At Thinking Focus, we believe teams and business units underperform not by choice but because of self-imposed and organisational constraints.
We help people adopt a growth mindset that unlocks interference and accelerates the adoption of new behaviours, which leads to greater organisational performance.
We are privileged to work with some amazing clients. We particularly enjoy our ongoing work with a global med-tech company, working with a passionate, determined and driven team.
Thinking Focus prides itself on agility and adaptability, and during the significant challenge of COVID-19, we demonstrated that for many of our clients. Here’s how we adapted for one of our valued clients in a matter of days.
Introduction
Social learning theory (SLT) shines a light on how we start to learn as children and continue to learn into adulthood; we mimic and model the behaviour of others. Also, we are adept at modifying our behaviour for varying situations and within the different social groups we spend time within.
If we do learn from others and our environment; then who are your people learning from? What are they actually learning? What or who is influencing their behaviour?
What interests me is how organisations can leverage social learning for better organisational outcomes in their performance and culture.
In 2017 Thinking Focus was challenged by a global automotive manufacturer to help them to develop soft skills in their frontline manager population. They had several requirements: the solution needed to be flexible and run in short sessions to suit their operation; have minimal preparation time and use in-house skills; and it needed to be interactive, fun and without the formality of academic and theoretical references.
Our research into a possible solution led us to consider many options and it became clear that the modelling of behaviour and the effect that peers had on each other’s approach to work was a significant factor. This led to extensive market research and the creation of a solution that we called ‘What Would you Do?’ (WWYD).
WWYD has been carefully engineered with a blend of mechanisms that inspire behavioural change. It incorporates gamification to engage and motivate participants to get involved and stay engaged. It creates a psychologically safe space where participants can be vulnerable and feel comfortable openly sharing their experiences; both the good and not so good. A facilitator manages the discussion, to probe and ask questions (coach) and to help the group understand the thought processes behind the actions. It uses everyday situations (scenarios) to enable the safe exploration of implications and consequences, all in a group forum. Sessions conclude with reflection and public commitment to underpin micro-changes in behaviours.
WWYD is a learning solution that adopts the same fundamental attributes of social learning that we have all been naturally doing all our lives.
What is social learning theory?
Social learning is doing what we see, modelling our behaviours on the behaviour of others and our environment. We are like chameleons; able to adapt our behaviours in different social contexts. We learn this through observing the behaviours of others whether that be home or work, friendship, sport or social groups.
Our ability to develop and adopt new social behaviours, attitudes and emotional reactions comes from imitating the behaviours of our parents or peers. Social learning is based on the behaviour modelling theory, where people learn new things by observing others.
The psychologist Albert Bandura is Professor Emeritus of Social Science in Psychology at Stanford University. Bandura considers humans to be active information processors, able to think about the relationship between their behaviour and its consequences. Humans possess the ability to choose, to intervene without merely imitating the behaviour of others.
In the 1960s Bandura undertook a series of experiments to understand the effects of observational learning on children’s behaviour. His findings underpin his 1977 theory, where children learn social behaviour through the observation of others. Children draw their behaviours from a variety of sources: parents and family members, friends and teachers, even fictional characters. These behaviours are interchangeable between boys and girls; they are not limited by gender.
When children observe others, they encode (the way we store information) the behaviour. They may then reproduce that behaviour later. However, the likelihood of them later imitating the behaviour is influenced by several factors.
Children are influenced by people who they consider to be like themselves; this is a factor in them being more likely to imitate behaviour modelled by others of the same gender.
Children are also influenced by the reaction of the people around them. When they reproduce a specific behaviour, how they are rewarded or punished will affect their likelihood of repeating the behaviour. Reinforcement is an important factor in influencing behaviour; this can be positive or negative. Reinforcement can be internal; a feeling of warmth when you do something that makes you happy. Or externally, from the recognition of others. Significantly though, it usually leads to a change in a person’s behaviour.
