Psychological Saftey has become popular in business thinking, but what is it and is it just another fad, or something that adds real value to teams and businesses?
Ricky asks Paul to explain it and they dig into why psychological safety has such a big impact on performance.
This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team.
Business coaches and trainers recommend goals, but why? What special power does a goal have that makes it worth taking time and effort to define.
Ricky asks Rob to explain why goals are powerful and how they impact our attention when done correctly.
This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team.
Do the people with the biggest to-do lists get the most done? Are multitaskers really more effective.
Graham and Paul explore the dangers of aiming to do much, and the compromises that cause us to make to our own productivity.
This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team.
We are all predisposed to work with and spend time with people who are like us, but this lack of diversity can be limiting in business decisions, reinforcing assumptions and creating cultures that miss opportunities. One area where this can have a massive impact is sales teams, who often ignore other perspectives as they appear to create obstacles.
Richard and Graham explore how diversity of thought can be achieved just by including colleagues in different roles, to help you see the world from different perspectives, and create better solutions.
This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team
Managers are often frustrated by the lack of initiative taken by the people in their teams, while the team members are frustrated by the perception that they are not allowed to get on with what needs to be done.
Rob and Ricky explore how this common misunderstanding happens and look at how managers can create the sense of permission that their team members need to move forward.
This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team.
We some many options available to us, it feels like it should be easy to work out what it is we need to, or which goals we should focus on. However, this wealth of choice can be overwhelming and sometimes leads to people hesitant to focus down on any specific area.
In this episode, Rob and Paul look at some of the causes and discuss strategies for getting momentum on the few things that will have the biggest impact.
This podcast is part of a short series on productivity, where we are exploring how you can Sell More, Save More and Do More, both personally and for your team.
Social learning is about the way we learn, while the 70:20:10 model concerns where we get our learning from. Both are linked and relevant, we think, to the work that we do at Thinking Focus, so we thought we’d take a closer look at them.
The social learning theory first formulated by Albert Bandura in 1977 shows that we learn best by imitating the behaviour and actions of others. It’s all about people learning from each other; picking up new skills, ideas, opinions and experiences from those around them.
This applies equally to learning in the workplace. Think about it: where do you feel you have learnt most of what you know? During formal education? Or from your own experience and the insights of your colleagues?
Social learning in the workplace is about interacting with others through good communication, knowledge sharing, discussion, collaboration, and being transparent about what you’re doing and why. Colleagues can help each other, either explicitly or tacitly, to understand ideas, experiences, systems, methods and processes. Yet most of us come into work with the rules set that tells us to do exactly the opposite, work it out on your own, don’t share, don’t copy other people’s work. These are the learning rules that schools operate by.
Most L&D professionals are familiar with the 70:20:10 model proposed by Charles Jennings. In fact, it has become a standard part of discussion regarding learning and development processes in the workplace. The model evolved from a report in the 1980s which analysed a survey of 200 senior managers. It found that they reported that 70% of what they knew had been learnt on the job or through experience, 20% had come from social interaction with other people, and just 10% had been learnt through formal education.
Although there’s been some criticism of the 70:20:10 model, some of which we agree with, we nevertheless think it’s useful in showing the rough proportions of experience, social interaction and education needed for learning. It does broadly tell us is that, to meaningfully and effectively learn new things, your experience and the input and experience of people around you is the most important thing. Social learning does tend to fit into 90 per cent of this model.
It’s all a great starting point for reflecting on how individuals within your workforce learn and what the best ways therefore might be for their personal development. It can be used as the basis for a wider L&D strategy that can have far reaching effects on the culture and mindset of the organisation as a whole.
At Thinking Focus, we recognise that we essentially offer the 10 per cent ‘formalised learning’ part of the Jennings model, but we do so as the basis for encouraging people to behave in the 20 per cent of the Jennings model by interacting with people, and to share the 70 per cent, their experience and knowledge.
In our coaching sessions and training workshops, and through our learning resources such as the Strategy Wall and our management development board game What Would You Do?, we are encouraging behaviours that enhance social learning. We create environments where the group learn from other and teach each other, generating conversations and giving people the tools to go and do the 20 per cent in real life. We are highlighting the untapped knowledge and experience that people could access from their colleagues.
We encourage meaningful face-to-face discussion and debate. We offer formalised learning elements and use them to highlight, encourage and create social learning by developing skills and behaviours that cause peer-based learning and self-reflection.
Coaching can help generally in the workplace, and not just when leading sales teams. From a management point of view, it’s a great skill or ability to have, regardless of the team you are leading.
Here, Richard and Graham look at how knowing the way to coach properly can be invaluable in helping develop your people, including sales teams.
The first thing to know about coaching is that many people misunderstand what it is. Mention the word and their first thought is possibly about a sports coach, shouting at their team from the sidelines, imploring them to do better. Or they see it in a negative context, imagining a formalised session with their manager in which coaching is a remedial tool to improve their failing performance.
Although coaching can sometimes be about improving poor performance, equally it can be about helping someone who’s good to get even better. It assumes that the person has some understanding of their role, as well as a certain level of skill and experience. Coaching should unlock the potential of the individual.
