Posts Tagged ‘Behavioural Change’

Weighing the pig won’t make it fatter, but feeding it will

July 28, 2014

How top companies are changing their approach to sales

When the influential management analyst Dan Pink conducted a poll for his latest book To Sell Is Human, he found that the most common word associated with salespeople is ‘pushy’ – no surprises there. But this cliché of sales as the domain of ruthless hustlers is as tired as it is tenacious. Fuelled by new research and innovative thinking, the UK’s best sales teams aren’t just driving the bottom line, they’re taking a lead role in generating customer advocacy and loyalty, not to mention boosting employee engagement. They’re game-changing the industry.

Unfortunately, the majority of businesses are still struggling with outdated sales mindsets, and change can be particularly scary when times are tough.

The days of ‘hooking’ the client, fielding objections, and constantly pushing to close are over. Thanks to social media, customers are unprecedentedly informed and empowered; recent research from the Sales Executive Council finds that most buyers are 60% of the way down their decision-making cycle before they even talk to a salesperson. Distrust in big business has skyrocketed, and regulatory changes are causing massive upheaval.

Weigh the pig

Stop weighing the pig

Doing more of the same – selling faster and harder, to bigger targets and shorter deadlines – will not lead to different outcomes. Instead, leaders need to help salespeople redefine who they are, what they do, and how they do it. It’s not easy, but it’s urgently important, and the results will speak for themselves.

Let’s begin by examining the ‘who’. When it comes to personal sales styles, it’s time to give pushiness the shove. A study published by Adam Grant last year in the journal Psychological Science found that ‘ambiverts’ – people who are equal parts extroverted and introverted – perform best. Dan Pink’s essential ABC of sales traits are Atunement (an ability to connect and understand needs), Buoyancy (an ability to bounce back) and Clarity (being clear what you’re offering). The Challenger Sale, a new book by the Corporate Executive Board, outlines five typical sales personalities – the Lone Wolf, the Problem Solver, the Hard Worker, the Relationship Builder and the Challenger. Experiments reveal that it is the Challenger, the commercially savvy, far-sighted and well-researched self-starter, who really moves the dial.

So emotional intelligence, sensitivity to context and a sophisticated perspective are the personal qualities that win out, but the way in which organisations frame the function of sales itself is equally important.

Earlier this year, Bryan Kramer, CEO of PureMatter, popularised the concept of H2H (Human-to-Human) sales and marketing, in which he advocated discarding the concepts of B2B, B2C and D2C in favour of a connection between equals: “Human beings are innately complex yet strive for simplicity. Our challenge as humans is to find, understand and explain the complex in its most simplistic form […] Find the commonality in our humanity, and speak the language we’ve all been waiting for.”

This includes understanding that salespeople are not just there to sign off order forms. Research from the Corporate Executive Board finds that a good sales experience accounts for 53% of what drives long-term loyalty, so although price will always be important, focusing on value at the expense of service can be a false economy.

Of course, these new mindsets will only take hold if they’re embedded in a whole ecosystem of suitable management, process and reward. Encouraging advisors to provide authentic experiences rather than setting restrictive sales targets, coaching Challenger skills, and tweaking recruitment criteria are all part of the mix.

In his previous book Drive: The Surprising Truth About What Motivates Us, Pink suggested that 80% of the workforce is motivated by a sense of purpose, autonomy and mastery more than they are financial gain, so leaders also need to balance a fair and transparent pay structure with the sort of flexible, empowering culture seen in young hero companies such as Innocent and Netflix. Sometimes this involves getting rid of people who cannot or will not adapt. Netflix is as ruthless with ‘dead wood’ as it is supportive of bright stars, so if you followed this approach, your own Lone Wolves will gradually have to be rooted out.

It’s challenging stuff, particularly for large, established companies operating in sectors such as energy, finance and telecoms. Thankfully, there are leaders out there proving that it absolutely can be done.

