As a keen Australian rules football (AFL) supporter, I loved this article mapping out coaching dynasty’s that exist in AFL football. The basic premise of the article suggests great coaches aren’t born, they are bred.
After reading this I thought about the challenge of building good coaching and leadership in organizations today. For the most part there is not the same public scrutiny and very visible performance data available on our companies leaders as there is with any major league sport, but there are definitely similar challenges. How do you reinforce the same themes and key messages week on week, and still keep your team engaged? How do you provide feedback, build confidence and the capability of your team? How do you make the right choices at the selection table?
Clearly there are some common themes and challenges for organization and sport. So what are the common attributes that separate a dynasty successful coach from a regular coach? Here’s three themes I believe are key:
Positive role models
Of all the key attributes behind a good coach, providing a positive role model is a prime factor in establishing a coaching dynasty. Approximately 90% of what we learn is through our experience and observation. It is then no coincidence that the writer of the AFL coaches article observed many of the top coaches in AFL had all been exposed to at least one of the great coaches that came before them. Through observation and indoctrination of successful coaching practices, they were able to learn their coaching craft and also become very successful coaches.
A winning culture
Successful coaches set up their teams for success by creating a winning culture, by reinforcing some very clear standards of behavior, which become part of the fabric of how a team behave. It is then by no means a coincidence that coaches whom are a part of and have experienced a successful coach learn the power of establishing a winning culture that builds accountability, trust and loyalty amongst a team.
AFL football can be a very complex and intricate game, yet teams play it best when the do the routine, basic things required by the game in a consistant and repetitive fashion. Coaches therefore need to rely on simple messages, retold and reinforced many different ways, reinforcing what needs to be done on a week in, week out basis. Like any job, football can be monatonous, so the challenge as a leader is to be able to help their team members understand and be inspired to change or maintain their behavour in order for them to become a more successful team. Consistency and quality require a fair degree of repetition no matter what the profession. Being able to learn new perspectives and new insights from great story tellers, supports not only successful teams, but role models to a future generation of coaches.
What other themes do you believe should be here? I look forward to your comments.
In an instant ‘on’ society, we don’t have time or patience for many things. We want change and results quickly. We want to take a pill to shed excess weight quickly. We want our leaders to attend a training course and change their behaviour over night as a result. But we all know the reality of life is very different. People don’t lose weight and remain slim with one weight loss treatment. Good leaders aren’t made with one leadership program. The key is about building routine and consistency.
As I find myself again looking for answers to assist people in organisations become better leaders, I have been thinking more and more about how to integrate what a leader needs to learn and do, into their every day work. There is plenty discussion at the moment about informal learning. In essecense most of what we learn occurs when we are working. The theory clearly makes sense and seems to be a no brainer. That’s until you try and put it into practical application, where old world learning values are still pre-dominant.
‘Learning and working, won’t that decrease my capacity?’
‘How are we going to measure what has been done – how many courses have been delivered?’
So if activity measurement is key, as we know ‘what get’s measured, gets done’, yet we still want to have the activity occur on the job – how can that happen? Well here is one idea stolen from the world of weight loss. Currently there is an initiative by the Australian Government to help reduce obesity, the Swap It, Don’t Stop It, campaign. The premise being, swap one less healthy activity / eating habit, for a more healthy activity or eating habit.
I downloaded the iPhone app and thought it was pretty nifty actually. It included alerts to remind you about different activities and gave you a way of checking things off. Maybe by offering a similar tool for leaders, I thought we could help leaders to help themselves to change their behaviour (see my example).
Improving leadership, like any behaviour change takes consistency and effort. Re-programming our brains into new patterns, requires us to continually repeat new behaviours, so they can become instinctual. Integrating a tools such as this sort of application, into a broader reinforcing system designed to change leaders behaviours (e.g. role modelling, mentoring, coaching, reinforcing of core values, ‘calling’ of behaviours) surely can offer us another way of helping our leaders adapt to new ways of working.
I would be keen to hear your thoughts and comments on this idea. Please comment on my blog below.
Leaders play a significant role in assisting their people to learn. Whether it is to help raise self awareness of a learning need, provide ongoing coaching or to proivde an opportunity for their people to apply what has recently been learnt, as I documented in my post on sales training, the leaders role can not be under estimated.
A systems mapping analysis I worked on last year looked at some of the barriers that prevented capability development initiatives from being more successful of which people leaders were identified as a key barrier. Therefore a key goal of the ensuing capability strategy is to provide leaders with some context as to what role they play in peoples development.
