Why is coaching often more effective than other forms of leadership or management development?

Businesses often are unaware of the benefits coaching can give to their employees and as a direct result, their profits. It is often suggested that coaching is more effective in improving an individual’s performance than a leadership or management development programme. This is a somewhat subjective statement and as a business, you know you cannot afford to take a chance in these difficult times, on companies offering services that have little apparent and tangible results.

So what are the practical differences between coaching and leadership or management development programmes?

Firstly the coaching process is 1 to 1 and the focus is 100% on the individual, where as leadership and management development programmes are invariably for groups. By focusing on one person at a time, there is an opportunity to address the issues the coachee may not wish to raise in a group setting. Also, the agenda and objectives for these group programmes are usually set in advance, meaning that it may not relate directly to the individual manager's specific developmental requirements. As the agenda for a coaching session is largely set by the coachee, the process becomes flexible and the results specifically tailored. On a leadership or management course, it is not easy to change the agenda and as the structure is more rigid, participants may leave with more questions than they arrived with.

When involved with coaching, the coachee may feel the call to action is stronger and more detailed than a participant of a leadership or management training course. The sessions where the action plans are often fewer and more general are clearly going to be less beneficial to those involved than action plans that are individually tailored and monitored by a coach.

A feature of coaching sessions is that notes will be taken, goals will be set at the end of every coaching session and managers will be asked by the coach if they have achieved their goals and how. Individuals are nurtured and are assessed to see if they need a different motivation technique. The ability to talk and act honestly, naturally and spontaneously is encouraged for a coachee whereas any displays of frustration, anger and emotion would be regarded as disruptive on a leadership or management training course. Managers should be encouraged to express their feelings in a constructive manner and this is generally more effective in one-on-one sessions.

There are of course, advantages for participants taking part in course-based activities, many people respond to group activity and create good networking opportunities, however, this is dependent on what you hope to get out of each method. Overall, I believe that subjects of coaching get more from their sessions purely through the specific advice offered to them. It has a powerful impact on their actions, performance but most of all, confidence in the subject’s own abilities and judgement.

Recruiting Mr or Ms Right

Too many managers see a candidate and make a judgement on gut instinct.They are easily persuaded (or not!) by the first impressions a candidate makes. However, if the right person can have a considerable impact on an organisation’s success, (and by inference the wrong person could be disastrous!), why would you hire on a hunch? Surely it makes more sense to invest in a formal process. In addition, one has to question why a candidate would want to take job on the basis of an informal chat, the best candidates know that it is important that they understand the role, what will be expected of them and that the organisation they plan to work for has a professional approach in everything they do. These things would not be demonstrated by a cosy chat in a restaurant.

However, that doesn’t mean that gut feeling and instinct should be totally excluded from the process. For example, if an organisation advertises a position, there are a number of hurdles that have to be first overcome before an interview can even take place. For example:

· The right person or persons need to see the advert.

· The advert needs to excite them enough for them to want to respond.

· They then have to respond in a manner that ensures the HR department or recruitment consultants shortlist them.

So how can managers use their instinct to improve the recruitment process? Essentially, managers should always be on the lookout for potential new recruits. As people we are always meeting others either informally (on planes, trains, social events), or formally at business meetings and networking events. It is during these interactions that gut feel and instinct can work best.

By meeting potential candidates outside of a formal process, you can really get a feel for what motivates them and what makes them tick, and make an initial judgement about whether or not they are the right sort of person for your organisation. Once they become interested in what you have to offer, then a more formal ‘assessment’ process can be engaged. For more in depth advice on your recruitment processes and how to improve them why not look at developingpeople.co.uk

What can you do when there is a conflict of leadership in the executive team?

This conflict on leadership can and does arise from time to time in senior teams in organisations when a new member joins the team or when a new leader is appointed and the leader and a team member do not get on. This can be for any number of reasons such as different views about:

• the organisation’s products, services or marketplace
• the future vision, direction, business or financial strategy
• the key people, their deployment or potential.
  

