This week I was engaged in an interesting conversation with three successful 50-something women. Each woman is a mother to accomplished grown-up children, and they all have friends who have equally accomplished children. Their children are currently on a journey to become qualified as doctors or lawyers having achieved academic, music and / or sporting success whilst at school.
I listened to stories of children who had belonged to the National Youth Theatre, or played three instruments and had achieved Grade 8 by the time they were in their early teens. Each mother had ensured that their children were given the opportunity to excel through extra-curricular activities. As successful women themselves, they could be considered as role models to their children – a fact that should be celebrated.
During our conversation, I reflected about a friend whose 8 year old boy now was engaged in four after-school activities. Each one developed some kind of social or sporting skill (eg Scouts, swimming) and she wholly supported her son’s involvement in these activities. But she had recently realised that she had become one of those mums who was constantly ferrying her son about. He was hardly at home to just “play” with his sister or his friends. And she was acutely aware that her younger daughter will soon want (and expect) the same. She pondered with me about how this had happened?
Whilst we want the best for our children, are we in fact pressuring them to achieve too much at such a young age? The women I spent time with this week were concerned that their children might have their mid-life crisis in their mid-20s. As young adults who had experienced such levels of achievement already in their lives, there is a possibility that as they enter the world of work they might experience disappointment or dissatisfaction with life. Or will these 20-somethings have a sense of confidence, drive and a core belief that they know that they can achieve that will enable them to become leaders of society that will make us all proud?
I think that only hindsight will give us this answer. For now, I will continue to give my children the best opportunities with a measure of balance.
Showing posts with label learning. Show all posts
Showing posts with label learning. Show all posts
Friday, 29 January 2010
Tuesday, 26 January 2010
Pushing the Boundaries of Competence
We all like to be in our "comfort zone". The place where everything is safe and we confident in what we say and do. However, it is well recognised that for a person to grow, they need to be in their "learning zone". This is the place where an individual is undertaking activities that are just beyond the "comfort zone".
But how large is our individual "learning zone". Do we know when we've crossed over the boundary into the zone of incompetence?
I reflected on this recently as I completed a small project for a client. I have undertaken a range of assignments with this client, mostly using the same set of skills and knowledge. However, they asked me some months ago to undertake a specific project where I had limited knowledge. I declared this lack of knowledge from the start, but they felt that I had the appropriate skills and abilities.
There were times during the project when I was aware that I was being stretched. I was aware of what I didn't know. As a result, I used my judgement and called upon the experts when I needed help. The project was completed timely and the client was pleased with my delivery.
However, I have observed many managers and employees who have been required to work well beyond their learning zone without expert support or advice. Over a period of time, this sustained requirement to work beyond their abilities has lead to incompetence. The reasons behind this might have been either due to poor recruitment, or poor development as roles have significant changed. But the impact on the individual can be destructive both on a personal and professional level.
Having the insight to realise which zone you are currently in (the comfort, learning or beyond) is important. This allows you to make the right decisions about how you manage your work and relationships. It will either push you to raise your game, or to seek alternatives options that will prove more beneficial to you and your organisation in the long-term. Make a conscious decision about how you want to manage your learning.
But how large is our individual "learning zone". Do we know when we've crossed over the boundary into the zone of incompetence?
I reflected on this recently as I completed a small project for a client. I have undertaken a range of assignments with this client, mostly using the same set of skills and knowledge. However, they asked me some months ago to undertake a specific project where I had limited knowledge. I declared this lack of knowledge from the start, but they felt that I had the appropriate skills and abilities.
There were times during the project when I was aware that I was being stretched. I was aware of what I didn't know. As a result, I used my judgement and called upon the experts when I needed help. The project was completed timely and the client was pleased with my delivery.
However, I have observed many managers and employees who have been required to work well beyond their learning zone without expert support or advice. Over a period of time, this sustained requirement to work beyond their abilities has lead to incompetence. The reasons behind this might have been either due to poor recruitment, or poor development as roles have significant changed. But the impact on the individual can be destructive both on a personal and professional level.
Having the insight to realise which zone you are currently in (the comfort, learning or beyond) is important. This allows you to make the right decisions about how you manage your work and relationships. It will either push you to raise your game, or to seek alternatives options that will prove more beneficial to you and your organisation in the long-term. Make a conscious decision about how you want to manage your learning.
