Training Statistics

Results based on 6 = Excellent; 1 = Poor. To achieve perfection every Participant on every workshop for every subject would n eed 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 SubjectSales

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: Resultsby

Business Sector, Job Role & Subject

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 el l

Offer your customer options if the first choice product is not availableEncourage the customer to look at other suitable options – perhaps something they had not thought aboutEncourage and give them confidence to 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 the desire to say ‘hello’ to your customers. Think how you can introduce yourself e.g. ‘Hello. Thank for coming in. Have you been in our Store before? Whether you receive a ‘yes’ or a ‘no’ you can then say .....‘A lot of our new Spring/Summer/Autumn/Winter clothes have just arrived. Can I just quickly tell you where everything is?

Listen to what your customer is telling you and show that you are really interested. Encourage your customer to give you feedback. Don’t speak and definitely do not interrupt until your customer is finished.

Engage your customer. Establish and maintain eye contact and, above all, smile. Ask relevant, open questions like For a new customer ....What was it that made you pop in to the shop?For an existing customer ........‘What is it you like about our Store and our clothes?’

ProductionPlanet

PeoplePlanet

ProductPlanet

ProfilePlanet

ProcessPlanet

Entrance

h h h heee e e h

Enquiries Shopping Exit

Regret Reason Remedy

The H.E.L.L.O. Model The 5 P’s Customer Shoes

The Performance Sun

Checkout

© All Models – Training Concepts Limited 2014

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

Learning from others

Focusing on quality

Driv

ing

succ

ess

Setti

ng

stan

dard

s

Preparing to lead

Taking control

Analysing problems;

creating solutions

Making meetings

workStretching

teamsSetting

goalsMaking decisions

Delegatingauthority

Sharing ow

nership

Stim

ulati

ngid

eas

Moti

vatin

g ot

hers

Stay

ing

com

petiti

ve

19

2

0

2

1

2

2

23

24

Gaining leadership experience

Igniting groups

Providing support

13 14 15 1617 18

Insp

iring

w

itha

visio

n

Do you have what it takes

to lead?

1 2 3 4 5 6

Building a team

START

FREEPLAY

7 8 9 10 11 12

© Training Concepts Limited 2013

Select Select

Select

SelectSelect Select

Sele

ct TheLeadership

Game ©

Stage 2: Leading People

Stage1: Authorised to Lead

Stag

e 4:

Insp

iring

Exc

elle

nce

Stage 3: Establishing Influence

TLG Leadership Toolkit

10

0 10Focus

(Commitment, Priority, Impact

Capability(Skills, Experience,

Knowledge)

TLG

Lead

ersh

ip M

odel

The

Lead

ersh

ip G

ridTh

e G

.R.O

.W.T

.H. M

odel

Lead

ersh

ip D

raft

s

Fait h

PrideRomance

Serenity

Humour

Gratit ude

Humilit y

Hope

Joy

Caring

PassionAdmirat ion

Compassion

Appreciat ionRevenge

The Bridge of Desire

ArroganceDesperat ion

Anger

Resentment

Stubbornness

Guilt

Apathy

Fear

EnvySuspicion

Denial

SecuritySelfishness

L E

AD

J ealousy

Empathy

0

Sales People ServiceProcesses

Where did this activity occur?

When did this happen?

Which persons/teams were you leading?

LocationPosition the key activity

EngagementDescribe the scenario

Goal

Reality

0ptions

Willingness

Healthcheck

Timesacale

What were you trying to achieve?

With whom or what were you engaged?

What tasks had to be completed?

What results did you achieve?

How did the results relate to youroriginal objectives?

What additional, unplanned outcomes emerged?

Which Leadership Style(s) did youdeploy and why?

What did you say and/or do to make the difference to the outcomes?

What opportunities did you create and/or which obstacles you overcome?

