
interpersonalskills.
The leaderis
confidentandassertive
Emphasisisonleader’s
ability toinfluence and
interactwithteamembers
andon havingawide
range andhighlevel
of softskills
The leaderisconfident
andassured, delegates
freely andencourages
inputfromteammembers.
He/she is able toidentify
and deploy different,
leadershipstyles
Phase 2
Engagement
Phase 3
Maturity
- requires compliance
- offers clarity
- commands andcontrols
- instructs andtells howto do ‘it’
- acts withoutseeking consensus
- plays to win
- strives forhigh standards
- gives top performers spaceand
freedom
- continuously seeks innovative
and better ways of working
- provides vision,strategy
- sets a common purpose, goals
and standards
- establishes ateamculture
- motivates and inspires peopleto
wantto performfor theleader
- creates a supportiveenvironment.
- involves teammembers in their
development.
- stretches/ challenges peopleto
reach potential
- asks rather than tells
- takes an interestin peopleas
individuals
- creates rapportwith intheteam
- encourages teammembers to
shareknowledge,ideas and
solutions
- creates commitmentthrough
consensus
- gets buy in fromgroup to come
up with ideas and innovations
- encourages everyoneto give
their opinions
Rapport,shares,
empathise,
collaborate,
creates partnerships,
works together,giver
tells,controls,directs,
compliance,instructs,
commands
demonstrates,leads,
motivated,performs,leads by
example, frontrunner,
rolemodel,innovation,
rolls up thesleeves,competes
winning,shared vision,strategy,
purpose,inspiring,focused,far
sighted,engaging,loyal,
passionate
asks,questions,
supports,stretches,
encourages,develop,
grow,challenges,
empathises
buy in,vote,
emphasize,equality,
collaborate,teamwork,
ownership,group,together,
trusts.ownership
- when allaying fears and giving
clear,powerful directions
- when confident/calmin acrises
or challengewith peoplewho are
notresponsiveto other styles.
- when building challenges and
exciting goals forpeople
- when identifying poor
performers anddemanding
morefromthem
- when a newdirection and
engagementis needed.
- when peopleseewherethey can
contribute,progress and achieve
- when coach shows faith by
assigning/supporting challenges
which begets loyalty
- when helping peoplefind
strengths/weaknesses,linking
theseto career aims
- when connecting with and
introducing people,creating
value/harmony withinthe
business.
- when leader focuses on emotional
needs over professional needs.
- when opinions /inputarevalued
- when both the bad and thegood
news is considered
- when leader allows peopleto
takecalculated risks and to learn
frommistakes
- when peopleneed careand
understanding
- when peoplelack belief and
need time and inputfromthe
leader
- when lowon guidance,
expecting peopleto
knowwhatto do
- when lacking patience
and long termplanning
- when trying to inspire
experienced peoplewho
‘haveheard itall before’
- when leader is enthralled by the
vision butfails to show followers
‘what’s in itfor them’
- when leader micromanages
- when leader interrogates and
leads coacheeto a (coach’s)
desired outcome
- when coachingbecomes little
morethan a performancereview
- when leader disregards
emotionallydraining situations
in pursuitof asolution
- when failingto matchtheright
peopleto the situation or
problem
-
- when leader asks foropinions
butdoes notacton inputgiven
- when leader appears to be
listening to everyonewithout
reaching anyfirmconclusions
Evolution
Phases
Leadership
Styles
Key
Actions
Key Words/
Phrases
Works best … Works least …
Communications
Key
The Leadership Grid, The Leadership Gallery, Leadership Drafts,
The L.E.A.D. Model The Bridge of Desire, The G.R.O.W.T.H. Model
The Leadership Game – Game Board
Identify
Stakeholders
and Objectives
Workshop 2
(I day)
- Follow Up
-Transferability
Evidence
Workshop 3
(1 Day)
Continuous
Improvements
Workshop 1
(2 days)
- Game Strategy
- Game Play
-Test the Learning
-TLG Toolkit
The
Process
Pre Workshop
Self Assessment
© All Models – Training Concepts Limited 2014
Managing Diversity
• The D.I.V.E.R.S.I.T.Y Enneagram
Participants learn about the important elements of an effective diversity policy and implementation by building the D.I.V.E.R.S.I.T.Y. Model. The workshop activity is highly interactive
and is simply constructed to make it very easy for employees, whether from the shop floor or an office desk, to learn, how they should respect, speak and act appropriately towards
colleagues who have diverse cultural, religious, sexual, political beliefs or who may be of a different creed or colour or suffer from some form of disability.
• Emotional Intelligence: Good words and ugly words
We examine how people manage their moods and the effects of negative emotions on others, the language used in the workplace and we differentiate between ‘good’ words and ‘ugly’
words and how people react to both. We also consider the effect of open and closed questions – what this description of language means and how people respond to both types of
questions.
• Different Strokes for Different Folks
May we introduce you to a variety of different people, in caricature form, whom you will undoubtedly recognize. How do we recognize and deal with diverse cultures, characters and
behaviours in different situations?
Arnold the Auditor Cynical Cyril Doris DogoodStressed out SuiTrendy Trudy Habitual Harriet Lazy LennieCheryl the Champion Fred the Fitness Fanatic Lucy the Librarian Charlie the Chief
Your Market: Working for a common purpose
Training: Helping people understand
Strategy: Implementing a Strategy for Diversity Reputation: Positively promoting your Business/Business Unit
Validating: Reviewing, Measuring and Reinforcing policies
Inclusion: Making people feel valued
Differentiating: Acknowledging people’s differences
Interaction: Using positive words and actions Engagement: Working together to promote the business values
Sexual Orientation Religion
© All Model – Training Concepts Limited 2014
Team Building & Value Setting
•Building Blocks
Learning Objectives:
•To understand the dynamics of great team work, how leadership emerges and how decisions are made and how teams make the post of their talent and resources
•To align the activity to the values and principles of the organisation
•To examine how the business values are shaped and how these should govern everyday activities and behaviours at work
Activity Objectives
•To compete with other teams, within the rules and conditions set, to earn the most net points by building a new Lego model
•The Model can be of any size, shape, style or description within the rules of the activity and resources available
Sub Objectives
•The model should be constructed on a Qualitative and Quantitive basis
•The objective is also for teams to organize themselves to meet the various activities and requirements of the challenge
•To produce evidence/justification for their use of resources
•To produce a Marketing Flyer to promote their Model
Quality
•Construction should be based on a ‘12 point’ design criteria (in alphabetical order)
Brand Confidence, Compliance, Cost Effectiveness, Creativity & Innovation, Distribution, People, Price, Servicing, Suitability , Sustainability, Strategy, Target Audience
Quantity
• There is a strict criteria - linked to teams’ understanding of their organisations’ values (or where these are not defined, to the values we have created for the purposes of the workshop) –
for teams to gain the resources they need to build their model
•The 5 Star Team
A learning activity whereby small groups think about their workplace values i.e. how they wish to work together and how these values can ‘come alive’ when dealing with
a) colleagues and b) customers
Teamwork
Trust
LoyaltyDiscipline
Honour
•Coachbuilder & The Coaching Process
This activity, which covers three separate sessions, involves small groups who are provided with a series of options and are required to build and understand a step by step approach to
coaching their people - this activity examines the coaching process, giving and receiving feedback and the power of language and open questions.
COACHING SESSION 1
Use Your Toolbox
Recognise Success
Build Relationships
Plan Well
Use a Flexible Style
Recognise the Opportunities
Be a Positive influencer
SO, YOU WANT TO BE A GREAT COACH?
Give praise when praise is due
Give and take balanced feedback
Anticipate organisational demands
Adapt your style for different coachees
Catch people doing the right things
Recognise your scope of influence
Establish the Values
Demonstrate your personal values
Offer your S.T.A.R.S.as Best Practice
Use success as benchmark for improvement
Offer trust - encourage ownership
Regard coaching time as precious
Offer right balance of support and challenge
Look for the value coachee can offer
Promote the organisation’s values
Champion a coaching culture
Make the Commitment
Use Your Learning Guide
Have the desire to make a difference
Learn to do some things differently
COACHING SESSION 4
Agree ‘Sign Off’
Monitor and Review Progress
Explore the solution Options
Help Coachee Identify the Issues
Listen, Repeat Back & Summarise
Use Open Questions
Create Togetherness
Overcome Barriers
A COACHING FRAMEWORK TO SUCCEED
Challenge coachee to offer possible solutions
Encourage coachee to ‘open up’ and explain
Actively listen and show interest
Encourage coachee to do most of the talking
Greet coachee with genuine warmth
Challenge yourself to overcome preconceptions
Agree ‘completion’ against original objectives
Plan the Outcomes
Organise time and place – avoid cancelling
Know what constitutes success
Ensure acknowledgement at appropriate level
Use open questions to create possibilities
Ask for suggestions – offer yours
Use positive body language, tone and expressions
Keep questions centred on the issue
Be accessible without creating dependency
Prepare in advance for what needs to be achieved
Have the right mindset – i.e. coachee as customer
Set the Goals and Measures
Agree how progress will be monitored
Break down objectives if necessary
Build confidence in coachee for stretching goals
Coach over controls
Coach asks closed
questions
Coach produces
solutions
Coach does most
of the talking
Coach identifies problem
for coachee
Coachee does as
instructed
Coach defines goals and
cation plan for coachee
Coach asks open
questions
Coach encourages
positive attitude
Coach does most
of the listening
Coach gives confidence and
draws information from Coachee
Coachee identifies isuues
for him/her self
Coach sees solutions
and takes ownership
A Question of Balance
Coach Owns
Instructs, directs, does
Coachee Owns
Supports, enables, develops
Coach facilitates learning
The Traffic Lights is a simple technique for giving
and receiving balanced feedback. It works equally
well when coaching upwards or downwards.
Naturally, you should consider the responses you
get and be prepared to act on these.
What do you need to stop doing?
Find out by asking..........
What is it I do that stops you from giving your best?
What is it I do that annoys/frustrates/demotivates you?
When do I get in the way?
What do you need to start doing?
Find out by asking................
What would you like me to do that could help you?
When do I add most value?
How can I improve our relationship?
What do you need to continue to do?
Find out by asking................
What is that I do that really helps you to get the job done?
What would you like me to keep doing?
What would you like me to do more of?