However the other area where this difficulty can typically arise is in the leadership style and behaviours demonstrated by the leader versus their new team member and a difference of opinion about how this business should be led and managed. Quite often there is a large element of the view being taken by the subordinate manager that “I could do a better job” of running this organisation than my boss is doing – but they rarely if ever say this out loud – or that “things were running much better in the old days before Pat took over”.

When considering what to do about this, it does depend on where you positioned in this debate. If you are the leader and the boss then you could decide not to tolerate such dissent from within your team and request or demand that the team member stops complaining right now, gets on with it, gets into line with your style and expectations or moves on and out. (I have rarely seen a CEO in a substantial organisation take such decisive early action but it can and does happen occasionally).

More often today’s leaders will try to work it out with their dissenting manager and look for a change of style, an accommodation from them over time and hope for an improving relationship in the medium term. They may also feel able to look at their own style and approach.
If you are the team member who is dissatisfied with your leader's style then you need to decide if you can tolerate it and live with it or whether you or they can and will change. Of course you will recognise that the only person whose behaviour you can directly change is your own, and that by the definition more of the power and status in the team will reside with your boss. So expecting your boss to change radically is not likely option - why should they?

The best line for both parties is to find an agreed path where both acknowledge the differences in each others styles and preferences and agree to respect these differences and to work to increase their understanding of each other and to reduce the impact of their styles. This process can often be helped by the support of an objective, external facilitator who brings out these style differences and people's strengths in a positive way.

How effective are your communication skills?

Communication is probably the most important skill a manager can have, but sadly many fail to recognise the impact their poor communication skills have on their team and colleagues. If you or someone you know needs to improve their communication skills, ask them to try the following tips to improve their interactions with others.

1. Always seek to understand others views and opinions first. When listening to someone always follow the order 1) listen, 2) understand, 3) interpret, and 4) respond. Resist the temptation to jump from listening to responding without making sure you understand.

2. Remember the basics of human interactions – if you want someone to listen to your more then you must first listen to them more!

3. Ask a trusted colleague/friend for feedback on your listening skills. For example, at meetings how often do you interrupt, misinterpret, look bored, become distracted, complete others sentences?

4. Remember over 50% of what we communicated is signalled by our body language. Develop your awareness of non verbal communication (body language) so that you can understand the true meaning of what others say to you.

5. Ask someone to critically examine your body language – does it work for you or against you?

6. To demonstrate you are listening, sit squarely facing the other person and maintain good eye contact (without staring).

7. Paraphrase what others have said to you to clarify meaning.

8. To present opinions forcefully and directly, avoid phrases like ‘it seems to me’ or ‘it is likely that’. Use strong, ‘punchy’ verbs.

9. Learn to make your points clearly and succinctly. Practice by taking articles from journals or trade magazines and produce a one page summary.

10. Ensure you use correct grammar, spelling and punctuation in your written communications. If you are unsure, The Little English Handbook - Choices and Conventions 8^th Ed. 1998 (Corbett and Finkle) will help.

Ultimately, the key to effective communication is to ensure that you are able to give people your full time and attention. If you do not have enough time then reschedule a time when you have do. By doing this you will also demonstrate the importance of your relationship with them.

The 3 P's in Business & Management

There is an acronym that all businesses and organisations should remember – the 3P’s. People before Product (or service) before Profit (or performance). In other words, if you ensure your that your people are skilled, capable and motivated, they will in turn produce a sound product (or service), which will lead to a successful, high performing and ultimately profitable business. But how many businesses and organisations think in this way? Many have too much ‘top down’ thinking, they strive for profit and performance without thinking about whether they have the right people engaged doing the right things. Some organisations pay huge salaries and big bonuses to focus staff on what needs to be achieved, and while bonuses can act as an ‘extrinsic motivator’, in reality they only provide a short term ‘Hawthorn’ effect and are soon forgotten. Others organise staff parties, off site team building events and regular social gatherings to reward their staff but for those that already work long hours they can take them further way from their family and home life. So what does putting your People before Product and Profit mean? Organisations who truly put their people first have a number of characteristics. For example, they: · Support their managers and staff to develop skills that will make them more effective as well as enable them to be more transferable. · Are clear about what they expect from their managers and staff. · Trust their people to do their job and give them the freedom to make their own decisions (within guidelines). · Involve their staff in decisions that affect them. · Listen and pay attention to what their staff say, their concerns, and ideas for improvement, and ACT on them. · Respond flexibly to the needs of their staff. In addition, they recognise that the organisations culture is dictated by the behaviour of their leaders and managers, and work hard to support them to develop the necessary behaviours to enable them to act as excellent role models. Any organisation that really wishes to improve their performance must start with their people, their skills, capabilities and motivation. After all, no one ever won the football Premiership with a team of players from League One.

