Training

AEC’s Partnership with MYCAA

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MyCAAOur Center launched in February 2016 new online non-credit courses designed specifically for spouses of active military personnel to take advantage of the MyCAA scholarship workforce development program. The scholarships are funded by the Department of Defense and provide up to $4,000 of tuition assistance to eligible military spouses.  Scholarships can be used to register for dozens of the Center’s online courses that lead to certificates and certifications necessary to gain employment in high-demand, high-growth, portable career fields and occupations. A few examples are pharmacy technician, human resources specialist, childcare specialist, corrections specialist, legal writing specialist, and IT network specialist.

  • Spouses of active duty service members in pay grades E1-E5, W1-W2, and O1-O2 of any branch of the military are eligible, including activated Guard and Reserve (but excluding Coast Guard). 
  • So far, we have 32 participants and counting in the MyCAA program.
  • Go to go.osu.edu/mycaa for complete details and see the comprehensive list of courses.

FRANK DISCUSSION #1

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“As a learning leader in your organization, which program outcome is more important to you: The learners remembering what they learned OR the learners applying what they learned?”

Gibson, Frank 2013 Staff page

Frank Gibson, AEC Program Manager

As you think about the question, take a few minutes to reflect on your career and the learning events you have led. What were your expectations of the learner and how did you assist them in applying what they learned? What kind of structure needed to be in place? What resources were needed (time, tools, etc.)? What worked? What didn’t work? What barriers interfered with the follow-up?

Reflecting on my career, I see my approach to learning has changed over time.  Early on, my approach was more informal, less-structured, and guided by very little in the way of lesson plans. It was a more intuitive and “Just-In-Time” approach to instruction. As I moved up the ladder, my approach evolved to that of a coach. I’d share a few of my experiences, question them, and then call them to action at the end….not telling them what to do per se, but rather aiming to trigger their thoughts about how they might do things differently. Now that I am in the business of education/training, everything about my approach is more formal, structured, planned, written and timed out, with reinforcement and coaching throughout and after the event.

When it comes to training others, first and foremost I focus on enabling the learner to apply what they learned as quickly as possible. With interpersonal skills, for example, I remember acting as a “champion” for 14 managers/ supervisors after the learning event to coach them on using the tools presented in the class to successfully apply what they learned.

In summary, both remembering and applying are important:  remembering the material is required to repeatedly apply what has been learned, and this enables mastery of the new skill or knowledge on the job.

You may want to do a self-assessment as a learning leader. In thinking about your most recent programming efforts, to what degree have you engaged participants in a timely follow-up/support/evaluation? Do you follow a Standard Operating Procedure to assess the degree to which your learners are remembering… and applying?

What are your thoughts?

Frank Gibson is a Program Manager with OSU’s Alber Enterprise Center.

Related Articles:

Understanding the Voice of the Customer in Education

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Voice of the CustomerA critical component of Lean Six Sigma is understanding the Voice of the Customer. This concept is essential to identifying activities that are value-added and non-value added or wasteful.

In education it may be agreed that the student is the customer as they are the recipients of the outcomes of the institution. Some disagree with this concept thinking that we are unable to satisfy the customer. At one of my presentations someone in the audience indicated that satisfying the customer in education “the student” means giving them all “As” and that was impossible. Of course this is not correct – this is not what customer satisfaction is about.

Norma Simons, President of Performance Innovation LLC and AEC Solution Partner

Norma Simons, President of Performance Innovation LLC and AEC Solution Partner

In the education space the concept of the “Voice of the Customer” has a different meaning than it does in the broad world of consumerism. We tend to think that customer satisfaction rests only on the fact that there is a financial exchange between the customer and the person delivering the goods and that the customer finds value in the purchase.

We need to satisfy the needs of the customer – the student, but what does that mean? It means we need to deliver what is considered as a quality education -one that is delivered so that the student is functional in the wider society. If individuals are able to graduate but cannot either get a job or function at their required capacity, then regardless of what was learned and the grades earned then a quality education was not delivered.

Customer satisfaction therefore is not a passive interaction. For the student to be satisfied, it requires the student to collaborate with the instructor and several different individuals within the institution. The student’s success requires a partnership with the institution which should be promoted and nurtured.

Understanding the Voice of the Customer is a process, a mind-set, a shift in thinking, a culture that needs to be embraced by the entire institution.