COACHING SESSION 2
Agree Next Steps
Avoid Attack/Defend Dialogue
Stick to Facts
Help Your Coachee to Recall
Create the Right Climate
Give Feedback that is Helpful
Choose the Right Time and Place
Check Your Judgement
GIVING AND TAKING FEEDBACK
Deal with facts not your opinions
Use open questions e.g. What? Where? How?
etc.
Welcome feedback from your coachee
Ensure coachee can benefit from your feedback
Be timely in giving feedback
Agree what needs to be done
Identify Actions and Behaviours
Avoid non-factual evidence
Be persuasive when coachee is defensive
Agree timescales and success criteria
Adopt a reflective style
Show understanding – avoid ‘ point scoring’
Share some personal experiences
Focus on the coachee’s needs
Be considerate about privacy
Be specific about what you describe
Look deeper to find the worth in your coachee
Agree a Method for Feedback
Be alert to when coachee has had enough
Establish a two way process
Agree the ‘rules’ – trust, confidentiality etc.
Emotions/personal issues should not influence
Session 1
SO, YOU WANT TO BE A GREAT COACH? GIVING & RECEIVING FEEDBACK A COACHING FRAMEWORK TO SUCCEED
Session 2 Session 3
The Coachbuilder Boards
Traffic Lights
The Question of Balance
Model is used to illustrate
the contrasting behaviours
of Coach and Coachee
when effective coaching is
undertaken
© All Models – Training Concepts Limited 2014
The Coaching Process
Different ways to
recognise/reward
Has Performance
Improved?
How is this being
done?
Is this being
implemented?
‘Contracts’
Completed?
Plan Agreed?
Situation
Task
ActionResults
Sign Off
The
G.R.O.W.T.H
Model
Visionary Collaborative
Visionary
Coaching
Democratic
Pacesetting
PacesettingDirective
CollaborativeCapability
Focus
10
10
0
The Leadership Grid
Goal
Options
Willingness
Timescales
1. The Coaching Process Model (now described) should be applied to your coaching of your Reportees on an individual basis
2. Each Stage is represented by three distinct icons e.g.
3. Use the Coaching Process Model to plot the route for each of your Reportees – this could mean that different Coachees are at different stages of the Coaching
Process at any one time
4. Stages 4,5, and 6 are likely to be repeated several/many times during the performance calendar
5. Review Stages 1 & 3 periodically – Quarterly or Half Yearly
6. Stage 2 – if properly completed should only need to be checked out on an Annual basis unless there is a dramatic change in your Reportee’s circumstances
7. Stage 7 is ongoing and should involve transfer of Best Practice, introduction of new standards and targets etc.,
8. Get familiar with the different Facilitation Models to help you tackle each Stage of the Process
Stage 1
Establish Targets
and Behaviours
Stage 2
Agree
Personal
‘Contracts’
Stage 3
Structure the
Plan
and Priorities
Stage 4
Implement using
Structure, Models,
Styles,
Techniques
Stage 5
Evaluate
the Results
Reality
Stage 6
Recognise
and
Reward Success
Stage 7
Apply Best
Practice and aim
for Continuous
Improvement
The
Motivation
Sphere
Healthcheck
The S.T.A.R. Concept
PerformanceGoals
MutuallyAgreed?
The Coaching Process
Performance Management
•The Performance Management Toolkit
Purpose
The Discussion
Behavioural
Quantitative & Qualitative
Administration
Competency Framework
Training & Development Line Manager
PersonalDevelopment
Establishing
Objectives
Vision
The
Support System
Values
Personal Vision
The Appraisal
The PM Cycle
Shared Responsibilities
The Process
Measurements
The JobDescription
Business Benefits
Personal Benefits
HHRR:: PPEEOOPPLLEE MMAANNAAGGEEMMEENNTT TTHHEEAATTRREE
Performance
Management
Training &
Development
Relationship
Management
Data
Management
Succession
Planning
RecruitmentTalent
Management
Supplier Management
Training Records
ROI Criteria
Budget Management
Link to Employee Appraisals
Training & Development Skillstrak
Employee Categorisation
Employee Applications for T & D
Data Management
&
Admin.
Appraisal Forms
Recruitment & Selection Data
Job Descriptions &
Updating Process
Supplier Contacts
Intranet & People
Management Toolkit
Diary Management
Performance Review Process:
(Internal Clients and External
Suppliers)
Employee Questionnaires
Client Communication Process
Reward & Recognition
Critical Care inc. Disciplinary Process Job Descriptions
PM Toolkit
Performance Evidence
Data ManagementBusiness Plan & PM Cycle
Budgeting
Training &
Development Plan
Performance Criteria
Talent Management
Strategy
Remuneration &
Reward
Identification Process
Recruitment Process
Interview Process
Selection Process
Interview Scripts Interview Rules
Business Plan
Employment Contracts
Succession Model:
Development & Competency
Gaps
Evaluation of Staff
Feedback & Follow Up
Job Descriptions Link to Talent Pool
Business KPI’s & Measures
Employee Appraisals
Job & Individual KPI’s
121 Coaching
Resource Support
Training & Development Menu
(Internal) Client Feedback
Training Needs Analysis
Supplier Register
& Contracts
Employee Suggestion Scheme
Management of Best Practice
Reward &
Remuneration Schemes
Budget & Cost Control
TTHHEECCOORRPPOORRAATTEE SSKKIILLLLSSTTRRAACCKK
Negotiation (7)
AACCHHIIEEVVEEMMEENNTTAAPPPPLLIICCAATTIIOONNAATTTTIITTUUDDEE
Recruitment
& Selection
(10)
Project Management (10)
Managing Diversity (7)
Sales
(21)
TTeeaammwwoorrkkiinngg
((77))
Commercial
Awareness
(5)
Results
Orientation
(3)
Customer
Service (21)
EEmmoottiioonnaall
IInntteelllliiggeennccee
((66))
Quality Management (10)
Managing Change
(14)
EEffffeeccttiivvee
CCoommmmuunniiccaattiioonn ((88))
VVaalluuee SSeettttiinngg ((55))
LLeeaaddeerrsshhiipp ((2255))
CCooaacchhiinngg &&
DDeevveellooppiinngg
PPeeooppllee ((1166))
CCoommppeetteennccyy
DDeevveellooppmmeenntt ((2255))
Performance
Management (21)
K1
J1I4
I3
I2
I1
H2
H1
I5
N1
L3
L1
L2
Giving and Receiving
Information
10 Ways to Improve your Communication
Neuro Linguistic Programming (NLP):
Catering for Preferences
Non Verbal Language
Active Listening
Dealing with Diverse Audiences
Leadership in Action
The Leadership Game:
- Learning to Lead
- Leading Others
- Improving Effectiveness
- Inspiring Excellence
Your Leadership Sphere
Leadership Styles and Types
A Coaching Framework for Success
The Purpose and Benefits
Leadership People
The Coaching Process Model
Levels of Leadership
So, You Want to be a Great Coach?
Giving and Receiving Feedback
Defining the Team
The Stages of Team Development
Belbin Team Roles
Quality S.T.A.R.S. – Improving your Evidence
Team Leadership
The S.T.A.R.S. Concept
The Core Competencies
The Competencies Suite
The Culture and Infrastructure
Good Behaviours
An ‘Excellent Service’ Model
Dealing with Complaints
Different Types of Customers inc Internal & External
Relationship
Management The Value Proposition
8 Golden Rules & 5 Service Secrets
Customer Shoes: The Service Game
Surveying, Measuring & Evaluating
The Birth of a Sale
The Sales Process
The Sales Presentation
Managing Sales – The ‘Big Numbers’ Concept
Diagnosis & Problem Solving
Managing the Sales Team
Skills for Selling
Crucial Service Links
Kotter’s 8 Steps
What is Commercial Awareness?
Preparing, Managing& Re-inforcing
The Key Principles
Analysis, Measurement & Appraisal
Data Gathering & Documentation
Targeting & Legalities
The Interview Process
Making the Decision
Managing the Administration
Performance Planning
TQM Culture
Process Management & Key Roles
The Process Model
6 Steps for Improvements
The 6 Sigma Concept
Review with Team
Agree Specification with Stakeholders
Communicate the Plan
Select, Manage and Enable the Team
Checks, Measures and Adjustments
Reviewing and Reporting
Plan the Project
- Critical Path
- GANTT Chart
- PRINCE2 ™
Competitive Analysis
Managing the Difference
Re-design and continuous improvement
Diversity Awareness
Bullying and Harassment
Diversity Strategy
Discrimination
Work Life Balance
Negotiation Styles & Strategies
Preparing for Negotiation
Case Studies
Developing a Culture
Strategic Models: SWOT/GROWTH/STAR/SMART
etc
Managing Stakeholders & Partners
Networking
The S.W.O.T. Analysis
Enlisting Support and Enablers
Financial Awareness and
Data Management
Organisational Structures
Understanding Your Market
Goals, Standards and Measurements
Raising the Bar on Self Development
Risk vs. Reward
Capitalising Your Results
Committing to Excellence
Committing to a Personal Values Code
The Business Case for EI – inc. Case Studies
2 Aspects & 5 Domains of EI
The E.I. Competencies
E.I. - Self Assessment Test
Your Personal Brand
Growing Your Brand
Subscribing to Team Values
What is Emotional Intelligence?
Practical Case Studies
Getting Competent
The Power of Open Questions
Strategic
Awareness (7)
M3
N1
The Negotiation Skills Set
The 12 Step Checklist
Communication and Involvement
Roles & Responsibilities
Tools for Change
Researching & Shortlisting Candidates
Interviewing Skills & Techniques
The System & PM Cycle
Coaching & Support
Reward & Recognition
The Disciplinary Process
Establishing a Sales Culture
N2
M2
K1
M1
+ =©© TTrraaiinniinngg CCoonncceeppttss LLiimmiitteedd 22000055
The Performance Appraisal
A two page document, mirrored by a two
page instruction, which is used to report
Employee Performance
Use: Compulsory
Training Needs Analysis
Two page document to be completed
when training requisitioned
Use: As and when
The Guidelines for Appraisals
Explains how to conduct the Appraisal
Use: for reference
Questions & Answers
Frequently asked questions
with answers given
Use: for reference
The Performance Management
Process
Explains the step by step system
Use: for reference
The Competencies Suite
and S.T.A.R. Concept
Describes the Competencies and the type of
evidence required
Use: For reference
The Employee Value Monitor
Three page document for use in conjunction
with The Performance Appraisal
Use: Compulsory
A Guide to some common
Words and Phrases
Self explanatory
Use: for reference
Guidelines for Performance Review
Offers a list of pertinent questions that might
be asked (monthly or quarterly) when
reviewing performance for Organisational,
Employee and Self
Use: for reference
© All Models – Training Concepts Limited 2014
• Business Competencies
Consider that competencies may be described in three dimensions. Firstly, the Attitude Competencies which include Positive Attitude, Emotional Intelligence, Self Esteem etc. These portray a
person’s approach to their job. Secondly, the Application Competencies illustrate how the job is carried out and finally, the Achievement Competencies reflect how the job is completed.
