Resultants help you to 'mind the gap'
Anyone who has ever travelled on the ‘tube’ in London will have heard the recording ‘Mind the Gap’, playing to warn passengers of the dangerous gap between the platform and the fast moving train. Gaps can be dangerous, especially if we do do not know where they are.
When we do become aware of them, the question is how to bridge them?
What are the gaps in your organisation? How do such gaps impact your results?
When designing a training to help bridge such gaps in performance, we must first know what type of gaps they are. Some changes in the way people work are easier to implement than others. This is where a skilled Resultant does more than simply train or consult. We encourage acceptance of the initial gap, the benefits of bridging it and of owning the change as vital considerations during both the design and the delivery process. The way to bridge these gaps must be aligned with the learners’ understanding of their reality; their Knowledge, their Skills, their Motivation and Mindset.
A lack of knowledge of what to do, let alone how to do a certain task can be remedied through training. Research shows that when such learning is carried out in an experiential and memorable way, it has a better chance of sticking. The next challenge, is to ensure that we remember our new found knowledge. This is best achieved through repetition and reflection in the workplace, after the training.
Although knowledge may also be imparted in the form of a book or mobile app containing information; It is searching for it in the right place, at the right that can cost money and reduce confidence in the person you are serving. Imagine a manager helping an employee, with books strewn across his desk, as he searches for knowledge of coaching.
Training must also help the learner access the knowledge from their memory. At ELP we provide learners with simple techniques which are anchored to each individual’s strengths.
Have you ever noticed yourself looking in awe at a performer, a sportsperson or communicator and heard your self saying, ‘they make it look so easy’?
Then you were witnessing ‘skill’.
Skill comes from the application of knowledge in a way which appears to be automatic and effortless.
If you ask a skilled person how they carry out, what you consider to be a difficult task, very often you will find that they cannot explain it themselves. Their competency has become unconscious. Just in the same way as when you drive your car to work in the morning and are able to think and plan other actions while driving. The automaticity of such unconscious skills frees up space in your brain to do other things, such as to be creative and to apply your skills in new ways, if and when you need them. These new actions form neural pathways in the brain, which add even more unconscious skills to your ever-expanding repertoire.
“Fixed mindset” behaviour appears static in nature. You might recognise it in people who don’t seem able to change. Such a mindset encourages a striving for success and an avoidance of failure at all costs as they become ways to maintain the sense of being clever or skilled.
A “growth mindset,” on the other hand, thrives on challenge and sees failure not as evidence of less intelligence, but as a positive springboard for growth and for stretching one’s existing abilities.
The gap between a fixed and a growth mindset contributes to our overall performance, as it influences how we work and how we communicate with others.
Such gaps in performance are bridged by jointly investigating learners’ perceptions and beliefs, both conscious and unconscious, and by introducing associated techniques which are used to influence them.
Whereas the traditional stick-and-carrot approach to motivation may provide an ‘external motivator’ in some cultures still today, it is widely recognised that it is internal motivation that truly breeds sustainable performance. As described in Daniel Pink’s book, ‘The Surprising Truth About What Motivates Us’, self-motivated people feel that they are trusted to make their own decisions; they hunger for personal development and mastery; and they have a clear understanding of mission, why they and their company do what they do.
In today’s world we acknowledge that different to Mindset, Motivation can change frequently. It ebbs and flows, depending on numerous factors, such as benefits, risks, moods, and the environment around us.
Taking a realistic approach to possible change after training, at ELP we rely less on motivation and we primarily focus on introducing ‘Tiny Habits.’ which in turn lead to Big Change.
Training? Consulting? Resulting?
‘Being a Resultant™ is more than a job title; It is our purpose.’
The organisational consulting, experiential training and the all-important ‘post-training accompaniment’ are the tools of our trade as Resultants™.
