Building Trust with your Team
We are only as good as our team If team members struggle to trust you, then part of the managers role is to build that trust. Here, creative sector coach and mentor Alec McPhedran offers a few strategies to consider. Building trust with your team is crucial for effective collaboration and a positive work environment. Here are several strategies and the ABCD Trust Model to help you foster trust: Be Transparent and Honest Open Communication: Share relevant information openly with your team. This includes company updates, project changes, and any other information that affects their work. Admit Mistakes: If you make an error, acknowledge it. This shows humility and accountability, encouraging your team to be honest as well. Show Consistency Follow Through: Keep your promises and commitments. If you say you will do something, make sure you do it. Fairness: Treat all team members equally and fairly. Avoid favouritism and be consistent in your decisions and actions. Demonstrate Competence Skills and Knowledge: Ensure you have the necessary skills and knowledge for your role. This builds confidence in your ability to lead. Support and Development: Help your team improve their skills through training and development opportunities. Communicate Effectively Active Listening: Listen to your team members' concerns and feedback without interrupting. Show that you value their input. Clarity: Be clear and concise in your instructions and expectations. This helps avoid misunderstandings. Show Empathy and Support Personal Connection: Take the time to understand your team members on a personal level. Show interest in their lives outside of work. Supportive Environment: Create a supportive work environment where team members feel comfortable sharing their ideas and concerns. Empower and Involve the Team Delegate Authority: Trust your team by delegating tasks and giving them the authority to make decisions in their areas of responsibility. Involve in Decision-Making: Include team members in important decisions. This makes them feel valued and increases their buy-in. Recognize and Appreciate Celebrate Successes: Acknowledge and celebrate individual and team achievements. Provide Feedback: Give constructive feedback regularly, and also recognize good performance and efforts. Lead by Example Model Behaviour: Demonstrate the behaviours you expect from your team. This includes work ethic, communication style, and how you handle challenges. Integrity: Always act with integrity. Your actions should align with your words and the values of the organization. Building trust takes time and consistent effort, but by implementing these strategies, you can create a trustworthy and cohesive team environment. What is the ABCD Trust Model? The ABCD Trust Model is a framework developed to help individuals and organizations build and maintain trust. The ABCD Model of Trust was developed by Ken Blanchard, Cynthia Olmstead and Martha Lawrence in 2013 and published in their book 'Trust Works'. The model breaks down trust into four key components: Ability, Believability, Connectedness and Dependability. Here's an overview of each component: Ability Competence: This refers to the skills, knowledge, and expertise needed to perform tasks effectively. Demonstrating ability involves consistently delivering high-quality work and showing that you are capable in your role. Problem-Solving: Being able to address and resolve issues efficiently builds confidence in your capability. Believability Integrity: This involves being honest, ethical, and transparent in your actions and decisions. It means doing the right thing, even when it's difficult. Consistency: Acting consistently according to your values and principles over time strengthens others' belief in your trustworthiness. Connectedness Empathy: Showing genuine care and concern for others' well-being helps build strong personal connections. This involves active listening and understanding others' perspectives. Relationship-Building: Investing time in building relationships and showing that you value and respect your team members fosters a sense of connectedness. Dependability: Reliability: Consistently following through on commitments and promises. Being dependable means others can count on you to deliver what you say you will. Responsibility: Taking ownership of your actions and their outcomes, including admitting mistakes and working to rectify them. Applying the ABCD Trust Model: Assess Your Team: Evaluate where your team stands in each of the four components. Identify strengths and areas for improvement. Communicate Clearly: Ensure that your team understands the importance of these trust components and how they can embody them in their daily work. Provide Training and Development: Offer opportunities for team members to develop their skills (Ability), understand ethical practices (Believability), improve interpersonal skills (Connectedness), and enhance reliability (Dependability). Lead by Example: Demonstrate these trust components in your behaviour. Your team is more likely to follow suit when they see you embodying the principles of the ABCD Trust Model. By focusing on these four components, leaders and team members can systematically build and maintain a high level of trust within their organization, leading to better collaboration, communication, and overall performance. Alec McPhedran Chtd Fellow CIPD, Chtd Mngr CMI, MAC, MCMI is a recognised creative sector coach and mentor. He specialises in one to one talent coaching, facilitated learning, media training and team development. For further information, visit www.mcphedran.co.uk. Copyright © Alec McPhedran 2024
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David McClelland’s Three Needs Theory
One of the problems in managing people is that they all have different personalities and motivators. On that basis, good management is knowing and understanding what it is that motivates people, how they might react to the way you allocate tasks or how you plan and give feedback. Here, creative sector coach and trainer Alec McPhedran gives an overview of one motivational approach, the three needs theory. David McClelland's Three Needs Theory (and in some cases, known as the Motivational Needs Theory or the Learning Needs Theory) is a psychological theory that focuses on three fundamental needs or motives that drive human behaviour. This theory was developed by psychologist David McClelland in the mid-20th century and is also referred to as the "Achievement Motivation Theory" or "Three Needs Theory." The three needs proposed by McClelland are: Need for Achievement (nAch) This is the need to excel, accomplish challenging tasks, and attain success through personal efforts. Individuals with a high need for achievement seek out tasks that provide them with opportunities to demonstrate their skills and competence. They are often goal-oriented, enjoy taking calculated risks, and are motivated by a sense of accomplishment. They prefer tasks that offer moderate challenges, as tasks that are too easy might not satisfy their need for achievement, while tasks that are too difficult might lead to a fear of failure. Need for Affiliation (nAffl) This is the need for forming and maintaining positive interpersonal relationships. People with a high need for affiliation seek social interactions, value harmonious relationships, and prefer cooperation over competition. They are often concerned about being liked and accepted by others and tend to avoid conflicts or situations that might jeopardize relationships. Need for Power (nPow) This is the need to influence, control, and have an impact on others. Individuals with a high need for power are motivated to lead, direct, and manage situations. There are two types of need for power: personal power and institutional power. Those with a preference for personal power seek to control others directly, while those with a preference for institutional power seek to influence through the use of authority and organizational structures. McClelland's theory suggests that these needs are not mutually exclusive; individuals possess a combination of them to varying degrees. The relative strength of these needs can influence an individual's behaviour, choices, and career paths. McClelland's research also suggested that these needs could be developed and influenced through life experiences, upbringing, and social environment. The Three Needs Theory has been widely adapted in various fields including organisational behaviour, management, and human resources, to understand employee motivation, leadership styles, and job satisfaction. It provides insights into how people are driven by different motivators and how these motivators can influence their behaviour in different contexts. McClelland’s Three Needs Theory therefore suggests that an individual’s level of effectiveness and motivation is significantly influenced by these three basic needs. Alec McPhedran Chtd Fellow CIPD, Chtd Mngr CMI, MAC, MCMI is a creative sector coach and mentor for talented creative people. He specialises in one to one coaching, facilitated learning, media training and team development. For further information, visit mcphedran.co.uk. Copyright © Alec McPhedran 2024 Circle of Influence and Control by Stephen Covey