Are you training your talent?

Racing people call it “training on” and it’s precisely what doesn’t happen to many individuals who are identified as “talented” or “having potential”.

“Training on” is the process of turning promise into achievement, turning immaturity into maturity.

In horses and in people, the process is similar, it is as much about internal mood, nature and temperament as it is about skills and knowledge. A horse that trains on changes its view of the world, settles down, becomes more confident and assured and more effective at the business of producing its best on the racetrack.

So how should you help your talent to turn promise into achievement?

· Provide them with a mentor who can give feedback and guidance on how they can improve their performance and effectiveness.

· Find both on and off the job opportunities for them to gain specific experiences. For example, can they lead a business improvement project, or alternatively a local community or charity activity? Generally people learn most from being taken outside of their comfort zone.

· Offer opportunities for secondments to different parts of the organisation and/or different countries to broaden their horizons and experience.

· Encourage them to network with people from other businesses and organisations to gain different prospectives.

By providing your talent with the right opportunities, guidance and support, will enable them to “train on” and turn promise into real achievement.

However, it is important to continually monitor their progress, as some may choose not to use their experiences to help them change and mature.

A wise man once said “If a man is no different at 50 than he was at 20 then he has wasted 30 years”.

Performance Management - Common Pitfalls to Avoid

The purpose of a performance management process is to optimize the success and contribution of each employee, team and ultimately the business/organisation. However, too often organizations do not get the full benefits from their performance management processes because they make one or more basic mistakes.

Here are just a few of the most common pitfalls to avoid.

1) Nobody is accountable for implementing the process. When implementing a performance management process, appoint a project manager to implement it. Make this part of their performance requirements for the year.

2) The Board think that performance management is ‘for everyone else’. For performance management to be successful it must be lead from the top and clearly linked to the business/organization’s strategies and goals.

3) Implementing a highly complex/comprehensive system. Start with the basics first. Use a simple paperwork system to record targets/objectives and an annual (or biannual) review of achievement. As managers and staff recognize the value of the process, more ‘features’ can be added (e.g. 360° appraisal).

4) Have a system that ranks staff. Ranking your staff can kill a performance management system if the only way that an individual can improve their ranking is to undermine the performance of others.

5) Setting vague or inappropriate targets. It is vital to set clear and realistic performance targets.

6) Having conflicting targets and measures. It is important to have congruent targets and measures across the organisation. For example, a target to reduce purchasing spend may seem an appropriate target for the purchasing manager. However, buying ‘cheap’ parts may conflict with an operation manager’s target to improve the reliability and output from his production equipment.

7) Reviewing performance inadequately, for example by focusing on one specific incident rather than reviewing the entire period which the review covers. Also avoid the "halo" and "horns" effects. Just because an employee performs badly in one area does not make his/her overall performance bad. The same goes for good performance. The key to successful reviews is factual data about an individual’s performance.

8) Not providing adequate development support for staff. One key aspect of the performance management process is the development of staff to provide them with the capabilities to achieve their targets. Do not ignore this aspect of performance management.

As stated above, the purpose of a performance management process is to optimize the success of each employee and ultimately the organisation. By taking steps to avoid the aforementioned performance management pitfalls, managers have every opportunity to realize this goal.

As a coach what do you do about your own ego and personality?

The first thing for us to do as coaches is to recognise that we have one and to guard against letting it get in the way of our objectivity, focus of attention, or support for our coaching subject. We are there for their benefit and not for ours!

