Stop your Training Department Behaving Like Santa Claus!

As any parent of young children would know, the run-up to Christmas is of course a time of happiness, and excitement around the impending arrival of Santa Claus with the presents! 

However there is also a sense of frustration as new presents are unwrapped and last year’s previously un-played with toys are pushed to the back of the cupboard.  Of course the children are lucky to get any presents at all, and perhaps this issue is just one of poor parenting?

But many parents will recognise this situation as a common one.  The answer is obvious!  Just tell them they don‘t get any new toys until they play with the ones they already have, and make sure they do so throughout the year.  It would certainly make for a cheaper Christmas or at least increase their appreciation for what they are given.

So what does this have to do with the provision of training programmes by organisation’s in-house training departments?  Having spent many years in a company as a ‘customer’ of the training department, and then more years offering the systems provided by Gazing Performance and in working with different training departments.  Our observation is that many training departments act exactly like Santa Claus in giving ‘shiny new toys to children who have not played with the ones they were given last year!’  This issue seems to be underpinned by three main points:

i)                    Even if they try to make a connection, most training departments remain unfortunately remote from actual performance and business results.

ii)                  A ‘junkie’ like obsession to the desire to get delegate approval and ‘good’ feedback on the universal ‘happy sheet’.

iii)                The dreaded ‘training needs analysis’ in which a seemingly valid requirements research process allows the people within the business to act like the aforementioned children writing their ‘Christmas list’ for Santa.

We hear people say “What’s wrong with this?  Surely it’s good for motivation and retention to give people the development they want!”  Of course there is an element of truth in that, and one can argue it’s better to provide some development rather than none. 

The problem is that ‘what people want is not necessarily what they really need,’ if the goal is to provide development programmes that have a measureable and sustainable impact on individual and organisational performance.

So the desired ROI from development investments is rarely delivered, and it has long been accepted that the majority of training does not translate into behaviour and business results. This is a worrying situation at any time, but in today’s business reality when every penny of investment is microscopically scrutinised, the situation does not survive logical examination!

So what is the answer? Firstly don’t underestimate the challenges as ‘the shiny new toy’ culture has existed in the training and development industry for many years.  Also there is not a ‘silver bullet’ of an answer. 

Our observation is that there must be a deliberately joined up approach between the strategic direction of the business, the critical business processes and the selected development strategy.  This is then underpinned by an almost obsessive commitment to disciplined execution. 

For example people are expected to use the knowledge, skills and tools they have been provided with in order to do their job i.e. use what you have a focus on, using it better and better!  The attention of the ‘training department’ then shifts to supporting application in the field and assessing specific gaps in ‘skilful use’ which provide the platform for your enquiry ‘training strategy’.  A measurable link to performance and therefore ROI is now much closer to hand.  I have tried to illustrate this below:

1. Strategic Direction - Clarity
2. Development Requirements identified
3. Adaptation of material to match requirements
4. Gain and understanding the new skills, through workshops
5. Use the skills with coaching support
6. Skilful use of the skills with ongoing coaching
7. Assessing the Impact

Too simple?  Simple maybe, but far from easy to implement.  Of course there are enlightened HR and Training Directors who understand this and build their development strategy and programmes on that understanding.  Gazing Performance have been lucky to find and work with some of them.

But there are still too many ‘Santa Claus-like’ training departments and in today’s climate where training and development investments are high on the list of targets to cut, it is easy to see why leadership teams feel their people can “go without another shiny new toy that they are unlikely to use”, for a year or two! 

For more on how Gazing Performance can help you get the benefits from an integrated training strategy and programme, please contact Gordon Holmes at gholmes@pengor.com

Expectation is the Mother of Crisis

 

The ability to perform under pressure is without doubt a key requirement of successful people. For top performers, pressure, rather than being an enemy to performance, is in fact a stimulant. Unless exposed to increasing levels of pressure it is unlikely we will raise our game. This is the difference between the mediocre and the elite. Whether it’s in rugby or in sales, in the classroom or learning to ride a bike we will only improve if we are prepared to raise the stakes.

So what is the difference between performing at a mediocre level or an elite level? It’s quite useful to consider this from three perspectives.