The circle of influence and control (Also referred to as the circle of concern) is a concept often discussed in personal development and management literature, popularised by Stephen Covey in his book The 7 Habits of Highly Effective People. Here, creative sector coach and mentor Alec McPhedran gives a simple overview. In essence, it represents a way of categorising the things that affect our lives into two main categories: Circle of Concern This includes things that we care about or have an interest in, but over which we have little or no control. This might include global issues, other people's behaviour, or external events. It includes both things you can control and things you cannot. These concerns can range from global issues like war and poverty to personal matters like health, relationships, and finances. Essentially, it encompasses everything that you feel affects you in some way. Circle of Influence This comprises areas that we have some degree of control or influence over. This might include our own attitudes, behaviours, choices, and actions. It represents the things you have the power to change or affect. These are the areas where you can take action, make decisions, and influence outcomes. The idea is to focus our time and energy on the things within our circle of influence, as these are the areas where we can make a difference and effect change. By doing so, we can gradually expand our circle of influence, making it easier to manage the things within our circle of concern. The circle of influence and control serves as a framework for prioritising tasks, managing stress, and maximising productivity by encouraging individuals to focus on what they can control rather than expending energy on things beyond their control. Covey's main idea is that while there are many things that concern us in life, not everything is within our control. However, we can still focus our time and energy on the things we can influence or change. By doing so, we become more effective and empowered in our lives. So, while Covey doesn't specifically talk about a "Circle of Control," the concept is similar to the "Circle of Influence." It's about recognizing where you have control and taking responsibility for those areas, rather than feeling overwhelmed by external factors. How do I use the Circle of Influence and Control? Using the Circle of Influence and Control effectively involves several steps: Identify Your Concerns Take some time to reflect on the various aspects of your life that you're concerned about. This could include personal relationships, health, career, finances, societal issues, etc. Write down everything that comes to mind. Differentiate Between Influence and Control Once you have your list of concerns, categorize them into two groups: those that you have control over and those that you can only influence. Remember, control refers to things you have direct power over, while influence refers to things you can affect or change indirectly. Focus on Your Circle of Control Direct your attention and efforts towards the aspects of your life within your Circle of Control. These are the areas where you can make tangible changes and take proactive steps. Develop action plans and strategies to address challenges and achieve your goals within this circle. Accept and Let Go For the concerns that fall outside your Circle of Control, practice acceptance and letting go. Recognise that you cannot control everything, and dwelling on things beyond your control can lead to stress and frustration. Instead, shift your focus towards how you can positively influence these aspects or how you can adapt to them. Expand Your Circle of Influence While your Circle of Control represents the areas where you have direct power, your Circle of Influence includes aspects that you can indirectly affect. Look for ways to expand your influence by building relationships, sharing knowledge, leading by example, and advocating for change. Over time, you may find that your Circle of Influence grows as you develop new skills and connections. Regularly Review and Adjust Periodically review your Circle of Influence and Control. Assess your progress, adjust your priorities, and update your strategies as needed. Life is dynamic, and circumstances may change, so staying flexible and adaptable is essential. By consistently applying the Circle of Influence and Control model, you can focus your energy on the areas where you can make the most significant impact, leading to greater effectiveness, resilience, and personal fulfilment. In summary, the Circle of Influence and Control model encourages individuals to prioritize their efforts on what they can control, rather than becoming overwhelmed by things beyond their influence. It's a powerful framework for personal development, productivity, and stress management. Alec McPhedran Chtd Fellow CIPD, Chtd Mngr CMI, MAC, MCMI is a recognised creative sector coach and mentor. He specialises in one to one talent coaching, facilitated learning, media training and team development. For further information, visit www.mcphedran.co.uk. Copyright © Alec McPhedran 2024 Connecting Vision to Individuals
Everyone who works for an organisation, large or small, should know what the organisation is there to achieve and how they contribute to moving the business forward. Yet still, many employees and line managers are not consistent in understanding their business aspiration and how they or their team fit in. Here, creative sector coach and mentor Alec McPhedran gives one approach to making the connection the vision to an individual. It is the role of the business leaders to set and communicate clearly and consistently the vision, aim and or purpose of the business and for all line managers to promote the vision and purpose as well as connect all people paid or volunteering to that vision or purpose. Equally, the model helps to develop upwards feedback to help the business keep up to date and to evolve in the right direction. Vision A vision is a simple, inspiring, believable and motivational statement of what the company wants to be or to achieve in the future. Many examples tend to be five years or longer and some have remained the same since the company was established. For example, Walt Disney went to America to make people happy. Today, the vision of Disney is “To make people happy.” Ben and Jerry’s have “Making the best possible ice cream in the nicest possible way” and Amazon has “To be the world’s most customer-centric company.” I worked with a small local charity group using film making to help young disadvantaged people learn new skills and knowledge and they came up with “Telling untold stories from unheard voices.” A vision should be simple (Ideally ten words or less), inspiring, believable and motivational. Mission A mission or mission statement describes why a company exists and the purpose it serves. It is a sentence, or at worse, a short paragraph of one to three sentences. It outlines what the company does, or who it serves and how it differentiates from other similar companies. This in turn provides clear direction, inspiration and focus to all involved with the company. This then informs customers what to expect from the company. Often, a mission statement forms part of the business strategy. Example mission statements include LinkedIn which has “The mission of LinkedIn is simple: connect the world’s professionals to make them more productive and successful.” And Loreal’s mission statement is "To provide the best in cosmetics innovation to women and men around the world with respect for their diversity.”