The danger signs are - if we find ourselves telling anecdotes from our experience which have little or no relevance let alone benefit for the coachee and their agenda or circumstances. If we find that we are drifting off mentally and thinking our own thoughts, rather than focusing on the coachee’s issues and environment then we have our attention in the wrong place. This can happen to us quite unwittingly and we need to be on our guard to watch out for it. If we find ourselves judging the person, wondering how they could possibly have got themselves into such a situation and why on earth they cannot just do the simple thing that we would do to solve their problem or resolve their situation, then we are thinking more about ourselves than about them.

It is equally dangerous if we over-empathise with them and their situation and as a result lose our objectivity and ability to challenge them and their thinking. If our empathy extends too far and if we fins ourselves being overly sympathetic then the chances are that we are identifying too much with their situation. We need to check that we are standing alongside the person that we are coaching and helping them as an equal rather than treating them as a “controlling parent” might, as described in Eric Berne’s excellent work on Transactional Analysis.

Another question to ask ourselves is “why are we doing this work as a coach”?

Now I realise that there are a number of answers to this related to earning a living and to it being a natural career step from where we were before. However if we are embarking on this coaching work for personal status, position and to look big and superior in the eyes of our peers and coaching subjects then I suggest that we may going into it for the wrong reasons.
Of course we need to acknowledge and understand that we do all have our own egos to attend to and deal with – but as long as we recognise this and find other areas of our lives where they can be massaged and put first then we should be able to maintain the focus of our coaching work on the right person, the coachee and not on ourselves.

How does a person know who would make a good coach for them?

Firstly the personal chemistry between the two parties is key to establishing the right relationship. This is not about friendship (although it could be) but more about trust, empathy, rapport, respect and understanding.

Secondly and most importantly, successful coaching depends mainly on the attitude; willingness, circumstances, timing and desire of the coaching subject themselves. They may not have all of these factors in place and proactively know that coaching is what they want and need right from the start. People don’t just wake up one morning and think “Ah, what I need now is a series of coaching sessions/good dose of coaching”! It usually takes some other form of stimulus to bring coaching forward in their consciousness as a potential development solution for them.

Other factors that are sometimes important factors for the coachee when making their choice of coach can be:- gender – do they want a person of the same or opposite sex, age – do they want a person who is older, the same age or younger than them, (although this would be an unusual choice), experience – do they want someone with experience from their type of organisation, functional specialism, marketplace, or approach –do they want someone who is more or less directive, conventional or unconventional, or who has specialist skills e.g. NLP Practitioner, acting & drama, psychotherapy, occupational psychology, or specialist knowledge eg Finance, Marketing, Education, H.R. etc.

In practice and in my experience most new coachees are not provided with and don’t seek out a long or broad list of potential coaches to choose from. More often they meet or talk with their sponsor who has some personal knowledge of me or one of my colleague coaches and who recommends that they might like to meet with me to discuss the prospect of them being coached. They may be given a choice of two or three coaches known to sponsor but this usually comes with a personal recommendation. In my organisation, we would usually offer potential new coachees a choice of coach, unless we have been recommended individually. If we are asked by a coachee about who else we have who might be able to coach them and do they have a choice in this then we will offer them one or two alternative coaches. In practice this matter of choice rarely occurs. Quite often the sponsor or coachee themselves suggests to us that we will know best who is likely to be the best fit coach for the new coachee. This choice of coachee is largely based on trust, judgement and respect – initially from the sponsor that it is the right timing and circumstance for the potential coachee to be coached. Then that I or we are the right coaches for them. Then from the new coachee that they feel that they can trust us and that we can probably be the right coach for them. This decision is established and confirmed or not at the first meeting and initial coaching sessions.

So is there a coach out there for everyone? Maybe yes in theory – but only if they are WILLING, as a coachee, to take responsibility, are open minded, able to be honest with themselves and with their coach – and are prepared to search for their answers largely from inside – from their own resources.

Some people are not interested in the concept of opening up their minds to new possibilities and options and do not want to disclose and share their circumstances, thoughts, feelings, hopes, fears, issues and plans with a relative stranger working as a new coach with them. Some people are not ready for this yet. Some people don’t have the desire and motivation to put themselves into this coaching relationship. Some doubt or mistrust the process or worry about confidentiality leaks.
For many people they have never had the coaching process suggested to them as a possible option, or haven’t reached the stage in their personal or career development when it felt appropriate for them.