The challenging part of this task is that this sort of leadership activity is currently seen as something you may complete a couple of times a year. Typically when completing an individuals development plan or maybe in a conversation regarding the attendance of a training program. Building capability for many people leaders is seen as an outsourced function to be performed by training courses and leaders role in relation to a persons capability is simply to solve any problems that come up in between those times.
‘LearnFest – People Leader Insights’ was developed as a way of engaging leaders to further develop the focus areas of the Personal Banking capability strategy we had previously created. The idea was to have a hybrid learning event. LearnFest was partly based on a world cafe style of idea generation to gain some more insights to better help people leaders execute themselves. Partly it was designed to provide some action learning experiments for the leaders to then implement with their teams. The event content was to be light and highly interactive. To achieve this we provided the heavier theoretical content via an engaging interactive portal available pre and post the event. The content on the portal was then largely delivered through short narrated slide shows.
One of the major challenges I have been trying to overcome in my organisation is the adoption of social learning tools to enhance more colloborative learning. As a enabling strategy for LearnFest, I introduced a ‘paper tweet’ functionality, whereby participants would tweet, comments, questions and key takeaway from each of the experiences they attended. These paper tweets were then logged on a live Yammer feed, which would allow participants in the room to get a feel of which of the other experiences they should consider attending. It also provided a continual feedback mechanism for analysis later and allowed other people to attend the event virtually.
Key insights gained from our LearnFest event included:
Keep large content dumps out of face to face events – The experience needs to provide enough insight to allow for in the moment experimentation, which can then be applied back in the workplace.
Integration of live events and virtual events through the use of social media tools such as Yammer is a great way to begin to build a social learning culture.
Be deliberate about what you want to achieve within each experience, by providing very specific action learning experiments for the participants to take back and try with their team.
Focus on less experiences, moving from the 5 experiences at LearnFest, to 3 – 4 experiences in the future.
Provide a structured check in, 30-60 days post the event, as a great way to enhance the collaboration and embedding of activities that were learnt in the event and enhance a social learning culture if targeted via collaboration tools.
For more information view the event set up slides and look at the following 3 minute video summary of the event.
I never understood Twitter. I thought it was a place for teenagers to follow celebrities and tweet about their latest crushes. I couldn’t understand why you would want to limit yourself to 140 character updates or who you would want to follow. I also didn’t want to create another social networking site presence, as I had profiles on Facebook (see Facebook V Twitter info graphic), LinkedIn and Yammer (at work). How many social networks can one have after all? Finally I think curiosity got the better of me. I wanted to see what it had to offer and ever since I have been constantly amazed by what a great learning tool Twitter is.
You most probably have a Facebook account and think ‘I don’t know anyone on Twitter, why would I bother?’. There in lies the beauty of Twitter. You don’t have to know the people you follow, but you may indeed learn something of value from other people. Since joining Twitter less than a year ago, I’ve been more engaged in my personal learning than I have for a long time, as I have a constant stream of useful tips and information at my fingertips. The information is easily accessible, byte sized and provides links to more information if I want it. I became so in awe of the information I found on Twitter, that I started to look for *everything* on there. Ant problem at home – searched for ‘ants’ on Twitter. Wanted to know more about ‘social learning’ for work, search and found some great information and people to follow as well. Ok, so I didn’t get great ant tips, but there were a lot of things I did get. Enough to sing Twitter’s praises here.
So if you aren’t a Twitter convert, try out the following steps to explore the power of Twitter and join the conversation.
1. Write a list of what you are interested in.
To learn, you first need to think about what your want to learn more about. Starting with a quick list, helps you target what sort of information you want to get out of your Twitter network. Make a mix of work, fun and social. My list included: Social media, learning and development, elearning, football (AFL and NFL), poker, dance music, politics, environment, consulting organisations and corporates I was interested in.
2. Against each of the topics write some names of people who interest you in that topic.
If you know a few people in your field of expertise or interest, start by looking for them. Once you start finding some people you want to follow, see who they are following, check out their tweets, then choose to follow some more people that way. Remember, you aren’t in a committed relationship with these people. You can follow and unfollow people pretty easily. It isn’t like ‘de-friending’ someone on Facebook. Chances are you didn’t know them in the first place! Look at people’s recent tweets, if it interests you follow them and see how it works out for you.
