To explore, through relevant discussions and practical exercises Workshop Aim To explore, through relevant discussions and practical exercises how to develop individuals and teams

Workshop Objectives Define the context and importance of Learning & Development in organisations Review the practice and benefits of using Personal Development Plans Conduct an exercise in identifying individual & group training needs Identify ways of effectively using feedback – both giving & receiving Consider the process and value of Coaching as a significant developmental tool Apply the GROW Model to both an individual and team situation

The Learning Organisation Peter Senge & The Fifth Discipline

The Fifth Discipline - Components Systemic Thinking Personal Mastery Mental Models Building A Shared Vision Team Learning

Systemic thinking is the conceptual cornerstone of the Fifth Discipline’ approach. It is the ability to comprehend and address the whole, and to examine the interrelationship between the parts

Personal mastery. ‘Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs’ (Senge 1990: 139).

Mental models.  These are ‘deeply ingrained assumptions, generalizations, or even pictures and images that influence how we understand the world and how we take action’ (Senge 1990).

Building shared vision Building shared vision. “The capacity to hold a shared picture of the future we seek to create’ (1990: 9). Such a vision has the power to be uplifting – and to encourage experimentation and innovation. Crucially, it is argued, it can also foster a sense of the long-term, something that is fundamental to the ‘fifth discipline’.

Team learning. “The process of aligning and developing the capacities of a team to create the results its members truly desire’ (Senge 1990: 236). It builds on personal mastery and shared vision – but these are not enough. People need to be able to act together. Not only can there be good results for the organization, members will grow more rapidly than could have occurred otherwise.

Definition of a learning organisation An organisation that learns and encourages learning among its people. It promotes exchange of information between employees hence creating a more knowledegable workforce. This produces a very flexible organisation where people will accept and adapt to new ideas and changes through a shared vision.

Learning Organisation Is the concept of the Learning Organisation a reality – something that already exists?

Learning Organisation a reality – something that already exists? Is the concept of the Learning Organisation a reality – something that already exists? Or is it a Holy Grail thing and who could help us to find it?

Why a Learning Organisation ? A company that performs badly is easily recognisable.

Why a Learning Organisation? A company that performs badly is easily recognisable. What are some signs?

Some Signs Employees seem unmotivated or uninterested in their work? Workforce lacks the skill and knowledge to adjust to new jobs? You seem to be the only one to come up with all the ideas? Workforce simply follows orders? Teams argue constantly and lack real productivity?

Some Signs Or lack communication between each other? When the "guru" is off things get put on hold? You are the last to hear about good news? You are the first to hear about customer complaints? The same problems occur over and over?

Change “The thing to remember is no-one likes change. Change is difficult. Change is inconvenient. But whether we like it or not, change happens. And you have to accept it. And adapt. Because if you don’t, change will leave you behind.”

Workshop Objectives Define the context and importance of Learning & Development in organisations Review the practice and benefits of using Personal Development Plans Conduct an exercise in identifying individual & group training needs Identify ways of effectively using feedback – both giving & receiving Consider the process and value of Coaching as a significant developmental tool Apply the GROW Model to both an individual and team situation

Workshop – 3 Groups of 6 Consider the following questions

Questions Q1. Why is learning and development in organisations of such critical importance? Q2. Identify the key attributes and activities which are necessary for learning and development in organisations.

Workshop Objectives Define the context and importance of Learning & Development in organisations Review the practice and benefits of using Personal Development Plans Conduct an exercise in identifying individual & group training needs Identify ways of effectively using feedback – both giving & receiving Consider the process and value of Coaching as a significant developmental tool Apply the GROW Model to both an individual and team situation

Developing Individuals and Teams Who or what needs developing? Developed how specifically? So that what? And how do you know when it’s done?

Continuing Professional Development Define Assess Design Act Reflect Evaluate Continuing Professional Development

Development Activities Personal Development Plans Learning Outcomes Development Activities Resources Required Support Needed Timescales Result What are the skills, knowledge, attitudes and behaviours necessary in your current job? Identify possible changes, influences or pressures that will affect your work in the short to medium term.

Advantages & Disadvantages Personal Development Plans Advantages & Disadvantages

Personal Development Plans What are the main difficulties/blockages which prevent Learning and Development in organisations?