Developing Leadership and Creative Thinking Skills

Do you wish to improve your leadership and creative thinking skills? Do you or your organisation struggle to come up with new or innovative approaches? If so try out some of the following development ideas listed below. The list is not meant to be exhaustive but if put into practise they will enable you to improve your creative thinking and leadership capability.

· Regularly practice brainteasers to help you get into the habit of challenging your assumptions.

· Approach problems with open mindedness. Use questions such as why, what, where, when, and how when approaching problems.

· Believe you are an innovative person.

· Create time for you and your team to think creatively and in an innovative way. Consider going off site away from day to day distractions and interruptions.

· Critically look at your personal behaviour. How do you promote creativity? Do you use creative techniques in your meetings, such as Brainstorming techniques, 6 Thinking Hats, etc?

· Do you create an environment that encourages rather than criticises new ideas? Think about the last idea a team member came to you with.

- Did you agree with it?

- Did you support it or were you critical?

- What happened to the idea?

Use the insights in to your own behaviour to identify improvements and make a plan.

· In what ways can you reward creativity and innovation in your team? Identify 3 different ways and action them.

· Identify organisations that display excellence in innovation. Arrange visits for yourself and colleagues. Identify 3 actions you can implement in your organisation or function.

· Undertake a SWOT analysis of your function/organisation with your colleagues. Find at least one key recommendation to action.

· Allow yourself quiet time to think and reflect. Plan time in your diary and keep it.

· Read material different from the kind you usually read. Read biographies of great artists, scientists or engineers. What can you learn from them?

Alternatively, if the above ideas don’t give you what you need try reading one of the following books:

· Six Thinking Hats, or Lateral Thinking, by De Bono, Penguin, ISBN: 0140137793

· Learning Maps and Memory Skills: Powerful Techniques to Improve Your Brain Power, by Svantsesson.

· The Creative Edge by Miller.

· The Age of Unreason by Charles Handy.

· How to be Better at Creativity by Petty.

Should you do your management training with the actual team?

There are a number of factors to address within this question.

Firstly are we talking about a manager and the team of people reporting in to them, or are we referring to a group or team of managers? For the purposes of today's article I will assume that we are talking about a team of managers. The second consideration is about whether or not and how much the individuals managers see themselves as a team and how much they interact, cooperate and rely on each other to do their work effectively as opposed to operating in a largely independent and sometimes even competitive way. I am assuming that the management team members in question do need to work cooperatively together and that the success of one manager's department or function can be significantly influenced by another manager's team doing their work effectively. It does not matter at this stage of the discussion whether or not all of the managers in the management see the need for this cooperation or indeed that do actively support one another. In fact if some or all of the managers do not see that this cooperation and support is essential for them all to be successful then this in itself is a strong enough reason to run a management training or development event for all of the team together.
Clearly a strong influence on this decision is based on the need for the training event.
The following circumstances would suggest that you run a management team development event with the full team:-
- to introduce or induct new team members
- to agree and develop a new vision and strategies for the business
- to implement change strategies effectively
- to address key marketplace, financial problems or operational difficulties
- to help resolve tensions or fractured relationships between the team members or with the team leader.
There are of course other circumstances which would indicate that you should run your management training courses with mixed or cross-functional groups of managers and I will look at those in my next article.

When should you train your managers in cross-functional groups?

There are a number of circumstances when it is appropriate to train your managers in family groups which I described in my last article. Equally there are also other circumstances and factors which would lead you to organise your management training in mixed, cross-functional groups. These are the factors for you to consider:-
- the objectives and content of the programme eg how much is it aimed at one consistent message and theme that you want to get across consistently to all participants, regardless of functional specialism or level of responsibility and experience
- is it a specific skills programme eg presentation, negotiation skills where all of the participants are attending with this specific development need and could help and support each other
- is it a programme where you want managers with different backgrounds, experiences and responsibilities to share their experience, perspectives and ideas with each other
- are you aiming to increase cross-functional understanding and teamwork across different functions and departments and therefore by definition need mixed groups
- if it is a management skills programme about personal, leadership or management styles and it would inhibit participants to talk about their individual experiences and issues in front of peers who they work closely with ie where both openness and confidentiality is a key requirement of the course

All of these factors combined with the practicalities around availability, travel time and costs and getting an optimum and efficient number of participants need to weighed up when you decide whether to organise your management training in cross-functional or family groups.