Tuesday, 6 October 2009
What kind of learner are you?
I was recently discussing "sheep-dip" training with a friend. I believe it is a necessary form of training, but it also has it's pitfalls. My friend told me his theory on participants who attend "sheep-dip" training. He said participants fall into one of three categories:
1) Learner: this participant is there to genuinely learn as much as they can from the session. This type of learner is attentive during the session, gets actively involved in group work and brings high levels of energy into the room.
2) Prisoner: this participant is there because they have been "told" to attend. They don't want to be there and don't see why they need to be there. They don't want to contribute and they will lower the energy levels in the room.
3) Vacationer: the person who's attending because it's an excuse for a "day off " from their normal job. They will get involved, but are not really interested in learning anything - more about having fun and avoiding the work they left behind on their desk.
Understanding which category your learners fall into is crucial when you're delivering "sheep-dip" training. Sometimes the whole room appears to be full of "prisoners": the session will appear to drag, and contributions from participants will be minimal.
Other times you might find your session full of "learners" who are actively engaged in the subject matter; spontaneous and stimulating debates will emerge generating high impact learning around the subject matter.
Next time you're delivering "sheep-dip" training, ask participants
"What kind of learner are you? Prisoner, vacationer or learner?"
This is a quick and easy way to ease the tension in the room - particularly if it is full of prisoners. Not only will this help you - but it will help the participants recognise themselves. And the end result? You'll have more learners in the room than when you started.
1) Learner: this participant is there to genuinely learn as much as they can from the session. This type of learner is attentive during the session, gets actively involved in group work and brings high levels of energy into the room.
2) Prisoner: this participant is there because they have been "told" to attend. They don't want to be there and don't see why they need to be there. They don't want to contribute and they will lower the energy levels in the room.
3) Vacationer: the person who's attending because it's an excuse for a "day off " from their normal job. They will get involved, but are not really interested in learning anything - more about having fun and avoiding the work they left behind on their desk.
Understanding which category your learners fall into is crucial when you're delivering "sheep-dip" training. Sometimes the whole room appears to be full of "prisoners": the session will appear to drag, and contributions from participants will be minimal.
Other times you might find your session full of "learners" who are actively engaged in the subject matter; spontaneous and stimulating debates will emerge generating high impact learning around the subject matter.
Next time you're delivering "sheep-dip" training, ask participants
"What kind of learner are you? Prisoner, vacationer or learner?"
This is a quick and easy way to ease the tension in the room - particularly if it is full of prisoners. Not only will this help you - but it will help the participants recognise themselves. And the end result? You'll have more learners in the room than when you started.
Tuesday, 29 September 2009
Be Creative About Staff Development
This post was originally posted on the HR Store blog page. (www.thehrstore.blogspot.com/2009/09/guest-post-be-creative-about-staff)
Recently I have been thinking about how we develop our staff and ourselves. This subject seems to weave it's way into almost every aspect of my work at the moment: I've been delivering appraisal training to several different organisations: a staff's Personal Development Plan is discussed as part of the course; I recently delivered a break-out session at a Coaching conference on Continued Professional Development; and I'm going to be delivering a practical developmental seminar for coaches next month.
In the course of this work, through discussions and feedback from participants, I've begun to realise that there's a real need to change the way that managers approach the development of their staff.
Traditionally, when a manager writes a Personal Development Plan (PDP) as part of their staff's performance appraisal, external training is identified: some kind of taught course, a conference, further education resulting in a recognised qualification.
But at the moment, with the recession still biting at our heels, the organisational development budgets are not as large as they were a few years ago. Managers now need to start considering how to develop their staff in a cost-efficient way. So I'll give you an example:
A junior manager pulled me aside on a training session. He wanted a piece of advice on what course he could send a member of staff on who needed training in how to manage difficult conversations - there were no more places left on the in-house conflict resolution training, and all external courses cost more than his departmental training budget would allow.
So I asked a question: "Who do you know, more senior to you in this organisation, who is able to manage difficult conversations?" The junior manager was quickly able to identify someone.
So I said: "How about you approach this person to ask them if they could support you in developing your member of staff? Let's develop a plan."
1) Your member of staff and the manager will need an initial meeting - to make sure they can work together for this specific development need.