3. Search on some key words associated with your topics
Twitter has a powerful search engine and it is likely at any time that you will find someone tweeting about the terms or content you are interested in. If you follow the Twitter ‘trail’, from tweets, to people, to people that tweet the content that you are interested in – you will soon have a list of interesting Twitter accounts to follow.
4. ‘Retweet’ and share tweets you like
Twitter is about colloboration and sharing. Sharing things you find valuable will build your own following on Twitter as people start to see what you like and want to follow you as well.
5. Create and or follow some lists
Lists on Twitter allow you to group like users together, so you can have a more targetted stream of information. Lists can be private or public, so you can follow other peoples lists, which is a quick way to tap into a group of users you may also be interested in.
6. Try some ‘live tweeting’ events, by following hashtags (#)
Hashtags (#) designate topics that are going on in Twitter at anyone time. Anyone can create a new topic, the power becomes when others join the conversation and the topic. Live events are great for trending topics. Common ones are sporting events, television / social events (#logies in Australia is a good example) and professional conferences. Twitter also has regular Twitter chat events, which are special virtual colloboration events that anyone can join by following the hashtag on Twitter.
Like any social learning, learning from Twitter involves starting with an idea, then looking for a trail of information ‘crumbs’ to follow. When starting out, think as broadly as possible and don’t be afraid to try out a wide variety of tweeters to follow. Most importantly, don’t think you have to read *every* single tweet. Through scanning and reading various sources, you will soon find the information you want faster as you become accustomed to the constant flow of tweets. Don’t forget to share, pass on and reply to the people whose tweets you enjoy!
If you work in the learning and development space, you would probably be aware of the buzz about informal learning. There has been a real awakening to the fact that informal learning can provide some of the greatest learning opportunities. Commonly thought to provide more than 80% of what we learn and the source of some of the most powerful lessons we will learn in life (& indeed in our organisations). But for many organisations, we are a product of our history. Locked into a paradigm of training our people to do a good job and rewarding learning and development professionals for putting more people through even more training programs.
But the current reality is not working. Business needs are changing rapidly resulting in a mounting list of unfullfilled training needs. We are struggling to sustain behaviour change at a rate that keeps up with the changes required by our environment and we find it hard to quantify the benefits associated with our training programs.
We are running the gambit of being high on the training drug, then suffering the hangover of reality where nothing much has changed. Yet we are addicted. It is in our nature. It is what we grew up on. It is hard to resist when people are prepared to pay us to give people ‘everything they need to know’ and entertain them at the same time.
‘Just tell them everything they need to know to do the job right’ – frustrated executive.
We have come to a cross roads, we are struggling harness the power of informal learning as it is a path that we feel we have little control over. Informal learning is a method that can easily go ‘under the radar’ or even ‘missing in action’. Yet the informal learning path is ever present. We just don’t know how to embrace it, leverage it and effectively measure it to prove to our stakeholders that there is a better way.
Let us pause and reflect on some key differences between our desired destination and our current state. Some of the key characteristics of informal learning include that it is self directed in nature, learnt largely through our experience and discussing our insights or questions with others. Informal learning is not new, we learnt how to do many things, from learning to walk, making friends, to solving our home storage crisis – largely through our own trial and error. In life we have typically also learnt a lot through formal learning. We have been through an education system, where we we have relied on others to set a path for us to follow and spoon feed us insights.
Typically informal learning is less visible, it happens in the moment and there are less signposts indicating ‘learning has occurred here today’. In contrast with training, it is very structured, it requires an organised meeting time, often with associated artifacts to take from that learning and hence it is very visible.
Informal learning, by it’s nature starts from a place of desire from the learner. ‘I wonder how to do this..’, ‘what’s is this all about?’, ‘could you show me how to do that?’. A sense of wonderment is a powerful learning tool.
Where as training represents the status quo. It comes with expectations, ‘prove it’, ‘show me’, ‘tell me’, ‘entertain me’. It is easily tracked and can keep law makers happy because we can prove we have checked the right boxes, all the relevant knowledge has been consumed – ‘we are safe to proceed sir!’.
Informal learning has exponential impact when it is transformed into ‘social learning’ through the use of colloboration technologies. Instead of accepting the nearest persons’ answer, we can tap into a digital social network for a better answer – although we must have the confidence and trust to do it.
