+44 (0)1925 766604 info@aicdp.global

Training Courses from AICDP

Are you looking to enhance your career?

Are you looking for a training programme designed and run by Credit Professionals?

If yes to any of the questions above, AICDP has the training programme for you. Each of our training courses has been designed by industry and subject matter experts. AICDP offers a range of internationally recognised training routes including classroom sessions, online learning, industry expert lead sessions and much more. Whatever stage of your career, AICDP have the courses to help you enhance your skills. See which is the best route for you: Our courses focus on four key areas:

Managing Personal Behaviour
In Credit, and all walks of life, managing yourself, day in, day out, is one of the hardest things in the world. Finding out your strengths and focusing on what you are really good at allows to perform at your best. ¬ Courses available:

Authenticity & Personal Attributes

Outline

How we present ourselves to the world makes an immediate, and often lasting, impression on others. Authenticity is your best bet in doing this. However, for many people, being themselves is difficult in situations where they do not feel completely safe. It is important that people in authority over others have self-knowledge and understand what their presentation of themselves says. Their credibility, and ability to work effectively with others, rests in large part on this.

Aim

To understand how you present yourself to the world

Objectives

  • To be more aware of the personal attributes you possess
  • To be able to present yourself in the best possible light
  • To understand what attributes are seen as important by others
  • To be able to modify your approach if and when it is not effective
  • To be able to be authentic i.e. yourself

Outcomes

  • Awareness of your personal attributes and becoming better at expressing them in your behaviour
  • Understand the practical relevance of this to your performance
  • You will stop wasting energy trying to fake¬†it
Ego

Outline

Ego is defined, in the Oxford English Dictionary, as:

1 ‚ÄĘn. a person‚Äôs sense of self-esteem or self-importance. 2 psychoanalysis the part of the mind that mediates between the conscious and the unconscious and is responsible for reality testing and a sense of personal identity. Compare with ID and SUPER-EGO. 3 philosophy (in metaphysics) a conscious thinking subject.

How your ego drives you to behave and express yourself can impact well or not on others. Many people are unaware of how their ego affects, informs and drives their minute-to-minute behaviour. An increased understanding of this can help in how effective you are in your career, in your personal life and in your life as a whole.

Having a better understanding of your ego and how it drives particular aspects of your behaviour can have a profound beneficial effect on your relationships, your effectiveness and on the quality of your whole life.

Aim

To reach a better understanding of your ego and the behaviour it is driving.

Objectives

  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† To understand what ego is and how it works.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† To understand the intimate link between your ego and your behaviour.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† To identify ways in which you could better manage your ego.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† To understand how to strengthen specific behaviours and edit others, for better personal performance.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† To examine how your ego might drive, hinder or block your¬† performance and career progression.

Outcomes

  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† A better understanding of your ego.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† Clarity on when it works for you, when it works against you.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† An understanding of how your ego drives effective behaviour.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† An understanding of how your ego drives ineffective behaviour.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† A personal development plan to change your behaviour.
Pressure, Conflict & Stress

Outline

The ability to manage pressure, stress and conflict is becoming more important by the day as we face increasing pressures in the working environment and results become ever more important. Inner conflict and inappropriate external demands cause stress, eroding our ability to deal effectively with other people and with difficult situations. Much pressure, stress and conflict at work is hidden but the results are visible and appear on the balance sheet.

Aim

To develop your ability to manage pressure and stress and understand and manage conflict productively

Objectives

  • To understand how conflict leads to stress and how stress leads to conflict
  • To understand how unresolved inner conflict causes external conflict and other problems
  • To analyse what your optimum levels of stress are
  • To explore what your personal style is with regard to conflict and its resolution
  • To identify tactics to use when you are under stress
  • To understand the links to assertiveness and influencing

Outcomes

  • Understand the equation for stress and be able to use it appropriately
  • Recognise and break the vicious cycle of stress – conflict – stress – conflict . . .
  • Understand what causes you inner conflict
  • Be able to resolve inner conflict and express confusion, difficulties or concerns appropriately
  • Develop tactics to release your stress and stop it building up to the point where you become ineffective
  • Identify those people and situations which cause you stress and be better able to anticipate them
  • Plan rationally what to do when experiencing stress before you become emotionally ineffective or helpless
Dealing with Change

Outline

Change surrounds us and permeates our lives. We choose whether it just happens to us or we manage it when it does. Many fear or dislike change, rather than managing it they expend energy in, usually futile, resistance. Some change is imposed, some we choose. Just because we choose it does not mean that accepting it and dealing with it is easy. Much change is unstoppable, that does not mean that it cannot be slowed, understood and harnessed.