Children also consider how others are treated before deciding to model their behaviour. If they see the person positively rewarded, they are more likely to model that behaviour. The opposite is also true; if they see an adverse reaction towards a person’s behaviour, they are unlikely to repeat it. A person learns by observing what happens to others (known as vicarious reinforcement).
Children are more likely to identify with a role model when they possess a quality they aspire to have. Identification is different from imitation; imitation usually involves copying a single behaviour. Identification, however, consists of the adoption of a number of behaviours, such as values, beliefs and attitudes of the person with whom they identify.
How does SLT work?
SLT is considered by many as the bridge between traditional learning theory (behaviourism) and the cognitive approach. SLT focuses on how mental (cognitive) factors are involved in learning.
While Bandura agreed that classical conditioning (think Pavlov and his dogs) and operant conditioning (learning through reward and punishment) impact learning greatly, he also contributed two other ideas; mediating processes occur between stimuli and responses, and behaviour influenced by the environment through the process of observation.
Mediating processes are the cognitive intervention, where observed behaviour is not routinely followed but where cognitive reasoning takes place. In other words, our imitation of behaviour is not automatic. This mental evaluation takes place between the observed behaviour (the stimulus) and the decision to copy (the response) or not.
Bandura proposed four mediational process:
WWYD was designed to meet all four mediational processes
Attention is captured in several ways:
• The format is group discussion – peers share experiences related to the debate.
• Scenarios are contextualised to the participant’s role- they are practical and not theoretical, presenting situations people can relate to.
• There is progress and jeopardy, which increases involvement. Tuning out, even briefly, could have consequences with a missed opportunity to score points or lose out entirely on the meaning of the discussion.
• Scenarios are set up to encourage debate; some have the added pressure of time constraints. An ‘against-the-clock’ feature causes cognitive conflict, self-doubt and the possible consequence of being frozen out of the round.
• The scoring range includes minus points – creating further jeopardy which increases concentration and engagement.
Strategies for retention:
• The socialising of experiences means that participants can use another’s experience to help prepare themselves for the model behaviour. They can learn from what their colleagues did well and where they struggled. Participants can also ask questions to develop their understanding further.
• The everyday situations are explored through debate. Participants test and probe ‘what if’ situations, their assumptions and biases and the implications of a course of action; as well as exploring what unintended consequences there might be.
• Each scenario offers up four options which are deliberately designed to be ‘imperfect’. This ambiguity causes cognitive conflict with the participant having to justify their choice.
Building capability for reproduction:
• Each scenario debated is concluded with a reflection step. Reflection is where the participants connect to the outcomes of the discussion. There is a debrief where participants determine what the desired behaviour should be. They are coached as a group by the facilitator, to consider the model behaviour for their organisation. The group decide what is and isn’t acceptable through reasoned argument.
Motivation: inspiration to learn and apply new behaviours
• The inclusion of gamification techniques both engages players to actively participate and it motivates them to stay the course. While scoring points is a factor, their main purpose is to keep participants focused and attentive. ‘FOMO’ (fear of missing out) and the friendly competition makes for a high energy session.
• At the end of each WWYD session, participants are invited to personally reflect on what they have learnt, sharing any realisations they may have had.
• Each participant is invited to publicly commit to one change in their behaviour in front of their peers. This public commitment is a psychological connection, a cognitive reinforcement which increases the likelihood of follow-through.
Seven reasons why you should be more interested in SLT.
There are benefits for your people too.
What does it look like in practical terms?
Understanding the principles behind social learning is one thing; bringing it to life is entirely another. How leaders behave is crucial; your people are looking to you.
How you behave when things go wrong will set the tone. Because people learn through observation, employees will look at how you behave in every situation, and they will make a judgement. They are considering if your behaviour is what they want to copy, measuring it against their own values. How your behaviour makes them, or others, feel will impact their decision too. Your people will evaluate how others react and decide whether to model your behaviour or not. The challenge is that you, as a leader, are not in control of their thought process, or how they choose to interpret what they see. This means authenticity is vital, and the need to be a role-model is more important than perhaps any of us thought.