A leading energy company has 15,000 people in their energy sales channel, 4,000 in their homecare channel, and 500 in field sales. A few years ago, they hired a brilliant new sales director who believed that current perception of the energy sector begged a whole new channel approach, and called on Blue Sky to help. Starting with the 1,200 people in their outbound channel, we helped them remove the frontline sales-per-hour target, instead encouraging salespeople to focus on having a great conversation with the customer, building the brand and being genuinely helpful. If customers didn’t wish to make a sale at that time, they were given a number to call back on later if they changed their mind, rather than being pushed to confirm a sale straight away.

The results? Sales per hour stayed largely the same, and from an engagement perspective, the workforce was far more motivated. Plus, thanks to the ‘call back’ mechanic, they saw a significant increase in the volume of inbound calls – which had double the conversion of the conversations on the outbound line.

“Selling, I’ve grown to understand,” says Dan Pink, “is more urgent, more important, and, in its own sweet way, more beautiful than we realise.” Sales leaders need to stop selling themselves short. H2H makes for better results – but it’s also a sales approach of which we can all be proud.

Sally Earnshaw - Blue Sky Performance ImprovementSally@bluesky

http://www.blue-sky.co.uk

 

 

Advertisements

How accountable are you?

March 17, 2014

The Accountability Ladder is a tool we use a lot at Blue Sky; it’s part of the company lexicon and used to help us understand why we’re not achieving everything we’d like to at work and at home. So, how does it work? Well, a recent conversation with my nine year old nephew explains it rather well:

“Hey Vincent, is everything ok, you’re looking a bit worried?”
“I’ve got a bit of a problem, I’ve not done my school project”
“So how come you haven’t done it?”
“Well, I didn’t know it needed doing.”
“Hmmm, but if you didn’t know it needed doing, how come you’re telling me about it?”
“Well, I guess I did know that it needed doing…”

In this short exchange, young Vincent is already on the shifting sands of perspective. So how does the tale fit with the tool?

Well, the Accountability Ladder describes the eight levels of accountability that allow us to step back, evaluate and really look at the choices we make and how we handle different situations. The top four rungs describe accountable behaviours (things that happen because of you) and the bottom four describe victim behaviours (things that happen to you). The more time you can spend towards the top of the ladder, the more opportunities you can open up for yourself and your team and the more attainable your goals will be. 

So, although I wouldn’t want to say that a young nine year old is a victim or displaying victim behaviours, in the sense of the model, Vincent was just not taking accountability. What he was trying to do was hold on to being right about being wrong; his own very good reason not to change. Indeed, in his own mind, an entirely adequate reason for his lack of effort or his lack of success. Our conversation didn’t stop there:

“When you said you didn’t know, but you did know, what’s the real reason you haven’t done it?” I asked.
“Well, I never really had it explained to me, the teacher didn’t make it clear,” so he moved to a place of blaming someone else.
“Ok, what didn’t the teacher make clear?”
“Well, she didn’t make it clear… well, actually she did make it clear”.

Even at this point, Vincent’s fertile imagination continued to justify his inaction:
“We’ve just been so busy this holiday” (still at the bottom of the ladder…. someone else’s fault for taking him out and showing him a good time).
He then moved up the ladder to excuses.
“Well I can’t do it now because there’s only three days left so it’s pointless, it’s not worth me doing it”.

So here he’s kind of saying there’s maybe something I could have done, but at this point I’m still right in not having to do it, if it was my fault before, I’m still ok because there’s no time left.

He then went on to say: “Well, with a bit of luck, some of the other kids won’t have done it either.”

So Vincent is now on the wait and hope rung and what he’s really doing is saying: “These are all the reasons I haven’t done it: I didn’t know about it, other people should have explained it to me, I can’t do it now because I don’t have time and with a bit of luck, other people won’t have done it either.”

In a work context, we’ve all sent a wait and hope email; the kind where our response is non-committal or pushes the responsibility away… the kind where you press send, sit back, sigh in relief and cross fingers that it won’t come back.

So when we choose the “I didn’t know” and “blame others” excuses, or “I can’t” and “wait and hope”, the chances are we’re stuck. So next time you find yourself thinking “I can’t talk to that person because they’re just so aggressive” (blame others) or “I haven’t got the time” (excuse) or “well at some point they are bound to realise what they are doing wrong” (wait and hope), the chances are that you’re on one of those bottom rungs of the ladder.