. Finally, a small Northamptonshire arts community team have a mission “To create greater community and improve lives through the development of community’s artistic talents.” Often, some companies mix of merge vision and mission. Some state they have a purpose or aim. The key point is to have clarity in direction, intent and purpose that all involved buy in to. Strategic Goals Strategic goals are four to six high level statements that identify what is critical or essential within your business strategy that you want to achieve. This is over a certain time period, typically some three to five years. They tend not to be so SMART based but descriptions of the longer term aspirations. Theses typically may well describe a particular market you want to move or expand in to, the development of a new product or service, how you wish to grow and develop your inhouse talent or develop a new approach to customer service relevant to future aspirations. It is from these that you then develop your strategic or functional goals and your strategy for achieving your goals. Strategic Plans Once you have established your strategic goals (what it is you want to achieve), you can then develop how you will achieve each goal. A strategic plan is not the same as a business plan. A strategic plan is normally focused on the mid to long term goals and outlines the basic strategies in how you will strive to achieve them. A business plan however, concentrates on the short and mid term objectives or goals, clarifying the key steps needed to achieve them. A strategic plan and a business plan are action plans. They are your road map to an unknown and changeable future. You can of course make best guesses with your combined experience and internal and external data but none the less, your plans need to be reviewed and revised where necessary. They are not set in stone. A strategic plan is a simple and rough and ready process of thinking through what it would take to achieve what you want and then reviewing what would be realistic to try. Values Vision, mission, strategic goals and strategic planning are common themes that run through many organisations – large or small. What really makes businesses different, and pretty much defines the culture, are values and behaviour. Company values are what guides the way you do business. They sum up what your business stands for, influences the organisational culture and drives how and why you do things. While business plans and strategies may change, the core values of a business will usually remain the same. Company values help businesses grow and evolve without losing focus on what is important to them. In a small business, if you are passionate about quality, professionalism and innovation, these perhaps should be the values you embed in your growing business and make sure all those who work for and with your business also believe in the same values. They define part of your unique brand. Values describe what you and the people in your business believe in. It is a key part of your business brand. The number of values are down to each business and they can be one word or a short definition. IKEA have the following four values: Leadership by example, Daring to be different, Togetherness and enthusiasm, Accept and delegate responsibility. Netflix also have four values – Judgement, courage, selflessness and inclusion. The final example is from when I worked at Channel 4. The three values were Do it first, Inspire Change and Make trouble. If you are not sure what your business values should be, ask people who work with you. Ask them what new people would need to believe in or value if they were to work in your business or team. Behaviours If values define the things we believe, behaviours describe the way we do things round here. They are the practical application of your values. Business values and business behaviours define the employee and therefore the business. I passionately believe that the way your people behave is how they brand your business. Not your marketing, not your amazing products or services but how I, the customer, interact and feel about your people. Behaviours need descriptors. These allow managers to have initial discussions with new people or ongoing discussions to clarify, agree and give examples of behaviours expected using those descriptors in their day to day work. An example of a value and its description could be a defined behaviour of Communication. The description of acceptable communication knowledge and skills from an individual would be “Effective employees are excellent communicators. They actively listen, they respond by summarising for clarity (not reacting) and they are clear in their appropriate use of language. They encourage others and are crystal clear in their explanations and communication. They don’t waste other people’s time.” People behave as you allow them. Without definitions and discussion it will become subjective. Function Objectives Depending on the size, structure and design of the business, some may well set functional objectives and business plans for separate parts of the business. These would typically be SMARTER based (Specific, Measurable, Achievable, Realistic, Timed, Environmental and Reviewable). These would be directly linked or cross referenced to the strategic goals. It is what each function will achieve over the next one to three years and how they will make it happen along with how this will be monitored and measured including who is responsible for what. These too may well include budgets or financial allocation as well as financial or income targets. An example objective for a retailer with in house restaurants could be “To increase customer per head spend by 16% per person by April 2025 from a current spend of £18 to £21.” Team Objectives These objectives are cascaded down to individual managers of each restaurant and adapted accordingly. One site may well be already achieving a customer per head spend of £21 so the target might be £24.50 with the 16% increase. Likewise, with another restaurant currently with £14 per head spend could be targeted around the 16% increase. That is why I prefer A as Agreed within the SMARTER format. It should be a discussion. Individual SMART or SMARTER Objectives The line manager or department objectives are then used to discuss and agree individual team member objectives for a period of time, again typically these would be over a twelve month period and reviewed on a regular basis as part of the regular one to one discussions. Team members include full time and part time staff, agency and contractors. In many cases, it should also apply to volunteers. That is because irrespective of their contracted role in the team - you pay them money so they need to be clear on what is expected and how the contribute to organisational goals and vision. Continuing with the restaurant example, individuals would be allocated specific SMARTER based objectives, normally three to six, based on their role. The chef could have an objective to introducing new vegan ranges to help increase customer head count or spend and that would be set as a SMARTER based objective. The lead waiter could be set objectives based on meeting the increased spend per head or training the front of house staff to confidently introduce complimentary dishes or drinks to each customer. Other SMARTER based objectives include “To communicate key carbon foot print reduction business success stories through appropriate press releases and sources to approved media partners within 24 hours of announcements by 30 August 2024.”, “To recommend an updated Housing Complaint Priority Assessment System that contributes to improving council response time to critical incidents from the current 15 days to resolution to 10 days resolution by 29 November 2024”. Individual Behavioural Objectives As an HR specialist, the most common issue with staff tends to be their attitude or behaviour. Not can or can’t they do the job. If not, we can train and coach them. Attitude and behaviour is a different challenge. If behaviour is unacceptable, we should be setting behavioural objectives. That is the expected standards of behaviour to be the norm by a point in time over the next few months. Yet all to often, on performance discussions, SMARTER objectives are set but not behavioural objectives. Behavioural objective setting has see, hear and feel at the heart of its approach. If you have unacceptable behaviour, you need to discuss what it is you have seen, heard stated or how you or others felt and give specific examples of those situations and actions. Once agreed that behaviour is unacceptable, you discuss what good behaviour is and again give examples of what you want to see, hear or feel consistently happening within the next few months. You of course offer support and coaching to help them get there. The written behavioural objective states the behaviour standard expected and around three specific positive examples. You only discuss the negatives but not record then unless a situation requires records for the future. If you have an individual who is not working well with the rest of the team, an example of a behavioural objective could be “Team Working: As from 4 January 