The development of individual skills begins with awareness and use of knowledge which progresses to competence which, when fully enhanced, develops into fully fledged skill.
For the purposes of developing your skills in Sales and Client service - the two are inexorably linked and one does not happen without the other - we have constructed a Competency Suite,
identifying eleven competencies. Two of the competencies in our Suite relate to Attitude, six refer to the Application Competencies and the remaining three focus on Achievement.
•S.T.A.R. Concept
The measurement of behaviour in the Coaching process is crucial and we offer Participants the opportunity to understand and then use the S.T.A.R. concept. This will enable people to break
down achievements into four constituent parts -Situation, Tasks, Actions, Results - and to use the results as a benchmark for continuous improvement.
CommunicationPositive Attitude
Results
Orientation
GUARD
The S.T.A.R Express Interpersonal
Influence
Planning &
Organisation
Leadership
Technical
Knowledge
Commercial
Awareness
Situation
When did this occur?
What were the circumstances?
Where? Who else was involved?
What were you trying to achieve?
Task
What tasks needed to be
carried out to achieve the Result?
What was the priority order of the tasks?
Results
What did you achieve?
What other positive
outcomes emerged?
Sign Off
Is your Line Manager
happy to
accept your evidence?
Action
What was it that you did you do
or said that made the difference?
How did you influence the Result?
People Management
•The Magic Stick & The 5 C’s
The Magic Stick Activity revealed how the 5 C’s represent another potent example of the use of triggers (or anchors) to sustain learning. When you think of the letter ‘C’ in future you may
recall, more easily, what this represents and how this relates to you in your everyday job.
Put another way, if you are able to consistently implement each of the ‘C’ s there is little doubt that you will improve your overall performance considerably. When some of the C’s are being
used you will make some progress – when none of the C’s is being used you will make little or no progress. Therefore, the rate and quality of your progress will be influenced by the extent to
which you embrace the 5 C’s
• Colour Blind
Interaction and communication with customers is crucial. Colour Blind - a stimulating Group exercise - is used to demonstrate the importance of effective listening and we examine the basic
principles of Neuro – Linguistic Programming (NLP) to enhance communication skills
Listening ..... to what people are saying (or not saying)
hearing is not the same as listening
listening to how people describe things
Asking ...... questions rather than telling or assuming
when making statements make sure that you stick to the facts not opinions
offer an opinion but do not force your opinions on others
Awareness ..... of your own behaviour and the impact you have on others
put yourself in the shoes of others .i.e. your colleagues and your customers
Interactingwith each other
by observing,listening,
speakingin proper
proportionand timing
Working together for a
common purpose or
benefit
People doing the same thing at
the same time for the same
purpose– working in
synchronization.
Freely exchangingideas
and opinionsto find a
solution or better way
of working
Maintaininga total
focus and energy on the
objective and what has
to be achieve
C1
Communication
C2
Co-operation
C4
Collaboration
C5
Concentration
C3
Co-ordination
Security
Belonging
Self Esteem
Self Fulfillment
Survival
Morality, creativity, lack of prejudice, acceptance of
facts spontaneity, problem solving
Self esteem, confidence, achievement,
respect of others, respect by others
Friendship, family, intimacy
Security of body, of employment, of resources, of
morality, of the family, of health, of property
Breathing, food, water, sex, sleep, homeostasis, excretion
When you find out what makes each Employee
‘tick’ your job as a Manager becomes so much
easier. This, of course, is an elusive skill for many
to master especially given that many employees
do not know or have really considered what
motivates them. One thing is certain, whether
they believe it or understand it everyone is
motivated by something – often more than one
‘thing.’
I will give
everything to a
leader I can trust
and who keeps
promises
‘I workbestwhen
I have a routine
and I know what
to expect’
‘The job gives me
confidence that I did
not have before and I
feel much better
when I am confident’
‘The job is attractive
because of the Salary
and Bonuses it offers
me’
‘The hours suit me.
It’s really great that I
can walk to work and
be able to pick up the
kids from school’
‘The job provides for
the lifestyle I desire
and enhances my
standing in the
community’
‘I love the social side-
the people I work
with and customers I
meet’
‘I respond positively
when I know that I
can achieve
promotion in my job’
‘The working
conditions and
atmosphere are really
important to me’
‘I am motivated when
I am learning new
things and gaining
more knowledge’
‘I suppose I just need
to belong to
‘something’ and feel
part of the team’
‘I like Challenges
- this always
stimulates me’
‘I know I need to
feel secure to do
well’
‘I just need the job to
see me through to
retirement in three
years’
‘I need to feel valued and
recognised for what I do. A
‘Thank you’ means a lot to
me’
‘I love getting and
setting targets and
beating them. I
always want to be
the best I can be’
‘I have the
opportunity to
develop my skills
which really
motivates me’
Of course, I can help
you getwhatyou want
and this is whatI need
you to do getit. Do we
have deal?
Ok then - it’s a
deal!
Each of us is motivated by our needs. Our most basic needs
are inborn, having evolved over tens of thousands of years.
Abraham Maslow's Hierarchy of Needs helps to explain how
these needs motivate us all. Maslow's Theory states that
we must satisfy each need in turn, starting with the very
basic, which deals with the most obvious needs for survival
itself. Only when the lower order needs of physical and
emotional well-being are satisfied are we concerned with
the higher order needs of influence and personal
development.
The Motivational Wheel
The S.T.A.R. Concept
Maslow’s Theory
Discipline
& Habit
Environment
Remuneration
Status &
Lifestyle
Trust
Knowledge
Promotion
Sociability
ConvenienceSecurity
Challenge
Skills
Improvement
Retirement
Self Esteem
Belonging
Recognition
Competition
.s
s
R A
T
Situation
Action
TaskSign Off
Results
• S.M.A.R.T.S. & S.W.O.T.S.
S.M.A.R.T. Goals
Specific: Clearly define your target or end result. Avoid being vague and instead think about the who, what, where, when, why and how of your goal.
Measurable: Think about the numbers associated with your goal. How will you measure success?
Action-oriented: Develop a plan of action in order to achieve your goal. Make it as specific as possible.
Realistic: Make sure your goal is possible and reachable. You can always make additional goals once you’ve reached your initial result.
Time-bound: Set a deadline to motivate yourself towards change.
S.M.A.R.T. goals can help you on your path to success—and so can HARD goals.
H.A.R.D. Goals
Heartfelt: Develop deep-seated and heartfelt attachments to your goals on levels that are intrinsic, personal and extrinsic. Use these connections to
naturally increase the motivational power you put behind making your goals happen.
Animated: Create goals that are so vividly alive in your mind that to not reach them would leave you wanting. Use visualization and imagery
techniques to sear your goal firmly into your brain including perspective, size, color, shape, distinct parts, setting, background, lighting, emotions and movement.
Required: Give procrastination (which kills far too many goals) the boot. Convince yourself and others of the absolute necessity of your goals and
make the future payoffs of your goals appear far more satisfying than what you can get today. This will make your HARD Goals look a whole lot more
attractive and ramp up your urgency to get going on them right now.
Difficult: Construct goals that are optimally challenging to tap into your own personal sweet spot of difficulty. Access past experiences to use them to
position you for extraordinary performance. Identify your goal setting comfort zone and push past it in order to attain the stellar results you want.
Christmas New Boss Diet Pressure
Dinner Promises Success On
Invitation
A First Father’s Son’s Parking
Major Hospital Graduation Fine
An Important Wrongly Passport A Shrewd
Customer Accused Delay Analysis
A Successful Contract ‘Tell Him New Business
Job Interview Expires He’s Out’ Has Positive
Impact
Wedding Early The Boss’s Massive
Anniversary Retirement Eagle Attack
Blunder Offer
Husband’s Two Woman’s Friend
Great New to Choose Examination Gets Promoted
Job Offer
She’s Off Leisure Club Takeover Flight
Again Deal Rumours Overdue
Message Very First ‘ You’ve Just Aunt Alice’s
Received Run Passed It’ Statement
Invitation To A New Younger You Take Date A Friendly Sales Figures Redundant TV Appeals
Hit the Bar Gesture Dropped
That’s Done New Car An Office No Big Someone Chosen Second Hand Completely
Deal Affair Issue To Watch One Article Out OF The Box
Frozen Out Neighbours’ Summer Promotion The Last Breakfast A Bit Someone Has
Move Season Material Word Deadline Of A Blow Has To Get It
It’s Still Nearly Very Poor It’s Done Workloads 1 Hour Another Job Little Leeway
Hot Had It Service Now & Phone Calls Left To Go To Here
Eyebrows
MouthEyes
Hair
Ears
Nose
Fingers
Clothes
Knees
Hands
Shoes
Feet
Legs
Skin
Shoulders
Communication
The Whento Model
Body Signals
What do I do most of?
In what proportion do I currently employ
these behaviours?
Am I being really smart with these
behaviours?
How smarter ought I to be? Why?
What would represent the best
sequence for using these behaviours?
Why?
Are there occasions when I might alter
the sequence?
When?
When should I be observing most?
When you should I be listening most?
When you should I be speaking most?
When should I be actioning most?
Do what you’ve always done?
Observe and don’t action?
Observe and don’t listen?
Observe and don’t speak?
Listen and don’t action?
Listen and don’t observe?
Listen and don’t speak?
Speak and don’t action?
Speak and don’t listen?
Speak and don’t observe?
Action and don’t listen?
Action and don’t observe?
Action and don’t speak?
How self aware am I?
What do others think of me?
How much do I seek and welcome feedback – good or bad?
There is a very good reason why the
Good Lord gave us two ears, two eyes
and one mouth!
Ask yourself What happens if….