So when Vincent said: “My dad will kill me if I don’t do it”, he was acknowledging reality and in doing so, he moved up the ladder. He realised that actually, if he was the only child in that room that hadn’t done the project, the teacher was going to hold him to account. He then moved into owning it.

In fact, he was like the cat who got the cream when he turned round and said:
“Do you know what? I bet in three days I could make it look as if I’ve worked on it all holiday”.

He had started to find a solution and make a plan, “I could use google maps”, “can I borrow your camera, Uncle Guy? You could drive me around and I could take some photos around the local area”. And then he moved into making it happen.

The Accountability Ladder doesn’t necessarily mean you get the output that you want, or that you’re able to solve things. What it does mean is that irrespective of whether or not things turn out in your favour, you can hand on heart, look anyone in the eye and say “I was accountable for my decision”.

If you think of a relationship with any one person where it’s not as good as it should be and you want to change it, then you need to own it, become the solution and make it happen. At Blue Sky we talk about Conscious Choice, which is about making the decision to actually act from the top of the ladder.

Where do you sit?

Guy Bloom - Blue Sky Performance Improvement  Guy@bluesky

  http://www.blue-sky.co.uk

Why leadership programmes fail

January 16, 2014

Have you seen this latest piece of research from McKinsey on why leadership programmes fail? If not, click here, it is definitely worth a read.  The key messages are:

  1. Decide on the essential skills of your leaders and develop them (don’t drown them)
  2. Understand the science of how change actually happens – don’t get sucked in to programmes that look great on paper or have a great badge of honour but don’t actually get your leaders doing something different
  3. Understand how essential the right leadership mindset is to behavioural change and pay proper attention to it in your programme
  4. Measure the results to ensure the learning is taken really seriously in your business

Personally, I agree and I am loving the research because our Conscious Leadership approach addresses all of these pointers head on. I would of course love to tell you about it if you would like to know more, but in the meantime take 10 minutes and have a read – it is good!

Elke Edwards - Blue Sky Performance Improvement Elke@bluesky

www.blue-sky.co.uk

Speak no evil…

November 26, 2013

Felix Harrison is one of several twenty-somethings who belong to my family of ‘surrogate children’ – having had none of my own, I’m blessed with wonderful (but usually, virtual) relationships with my friends’ kids.  Most of the time, I know more about their comings and goings than their parents do because I keep up with their blogs, Twitter feed and Facebook…and they keep up with mine!

Right now, Felix is in his second month of teaching English in Japan. He’s been keeping a wonderful blog – http://harrisongoeseast.wordpress.com. Check it out – I’m sure he’d be thrilled. This weekend, he wrote a heartfelt piece about the difficulties of communicating without the benefit of the spoken word. ‘Aha!’ I thought.  ‘I can give him some comfort by introducing him to Mehrabian’s theory of communication’ and proceeded to search the web for nuggets of wisdom.

Instead of reassuring him that ‘words account for only about 7 per cent of human communication. 38 per cent is to do with tone of voice and over half (55 per cent) to do with how we look and act when we talk’ I came across a YouTube animated video which apparently blows Albert’s theory out of the window! Not really true – Mehrabian’s theory only applies when people are talking about their feelings or attitudes. So, in fact, Felix is still doing everything right – conveying his feelings towards the cool girl that’s grabbed his attention through nods, smiles and eye contact…whilst still trying to learn the right words to say in Japanese. Can’t wait for the next instalment, Felixsan.

There’s a lesson for all of us Brits abroad – shouting loudly in English will never compensate for a smile, a wink and learning a few words of the local language beyond ‘two beers please’

Carla-MarchCarla March

www.blue-sky.co.uk

The great trust gap

October 8, 2013

2013 has been a terrible year for organisational trust.

The Jimmy Savile inquiry highlighted a worrying lack of accountability within the BBC and even the police. Edward Snowden’s data-privacy whistleblowing suggested the governments not only don’t trust us, but we shouldn’t trust them. And the new Governor designate of the Bank of England, Mark Carney, declared that trust “screeched out of the parking lot” in 2008 and banks need to undergo deep cultural change to restore public confidence.