2) Your member of staff will then attend a couple of meetings to observe the manager managing a difficult conversation.
3) The member of staff will meet with the manager again and talk through his observations. The manager will in turn talk through some of the techniques they use to manage difficult conversations.
4) The member of staff will return to the workplace & apply their learning.
5) The member of staff and manager will meet again, perhaps one or two times to consolidate learning: identify any challenges, reflect on application to date, and measure the progress made.
It's quite simple really - and all it will take is the resource of time and commitment from the manager and the member of staff . Some might say that this is a form of mentorship - and I suppose that they would be right. However, this mentor relationship is defined for a specific need, and is time limited. The key benefit is that this form of development opportunity has high impact and is sustainable. The added benefit is the networking opportunities that it creates for the member of staff, and the exposure to a wider range of issues beyond their current sphere of work.
In essence, this idea is based on one of my key principles that development and growth is natural, given the right conditions. Choosing the right role model and having the opportunity to observe, then reflect and discuss with them their approach can happen in any organisation, anywhere. The example I give is just one way that a manager can demonstrate creative thinking when identifying the appropriate learning method to meet a development need.
When you're next completing a Personal Development Plan for a member of your staff - try and think creatively. If you need inspiration - please feel free to ask.
Recently I have been thinking about how we develop our staff and ourselves. This subject seems to weave it's way into almost every aspect of my work at the moment: I've been delivering appraisal training to several different organisations: a staff's Personal Development Plan is discussed as part of the course; I recently delivered a break-out session at a Coaching conference on Continued Professional Development; and I'm going to be delivering a practical developmental seminar for coaches next month.
In the course of this work, through discussions and feedback from participants, I've begun to realise that there's a real need to change the way that managers approach the development of their staff.
Traditionally, when a manager writes a Personal Development Plan (PDP) as part of their staff's performance appraisal, external training is identified: some kind of taught course, a conference, further education resulting in a recognised qualification.
But at the moment, with the recession still biting at our heels, the organisational development budgets are not as large as they were a few years ago. Managers now need to start considering how to develop their staff in a cost-efficient way. So I'll give you an example:
A junior manager pulled me aside on a training session. He wanted a piece of advice on what course he could send a member of staff on who needed training in how to manage difficult conversations - there were no more places left on the in-house conflict resolution training, and all external courses cost more than his departmental training budget would allow.
So I asked a question: "Who do you know, more senior to you in this organisation, who is able to manage difficult conversations?" The junior manager was quickly able to identify someone.
So I said: "How about you approach this person to ask them if they could support you in developing your member of staff? Let's develop a plan."
1) Your member of staff and the manager will need an initial meeting - to make sure they can work together for this specific development need.
2) Your member of staff will then attend a couple of meetings to observe the manager managing a difficult conversation.
3) The member of staff will meet with the manager again and talk through his observations. The manager will in turn talk through some of the techniques they use to manage difficult conversations.
4) The member of staff will return to the workplace & apply their learning.
5) The member of staff and manager will meet again, perhaps one or two times to consolidate learning: identify any challenges, reflect on application to date, and measure the progress made.
It's quite simple really - and all it will take is the resource of time and commitment from the manager and the member of staff . Some might say that this is a form of mentorship - and I suppose that they would be right. However, this mentor relationship is defined for a specific need, and is time limited. The key benefit is that this form of development opportunity has high impact and is sustainable. The added benefit is the networking opportunities that it creates for the member of staff, and the exposure to a wider range of issues beyond their current sphere of work.
In essence, this idea is based on one of my key principles that development and growth is natural, given the right conditions. Choosing the right role model and having the opportunity to observe, then reflect and discuss with them their approach can happen in any organisation, anywhere. The example I give is just one way that a manager can demonstrate creative thinking when identifying the appropriate learning method to meet a development need.
When you're next completing a Personal Development Plan for a member of your staff - try and think creatively. If you need inspiration - please feel free to ask.
Tuesday, 22 September 2009
The hidden benefits of free-lancing
Earlier this year I took the plunge and went free-lance. I felt that it was a solid decision to take despite the recession, as I had done my homework and believed that I would be able to attract enough work for this to be a viable work option for me.
I had been encouraged to go free-lance by my mentor. He believed that setting up my own business and working across a range of new organisations would re-energise me. He also suggested that, as it had been some years since I last undertook any formal education, I should consider undertaking further study.
