Supervisor Training Effectiveness: Best and Worst Practices
Managers and supervisors are promoted or hired in to lead. There is still a myth prevalent in the work world that placing someone in a leadership role makes them a leader. Truth is that much like playing the piano or a sport, excellence at supervision requires training, coaching, practice and feedback.

 

When your company invests in the time, talent and resources to conduct supervisor training it needs to be evaluated for effectiveness.

Best Practices

• Involve all stakeholders (training designers, a few of the candidates for the training, executives, participants’ managers, HR, external providers). The job of the stakeholders is to clarifying who is responsible for training effectiveness. That would be all the stakeholders. The trainer owns design and delivery of the training. Who is the responsible party for the effectiveness of the training? The answer is simple. The stakeholders.
• With the stakeholders, establish before the training is designed or conducted how success will be measured.
• Make certain all stakeholders have shared and created a clear picture on expected outcomes.
• Designate a resource to collect, track, analyze, and communicate findings to build the business case for the value of the training, or build the case for modifications to the training.

Worst Practices

• Provide supervisor training based on the expectations of only a few. Involvement and input must require accountability with all stakeholders, not just the trainer or the learners.
• Expect training to be a sole solution. Training is not like a vaccine or baptism.
• Determine evaluation strategies after the training has been completed.
• Select outcomes that cannot be measured.
• Use evaluation data to cast blame and point fingers versus to modify and improve the training content and approach.
• Share evaluation results and data with a limited few key parties and not with executive management.
• Most companies, banks and credit unions for example, track everything that matters in their business. Are they, are you tracking training? 

 

Still learning,

Honey

 

Writing Like A Pro

 

Avoid Technicalese
Technicalese is the overblown style that makes writing sound as if it were written by a robot. Sometimes it’s tempting to use technicalese as a way to emphasize our knowledge of the topic. However, loading up your writings with jargon, clichés, antiquated phrases, and passive sentences only makes your text more complex than it needs to be. Make your writing more direct and vigorous by using the active voice to overcome this habit.
For example:
Passive: Security of a credit card is provided by the four digit pin code.
Active: The four digit pin code provides credit card security.

Lengthy Sentences
Lengthy sentences tire your readers. A survey by Harvard professor D. H. Menzel indicates that a sentence becomes difficult to understand when it exceeded 34 words.  Test how readable your writing is at www.readability-score.com

KISS - Keep it Simply Simple
Don’t use overblown expressions such as “it is a well-known fact that” or “it is the purpose of this writing to”. These take up space but add little meaning and clarity. Use simple words instead of wordy phrases.

Attention all Trainers!
Make this Your New Year’s Resolution
Train the Trainer Boot Camp
 

Be on the Lookout

Always be on the lookout when you are reading for excellent writing.  When you find it consider the writer’s style, sentence structure, succinct directions and descriptions.

 

 

Still learning,
Honey

12 Tips on Coaching Employees

Coaching isn't about telling, it’s about engaging the other person. First engage and then listen! Are you charged with inspiring, guiding and engaging others? If yes, that calls for you to “up your game” with coaching expertise. Put these tips to work for you as a coach.




Here’s a dozen tips that will improve your coaching effectiveness:

1. Have a clock where both parties can see it – even take off your watch and put it on the table. Confirm from the start how long the coaching session will last.
2. Quickly create an agenda if one wasn't established in advance and prioritize the central points.
3. Concentrate as much as possible; avoid thinking about your next response while the other person is speaking.
4. Take notes on what you hear; documenting and follow up are key.
5. Never coach from behind your desk.
6. Use affirming body language to show your employee you are focused on what is being said.
7. Have patience when your employee is speaking, especially if they need time to explain something.
8. Maintain as much direct eye contact as you can.
9. Keep your cell phone out of the coaching session.
10. If you are in your office turn on the do not disturb button on your desk phone.
11. Hang a sign on your door requesting to not be interrupted.
12. Smile and be as friendly and sincere as you can when your employee is doing the talking.