Frankly, these scandals of mistrust come as no surprise to most of us, whether you’re the waitress in a bakery or the CEO of a bank. The CIPD’s quarterly report found that only 36% of employees trust senior leaders and 58% had adopted a ‘not bothered’ attitude for work. The symptoms of mistrust – hostile gossip, fruitless meetings and incompetent leaders – are daily realities for many in the workplace.

Yet high trust is a key characteristic of profitable and sustainable businesses. Trust not only provokes customers to buy, it encourages employees to stay loyal and turns process-clogged organisations into lean, mean collaborative machines.

It’s time we spoke up about the lack of trust in our organisations and took responsibility for change. Here are the three steps we take at Blue Sky when turning rhetoric into reality.

1.    Take the trust blinkers off

Start noticing the unquestioned low trust behaviours that happen within your business every day. Examples to look out for include leaders talking the talk but not demonstrating the competence or the character to live up to their senior role; widespread grumbling behind the backs of colleagues; a reluctance to make decisions; not owning up to mistakes and making self-serving decisions.

Click here to read more »

2.    Break trust down into its elements

Steven M.R Covey brilliant book The Speed of Trust emphasises that trust is a behaviour rather than a trait. By breaking trust into 13 characteristics, including talking straight, righting wrongs, confronting reality, clarifying expectations and practicing accountability, he demonstrates that trust is under our control, and that it can be rebuilt, step by step – if we can find a way to commit to it.

Click here to read more »

3.    Get buy-in from within

Finally, trust has to become a priority truly embraced and evangelised by people at all levels of an organisation to ensure cultural change. Naming the behaviours you identified in step one, and citing the evidence that show the impact of trust on the bottom line (for example, people are 87% less likely to leave an organisation with high trust) will help win over cynics. With senior leaders as your champions, you then need to ensure that trust coaching spreads through the ranks. As role models begin to emerge, the groundswell of trust will begin to grow.

Click here to read more »

You can share your own stories on twitter #DoTrust or through our LinkedIn page and of course your own blogs and social presences.

Elke Edwards - Blue Sky Performance ImprovementElke Edwards

I am Director of Learning at Blue Sky, so am firmly placed to share with you our approach to performance improvement at every level from your contact centre staff to your CEO. I know that for businesses to achieve major success, their people need to work towards organisational objectives, not individual or departmental ones. I love the work I personally deliver for senior teams that are positioned to support this behaviour from the top down.

I just gave someone a listening to.

September 12, 2013

Listening-Dog-BlueI am a mere mortal. I know this because I have to take my car for its annual MOT. (That’s a legally required road safety check here in the UK for more mature vehicles. More important people have somebody do this for them. Or have new cars.)

The thing is, it took me a while to get it sorted out because I ended up giving the lady at the garage a damn good listening to.

In brief: Her husband is fifty years young next year so they are going to New Zealand where they have friends. They are going to rent a motorcycle. He already has a Honda Fireblade and she sometimes falls asleep when she is pillion. Their kids – which they had young – are at university and the boyfriends have basically moved in. The kids each have a Vauxhall car. They have almost paid off the mortgage and thanks to a canny endowment purchase.

This happens to me a lot. I meet random folk and they download.

My family roll their eyes when we are out and about as I am forever engaging in dialogue. Admittedly I am partially to blame as I choose to engage, but there is evidence of a kind of conversational magnetism.

Often in delivering training there is a “listening skills” component. Talk turns to techniques, tips, tricks and blocks to listening (summarised here). The more I reflect on this, the more I come back to the same basic thoughts. In order to listen, you need to be present. (That’s present in the sense of paying attention in the moment. It’s not present as in the opposite of absent.)

Practicing good listening is – almost? – an art. You don’t “do” art, you “be” it. For some, it’s a lost art. For others, they have yet to discover its value.

So – for the record – here’s my listening checklist:

A) Choose to listen. (Be open to receiving. Stop broadcasting for a wee while.)

B) Prepare yourself. (Crank up your presence in the moment.)