How do we chart a course to leverage informal learning, whilst at the same time sensibly utilize our training addiction for what what it is best designed for? Like any good learning, the answer rely’s on us experimenting. Experiments I’m currently trying, include being much more deliberate about mashing up the learning experience. Using the best parts of each of the learning modes, to get a better result, with a clear aim of building a path that leads learners to cross the threshold from their addiction to training, to something that requires more pro-active engagement.
Follow me on twitter or my blog to read more about some of my efforts to leverage the power of informal and social learning.
Check out also the following resources on informal and social learning.
Please respond with your thoughts and favorite links on the topic:
If profitability is not where we want it to be and cost cutting is the order of the day, then often employee training is an easy target. This is usually due to a poor track record of demonstrating a proven return on investment from past capability development attempts. In contrast, sales training is often seen as that gold jackpot at the end of a rainbow – the allure of ‘increased sales productivity’, is often the only incentive needed to encourage some further investment in sales training. The business case is pretty simple really: Customer satisfaction not where you want it? Sales per sales full time equivalent down? Total sales returns not meeting expectations? More often than not, new and improved sales training is the trusty tool that is called on to fix these sorts of problems.
What’s the reality though?
“87% of training content is forgotten within 30 days or people attending training course.”
Note, that says ‘forgotten’. Let us not assume ‘remembered’ equals ‘successfully applied’ either. A lot of attention is focussed on delivering better and more engaging sales training (which is great) but the most powerful catalysts of making the training stick, are factors occurring outside of the sales training room.
Within the last seven years I’ve been involved in six sales training related interventions, at two companies, including both complete new processes and refreshers to current processes, in a large scale retail and wholesale banking environments. Following are five of my key learning’s from this journey, with some ideas on what I see to be crucial elements to achieving returns from sales training interventions.
What is the problem you are really trying to solve?
Drawing conclusions from facts about your revenue and customer satisfaction being not where you want them to be, then linking those facts to the conclusion ‘we need our people to connect better to our customers’, often result in one of the next two statements; ‘we need a better sales process’ and or ‘we need new/improved sales training’.
Often the response to this is to start shopping externally for sales training vendors, looking for solutions to solve your problems. Of course, every vendor has a unique sales proposition and can wheel out a long list of successful clients, but the one commonality with most vendors is that they will not be there when the you require long term application of your new sales processes.
Some questions that may help you to better understand what you actually need, include the following:
Are my sales leaders role modelling and coaching the sales practices we have asked them to?
What systems / processes do we have in place today to reinforce good sales conversations / practices?
Do our people have role clarity in what is expected of them?
Do they have capacity to execute on what we require them to do?
Do our reward structures reinforce the sales behaviours we are trying to achieve?
These thought starters may provide you some guidance as to whether you have an execution issue (i.e. lack of guidance, coaching and reinforcement) or there is legitimately a behavioural issue (i.e. lack of ability to effectively execute on what is required). You may find you have both. An important point to remember here, is that introducing a new sales process may temporarily give you some uplift in sales performance from the flow on energy generated by the new sales training, but if you are not also addressing the systemic reinforcers of effective sales behaviours (leadership, coaching, role clarity, rewards etc), then you are likely to get back to your original starting position pretty soon after you have implemented your new process.
Key Insight 1 – Focus efforts on ways to support consistent execution
Recently, I was involved in a capability systems mapping exercise to understand the systemic issues surrounding what it was about the ‘way we develop our people that hinders us in meeting our business goals’. This sort of systems thinking diagnosis was a good way in understanding what other reinforcers need to be considered in order to deliver more consistent execution of the capabilities we are trying to instil in our people. Key levers identified in the capability systems map we built included:
Clarity of strategy and purpose – of both the organisational strategy and the capability strategy to support that
Coaching and embedding – of leaders supporting their people ensuring they have the chance to practice and reflect on what they learn
Right people participating – in the training, to ensure that it is best placed for their needs
Range and quality of training – of available training to address identified gaps
Workforce planning – to ensure people have capacity to attend training and follow up learning
Collaboration – within the organisation to support effective learning (both for those facilitating learning and for leaners)
Tweaking a sales process or implementing new sales leadership routines will not stick if you don’t have the systemic reinforcement to make them happen consistently. If you are going to go down the path of a new sales process, you need to consider some of the broader system issues at play and ensure the levers available are set to reinforce what you are trying to achieve.
Is your sales force ready for the change?
What is initiating your sales training intervention? An incumbent vendor’s contract expiring? A new leadership perspective? A revised strategy? Some poor customer satisfaction or sales results?