If you are the coach put these to good use. If you are the employee that is fortunate to have a supervisor that strives to excel as a coach take note. You have many of the same responsibilities that your coach has and you can tap into these twelve suggestions in order to make MVP!

Still learning,

Honey

Five Keys to Exceptional Teamwork

Coaching isn't about telling, it’s about engaging the other person. First engage and then listen! Are you charged with inspiring, guiding and engaging others? If yes, that calls for you to “up your game” with coaching expertise. Put these tips to work for you as a coach. Here’s a dozen tips that will improve your coaching effectiveness: Have a clock where both parties can see it – even take off your watch and put it on the table. Confirm from the start how long the coaching session will last. Quickly create an agenda if one wasn't established in advance and prioritize the central points. Concentrate as much as possible; avoid thinking about your next response while the other person is speaking. Take notes on what you hear; documenting and follow up are key. Never coach from behind your desk. Use affirming body language to show your employee you are focused on what is being said. Have patience when your employee is speaking, especially if they need time to explain something Maintain as much direct eye contact as you can. Keep your cell phone out of the coaching session. If you are in your office turn on the do not disturb button on your desk phone. Hang a sign on your door requesting to not be interrupted. Smile and be as friendly and sincere as you can when your employee is doing the talking. If you are the coach put these to good use. If you are the employee that is fortunate to have a supervisor that strives to excel as a coach take note. You have many of the same responsibilities that your coach has and you can tap into these twelve suggestions in order to make MVP! Still learning, Honey

Five Step Approach to a Coaching Session

There are many skills that impact becoming an exceptional supervisor, however, none of them could compare to developing effective coaching skills.

Coaching is a powerful approach to developing employees. Coaching focuses on improving job skills and knowledge and confirming the results meet expectations. Supervisors and managers need to routinely coach – at least monthly. Coach employees on new techniques to make their job performance improve or when regulations change, for instance. Coaching encourages employees to evaluate their performance, reinforces satisfactory performance, and can be an outstanding tool for improving productivity and behavior. Because coaching focuses on communication and ensuring ongoing feedback, employees generally value the approach.

Differences in employees, tasks, and circumstances make every coaching discussion you have unique. Some discussions will be long and complex; others, short, covering a single topic. However, every coaching discussion should follow an approach that ensures that the practical need to understand and accomplish the goal of the meeting is met.

Whatever types of coaching interactions you have, you can put this 5 step approach to work for you.

 

1. Launch

The launch sets the stage for the discussion and provides focus. It is the time to cover the discussion’s purpose and why it is important to everyone involved and to the task at hand.

• State the purpose and importance of the discussion.
• Review or create an agenda.
• Find out if the employee has topics to add to the agenda.

 

2. Explore

This is the fact-finding step.

• Review background information.
• Raise issues and concerns.
• Don’t jump to conclusions.

 

3. Develop

Explore appropriate topics by asking questions and sharing ideas to help the employee determine the best way to goal achievement.

• Develop and explore alternative solutions or actions.
• Ask questions.
• Challenge assumptions.

4. Agree

Before closing the discussion, it is important to check for agreement.

• Agree on solutions.
• Summarize – this is the job of the employee to confirm understanding and clarify who has agreed to do what by when.
• Provide encouragement, but make sure the other person remains responsible for taking action.

5. Conclude

• Make sure all follow-up dates (for taking action, reviewing progress, continuing the coaching discussions, etc.) have been set.
• Document the summary, any agreements and all follow-up actions.
• Express confidence regarding the employee taking the action agreed upon.

Put this 5 step approach to work for you as you elevate your effectiveness in coaching others. You will be glad you did!

Still learning,

Honey

They Just Don't Get It!

How long has it been since you've said that? We have all been there, that's for sure. When we find ourselves thinking or saying 'someone doesn't get it' there’s no doubt our bell has been rung! Has your bell rung lately?