And he was right. Although I'm working harder than I can remember, my work is stimulating, at my convenience and I do feel re-energised.
But the best part about going free-lance? The hidden benefits - the incredible amount of development and learning opportunities I have had. Let me describe these to you:
1) In the last six months, I have worked on key projects with four different HR professionals or coaches that I didn't know a year ago.
In the course of our work, we have had the opportunity to discuss and implement a wide range of ideas, thoughts, and concepts: I have been introduced to new models of behaviour, discovered different ways of approaching certain subjects, experimented (with success) my delivery style when giving training or presentations and delved into the world of social networking. I now co-host an on-line forum called Minerva's Mind (www.facebook.com/minervasmind).
2) I've also been engaged in a range of diverse projects. As par for the course, I've undertaken research on each subject matter in order to develop a greater understanding. On more than one occaision, I have been able to cross-reference my learning across different organisations. In this way, both the client and myself have been the beneficiaries of my learning.
3) At the end of each project, I have disciplined myself to capture the learning opportunities. This is encapsulated either in an "End of Engagement" report or a reflective diary. It is rare "in-service" to define the end-point of a project. They merely fizzle out - or one becomes frustrated with the snagging problems that arise post-implementation. Reflecting back on the decisions that were made (right and wrong), on how successful particular interventions were, and the long-term impact on the client have been fundamental to my learning.
4) I've also developed relationships with a whole range of other individuals who indirectly support my work. This has either been through formal networks such as the CIPD, the University of Hertfordshire's Coaching & Mentoring Forum, or on-line social networking sites such as Twitter.
I had been encouraged to go free-lance by my mentor. He believed that setting up my own business and working across a range of new organisations would re-energise me. He also suggested that, as it had been some years since I last undertook any formal education, I should consider undertaking further study.
And he was right. Although I'm working harder than I can remember, my work is stimulating, at my convenience and I do feel re-energised.
But the best part about going free-lance? The hidden benefits - the incredible amount of development and learning opportunities I have had. Let me describe these to you:
1) In the last six months, I have worked on key projects with four different HR professionals or coaches that I didn't know a year ago.
In the course of our work, we have had the opportunity to discuss and implement a wide range of ideas, thoughts, and concepts: I have been introduced to new models of behaviour, discovered different ways of approaching certain subjects, experimented (with success) my delivery style when giving training or presentations and delved into the world of social networking. I now co-host an on-line forum called Minerva's Mind (www.facebook.com/minervasmind).
2) I've also been engaged in a range of diverse projects. As par for the course, I've undertaken research on each subject matter in order to develop a greater understanding. On more than one occaision, I have been able to cross-reference my learning across different organisations. In this way, both the client and myself have been the beneficiaries of my learning.
3) At the end of each project, I have disciplined myself to capture the learning opportunities. This is encapsulated either in an "End of Engagement" report or a reflective diary. It is rare "in-service" to define the end-point of a project. They merely fizzle out - or one becomes frustrated with the snagging problems that arise post-implementation. Reflecting back on the decisions that were made (right and wrong), on how successful particular interventions were, and the long-term impact on the client have been fundamental to my learning.
4) I've also developed relationships with a whole range of other individuals who indirectly support my work. This has either been through formal networks such as the CIPD, the University of Hertfordshire's Coaching & Mentoring Forum, or on-line social networking sites such as Twitter.
When I was working "in-service", I did not have the time to network either on-line or off-line. I have learnt an incredible amount from reading other professional's blogs or just chatting to them about how to make the most out of my on-line presence. This part of my development I couldn't have learnt from reading a book; I could only learn about it from interacting with people who share the same challenges, inspirations and goals as I do.
For those who might be wondering - yes - I did go back to University & I'm in the middle of studying for Masters Degree in Coaching Pyschology. This course has been stimulating, and I have learnt an incredible amount. It's also had a tangible and positive impact in my work. But over the last year - the most valuable learning for me has been the informal kind that I've described above.
So, when someone next asks me about my business, and how life is like working for myself, I'm going to tell them about how much I've grown as an individual and a professional over the last few months. This is without doubt, one of the greatest (yet hidden) benefits of going free-lance.
And the most exciting part? This is only the start of the journey.
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