Workshop Objectives Define the context and importance of Learning & Development in organisations Review the practice and benefits of using Personal Development Plans Conduct an exercise in identifying individual & group training needs Identify ways of effectively using feedback – both giving & receiving Consider the process and value of Coaching as a significant developmental tool Apply the GROW Model to both an individual and team situation

Training Needs Analysis

Competency Frameworks

Right person, right job? Task Profile – What needs to be done? People Profile – What type of person do we need?

Developing Teams

Development is about learning Learning Experiences

Learning Experiences

So, you see, what if the truth is that..

So, you see, what if the truth is that.. We cannot not learn!!!!!!!!!

And you can teach an old dog new tricks! So, you see, what if the truth is that.. We cannot not learn!!!!!!!!! And you can teach an old dog new tricks!

Do you remember this? The NLP Communication Model

Strategies

Presuppositions of NLP There is no such thing as failure, Feedback vs. failure – There is no such thing as failure, only feedback All results and behaviours are achievements, whether they are the desired results for a given task/context or not.

NLP Definition of Strategy A STRATEGY is the internal thought process of the model: a sequence of representations a person goes through in order to achieve their outcome.

NLP Definition of Strategy A STRATEGY is the internal thought process of the model: a sequence of representations a person goes through in order to achieve their outcome. Ever wonder how Tiger Woods gets it right more often than anyone else?

Activities, Interests, Behaviours

Pick 1 & in pairs, go find out Think Of Three Things You Like Doing & that you do really very well How do you do them? Pick 1 & in pairs, go find out

Strategies

Strategies Vic- Ki-

Strategies Vic- Ki- Vic+ Ki+

Input Processing Output Strategies V. A. K. O. G. = Representation Systems Input Processing Output

Getting Out Of Bed Strategy

Constructing a CONFIDENCE strategy (Aid+ Vic+ X 5/6) Ki + Aid++++++ Vic Ki (Vr /Ar) (Aid+ Vic+ X 5/6) Ki + Aid++++++

Your Confidence Project Think of something that you would like to do That is totally within your control That is a very small step That is safe for you to do Now build a STRATEGY for it

The nature of beliefs Human experience is subjective - each of us does it differently A belief is something that needs to be maintained

P.A.W.’s The keys to achievement Possibility -It is possible to achieve Ability -You are able to achieve Worthiness -You deserve to achieve P.A.W.’s = Empowering Beliefs

The META Model The Meta Model identifies commonly occurring language patterns which actually hamper good communication, and shows how they can be tackled to open up clearer, more effective communication.

A set of linguistic tools which: The META Model A set of linguistic tools which: Allows you to learn about another's model of the world Keeps the listener from interpreting Enables the speaker to become aware of his/her own processes

The Meta Model Groupings Gathering Information 1. Deletion 2. Lack of Referential Index 3. Unspecified Verbs 4. Nominalisations

Limits of the speaker’s model The Meta Model Groupings Limits of the speaker’s model Universal Quantifiers Modal Operators

Semantic Ill-formedness The Meta Model Groupings Semantic Ill-formedness 7. Cause & Effect 8. Mind reading 9. Lost Performative

(something or someone is missing) Deletion (something or someone is missing) The Challenge: "Who/what?" or "with whom/what?" or "for whom/what?" Examples: "I am finished." "Finished with what?" "I understand" "Understand what/whom?" "I am not happy.“ "With what/whom?" "This is better.“ "Better than what?"

2. Lack of Referential Index (Vague information) The Challenge: "Who/what, specifically?" Examples: "The school is very demanding". Challenge: "Who, specifically is demanding?" "It is dangerous". Challenge: "What, specifically is dangerous?“ "I love adventures". Challenge: "What adventures, specifically?"

The Challenge: How, specifically...? 3. Unspecified Verbs (verb is too vague) The Challenge: How, specifically...? Examples: "She spoiled me?" Challenge: "How, specifically did she spoil you?" "I understand it?" Challenge: "How, specifically do you understand it?" "He integrated his parts". Challenge: "How, specifically ...?"

4. Nominalisation (a process that has been made into a static event) The Challenge: Turn noun into a verb and challenge as "unspecified verb" Examples: "I am having problems in my relationship." Challenge: "How, specifically are you relating?" "I can't arrive at a decision?" Challenge: "How, specifically are you deciding?" "I need to work on my anger at my mother." Challenge: "How, specifically are you angry at her."