C) “Be” a listener. (Silence, reflection, pause before responding.)

Now go on, give someone a proper listening to…

“Being listened to is so close to being loved that most people cannot tell the difference.”
David Augsberger

Ian-Beer - Blue sky Performance Improvement Ian Beer

www.blue-sky.co.uk

Schools not out forever!

July 4, 2013

I am Eloise Welch and I am a GCSE student in year 10. I have been lucky enough to do a week’s work experience with Blue Sky. I have gained an insight into how business’ work and the skills you need. One subject I do at school is psychology.

One of the topics we do in psychology is memory and how the memory works. A theory that has been proven is that if you teach someone something you are trying to learn, you are more likely to remember it. An example of this is when I am trying to revise my school subjects e.g. PE, I talk to my mum about the bones and muscles I have to learn, basically teaching her the information.

I think this results in the information sticking in your head because you have to really think about what you are saying when explaining it to someone else. This is relevant to Blue Sky because it forms part of their Embedded Learning Methodology and helps clients to learn, to make sure that they understand and remember the information.

I love psychology and was really pleased to see a connection between what I am learning at school and how Blue Sky use this as part of their work. Maybe there isn’t such a difference between school and work after all.

Happy Smile - Energise - Blue Sky Performance Improvement     www.blue-sky.co.uk

Getting Your Hair Cut Is Like Being A Manager Of People

May 14, 2012

I’ve had a few less than perfect haircuts recently, nothing you as an observer would probably notice, but it affects my confidence.  I have come out of these situations feeling a bit angry with the person responsible for cutting my hair and disappointed in how they have performed.

So there I am, in the hair dressers chair again, and I am reflecting on how I could take responsibility for what had been going wrong, and get the kind of outcome I want; a great haircut.  Perhaps I have had some part to play in a poor outcome.  The first point of self-awareness comes when I realise that I am not always 100% straight and clear about what I want when I am describing how I want the hair cut.

This is because I realise that the truth is I am nervous that other men in the barbers shop will hear what I am saying and secretly laugh at me inside their heads, as surely no proper masculine man worth his salt would really care that much about the way that they look? And have the nerve to talk about it so openly in front of a bunch of men? I understand that actually I am not having the courage to describe clearly and in detail exactly what it is I am looking for in the hair cut, being precise about the exact outcome I am expecting and painting a vivid picture in detail, and then checking back that my understanding is the same as theirs.

I am not having the confidence to say what I want and be clear about it; I am worried about what people might think and what kind of person that makes me.  As I am sat there I am reminded of the conversations I have with managers and sometimes their own fear of being clear in what they want from their teams.  I think they are worried about setting out very clearly what they want and what they expect, and this is what I observe when I see them with their teams.

Confidence - Haircut - Blue Sky Performance Improvement

“I’d like it to really go out at the top of the head on the sides”, I say, “to make a sort of a triangle shape; I think it suits the shape of my face better” I say.   No one in the shop laughs at me.  Actually, I feel very pleased with myself. I feel sort of bigger and stronger.  In fact, I have become so concerned about getting this to be clear, I say it twice.  The girl is great at her job.  She repeats back what it is I am saying and I know she has understood what it is I want. I am delighted inside, I know she has heard and listened and this is the first step. This is all going rather well.

She starts to cut my hair and I am relaxed.  At least, I think I am relaxed until I notice that my hands are clasped incredibly tightly together and they become a little sore as I unclench them and the pressure in my knuckles is released.  I have been clasping them very tightly due to my nervousness of how my hair cut will turn out.   It turns out I haven’t been relaxed at all.  In fact I have been very anxious about how it will turn out and the prospect of more weeks of misery as I wait for my hair to grow back.

I realise that this isn’t helping the situation; I am not helping the situation.  I think at some level if I am tense and anxious she will pick up on this and it will affect her performance.   If I am tense she will be distracted about my reactions, and will not focus so clearly on the task.  So I decide to trust. To let go of the idea that I have much control now over the outcome.   I realise I don’t have much control now anyway in truth. What I can focus on now is deciding to trust her in the task in hand.  She is a professional after all.   I make sure that I don’t look at my hair in the mirror at any stage to give her the message that I am confident about what she is doing.  This is something productive that I can focus on rather than my worry.