Apart from the student, there are several customers who are vested in the education outcome:

  • The parents of the students who might bare some financial responsibility regarding payment of fees and physical and emotional support of the student
  • The loan institutions who might provide assistance to the students
  • All the areas of the institution (business office, book store, advisors, job placement office and other areas) which support or interact with the students directly or indirectly
  • The potential employers who expect a certain level of performance of the students after graduation
  • The institution itself who expects that the performance of students and their ability to be received in the wider society will build the reputation for the school

Well this is my opinion.

To read more on this topic, see the New York Times January 3, 2010 article below:

http://roomfordebate.blogs.nytimes.com/2010/01/03/are-they-students-or-customers/#edward

In this article “Are They Students or Customers” five professors from different business schools weigh in on the debate.

“Students are investing time and money with a purpose in mind. The school that does not serve that purpose will not survive.” Stephen Joel Trachtenberg is president emeritus and professor of public services at the George Washington University.

This blog is dedicated to the team at Alber Enterprise Center of The Ohio State University.

Norma Simons is a Lean Six Sigma Master Black Belt, president of Performance Innovation LLC, and an AEC Solution Partner.  Norma heads a team of qualified professionals in the areas of Lean and Six Sigma.  Her success is attributed to her unique integration of performance improvement systems such as Lean, Six Sigma, Design for Six Sigma, quality management systems, business operating systems, and balanced scorecards that have enabled the effective execution of organizational strategy and, ultimately, bottom-line results.

 

Employee Training: Part 1

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DSCN0345When we ask “What is employee training?” it is not surprising that we get different responses.  Of course, no one particular answer is more correct than another.  One definition of training to consider is as follows: Training is the process whereby people acquire capabilities to perform jobs.  No company wants poorly trained employees.  Their mistakes can be very costly to your company.  Training provides employees with specific, identifiable knowledge and skills.  Sometimes we will talk about training and development together.  Development is different than training. Employee development is broader in scope and focuses on employees gaining new capabilities useful for both present and future employment.  Training may include “hard” skills and “soft” skills. A “hard” skill would be learning how to operate a machine or piece of equipment.  A “soft” skill would be how to effectively communicate with other employees.

In this series of articles, we will discuss several key components of employee training.  These include the following:

  • Training defined.
  • Strategic training approach.
  • Four phases of the training process.
  • Types of analysis to determine training needs.
  • Internal, external and e-learning training delivery methods.
  • Levels of training evaluation.
  • Intercultural competence training for global employers.

We have seen contemporary training in companies change considerably over the years.  Factors affecting the changes include the competitive environment and technology.  Four specific areas have been affected.  Each area is discussed below:

A. Organizational Competitiveness and Training

Companies realize that training their employees is important to a successful business.  Estimates say approximately $60 billion is spent annually on training in the U.S.  On average this expense is 1.5% – 2.0% of payroll expenses.  This data is from a study conducted by The American Society for Training and Development (ASTD).  Training can be compared to “continuous improvement.”  If your employees are not properly trained, you could lose competitive advantage in the market.  Retraining good employees is enhanced by an effective training program.

B. Knowledge Management and Training

Historically, competitive advantage among companies was measured in terms of physical capital.  Today, “intelligence” is considered a raw material used by “knowledge workers.”  Knowledge management is the way a company identifies and leverages knowledge in order to be competitive.  Technology can help transmit knowledge, but having technology does not mean employees will use it to manage knowledge effectively.  Knowledge management is a conscious effort to get the right knowledge to the right employees at the right time.  This way it is shared and implemented in your company.

C. Training as a Revenue Source

Many companies make a profit from selling training.  In some cases, training is included with a product purchase, for example, a new human resources information software package.  Purchasing a new machine for the production department can be less than successful without proper training from the manufacturer.  Future sales can be increased by providing product training.

D. Integration of Performance on Training

Job performance, training and employee learning must be integrated to be effective.  The link between training and job performance is critical.  Let’s look at safety fall protection personal protective equipment (PPE).  If your employees were simply shown a training video it is doubtful that the equipment would be used properly.  As an alternate method of training, the trainer could demonstrate how to properly put on the equipment, have the employees put the equipment on themselves and provide real-time feedback.  We think it is obvious which training method works better.  Other topics could incorporate everyday business issues as learning examples.  This would increase the realism of training exercises and scenarios.  This method integrates training, learning and job performance.

John M. Turner, Ph.D. is the President of JMT & Associates and a solutions partner who has been providing quality human resources consulting and training to Alber Enterprise Center’s clients for several years.  Please contact info@alberosu.com for more information on John’s services.