Don’t get Emotional!
Disgrace
HateLove Revenge Anger Faith Cynicism
EnvyFear
This is a vsual model which we
use to discuss the effect of
the different messages we
transmit to others by the
way we act, dress, stand, sit,
speak, listen, stand, move etc
consciously or unconscious.ly
Pride
Generosity
Understanding
Romance
Belief Suspicion Passion
A B C D A B C D A B C D A B C D
A B C D A B C D A B C D A B C D
ADon’t Get Emotional! Is a
stimulating interactive activity
with a competitive element
aimed at helping learners how
to be more emotionally
intelligent when negative
emotions and narrow
assumptions get in the way of
effective communication .
B
C D
Sales & Customer Service
Workshop 1
 Sales and Service Process - The 5 P’s
In this Session we examine the constituent parts of the Sales and Customer Service
process and how Store Managers can instill and maintain excellence
 Connecting the 5 P’s
A continuation of the first sessions , concentrating on the dynamics of the 5P’s:
Presentation, People, Performance, Production and Products
 Why Shop at your Store?
In small groups, Participants identify the reasons why customers choose to
shop at their store and how Store personnel can positively influence
customer choice
 Customer Complaints - The 3 R’s
We look at some practical every day complaint situations and practice the use of
the 3 R’s - Regret, Reason and Remedy - as a method and process for responding
to customers
Workshop 2
 Customer Counts
This is a unique and innovative activity – designed specifically for the SPAR Stores
that enables learners to identify and understand the common goals, value and
relationships that connect internal customers
 C Store or Customer Shoes
Two competitive and engaging team activities whereby, with C Store participants
use SPAR products to relate to and anchor effective and consistent customer
service and in Customer Shoes, Participants learn to match different types of
customers with their reasons for shopping
People Management
Workshop 1
 Value Setting
This activity will help people to think about their personal values and how to help
others establish their values so that people have a clear template for the manner
in which they work together
 The Motivational Wheel
A unique TCL model for contracting with people by understanding what makes each
person ‘tick’
 Maslow & Belbin
Belbin® Team Roles improve self-knowledge and understanding of individuals
and teams. Each role has its particular strengths and weaknesses,
and each has an important contribution to make o a team. Maslow's Theory
concerns the responsibility of employers to provide a workplace environment
that enables employees to each their potential
 Emotional Intelligence (EQ)
A look at some of the theories and how these work in practice i.e. knowing your
emotions, managing your own emotions, motivating yourself, recognising and
understanding other people’s emotions, managing relationships
 The Johari Window
A familiar model for developing awareness of self and others
•The Corporate Animals
Caricatures of people at work - a way to engage different types of people
Workshop 2
• Performance Management
 The Job Description
 The PM Process
 Reviewing Performance
 The Core Competencies
 Competency Development
 Reward & Recognition
Management Development
In the following pages we lay out a typical Management Development Programme although for development such as this we would, naturally, customise this to meet Clients
specific needs.
Coaching
Workshop 1
 The Magic Stick
A stimulating and highly motivational activity that enables participants to value the
difference between the task and the objective
 Coachbuilder Boards 1 & 2
1. So, You Want to be a Great Coach?
2. Giving & Receiving Feedback
This activity, which covers two separate sessions, involves groups of learners who are
required to build the processes and matching behaviours and effect understanding of
the step by step approach to coaching their people
 Question of Balance
A visual model that identifies the role of the coach and the coachee
Workshop 2
 Coachbuilder Boards 3 & 4
3. The Power of Open Questions
4. A Coaching Framework to Succeed
See Coachbuilder Boards 1 & 2 above
 Colour Blind
Colour Blind - a stimulating Group exercise - used to reveal the importance of
effective listening. We also examine the basic principles of Neuro – Linguistic
Programming (NLP) and how these can be used to enhance communication skills
 The G.R.O.W.T.H. Model
We introduce Participants to G.R.O.W.T.H. - a model for structuring objective setting
for self and others. Participants then practice using the model.
 S.T.A.R. Concept
Participants use the S.T.A.R. concept, which measures behaviour and competence, to
break down achievements into four constituent parts –Situation, Tasks, Actions,
Results - and to use the results as a benchmark for continuous improvement
Action Learning
• The Process
The essential steps: experiential learning, creative problem solving, knowledge
acquisition and transference, learning support
 Action Learning aligned to a Commercial Project
The idea is that each Project should provide a Financial contribution directly or
indirectly to the business and, as a consequence, this Programme will be self
financing
 The Workshops will assist Participants to identify the Project criteria;
- Must be S.M.A.R.T.
- Have a financial objective
- Relevant to Job Role and the Busines
- Shared Ownership
 Implement the Project
- Within Sphere of Influence/ Capability
 Plan the Project: Milestones and Goals
 Setting G.R.O.W.T.H. Objectives
 Use the Action Learning Toolkit to produce quality results
 Project Mentoring
Working with a mentor will enable participants to receive experience, knowledge
and confidence on an individual level
 The criteria for choosing your Mentor
 The Role of the Mentor& Mentee
 The Mentoring
- Building the Relationship
- Setting the Direction
- Developing the Mentee
- Moving Forward
• Action Learning Sets
The principles for implementing Action Learning are as follows;
 One set convened every 10 weeks
 Shared learning and best practice
 Public review of project
 Work through individual and collective issues/problems arising from projects
 Re - set project goals
Strategic Management
Workshop 1
 Remote Management
We examine the principles of multi site management and some of the hurdles that need
to be overcome e.g. making time count, store visits, reporting structure , delegation and
what to delegate, early warning systems etc
 The Communication Matrix
A model for Stakeholder management – what remote Managers should be doing daily,
weekly, monthly and who they should be doing it with
 Building a 5 Star Team
A learning activity whereby Participants, using TCL’s 5 Star Team Model, identify the
common values that drive winning teams. We also discuss he behaviours that support
these Values
Workshop 2
 Key Activity Planning & Time Management
Journey to the Future is a proven tool that will present participants with a novel, one
page method to plan key activities and tasks
 Analysis, Judgement & Problem Solving
We practice real issues with several model viz., The Decision Clock, The Problem Sphere
The Fishbone Analysis
 The Round Table
An effective and exclusive model to identify and use networking and relationships
 Making Team Meetings Count
Meetings cost time and money so we need to make them count. This part of the
workshop discusses these issues and introduces a model for effective team meetings
 The Link
A dynamic and interactive activity where learners identify the commercial and business
links between the key activities of the business and their own job role
Leadership (Incorporating The Leadership Game (TLG)
Pre- Workshop Preparations
• Stakeholders Commitments and KPIs
• Self Assessment
Workshop 1: The Leadership Game
Part 1 :
 The TLG Leadership Model
 Exchanging Case Studies
 Identifying the Key Leadership Activities
 Selecting Strategic Key Activities for Case Study
 Playing The Board Game
Part 2
 The Leadership Toolkit
- The G.R.O.W.T.H. Model
- The Bridge of Desire
- The Motivational Sphere
Part 3
 The Leadership Grid
 The Leadership Grid with Challenges
Part 4
 Preparing Case Study Presentation
 Case study Presentations
Part 5
 Transferring and Sustaining Learning
- The L.E.A.D. Model
 Learner & Stakeholder Action Plans
 Workshop Evaluation & Learning Points
Workshop 2: Leadership Skills Transfer & Continuous Improvement
Part 1
 Leadership Evidence
 Incomplete Evidence
 Barriers to Action Plans & Continuous Improvements
 Stakeholders Action Plans
Part 2
 Leadership Drafts
 Self Assessment Re-visited
 Evaluation & Feedback

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Tcl menu of programmes and tools

  • 1.  Training Statistics Results based on 6 = Excellent; 1 = Poor. To achieve perfection every Participant on every workshop for every subject would need to provide a maximum rating. The Event Rating Effectiveness Interactive Content 5.52 92% Motivational Quality 5.65 94. Learning Value 5.60 93 Event Average 5.60 93 The Content Meeting Client’s Objectives 5.54 92 Content Average 5.54 92 The Presenter Communicating Information 5.50 92 Providing Guidance and Support 5.80 97 Maintaining and Varying the Pace 5.75 96 Presenter Average 5.68 95 Overall Average 5.60 93 Review Period September 2010 –-October 2011 Number of Participants 1,338 Ratio by Gender Male 56% Female 44% Training by Subject Sales Customer Service Coaching Leadership People Management Man.Dev. Communication Others Training by Job Role Company Executive Senior Managers Middle Managers New Managers Supervisors Support Staff Others Training by Business Type Retail Financial IT Related Leisure Technology Communication Others Business Consultancy Managing Diversity March 2013 – March 2014 5.52 5.65 5.60 5.60 5.54 5.54 5.50 5.80 5.75 5.68 5.60 92% 94 93 93 92 92 92 93 95 97 96 Training Concepts: Results by Business Sector, Job Role & Subject
  • 2. Customer Service& Sales •The H.E.L.L.O. Model This is a unique model for helping staff to engage with their customers in a natural way. We look at how to communicate with different types of customers, identify their likely needs and this will complement and dovetail with Spar’s Sparkling Service initiative. •5 P’s In this Session we examine the constituent parts of the Sales and Customer Service process, how Store Managers can instill and maintain excellence and how each of the ‘P’s’- Presentation, People, Performance, Production and Product - link and cross fertilize •The 3 R’s for Customer Complaints We look at some practical every day complaint situations and practice the use of the 3 R’s as a method and process for responding to customers •Customer Shoes This highly popular activity, exclusive to Training Concepts, has been designed to produce the following outcomes;  To improve the interaction and relationship between Retail Managers , Assistant Managers and their Staff and their Customers  To increase knowledge of Retail Managers , Assistant Managers and their Staff of Customers……Managers get to know and recognise more Customers and develop a greater understanding of their Customers’ needs  To demonstrate how to engage with Customers to obtain meaningful feedback in a simple way and how to respond positively to this feedback  To give confidence and motivation to Retail Managers , Assistant Managers and their Staff to be pro-active with customers on the shop floor so that Customers feel that …..they are valued and important, you are interested in their views and that you aim to provide a superior personal service  To enable Retail Managers , Assistant Managers and their Staff to be role models for Customer Service and to set an example to all employees  To see the store /shop and the service we provide from a Customer perspective and to react positively to our observations i.e. to put ourselves in the Customers’ Shoes  To incorporate ‘serious fun’ into the learning objectives so as to make the learning inspirational and practical h e l l Offer your customer options if thefirst choice product is not available Encourage thecustomer to look at other suitableoptions–perhaps something they had not thought about Encourage and give them confidenceto try on and experiment with different outfits Learn from what you are being told by your customer. Ask for more information to back up what they are saying and be prepared to act on this information. Have thedesireto say ‘hello’ to your customers. Think how youcan introduce yourself e.g. ‘Hello. Thank for coming in. Haveyou been in our Storebefore? Whether you receive a ‘yes’ or a ‘no’ you can then say ..... ‘A lot of our new Spring/Summer/Autumn/Winter clothes havejust arrived. Can I just quickly tell you whereeverything is? Listen to what your customer is telling you and show that youarereally interested. Encourage your customer to giveyou feedback. Don’t speak and definitely do not interrupt until your customer is finished. Engage your customer. Establish and maintain eye contact and, aboveall, smile. Ask relevant, open questions like For a new customer .... What was it that madeyou pop in to the shop? For an existing customer ........ ‘What is it you likeabout our Storeand our clothes?’ Production Planet People Planet Product Planet Profile Planet Process Planet Entrance h h h heeee eh Enquiries Shopping Exit Regret Reason Remedy The H.E.L.L.O. Model The 5 P’s Customer Shoes The Performa nce Sun Checkout © All Models – Training Concepts Limited 2014