Demonstrate your influence Prove the resultsDelivery 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 achieve your 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 your joint commitments - keep your promisesEstablish the commitment needed from your Customer and ask for this commitment

What timescales are needed to achieve your 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 milestones that will enable you to check your progress. Plan accordingly.

What are the agreed measures of success i.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 measure d and who will be doing the measuring. Tangible and intangible measures?

Hat redSharing

The

Bridg

e of

Des

ireTh

e L.

E.A.

D. M

odel

Visionary Collaborative Democratic

Pacesetting Coaching Collaborative

Directive VisionaryPacesetting

DirectivePhase 1

Primitive

Pacesetting

Visionary

Coaching

Democratic

Collaborative

Relies more onLeader’s status, position and authority and less on

interpersonal skills. The leader is

confident and assertive

Emphasis is on leader’sability to influence and

interact with tea membersand on having a widerange and high level

of soft skills

The leader is confident and assured, delegates

freely and encouragesinput from team members.He/she is able to identifyand deploy different,

leadership styles

Phase 2Engagement

Phase 3Maturity

- requires compliance- offers clarity- co mmands and controls- instructs and tel ls how to do ‘it’- acts without seeking consensus

- plays to win- strives for high standards- giv es top performers space and freedom

- co ntinuous ly seeks innovative and better ways of working

- provides vision, strategy- sets a common purpose, goalsand s tandards

- es tablishes a team cul ture- motivates and inspires people to want to perform for the leader

- cr eates a supportive en vironment.- involves team members in their development.

- stretches/ challenges people toreach potential- asks rather than tel ls

- takes an interest in people as individuals

- cr eates rapport with in the team- en courages team members toshare knowledge, ideas and solutions

- creates commitment through consensus

- gets buy in from group to comeup with ideas and innovations

- en courages everyone to givetheir opinions

Rap port, shares, empathise, col laborate,

creates partnerships, works together, giver

tel ls , controls, directs, compliance, instructs,

commands

demonstrates, leads, motivated, performs, leads by

example, front runner, role model , innovation,

rol ls up the sleeves, competes

winning, shared vision, strategy, purpose, inspiring, focused, far

sighted, engaging, loyal,passionate

a sk s, questions, supports, s tretches,

encourages , develop, grow, challenges,

empathises

buy in, vote,emphasize, equality,

col laborate, teamwork,ownership, group, together,

trusts. ownership

- when al laying fears and giving clear, powerful directions

- when confi dent/calm in a crises or chal lengewith people who arenot respons ive to other styles .

- when building ch allenges andex citing goals for people

- when identifying poorperformers and demandingmore fromthem

- when a new direction anden gagement i s needed.

- when people see where they can co ntribute, progress and achieve

- when coach shows faith byassigning/supportingchallenges which begets loyalty

- when helping people fi nd strengths/weaknesses, l inking these to career a ims

- when connecting with and introducing people, cr eatingva lue/harmony within the business.

- when leader focuses on emotional needs overprofessional needs.

- when opinions /input are valued- when both the bad and the good

news is considered - when leader a llows peo ple to

takecalculated risks and to learn frommistakes

- when people need care and understanding

- when people lack bel ief andneed time and input from the leader

- when low on guidance,ex pecting people to kn ow what to do

- wh en lacking patience and long term planning

- wh en trying to inspire ex perienced p eople who

‘have heard it a ll before’- wh en leader i s enthralled by the vis ion but fails to show followers

‘what’s in i t for them’

- wh en leader micromanages - when leader interrogates and leads coachee to a (coach’s) desi red outcome

- wh en coaching becomes l ittle more than a performance review

- when leader disregardsemotional ly draining si tuationsin pursuit of a solution

- when fa i ling to match the rightpeople to the s i tuation orproblem

-- when leader asks for opinions but does not acton input given

- when leader appears to bel i stening to ev eryone withoutreaching any fi rm conclusions

EvolutionPhases

LeadershipStyles

Key Actions

Key Words/Phrases Works best … Works least …

CommunicationsKey

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

Managing Diversity

•The D.I.V.E.R.S.I.T.Y EnneagramParticipants 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 interactiveand 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 wordsWe 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 FolksMay 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 andbehaviours 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