The first aspect has to do with EXPECTATION.  If we don’t raise our expectations we will remain at the level we are at. Of course the way we raise expectation is important. Too much too soon or wishful unrealistic thinking isn’t helpful. It’s about taking little steps and putting the work in to be able to cope at a higher level. Sporting teams and individuals that are able to raise expectations in a way that excite and stimulate people will undoubtedly improve. 

The second has to do with SCRUTINY. If we aren’t examining and tracking our performance and reviewing areas to improve then we are simply leaving things to luck. Luck is rarely consistent.

The third difference between mediocre or elite performance has to do with the level of CONSEQUENCE attached to the task we perform. Sometimes these are positive consequences like winning the competition, or getting the big deal, or conversely they can be negative consequences - the fear of and impact of losing. Whatever the case, consequences that are meaningful to people stimulate effort and performance levels.

So ESC (expectation, scrutiny, consequences) is crucial for raising performance. Sometimes these come from within us or sometimes from external places.  And while most of us have a pattern in terms of which one we respond to most all three are equally important. A lack of one element can undermine performance.

ESC does in fact describe pressure. And when the pressure gets too much, when we reach our threshold, or we become overwhelmed, there is a possibility we will respond negatively. Levels of expectation can be so overwhelming they can divert people from the task at hand. Likewise, scrutiny.

Think of a time when a task you were normally able to perform became impossible when people watched. And so it is too with consequences. Being so desperate to win, or worried about losing can be overwhelming. 

Being aware of what diverts you is incredibly helpful.

Being aware of our responses to pressure is also helpful. Some people under pressure become very AGGRESSIVE.  This might mean snippy, or it might mean you try harder to tackle someone and lose your timing as a result, or you might speak too fast in a big meeting. Some people become quite PASSIVE and shrink away or go flat… Poor me… Not my job - you do it! And some people simply ESCAPE… I’m out of here! I’m not going to be in position to catch the ball! Too hard!

Spend some time to think about ESC – APE in your sport, school, job, family or day-to-day living.

Whether it’s when you get stuck in traffic or whether it’s playing a game of rugby in front of thousands of people, if you are aware of yourself going APE you will have more choice as to what you do. And over time you can be more conscious of your own personal pattern and practice not responding like that. If you are aware of what diverts you most E S or C then you have more control over weather you go APE or not before you even get in the position. You will be able to put in place alternative responses and focus on useful, helpful things.

If high performance is important to you and there is pressure then it is crucial to resource yourself to cope. It’s up to you.

Learning Points

High performance requires pressure

Pressure can cause poor performance by diverting attention

To succeed, structure and resources should be proportionate to pressure

Please contact gholmes@pengor.com if you would like more information

The Fifth Dimension

Whether you are reading about Europe winning the Ryder Cup, England winning the 2^nd Ashes test in Adelaide, or Lee Westwood winning the Nedbank Challenge at Sun City, or about any other top performing sportsman, there is an ever increasing focus on the mindset required to win, or the psychological frailties exposed in these highly pressurised sporting events.

Observation would seem to point to a significant link between the mental state of an athlete and their actual performance

Much of the media coverage focuses on the suggestion that athletes whose performance breaks down must have something wrong with them. That this problem needs to be treated, another was that they don’t have the belief that they can win anything. Do we really think that “belief” mysteriously turns up to help you win?

Surely a more thoughtful and credible analysis of this critical aspect of performance is required? Gazing Performance have developed a unique perspective on the mental component of human performance. Two main elements of this perspective are that firstly the mental component does not work in isolation from the other critical elements, and secondly that it should be regarded as a skill which can be learned and developed like any other skill. This view is best represented in the form of an equation which looks like this:

Here the description of “mental skills” as the “fifth element” of performance. The implication of this equation is that performance is made up of a combination of the equation’s elements.

Therefore just like technical skills the mental skills associated with high performance under pressure can be learned, understood and improved.

In a recent interview after winning his 53^rd world cup race, Herman Maier said “It’s not easy to get it all together; today I was thinking clearly and it worked”.

We know it can. Gazing Performance has applied this philosophy successfully in both sport and in business, where results have exceeded expectations. Far from introducing a language more akin to the psychologist’s couch, Gazing use a simple, common approach, which quickly becomes part of the individual or organisation’s performance development programme whilst working closely with the managers. There are no magic wands for this crucial area of business or sports, but equally there is no need for it to be shrouded in mystery. Contact Gordon Holmes at gholmes@pengor.com for more information about performing under pressure.