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

3. 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

4. The Learning Organisation
Peter Senge & The Fifth Discipline

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

6. 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

7. 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).

8. 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).

9. 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’.

10. 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.

11. 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.

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

13. 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?

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

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

16. 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?

17. 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?

18. 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.”

19. 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

20. Workshop – 3 Groups of 6
Consider the following questions

21. 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.

23. 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

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

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

27. 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.

28. Advantages & Disadvantages
Personal Development Plans
Advantages & Disadvantages

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

30. 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

31. Training Needs Analysis

32. Competency Frameworks

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

34. Developing Teams

35. Development is about learning
Learning Experiences

36. Learning Experiences

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

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

39. 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!

40. Do you remember this?
The NLP Communication Model

41. Strategies

42. 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.

43. 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.

44. 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?

45. Activities, Interests, Behaviours

46. 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

47. Strategies

48. Strategies
Vic Ki-

49. Strategies
Vic Ki-
Vic Ki+

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

51. Getting Out Of Bed Strategy

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

53. 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

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

55. 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

56. 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.

57. 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

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

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

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

61. (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?"

62. 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?"

63. 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 ...?"

64. 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."

65. 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?"

66. (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”

67. (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?”

68. 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?"

69. (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."

70. 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?"

71. Beware – Meta Monsters

72. 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.

73. 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.

74. 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.

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

77. 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

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

79. 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)

80. Team Climate Surveys

81. 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

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

83. 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

84. Giving, Receiving, Using
Feedback
Giving, Receiving, Using

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

86. “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?”

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

88. 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

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

90. 4 Types of Assertive Behaviour
Basic Assertion
Empathic Assertion
Escalating Assertion
I- Language Assertion

91. Communicating Assertively

92. 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.

93. 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."

94. 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.

95. 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).

96. Self Concept
My view of me
Others’ view of me

97. 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

98. 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

99. 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

100. 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?

101. 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.

102. 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.

103. 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

104. 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

105. 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.

106. 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

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

108. 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

109. The G.R.O.W. Model

110. 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?

111. 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

112. Connecting It All Up

113. 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?

114. Did You Get What You Came For?

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

117. Thank you very much &