When coaching someone how can you assess their personality?

Before answering this question we need to consider some other factors, for example, is personality an important factor, why would we need to know bout it, how can it be measured, what can it add to the coaching sessions?

1. Yes personality is often an important factor in coaching a person because it has an influence on a number of key aspects of a person such as their motives, their styles, their ways of responding, their ways of learning and most crucially their behaviors. It is also helpful to me as a coach to have some insight into a coachee's personality to help me to understand more about them as a whole person and to adjust my questions, style and challenge to them in a way that I judge to be most effective. It is also useful to set their personality alongside mine and to think about how my styles, personality and learned behaviors may need to be assessed and modified in order to bring out the best in both me and in the person that I am coaching.

2. Why do we need to know about it? Well there is no absolute rule in coaching that states that a coach must know and understand a personality in detail before they can start to coach them. But in my experience it is an important factor to understand about a person and therefore in most coaching situations I will make this assessment either intuitively or in a more scientific way.

3. How can personality be measured?
We can and do make assessments and judgments about a person intuitively, whether we like it or not. We infer things about them from what they say about themselves, from their language and use of it and from their body language and cues that we pick up using our senses.
We also get information about them from their goals and objectives for this coaching that they explain to us, compared to those set out by their sponsor and from the issues, barriers and potential actions and approaches that they explain to us.
We can also measure a personality more scientifically using one or more of the psychometric tests that are available on the market for BPS (British Psychological Society) Approved testers. The sorts of personality profiles that I sometimes use when coaching people are the following, depending upon the objectives and needs of the individual coachee:-
16pf, Myers Briggs, Team Management Systems Roles, Belbin Team roles, Schein's Career Anchors. I would only use any one or two of these profiles with the open agreement of the coachee and I would give, explain the reasons for its use and go through the details of this profile and its mechanics, advantages and limitations to the coachee.

4. So in summary the understanding of a coachee's personality has a number of benefit's for both the coach and coachee's point of view and very few disadvantages - providing that the coachee readily give their agreement to it, that it has a purpose linked to the coachee's goal and objectives and that appropriate confidentiality and professionalism is adopted with respect to the use of any psychometric profiles involved.

How important is note taking at a coaching session?

Taking notes of the key aspects raised at a coaching session is an important feature of the coaching service that I provide. This is because it provides a number of benefits mainly for the coachee such as:-
- a note of the key themes and issues discussed
- a list of the options that have been considered
- key actions to be taken by the coachee are highlighted
- they serve as a reminder to the coachee of what was important to them at their coaching session which often serves to reinforce their commitment to taking action
- it also reminds the coach of what was discussed at the last coaching session and helps us to prepare for each new session appropriately. The next area to consider is who should take these notes - the coach or coachee or both and whether or not it is appropriate to take notes whilst the session is in progress.
On the first point I feel that I should take the notes as the coach and then I commit to get them typed up and sent on to the coachee within 3 working days. Some of my coachees also keep their own notes - particularly of actions that they plan to take, which in my view is a very positive step towards them taking those actions. I still send them on my copy of the notes because they may read slightly differently and because the coachees really seem to value them. I have yet to encounter a coachee who didn't want to receive a copy of their notes!
However there are some potential drawbacks to taking notes during the coaching session. These include:-
The coach cannot be attending and listening properly to the coachee if he/she is also taking notes at the same time.

A coachee doesn’t want to spend the entire coaching session talking to the top of my head.