Using the SIPOC Model to Break the Silo Culture

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Managers often see large and complex organizations from a functional or vertical view.  This works in some cases where individuals are close to subject matter experts.  In this environment subordinate managers tend to perceive other functions as enemies rather than partners.

This silo structure prevents interdepartmental issues from being resolved.

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Each department has its goals and there is often competition for limited resources.  The result is sub-optimization of the organization – one department being able to meet its goals at the expense of the organization.

The traditional approach shows a silo structure where separate and autonomous groups are unconnected and each department’s manager becomes the customer.  Activities take place but value to the end customer may be compromised.

If the organization is small, then the traditional vertical organization may be sufficient to get things done and still meet the requirements of the customer.

 

The traditional mindset is- if each piece is managed then the needs of the end customer are met.  This is erroneous.

The silo structure often gives rise to a silo culture, one that does not encourage collaboration, but instead perpetuates the “blame game” and “finger-pointing”.  There are several structures within the organization that supports this behavior.  In some cases, there are functional metrics which conflict with the overall direction of the company, in other cases the reward and recognition system supports the silo culture.

The SIPOC template moves organizations away from this and provides the steps to create a customer focused organization.

What is SIPOC

The acronym means – Supplier, Input, Process, Output, Customer

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In the SIPOC model, it is necessary to have a feedback system – feedback between the customer and the process, and between the process and the supplier.  The feedback loop ensures that the process is sustained and the organization does not revert to the old ways of doing things.

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Value of SIPOC

  • Promotes cross-functional collaboration – teams are able to work together to see the big picture
  • Improves knowledge on what happens outside of the department
  • Provides measurement not only on activities within a department but how they add value to the customer
  • A big tool for motivation -as employees begin to see the “big picture” and understand the role they play
  • In Lean Six Sigma the SIPOC model is vital for:
  • Promotes and helps sustain a process focus
  • Provides a foundation for process mapping and process management

Although organizations may be designed by specialties, the SIPOC model is useful to change how work gets done, and ensure that the needs of the external customers are met.  The tool provides the template for changing the culture of the organization from one that is confrontational to one that works across functional boundaries.  When this is allowed to happen, teams can identify and remove waste – activities that are non-value added in terms of meeting customer requirements.

The bottom-line is that the SIPOC model and Lean Six Sigma have the ability to change the thinking of individuals in the organization.  For more information, contact us or call 740-725-6325.

Norma Simons is Lean Six Sigma Master Black Belt, president of Performance Innovation LLC, and an AEC Solution Partner.  Norma heads a team of qualified professionals in the areas of Lean and Six Sigma.  Her success is attributed to her unique integration of performance improvement systems such as Lean, Six Sigma, Design for Six Sigma, quality management systems, business operating systems, and balanced scorecards that have enabled the effective execution of organizational strategy and, ultimately, bottom-line results.

15 minutes could save your … strategic plan

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W.I.G.We’ve all experienced it, or heard about it.  A team spends weeks or months developing a strategic plan, and nothing happens with it after the glossy document gets printed.  Why does this great new plan just sit on the shelf gathering dust?  Business scholars over the past two decades have been researching why plans fail to be implemented  1. The overarching theme of their conclusions: people resist change.  How do we address this challenge? Through a structured plan for execution.  Your team needs to commit to the plan, yet they are busy with their daily duties (the “whirlwind”) and they don’t take time to focus on the strategic plan.  An effective execution plan starts with committing to a series of 15-minute segments on planning and implementing the strategic plan.

Franklin Covey’s 4 Disciplines of Execution (4DX)2 is one formula to follow. The four disciplines are:

Program Manager of The Ohio State University's Alber Enterprise Center

Program Director of The Ohio State University’s Alber Enterprise Center

1.   Select one or two “wildly important goals” (WIG) that drive your strategic plan and can be measured and tracked.
2.  Identify the activities that lead to achieving the WIG(s), ones that your team can influence.
3.  Create a compelling scoreboard: simple, visible to the team, shows the lead and lag measures, and tells immediately if you are winning.
4.  Establish a weekly cadence of accountability in which each team member commits to working on one or two of the lead activities as well as reports on the efforts toward the WIG.