Change often has people reacting emotionally, becoming trapped in their feelings. Your feelings about change are a signal that you could use your thinking skills to plan a route through the change.

Aim

To be able to anticipate and plan for change

Objectives

  • To understand the mental processes which occur when change is imminent
  • To analyse what causes anxiety, worry or fear and what can be done about it
  • To develop the ability to look ahead and anticipate change
  • To be better able to use the thinking, rational part of the brain when dealing with change
  • To improve in making practical plans to manage effects of change in a constructive way
  • To work on how to be an initiator rather than a victim when change occurs

Outcomes

  • Improvement in your thinking processes, and your confidence to act, in situations of change
  • Better ability to gather and analyse information and plan and deploy resources when change is present
  • Understanding how to analyse risk in a realistic way
  • Be able to do all
Lateral Thinking & Creativity

Outline

Many of the world’s success stories, both in business and elsewhere, are the products of minds which their owners allowed to think and imagine beyond the usual boundaries. Unfortunately, the perception of the many is that what organisations reward above all else is conformity in all its forms. Lateral thinking and creativity are usually recognised, rewarded, envied and held up as good examples in hindsight.

In a business world which is increasingly-competitive and increasingly-controlled it is difficult to find the time or encouragement to use lateral thinking and creativity as part of a day-to-day approach. These skills can thrive under pressure but often do not. Lateral thinking and creativity require time. Time is what most people at work are short of. So they don’t do it.¬†You will deal with difficulties, solve problems and operate at a level of achievement that will baffle others.

Aim

To be able to use natural creativity and lateral thinking in everyday behaviour

Objectives

  • To understand why and how we stifle our creative abilities
  • To learn, or re-learn, how to think laterally
  • To be able to use both sides of the brain effectively
  • To understand how slowing down can contribute to moving faster
  • To tap some of the unused potential in your brain

Outcomes

  • Able to accept that you have the potential and ability to be creative
  • Understand how lateral thinking works and be able to deploy it as a skill
  • Able to use your logic/thinking and intuition/feeling together to inform your decision-making
  • Clearly understand that constant speed and pressure does not make for good practice or best decisions
  • Be able to use more of the potential that you have in practical and useful ways
Presentation Skills

Outline

In today’s world, particularly¬†at work. presentation is an essential skill. If you can present with knowledge and experience, and be interesting and informative, you will stand out.

The ability to communicate your message effectively, and leave favourable impressions with your audience, is a blend of¬†depth of knowledge of, and familiarity with, your subject matter, your experience, the ease with which you put yourself across, how you use seriousness and humour, the way you dress, act and speak and what you don’t say, as much as what you do say. Stillness plays a part.

Aim

To develop and improve your presentation skills

Objectives

  • To understand the components of effective presentation
  • To raise your awareness of how you come across
  • To enable you to be able to be your relaxed self when exposed to an audience
  • To receive specific, structured feedback on where you are effective and ineffective in your presentation
  • To improve your ability to work¬†an audience
  • To understand how to plan and prepare a presentation

Outcomes

  • Ability to use the components of effective presentation in all your presentations
  • Confidence in your ability to present to any audience
  • You will receive information which will enable you to tackle weak areas in your presentation skills
  • You will be more able to think on your feet
  • You will understand the difference between show¬†and substance
Core Communication Skills

Outline

Whether it’s a face-to-face meeting, a telephone call, social media or any other medium, communication is a complex process which requires constant attention so that meaning is sent and received as intended.

Inadequate communication is often a source of misunderstanding and conflict. It interferes with productivity and profitability. We have all experienced the frustration of not being able to get through to someone, or of being misunderstood. We all have the ability to be good communicators, we just need to develop the skills and practice them.