  • 3. Leadership •The Leadership Game The Leadership Game (TLG) is an innovative and engaging product, designed in several episodes to help new and aspiring Leaders understand , practice and use the Leadership Styles, behaviours and competencies offered whilst undertaking the range of key activities which relate to their job role. The pivotal activity is the Board Game , where Players form teams to compete for points whilst advancing their knowledge and confidence, in a non-threatening, motivational environment Participants are provided with the TLG Toolkit , comprising a series of exclusive Tools and Models, which are introduced during the TLG workshop. The Toolkit enable them to transfer the learning which they will gain to enhance and sustain the quality of their Leadership skills in their workplace Developing strengths, eradicating weaknesses Mastering team roles Learningfrom others Focusingon quality Driving success Setting standards Preparing tolead Taking control Analysing problems; creating solutions Making meetings work Stretching teams Setting goals Making decisions Delegating authority Sharing ownership Stimulating ideas Motivating others Staying competitive 192021222324 Gaining leadership experience Igniting groups Providing support 131415161718 Inspiring with avision Do you have what it takes to lead? 1 2 3 4 5 6 Buildinga team START FREE PLAY 789101112 © Training Concepts Limited 2013 Select Select Select SelectSelect Select Select The Leadership Game © Stage2:LeadingPeople Stage1: Authorised to Lead Stage4:InspiringExcellence Stage3:EstablishingInfluence TLG Leadership Toolkit 10 0 10 Focus (Commitment, Priority, Impact Capability (Skills, Experience, Knowledge) TLGLeadershipModel TheLeadershipGridTheG.R.O.W.T.H.ModelLeadershipDrafts Faith Pride Romance Serenity Humour Gratitude Humility Hope Joy Caring Passion Admiration Compassion Appreciation Revenge The Bridge of Desire Arrogance Desperation Anger Resentment Stubbornness Guilt Apathy Fear Envy Suspicion Denial Security Selfishness L E AD Jealousy Empathy 0 Sales People ServiceProcesses Wheredid this activity occur? When did this happen? Which persons/teams were you leading? Location Position the key activity Engagement Describe the scenario Goal Reality 0ptions Willingness Healthcheck Timesacale Whatwere you trying to achieve? With whom or what were you engaged? Whattasks had to be completed? Whatresults did you achieve? How did the results relate to your original objectives? Whatadditional,unplanned outcomes emerged? Which Leadership Style(s) did you deploy and why? Whatdid you say and/or do to makethe difference to the outcomes? Whatopportunities did you create and/or which obstacles you overcome? Demonstrate your influenceProve the results Delivery Actions What does the Organisation wish you to achieve? What is that you wish/need to achieve? Make sure you understand what it is you wish to achieve i.e. your Goal(s). Make your goals S.M.A.R.T. Clarify with your Line Manager so that you both have the same picture and interpretation of success. Buy in from your Line Manager is best achieved when you can demonstrate ‘what’s in it for them “ What is good, what could be better in terms of the Goals you have set? In terms of your joint Goals, what is within your control and influence and what is not? What barriers or objections will you need to overcome? What can help you to achieve your Goals? What Options and/or Opportunities currently exist to achieveyour Goals? What is possible and what is not? Look at every option and opportunity that is available to you - perhaps some that you have avoided or dismissed in the past. Who can help you? Ask for help from those who have knowledge, influence or the ability to assist you. What do you need to do differently? What do you need to give to achieve the results you desire?What do you need from others? Decide and agree what you have to do and do it. When working with others agree yourjoint commitments - keep your promises Establish the commitment neededfrom your Customer and ask for this commitment What timescales are needed to achieveyour Goals? Are you both agreed on the timescales? Agree the timescale you have to achieve your Goal(s) and consider if these should incorporate interim timescales or milestonesthat will enable you to check your progress. Plan accordingly. What are the agreed measures of successi.e. the measures that will prove that your original Goals have been achieved? Agree at the outset what your success criteria should be, how this will be measured and who will be doing the measuring. Tangible and intangible measures? Hatred Sharing TheBridgeofDesireTheL.E.A.D.Model Visionary Collaborative Democratic Pacesetting Coaching Collaborative Directive VisionaryPacesetting Directive Phase 1 Primitive Pacesetting Visionary Coaching Democratic Collaborative Reliesmore on Leader’s status, position andauthority andlesson interpersonalskills. The leaderis confidentandassertive Emphasisisonleader’s ability toinfluence and interactwithteamembers andon havingawide range andhighlevel of softskills The leaderisconfident andassured, delegates freely andencourages inputfromteammembers. He/she is able toidentify and deploy different, leadershipstyles Phase 2 Engagement Phase 3 Maturity - requires compliance - offers clarity - commands andcontrols - instructs andtells howto do ‘it’ - acts withoutseeking consensus - plays to win - strives forhigh standards - gives top performers spaceand freedom - continuously seeks innovative and better ways of working - provides vision,strategy - sets a common purpose, goals and standards - establishes ateamculture - motivates and inspires peopleto wantto performfor theleader - creates a supportiveenvironment. - involves teammembers in their development. - stretches/ challenges peopleto reach potential - asks rather than tells - takes an interestin peopleas individuals - creates rapportwith intheteam - encourages teammembers to shareknowledge,ideas and solutions - creates commitmentthrough consensus - gets buy in fromgroup to come up with ideas and innovations - encourages everyoneto give their opinions Rapport,shares, empathise, collaborate, creates partnerships, works together,giver tells,controls,directs, compliance,instructs, commands demonstrates,leads, motivated,performs,leads by example, frontrunner, rolemodel,innovation, rolls up thesleeves,competes winning,shared vision,strategy, purpose,inspiring,focused,far sighted,engaging,loyal, passionate asks,questions, supports,stretches, encourages,develop, grow,challenges, empathises buy in,vote, emphasize,equality, collaborate,teamwork, ownership,group,together, trusts.ownership - when allaying fears and giving clear,powerful directions - when confident/calmin acrises or challengewith peoplewho are notresponsiveto other styles. - when building challenges and exciting goals forpeople - when identifying poor performers anddemanding morefromthem - when a newdirection and engagementis needed. - when peopleseewherethey can contribute,progress and achieve - when coach shows faith by assigning/supporting challenges which begets loyalty - when helping peoplefind strengths/weaknesses,linking theseto career aims - when connecting with and introducing people,creating value/harmony withinthe business. - when leader focuses on emotional needs over professional needs. - when opinions /inputarevalued - when both the bad and thegood news is considered - when leader allows peopleto takecalculated risks and to learn frommistakes - when peopleneed careand understanding - when peoplelack belief and need time and inputfromthe leader - when lowon guidance, expecting peopleto knowwhatto do - when lacking patience and long termplanning - when trying to inspire experienced peoplewho ‘haveheard itall before’ - when leader is enthralled by the vision butfails to show followers ‘what’s in itfor them’ - when leader micromanages - when leader interrogates and leads coacheeto a (coach’s) desired outcome - when coachingbecomes little morethan a performancereview - when leader disregards emotionallydraining situations in pursuitof asolution - when failingto matchtheright peopleto the situation or problem - - when leader asks foropinions butdoes notacton inputgiven - when leader appears to be listening to everyonewithout reaching anyfirmconclusions Evolution Phases Leadership Styles Key Actions Key Words/ Phrases Works best … Works least … Communications Key The Leadership Grid, The Leadership Gallery, Leadership Drafts, The L.E.A.D. Model The Bridge of Desire, The G.R.O.W.T.H. Model The Leadership Game – Game Board Identify Stakeholders and Objectives Workshop 2 (I day) - Follow Up -Transferability Evidence Workshop 3 (1 Day) Continuous Improvements Workshop 1 (2 days) - Game Strategy - Game Play -Test the Learning -TLG Toolkit The Process Pre Workshop Self Assessment © All Models – Training Concepts Limited 2014
  • 4. Managing Diversity • The D.I.V.E.R.S.I.T.Y Enneagram Participants learn about the important elements of an effective diversity policy and implementation by building the D.I.V.E.R.S.I.T.Y. Model. The workshop activity is highly interactive and is simply constructed to make it very easy for employees, whether from the shop floor or an office desk, to learn, how they should respect, speak and act appropriately towards colleagues who have diverse cultural, religious, sexual, political beliefs or who may be of a different creed or colour or suffer from some form of disability. • Emotional Intelligence: Good words and ugly words We examine how people manage their moods and the effects of negative emotions on others, the language used in the workplace and we differentiate between ‘good’ words and ‘ugly’ words and how people react to both. We also consider the effect of open and closed questions – what this description of language means and how people respond to both types of questions. • Different Strokes for Different Folks May we introduce you to a variety of different people, in caricature form, whom you will undoubtedly recognize. How do we recognize and deal with diverse cultures, characters and behaviours in different situations? Arnold the Auditor Cynical Cyril Doris DogoodStressed out SuiTrendy Trudy Habitual Harriet Lazy LennieCheryl the Champion Fred the Fitness Fanatic Lucy the Librarian Charlie the Chief Your Market: Working for a common purpose Training: Helping people understand Strategy: Implementing a Strategy for Diversity Reputation: Positively promoting your Business/Business Unit Validating: Reviewing, Measuring and Reinforcing policies Inclusion: Making people feel valued Differentiating: Acknowledging people’s differences Interaction: Using positive words and actions Engagement: Working together to promote the business values Sexual Orientation Religion © All Model – Training Concepts Limited 2014
