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January 24, 2007 • Janice Horne Ever tried to help a friend with a problem they were having? Did all attempts to help turn out perfectly? Doubtful! Even when we come with the purest of intentions, many of our helping attempts seem to fail. Why?
When someone signals to us she has a problem, we have a tendency to immediately try to “solve the problem.” We ask a few questions, make a diagnosis, and offer a solution. Hey, isn’t that what good friends do?
The fallacy in this approach is that we, as third party helpers, may not be the best at solving another person’s problem. Counter-intuitively, the person who “owns the problem” is in the best position to solve the problem. Why? He is closest to the situation. October 23, 2006 • Bob Pike CSP, CPAE It seems every 12-18 months, a new term will come along. Sometimes it's something new that we ought to do. Sometimes it's something new that we ought to be. In past years we've heard things like customer service is key. It was shoved over to make room for quality. Then the two were somewhat combined into total quality management. And let's not forget reengineering or just-in-time training.
Then we have terms like trainer, internal consultant and performance coach. So the question is who am I? And what should I be? I think the answer is more in the purpose than in the title. Whatever you call me, I believe my purpose is to help the organization get results. I may help the organization get those results through the design and delivery of training that closes performance gaps or provides new skills. I may help the organization through identifying systems or procedures that are inhibiting results and training isn't even an issue. I may provide coaching to someone who is having trouble.. September 6, 2006 • Janice Horne Do you have a problem so big at work that you don’t know where to start? One of those broad, messy performance problems that seems to be getting worse over time? I’ll bet you’ve even had numerous meetings to discuss the issue. And in those meetings more issues were brought to the surface, more discussions – but you never seemed to land on a solution. You are not alone!
Many Problems are Complex
Just as complex machines are made of simple parts, so are complex problems. Our job is to find a way to separate the pieces, analyze each one, and see which ones could be having the biggest impact on the overall problem.
June 8, 2006 • Bob Pike CSP, CPAE Good Morning. Bob Pike here. In my 35 year's of experience there are five critical things needed to increase the impact of training:
1. Make sure that the performance problem is really a lack of knowledge or skill (otherwise training can't impact it).
2. Examine the five other avenues that can increase performance impovement without doing any training at all (systems, policies, recruitment, placement, and coaching).
3. Make sure that your training is designed using techniques (there are at least 36) that work with how your participants really learn the best (hint: lecture probably isn't one of them!).
April 12, 2006 • Bob Pike CSP, CPAE Here are seven techniques that you can use to improve and communicate quality:
April 12, 2006 • Bob Pike CSP, CPAE What does art have to do with a performance gap in the organization? Well, for a recent banking client of mine in Switzerland, a great deal. October 5, 2005 • Rich Meiss Raise your right hand. Now, pat the top of your head with your hand. Now, put your hand on your right ear. Now touch your nose. Now touch your chin. Now put your hand down. September 7, 2005 • Bob Pike CSP, CPAE The purpose of any training program is to deliver results. People must be more effective after the training than they were before. If change hasn't taken place that benefits the individual and the organization, I'm not really sure that training has been delivered.
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