2025, to consistently and positively support team objectives and colleagues when contributing to team meetings by actively listening to, understand and acknowledge other peoples point of view, respects other people’s ideas and positively offer suggestions to build on ideas or alternatives ideas to consider and proactively and consistently offer insights from own knowledge, skills and experiences to develop team understanding and capability.” Role Knowledge and Skills Once you have established SMARTER and behavioural objectives, all in line with contributing to the business goals and vision, you can then discuss new knowledge or skills needed to achieve the objectives. There are still people who discuss training needs as opposed to development needs. Not all knowledge or skills acquisition needs training. Your role is to discuss what can you learn that you did not know before and how can we do that and what can we get you to do that you could not do before and again, how can we make that happen? The development options are immense including shadowing, coaching, mentoring, delegation, secondments, reading, watching and so on. Of course, training is an option but only if it is appropriate and will give a ROI on that investment. The above process is a guide to help make sure everyone in your organisation knows what the business is striving to achieve and how they contribute to the vision. They also know the support and development available and that is the role of the manager. For me, if I pay you money, permanent, contract or agency, you work for and represent my team so the model can be used for a team. As a head of learning, we had our own team vision in line with the company vision, our own additional learning values and agreed definitions of how we should behave as a professional business unit. Our learning team vision was "Amazing inspiring and creative learning, when people want it in a way that works best for them". Performance management is the role of the manager and remember, people behave as you allow them. Alec McPhedran Chtd Fellow CIPD, Chtd Mngr CMI, MAC, MCMI is a recognised creative sector coach and mentor. He specialises in one to one talent coaching, facilitated learning, media training and team development. For further information, visit www.mcphedran.co.uk. Copyright © Alec McPhedran 2024 SMART Objectives
SMART is an acronym often used in management and goal-setting to define objectives that are Specific, Measurable, Achievable, Relevant, and Time-bound. Each letter represents a different characteristic of a well-defined goal. The value of SMART objective setting is that it is clear in expectations and encourages joint ownership of the objectives. If a doctor instructs a patient to have an objective of losing weight, arguably, walking back to the car or cycling home from the surgery means a few grams could have been lost so therefore objective met. Perhaps a better objective would be ‘to lose 10 kilos by 14 November 2024 through a mix of increased exercise (10,000 steps a day) and reduced fat, salt and sugar to no more than 2500 calories a day.’ SPECIFIC Objectives should be clear and unambiguous, answering the questions of who, what, where, when, and why. MEASURABLE Progress toward the objective should be quantifiable so that you can track and evaluate your success. ACHIEVABLE/AMBITIOUS/AGREED Objectives should be realistic and attainable given available resources and constraints hence the agreed. REALISTIC Objectives should align with broader goals and be meaningful within the context of the project or organization. If they are not realistic, they are simply not motivational. TIME BOUND Objectives should have a defined timeline or deadline to provide a sense of urgency and focus. They should never be ‘on-going’. Set an actual date. By setting SMART objectives, individuals and teams can increase their likelihood of success by providing clear direction and criteria for achievement. Examples of SMART based objectives
Perhaps one of the best examples of a simple but clear SMART based objective was from President John F Kennedy when he said, ‘I believe that this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to the earth.’ Alec McPhedran Chtd Fellow CIPD, Chtd Mngr CMI, is a creative sector coach and mentor. He specialises in one to one coaching, facilitated learning, media training and career coaching. Alec is the creator of the GENIUS Coaching Model, a unique approach to coaching creative talent. For further information, contact Alec at www.mcphedran.co.uk. Copyright © Alec McPhedran 2024 Getting behing behaviour
We naturally react to behaviour. In this article, management coach and trainer Alec McPhedran explains the Behind Behaviour model he developed to discuss and explore performance management and change in people. One of the things I really enjoy is the discussion I have when training or coaching managers on behaviour. Our instincts of flight, fight or play dead dominate our subconscious reactions to other peoples behaviour towards us. The challenge for managers is to build on others good behaviour or change underperforming or unacceptable behaviour. What we need to underdstand is why do people behave as they do in order to identify how to help them with their behaviour change. The Behind Behaviour model is a mix of theories developed to have a discussion with others on understanding behaviour. Once we have some approaches to underdstanding behavioiur, it helps to make it more targetted and focussed in the areas to work on in coaching or motivating others to want to change. One of the theories I use by way of example is the 21 Day Habit Theory from Maxwell Maltz. In his work as a plastic surgeon, he suggests “…that it requires a minimum of about 21 days for an old mental image to dissolve and a new one to jell.” This statement was picked up and, the quote was shortened to the myth that “It takes 21 days to form a new habit”. In fact, itg can be anything from 21 days to 265 days depending on the change, desire and motivation. Equally we have the outcome of a study in the European Journal of Social Psychology which analysed the habits of 96 people over 12 weeks. On average, it is said that a habit takes around 2 months to become an automatic behaviour – 66 days to be exact. For some this can take up to eight months. Despite the debates over these and other theories and concepts about behaviour and habit, the point of the simplicity of the Maltz theory is to explain to managers that just instructing someone to change their behaviour does not work. It takes time. So, in a behaviour change context, we explore how managers need to offer support, coaching, praise and consistency over a period of time and to identify when the new behaviour has been embedded and anchored. Pretty much to the point of unconscious competence. For managers, we work on the fact that in the main, the team behaves as you allow them. Habit is a repetitive behaviour to almost the point of unconscious action – good or bad. We need to agree standards of behaviour, what drives their behaviour and then how to support and change behaviour to, as previously mentioned, unconscious competence. Hence the development of the Behind Behaviour model. Behaviour The behaviour is the external bit we see, hear or feel. It is what we tend to make our judgements on about the other person. Some theory has it that we make out ‘perceived’ judgement within four seconds, some theory almost 1/29th of a second. Again, this is because fight, flight or play dead has took over as a self preservation mechanism. People can manage their behaviour. Tools such as Emotional Intelligence pick up on this. The way we behave is the way we can brand ourselves. Values. We all have our personal values. They are what our parents, grandparents, guardians, family and culture have given us. It embeds itself on average up to the age of sevenish and remains constant for 80% of our lives. It takes a significant life changing experience to change our values. Our values are what are important to us, they are an expression of personal worth – good or bad. As Aristotle is said ‘Give me a child up to the age of seven and I will show you the man.’ In coaching and looking at behaviour change, we can only tend to appreciate values and work with them as they will unlikely want to change their values. We are all different and we should value difference. Beliefs Our values in turn inform us of our beliefs of the world. If I value honesty, then I believe people should be and are more likely to be honest. Beliefs are what people hold to be true. People use their beliefs to help them understand the world around them. Exploring beliefs in behaviour change gives a useful platform to build on for moving behaviour, It links to motivation and self-fulfilment. Experiences As we grow and develop, we accumulate experiences. We associate our experiences with the emotions and feelings linked to those experiences. Some we want more of, some we want to avoid happening again. If people link their beliefs to their experiences, it significantly forms their view of the world. Everybody has significantly different experiences to everyone else. We are all different. In looking at behaviour change, perhaps understanding their experiences and the positive emotions to build on can help. We can explore the negative experiences and emotions and if appropriate, look at different ways to approach and overcome historical experiences. As we get older, we can tend to be more defensive or reluctant to change as the negative emotions and experiences can filter though first. When we were young, nothing held us back. We could do amazing things. It is that positivity that might be worth tapping in to. Thinking In all of us, if our instincts work on our values, beliefs, experiences and emotions. That in turn contributes to our initial thinking. If unmanaged, we could work off our intuitive thinking. Some believe our instinctive thinking is a natural reaction of ‘bottom up’ thinking. They are based on instinct and are unintentional. Bottom up thinking is a survival based stress response brain threat detection system. Essentially driven by instinct. Alternatively, coaching behaviour change could look at ‘top down’ thinking. It takes time to develop top down thinking by evolving connections to the top part of our brain, essentially the executive function centre of the brain. Top down thinking is deliberate and intentional. In coaching, it means guiding others to pause for a second before habitually reacting and thinking in a different and positive way. Attitude With all of the above happening in nano seconds, the challenge is to help others pause and reflect before acting. A key area to explore in behaviour change is an individuals ‘chosen’ attitude. We choose our attitude. I choose if I am going to argue back because you say my work is poor or I can pause, think and change my attitude to want to understand why you believe my work is poor? Our attitude manifests itself in the way we behave. If I am looking to change behaviour, I need to understand why did they behave that way? Why did they chose to take that attitude? It is a rich area to explore and then you can work on an individual to identify and develop strategies to manage their attitude in a more positive or progressive way. From values to attitude, this is all the hidden area – the internal processing. In getting behind behaviour we need to work down the chain in order to change behaviour. The value of the Behind Behaviour model is in the discussion in helping others to change behaviour and the areas potentially to explore and work on. Of course, there are bits missing or that people disagree with regards to the Behind Behaviour model, but for me, it is an invaluable discussion tool in exploring behaviour change. Telling people to behave in a different way does not work. Identifying why they behave as they do and how to develop approaches to self-change is the key focus. Changing behaviour takes time, support and appropriate positive reinforcement. As a manager I have learnt that people behave as you allow them. Understanding individuals and working with them is simply a great and positive investment of time. The Behind Behaviour Model has been developed by Alec McPhedran Chtd Fellow CIPD, Chtd Mngr CMI, MAC, MCMI as a tool for people who coach or train others; to help understand potential areas to explore in managing behaviour change. Alec is a creative sector trainer, coach and mentor. To get in touch with Alec, visit www.mcphedran.co.uk. Copyright © Alec McPhedran 2024 What is the Kübler-Ross Change Curve?
The Kübler-Ross Change Transition Curve is also known as the Kübler-Ross Change Curve or the Five Stages of Grief model. It's a psychological model proposed by Elisabeth Kübler-Ross in her 1969 book "On Death and Dying." The model describes the stages of emotional and psychological response to significant life changes, particularly the process of grieving or significant loss or change. The five stages outlined in the Kübler-Ross Change Transition Curve are:
It's important to note that not everyone experiences these stages in the same way or in the same order. Additionally, the Kübler-Ross Change Transition Curve is not strictly limited to grieving over death but can also apply to various life changes, such as job loss, illness, or significant transitions in personal or professional life. It has been widely applied in fields such as psychology, counselling, organizational change management, and leadership development to help individuals and groups navigate through periods of transition and uncertainty. How does the Kübler-Ross Change Curve help in planning and managing change? The Kübler-Ross Change Curve, despite being initially conceptualized to explain the stages of grief, has found application in various fields, including change management. When managing people through organizational change, understanding and applying this model can help leaders and managers anticipate and address the emotional responses of individuals or teams. Here's how you can use the Kübler-Ross Change Curve in managing people through change: Awareness and Education: Introduce the Kübler-Ross Change Curve to your team or organization to create awareness about the emotional responses people may experience during periods of change. Educate them about the stages and reassure them that it's normal to go through these emotions. Communication: Maintain open and transparent communication throughout the change process. Clearly communicate the reasons for the change, what it entails, and how it will impact individuals and the organization as a whole. Address any concerns or questions people may have, providing them with as much information as possible. Recognize Denial: Understand that denial is a common initial response to change. Some individuals may resist acknowledging the need for change or the severity of the situation. Be patient and empathetic, but gently guide them toward acceptance by providing facts and context. Acknowledge and Manage Anger: Expect that some individuals may express anger or frustration as the reality of the change sinks in. Listen to their concerns, validate their emotions, and address any legitimate grievances. Avoid being defensive and instead focus on finding constructive solutions to alleviate their concerns. Encourage Dialogue and Bargaining: Encourage individuals to express their concerns and engage in dialogue about potential solutions or compromises. While it's essential to maintain the integrity of the change initiative, allowing some degree of input or negotiation can help people feel more empowered and involved in the process. Support Through Depression: Recognize that some individuals may experience feelings of sadness, loss, or anxiety as they come to terms with the change. Provide emotional support, empathy, and resources such as counseling or coaching to help them cope with these feelings. Encourage self-care and resilience-building activities. Facilitate Acceptance and Integration: As individuals move through the stages of the change curve, actively promote acceptance and integration of the new reality. Highlight the benefits and opportunities that the change brings, and celebrate small wins or milestones along the way. Provide ongoing support and encouragement as individuals adjust to the new normal. Monitor Progress and Adapt: Continuously monitor the progress of individuals and teams through the change process. Be flexible and willing to adapt your approach based on feedback and evolving circumstances. Remember that change is a dynamic process, and people may cycle through the stages of the change curve multiple times before fully adapting. By applying the Kübler-Ross Change Curve in managing people through change, you can foster resilience, empathy, and collaboration within your team or organization, ultimately increasing the likelihood of successful change implementation. Alec McPhedran Chtd Fellow CIPD, Chtd Mngr CMI, is a creative sector coach and mentor. He specialises in one to one coaching, facilitated learning, media training and career coaching. Alec is the creator of the GENIUS Coaching Model, a unique approach to coaching creative talent. For further information, contact Alec at www.mcphedran.co.uk. Copyright © Alec McPhedran 2024 What is continuous professional development and why is it important to me?
