Episodes
Tuesday May 16, 2023
14.16 The management of conflict escalation
Tuesday May 16, 2023
Tuesday May 16, 2023
This learning conversation with Rebecca Norton focuses on how, often with great difficulty, it is possible to influence and even to manage conflict escalation. In a situation where escalation is inevitable, prevention may not be possible.
That said, a skilled conflict manager can exert influence over the process, so they do not become a powerless victim of events that are beyond control.
Rebecca introduces the 'STOP' model, which is a practical guide to making this happen.
Sunday Apr 02, 2023
16.34 Learning from using the Reds and Blues activity
Sunday Apr 02, 2023
Sunday Apr 02, 2023
In this second of two recordings I discuss with Jacky Leonard some of the incidents, variations and learning from the many hundred times I have used this wonderful activity - particularly in a conflict management and negotiation context.
Our first recording was an explanation of the process and one page task sheet - if you would like that document let me know.
Sunday Apr 02, 2023
14.16 How to use the reds and blues activity
Sunday Apr 02, 2023
Sunday Apr 02, 2023
Here with Jacky Leonard I briefly explain how to use this wonderful conflict management; negotiation; leadership and/or team working activity.
We will very soon post a follow-up video all about the learning I have gained from literally hundreds of times I have used this, and the variations that can add further value.
If you prefer the visual experience, and to see the documentation, go to my YouTube channel.
Let me know if you would like the task and scoring sheet for the Reds and Blues activity - I will be pleased to email this to you.
Sunday Apr 02, 2023
18.25 Dump handouts and workbooks
Sunday Apr 02, 2023
Sunday Apr 02, 2023
Here Rebecca and I discuss the low value of post learning event (not necessarily a course) material, and notes made during that event.
Do we ever do more than skim over workbooks or any other documents after we return to work? How can we make the reflections and action notes made during an event really make involvement worthwhile as measured in what we do long-term as a result?
What can we do in advance of an event to ensure we are ready to make the most of this, and will we get for instance line managerial active interest and support to make the best use of time away from the workplace?
Sunday Apr 02, 2023
13.37 Why do we give up?
Sunday Apr 02, 2023
Sunday Apr 02, 2023
When to persist, and when to give up, or at least pause?
What are the issues that influence sticking with something longer than we ought, and that help us make the right decision to stop investing time, energy, emotion and more?
With Rebecca Norton I scratch the surface of this very significant issue.
As ever, a lot of really powerful emergent learning here, showing yet again that this interactive, conversational method of professional development really works.
Sunday Apr 02, 2023
19.06 Women make better learners than men
Sunday Apr 02, 2023
Sunday Apr 02, 2023
A deliberately provocative statement of mine (not Rebecca), and I believe it to be true.
Here we explore the possible reasons for this, and I remain firmly attached to this outrageous generalisation at the end of our latest 'learning conversation'.
Sunday Apr 02, 2023
13.56 Becoming better - a journey that never ends
Sunday Apr 02, 2023
Sunday Apr 02, 2023
Here with Jacky Leonard I start work on a truly significant issue. Amidst so much talk about 'lifelong learning', we explain the powerful idea and reality of 'becoming' a professional (anything), and that once we feel we have 'become' an expert that journey ends.
So, the true lifelong learner is a deliberate practitioner, and has the humility to accept and welcome a perpetual developmental path to better, and never perfect practice.
Certification and accreditation has value, this is in our view, no more than a point of departure - do too many see this as their arrival, and lose the appetite for further learning?
Come on, we pass a driving test, THEN we learn to drive. We know this, and surely we know too that this relates to our professional development.
Tuesday Dec 20, 2022
14.15 The Management of Conflict Escalation
Tuesday Dec 20, 2022
Tuesday Dec 20, 2022
This learning conversation with Rebecca Norton focuses on how, often with great difficulty, it is possible to influence and even to manage conflict escalation.
In a situation where escalation is inevitable, prevention may not be possible. That said, a skilled conflict manager can exert influence over the process, so they do not become a powerless victim of events that are beyond control.
Rebecca introduces the 'STOP' model, which is a practical guide to making this happen.
Wednesday Dec 07, 2022
12.37 Mentor roles and responsibilities: Part two
Wednesday Dec 07, 2022
Wednesday Dec 07, 2022
Part two of a two part narration of slides:
David Clutterbuck's definition of a mentor
Five roles for a mentor
Five sources of mentoring success
Six key actions of a mentor
Six essentials to look for in a mentor
Six ways to mentor Seven personal attributes of a mentor
Eight characteristics of a skilled mentor
Eight indicators of an expert mentor
As in part one, so much to cover, even briefly, and so very little time.
Wednesday Dec 07, 2022
10.33 Mentor roles and responsibilities: Part 1
Wednesday Dec 07, 2022
Wednesday Dec 07, 2022
A short narrated slide show:
Definition of a mentor - David Clutterbuck
Five roles for a mentor
Five sources of mentoring success
Six key actions of a mentor
Six essentials to look for in a mentor
Six questions when seeking a mentor Part two has more...
Wednesday Dec 07, 2022
18.14 More joy at work directly enhances performance
Wednesday Dec 07, 2022
Wednesday Dec 07, 2022
When Rebecca suggested we discuss joy I didn't grasp the power this has as a motivating, performance enhancing force.
There is nothing abstract within this brief overview, it's about how as defined by Brene Brown, joy is very different to happiness, and that an absence of both so often leads to underperforming, clock-watching workplaces.
The ability to prompt more joy within a team, to make happiness more likely is I now see, a key leadership skill, probably too often overlooked because the direct impact on productivity is rarely realised.
I got a lot of insight from this, and I hope you do too.
