Whilst most Management Development programmes are bespoked, this is an example of a programme recently delivered:
Each module consists of a workshop (collective learning to transfer knowledge and practice skills) and individual follow-up coaching support (to take the learning into the ‘real world’ role of each participant). Each person will be expected to be able to relate the learning to the projects which will have been allocated and arrive ready to report on progress.
In advance of each session, prepared materials will be created to help delegates understand the key theories that will be discussed and practised in the workshops. These will be available online or in print and will ensure the workshops can focus on application rather than the ‘teaching’ of theory.
We will create a range of pre-prepared videos of actual situations for review, audit and discussion as part of the process – these will be used as part of the training interventions (shown in plain text below). Workshops will be practical, dynamic and focussed on outcomes rather than around problems or theory.
Coaching is the vehicle for reviewing ‘how things have gone’ and putting new learning into practice (some of which will come from workshops). The coaching can be carried out in person or by telephone. In addition, a ‘drop in’ session can be arranged where a Continuum person will see as many people as required during a given day.
Each module would generate an action plan to act as the impetus and engagement with the coach. The whole process would be reinforced with the completion and review of a learning log to help people embed the actions.
Each learning module would generate a range of physical, written and video content, which will be stored and can be accessed by delegates at the point of ‘need’ or review and this, in tandem with other technology areas such as forums, user created materials and mobile ‘apps’ can be used to embed the learning into the organisation.
|
Module 1: The Leadership Role |
|
|
Stage |
Subject Areas |
|
Understanding Leadership
|
Leadership Roles and Processes – Change as a fundamental; widening individual perspectives; developing communities to improve ‘practice’ as well as to network and share learning; seeing strategic scanning, building ‘slack’ and change resilience as key areas for the role which can be implemented across a range of issues and competences Discussion Groups and Input |
|
Leadership Branding
|
Understanding the impact of actions – linking together personal and organisational values with leadership actions ‘Heraldic shields’ – Personal Brand exercise. Creation of 360 degree exercise |
|
Diagnostic Feedback
|
The link between the chosen diagnostic and the role of the leader, developing self awareness & making choices re action and behaviour Input and self reflection – peer group review and challenge |
|
Emotional Intelligence
|
Making ‘clean’ emotional choices; Building personal emotional resilience Review of ‘choices and principles’. Analysis of implications |
|
Leadership Risks
|
Building on ground breaking research, examining factors which produce inneffective leaders and assessing risk potential within the group: Complacency; Believing Hubris; Losing Mindfulness Input and Discussion Groups |
|
Aspiration
|
Developing Potential; Creating realistic optimism and stimulating ambition Discussion Groups – Peer review and challenge |
|
Module 1a: Leadership Skills
|
|
|
Stage |
Subject Areas |
|
Values to Action
|
Assessing through a 360 degree feedback process the impact of their actions against their stated values – making choices Review and peer group challenge |
|
Giving & Receiving Effective Feedback |
Practising a developmental model of feedback linked to individual and team performance and motivational drivers Video feedback and review |
|
Coaching |
Introduction to the key constructs – peer coaching and creation of action learning sets utilising a basic GROW model and the 3T’s Triad skill practises |
|
Team Synergy |
Building the case for teams which are greater than the sum of the individual parts Input and Discussion |
|
Module 2: People & Performance |
|
|
Stage |
Subject Areas |
|
Understanding Managership |
Creating the links between leadership and management process – aligning values to action Discussion groups and input |
|
Core Performance Process |
Constructing a review and supervision session Process creation – Objective setting skill practice |
|
Building Team Climate |
Creating a team charter linking performance, synergy and values together Team Charter and Measurement exercise |
|
Building Value |
Utilising the value chain and value ‘onions’ to drive management effectiveness Input, discussion and implementation review |
|
Engagement |
The theory and practice – aligning engagement and motivation utilising NLP filters Team review and analysis – agree strategies for action |
|
Module 2a: Innovation, Improvement & Change |
|
|
Stage |
Subject Areas |
|
Process
|
Understanding core processes and the tolerance for improvement. Assessing the power of culture and its ability to resist change Cultural review – Cultural web or similar |
|
‘Lean’ Process |
Using a range of creative and logical thinking techniques, examine the processes, which reinforce the status quo and begin the process of step change or continuous improvement. Rebuild a process from the focus of the key external stakeholders Review Tim K Wood ideas, Process Improvement skill practice |
|
Linking Culture & Process
|
Linking ideas, processes and the need to build committed, engaged people to drive enthusiastic improvement through the culture into the projects and organisation Input and Discussion Groups |
|
Bringing it Alive
|
Linking leadership values with leadership process improvements Skill practice and Measurement criteria |
|
Module 3: From Strategy to Action |
|
|
Stage |
Subject Areas |
|
The Journey Ahead |
Developing vision, values and direction – creating an invigorating sense of purpose for each team Energy Chain input and assessment |
|
Creating a Systemic Solution |
Examining the critical success factors for the business and how they cascade through the organisation and stakeholders Organisational review and critique – Relationship critique |
|
Measurement |
Linking the desired CSF’s into measurable areas, rather than focussing on what is possible to measure Skill Practice |
|
Performance Management |
Linking the strategy and do-wells into the existing performance management frameworks – challenging orthodoxy and refocusing the organisation on the needs of its stakeholders in partnership with the needs of the organisation Metric creation template completion |
|
The ‘Thin Red Line’
|
Creating a system where measurements and systems can be piloted, measured and evaluated Review alignment of internal/external factors |
|
Module 3: Effective Relationships |
|
|
Stage |
Subject Areas |
|
Understanding Relationships |
The psychology of relationships: Reciprocity; Trust; Emotional bonds and sclerosis; Changing perceptions; Toxic relationshipsRelationship Audit and Assessment |
|
Conflict |
Understanding power in relationships – making sense of the emotional ‘games’ in play and freeing up people to generate innovation from creative disagreement Input and Experience Review |
|
Mindfulness |
Understanding the areas of emotional bonding; trust badges and power plays – utilising emotional ‘selling’ to create mutual value from relationships. Change the balance of power and perception Video Review of Displayed Relationships |
|
Influencing |
Strategies and skills for changing perceptions and expectations and realities – moving stakeholders’ limiting views and actions Triad skill practice – Personal Re-envisaging techniques |
|
Team Engagement |
Applying the techniques to teams Team audit and Planning |
|
Personal Fulfilment |
Developing the ability to protect ones self and create ‘clean’ relationships Emotional Review – Toxicity Indicator Review |
Whilst most programmes are bespoked, this serves to illustrate some of the key concepts and commerciality of our programmes