I used to hang out in the “I am frustrated about you lane” a little too much. It's a stressful place if you're there very long. I am well acquainted with the bell ringing and so is everyone else that manages or trains other people! Or works with the public! Or attempts to live with other people! Or drives in traffic!

So here's what I found out. It never dawned on me that I could choose whether or not to frustrate! Everything I do is motivated by my conscious or unconscious belief that it's in my best interest. The issue becomes – okay, just how do I learn what is and what isn't in my best interest. The key is gaining and maturing the knowledge I use to self-evaluate and self-correct.

I have learned a great deal about self-evaluation and self-correction techniques. I was taught by the masters - William Glasser, MD and Bob Wubbolding, EdD of a process duped WDEP. The acronym stands for:

• Wanting – what do I want?
• Doing – what do I need to do to get it?
• Evaluating – is the want good for me? Is what I am doing helpful?
• Planning – what will be my plan to get what I want?

Both men are accomplished authors. Dr. Glasser, an internationally recognized psychiatrist who is best known as the author of Choice Theory, a method of psychotherapy he created in 1965 and that is now taught all over the world. Dr. Wubbolding is the premier teacher and practitioner of this theory. I completed the Glasser Institute's three year program and obtained certification in Reality Therapy several years ago. I teach WDEP every opportunity that comes my way.

Speaking of teaching... if your job includes training others, join me for Train the Trainer Boot Camp and you will find out that there are critical factors in transferring training to learning. Put an end to people driving your crazy because you have trained them, you have told them and they didn't learn! It’s time to hang up your bell!

Still learning,
Honey

Clear a Path for Training to Stick

In all service industries, like a bank or a credit union, well done training can help build more business. Untrained or unskilled staff can run business off. Bank and credit union trainers have their hands full trying to build and provide training. Especially meaningful, effective training that fits a tight time frame and doesn't impede the work flow when people are pulled off the job to attend learning opportunities.

These same trainers need training. Invest in your trainers by providing them with what they need to contribute to the quality of learning at your company! Train the Trainer Boot Camp will give your trainers what they need in order to map out the training route and get the company to the destination that is spelled out in your vision and strategic plan!

When it comes to quality training, training that sticks, set your sights on your destination, map out the route and pay the toll. Clear a path for training to become a rock solid contributor to your culture, efficiencies and bottom line.

Everyone invested in your company hopes that the staff – from top to bottom - is well-trained. Are you using hope and luck as your strategies for making training a priority or do you enjoy the comfort that comes with developing well-heeled, training professionals, strategic goals and a strongly communicated plan? I am sure you would agree you need to rely on more than hope when it comes to people knowing how to do their job so that the company can build a well-earned reputation for excellence among customers, regulators, peers, investors and the community.

Let me ask you this, at times do you find yourself thinking we sure are lucky that we have people who know what to do and how to do it? Certainly, being grateful for the talent and skills of the staff is admirable and a best practice when expressed. However, should the hope and luck strategies crash, you will be even more grateful you aren't working in a hospital!

Why wouldn't the company want to take the same stance as a highly respected hospital or a well-run restaurant when it comes to training? Training is about preventing problems, solving problems, enhancing confidence and building collective and individual intelligence. Give your trainers the support they need so they can help clear the path for training to stick.

Still learning,

Honey

Get on Your Mark, Get Set to Use Short Cuts!

Last time, our Project/IT Coordinator, Maarten Cappaert, showed us some helpful tips and short cuts to get more targeted search results when searching the internet for information. This time, he shows us some other neat things that you didn’t you know you could do with Google!

• Set timer for 10 minutes. This turns google into a countdown clock, complete with audio alerts when the set time is over. This is a great tool to keep control of your time. Set it to any time you want in hours, minutes, seconds.
  