This 4DX plan is easy to implement by committing to 15-minute segments for each discipline:

  1. 15 minutes to identify and establish your WIG from your strategic plan. If you need two WIGs, spend another 15 minutes on the second one.
  2. 15 minutes per WIG to list all of the leading activities required to meet your WIG.
  3. 15 minutes to determine how you will show (scoreboard) the team’s progress toward leading activities and WIG and where it will be displayed.
  4. 15 minutes per week – the same day/time each week – for the accountability meeting.

We facilitated a strategic plan for one of our clients a year ago. After following up with them to see their progress, they reported that the leadership team implemented a few goals but felt they needed our help to really drive the plan throughout their organization with all employees. They embraced 4DX and are starting to see results.

This works! Try it, and let me know how it works for you.

If you need help in setting up your 4DX plan, the Alber Enterprise Center can show you how. Call 740-725-6325.

Citations:

1:  Govindarajan, V., & Trimble, C. (2010). The other side of innovation: solving the execution challenge. Boston: Harvard Business School Publishing.
Gudmundsson, H., Ericsson, E., Tight, M., Lawler, M., Envall, P., Figueroa, M., et al. (2012). The role of decision support in the implementation of “sustainable transport” plans. European Planning Studies, 20(2), 171-191.
Hahn, W., & Powers, T. (2010). Strategic plan quality, implementation capability, and firm performance. Academy of Strategic Management Journal, 9(1), 63-81.
Kotter, J. (1996). Leading change. Boston: Harvard Business School Press.
Larian, L., Day, M., Backhurst, M., Berke, P., Ericksen, N., Crawford, J., et al. (2004). What drives plan implementation? Plans, planning agencies and developers. Journal of Environmental Planning and Management, 47(4), 555-577.
2:  McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution: achieving your wildly important goals. New York: Free Press.

7 Ways to Align Strategies Within your Organization

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vision_and_alignment-325090-editedDo you run your company, or business unit, like items on a checklist?

This could mean that the organization is not aligned and that you are generating waste.

“Great Performance is 1% Vision 99% Alignment” Jim Collins, author of Good to Great

Every organization or institution, for profit or non-profit, is required to achieve results.  The method of getting those results can be structured, or unstructured.

In most cases organizations may have a vision, yet manage by using a strong silo structure.  Every department has its goals and do the best to achieve the stated objective but activities may conflict with the work of other departments.

There is a certain level of waste as groups within organizations work against each other.

Norma Simons, President of Performance Innovation LLC and AEC Solution Partner

Norma Simons, President of Performance Innovation LLC and AEC Solution Partner

Can you achieve results?  Most definitely!!  Most companies and institutions achieve success for years with this model.

However, the problem becomes difficult when changes have to be made over a short period of time.  Such changes may include:

  • Radical changes in the economy
  • Mergers and acquisitions
  • Quick changes in existing customer requirements
  • New markets with new demands
  • The company hires new employees
  • Radical changes in the use of technology, etc.

Question: So how can you ensure that you change and still achieve organizational alignment?

Answer: Develop a Structured Business Operating System.

How can this be achieved?

  1. Vision Mission Values–Begin with a clear understanding of the vision, mission and values.  If they do not exist, then the management team should spend time to document them in a way that is clear and concise.
  2. Strategic Objectives–Document the strategic objectives of the organization as a whole.  Once this is done then this should be in a strategy map (a one page document summarizing the strategic objectives) so that it can be clearly communicated throughout the organization.
  3. Performance Measures (KPIs)– Based on the vision and strategic objectives top management should identify the top 10 key performance indicators (KPIs) that should be used to track performance.
  4. Standard Documentation–Each measurement should be placed on a run chart that shows performance over time.  A Pareto chart can be used to document the top areas that impact performance.  Problem solving teams should then identify the root cause of the performance and solutions that need to be in place for improvement.
  5. Deployment–The key performance measures identified by top management must be deployed in all areas of the organization.  This allows all employees to keep track of activities in each area and to be a part of problem solving activities.
  6. Review–The entire organization needs to have a systematic review process that focuses on key performance measures created in each area.  During the review process, teams evaluate the performance metric and the results of problem solving activity.
  7. Visual Management–The visual management system contains information on the key performance drivers in each area, and results of problem solving activity.  The system serves to communicate the progress of the company as it relates to key areas.

Every organization performs all these and more – so this is not new.  However it is the use of a structured process that will ensure that the organization can achieved expected results in a short time as well as promoting employee engagement.