  • 5. Team Building & Value Setting •Building Blocks Learning Objectives: •To understand the dynamics of great team work, how leadership emerges and how decisions are made and how teams make the post of their talent and resources •To align the activity to the values and principles of the organisation •To examine how the business values are shaped and how these should govern everyday activities and behaviours at work Activity Objectives •To compete with other teams, within the rules and conditions set, to earn the most net points by building a new Lego model •The Model can be of any size, shape, style or description within the rules of the activity and resources available Sub Objectives •The model should be constructed on a Qualitative and Quantitive basis •The objective is also for teams to organize themselves to meet the various activities and requirements of the challenge •To produce evidence/justification for their use of resources •To produce a Marketing Flyer to promote their Model Quality •Construction should be based on a ‘12 point’ design criteria (in alphabetical order) Brand Confidence, Compliance, Cost Effectiveness, Creativity & Innovation, Distribution, People, Price, Servicing, Suitability , Sustainability, Strategy, Target Audience Quantity • There is a strict criteria - linked to teams’ understanding of their organisations’ values (or where these are not defined, to the values we have created for the purposes of the workshop) – for teams to gain the resources they need to build their model •The 5 Star Team A learning activity whereby small groups think about their workplace values i.e. how they wish to work together and how these values can ‘come alive’ when dealing with a) colleagues and b) customers Teamwork Trust LoyaltyDiscipline Honour
  • 6. •Coachbuilder & The Coaching Process This activity, which covers three separate sessions, involves small groups who are provided with a series of options and are required to build and understand a step by step approach to coaching their people - this activity examines the coaching process, giving and receiving feedback and the power of language and open questions. COACHING SESSION 1 Use Your Toolbox Recognise Success Build Relationships Plan Well Use a Flexible Style Recognise the Opportunities Be a Positive influencer SO, YOU WANT TO BE A GREAT COACH? Give praise when praise is due Give and take balanced feedback Anticipate organisational demands Adapt your style for different coachees Catch people doing the right things Recognise your scope of influence Establish the Values Demonstrate your personal values Offer your S.T.A.R.S.as Best Practice Use success as benchmark for improvement Offer trust - encourage ownership Regard coaching time as precious Offer right balance of support and challenge Look for the value coachee can offer Promote the organisation’s values Champion a coaching culture Make the Commitment Use Your Learning Guide Have the desire to make a difference Learn to do some things differently COACHING SESSION 4 Agree ‘Sign Off’ Monitor and Review Progress Explore the solution Options Help Coachee Identify the Issues Listen, Repeat Back & Summarise Use Open Questions Create Togetherness Overcome Barriers A COACHING FRAMEWORK TO SUCCEED Challenge coachee to offer possible solutions Encourage coachee to ‘open up’ and explain Actively listen and show interest Encourage coachee to do most of the talking Greet coachee with genuine warmth Challenge yourself to overcome preconceptions Agree ‘completion’ against original objectives Plan the Outcomes Organise time and place – avoid cancelling Know what constitutes success Ensure acknowledgement at appropriate level Use open questions to create possibilities Ask for suggestions – offer yours Use positive body language, tone and expressions Keep questions centred on the issue Be accessible without creating dependency Prepare in advance for what needs to be achieved Have the right mindset – i.e. coachee as customer Set the Goals and Measures Agree how progress will be monitored Break down objectives if necessary Build confidence in coachee for stretching goals Coach over controls Coach asks closed questions Coach produces solutions Coach does most of the talking Coach identifies problem for coachee Coachee does as instructed Coach defines goals and cation plan for coachee Coach asks open questions Coach encourages positive attitude Coach does most of the listening Coach gives confidence and draws information from Coachee Coachee identifies isuues for him/her self Coach sees solutions and takes ownership A Question of Balance Coach Owns Instructs, directs, does Coachee Owns Supports, enables, develops Coach facilitates learning The Traffic Lights is a simple technique for giving and receiving balanced feedback. It works equally well when coaching upwards or downwards. Naturally, you should consider the responses you get and be prepared to act on these. What do you need to stop doing? Find out by asking.......... What is it I do that stops you from giving your best? What is it I do that annoys/frustrates/demotivates you? When do I get in the way? What do you need to start doing? Find out by asking................ What would you like me to do that could help you? When do I add most value? How can I improve our relationship? What do you need to continue to do? Find out by asking................ What is that I do that really helps you to get the job done? What would you like me to keep doing? What would you like me to do more of? COACHING SESSION 2 Agree Next Steps Avoid Attack/Defend Dialogue Stick to Facts Help Your Coachee to Recall Create the Right Climate Give Feedback that is Helpful Choose the Right Time and Place Check Your Judgement GIVING AND TAKING FEEDBACK Deal with facts not your opinions Use open questions e.g. What? Where? How? etc. Welcome feedback from your coachee Ensure coachee can benefit from your feedback Be timely in giving feedback Agree what needs to be done Identify Actions and Behaviours Avoid non-factual evidence Be persuasive when coachee is defensive Agree timescales and success criteria Adopt a reflective style Show understanding – avoid ‘ point scoring’ Share some personal experiences Focus on the coachee’s needs Be considerate about privacy Be specific about what you describe Look deeper to find the worth in your coachee Agree a Method for Feedback Be alert to when coachee has had enough Establish a two way process Agree the ‘rules’ – trust, confidentiality etc. Emotions/personal issues should not influence Session 1 SO, YOU WANT TO BE A GREAT COACH? GIVING & RECEIVING FEEDBACK A COACHING FRAMEWORK TO SUCCEED Session 2 Session 3 The Coachbuilder Boards Traffic Lights The Question of Balance Model is used to illustrate the contrasting behaviours of Coach and Coachee when effective coaching is undertaken © All Models – Training Concepts Limited 2014
  • 7. The Coaching Process Different ways to recognise/reward Has Performance Improved? How is this being done? Is this being implemented? ‘Contracts’ Completed? Plan Agreed? Situation Task ActionResults Sign Off The G.R.O.W.T.H Model Visionary Collaborative Visionary Coaching Democratic Pacesetting PacesettingDirective CollaborativeCapability Focus 10 10 0 The Leadership Grid Goal Options Willingness Timescales 1. The Coaching Process Model (now described) should be applied to your coaching of your Reportees on an individual basis 2. Each Stage is represented by three distinct icons e.g. 3. Use the Coaching Process Model to plot the route for each of your Reportees – this could mean that different Coachees are at different stages of the Coaching Process at any one time 4. Stages 4,5, and 6 are likely to be repeated several/many times during the performance calendar 5. Review Stages 1 & 3 periodically – Quarterly or Half Yearly 6. Stage 2 – if properly completed should only need to be checked out on an Annual basis unless there is a dramatic change in your Reportee’s circumstances 7. Stage 7 is ongoing and should involve transfer of Best Practice, introduction of new standards and targets etc., 8. Get familiar with the different Facilitation Models to help you tackle each Stage of the Process Stage 1 Establish Targets and Behaviours Stage 2 Agree Personal ‘Contracts’ Stage 3 Structure the Plan and Priorities Stage 4 Implement using Structure, Models, Styles, Techniques Stage 5 Evaluate the Results Reality Stage 6 Recognise and Reward Success Stage 7 Apply Best Practice and aim for Continuous Improvement The Motivation Sphere Healthcheck The S.T.A.R. Concept PerformanceGoals MutuallyAgreed? The Coaching Process
  • 8. Performance Management •The Performance Management Toolkit Purpose The Discussion Behavioural Quantitative & Qualitative Administration Competency Framework Training & Development Line Manager PersonalDevelopment Establishing Objectives Vision The Support System Values Personal Vision The Appraisal The PM Cycle Shared Responsibilities The Process Measurements The JobDescription Business Benefits Personal Benefits HHRR:: PPEEOOPPLLEE MMAANNAAGGEEMMEENNTT TTHHEEAATTRREE Performance Management Training & Development Relationship Management Data Management Succession Planning RecruitmentTalent Management Supplier Management Training Records ROI Criteria Budget Management Link to Employee Appraisals Training & Development Skillstrak Employee Categorisation Employee Applications for T & D Data Management & Admin. Appraisal Forms Recruitment & Selection Data Job Descriptions & Updating Process Supplier Contacts Intranet & People Management Toolkit Diary Management Performance Review Process: (Internal Clients and External Suppliers) Employee Questionnaires Client Communication Process Reward & Recognition Critical Care inc. Disciplinary Process Job Descriptions PM Toolkit Performance Evidence Data ManagementBusiness Plan & PM Cycle Budgeting Training & Development Plan Performance Criteria Talent Management Strategy Remuneration & Reward Identification Process Recruitment Process Interview Process Selection Process Interview Scripts Interview Rules Business Plan Employment Contracts Succession Model: Development & Competency Gaps Evaluation of Staff Feedback & Follow Up Job Descriptions Link to Talent Pool Business KPI’s & Measures Employee Appraisals Job & Individual KPI’s 121 Coaching Resource Support Training & Development Menu (Internal) Client Feedback Training Needs Analysis Supplier Register & Contracts Employee Suggestion Scheme Management of Best Practice Reward & Remuneration Schemes Budget & Cost Control TTHHEECCOORRPPOORRAATTEE SSKKIILLLLSSTTRRAACCKK Negotiation (7) AACCHHIIEEVVEEMMEENNTTAAPPPPLLIICCAATTIIOONNAATTTTIITTUUDDEE Recruitment & Selection (10) Project Management (10) Managing Diversity (7) Sales (21) TTeeaammwwoorrkkiinngg ((77)) Commercial Awareness (5) Results Orientation (3) Customer Service (21) EEmmoottiioonnaall IInntteelllliiggeennccee ((66)) Quality Management (10) Managing Change (14) EEffffeeccttiivvee CCoommmmuunniiccaattiioonn ((88)) VVaalluuee SSeettttiinngg ((55)) LLeeaaddeerrsshhiipp ((2255)) CCooaacchhiinngg && DDeevveellooppiinngg PPeeooppllee ((1166)) CCoommppeetteennccyy DDeevveellooppmmeenntt ((2255)) Performance Management (21) K1 J1I4 I3 I2 I1 H2 H1 I5 N1 L3 L1 L2 Giving and Receiving Information 10 Ways to Improve your Communication Neuro Linguistic Programming (NLP): Catering for Preferences Non Verbal Language Active Listening Dealing with Diverse Audiences Leadership in Action The Leadership Game: - Learning to Lead - Leading Others - Improving Effectiveness - Inspiring Excellence Your Leadership Sphere Leadership Styles and Types A Coaching Framework for Success The Purpose and Benefits Leadership People The Coaching Process Model Levels of Leadership So, You Want to be a Great Coach? Giving and Receiving Feedback Defining the Team The Stages of Team Development Belbin Team Roles Quality S.T.A.R.S. – Improving your Evidence Team Leadership The S.T.A.R.S. Concept The Core Competencies The Competencies Suite The Culture and Infrastructure Good Behaviours An ‘Excellent Service’ Model Dealing with Complaints Different Types of Customers inc Internal & External Relationship Management The