“Are you out for lunch?” she says. I am wearing a suit. “Yes” I say happily. It’s a good exchange of pleasantries.  But suddenly things take a turn for the worse, I am aware she seems to be cutting my hair quite fast. This makes me nervous. Why is she doing that? I think. Oh no, this could be going wrong, I think.  Suddenly I understand the reason why.  “She wants to cut it quickly so I can get back to the office quickly” I realise.  I don’t mind about this I think loudly and urgently inside my head, I would rather you cut carefully and it was a good cut I think. But am I going to do? What can I do? I might be making an assumption and embarrass her and make myself look silly if I say anything. I am racking my brains.

I know I am making assumptions but I am worried about the performance I am getting.  Suddenly as she is looking closely at my hair as she cuts I hit up on the answer. “I love the way you are really paying attention to the detail in the cut” I say.  And I make sure I look her in the eye as I say it – so that she knows I mean it.  This seems to have hugely dramatic and positive effect.  I kid you not.  She then spends perhaps the next 30 minutes, an inordinate amount of time it seems, on the tiniest movements and motions. I can’t believe the amount of detail she is going into; I am delighted.  She uses at least seven different tools to do various little jobs around my head and I am thrilled.  It seems that positively affirming what I really like in her behaviour really does produce her to do more of the same.

It’s a great cut, and I am very pleased.  As I go I tell her that, with real feeling.  It’s been an emotional experience for me. And I think she is pleased too.

Of course, I might have been over estimating the impact that I think had on the cut. She might have just been brilliant at her job. But it did make me think about some of the challenges of managing people:

  • Having the courage to be clear about what you want can be hard.  It doesn’t make you a bad person. People like to do well and knowing what well is, is important
  • Letting go of control can be hard. But holding the reins tightly won’t make them perform better.  The more you trust, the more responsibility people tend to take.  Trust implies confidence. Confidence drives performance.
  • Acknowledge and affirm the behaviour you want to see more of. People like to be told they are doing something well.

James@Bluesky

James Hodgkinson - Blue Sky Performance Improvement

www.blue-sky.co.uk

Blue Sky Performance Improvement

Making Training Stick

April 2, 2012

Lots of organisations now spend thousands or even millions of pounds on training programmes every year. But how many of them actually stick, how many make lasting performance differences or behavioural change? Whilst you reflect on that question, let me share with you one reason why many training programmes are not as successful as they could be. That is they are not followed up immediately after the training, they are not consolidated.

If you have ever been on a training course or seminar before, I am certain you will know what I am talking about. You turn up at the venue and the course may even extend to 2 or 3 days. During that time you are mixing and mingling with either colleagues in the same large corporate company or a mixture of people from different companies and backgrounds. There is usually a buzz about the place as the course progresses and in some instances it can be quite entertaining.

What happens next? Still slightly high on the euphoria of all the new tools and techniques you have picked up, you go out with a renewed kind of vigour, desperate to try them out. Then after a few days, at best, maybe a few weeks the lift has almost gone completely and you find yourself slipping back into that fabulous recognisable comfort zone. Is this starting to sound familiar?

Sustain - Blah Blah Blah - Blue Sky Performance Improvement

So what is it that happens and why, in most cases, does the training not deliver the return on investment that you would expect? A huge part of this challenge is down to something called the Ebbinghaus Effect. Please allow me to explain.

Hermann Ebbinghaus carried out the first experimental investigations of memory in Germany from 1879 to 1895. He discovered that our ability to recall information shows a rapid decrease over a very short space of time. After just a few hours, more than 60% of information is lost. A frightening thought! The decline in recall then eases slightly but, even so, within a month, more than 80% can no longer be recalled. His now famous results are known as the Ebbinghaus Curve of Forgetting. So you see, it’s not necessarily the training itself, it’s just the natural human trait of forgetting.

A cause for concern maybe? Let’s look at the possible implications. On a course spanning 3 days, more than 50% of the information given on days 1 and 2 will be lost before the training has ended. A further 50% of day 3 could be lost on the drive or flight home. Now start adding those lost days and attach a monetary value to them.