Coaching helps give structure, focus and clarity to people who know they want or have to do better. It helps them to move forward by using the knowledge and skills they already have. This can be done by asking questions that cause a deeper level of thinking. If a member of your sales team tells you “I want to get better at sales”, narrow it down for them by asking “What aspect of sales do you want to get better at?”. If, for instance they reply “Lead generation”, ask “What aspect of lead generation?”
Once the questioning has helped someone find their focus, a good coach will then help them open up their thinking by asking more questions: “So now you know what you want to do, let’s think of ways you could do it.” Get creative and try not to tell them exactly what to do. It’s sometimes tempting for managers to say “When I did your job, what I did was…” or “If you look at so-and-so, what they’re doing really well is this…”. Instead, explore options and draw on what the individual knows or is good at.
A good coach encourages people to think for themselves, rather than telling them what to do, which will limit their thinking.
The next essential part of coaching is to ensure that the person is going to take ownership of what’s been discussed. How are you going to make sure they will put things into action, that they have bought into it? Check their motivation and confidence. Ask when they are going to start? What’s the first action? What specific things are they going to do?
Finally, always offer follow-ups: “What can I do? How can I be of help to you?” And remember, coaching doesn’t have to be formal. It can be as simple as a five-minute chat after a meeting, or in the canteen over coffee. If someone starts a conversation with you and you’ve asked them some questions which have helped with their thinking and their actions going forward, then you’ve coached them.
In our work helping business teams to become more engaged and active with learning, time and again the concept of cognitive disfluency comes up. The idea that we process information differently depending on how much effort it requires is a fascinating one, so we thought we’d take a look at it in more depth here.
What is cognitive disfluency?
Cognitive disfluency is a term that was first coined by the psychologist Adam Alter, assistant professor of marketing and psychology at New York University’s Stern School of Business.
What it essentially describes is the idea that people process information differently, and that some of it is easy (fluency) and some of it requires effort (disfluency). An example of how this works was shown in an experiment that presented a printed question in two different typefaces – one hard to read and one easy – and asked people to spot the mistake. The proportion of people that noticed the error in the hard-to-read font was higher than the easy-to-read one. Alter suggests that a harder-to-read font makes us put more mental effort into reading, and we are therefore more likely to retain the information.
On a wider scale, fluent processing allows us to take in key information quickly but not necessarily to retain it or even understand it in a meaningful way. The whole experience becomes meaningless, less engaging and unsatisfying. Conversely, we process disfluent information more carefully and deeply, and this naturally results in us understanding it better. This is why the idea of cognitive disfluency has been suggested as a great way to assist learning.
Why is cognitive disfluency important in business?
Think of all the data and information that is presented before us – or our teams – within the workplace. Most organisations now offer their people key decision data in an easy (fluent) way, whether through dashboards, reports or search engines. While these tools can be invaluable, they can also make the data meaningless and hard to retain because they allow people to get to the specific number, target, forecast or performance data whenever they want to. This often means we don’t have to think about, generalise or extract the data.
So why is that a problem? Well, if people don’t have that data with them when making key decisions, or if they don’t have an intuitive understanding of the information and what it means, they will be unable to incorporate it in their decision-making. They will also be unable to learn from it. Data creates knowledge, and knowledge creates understanding – but when there is too much fluency in the information, it reduces this second step.
So should we make information more disfluent?
A lot of the data that we use day to day needs to be fluent. We need to be able to access and use it quickly, so it should be easy to digest. However, information that is easily consumed is also easily forgotten.
In almost everything we do there are a few key measures that tell us how we are doing against our goals and targets. Data such as production data, sales information or financial projections need to move beyond abstract numbers and become more intuitive, becoming much more central in our awareness, moving from organisation knowledge to personal understanding. It is this data that needs to be deeply understood so that it can underpin the decisions we make.
How should organisations present their people with important details and data to ensure it is meaningfully understood and retained?
It’s a good idea to look at the fluency of key data or information within your organisation. If it’s being presented to people too easily, make it more disfluent so they have to think about it. You can do this by:
But beware
A word of caution, though: Disfluency should be used sparingly. We’re not suggesting that you should make your people work hard for every piece of information they need. After all, not all data needs to be retained or fully understood.
In addition, too much disfluency can be draining. It uses up more energy, increases complexity and heightens stress levels. Instead of continuous disfluency, there should be brief moments of it when appropriate for processing essential data and information.
Bringing the number to life is vital, whether you’re working in sales, managing a project, leading a team or running a production line.
If you understand and internalise the number, it allows you to monitor your progress and your tracking, intuitively know where you are and what you need to do, inform your decisions, understand how you need to react in real time, and see the bigger picture.
Otherwise, it’s just meaningless data to you.
Here, Paul and Rob discuss why many people are looking at the numbers but not really thinking about what they mean. They discuss the importance of bringing the number to life, and how we can do it.
What’s stopping us from bringing our number to life?
So, how do we bring the number to life?
