Building Skills & Capabilities for Change. To explore, through relevant discussions and practical exercises how to develop individuals and teams Workshop.

Building Skills & Capabilities for Change


To explore, through relevant discussions and practical exercises

how to develop individuals and teams

Workshop Aim


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


1. Systemic Thinking2. Personal Mastery3. Mental Models4. Building A Shared Vision5. Team Learning

The Fifth Discipline - Components


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. “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.


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.

Definition of a learning organisation


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


Is the concept of the Learning Organisationa 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?


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?

Some Signs


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



Workshop – 3 Groups of 6

Consider the following 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.

Questions



Workshop Objectives




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 ProfessionalDevelopment

Define

Assess

Design

Act

Reflect

Evaluate


Personal Development Plans

What are the skills, knowledge, attitudes and behaviours necessary in your current job?

Learning Outcomes

Development Activities

Resources Required

Support Needed Timescales Result

Identify possible changes, influences or pressures that will affect your work in the

short to medium term.


Advantages &

Disadvantages



What are the main difficulties/blockages which

prevent Learning and Development in organisations?



Workshop Objectives



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?

http://defence-data.com/storypic/spitfire.jpg


Developing Teams


Development is about learning



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


We cannot not learn!!!!!!!!!



And you can teach an old dog new tricks!


We cannot not learn!!!!!!!!!


The NLP Communication Model

Do you remember this?


Strategies


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.

Presuppositions of NLP


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?

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.


Activities, Interests, Behaviours


Think Of Three Things You Like Doing

& that you do really very well

Pick 1 & in pairs, go find out


Strategies


Strategies

Vic- Ki-


Strategies

Vic+ Ki+

Vic- Ki-


Strategies

Input Processing Output

= Representation Systems


Getting Out Of Bed Strategy


Constructing a CONFIDENCE strategy

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 beliefsHuman experience is subjective

- each of us does it differently

A belief is something that needs to be maintained


Worthiness -You deserve to achieve

P.A.W.’sThe keys to achievement

P.A.W.’s = Empowering Beliefs

Possibility -It is possible to achieve

Ability -You are able to achieve


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.


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

A set of linguistic tools which:


The Meta Model Groupings

Gathering Information

1. Deletion2. Lack of Referential Index 3. Unspecified Verbs 4. Nominalisations


Limits of the speaker’s model

5. Universal Quantifiers6. Modal Operators



Semantic Ill-formedness

7. Cause & Effect8. Mind reading9. Lost Performative



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?"

1. Deletion (something or someone is missing)

The Challenge: "Who/what?" or "with whom/what?" or "for whom/what?"


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?"

2. Lack of Referential Index (Vague information)

The Challenge: "Who/what, 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 ...?"

3. Unspecified Verbs (verb is too vague)

The Challenge: How, specifically...?


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."

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:

"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?"

5. Universal Quantifiers (No one, everyone, never...)

The Challenge:

a. Exaggeration – "Everyone?", "Always?"

b. Counter-example – "Has there ever been a time this did not happen?"


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”

6. Modal Operators(Necessity – need, must, should)


The Challenge: "What stops you?" or "What would happen if you did

(not)?"

6. Modal Operators (Possibility – can’t, impossible, unable)

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?”


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?"

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:

"She's upset with me." Challenge: "How do you know?"

"Of course he knows I'm angry with him" Challenge: "How do you know?"

"He is so calm." Challenge: "How do you know?"

8. Mind Reading (someone claims to know what

someone else is thinking or feeling)

The Challenge: "How do you know?"


Examples:

"NLP is great" Challenge: "For Whom?"

"Nuclear power is safe" Challenge: "According to whom?"

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?"


Beware – Meta Monsters


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.



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

how to develop individuals and teams

Workshop Aim


Workshop Objectives



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


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


Workshop Objectives



Feedback

Giving, Receiving, Using


Start with them and ask for……

3 or 4positives

1 thing to do differently

“Overall, whatdid you really

like?”


3 or 4positives


“Overall, what I really, really

liked?”

Start with them and ask for……

3 or 4positives


“Overall, whatdid you really

like?”

Then give your 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

Giving Feedback


1. Basic Assertion2. Empathic Assertion3. Escalating Assertion4. I- Language Assertion

4 Types of Assertive Behaviour


Communicating Assertively


1. 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.



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."



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. I- Language Assertion

This is especially useful for expressing negative feelings. It involves a 3-part statement:

1. When you do . . . (describe the behavior). 2. The effects are . . . (describe how the behavior

concretely affects you). 3. I'd prefer. . . (describe what you want).



Self Concept

My view of me

Others’ view of me


Workshop Objectives



Coaching is about helping

someone to get the very

best performance out ofthemselves – the

potential for which was already

there.

Coaching Definition

Coaching is about releasing that potential


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


Coaches focus where the coachee needsthem 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?

The Focus of Coaching


Logical Levels

Mission

Identity

Belief

Capability

Behaviour

Environment

A naturally HIERARCHICAL

system


When “here” is stressed it is a statement about environment.

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.

When “that” is stressed it is a statement about behaviour.


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

Logical Levels & Change


Change at a higher level always

changes things on lower levels

Change on a lower level will not necessarily affect higher levels

Logical Levels & Change


Logical Levels

Mission

Identity

Belief

Capability

Behaviour

Environment

A naturally HIERARCHICAL

system


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

Active Listening


5W+H Open & Closed Questions

Socratic questions

Listen more than you talk

Identify resistance points

Gather information

What is their reality?

Question Technique


Workshop Objectives



The G.R.O.W. Model


Goal, Reality, Options, Will.

G

GoalWhat specific

Outcomes would you like to achieve?

RealityWhat is your

current situation? What has happened

so far?

OptionsWhat are themost viable

options?

WillWhat are your

next steps? G

RO

W


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?





& Exactly What Are You Going To Do?



Thank you very much &

Building Skills & Capabilities for Change. To explore, through relevant discussions and practical exercises how to develop individuals and teams Workshop.

Documents

change slide

building skills capabilities

change team learning

learning organisation

change building shared

change employees

discipline slide

signs slide