Ebbinghaus Curve of Forgetting Diagram - Blue Sky Performance Improvement

Imagine in the world of sports, would a Premier league manager give a team talk about strategy in the boot room and then not practice that in a game situation? Would a tennis coach tell you how to improve your forehand in training and then wait until a competition to check whether you have understood it? Training is just the beginning, to truly master a skill in particular takes lots of practice, and some say 10000 hours to master any skill. Lots of training does involve role play and real play activities, which are great for practicing. But real plays are not the real world, it is a bit like swinging a tennis racket in training without the ball or court to practice your forehand, but until you practice that forehand in a real situation with another player and then practice it when it really counts in a competition you cannot test whether you have made improvement and changed your swing. It is the same with delegates, you can start the practice of skill or knowledge transfer in the training room, but you must follow it up with practice in the real world with the ball (customer) and the court (the work environment). We call this practice consolidation. So what do we mean by this?

This is about taking the opportunity to practice and receive further feedback and coaching. The purpose of consolidation is to practice what you have learnt and seek additional feedback and coaching, to refine your skills and address any issues that may prevent you from transferring what you have learnt. To make sure you have the time to practice, polish and improve your skills.

Let’s think about the steps to learning, how do you move people to conscious or unconscious competence? Is this achieved in training? I would argue at best you move people to conscious competence. To really master the skill or apply the new knowledge effectively will take hours of practice. Unless the quality of this practice is monitored and supported, lasting change will not happen, people will slip back into their comfort zones, back into old bad habits and back to unconscious incompetence in some cases. This is where consolidation comes into play.

Top tips

Here are just a few things you could do:

  • Get your line managers to attend the training, so they fully understand the skills or knowledge that needs to be embedded
  • Create a Training Sustainability / Stick ability Plan –  Build in time to work with all stakeholders to achieve this, focus on what will make the training stick and consider what road blocks might make it fail
  • Communicate to the rest of the business what training is taking place
  • Build consolidation, resource and time, into your training budget
  • Ramp up your coaching activity for 6 weeks post training
  • Introduce ‘coach the coach’ activity, there is no point ramping up coaching if the quality of the coaching is not there
  • Start to consolidate your training, this means trainers and leaders spending time immediately after training coaching delegates in the live environment to help support them to embed the learning
  • Align your quality process with what is being trained
  • Plan ahead, ensure that there is significant time set aside following training for line managers to consolidate training
  • Provide trainers with coaching skills necessary to embed the learning back in the real world
  • Train your trainers on how to feedback in the real work environment
  • Conduct post course de briefs at regular intervals, to see how delegates present back what they have learnt, how they have applied their learning, what the impact has been and what the next steps are
  • Review action plans, where delegates committed to learning actions in training
  • Conduct post course surveys, following Kirk Patrick’s learning evaluation model
  • Conduct a TNA two months after training to benchmark skill / knowledge transfer and application compared to pre training TNA
  • Measure the quality of your consolidation activities through surveys
  • Measure ROI, link success to training
  • Celebrate success, recognise people for performance improvement and most importantly, behavioural change
  • Catch people doing things right, fill people’s emotional bank accounts and build their confidence
  • Introduce behavioural coaching, to help people address limiting beliefs and breaking old habits
  • Nudge your team post training, provide them little nudges that support key messages in training
  • Conduct skills drills, use team meetings to focus on specific skill areas
  • Test retention of knowledge 4 weeks after training, not just at the end of training
  • Build in refresher training post course, make this modular and focused on areas where delegates are struggling or need advanced skills to take them to the next level

There are many more things you could do, contact me if you want further thoughts or ideas. The key thing is to remember that learning is a continuous cycle, unless businesses stop thinking of training as isolated interventions….. training will not stick. So next time you roll out a training programme ask your self:

“Will the investment I am making be worthwhile or will the Ebbinghaus Effect take its toll?”

Sean@Bluesky

Sean Spugin - Blue Sky Performance Improvement

www.blue-sky.co.uk

Blue Sky Performance Improvement