So, what could you do?
Build social learning into your meetings; allow for an opportunity to review your work with three questions:
• What have we learned?
• What should we be doing more of and why?
• What is stopping us from being the best we can be?
Consider how you make your sessions feel safe. Allow people to speak their minds and express their opinions – it clears the way to the problem-solving. It doesn’t matter whether you choose to run sessions face-to-face or online. Create a forum for the group to be open and to share. Invite people to commit to an action – a new, better way of doing something.
Coaching is a proven tool for developing people one-to-one. What if you could group coach? Imagine a one-to-many facilitated discussion with purpose. You could solve common problems, build soft skills through discussion of contextual situations and share experiences to develop a shared vision of what ‘good’ looks like.
Build social learning into your training interventions
Reinforcement is an essential factor for influencing behaviour. Consider what are you reinforcing, knowingly and unknowingly. Are you proactive in celebrating when people model the desired behaviours? No reaction at all can leave people unsure if they are doing the right thing. Positive feedback helps to reinforce behaviours. Similarly, when behaviours are below the expected standard, challenge and coach people to understand why the standard exists and the implications of falling below.
And I did say, coach, not tell! Coaching takes time; time you may feel you don’t have – but it will have longer-lasting effects. ‘Tell’ is just a reprimand, and we all know this has limited impact and doesn’t last.
Some of your people will have aspirations to grow and develop. Think carefully about their mentor or internal role-models. We know that people are more likely to model the behaviour of others when they aspire to gain the knowledge, skill or attributes of the other person. Who do you want them to model?
The final way to build social learning into your development portfolio is through simulation and gamification. The trend towards the use of gamification has been growing. When you combine relevance, context and simulation, it really does bring social learning theory to life. The primary aim of any intervention is to create behaviour change, making things fun and exciting alone won’t cut it. Learners need to feel a sense of reward for the right behaviours or consequences for inappropriate ones. Gamification can add progress and jeopardy aligned to the desired outcomes. Decisions can be tested and explored in a safe space; participants can project the effects of certain behaviours and see how the implications would play out.
Conclusion
Social learning is how we naturally develop. As small children we learn through observation to mimic the values, beliefs and behaviours of others. Social norms also impact on which models we choose and whether to adopt new behaviours or not. This poses several questions for business leaders and learning professionals:
• Who are your people modelling their behaviours on?
• What values, beliefs and attitudes are they adopting?
• Who has the most influence on your culture?
• Are your people adopting your desired values, attitudes and behaviours?
• How are you, and your leaders, modelling the way?
• How do you control the narrative and the observation process?
If you are not already, you should be influencing the social learning experience. How you approach people who fall below your expected standards will have a significant impact on whether they choose to model the desired behaviour, or not. What consequences do they observe others face when they fail to live up to the values? What reward mechanisms exist when they do model the way?
Your people expect consistency; this is how they measure your commitment to your behavioural standards. Your people managers need to model the way; they need to hold others accountable and celebrate those who live up to the expected behaviours, values and attitudes. You cannot condone or accept poor behaviours just because of their perceived business performance. When you do this, you are telling your people that behaviours don’t matter, they are now a weapon to use to engineer the outcomes you really want.
Challenge your people to own the issues but consider how you go about it. You must be prepared to equip and empower them properly.
For clarity, equipping means that people are given the tools to think and plan effectively, the targeted development they need, the resources they need to execute and access to decision makers to ensure that effort is not duplicated and plans and actions are aligned.
True empowerment means giving people the autonomy and permission to go fix things. Experience suggests that whenever leaders ‘pretend’ to empower, they don’t fully let go and, when they inevitably intervene, impose or cast judgement, it almost always ends in tears.