Continuous professional development, or CPD as it is often referred to, is a career management choice. It is your career so you should manage your career. Leading UK creative sector coaching and mentor, Alec McPhedran, explains a useful approach to planning and managing your own continuous professional development. In career coaching, I often find people are in a role based on the needs of another, higher level person rather than where the individual wants to be. Planning your career is so important as it provides focus and clarity in what you want to do and what you do not want to do. It’s your career so plan where you want to be. Continuous professional development, or CPD as it is often referred to, is the ongoing, systematic self directed learning approach or process that should be a normal part of how you plan and manage your whole working life. The UK’s Chartered Institute of Personnel and Development (CIPD) explain that CPD as Continuing Professional Development is a combination of approaches, ideas and techniques that will help you manage your own learning and growth. The focus of CPD is firmly on results – the benefits that professional development can bring you in the real world. The CPD model is an approach to help you sit down and plan your knowledge, skills and experiences development and transfer your learning objectives and actions on to a personal development plan. This is often required by institutions in order to retain a membership such as the CPD, Institute of Mechanical Engineers or the Association of Chartered Certified Accountants. As you progress and gain new knowledge, skills and experiences, you then log these on to a CPD record, reflecting on what you have learnt, the transferable skills and how you can build on these – hence the CPD model. Research The starting point would be research. An honest self appraisal and reflection, likely some valuable 360 feedback. You should know what your current knowledge, skills and experience is and recognise strengths. Essentially you are where you are based on your strengths. You should also focus on areas you might like to develop. Then you focus on the research of the next and potentially future roles you would like to be doing. These will likely have criteria in competencies, knowledge, skills, qualifications, behaviours or experiences needed and this is incredibly useful. You can then map out what you currently have and then what you need to develop. Identify With this information, you should then plan, and if you prefer, discuss with others, what specific knowledge, skills, behaviours and experiences you need to have to progress your career. Clearly note these down as the start of your CPD planning. Plan This is a key element of CPD. You need to plan your development steps. Typically, people would use SMART based objectives, identify key steps on what needs to be achieved and by when. In some cases, it helps to list who can help at each step such as a mentor, an inhouse coach, a colleague, a friend or a professional body. These objectives are transferred to your personal development plan and this should be an ongoing and ,moving plan. It is your road map for your future and of course, in life, we have roadworks and need to at times try a different route to get to our goal. Learn When you complete an activity that gives you new knowledge or skills, you should record these on a CPD log. A log is useful as it captures your learning, new knowledge and skills and reflections in having completed that activity. It captures those new skills that are transferable to other situations. A CPD log is an essential part of development and is widely used in qualifications and institute membership requirements. If you are working on your development with a line manager, mentor or coach, discuss new learning that they too have seen and add to you CPD log. Embed Learning is actually relatively straightforward, embedding new behaviour not quite so easy. A study by the University of London identified that on average, it takes 66 days for a behaviour to become automatic. To change your behaviour requires persistence, motivation and honest self-management and awareness. Maxwell Maltz also identified that from his work, it might take a minimum of 21 days to change one behaviour. To change your behaviour, perhaps consider a close colleague who can remind you if they see, hear or feel you are resorting back to type when you are trying to change an attitude or personal style. Review Once you have achieved a personal CPD objective from your PDP, reflect on the whole process and again, capture reasons for the success and how you achieved these. This is great information as it is something you have achieved and that is something to build on. Your approach to things is not the same as others so it has to be your foundation for moving forward in your career in the way you now know is your approach to succeeding. Of course, within Continuous Professional Development, you have the work continuous. The need to keep moving forward is key in that the model is a cycle. It’s a personal continuous improvement cycle so what’s next and begin the journey again. As a coach, I am regularly impressed in what people achieve once they realise they can take control and make things happen. Again, it is your career so take ownership. Your CPD is your personally designed map that takes you to where you want to be. Have fun. The Continuous Professional Development has been developed by Alec McPhedran Chtd Fellow CIPD, Chtd Mngr CMI, as a tool to guide thoughts and planning in managing and developing their own career. For further information, visit www.mcphedran.co.uk.. Copyright © Alec McPhedran 2022 What are VARK Learning Styles
Developing learning interventions does have to have more focus on the learner or a group of learners. Often, learning events can be developed in the preferred style of the tutor or trainer and of course, that perhaps would not suit quite a few of the people involved in the learning activity. In this article, VARK is discussed by creative sector coach and mentor Alec McPhedran in how consideration should be given to apply the styles to enrich the learner experience. VARK is a popular model that categorizes learning styles based on the way individuals prefer to learn and process information. Developed by Neil Fleming in the late 1980s, the VARK model suggests that people have distinct preferences for how they acquire and understand new information. The acronym VARK stands for four main learning styles. Visual (V): Visual learners prefer to learn through visual aids such as diagrams, charts, graphs, videos, and other visual representations. They tend to remember information best when they can see it presented in a clear and organized manner Auditory (A): Auditory learners develop best through hearing or sound methods, such as listening to lectures, discussions or podcasts. They often remember information by associating it with sounds, tones, and spoken words Read/Write (R): Read/write learners prefer written information, including textbooks, written instructions, and note-taking. They learn effectively by reading and writing out information, summarizing concepts, and creating lists Kinesthetic (K): Kinesthetic learners, also known as tactile learners, learn best through hands-on experiences, physical activities, and interactive learning. They like to engage in activities that involve movement, touch, and practical application of concepts It's important to note that while the VARK model provides a framework for understanding learning preferences, research on the effectiveness of tailoring instruction to specific learning styles has shown mixed results. Some studies suggest that individuals may benefit from a combination of learning styles rather than being strictly confined to one. Additionally, many educators emphasize the importance of incorporating a variety of teaching methods to accommodate different learning preferences and create a more comprehensive learning experience. Designing Learning with VARK When designing instruction or learning experiences using the VARK learning styles model, it's important to keep in mind that learners often have a combination of preferences, and using a variety of methods can enhance their overall learning experience. Here's how you can incorporate the VARK model into your learning design: Assessment of learner preferences