Communication is difficult, sometimes because of the situation, sometimes because of the people involved. It is relatively easy to implement a few basic skills to be able to improve noticeably.

Aim

To enable effective communication

Objectives

  • To understand the principles of effective communication
  • To know how to listen and when it is important
  • To improve questioning and listening skills so that messages received are clearly understood and, where appropriate, passed on
  • To become aware of various communication styles and to learn how to adapt your style when necessary
  • To learn how to build rapport and empathy between you and others
  • To learn how to communicate with clarity and gain commitment

Outcomes

  • Ability to use principles of effective communication in daily work
  • Confidence in ability to prioritise issues
  • You will actively seek clarity in information you receive and pass on to others
  • Be able to make different communication styles work for you
  • Knowledge of how to build rapport and empathy with others and ability to do it
Intentional Communicating

Communicating

This Ignition Event provides an intense practical experience of deep-level communication and how to achieve it. It demonstrates, in an experiential way, how to be able to switch in and out of the Intentional Communication state. It allows you to experience intense focus and deep concentration and you will learn how to be able to access these at will.

You will learn about the Alpha and Beta states of brain activity and how each state affects the quality of your concentration and, therefore, of your communication.

Aim

To experience communicating at a high level

Objectives

  • ¬†¬†¬†¬†¬†¬† Understanding the basic principles of Intentional Communicating
  • ¬†¬†¬†¬†¬†¬† Being still and receptive
  • ¬† ¬† ¬† ¬†Learning Active Listening
  • ¬† ¬† ¬† ¬†Turning on and tuning In
  • ¬† ¬† ¬† ¬† Practising switching in and out

Outcomes

  • This Ignition Event will enable you to:¬
  • Translate the principles of Intentional Communicating into action
  • Use Intentional Communicating to develop relationships and performance
  • Listen actively and understand the deep impact it has
  • Tune in to the overt and subliminal messages others send
  • Being able to switch in and out of Intentional Communicating at will
Achieving Tasks
Getting things done well, and on time, is satisfying. The need to get things done is never-ending. These courses will enable you to improve your approach to the achievement of tasks in your personal and working life. Courses available:
Setting, Managing & Achieving Goals

Outline

The ability to set and achieve realistic goals is one hallmark of an effective person. Much difficulty and unhappiness in life comes from a lack of goals, inappropriate goals or the inability to achieve goals.

Being able to set goals which stretch and develop the individual, contribute to the performance delivery of the team and to the overall results of the company is key to the sustained success of organisations.

Aim

To give you the confidence to be able to set, manage and oversee the achievement of appropriate goals

Objectives

  • To understand what are appropriate and achievable goals
  • To identify the difference between what is challenging and what is unachievable
  • To analyse what causes failure in the achievement of goals
  • To identify what you, and your team-members, need in order to succeed
  • To understand the process of setting and managing goals
  • To understand that saying it and setting it is not the same as achieving it.
  • To be able to set, manage and achieve goals yourself and to do it for your team

Outcomes

  • Able to set appropriate goals for yourself and your team-members
  • The discrimination and assertiveness to not accept, or be bullied or coerced into setting unachievable goals
  • The awareness to know when you are starting to fail and do something about it
  • Ability to manage goals for the members of your team and help them achieve these goals
  • The determination to only set and accept goals which you are willing and able¬†to achieve
Running Effective Meetings

Outline

Meetings often take longer than they should and achieve less than they could. In meetings individuals often do not participate or, if they do, they do not do so in the most effective way for all present. Meetings are necessary, they can be sources of information, direction and energy rather than a dreary and irrelevant waste of time that changes nothing.

To be useful meetings should have structure, focus and participation with agreements to action that are implemented. You will develop the confidence and techniques to do this with any group of people in virtually any situation.