Wednesday Dec 07, 2022
11.17 I have worked with just 2 leaders in 40 years
Wednesday Dec 07, 2022
Wednesday Dec 07, 2022
In over 40 years in the business world only two leaders with whom I have worked closely have really, truly impressed me. Only two have been so very different and very much better, measured however you like from the rest.
During this short conversation, with a lot we can explore further soon, Rebecca Norton quizzes me on this rather poor leadership return from so many years in contact with people in the role, and yet not getting near my 'big two'.
As ever, this learning conversation prompted insights and thoughts through interactive reflection and articulation way beyond any solo thinking can get near. I found myself suggesting that the driving force that my two did so well was that they led 'in context', meaning that although both had joined an organisation in a familiar sector, they both, either intuitively or consciously stopped themselves simply transplanting past successful ideas and actions into a new situation.
It's so easy to treat any new role as a template, to do what I feel football managers do so often (sometimes not for long before being found out), and disrespectfully drop into a role, maybe with some familiar faces in tow, and expect the past results in a very different present.
This was truly powerful learning for me, I wonder if it prompts any thoughts?
Wednesday Dec 07, 2022
15.55 The wonderful difficult learning model
Wednesday Dec 07, 2022
Wednesday Dec 07, 2022
Learning in whatever context, has differing value.
Low difficulty, low value learning is not challenging, nor, often is it worth doing, as the return is negligible. Low value difficult learning, and difficult for a multitude of possible reasons, is even less worth doing - why struggle to achieve so little?
Then to the higher value options in the matrix. High value, low difficulty is the attractive box, where strong returns accompany not particularly challenging efforts.
The final option is high difficulty, high return, where I have found the most return on investment often lies, as the stretch is greatest.
There is so much in this simple model. It is dynamic - in any coaching conversation for instance, all four boxes could be in evidence during 30 minutes.
Sharing the model with a learner or a client helps clarify intentions and navigate the way to mutual outcomes. This is not a polar extreme model - at any time we may be operating at a marginal position and moving from one box to another, other times deliberately working at the far end of a box.
In this learning conversation with Rebecca Norton a lot 'though never in the time all, options and issues around the use of this model are explored.
I hope you find this of use - do get in touch if I can help further.
Sunday Oct 30, 2022
16.24 What does it take to be a real team? Part two
Sunday Oct 30, 2022
Sunday Oct 30, 2022
Second of two narrated slide shows
Six things leaders of high performing teams do well
Six measures of a high performing team
Eight signs of a great team
Eight indicators of a fully functioning team
The best teams are rare and special. Here I briefly cover some of the most significant ways in which the best teams are so very different from the rest.
Sunday Oct 30, 2022
13.04 What does it take to be a real team? Part one
Sunday Oct 30, 2022
Sunday Oct 30, 2022
Part one of two: Narrated slides covering very powerful team working issues.
A definition of a real team - Jon Katzenbach
Three signs of superb teams
Three measures of high-level team working
Four parts to the Tuckman team development model
Five signs of a dysfunctional team - Patrick Lencioni
I hope this helps, subscribe to my channel for regular uploads
Sunday Oct 30, 2022
5.07 The Four ’I’s model of learning
Sunday Oct 30, 2022
Sunday Oct 30, 2022
Here I very briefly overview the four 'I's
Individual - Specific, unique people have development needs, not groups
Intrinsic - All life, and especially work, is inherently developmental
Iterative - Learning is not linear, it requires persistence to get past setbacks
Incremental - Small, apparently insignificant, sustainable movements are the key to improved performance
Wednesday Oct 05, 2022
28.29 Why is feedback so rarely seen?
Wednesday Oct 05, 2022
Wednesday Oct 05, 2022
An extended learning conversation on giving feedback with Rebecca Norton.
Here we dig deeper into very practical and powerful feedback issues.
Hear my shorter feedback episodes here if that meets your needs.
This episode is also summarised with timings - message me if you would like this emailed.
Tuesday Oct 04, 2022
10.43 Part Two of Feedback - Friend or Foe?
Tuesday Oct 04, 2022
Tuesday Oct 04, 2022
Here in part two of two, I focus on practical application issues:
The SIMPLE feedback model
Seven rules for giving feedback
Eight guidelines for giving feedback
Ten tips for giving personal feedback
Ten golden rules for giving feedback
Listen to the first part of this two element series.
Monday Oct 03, 2022
11.26 Feedback friend or foe: Part one
Monday Oct 03, 2022
Monday Oct 03, 2022
Here I cover some significant issues around feedback issues:
Three benefits from receiving feedback competently
Three challenges for those that receive feedback
Three kinds of feedback
Four parts to the FAST feedback model
Four things to know about feedback
Five ways to give feedback well Five parts to the BOOST feedback model
See part two for my narration of the other key feedback issues in this set.
Sunday Aug 07, 2022
Sunday Aug 07, 2022
Here, with Rebecca Norton I explore the very significant added value that results directly from involving line managers at the earliest stage of any development event.
Using a current leadership programme ranging from the USA to China as the platform, I summarise the value I am gaining from the insights and perspectives of line managers with whom I speak, often many times, about the strengths of their colleagues to build upon, and specific issues in need of development.
This takes time, mine and theirs, time is money, and my client has, to his credit, seen the benefits of building this into the programme. Here we briefly dig into how and why line managers engage positively in this context, and why they do not.
Far too many times I feel line managers, critical stakeholders in the process of helping people develop and enhance performance, are not even considered during design, delivery or evaluation of a learning programme.
We conclude that in the right circumstances, which I believe is more often than not, the early involvement, and continued dialogue with line management can be a critical element in returning measurable value through applied learning.