Visual learners (V)
Auditory learners (A)
Read/Write learners (R)
Kinesthetic learners (K)
Multimodal approach Recognize that learners may have preferences in multiple categories. Design activities that cater to different learning styles within a single lesson or unit. Provide options for learners to choose how they engage with content. For example, offer both a visual infographic and a podcast for the same information. Flexible content presentation Present information in multiple formats. For instance, include both text and images to appeal to both visual and read/write learners. Accompany auditory content with visual aids to reinforce learning for aural and visual learners. Varied assessments Offer a range of assessment methods, such as quizzes, written assignments, group discussions, and practical projects. Ensure that the assessment methods align with the learning preferences and activities of different learners Feedback and application Gather feedback from learners about their experiences with different learning methods. Use the feedback to adapt your delivery or teaching strategies and improve the learning design over time Remember that the goal is to create a balanced and inclusive learning environment that accommodates various learning preferences. While the VARK model can provide valuable insights, it's essential to recognize that learners are diverse and may benefit from a combination of approaches. Alec McPhedran Chtd Fellow CIPD, Chtd Mngr CMI, MAC, MCMI is a coach and mentor for talented creative people. He specialises in one to one coaching, facilitated learning, media coaching and team development. For further information, visit www.mcphedran.co.uk. Copyright © Alec McPhedran 2024 Coaching creative talent with GENIUS Coaching is facilitating people to reach their unique potential. A coach should consider the effective management of the coaching process so as to reach session goals as effectively and as focused as possible. Alec McPhedran explains the simple to use but highly effective GENIUS coaching framework for creative coaching sessions. In essence, coaching is a simple process. However, we must make sure we do simple well. At its heart lies good questioning, listening and the ability to summarise. The challenges are building trust and maintaining a positive working and open relationship in which the coachee feels they are the focus of attention and that they are being helped to work on their ideas. The additional skill is managing the process of the coaching session. This has to be timely as well as facilitating the individual to move forward. In the creative industries in which I mainly work, it is critical ideas and solutions came from the individual being coached. That’s really hard when you believe you know what the solution is. But surely that’s one of the issues of coaching, “What you believe the solution is.” Great coaching is about working the individual. It’s their imagination and their aspiration. Our job is to help turn these into a reality. Not the coach’s reality or perceived reality. It has to be owned by the coachee. As a coach, your inputs have to be really relevant, valid and appropriate if and when invited to do so. You, the coach, act as the conductor. The individual has the talent. The coach’s role is to get the best out of the talent. Like most coaches, I have come across a number of really useful coaching models, including the simple but highly effective GROW model. The common view is that the GROW model derived from Performance Coaching by John Whitmore. GROW is used to structure the coaching session; Goals, Realities, Options and Will, as in “What will you do?” This is pretty good, particularly for offering line managers a coaching tool but for professional coaches it sometimes might need a bit more. Another useful model is CLEAR, developed by Peter Hawkins. CLEAR concentrates on Contracting, Listening, Exploring, Action and Review. Working in the creative industries often has me having to work with additional technique in the coaching session. Creativity, innovation, exciting aspirations and ideas that need turning into a reality. That’s the amazing and exciting challenge in media with creative coaching. For me, a new approach was needed to help inspire and push my clients. GENIUS GENIUS coaching developed following a chat with a pretty cynical script-writing friend. She felt coaching had its place but most definitely not in the world of ‘creative people’. Her previous experience of being coached while working at a leading broadcaster had been helpful but only in career progression and not on her desire to be the best in her field of telling stories. A number of coaches had not been able to really meet her creative aspiration. This made me think about myself, my own ability to go further than I had been before with people and therefore how could I meet her challenge? Yes there are excellent coaches who are very focussed on pushing people but are we held back with the SMART objective format? Are we sometimes held back by our own feelings if moving out of our own comfort level? Her point was do we really push people past their boundaries? Was I really helping by agreeing to a coachees initial objectives or was I really stretching them, taking them to new and exciting places, sometimes scary, in their ambition? Over the following months I revisited my coaching sessions, the processes I was using and depending on subjects, the results we were getting. Goals were being achieved but I was wondering could it have been wider reaching, more challenging – truly daring to be different. The GENIUS model of coaching evolved after testing it out on some knowing victims with mixed success. I was particularly influenced by Jenny Rogers, author of Coaching Skills, a Handbook. Jenny mixes coaching fantastically well with Neuro Linguistic Programming. Thinking of end goals, care with use of language and testing the energy to achieve things. People who were really up for a new adventure opened their mind to great new ideas, concepts and opportunities that truly seemed off the wall. But importantly, motivational for a creative person. With some, it made them feel uncomfortable and my learning was that you had to work with the aspiration and the reality of their ambition in their style. Again, not my ambition or my preferred coaching or creative thinking techniques. Eventually the GENIUS model came out, probably the result of a fire, aim ready strategy. It’s now one of my favourite models, particularly when working with exciting creative talent. GENIUS coaching is simple. GENIUS is a guide to running a coaching session. It’s yet another useful model for coaches for their toolkit. It does draw its inspiration from the likes of GROW, OSKAR and other coaching models. Simple is good but the skills is in doing simple well. Goals The first step of GENIUS is to set the GOALS, a rather obvious starting point. We know the goal, purpose or aim is critical for a number of reasons but primarily it provides us with the reminder of what it is we are working on, what needs to be achieved. It makes sure all future conversation is relevant to achieving the goal. With GENIUS coaching, there are three types of goals to set.