Aim

To enable you to run a meeting that is of practical use to all attending

Objectives

  • To understand the mechanics and dynamics of meetings
  • To develop the skills to ensure that you and other attendees are involved and contributing
  • To be able to stop unproductive diversions, wandering off, people being there but absent and to use time effectively
  • To practise how to agree and reach consensus, assign and ensure practical, relevant actions

Outcomes

  • Able to set realistic and relevant agendas for your meetings
  • The necessary skills to keep your meeting focussed and on track
  • The skills to involve everyone and ensure that everyone’s contribution is heard
  • Be able to overcome barriers to consensus, gain commitment on an action plan and ensure follow- up
  • Know how to write accurate, professional minutes
Time & Attendance

Outline

The inability by individuals, teams and organisations to manage time, attendance and their work costs millions. Every manager should pay attention to this, especially when it becomes a problem. If you don’t, it does.

Setting and managing custom and practice is important: if a lax culture is allowed to develop, managing time and attendance will grow into a major problem which becomes increasingly difficult to resolve.

It is far easier to set clear boundaries at the outset and relax them when necessary or appropriate than to set no boundaries and then try to impose them on unwilling people when it becomes necessary and unavoidable. This applies particularly in teams.

Aim

To enable you to confidently manage time and attendance

Objectives

  • To understand what is required of you in managing time and attendance
  • To understand company requirements regarding time and attendance
  • To be able to formulate a time and attendance plan
  • To identify possible, or actual, problems and their solutions

Outcomes

  • Ability to make an appropriate plan for yourself and your team
  • Understanding and ability to clearly explain company and organisation requirements
  • You will develop¬†strategies, tactics and contingencies for dealing with difficulty, unwillingness and resistance
Resource Investigation

Outline

Resources are all around us although we often act as though there is a shortage. Resource investigation starts with an attitude. The central difference between someone with an optimistic, can-do attitude and someone with a pessimistic, can’t-do attitude is that the former will be constantly seeking resources to help achieve while the latter will be constantly collecting problems to justify non-achievement. Poverty-thinking is infectious: in the dveloped world we are living with far more resources than anyone in recorded history and complaining more about shortage.

Individuals who are able to use creativity, curiosity, assertiveness and energy can find resource where none was apparent. These people usually go on to achieve greater things than others who are more easily discouraged.

Aim

To use resource investigation as a way to create a competitive edge

Objectives

  • To understand how thinking often determines results
  • To see how many people stop themselves doing anything with negative, poverty-thinking
  • To understand that, in our world, there is not really a shortage of anything
  • To identify situations which require you to use resource investigation and understand what to do in these situations
  • To be able to use lateral thinking to improve your resource investigation

Outcomes

  • Better able to gather and analyse information and plan and deploy resources
  • Understand how to identify and gather resources
  • Able to use lateral thinking to find resources and alternatives
  • Constantly conscious of the possibility of different ways of achieving what you are aiming for
Recruitment & Selection

Outline

If managers at all levels in companies had better skills in selecting and recruiting appropriate people to work for them their organisations would be more successful. Managers who are skilled and confident in their ability to get recruitment and selection right more of the time than they get it wrong understand that this is where motivation starts.

The ability to interview candidates for a job helps with many of the other situations where it is necessary to manage, question and listen to others. It is very good practice for focus, paying attention, asking detailed questions, listening and exercising judgement.

If you are responsible for recruiting you should have a clear understanding of your company’s recruitment and selection process, be able to take part in this as and when necessary and be able to train others in how to operate it.

Aim

To be able to run an effective recruitment and selection process

Objectives

  • To understand what your company’s recruitment and selection process involves and how it works
  • To be able to talk to a candidate’s experience and understand the importance of this
  • To be aware of the different types of question required and how to frame these
  • To be able to probe for an adequate answer
  • To understand the importance of intuition in the recruitment and selection process
  • To be able to close the interview and keep any agreements made

Outcomes

  • A clear understanding of your company’s recruitment and selection process
  • Able to set up and run/help with recruitment and selection sessions
  • The skill of questioning candidates in such a way that they answer your questions from their practical experience
  • Trust in your questioning, analysis, judgement and linking it with intuition to make the right decision
  • Keeping the agreements you make at the end of each interview by agreed deadlines and understanding why this is important for individual and company credibility
Managing Reward & Bonus Schemes

Outline

Many individuals will perform better than their basic job description if they are rewarded appropriately for their extra energy. If everyone gets the reward, whatever the performance, then it will come to be seen as a right not as a reward. The expectation of rights leads to complacency and laziness. Reward and bonus schemes exist to recognise performance beyond the norm. If a bonus becomes expected for normal performance then that performance will suffer.