Your people are already modelling the behaviours of others. They are constantly making choices about which behaviours to follow. Remember that their motivation might not be primarily concerned with what is right for the organisation. Their choices might be for social cohesion and the benefit of the social group. They may not want to stray away from existing group norms for fear of being outcast, driven by the fear of not belonging.
Are you prepared to leave the values, behaviours and attitudes you want to see in your organisation to chance?
How many well-intentioned organisational transformation fads, sorry, projects are you going to embark on before you address the brutal facts that it’s your people who can make the most significant bottom-line impact? And that goes both ways, by the way.
Let’s list a few of those so-called transformation programmes; Lean, Six Sigma, TQM, offshoring, digitalisation, virtualisation, artificial intelligence. All of them start with the best intentions, yet, if McKinsey are to be believed, 70% will have failed to deliver their intended outcomes.
Take the late 90’s and early 2000’s which saw a plethora of large businesses in pursuit of the holy grail of cost reduction offshoring their call centres – only to find that the brand damage was too much to bear. A mass U-turn ensued, and we are still reminded today that our contact centres are UK based!
Every year Boards of Directors are challenged to grow, become leaner and deliver a better yield and rightly so. The problem is they’re so focused on the tangible and the measurable they ignore what’s really important – their people. People are viewed as a cost that can be trimmed in hard times, not the asset that can deliver significant value. People are intangible; they’re unpredictable; they’re amazing and frustrating all at the same time.
“culture eats strategy for breakfast”
Peter Drucker
Peter Drucker once said, “culture eats strategy for breakfast”, and yet despite this erudite insight, we continue to overlook the potential in our people. We give them poorly trained managers who fail to inspire or motivate and to compensate we turn to another fad, another silver bullet destined to fail due to lack of proper involvement and engagement. And so, the vicious circle continues.
The brutal fact is your people need leadership, direction and above all, purpose. Jim Collins shares the importance of purpose in his book, “Good to Great”. He argues you should recruit for fit with your purpose not merely someone who can do the job – this is the first pillar of the ‘good to great’ journey: getting the right people on the bus.
When you consider that your managers are responsible for 80% of your workforce, (yes, 80%!), that’s an awful lot you’re leaving to chance with poorly trained managers! Yet we continue to under-invest in this population: the sheep-dip of knowledge and skills doesn’t work without an embedding strategy or high-quality coaching and mentoring; rendering any development you do a complete waste of time and money. Worse, this lack of proper investment in skills only serves to unwittingly sabotage strategic projects and transformation programmes, so you lose out twice! Worse still you keep repeating these mistakes!
The pandemic has exacerbated things, companies have, understandably, adopted a conservative approach with everything in a holding pattern, waiting to see how the world evolves. It is over a year since the onset of the coronavirus, a year in which managers have been left to fumble their way through without the skills to support their teams remotely.
Yes, things remain unclear, the future uncertain, but the past has taught us that your people are your secret weapon – or your Achilles heel.
You will need to trust them to execute the short-term strategy as you navigate to clearer waters. So, isn’t it time you started to invest properly in your managers and develop the capability you need, and your workforce deserve?
I get it: remote working and managing are scary things, and no more so than in times like this. There’s an overarching feeling of uncertainty about the world – it feels as if your work situation changes as often as the news headlines do!
When you’re so used to having direct access to information about how everyone is doing, losing that can give you a sense of being out of control that’s hard to come back from. You can no longer mobilise people into instant meetings, have mini one-on-ones over a coffee, or even catch up at the water cooler.
Despite this, as a manager, it’s important to make sure you have the right mindset for working at home, for the sake of leading your team effectively. You need to be comfortable with the uncertainty around you (or at least appear like you are) as, for the most part, you can’t change that. However, what you can do is create certainty, as much as possible, within the team.
Think to yourself, “What can I control in this situation?” and you’ll find it comes down to two main things: what you need to achieve in the immediate future, and how best you can support the team.