The Benefits

The notes produced from the session are often a very helpful reminder to the coachee of the content of the coaching session:

particularly of the actions and commitments made by the§ coachee
it brings back to them the sense and atmosphere of the§ session
it acts as a check list for them and a reminder for me§
§ it means that they are more likely to take ACTION and DO IT
they act§ as a basis for catching up at the next coaching session
they round§ off the process

BUT I don’t write them out when I am coaching every person:

some coachees (a small minority) don’t like it and find§ it off putting
some subjects require me to feel completely in tune§ with the coachee. I usually recognise this and put my pen down immediately and symbolically.
some coaching environments e.g. lunch/dinner make§ note taking
difficult

There are only 2 copies of the coaching notes – mine and theirs. I never send a copy on to anyone else. HOWEVER – I do always write up my coaching notes as soon as possible after the coaching session and send them back to the coachee within a few days of the session.

I send them by e-mail or “snail mail” to the coachee’s home or work – it is their choice from a speed, convenience and confidentiality point of view.

Coaching and Mentoring is there any difference?

These two terms are often used in the same sentence as if they are one and the same thing – but they are different processes and the experience and approach that you need have to be effective in either role are quite different as I shall go on to explain.

There are some similarities such as:-
- they are based on a 1 to 1 relationship between two people, one of whom is the subject and object of the process and the other of whom is the guide.
- they have broadly the same end result in mind – helping the subject to learn, gain satisfaction from their work and achievements and ultimately to perform at their best.
- these relationships usually have a time scale and dynamic that goes through the same upwards learning curve and eventually plateaus or declines in value – especially for mentoring where one of the long term success aims for a mentor may be to see their protégé move past them in terms of knowledge and expertise and performance.
- both coaches and mentors are drawing on the same set of inter-personal and communications skills to establish that committed relationship and focused discussions that will lead to the subject thinking and acting differently as a result.

There are also some key differences for example:-
- a coach does not have to be an expert in the subject area, job or knowledge field of the coachee, where as a mentor does.
- It is crucial for a mentor to have had experience in the organisation, industry or marketplace sector that their protégé is working in. This is less important for a coach and it is often helpful for the coach to be innocent and naïve about the organisation – which allows them to ask those idiot questions and not to feel hamstrung by what has gone on before.
- The mentor uses their previous experiences and knowledge to help guide their protégé by giving them examples and input from their background which can help them to move more quickly up the learning curve for their role. The coach is less likely to be focusing on their past experiences and more likely to have a predominant focus on their coachees experiences, problems and issues.
- The mentor may make important introductions to Institutions or to key people who he thinks could be a useful source of knowledge, expertise or sponsorship for their protégé. The coach is less likely to do this.

Is there therefore room for a person to have both a coach and mentor at the same time?
Yes I think that there is because each provides something different to the subject’s learning, development and performance.

What are the alternatives to Management Training?

Depending on what you need to learn there are a range of alternatives to attending the ubiquitous management training course. Firstly think about what it is you need to develop by asking yourself some simple questions, for example:

- To do all aspects of my current job well, what do I need to be better at?

- I would resolve an ongoing problem if I improved my skills and ability in the following areas?

- In my appraisals and other feedback (e.g. from my team) I have been told that I could improve the following?

- In my next likely roles I need to be good at?

Take the example of improving your self management and planning skills. Rather than going on a management training course on time management consider the following:

· Prepare a personal vision for yourself. Many people who struggle to manage their time because they are not clear about their own priorities. Your vision should be an expression of your preferred future, something you feel passionately about. Write it down and break it down into key goals and timings. Include a small activity each week in your diary to take you towards your vision.

· Use ‘To Do’ lists and prioritise the urgency and importance of the task. Cross tasks off once complete.

· Use a diary more effectively. Record your time for 2 weeks. What does this tell you? How much time did you spend reacting to events? How much time was spent on planned events? How can you plan your time differently?

· Demonstrate commitment to yourself and your development by making time for yourself every week to reflect on what you have learned and what you want to focus on next.

· Do not take responsibility for other people’s roles. Be clear with them what you are responsible for and what they are responsible for.

· Do not completely fill your diary keep slots free for unplanned events.

· Spend 5 minutes every day visualising yourself obtaining your goals.

· Be proactive. Listen to your language and the language of those around you.

- How often do you use or hear, ‘If only’, ‘I cannot’, or ‘I have to’?

- Work on ways of eliminating negativity from your language. Act as a role model to others.