Reward and bonus schemes are intimately linked with performance management and appraisal and should be approached as a method of developing individual and team performance.

Properly structured and managed, reward and bonus schemes lead to higher motivation, better team-working and increased commitment.

Aim

To be able to rigorously manage reward and bonus schemes

Objectives

  • To understand what the purpose of a reward and bonus scheme is
  • To understand and be able to quantify the qualification criteria
  • To be able to explain this at the outset to team-members
  • To be able to clearly explain degrees of success, and failure to qualify, to team members

Outcomes

  • Ability to set appropriate levels of qualification for your team
  • Understand how to explain clearly what the qualification and measurement procedure will be
  • Ability to use reward and bonus schemes to manage success and failure in your team
Time Management

Outline

Being able to manage your time is a more crucial skill than it has ever been. Demands and pressures on individuals, teams and organisations are heavy and increasing. This causes increasewing pressure, strain, sickness, stress and dysfunction. As a direct consequence the amount of time wasted is staggering. If this time lost, wasted, stolen and frittered could be computed and entered on organisations’ balance sheets it would quickly become apparent how huge amounts of money are being thrown away. But, as everyone is exhorted to work faster, smarter and with fewer resources, the problem will increase.¬†Effective individuals manage their time. Full stop.

Aim

To enable you to manage your time efficiently

Objectives

  • To understand how important time management is
  • To acknowledge how poor time management erodes your personal and your professional credibility
  • To identify where you are losing and wasting time and where you can save it
  • To outline practical steps you can take to improve your time management

Outcomes

  • Make realistic and achievable agreements with regard to time
  • Be noticeably and consistently punctual
  • You will refuse to be coerced, encouraged or pushed into agreeing to do things you are not 100% committed to doing
  • You will plan ahead how to use your time and allow enough time for achievement
  • You will actively support and challenge your colleagues in their time management
Decision Making

Outline

Many people make decisions too early, too late or not at all. They make decisions with too little information, too much or none at all. Effective performance can be severely affected by the ability or inability to make the right decisions quickly and accurately.

How decisions are made, or not made, in organisations leads to poor results but often is not identified as a culprit.

Both logic and emotion have a part to play in decision-making to ensure that more of the right decisions are made with the right information at the right time with the right results.

Aim

To make you more able to make the right decision with the right information at the right time at the right speed

Objectives

  • To become aware of how you currently make decisions
  • To understand what causes you to delay making a decision, to make a decision¬†too quickly or to make the wrong decision
  • To properly understand how to assess risk
  • To build your confidence in your natural decision-making ability
  • To have a blueprint for improved decision-making in different situations

Outcomes

  • Understand why and how you make/fail to make decisions
  • You will stop delaying, you will stop making decisions too quickly
  • You will have an improved ability to avoid making wrong decisions
  • Ability to categorise the risk relating to your decisions
  • The necessary skills to make decisions naturally and without too much effort and difficulty
  • A blueprint to assist you in making difficult, and other, decisions

Relating to People

Life is, mostly, a team game. Humans are gregarious and need, and benefit from, the family, social and work groups in which they exist. These courses will enable you to improve your ability to get results through your interactions with others.

Understanding Organisational Politics

Outline

Politics is defined, in the Oxford English Dictionary, as:

1 the activities associated with the governance of a country or area. ‚ě§ a particular set of political beliefs or principles. 2 activities aimed at improving someone‚Äôs staus within an organisation: office politics. 3 the principles relating to or inherent in a sphere or activity, especially when concerned with power and status: the politics of gender.

Issues of governance, operations, power and status are crucial to how organisations operate and whether, and how, they succeed or fail.

Humans are social animals which implies that many, most, if not all of us, are also to a degree, political animals.

The ways in which organisational culture incorporates politics is key to how that organisation operates.

Aim

To raise your awareness and understanding of how organisational politics affects performance.