Value Proposition 8 Golden Rules & 5 Service Secrets Customer Shoes: The Service Game Surveying, Measuring & Evaluating The Birth of a Sale The Sales Process The Sales Presentation Managing Sales – The ‘Big Numbers’ Concept Diagnosis & Problem Solving Managing the Sales Team Skills for Selling Crucial Service Links Kotter’s 8 Steps What is Commercial Awareness? Preparing, Managing& Re-inforcing The Key Principles Analysis, Measurement & Appraisal Data Gathering & Documentation Targeting & Legalities The Interview Process Making the Decision Managing the Administration Performance Planning TQM Culture Process Management & Key Roles The Process Model 6 Steps for Improvements The 6 Sigma Concept Review with Team Agree Specification with Stakeholders Communicate the Plan Select, Manage and Enable the Team Checks, Measures and Adjustments Reviewing and Reporting Plan the Project - Critical Path - GANTT Chart - PRINCE2 ™ Competitive Analysis Managing the Difference Re-design and continuous improvement Diversity Awareness Bullying and Harassment Diversity Strategy Discrimination Work Life Balance Negotiation Styles & Strategies Preparing for Negotiation Case Studies Developing a Culture Strategic Models: SWOT/GROWTH/STAR/SMART etc Managing Stakeholders & Partners Networking The S.W.O.T. Analysis Enlisting Support and Enablers Financial Awareness and Data Management Organisational Structures Understanding Your Market Goals, Standards and Measurements Raising the Bar on Self Development Risk vs. Reward Capitalising Your Results Committing to Excellence Committing to a Personal Values Code The Business Case for EI – inc. Case Studies 2 Aspects & 5 Domains of EI The E.I. Competencies E.I. - Self Assessment Test Your Personal Brand Growing Your Brand Subscribing to Team Values What is Emotional Intelligence? Practical Case Studies Getting Competent The Power of Open Questions Strategic Awareness (7) M3 N1 The Negotiation Skills Set The 12 Step Checklist Communication and Involvement Roles & Responsibilities Tools for Change Researching & Shortlisting Candidates Interviewing Skills & Techniques The System & PM Cycle Coaching & Support Reward & Recognition The Disciplinary Process Establishing a Sales Culture N2 M2 K1 M1 + =©© TTrraaiinniinngg CCoonncceeppttss LLiimmiitteedd 22000055 The Performance Appraisal A two page document, mirrored by a two page instruction, which is used to report Employee Performance Use: Compulsory Training Needs Analysis Two page document to be completed when training requisitioned Use: As and when The Guidelines for Appraisals Explains how to conduct the Appraisal Use: for reference Questions & Answers Frequently asked questions with answers given Use: for reference The Performance Management Process Explains the step by step system Use: for reference The Competencies Suite and S.T.A.R. Concept Describes the Competencies and the type of evidence required Use: For reference The Employee Value Monitor Three page document for use in conjunction with The Performance Appraisal Use: Compulsory A Guide to some common Words and Phrases Self explanatory Use: for reference Guidelines for Performance Review Offers a list of pertinent questions that might be asked (monthly or quarterly) when reviewing performance for Organisational, Employee and Self Use: for reference © All Models – Training Concepts Limited 2014
  • 9. • Business Competencies Consider that competencies may be described in three dimensions. Firstly, the Attitude Competencies which include Positive Attitude, Emotional Intelligence, Self Esteem etc. These portray a person’s approach to their job. Secondly, the Application Competencies illustrate how the job is carried out and finally, the Achievement Competencies reflect how the job is completed. The development of individual skills begins with awareness and use of knowledge which progresses to competence which, when fully enhanced, develops into fully fledged skill. For the purposes of developing your skills in Sales and Client service - the two are inexorably linked and one does not happen without the other - we have constructed a Competency Suite, identifying eleven competencies. Two of the competencies in our Suite relate to Attitude, six refer to the Application Competencies and the remaining three focus on Achievement. •S.T.A.R. Concept The measurement of behaviour in the Coaching process is crucial and we offer Participants the opportunity to understand and then use the S.T.A.R. concept. This will enable people to break down achievements into four constituent parts -Situation, Tasks, Actions, Results - and to use the results as a benchmark for continuous improvement. CommunicationPositive Attitude Results Orientation GUARD The S.T.A.R Express Interpersonal Influence Planning & Organisation Leadership Technical Knowledge Commercial Awareness Situation When did this occur? What were the circumstances? Where? Who else was involved? What were you trying to achieve? Task What tasks needed to be carried out to achieve the Result? What was the priority order of the tasks? Results What did you achieve? What other positive outcomes emerged? Sign Off Is your Line Manager happy to accept your evidence? Action What was it that you did you do or said that made the difference? How did you influence the Result?
  • 10. People Management •The Magic Stick & The 5 C’s The Magic Stick Activity revealed how the 5 C’s represent another potent example of the use of triggers (or anchors) to sustain learning. When you think of the letter ‘C’ in future you may recall, more easily, what this represents and how this relates to you in your everyday job. Put another way, if you are able to consistently implement each of the ‘C’ s there is little doubt that you will improve your overall performance considerably. When some of the C’s are being used you will make some progress – when none of the C’s is being used you will make little or no progress. Therefore, the rate and quality of your progress will be influenced by the extent to which you embrace the 5 C’s • Colour Blind Interaction and communication with customers is crucial. Colour Blind - a stimulating Group exercise - is used to demonstrate the importance of effective listening and we examine the basic principles of Neuro – Linguistic Programming (NLP) to enhance communication skills Listening ..... to what people are saying (or not saying) hearing is not the same as listening listening to how people describe things Asking ...... questions rather than telling or assuming when making statements make sure that you stick to the facts not opinions offer an opinion but do not force your opinions on others Awareness ..... of your own behaviour and the impact you have on others put yourself in the shoes of others .i.e. your colleagues and your customers Interactingwith each other by observing,listening, speakingin proper proportionand timing Working together for a common purpose or benefit People doing the same thing at the same time for the same purpose– working in synchronization. Freely exchangingideas and opinionsto find a solution or better way of working Maintaininga total focus and energy on the objective and what has to be achieve C1 Communication C2 Co-operation C4 Collaboration C5 Concentration C3 Co-ordination
  • 11. Security Belonging Self Esteem Self Fulfillment Survival Morality, creativity, lack of prejudice, acceptance of facts spontaneity, problem solving Self esteem, confidence, achievement, respect of others, respect by others Friendship, family, intimacy Security of body, of employment, of resources, of morality, of the family, of health, of property Breathing, food, water, sex, sleep, homeostasis, excretion When you find out what makes each Employee ‘tick’ your job as a Manager becomes so much easier. This, of course, is an elusive skill for many to master especially given that many employees do not know or have really considered what motivates them. One thing is certain, whether they believe it or understand it everyone is motivated by something – often more than one ‘thing.’ I will give everything to a leader I can trust and who keeps promises ‘I workbestwhen I have a routine and I know what to expect’ ‘The job gives me confidence that I did not have before and I feel much better when I am confident’ ‘The job is attractive because of the Salary and Bonuses it offers me’ ‘The hours suit me. It’s really great that I can walk to work and be able to pick up the kids from school’ ‘The job provides for the lifestyle I desire and enhances my standing in the community’ ‘I love the social side- the people I work with and customers I meet’ ‘I respond positively when I know that I can achieve promotion in my job’ ‘The working conditions and atmosphere are really important to me’ ‘I am motivated when I am learning new things and gaining more knowledge’ ‘I suppose I just need to belong to ‘something’ and feel part of the team’ ‘I like Challenges - this always stimulates me’ ‘I know I need to feel secure to do well’ ‘I just need the job to see me through to retirement in three years’ ‘I need to feel valued and recognised for what I do. A ‘Thank you’ means a lot to me’ ‘I love getting and setting targets and beating them. I always want to be the best I can be’ ‘I have the opportunity to develop my skills which really motivates me’ Of course, I can help you getwhatyou want and this is whatI need you to do getit. Do we have deal? Ok then - it’s a deal! Each of us is motivated by our needs. Our most basic needs are inborn, having evolved over tens of thousands of years. Abraham Maslow's Hierarchy of Needs helps to explain how these needs motivate us all. Maslow's Theory states that we must satisfy each need in turn, starting with the very basic, which deals with the most obvious needs for survival itself. Only when the lower order needs of physical and emotional well-being are satisfied are we concerned with the higher order needs of influence and personal development. The Motivational Wheel The S.T.A.R. Concept Maslow’s Theory Discipline & Habit Environment Remuneration Status & Lifestyle Trust Knowledge Promotion Sociability ConvenienceSecurity Challenge Skills Improvement Retirement Self Esteem Belonging Recognition Competition .s s R A T Situation Action TaskSign Off Results
  • 12. • S.M.A.R.T.S. & S.W.O.T.S. S.M.A.R.T. Goals Specific: Clearly define your target or end result. Avoid being vague and instead think about the who, what, where, when, why and how of your goal. Measurable: Think about the numbers associated with your goal. How will you measure success? Action-oriented: Develop a plan of action in order to achieve your goal. Make it as specific as possible. Realistic: Make sure your goal is possible and reachable. You can always make additional goals once you’ve reached your initial result. Time-bound: Set a deadline to motivate yourself towards change. S.M.A.R.T. goals can help you on your path to success—and so can HARD goals. H.A.R.D. Goals Heartfelt: Develop deep-seated and heartfelt attachments to your goals on levels that are intrinsic, personal and extrinsic. Use these connections to naturally increase the motivational power you put behind making your goals happen. Animated: Create goals that are so vividly alive in your mind that to not reach them would leave you wanting. Use visualization and imagery techniques to sear your goal firmly into your brain including perspective, size, color, shape, distinct parts, setting, background, lighting, emotions and movement. Required: Give procrastination (which kills far too many goals) the boot. Convince yourself and others of the absolute necessity of your goals and make the future payoffs of your goals appear far more satisfying than what you can get today. This will make your HARD Goals look a whole lot more attractive and ramp up your urgency to get going on them right now. Difficult: Construct goals that are optimally challenging to tap into your own personal sweet spot of difficulty. Access past experiences to use them to position you for extraordinary performance. Identify your goal setting comfort zone and push past it in order to attain the stellar results you want.