Reduce the usual timeframes you workaround. While three months may have been a reasonable length of time to look ahead previously, we can hardly predict what will be happening in three days now. If you limit your plans to the next day or so, you can have a much more decisive say in how it will turn out, which helps keep your staff focused on getting their jobs done. Focusing on the time frame that you can control will help the team members regain their sense that they are in control of the situation.
One thing to note, though: be prepared to balance the control you have over your team’s work, and the control they have. It’s great to give tasks out, as that helps focus the team and provide direction for the day. But you’ve got to let individuals have a say in what they do and, particularly for remote workers, how they do it. Every time you take control of something that you did not need to, you weaken their sense of control; and that risks increasing their feelings of uncertainty and anxiety.
Everybody’s going to have a different schedule when working from home, and having an overbearing boss demanding they send the finished product to his or her inbox every hour is going to cause unnecessary stress. Trust in your team to get the job done, to help them create their own sense of control.
Take on a mindset that assumes the best of your people. When things go wrong, understand that it is because everybody is feeling a little stressed right now, and this was just a mistake. Do not personalise mistakes, or assume that they are happening because people are not as focused as they would have been in the office. Just because you cannot see the work being done anymore does not mean that they are not working. Let’s face it, the team has managed to carry on working when you were in a meeting or popped to the loo; they will also be working even though they are not at their usual desk.
Be curious about your team. Use this time to get to know them a little better, so that if things do go wrong or off-schedule, you can identify if they’re struggling with working remotely. Previously they will have relied on close colleagues for support, so now’s the time to reach out for yourself. There’s probably something you could be doing to make their lives and work easier! Even if there isn’t, they will appreciate knowing that you care.
Having the right the mindset about how we work together is an essential key for success as a remote manager. If you can bring control back to your immediate surroundings, and make a conscious effort to see the best in your people, you’ll be one step closer to nailing working from home.
We are looking forward to attending the Festival of Work, a fantastic new event run by the CIPD, and showcasing our game-based learning resource What Would You Do? (WWYD).
Running in London on June 12 and 13, the Festival of Work combines the CIPD’s Learning and Development and HR Software and Recruitment shows, with an added element focusing on the future of work.
It should be an informative and inspiring event for HR and L&D professionals – and we’re hoping some of them might like to drop by our stand and try out What Would You Do?
Based on concepts of peer-assisted learning and psychological safety, the game aims to prepare managers for potential workplace situations before they occur in reality.
We’re firm believers in the power of game-based learning, and we’ve witnessed the benefits for ourselves while introducing What Would You Do? to L&D practitioners.
So this blog takes a look at the reasons why game-based learning is so effective in helping to solve business and management issues. Read on to find out more.
All employees have knowledge that’s almost never utilised. Game-based learning can unearth this hidden potential by bringing people together to discuss everyday scenarios, and share knowledge and insights.
Fed up with not getting ROI from your training investment? When learning lacks practical application, it fails to stick. Gamification brings teams together to discuss how the theory they’ve learnt in the classroom would work in practice, test meaning and find a solution to common issues.
Gamification makes learning social, which improves collaboration, communication and team work. It helps to break down internal friction and barriers by increasing awareness of peers’ roles, ideas, perceptions and experience.
Specialised teams (silos) can be susceptible to a lack of communication, an insular perspective and unhealthy internal politics. Game-based learning brings people together from different teams, increasing collaboration and communication, creating continuity, and helping individuals see issues from a wider viewpoint.
Gamification creates a safe environment for players to share thoughts and ideas, and to discuss and debate issues in the interest of playing the game. This means players can be more open, communicative and creative without fear of failure.
Traditional training can be uninspiring and fail to resonate with learners. Instead, when people focus on a game, they are so engaged, they don’t even realise they are learning!