Objectives

  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† To be able to identify the benign and malign effects of organisational politics.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† To understand your own style and consider how you can best contribute to organisational politics.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† To examine how organisational politics drives, hinders or blocks performance.

Outcomes

  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† A better understanding of what organisational politics is.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† A clearer idea of when it works for the organisation, when it works against it.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† Ability to read the signs in the culture of an organisation indicating how politics works in that organisation.
  • ¬†¬†¬†¬†¬†¬†¬†¬†¬† Heightened awareness of which behaviours will benefit yourself and the organisation and which won‚Äôt
Managing People

Outline

‘No man can serve two masters and be a servant to both.’ (Matthew ch.6 v.24). Matrix management seeks to disprove this by attempting to have individuals taking responsibility for different aspects of their job by reporting to different managers and formalising this in the reporting chain.

At its simplest, matrix management implies that a manager can build good relationships with individuals who do not report directly to him/her and get results from them even though they may have no sanction in the formal reporting chain. This is not always easy, especially since the formal manager may see what you are doing as cutting across their authority.

In attempting successful matrix management your personal management style is key to success.

Aim

To understand and be able to work with matrix management

Objectives

  • To understand matrix management as a concept
  • To analyse the fundamentals of building good, professional working relationships quickly
  • To examine the difficulties and what can go wrong
  • To understand how your personal management style will work, or not, in matrix management
  • To identify what you might need to tune to get better results

Outcomes

  • A clear understanding of matrix management
  • Anticipation of problems and making plans to deal with them
  • Planning how and with whom to build relationships
  • Ability to clearly quantify the minimum result required
  • Ability to use contingency planning to negotiate obstacles
Assessing

Outline

Core to leadership is the ability to read other people: their strengths, weaknesses, tendencies, potential. Good leaders take the time to get to know the people they are leading. This is best done by observation of behaviour, by listening and by testing. Much assessment by leaders is either too fleeting or too formal. To really understand someone’s behaviour, performance, potential and quirks is not something that can be done either quickly or easily.

The people who work for you are the ones who guarantee your results. If you know and understand the raw material you are working with you will be better able to direct them to better outcomes. Assessment should be both formal and informal. The leader who does not do it properly is short-sighted and, almost certainly, ineffective.

Your people support you by delivering results, support them by using accurate assessment to ensure you are utilising them to their best.

Aim

To enable you to accurately assess anyone you are responsible for leading

Objectives

  • To understand what constitutes a realistic and accurate assessment
  • To be able to use assessment to build self-awareness and self-discipline
  • To understand the balance to be achieved between formal and informal assessment
  • To be able to use feedback to give assessments which are motivational and developmental
  • To be able to keep your finger on the pulse

Outcomes

  • The ability to use formal and informal assessment to build motivation and discipline
  • The discrimination to judge when to use formal and when to use informal assessment
  • The capacity to deliver both in effective and appropriate ways
  • The ability to give honest, accurate assessments with examples
Feedback as Development Tool

Outline

Feedback is the single most important and effective tool for managing and developing people. Most of us are expert at observing, reading, analysing, assessing and commenting on other peoples’ behaviour. Unfortunately we usually keep this to ourselves or talk to a third party about it, not the person who should be the subject of feedback. We are far less skilled at doing this in a structured way where the feedback could be of practical developmental use to the person receiving it.

Constructive feedback delivered in the right way at the right time can be staggeringly-useful in an individual’s development. For feedback to be effective it should be based on observation of an individual’s behaviour and be supported by examples of behaviour as illustration, not as evidence for the prosecution.

Good feedback is likely to result in higher motivation, more confidence, professional and personal development, increased commitment and consistently-improving performance. All people at work should, at the very least, be experts at feedback. The vast majority are not.

Aim

To enable you to give feedback effectively

Objectives

  • To understand the ground rules for giving feedback
  • To understand the part it plays in individual development and performance appraisal
  • To understand the behavioural aspects of feedback
  • To be able to plan an effective feedback session
  • To understand how to follow this up

Outcomes

  • Clear understanding of the ground rules for giving feedback and why they are so important
  • Be able to give feedback, positive or negative, so it is constructive and of practical use
  • Ability to tune feedback to the improvement of individual performance
  • Anticipate and deal with resistance and defensiveness
  • Use feedback as part of effective performance appraisal
  • Check whether, and how, the feedback has been received and understood
Coaching, Mentoring & Delegating

Outline

Many managers do not have, or make, the time to fully develop the individuals who work for them. Not doing this is a waste of time and money. Almost all individuals have more capability and potential than is usually identified. Managers who ignore this are, at best, short-sighted and, at worst, stupid.