At a recent luncheon for The Ohio State University Alber Enterprise Center (AEC), I was asked to deliver the following presentation.  Flip through the SlideShare “Aligning Strategies with Operations” to get a few ideas on how to achieve alignment.  

For more information about aligning your processes, contact us at 740-725-6325. 

Norma Simons is Lean Six Sigma Master Black Belt, president of Performance Innovation LLC, and an AEC Solution Partner.  Norma heads a team of qualified professionals in the areas of Lean and Six Sigma. Her success is attributed to her unique integration of performance improvement systems such as Lean, Six Sigma, Design for Six Sigma, quality management systems, business operating systems, and balanced scorecards that have enabled the effective execution of organizational strategy and, ultimately, bottom-line results.

Begin Your Green Belt Journey Today: Lean Six Sigma Registration

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Lean Six Sigma Green Belt Program

The Ohio State University’s Alber Enterprise Center Lean Six Sigma Green Belt Program

Lean Six Sigma (LSS) is a methodology and way of thinking that enhances the performance of an organization.  It first was applied in the manufacturing industry but now it is being utilized in healthcare, government, education and several institutions.  LSS provides a template to simultaneously reduce waste, improve the quality of products and services, improve customer satisfaction and increase profitability.  Lean Six Sigma certification requires participants to not only learn the concepts but to demonstrate understanding of concepts through application in simulation projects.

Norma Simons, President of Performance Innovation LLC and AEC Solution Partner

Norma Simons, President of Performance Innovation LLC and AEC Solution Partner

What is a Blended Approach?

This approach combines the traditional classroom style with online self-paced learning using technology.  The extent to which this approach is used will vary depending on the type of technology, the organization, and the material that needs to be covered.  Because Blended Learning combines several different learning styles, it allows participants to work at their own pace and at their own convenience. Class time is then designed for discussing applications of concepts to the work environment and clarifying areas that might not have been clear.

What are the Benefits of a Blended Approach?

  • 24/7 online learning access.  Prior to class, participants learn the core material.  After class they are able to use the information as job aids.
  • Consistent training delivery.  The material as presented ensures that everyone receives the same message which ultimately ensures alignment of company processes.
  • More effective use of classroom time.  With participants at the same level, classroom time focuses more on knowledge application, discussions and hands-on simulations or application to company projects.
  • High retention & better mentoring.  Retention increases when users are able to control their own pace and can review material outside of the class, leaving class time for coaching.
  • Increased access to knowledge, overtime.  The online job aids provides the means to reinforce the learning process at the completion of the program.

What are the components of Blended Learning?

Flip through the “Lean Six Sigma” SlideShare to get a few ideas on the components of blended learning.  The slides also outline the requirements for our certification program.

Now that you have been introduced to the components of the blended learning program for LSS Green Belt, sign up for our next course by September 4, 2015.  For registration details about our Lean Six Sigma Green Belt Program, visit:  http://go.osu.edu/green-belt-registration or call 740-725-6325.

Norma Simons is Lean Six Sigma Master Black Belt, president of Performance Innovation LLC, and an AEC Solution Partner.  Norma heads a team of qualified professionals in the areas of Lean and Six Sigma. Her success is attributed to her unique integration of performance improvement systems such as Lean, Six Sigma, Design for Six Sigma, quality management systems, business operating systems, and balanced scorecards that have enabled the effective execution of organizational strategy and, ultimately, bottom-line results.

 

 

The desire to become an exemplary leader

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caregiver-qualifications

Leadership is everywhere.  Whether it’s a president leading a country, a coach leading players to a national championship, parents leading a family or a doctor leading a patient through a journey of an illness, we all lead at some point in our lives and at other times…we follow.  The question is, “What type of leader do you want to be?”  There are many models to choose from – transactional, transformational, classic leadership theory and ethical and critical leadership (to name a few)! However, my recommendations are two specific models that reflect the “best practices” in the way one chooses to lead.  One model is outlined in the The Leadership Challenge by James Kouzes and Barry Posner (1995) and the other is Robert K. Greenleaf’s servant leadership model.

Anne Johnson, Program Manager for Alber Enterprise Center

Anne Johnson, MS, Program Manager for Alber Enterprise Center

The Leadership Challenge is a clear, evidence-based path to achieving the extraordinary—for individuals, teams, organizations, and communities.  It turns the abstract concept of leadership into easy-to-grasp practices and behaviors that can be taught and learned by anyone willing to step up and accept the challenge to lead.