• Stock Ticker. Turn Google into a stock ticker just by entering any stock code. Want to keep track of Apple? Just type AAPL and hit search.
• Tracking Numbers. No need to go to the package delivery service’s website to look for a tracking tool buried somewhere on their website. Just enter the Tracking number in Google for instant results.
• Google Recipes. Did you know Google has a sub-site, dedicated to recipe search? You can even specify a calorie count, exclude or include specific ingredients, or tell it how much time you wanna spend cooking. Try it here

• Dictionary. Google define followed by any word you need the definition for without having to consult a dictionary.
  

• Calculations. Use Google as your calculator, it even solves graphic equations. Here’s a full list of what it can do!

• Unit conversions. Always wonder how many miles are in one light-year? Ask google 1 light-year to miles to know the answer. If you are not the captain of the USS Enterprise it works for temperatures, weights and more earthly distances too!

• Sports. Big sports fan? Just type the name of your favorite team to see a schedule, game scores and more.

If you also read Maarten’s tips in part one, you should be a genuine internet wizz and have some new tricks up your sleeve to optimize your time management skills!

Still learning,

Honey

Get Your Learning On!

In the most basic sense learning involves acquiring new knowledge, skills and attitudes that result in some change in our ability to do something. In competence-based training we seek to promote a change that results in greater competence to perform certain desired work functions.

Much has been written about how individuals learn. What’s been your experience learning? How have you learned in different learning situations? I attended an Accelerated Learning Workshop and was taught how to improve my reading skills. The instructor introduced a theory about speed reading, gave us an example of how it worked and then had us do an exercise. I knew I could benefit greatly by improving how well I retained information and how fast I could read. Then he paired us with a learning partner and we did additional exercises around reading and retention and then discussed the exercise with our learning partner. I still use much of what I learned in that workshop today.

In our upcoming Train the Trainer Boot Camp, attendees will be pumped about learning techniques, tips and approaches that help get the learning on when they conduct training!

Learning is often for the practical purpose of developing competence in an activity. This could be work related, such as learning how to complete a procedure; or it could be for fun, such as learning to play a card game. Learning in these situations involves actually doing the activities, and improvement in performance requires practice over time.

All learning involves the acquiring of some knowledge, though the extent of this would vary depending on what is to be learned. Learning a new language, for example requires much knowledge acquisition. However, even in skill-based activities like playing tennis, there is still important knowledge to be acquired for effective performance, for example, the rules of the game. The key process in knowledge acquisition is memory.

However, the mere acquisition of knowledge in itself is often not sufficient for effective learning. Learners need to make sense of what they have learned and know when, where and how to use this knowledge. In most cases, understanding the information you have acquired is critical to effective learning.

Understanding involves more than memory; it requires us to think about what we are learning and make sense of it in terms of putting it to use. Without understanding how relevant the subject matter and the learning is, much of what we learn through memorization would have little use and is likely to be soon forgotten.

In real learning situations, knowledge, understanding and thinking are the primary components of learning. The three do not occur as separate processes, but are dynamic and mutually support the overall learning process. When we acquire more knowledge, think better about we are doing and practice more, we tend to become more competent.

Competent performance develops from the acquisition of appropriate knowledge, good thinking and doing – over time. Different types and levels of competence will require more or less knowledge, thinking and doing. Effective learners are competent at acquiring knowledge, developing understanding through good thinking and applying these in doing.

If you or someone you know is charged with making training stick at your company, share this blog with them!

Still learning,

Honey

Speed Up Your Cyberspace Search Skills

Like you I am always trying to save time when I am searching the Internet for help and information. I asked our IT/Project Coordinator, Maarten Cappaert, for some helpful tips and short cuts when doing a search on the Internet and check out what he came up with!

Google Search Tips (Part 1 of 2)

Want to enhance your searching skills and get the results you are looking for in a flash? Here are some quick tips, each with an example of how to use them.