So what is a Resultant? It is not only about advising – In fact we prefer clients to DISCOVER rather than to be advised. A resultant is someone who has already worked in a field of business themselves and knows the challenges of achieving behaviour change which will lead to new results. A passionate interest in human psychology and en empathy for the human struggle to create new habits we take a practical and realistic approach to inspiring people to try out and embed new habits into their lives.
A Resultant’s primary focus is to help our clients achieve their desired results. We do this by inspiring the people we work with to put their knowledge into practice.
Ever since leaving our jobs in business and entering the world of corporate training and development, we have been dedicated to achieving a high Return On Investment (ROI) for our clients.
We believe that the best way to do this is to be realistic, to know what they expect from their investments and then to be bold (and honest) enough to explain that, “There are no guarantees that training alone can change results.”
Another truth we share is that when full management support is given to coaching and follow-up interventions, we do get far closer to that guarantee.
A consultant advises; a trainer delivers training; a facilitator guides learning.
A Resultant™ designs, plans and delivers every intervention with the practicable aim of achieving results from new behaviour. By leveraging the knowledge and practice of neuro-linguistics and behaviour change in the form of Tiny Habits®, we inspire and build the confidence to transform results.
Management buy-in is crucial.
That is why we – as Resultants – work at a deeper level, to assess whether the culture within the organisation can support the training interventions and therefore deliver ROI. If employees receive training and are fired up to go back to their role and implement what they have learned, but find their manager has little or no idea about what they have been taught, the likelihood of slipping back into old ways of doing things is incredibly high. The training is deemed to be unsuccessful, and the initiative ends there.
This is another essential piece in the puzzle of Putting Learning into Real Practice. By focussing on Habits Resultants are able to support clients to get the results they seek by using their unique habit-forming strategy.
The picture looks vastly different when everyone in the organisation is working towards a common goal.
- We recognise the need for management accountability regarding coaching and linkage to ROI from training;
- Training ‘events’ forced upon participants, without any agreed benefits, only fail.
By chunking down from the over-arching goals of business KPIs, a resultant can focus on helping learners improve tactical skills, which are tangibly linked to business life. And which ultimately lead to achieving the bigger picture of the corporate purpose. By drawing on our own experience, we facilitate the development of talent within organisations.
Results speak for themselves
“The ELP team designed and facilitated training for 450 employees and managers training. These interventions were directly responsible for taking MIA from #39 in the world to #1 in Europe and #5 in the world for customer service.
(Peter Bolech CEO, Malta International Airport)
“The event gave us an opportunity to start interacting across all parts of IBM and discuss how we can take the cross-brand solutions to market as a team”
“It clearly helped us to map our goals onto roadmaps to achieving them. It was great to see the contribution expected from the various regions. I also enjoyed the networking was very positive as we got to discuss how similar problems are tackled in different countries and Business units”.
“Great camaraderie and positive energy from the whole team. Excellent open conversations!”
'If you can’t measure it, you can’t manage it.' (Peter Drucker)
Only measuring the sales figures post training delivery is not accurate enough. There are so many other factors that can affect these vital numbers, thereby making the direct link to sales training far too simplistic. Has the market crashed or is it booming? Are competitors dumping prices? What about oil prices and the threat of war? The list is endless.
Instead of looking at business results, why not measure sales behaviours? Sales activities are the only thing that can be directed and managed, thus making them a matter of accountability.
Is it the manager’s job or HR’s job?
Before the training begins, a Resultant sits down with the sales and business managers who are ultimately accountable for the organisation’s results.
We ask them, “to get the business results you need, which sales objectives do you need to achieve?” They typically have a list of KPIs, such as, “increase market share by X%” or “retain Z new accounts per seller.”
We then ask, “To meet these sales objectives, in which sales behaviours do sales professionals need to engage?” The list might contain, “accurately qualify prospects, and be able to read a customer’s annual report or increase customer facing time by X%.”
It is these behaviours that become the KPIs for the training.
And in partnership with the HR team, we are then able to formulate a plan of action, which enhances and ensures quality coaching and feedback as part of the development process.