Kouzes and Posner’s model reflects the beliefs and teachings of Greenleaf’s servant leadership model. The basis for any model is the desire to lead, which needs to be rooted in a strong desire to serve.

According to the Greenleaf Institute on Servant Leadership, “servant leadership is a philosophy and set of practices that enriches the lives of individuals, builds better organizations and ultimately creates a more just and caring world.”  In Greenleaf’s The Servant as Leader essay, published in 1970, “The servant-leader is servant first…It begins with the natural feeling that one wants to serve, to serve first.  Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions…The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature.”

Kouzes and Posner give similar, but more contemporary ways to become an exemplary leader by outlining the five practices of exemplary leadership, which are:

In today’s world, there is a great need for ethical and compassionate leaders.  This type of leadership calls each of us to a higher purpose, moving beyond “me” or “us” and into the realm of serving for the greater good.  There are many ways one can serve others as a leader.  We can each model the way for those we are leading or mentoring.  We can inspire a shared vision by communicating in a collaborative and meaningful way how we, as a team, are going to achieve our goals.

Creating an environment where everyone checks their titles at the door, where open, honest dialogue can take place among leaders and followers without fear of retribution or retaliation, is a way to challenge the process.  Providing staff with the tools and resources needed to be successful enables them to act, perform, and do their jobs to the best of their abilities and beyond.  In addition, who among us doesn’t want someone to encourage us, lift us up, and help us to be the best version of ourselves?  Most individuals long for that, both personally and professionally. Leaders have the ability to make that impact in someone’s life and to serve them in a way that makes a difference.

Lao-tzu, philosopher and poet of ancient China, said it best:

“To lead people, walk beside them… As for the best leaders, the people do not notice their existence. The next best, the people honor and praise. The next, the people fear; and the next, the people hate… When the best leader’s work is done the people say, ‘We did it ourselves!’”

For more information about our Leadership development training/services or the Leadership Challenge, contact us at 740-725-6325.

Anne Johnson is a Program Manager for the Alber Enterprise Center, which is part of Ohio State University Extension and Ohio State at Marion campus, serving businesses throughout Ohio.  Her focus is on the long term support services and healthcare sectors.  In addition, Anne is a trained facilitator for The Leadership Challenge® (Kouzes and Posner).

Coaching made me a better boss

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consulting-board roomWhen I was hired as program director for Alber Enterprise Center in December 2011, I thought I knew how to be a manager and leader.  After all, for two decades I studied the best authors – Drucker, Collins, Covey, Buckingham, Friedman, and dozens more.  I witnessed a myriad of management styles in private business and public education, and listened to their employees’ reactions, praise and complaints, then eventually began teaching leadership development courses.  I knew the importance of listening, giving feedback, team building, problem solving, performance management, and conflict resolution skills; especially their role in engaging employees and moving the organization forward.  Yes, I felt confident in my abilities to lead my own team.

Myra Wilson, MS, SPHR, Program Director, Alber Enterprise Center

Well, I learned there is a difference between knowing and doing!  My personal style of working entails rolling up my sleeves and digging in, taking full ownership of all the details while visioning the future.  My new team was great, helping me understand our center’s history with clients and excited about the opportunities to develop updated programs.  After three years, we were holding our own but I knew we had so much more potential to make an impact.  Sensing we had stalled, I found myself wondering about my abilities as a leader.  Then a phone call from a certified coach transformed our team into a high speed powerhouse that doubled the number of delivered programs in six short months.

He called me in hopes of becoming one of our center’s educational partners; a partner in delivery of leadership training and coaching.  I decided that the best way to assess his qualifications was to try him out on our team.  He facilitated our strategic plan and provided follow-up coaching to help us implement our goals.

What did the coach do for each of us? 

  • Confidentially identified behaviors each team member wished to strengthen
  • Assessed our current level of skill in each of those behavioral areas
  • Assembled a plan of action for improvement
  • Monitored our progress through feedback and other objective means

I learned two key lessons during my coaching sessions that have helped take our center to a new level of performance:

  • Let go of the details and delegate them to others – stay focused on the big picture instead of getting “tangled in the weeds”
  • Empower others to take ownership of their jobs by using the coaching techniques I learned – listening more and speaking less, asking questions rather than directing, rewarding positive behavior, and sharing successes as a team

This external (and objective) assessment not only made me a better leader and manager but has also elevated the performance of our organization and its members in the process.

To fulfill your coaching needs, contact us for more information.