Coaching, mentoring and delegating are the simplest, easiest, most effective and, most importantly to cost-conscious organisations, the cheapest ways of developing individuals. When an individual starts to develop they become more confident in their abilities generally and in their ability to learn new skills in particular. They become motivated and willing and can deal with more complex tasks with more uncertain outcomes. They become more and more able to take responsibility.

Developed individuals are also the most likely source for providing new managers or for promotion into new jobs and, because they are home-grown, they will have valuable experience of the company and the loyalty which goes with that.

Aim

To enable you to better develop the individuals you are responsible for managing

Objectives

  • To understand how to assess an individual’s current skills, performance and potential
  • To be able to recognise potential
  • To know how to write and implement a coaching plan
  • To be able to delegate effectively and understand the part management control plays in this
  • To understand where this fits with performance appraisal

Outcomes

  • Understanding of the fundamentals of individual development
  • Better able to identify those with development potential
  • The skill of using performance management to coach and mentor
  • Ability to use delegation effectively and appropriately as a development tool
  • Ability to conduct informal and formal appraisals to manage this process
Tuning Performance
In every sense of the word, performance is not a static destination, it is a dynamic and ever-changing process. Once you have arrived, you have to set off again immediately if you want to stay vital. Course available:
Building Structure in a Team

Outline

Teams usually evolve in a haphazard way. Structure is often based on the historical culture, skill levels, longevity in the team, familiarity with it, whether or not individuals get on with each other and with the team leader. When conflict arises it is often not well-managed.

It is possible to structure a team such that the culture, identification of skills, allocation of tasks, development of individuals, consistency of meeting goals and the monitoring of performance is done in a planned, organised and thoughtful way.

To build this kind of structure in a team requires the investment of time, the application of analysis and a sequential approach. Some team leaders are not willing to invest this time and analysis. They always suffer the consequences.

Aim

To enable you to build structure into any team you are responsible for leading

Objectives

  • To understand the mechanics and dynamics of teams
  • To understand how to analyse and deploy your resources
  • To learn how to use a planned approach to apply internal and external structure

Outcomes

  • Understanding more about how teams work
  • Ability to identify the difference between internal and external structure
  • The necessary skills to build structure into any team
  • The skills to ensure everyone’s involvement and contribution
  • Ability to build teams which take responsibility for their own performance
Team Effectiveness

Outline

The three Team Effectiveness courses are designed to be completed in a sequence over a period of four –¬†twelve months.

Team performance is often not planned, managed and assessed in effective ways because of increasing pressure and being busy. Performance management, appraisal and management control enable the team leader/manager to know what the team is capable of, what is going on at any given time, better awareness and understanding of problems arising and what to do to solve them. It ensures knowledge of individuals and anything that might be needed to ensure their continued commitment and high-level performance.

This course provides detailed analysis of the overall effectiveness of a team: where it has strengths, where it has weaknesses. An Outline Plan for improving performance is constructed. The course consists purely in analysis and does not seek to implement improvement. It is useful as a precursor to other work to improve the performance of the team.

Aim

Comprehensive analysis of team effectiveness

Objectives

To analyse where the team is strong and weak in Task achievement
‚ÄčTo analyse People strengths and weaknesses in the team
Produce an Outline Plan for Improvement

Outcomes

Clarity on how the team is currently operating
Clarity on Task and People strengths and weaknesses
Awareness of individual strengths and contribution
Clarity about how to achieve and maintain peak performance
Outline Plan for moving forward

Team Effectiveness Masterclass

Outline

It is designed to follow the Team Effectiveness Implementation course using the Action Plan for improvement as the starting point. The course is an intensive, in-depth overhaul of the team and is demanding of all individuals. It confronts all members of the team with the essential question of what can be done both individually and collectively to lift team performance from good to outstanding.