Energy Once the aspirational goal and the session goal (or goals) has been set, the next part of GENIUS coaching is to look at the ENERGY of the coachee. They may want to achieve something that is far reaching for them but do they really have the energy? The desire to achieve and the energy to do something can sometimes be poles apart. Get the client to rate their energy levels to make this work, perhaps by giving a score out of 10. Without the genuine energy to achieve the goal, is the goal the right one in the first place? Another useful tool to use here, again thanks to Jenny Rogers, is to ask how motivated they are about achieving the goals. A rating of 1 to 10 equally helps give some indication of possible investigation. A useful read on the importance of personal energy is the high performance pyramid by Jim Loehr and Tony Schwartz (2003). The focus of the model is the importance and connectivity in the four energy levels: physical, emotional, mental and spiritual. The theme is not so much about how you manage your time but how you manage (and control) your personal energy. Really helpful in probing commitment to achieving an aspiration. Nurture Once goals have been established and the energy levels checked to achieve them, you then need to NURTURE the range of opportunities and options. This is very much the Options stage of GROW. This again is where the questioning, listening, summarising and creative thinking skills of the coach come into play. Your ability to brainstorm, encourage creative thinking; thinking of things that are really off the wall, never been done before are absolutely critical. When nurturing ideas, this ideally should be treated in the same way as a pure brainstorming session. Pull out the ideas, don’t critique to early, set the parameters linked to the objectives and work through some of the ideas. This is also a great time to use challenging and creative thinking tools such as de Bono’s Six Thinking Hats (data, emotion, negativity, positiveness, feel good, innovative thinking and process). Once you have looked at each idea, work through and prioritise the key actions that came out of the nurturing process. Priority action one is the way forward. Options two, three and four – potential back up ideas. From the Six Thinking Hats model you will then be able to move into the next stage of GENIUS coaching thanks to the identifying emotions and negatives from the red and black hat discussions. Inhibitors That’s because you need to revisit the agreed priority actions from the nurturing stage and identify the INHIBITORS. That is, what is going to stop the ideas from working? This is really powerful as you seek out the negatives. It’s those negatives that you then address with the client to establish how they will be tackled should they arise. I guess the development of the cunning Plan B scenario. We are great at planning the perfect life with Plan A. Unfortunately life’s not perfect. Therefore it makes sense to anticipate inhibitors. Manage them into positives. It’s worthwhile at this point revisiting your nurtured actions to see if they need revising to reflect the points identified in the inhibitors stage of the session. Utopia So, we now know what we want, how much energy the client has to achieve their goal, we’ve generated some great ideas and have identified the potential problems and the likely responses. If all works fantastically well then… UTOPIA; an imagined perfect place or state of things. This is where the coaches Neuro Linguistic Programming knowledge comes more into play. Can you get the individual to visually, auditory and kinaesthetically imagine their Utopia once the goals will be achieved? This is a powerful tool to make the end result of a coaching session feel real. It’s what turns that aspiration into the reality. Visioning, recording or feeling that end goal gives the goal life. It puts Utopia in the mind of the individual. I have even gone so far as to encourage clients to make that picture real – getting or drawing a close or true to life image and then placing it in eye sight at their desk. Weird I know but it definitely works. For the auditory types, a written statement always at hand seems to have the same effect. We’re back to the immense importance of goals. Once they look and feel real, once we are emotionally attached to them, they will become real. Developing, writing down and imagining goals is an essential role of the coach to get the client to understand this. Steps Finally, the coaching session is rounded off by summarising the STEPS to be taken by the coachee. What will they do between now and the next session? These are developed by writing SMART (specific, measurable, realistic, agreed and timed) Action Goals and clarifying the actual steps to take to achieve the Action Goals. I guess in the good old day that was called action planning. So there you have it. Yet another wonderful tool for coaching. The very simple GENIUS coaching model. It’s about pushing ambition and creativity further for creative people, exploring amazing and varied opportunities and imagining the realities of what success will look, feel or sound like. Obviously I know this model may not be perfect for some, that’s the beauty of the business we’re in. If we were all perfect then we wouldn’t have anybody to coach. The GENIUS Coaching Model G – Goals to be achieved E – Energy to achieve the goals N – Nurturing and exploring options to achieve the goals I – Inhibitors that may arise on the way to achieving goals U – Utopia when the goals will be achieved S – Steps to be taken to achieve the goals Article published in theTraining Journal September 1 2009 GENIUS coaching has been developed by Alec McPhedran Chard FCIPD, Chtd Mngr CMI, MAC, MCMI, as a tool for people who coach creative talent; to guide them through an inspirational and wide reaching coaching session. First published in 2006, the GENIUS Coaching Model helps to manage a creative flowing coaching session. Alec is a creative sector trainer, coach and mentore. He specialises in one to one coaching, facilitated learning, and team development. For further information, visit www.mcphedran.co.uk Copyright 2006 Alec McPhedran. All rights reserved. |
AuthorAlec McPhedran is a long established creative sector trainer, coach and mentor. Archives
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