Any of these factors, or a combination of often leads to a fresh look at how as an organisation we connect and sell to customers. What is often over looked though, is ‘our our people ready for a new or revised approach?’ A key element of any behavioural change is understanding what the mindset of your target audience is. If you are changing your sales process, your customer value proposition or your sales leadership approach every other year, chances are your workforce may just be a little tired of the constant change and wait for the next best thing to come along and not bother with the current change you are trying to implement. Key questions to consider include:
Do our people think the sales processes do not work or are too complicated?
Have our people been subjected to a lot of other change? (change fatigued?)
Are they ready to embrace a new sales approach? (time for change is now)
If you are going to invest the time and resources required to update a sales process, you need to ensure there is a legitimate desire of the target audience to actually accept or even embrace the change.
Key Insight 2 – Know your audience, understand their emotional triggers
Engaging your sales force to understand where they feel the gaps are and for the developers of the sales training to observe how they the sales force are currently executing on their sales conversations, is paramount to helping you improve your sales uplift. This will not only build buy in and credibility for the change, but it will provide a chance to tap into ‘the energy’ of the sales force and understand what emotional triggers could work in having them adopt a future change.
Understanding the current mindset of your sales force about their existing sales processes and tools, will also assist you determine the ‘what’s in it for me?’ benefits to sell as a part of the change process. In 2008, I submitted two of the sales training programs I played a role in creating into a study run by the CLC Learning and Development, “Refocusing L&D on Business Results: Bridging the Gap Between Learning and Performance” (2008). One of the key findings in this study reinforced the need for learners to have a strong understanding of the payoff for applying what they have learnt back in the workplace. Ensuring what you are changing is somehow making the life of your sales people better and they are at a point they are more likely to embrace the change will ultimately enhance the application of the learning into behaviour that increases business performance.
What is the context within which the change is occurring?
It is very easy to get focussed on the key tasks that need to be performed by sales people / leaders, and forget about all the other things that may be distracting your sales force from having engaging customer conversations. Depending on what your sales force are trying to sell, they are likely to be engaged in a raft of other activities that may be related or unrelated as a part of that sales process; including order processing, customer servicing, problem resolution, administration, process improvement, order fulfilment, etc. Your sales leaders often are also similarly may be distracted from their sales leadership responsibilities with their own sales, operations and servicing tasks they are trying to perform concurrently to their sales leadership tasks. Key questions about your current context include:
What barriers currently exist to your sales force consistently executing on having effective sales conversations?
If you are asking your people to do something new or different, what are you going to ask them to stop doing that they are currently doing?
How will you deal with the contextual challenges your sales people have when implementing new sales training?
Being able to apply a new skill in the context of the current working environment is key for achieving ongoing behavioural change. If the new way of working is not possible due to a significant amount of current world obstacles providing barriers, then ultimately the target behavioural change will be difficult to achieve.
Key Insight 3 – Help your people understand how they will apply the new within their existing context
One of the most satisfying projects I was involved in during 2010, was building a refresher sales leadership program. It was a simulation based workshop, simulating a day in the life of a Branch Manager for a retail bank, which required them to perform key sales leadership activities, but make critical decisions about other operational tasks that were often the reason that the sales leadership tasks were not performed. The simulation was structured within a competitive game context, which had pay-off’s and penalties for different choices made. By simulating decisions in a real world context, managers were able to gain an understanding of what the impact of their decision not to prepare for a key sales leadership task (eg. sales meeting) were and weigh up the ‘real life’ costs of not properly executing on sales leadership tasks.
By combining your target training within the contextual challenges, it provides a practice ground for helping learners to overcome the issues that will become the barriers for sustaining the change once people have completed the course and are back in their workplace.
What role are your leaders playing in the change?
I attended a great workshop in 2010, where Charles Jennings presented about “Workforce development: Moving from activity focus to tangible outputs” and one of the key facts that really resonated, was the reinforcement of the importance of the people leader in capability development. Charles referred to research (M L Broad & J W Newstrom (1992 & 1998)) highlighting the top three impacts on a learners experience are:
The managers discussion with a learner prior to the workshop (establishing the learning need)
Instructional designers and facilitators contextualising the learning within the role of the learner
A managers discussion with the learner after the workshop (reinforcing what has been learnt through coaching and providing an opportunity to apply what is learnt)
A key challenge for any new sales process change is getting leaders on board with role modelling and coaching the new behaviours. A key stumbling point can be ensuring that your most senior leadership believe the change is important to the point that they adopt the tools or processes being implemented themselves and role model consistency to middle and front line management.