· Read a book such as The Seven Habits of Highly Effective People by Stephen Covey or Self Defeating Behaviours by Cudney, Milton and Hardy.

By thinking more deeply about what it is you need to learn you will be able to identify some simple actions that you can take on a daily basis to improve your management skills. While a management training course may ultimately be the right approach, don’t simply assume that it is the answer to all your development needs.

Management Training Course, Leadership Development, Executive Coaching
Developing People offer first class management training and development, with a business training course for every level of personnel, helping you increase productivity through employee training, leadership training

Improving You Presentation Skills

Depending on what you need to learn the answer may be yes or no! What exactly do you need to learn and develop? Do you need to understand the fundamentals, develop your confidence or just brush up on a few skills?

The following are some examples of practical tips that you can try out and practice to improve your presentation skills.

· Before presenting, ensure that you understand as much about your audience as possible (what is their knowledge of the topic, what is their background, what will they be expecting?). Once understood, determine the approach you will take (what information to provide, what questions the presentation should answer, what tone should be adopted etc.). What questions might they ask?

· Outline your presentation by writing down all of the key points and in what order they should be presented.

· Make a video of yourself presenting to others. Critically review it with a colleague or friend.

· The best way to improve public speaking and develop confidence is through practice.

- Seek out opportunities that require you to make presentations to small groups, perhaps outside work with community or service organisations.

· To present opinions forcefully and directly, avoid phrases like ‘it seems to me’ or ‘it is likely that’. Use strong, ‘punchy’ verbs.

· Illustrate key points of your presentation with real life examples that your audience will understand.

· Examine the habits of an excellent speaker (for example, watch the weather presenters on TV). What is it that they do? What are their behaviours, body language etc? What can you learn from them? What are you prepared to try and do differently?

· Learn to read the reaction from the audience. Are they attentive throughout, do any look bored?

· Check your tone of voice and body language, is it consistent with your words? Ask others for feedback.

· Read the following books - Successful Presentation Skills by Andrew Bradbury, You’ve Got to Be Believed to Be Heard by Bert Decker, and The Definitive Book of Body Language, A&B Pease.

While the above is not meant to be an exhaustive list of tips to improve one’s presentation skills, it does serve as an example that a management training course may not be the answer to develop your presentation skills.

Management Training Course, Leadership Development, Executive Coaching
Developing People offer first class management training and development, with a business training course for every level of personnel, helping you increase productivity through employee training, leadership training

The Role of Leadership Assessment

How can an organisation identify its future leaders today?

Identifying future leadership potential is a complex issue; however there are a number of steps an organisation can take to improve its ability to identify its future leaders. The first step in the process is to define the characteristics needed by future successful leaders.

Some of this information may be collected by looking at the characteristics of successful leaders in the organisation. These characteristics may include:

- Thinking style, capability and intelligence

- Personality trails

- Behaviour and interactions with others

- Experience

- Self motivation

- Ability to learn.

Once the characteristics have been identified a number of different techniques and activities can subsequently be used to assess them, for example:

- Critical thinking, numerical and verbal reasoning tests can be used to ascertain an individuals thinking capability and potential. The results from these tests can be benchmarked against other successful leaders.

- Psychometric profiling instruments can identify an individual’s personality traits, likely communicating and leadership styles. How do these fit with what the organisation needs?

- 360° feedback tools are valuable for assessing an individual’s performance and behaviour in the workplace. While not a guarantee, historic performance behaviour will be a guide to how the individual is likely to perform in the future.

- Assessment Centres during which an individual undertakes a range of group and individual leadership tasks can provide a good deal of information about an individual’s personal motivation and how they lead themselves.

- Personal challenges, for example by leading a business improvement project or charity/fund raising activity that will take the individual outside of their comfort zone and give the organisation a view of how they handle new and unfamiliar challenges.

While the above techniques will not guarantee identification of the leaders with the greatest potential, they will provide the organisation with a good deal of objective information on which decisions about leadership potential and leadership training and development can be based.

Management Training Course, Leadership Development, Executive Coaching
Developing People offer first class management training and development, with a business training course for every level of personnel, helping you increase productivity through employee training, leadership training