Find out more about our game-based learning tool What Would You Do? by visiting stand F11 at the Festival of Work on June 12th and 13th at Olympia London.
Or click here to read more.
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.
Assumptions, beliefs and past experiences are going to shape how we think about the sales process and the customer. Added to that, we also have to deal with pressure from targets and our managers.This will all condition how you behave during the sales process.
In our latest podcast, Ricky and Rob first discuss the reasons why we typically talk ourselves OUT of the sale, before looking at ways of talking ourselves INTO it.
Reasons we might use to talk ourselves out of the sale include making assumptions that our competitors are better than we are or that the customer doesn’t want what we are selling. We’ll second-guess how the customer’s going to react and what they’re going to say. We’ll ask ourselves: Why do they want what I’m selling, and why do they want it from me? Am I good enough? Is my product or service good enough?
So, how can you turn that around and to talk yourself INTO a sale?
Firstly, focus on all the great things you do, the great experiences you’ve had in the past, and the wins. Play over the narrative that was in your mind when you did well in that call, sales meeting or sales follow-up.
Get other people involved, if possible. Reflect on a sales meeting with a colleague or sales manager, look at the successful elements that you can draw upon and learn from. For the less successful parts, think what you might do differently next time.
Be self-aware. You will only improve if you can reflect and learn from what you do. Nurture a growth mindset in yourself. Ask: What can I learn from this?
Finally, during that next sale, don’t get caught up in the moment and in the pressure of having to make the sale, or the need to deliver targets or win a new customer. We might wonder if our product or service is good enough, or worry that we don’t understand the product fully. As sales people, we’ll focus our attention on the product’s weaknesses, which we may have to defend, but spend hardly any time on why the product is great. We need to think from the customer’s perspective, not our own, and see the world the other way round – after all, they are buying it for what it can do, and not what it can’t.
What you actually want is to get the right outcome for the customer rather than selling for selling’s sake. Just focus on building a great relationship, understanding your customer and what they need, and then positioning your product for them.
Thinking Focus directors Ricky and Rob had a fantastic evening at the Learning Awards 2019, and were over the moon to pick up a Bronze award in the Start-Up Learning Provider of the Year category!
We are so proud to have been recognised alongside some of the very best L&D practitioners in the UK. Ed Monk, the CEO of the Learning Performance Institute, which runs the awards, said they’d received over 800 entries in total – so just to get to the shortlist means we were in the top 10 per cent!
Well done to all the finalists, and we would particularly like to congratulate VirtualSpeech, who won our category, and LearnBox, who scooped the Silver award.
Ricky said: “To have been nominated in such a competitive category is great recognition for what we have achieved in such a short space of time. We have a solid platform on which to build and grow our business in the future, so look out for new products and development soon.
“In less than three years, we have won 50 new clients, worked on assignments in 13 countries and across 28 sectors, and worked with well over 2,000 people. We’ve grown our team, produced a book and created a new L&D resource, the gamified learning product for managers called What Would You Do?, and a step-by-step process blueprint for developing team, department or organisational strategy – known as the ‘Strategy Wall’.”
The Learning Awards recognises and celebrates outstanding examples of high standards, best practice, innovation and excellence in the corporate L&D sphere. The glittering awards ceremony on February 7th took place at the prestigious Dorchester Hotel in London’s Park Lane and was attended by around 400 guests representing organisations from across the world.
Host for the evening, BBC star Claudia Winkleman, introduced the Start-Up category by saying: “This award is for organisations under three years old who have already made a significant impact on the sector. So you truly are amazing to be in this group.”
Ricky said: “Being shortlisted for this award has given us a great start to a year in which we’ll be developing our business further and rolling out What Would You Do? and the Strategy Wall. All of which ultimately leads to what, for us, is the biggest buzz of all: seeing the impact of our work and hearing our clients report fantastic results.”
He added: “Thank you to all those who have helped, inspired and supported us: We couldn’t have done it without you.”