Key Insight 4 – Have your leaders actively involved role modelling the change and part of the learning process
If your leaders think they are above the change and not going to be hands on in coaching the new sales routines, your ’30 days’ of rememberance for a new sales routine, is looking optimistic at best.
In the sales leadership simulation training refresher aforementioned, senior sales leaders and sales coaches were a part of the training simulation, playing a key role in providing observation coaching feedback or simulating staff interactions. Senior sales leaders were also involved in a pre-workshop capability assessment against the Branch Manager success profile and part of a post workshop follow up ‘pledge’ conversation whereby development commitments were made based on the workshop and capability survey outputs. This ‘pledge’ (learning contract), combined with follow up scheduled observation coaching of key sales leadership tasks, reinforced the key skills and sales leadership routines the Branch Managers were required to perform.
“The culture and effectiveness of any sales force are products of its management system: the rules that govern the way a company trains, monitors, supervises, motivates, and evaluates salespeople.”
The article goes on to explain there are two extremes of how sales forces are typically managed. Outcome control systems, which typically sees sales people having a high percentage of their salary derived from key metrics shaped by customer results. Versus a behavioural control system, where the sales managers are typically directing, developing and evaluating their sales force on a number of different factors. The contrast being between a self directed more autonomous salesforce (outcome control), versus a directed ‘command and control’ type of sales force.
Key Insight 5 – Understand what your current state culture and determine the impact on new/updated sales processes
In 2007, I was working on a project to implement a new sales leadership program into a retail bank. At the time the culture was heavily a compliance / risk driven culture (pretty typical of banking), however the business strategy at the time was promoting a one of empowerment for the people. The reality at the time though was that people were still very much living in a compliance culture, to keep them from getting penalised for non-compliance. The vendor partnering with us at the time made a strong recommendation to make the new sales leadership routines mandatory, as they had seen good results from this type of approach in other banks. But the team felt, a view I supported at the time, that if our people were to be empowered, we needed to implement the new sales leadership routines in a way embrace the change . Therefore we attempted to compel our people into action by showing the benefits, hope they would adopt was our rationale and take the risk of moving from what was a very reactive to a very proactive sales leadership approach. Hindsight shows us, the sales leaders were still too busy doing all the other things that stopped them from getting penalised, hence the uptake of the new sales leadership routines were not what we had hoped, but clearly beneficial where they were adopted.
On reflection and with my learning’s since this project, I think the easier road would of been to make the sales leadership routines mandatory (given that culture) and just apply the appropriate compliance levers to ensure they were executed upon. However easy to implement, doesn’t necessarily mean there will be any longevity or quality in the execution of the sales leadership activities (including coaching, team meetings etc).
The key here is to really be deliberate about what your culture is currently and whether you want to use it to reinforce the new sales process you are implementing. Or whether the change you are implementing, will be partly a catalyst towards shaping a new culture. The former is relatively straightforward and has a lot less risk than the later. If taking the second approach, you will need to take a much broader view on the organisational system that is influencing how your sales force behave and look to leverage more cultural levers other than a new capability program, in order to reinforce the behaviours you will require to achieve the new culture.
The way forward
I see these learning’s as a step change from a training mindset to a more wholistic change mindset, but there is still a way to go. As I continue to explore newer concepts on motivation (Daniel Pink’s – Drive) and implement further experiments around how to move from a ‘push training’ world to a ‘pull learning’ world, I will continue to post these insights here.
Please leave your comments / insights here so I can expand my learning and please follow my blog to see what happens next in my journey.
The ‘Culture of Us’ is a look inside corporate culture today, exploring the issues and the challenges, with the aim of ‘making the world a better place to work’.
I have been working in organisation change, learning and development for over 17 years, consulting to major corporations, public institutions and entities throughout Australia and the rest of the world. With almost 10 years experience gained in top tier consultancies (Accenture and PwC Consulting) and the last 8 years spent internal consulting in two tier one Australian banks (ANZ and currently NAB), I have a raft of experiences I’m keen to share.
This blog is a reflection on my experiences, both present and past. It provides me an avenue to structure my thinking and share with others my insights.
I hope you enjoy my posts and encourage you to respond so that I can learn from your experience also.
I recently attended a Change Management meet up to discuss ‘Top down, bottom up, or middle out?’ change management approach’s and think about the different ways we can implement organisation change (thanks for the invite Jude). […]