  • 13. Christmas New Boss Diet Pressure Dinner Promises Success On Invitation A First Father’s Son’s Parking Major Hospital Graduation Fine An Important Wrongly Passport A Shrewd Customer Accused Delay Analysis A Successful Contract ‘Tell Him New Business Job Interview Expires He’s Out’ Has Positive Impact Wedding Early The Boss’s Massive Anniversary Retirement Eagle Attack Blunder Offer Husband’s Two Woman’s Friend Great New to Choose Examination Gets Promoted Job Offer She’s Off Leisure Club Takeover Flight Again Deal Rumours Overdue Message Very First ‘ You’ve Just Aunt Alice’s Received Run Passed It’ Statement Invitation To A New Younger You Take Date A Friendly Sales Figures Redundant TV Appeals Hit the Bar Gesture Dropped That’s Done New Car An Office No Big Someone Chosen Second Hand Completely Deal Affair Issue To Watch One Article Out OF The Box Frozen Out Neighbours’ Summer Promotion The Last Breakfast A Bit Someone Has Move Season Material Word Deadline Of A Blow Has To Get It It’s Still Nearly Very Poor It’s Done Workloads 1 Hour Another Job Little Leeway Hot Had It Service Now & Phone Calls Left To Go To Here Eyebrows MouthEyes Hair Ears Nose Fingers Clothes Knees Hands Shoes Feet Legs Skin Shoulders Communication The Whento Model Body Signals What do I do most of? In what proportion do I currently employ these behaviours? Am I being really smart with these behaviours? How smarter ought I to be? Why? What would represent the best sequence for using these behaviours? Why? Are there occasions when I might alter the sequence? When? When should I be observing most? When you should I be listening most? When you should I be speaking most? When should I be actioning most? Do what you’ve always done? Observe and don’t action? Observe and don’t listen? Observe and don’t speak? Listen and don’t action? Listen and don’t observe? Listen and don’t speak? Speak and don’t action? Speak and don’t listen? Speak and don’t observe? Action and don’t listen? Action and don’t observe? Action and don’t speak? How self aware am I? What do others think of me? How much do I seek and welcome feedback – good or bad? There is a very good reason why the Good Lord gave us two ears, two eyes and one mouth! Ask yourself What happens if…. Don’t get Emotional! Disgrace HateLove Revenge Anger Faith Cynicism EnvyFear This is a vsual model which we use to discuss the effect of the different messages we transmit to others by the way we act, dress, stand, sit, speak, listen, stand, move etc consciously or unconscious.ly Pride Generosity Understanding Romance Belief Suspicion Passion A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D ADon’t Get Emotional! Is a stimulating interactive activity with a competitive element aimed at helping learners how to be more emotionally intelligent when negative emotions and narrow assumptions get in the way of effective communication . B C D
  • 14. Sales & Customer Service Workshop 1  Sales and Service Process - The 5 P’s In this Session we examine the constituent parts of the Sales and Customer Service process and how Store Managers can instill and maintain excellence  Connecting the 5 P’s A continuation of the first sessions , concentrating on the dynamics of the 5P’s: Presentation, People, Performance, Production and Products  Why Shop at your Store? In small groups, Participants identify the reasons why customers choose to shop at their store and how Store personnel can positively influence customer choice  Customer Complaints - The 3 R’s We look at some practical every day complaint situations and practice the use of the 3 R’s - Regret, Reason and Remedy - as a method and process for responding to customers Workshop 2  Customer Counts This is a unique and innovative activity – designed specifically for the SPAR Stores that enables learners to identify and understand the common goals, value and relationships that connect internal customers  C Store or Customer Shoes Two competitive and engaging team activities whereby, with C Store participants use SPAR products to relate to and anchor effective and consistent customer service and in Customer Shoes, Participants learn to match different types of customers with their reasons for shopping People Management Workshop 1  Value Setting This activity will help people to think about their personal values and how to help others establish their values so that people have a clear template for the manner in which they work together  The Motivational Wheel A unique TCL model for contracting with people by understanding what makes each person ‘tick’  Maslow & Belbin Belbin® Team Roles improve self-knowledge and understanding of individuals and teams. Each role has its particular strengths and weaknesses, and each has an important contribution to make o a team. Maslow's Theory concerns the responsibility of employers to provide a workplace environment that enables employees to each their potential  Emotional Intelligence (EQ) A look at some of the theories and how these work in practice i.e. knowing your emotions, managing your own emotions, motivating yourself, recognising and understanding other people’s emotions, managing relationships  The Johari Window A familiar model for developing awareness of self and others •The Corporate Animals Caricatures of people at work - a way to engage different types of people Workshop 2 • Performance Management  The Job Description  The PM Process  Reviewing Performance  The Core Competencies  Competency Development  Reward & Recognition Management Development In the following pages we lay out a typical Management Development Programme although for development such as this we would, naturally, customise this to meet Clients specific needs.
  • 15. Coaching Workshop 1  The Magic Stick A stimulating and highly motivational activity that enables participants to value the difference between the task and the objective  Coachbuilder Boards 1 & 2 1. So, You Want to be a Great Coach? 2. Giving & Receiving Feedback This activity, which covers two separate sessions, involves groups of learners who are required to build the processes and matching behaviours and effect understanding of the step by step approach to coaching their people  Question of Balance A visual model that identifies the role of the coach and the coachee Workshop 2  Coachbuilder Boards 3 & 4 3. The Power of Open Questions 4. A Coaching Framework to Succeed See Coachbuilder Boards 1 & 2 above  Colour Blind Colour Blind - a stimulating Group exercise - used to reveal the importance of effective listening. We also examine the basic principles of Neuro – Linguistic Programming (NLP) and how these can be used to enhance communication skills  The G.R.O.W.T.H. Model We introduce Participants to G.R.O.W.T.H. - a model for structuring objective setting for self and others. Participants then practice using the model.  S.T.A.R. Concept Participants use the S.T.A.R. concept, which measures behaviour and competence, to break down achievements into four constituent parts –Situation, Tasks, Actions, Results - and to use the results as a benchmark for continuous improvement Action Learning • The Process The essential steps: experiential learning, creative problem solving, knowledge acquisition and transference, learning support  Action Learning aligned to a Commercial Project The idea is that each Project should provide a Financial contribution directly or indirectly to the business and, as a consequence, this Programme will be self financing  The Workshops will assist Participants to identify the Project criteria; - Must be S.M.A.R.T. - Have a financial objective - Relevant to Job Role and the Busines - Shared Ownership  Implement the Project - Within Sphere of Influence/ Capability  Plan the Project: Milestones and Goals  Setting G.R.O.W.T.H. Objectives  Use the Action Learning Toolkit to produce quality results  Project Mentoring Working with a mentor will enable participants to receive experience, knowledge and confidence on an individual level  The criteria for choosing your Mentor  The Role of the Mentor& Mentee  The Mentoring - Building the Relationship - Setting the Direction - Developing the Mentee - Moving Forward • Action Learning Sets The principles for implementing Action Learning are as follows;  One set convened every 10 weeks  Shared learning and best practice  Public review of project  Work through individual and collective issues/problems arising from projects  Re - set project goals
  • 16. Strategic Management Workshop 1  Remote Management We examine the principles of multi site management and some of the hurdles that need to be overcome e.g. making time count, store visits, reporting structure , delegation and what to delegate, early warning systems etc  The Communication Matrix A model for Stakeholder management – what remote Managers should be doing daily, weekly, monthly and who they should be doing it with  Building a 5 Star Team A learning activity whereby Participants, using TCL’s 5 Star Team Model, identify the common values that drive winning teams. We also discuss he behaviours that support these Values Workshop 2  Key Activity Planning & Time Management Journey to the Future is a proven tool that will present participants with a novel, one page method to plan key activities and tasks  Analysis, Judgement & Problem Solving We practice real issues with several model viz., The Decision Clock, The Problem Sphere The Fishbone Analysis  The Round Table An effective and exclusive model to identify and use networking and relationships  Making Team Meetings Count Meetings cost time and money so we need to make them count. This part of the workshop discusses these issues and introduces a model for effective team meetings  The Link A dynamic and interactive activity where learners identify the commercial and business links between the key activities of the business and their own job role Leadership (Incorporating The Leadership Game (TLG) Pre- Workshop Preparations • Stakeholders Commitments and KPIs • Self Assessment Workshop 1: The Leadership Game Part 1 :  The TLG Leadership Model  Exchanging Case Studies  Identifying the Key Leadership Activities  Selecting Strategic Key Activities for Case Study  Playing The Board Game Part 2  The Leadership Toolkit - The G.R.O.W.T.H. Model - The Bridge of Desire - The Motivational Sphere Part 3  The Leadership Grid  The Leadership Grid with Challenges Part 4  Preparing Case Study Presentation  Case study Presentations Part 5  Transferring and Sustaining Learning - The L.E.A.D. Model  Learner & Stakeholder Action Plans  Workshop Evaluation & Learning Points Workshop 2: Leadership Skills Transfer & Continuous Improvement Part 1  Leadership Evidence  Incomplete Evidence  Barriers to Action Plans & Continuous Improvements  Stakeholders Action Plans Part 2  Leadership Drafts  Self Assessment Re-visited  Evaluation & Feedback