Member Since: 12th Nov 2011
Specialist in Learning & Development, currently working at the UK Foreign Office as Deputy Head of L&D (Europe).
Love of writing and audio, hence being a keen blogger and podcaster (founder and host of the Trainer Tools podcast).
Host of the Trainer Tools podcast (trainer-tools.com), a podcast to share effective training tools and tips across the L&D community.
Learning and Development Consultant Foreign and Commonwealth Office
13th Sep 2015
Thanks for your comment, and sorry not to have responded sooner. For some reason replies to posts don't end up in my inbox.
In general performance management is disconnected from ideas like productivity and motivation, it's about box ticking and bureaucracy - but it needn't be!
The thing is it takes great managers nor great forms to make it work, and that's much harder that designing a new system and insisting on measurable objectives.
23rd May 2015
Thanks Bryan, that's some really useful additions.
In the podcast version of this, we go into a lot more detail and discuss some of the points you make - for example, these six steps apply mainly to the "performance role play" where the rest of the group are watching (rather than going off and doing role plays as smaller groups).
22nd Apr 2015
Thanks for the feedback.
20th Apr 2015
Thanks for your reply.
I am increasingly interested in what I can do as an L&D specialist to help support people in the 70 and 20 spaces, especially the 70, so I thanks for letting me know about the book. I'll check that out too (after I've read Paul's!)
15th Apr 2015
As a bilingual employee in a multicultural organisation, I agree that being able to speak the language and having cultural awareness is a huge part of engagement, even if you don't really use the second language professionally most of the time.
However, I'd be interested to read the research that sits behind some of the claims.
Most of them tallied with my own experience, but the one that stood out as least supported was: "Bilingual people are better multi-taskers, stronger decision makers and are usually more highly perceptive"
13th Apr 2015
Hi Paul, thanks for the comment
You are right that most experiential learning happens unnoticed, and often inefficiently. Just because it's informal and experiential doesn't mean it doesn't benefit from conscious practice.
I will check out the book!
17th Mar 2015
Thanks for this, I love the linking of top talent to the ability to apply learning.
I think learning to learn is one of the most important things there is to learn, yet it is rarely taught (I didn't "learn to learn", or learn to apply learning, until I was a trainer in my late 20s, many years after formal education had given up on me (and I on it))
The only thing ... some items on the list feel a bit vague, I think you need to expand each item and provide a deeper description, perhaps with examples.
17th Jul 2012
Thanks, really good.
I especially like the "recruit for competence not excellence" point. Really useful.
14th May 2012
Thanks Emma, great post, really good advice.
The only thing I'd like to add is the negative bit: what happens when people still don't reliably deliver on their actions.
I guess this is just the flipside of point 7, when people deliver we acknowledge and reward, but equally when people don't deliver we need to act also, we cannot just wave it through with a "never mind, next week" type response. As managers we should demand an explanation and, if appropriate, offer negative feedback.
16th Apr 2012
I quite agree, it's not a stand-up show or a presentation, it's about helping the learners to learn.
I remember a course I tolerated in a previous job where the trainer, a senior manager rather than a professional trainer, delivered a training course which was essentially his stand-up routine. I remember feeling so frustrated that I was unable to contribute and felt like an audience member not a learner.
That said, it's not a stark either/or choice, you can mix styles and try to get the best of both.