5. Universal Quantifiers (No one, everyone, never...) The Challenge: Exaggeration – "Everyone?", "Always?" Counter-example – "Has there ever been a time this did not happen?" Examples: "You always give me a hard time". Challenge: "Always!!" or "Has there never been a time when you have not felt I am giving you a hard time?"

(Necessity – need, must, should) 6. Modal Operators (Necessity – need, must, should) The Challenge: "What would happen if you did (not). . .?" Examples: “This just has to get done!” Challenge: “What would happen if it didn’t?” “You have to do it!” Challenge: “What would happen if I didn’t”

(Possibility – can’t, impossible, unable) 6. Modal Operators (Possibility – can’t, impossible, unable) The Challenge: "What stops you?" or "What would happen if you did (not)?" Examples “I just can’t do it!” Challenge: “What would happen if you could?” “Learning the meta model is impossible!” Challenge: “What stops you?” “What would happen if you did?”

7. Cause-Effect (some one or something causes someone else to feel, think or behave in a certain way) The Challenge: "How, specifically, does X cause Y?" Examples: "He makes me angry" Challenge: "How, specifically, does he cause you to feel angry?" "The trainer confuses me?" Challenge: "How, specifically does the trainer get you into a state of confusion?"

(someone claims to know what someone else is thinking or feeling) 8. Mind Reading (someone claims to know what someone else is thinking or feeling) The Challenge: "How do you know?" Examples: "She's upset with me." Challenge: "How do you know?" "Of course he knows I'm angry with him" "He is so calm."

9. Lost Performative (The individual making the statement is deleting him/herself as the source) The Challenge: "For Whom?" or "Who says?" or "According to Whom?" Examples: "NLP is great" Challenge: "For Whom?" "Nuclear power is safe" Challenge: "According to whom?"

Beware – Meta Monsters

Effectively Challenging Others People respond to events based on their internal pictures, sounds and feelings. They also collect these experiences into groups or categories that are labelled with words.

Effectively Challenging Others The meta-model is a method for helping someone go from the information-poor word maps back to the specific sensory-based experiences they are based on.

Effectively Challenging Others It is here in the information-rich specific experiences that useful changes can be made that will result in changes in behaviour.

To explore, through relevant discussions and practical exercises Workshop Aim To explore, through relevant discussions and practical exercises how to develop individuals and teams

Workshop Objectives Define the context and importance of Learning & Development in organisations Review the practice and benefits of using Personal Development Plans Conduct an exercise in identifying individual & group training needs Identify ways of effectively using feedback – both giving & receiving Consider the process and value of Coaching as a significant developmental tool Apply the GROW Model to both an individual and team situation

Developing Individuals and Teams Who or what needs developing? Developed how specifically? So that what? And how do you know when it’s done?

Definition of Team "A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they are mutually accountable." (Katzenbach and Smith, 1993)

Team Climate Surveys

High Performance Teams Performance Outcomes Mutual, internal accountability Coordinated, shared work roles Extraordinarily high quality High credibility and trust Specific, shared purpose and vision Blurring of formal distinctions Inefficiency leading to efficiency Creative continuous improvement Clarity of core competence

how do you get me out of it? If I’m in a comfort zone how do you get me out of it?

Workshop Objectives Define the context and importance of Learning & Development in organisations Review the practice and benefits of using Personal Development Plans Conduct an exercise in identifying individual & group training needs Identify ways of effectively using feedback – both giving & receiving Consider the process and value of Coaching as a significant developmental tool Apply the GROW Model to both an individual and team situation

Giving, Receiving, Using Feedback Giving, Receiving, Using

Start with them and ask for…… positives 1 thing to do differently “Overall, what did you really like?”

“Overall, what I really, really liked?” Start with them and ask for…… Then give your feedback 3 or 4 positives 3 or 4 positives 1 thing to do differently 1 thing to do differently “Overall, what did you really like?” “Overall, what I really, really liked?”

Giving Feedback ASK, don’t tell (+ & -) DESCRIBE, don’t judge BEHAVIOUR, not personality BE SPECIFIC BE CONSTRUCTIVE

Giving Feedback Get to the POINT State WHY you’re having the conversation Describe what you KNOW Describe CONSEQUENCES of continued behaviour Describe how you FEEL about what you know

Giving Feedback Encourage other party to give THEIR VIEW Ensure UNDERSTANDING of their view Decide on SPECIFIC ACYIONS SUMMARISE FOLLOW UP

4 Types of Assertive Behaviour Basic Assertion Empathic Assertion Escalating Assertion I- Language Assertion

Communicating Assertively

4 Types of Assertive Behaviour Basic Assertion This is a simple, straightforward expression of your beliefs, feelings, or opinions. It's usually a simple "I want" or "I feel" statement.