Aim

To increase effectiveness by identifying and practising the attitudes, skills and behaviours necessary for outstanding performance

Objectives

  • To make this an outstanding team
  • To become stronger and more competent individually and collectively
  • To ensure high-level communication and understanding in this team by encouraging people to contribute at individual, team, management and organisational level
  • To understand responses to conflict and develop the ability to manage self, feelings, reactions and behaviour in productive ways when pressure and conflict are present
  • To write an Operational Plan which will ensure success

Outcomes

  • Clear operating rules
  • Authentic communication
  • All team members will understand each other
  • Clarity about how to achieve and maintain peak performance
  • Team will operate high levels of support and challenge
  • Team will be a more enjoyable, rewarding and demanding place to work
Time & Attendance

Outline

Increased competition, busy-ness and pressure at work means that performance is often not managed and assessed effectively and productively.

To get the best out of individuals and teams it is necessary to plan how best to deploy and develop their skills and abilities, as well as continually managing and reviewing their performance. For teams thisr esults in higher motivation, consistently good results and a better atmosphere in which to work. For individuals it will result in professional and personal development, increased commitment and consistently-improving performance.

Performance management and appraisal enables the manager to know what the team is capable of, what is going on at any particular time, better awareness and understanding of problems arising and what to do to solve them. It ensures a thorough knowledge of individuals and anything which might be needed to ensure their continued commitment and high-level performance.

Aim

To enable you to manage and appraise individual and team performance rigorously

Objectives

  • To understand what results from good performance management and appraisal
  • To analyse what is required to manage performance and be able to do it
  • To have a blueprint for formal and informal appraisal
  • To enable you to use performance appraisal as a developmental tool

Outcomes

  • Understanding of what performance management is and how to do it
  • Ability to plan and structure an effective appraisal session
  • The necessary skills to do formal and informal appraisals
  • The skills to use PM&A to build involvement and contribution
  • Understanding how PM&A helps individuals take responsibility for their own performance
  • Ability to make an appropriate plan for yourself and your team
  • Understanding and ability to clearly explain company and organisation requirements
  • You will develop¬†strategies, tactics and contingencies for dealing with difficulty, unwillingness and resistance
Disciplinary Process

Outline

Increasingly at work managers and all other employees are measured on their output. This does not necessarily mean that they are being effectively measured on their performance.

People being people, there are occasions when individuals either do not do the right thing, do the right thing in the wrong way, or over-step the mark in some way. Often this can be addressed through performance management, but there are occasions when difficulties must be tackled through the disciplinary process. Many managers shy away from this. They will do virtually anything to avoid the anticipated conflict inherent in initiating the disciplinary process.

Used in a planned and controlled way, the disciplinary process can be key to maintaining order and responsibility in a team; can help to control those who are pushing the boundaries in unproductive or harmful ways; can help the development of an individual by showing them that a particular kind of behaviour is not going to work and, in extreme cases, can start the process of getting rid of someone who compromises the overall effectiveness of the team.

aim

To ensure that you are able to effectively use a disciplinary process

objectives

  • To understand your company’s disciplinary process and how it works
  • To have the confidence and judgement to use it appropriately and effectively
  • To be able to plan, record, manage and terminate what might be a difficult meeting/process
  • To understand the problems that can arise and be able to deal with them

outcomes

  • Understanding of your organisation’s disciplinary process
  • Confidence of when and how to use it
  • Ability to plan for, and deal with, any problems which arise.
  • You will not give yourself excuses for not using the disciplinary process when it is necessary

Next Steps If you are interested in finding out more about how AICDP can support you in your education journey, please contact Bill Dunlop on +44 (0)1925 766604 or email info@aicdp.global

Credit Teams – AICDP also offers a comprehensive training solutions for organisations looking to invest in their team with dedicated training – please contact Bill Dunlop for further information – +44 (0)1925 766604 or email info@aicdp.global

 

‚ÄúAll of the top achievers I know are life-long learners. Looking for new skills, insights, and ideas. If they‚Äôre not learning, they‚Äôre not growing and not moving toward excellence.‚ÄĚ