Voice overs, books, and articles.
My You Tube Channel contains snippets from these writings, short videos and overviews of e-learning programs.
Business Problem Solving - see the short video.
Learning by Doing Management Development
(Mouse over a slider entry below to freeze it in place.
I have written books and articles, recorded voice-over presentations, and developed e-learning programs focused on business and social topics. This material is available through this site. The books are available from Amazon.com.
Most leadership training programs are not effective in changing peoples' behavior back on-the-job.
Managers don't learn to be managers and leaders in the classroom. There, all they learn there is that managers and leaders do certain things and not others (know that).
There is a huge gap between the know that training that happens in most management development programs and the"know how to behave on-the-job" skill acquisition development that has to occur to create better results back on-that-job.
Well done "learning by doing" closes this gap.
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Well done learning by doing programs take the dynamics modeled in this framework into account in its planning and delivery.
We have known for years that 70-20-10 applies to management development.
But many of us still act as if investing in the 10% training will produce effective behavior change back-on-the-job.
We behave as if we are training cost minimizers rather than back-on-the-job result maximizers. We fail to take into account the huge leverage effect improved manager behavior has on all of the people who work for them.
Not all coaching is equal because not all coaches are equal. Coaches need to be "Been There: Done That" individuals in order to be able to dialogue effectively with working managers. If the coaching involves technical matters, then the coach needs to be as least as skilled / experienced as the "coachee" manager.
But "Been There: Done That" is just the beginning. Managers and executives who want to become useful coaches need to add really effective coaching skills, which don't come "naturally".
I am a "Been There: Done That" coach who has managed professional technical and management direct reports. They have included high, average and poor performers. At times, I was successful at turning the average and poor performers into high performing individuals.
My graduate education and professional development in areas like counseling, adult learning, instructional design, e-learning, interviewing, group facilitation are what allow me to add effective coaching skills to my business background.
I am coach / manager development facilitator with a difference.
Not all Feedback is equal.
Many individuals who are certified on excellent feedback instruments don't have the business background and coaching experience to make an effective translation from the instrument's results to the "coachee" manager's day-to-day world.
The result is a waste of money and another manager convinced that instrumented feedback processes just does not work or are irrelevant.
Smart habits allow a person to respond smoothly, 'in-the-moment" to the behavior of those around the individual.
The development of new smart habits takes time, learning, application, feedback, practice and determination.
Coaching by "been there - done that" individuals who have effective coaching and mentoring skills dramatically shorten the time needed for this cycle.
I use three Feedback Instruments in my coaching. I know them because, out of the many that I have personally completed, they are the three that gave me the greatest personal forward leaps in my competency as a manager and team player.
They are also the ones that have produced the greatest behavior change on-the-job for the people I have worked with as a trainer and a coach.
WCI Press's Competency Styles® Workbooks
Daniel Goleman's "Social and Emotional Intelligence Inventory"
Learning By Doing
For some organizations, learning by doing becomes a way of letting managers struggle through their professional development by encouraging them to "do"and hoping for the best.
That is equivalent to throwing a bunch of darts at a dart board all at once with one hand and hoping that some of them stick. It is even less likely that any of them will hit a bullseye.
20% of the skills get most managers through 80% of the situations they face.
Facilitated peer-to-peer dialogue,
The "sport scrimmage" model of skill acquisition applies to management development as well.
Learn the individual skills, practice and drill them separately. Get video taped feedback, commented on by an expert coach and other players.
Then scrimmage in role plays, simulations and exercises to create the "smart habits" which produce real results back-on-the-job,
The next best thing to this type of development activity is well designed, well structured and well facilitated manager peer-to-peer dialogue.
Forward looking performance contracting, supported by metrics that tell a person how well she or he is doing on their performance objectives, create "natural" learning by doing that really pays off for all organizations.
In contrast, performance appraisal comes too late and is too far removed from performance to encourage learning by doing.
"Feedback brings awareness;
The ability to search out, to accept and to act on feedback distinguishes high performers from average ones.
The more individuals are aware of their behavior patterns, the more that individuals can add new behavior to their behavior repertoire.
The wider the behavior set an individual has on call, the more situations that individual handle effectively.
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