4 Types of Assertive Behaviour 2. Empathic Assertion This conveys some sensitivity to the other person. It usually contains two parts - a recognition of the other person's situation or feelings, followed by a statement in which you stand up for your rights. "I know you've really been busy, but I want to feel that our relationship is important to you. I want you to make time for me and for us."

4 Types of Assertive Behaviour 3. Escalating Assertion This occurs when the other person fails to respond to your basic assertion and continues to violate your rights. You gradually escalate the assertion and become increasingly firm. It may even include the mention of some type of resulting action on your part, made only after several basic assertive statements.

4 Types of Assertive Behaviour 4. I- Language Assertion This is especially useful for expressing negative feelings. It involves a 3-part statement: When you do . . . (describe the behavior). The effects are . . . (describe how the behavior concretely affects you). I'd prefer. . . (describe what you want).

Self Concept My view of me Others’ view of me

Workshop Objectives Define the context and importance of Learning & Development in organisations Review the practice and benefits of using Personal Development Plans Conduct an exercise in identifying individual & group training needs Identify ways of effectively using feedback – both giving & receiving Consider the process and value of Coaching as a significant developmental tool Apply the GROW Model to both an individual and team situation

Coaching is about releasing that potential Coaching Definition Coaching is about helping someone to get the very best performance out of themselves – the potential for which was already there. Coaching is about releasing that potential

wants/needs to achieve. The Focus of Coaching Whatever the coachee wants/needs to achieve. Coaches assist their clients to maintain focus on that which will make them most successful

The Focus of Coaching Coaches focus where the coachee needs them to the most. Part of their discussions often include: Where are you now in relation to where you want to be? What are your goals? Are they based in your values? In order to get what you want from any situation, what are the areas of strength and what are the areas for improvement and focus?

Logical Levels Mission Identity Belief A naturally Capability Behaviour Environment A naturally HIERARCHICAL system 4.40 We introduce the Logical Levels concept, briefly explaining that a Practitioner will be working at various points in the ladder.

Negative or Limiting Belief “I can’t do that here.” When “I” is stressed it is a statement about identity. When “can’t” is stressed it is a statement about belief. When “do” is stressed it is a statement about capability. 4.45 We give the Logical Levels concept some flesh by explaining that the Practitioner is always listening. This sentence proves the point. When “that” is stressed it is a statement about behaviour. When “here” is stressed it is a statement about environment.

Logical Levels & Change A problem cannot be solved with the same level of thinking that created it In order to bring about change it is necessary to work at the level above the one you want to influence Continued

Change at a higher level always changes things on lower levels Logical Levels & Change Change at a higher level always changes things on lower levels Continued Change on a lower level will not necessarily affect higher levels

Logical Levels Mission Identity Belief A naturally Capability Behaviour Environment A naturally HIERARCHICAL system 4.40 We introduce the Logical Levels concept, briefly explaining that a Practitioner will be working at various points in the ladder.

Active Listening Don’t judge….We listen out of OUR experience Empathise…….Everyone’s needs are different Paraphrase & Summarise Watch body language (yours and theirs) Maintain appropriate silences Quiet your mind Be patient…….Go slow to go fast

Question Technique 5W+H Open & Closed Questions Socratic questions Listen more than you talk Identify resistance points Gather information What is their reality?

Workshop Objectives Define the context and importance of Learning & Development in organisations Review the practice and benefits of using Personal Development Plans Conduct an exercise in identifying individual & group training needs Identify ways of effectively using feedback – both giving & receiving Consider the process and value of Coaching as a significant developmental tool Apply the GROW Model to both an individual and team situation

The G.R.O.W. Model

Goal, Reality, Options, Will. What specific Outcomes would you like to achieve? G Will What are your next steps? W G O R Reality What is your current situation? What has happened so far? Options What are the most viable options?

Apply The GROW Model here Personal Development Plans What are the main difficulties/blockages which prevent Learning and Development in organisations? Apply The GROW Model here

Connecting It All Up

What are your key learnings? What changes as a result? Did You Get What You Came For? What are your key learnings? What changes as a result?

Did You Get What You Came For?

Did You Get What You Came For? & Exactly What Are You Going To Do?

Thank you very much &