• Want to look for something specific? Use quotation marks around your topic:
  “Sales Training” will get more targeted results compared to Sales Training
• If you want to exclude something from your search results, use a minus symbol.
  Bank -”Credit Union” will hide all results for credit unions and just show you banks.
• If you want to search only on a specific site, use site: followed by the site you want to search.
  boot camp site:interaction-training.com
• If you are looking for other sites that mention something from your own site, use link:boot camp link:interaction-training.com
• Looking for something in a specific range? Place two periods between your lowest and highest value.
  Ford Explorer 2004..2005
• Looking for a PowerPoint presentation? Tell Google just that by adding filetype:PPT to your search query. This works with other file types too!

If remembering all these search keys is a little daunting, you can also use the easy-to-fill-out form at www.google.com/advanced_search to do exactly the same, plus some additional, less common tricks!

Next time, Maarten will share about Google’s Smart Search features.

Thanks, Maarten!

Still learning,

Honey

Crimes At The Teller Window

Crimes committed at a teller window occur most often by a new account holder or by an impostor posing as someone else. The favorite location for this type of perpetrator is the drive-in. A quick getaway, in addition to the added distance between teller and customer, make the drive-in the ideal place for con artists to try new tricks. A quick getaway, in addition to the added distance between teller and customer, make the drive-in the ideal place for con artists to try their hand at stealing without a gun. These are just two of the motivating factors that prompt crooks passing as customers to use the drive-in to try the newest scam. For example, depositing stolen checks in a new account is one of the oldest tricks in the book still used by con artist today.

 

What should you look for? Always examine checks to be certain the payee name and the account holder name are exactly the same. If not, stop. Most likely you should not accept the check for deposit. Take this case for example: What would you do is someone opened an account six weeks ago under the name of John Cameron, and today, he comes through the drive-in to send in a check payable to Cameron for deposit?

 

When you inquire about the payee on the check the depositor says, “I have a small consulting business on the side and some of my clients send me checks payable just to ‘Cameron’. It happens all the time, it is no big deal. I just want to deposit it into my checking account.”

 

Do not accept this check for deposit without an officer’s initials. It is possible the customer’s story is legit; however it is also possible this is a case where checks payable to a business have been stolen. Perhaps the thief has access to the business and is stealing accounts receivable payments.

 

It could take weeks, even months, for the business to discover what is going on. In the meantime, the thief has deposited numerous checks amounting to thousands of dollars, withdrawn all the funds, closed the account, and moved on to another institution to pull his trick on another unsuspecting teller.

 

Still learning,

Honey

Coaching Employee Performance Effectively!

It’s important to remember that all performance can be coached. We coach when the employee is not meeting the expectations or job standards. We also coach when the employee is doing a stellar job. For the employee who is falling below expectations, getting on-purpose about coaching gives us a clear picture if we’ve done a good job at communicating expectations, defines exactly where the employee is off base, and helps them build a plan to correct. 

For employees with stellar job performance employee, it reassures them that we recognize their contributions. It strengthens their confidence in taking on challenging assignments and it encourages them to explore new ways to enhance their performance.

If you are intent on excelling at coaching, join me for Supervisor Boot Camp and learn how to lead, manage and coach your team!  The supervisor needs coaching! Network and learn solutions, techniques and approaches that empower you to excel in your job as a manager.

Here are two key points that will help you coach your employees effectively:

1.     Communicate Clear Expectations

a.     Put it in writing

b.     Use straightforward language

c.      Be proactive

d.     Show, don’t just tell

e.     Meet with each employee individually to collaborate and discuss expectations

2.      When Performance Issues Surface Look for Obvious Reasons

a.     Review and confirm expectations

b.     Is this a case where your employee has insufficient resources?  If an employee doesn’t have adequate time, budget, or access to required tools/information/material, no amount of coaching can correct the problem.

c.      Does the employee have adequate training for the job?

d.     Does the employee have the capability to do the job?

e.     What is the employee’s level of interest in the job

Still learning,

Honey

www.interaction-training.com