Name

Physicality

Gender

Age

Ethnicity

Job Role

Hobbies/Interests

Religion

StyleStatusEducation Cultu

re

Work Experience

© All Model – Training Concepts Limited 2014

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

Coaching: Team and 1 to1 Coaching•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 BalanceCoach 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

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 usingStructure, Models,

Styles,Techniques

Stage 5Evaluate

the Results

Reality

Stage 6Recognise

and Reward Success

Stage 7Apply Best

Practice and aimfor ContinuousImprovement

The Motivation

Sphere

Healthcheck

The S.T.A.R. ConceptThe Toolkit

Performance Goals Mutually Agreed?

The Coaching Process

Performance Management•The Performance Management Toolkit

Purpose

The Discussion

Behavioural

Quantitative & Qualitative

Administration

Competency Framework

Training & Development Line Manager

Personal Development

Establishing Objectives

Vision

The Support System

Values

Personal Vision

The Appraisal

The PM Cycle

Shared Responsibilities

The Process

Measurements

The Job Description

Business Benefits

Personal Benefits

HHRR:: PPEEOOPPLLEE MMAANNAAGGEEMMEENNTT TTHHEEAATTRREE

Performance Management

Training & Development

Relationship Management

Data Management

Succession Planning

Recruitment Talent 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 Management

Business 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)

AACCHHIIEEVVEEMMEENNTT AAPPPPLLIICCAATTIIOONN AATTTTIITTUUDDEE

Recruitment & Selection (10)

Project Management (10)

Managing Diversity (7)

Sales (21)

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Commercial Awareness (5)

Results Orientation (3)

Customer Service (21)

EEmmoottiioonnaall IInntteelllliiggeennccee ((66))

Quality Management (10)

Managing Change (14)

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VVaalluuee SSeettttiinngg ((55))

LLeeaaddeerrsshhiipp ((2255))

CCooaacchhiinngg && DDeevveellooppiinngg PPeeooppllee ((1166))

CCoommppeetteennccyy DDeevveellooppmmeenntt ((2255))

Performance Management (21)

K1

J1 I4

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

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The Performance Appraisal

A two page document, mirrored by a two page instruction, which is used to report

Employee PerformanceUse: 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 givenUse: for reference

The Performance Management Process

Explains the step by step systemUse: for reference

The Competencies Suiteand S.T.A.R. Concept

Describes the Competencies and the type of evidence requiredUse: 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 ReviewOffers a list of pertinent questions that might

be asked (monthly or quarterly) when reviewing performance for Organisational,

Employee and SelfUse: for reference

© All Models – Training Concepts Limited 2014

• 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 & OrganisationLeadership Technical

KnowledgeCommercial 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?

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

Interacting with each other by observing, listening,

speaking in proper proportion and 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 exchanging ideas and opinions to find a solution or better way

of working

Maintaining a 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

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 work best when 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 get what you

want and this is what I need you to do get it.

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

. ss

R A

T

Situation

Action

TaskSign Off

Results

• S.M.A.R.T.S. & S.W.O.T.S.

S.M.A.R.T. GoalsSpecific: 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. GoalsHeartfelt: 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 toposition you for extraordinary performance. Identify your goal setting comfort zone and push past it in order to attain the stellar results you want.

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

EyebrowsMouthEyes

Hair

EarsNose

Fingers

ClothesKnees

Hands

ShoesFeet

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

Sales & Customer Service

Workshop 1

· Sales and Service Process - The 5 P’sIn 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’sWe 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 AnimalsCaricatures 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 DevelopmentIn 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.

CoachingWorkshop 1

The Magic StickA stimulating and highly motivational activity that enables participants to value thedifference 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 Questions4. A Coaching Framework to SucceedSee 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 ProcessThe 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

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 TableAn 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