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