Using latest technology makes Digitals faster, so they adapt faster and are better than usual people who avoid or use less technology. Digitals are naturally endowed with the gift of adaptation and this is an advantage to them. They are faster than non Digitals both mentally and physically. The Digitals have very quick fingers which they use for typing on the computer keyboards, whether they are touch screen or manual. A normal individual may type approximately 33 words per minute. While the fastest typists have a word count of above 100 words per minute. Digitals use the latest high tech keyboards like the all in one Asus Eee Keyboard. Digitals have an eye for perfection. They use this to make their work as perfect as possible. They are always current and quick to get the information they need. They know where and how to get this information. Whether it is drawing, music or programming, a digital knows what he or she needs to use and completes the job with perfection. Like the latest browsers and Google search engines. For those digital who work in IT related jobs, they know what software applications are latest and what they need. Some being programmers are good at producing the applications that suit their interest and therefore produce a better job at the end of the day. A good example is those who are software developers. These people use the latest programming software applications. The way a digital thinks is different from the normal individual. This is because they are loaded with extra information and they think about things usual people won’t realize. Digitals read a lot over the internet (eBooks) and interact with thousands of people through social media. This helps them get experience that non Digitals lack. Most Digitals also work best as writers because they have a lot of information and are constantly hunting for more information. For Digitals there is no stopping them, and this helps them complete the work no matter what. They use palmtops, mobiles, iPods and laptops to keep their work going on no matter what. Digitals use Microsoft Office components with ease to make the best works. For example they use power points, word and other components all the time. Experience is the best teacher! Digitals learn and gain a lot of experience through the internet; either by reading or hearing about other peoples’ experiences or by taking chances themselves. The Digitals have the capacity of using their imagination to create hypothetical situations in their minds to analyze and predict the likely outcomes of their actions and decisions. Therefore Digitals do a very good job with their instincts and do what they know is right for the work they have. Thereby making lesser mistakes and completing the job in good time. The decisions a digital takes are often better than what a non digital will present. They also use online simulators to gain their experiences. Some common characteristics of Digitals are that they are dedicated, determined, unrelenting and always ready to face challenges. These qualities make them capable of completing their work no matter what. They employ technical means like the Android OS and other machines or gadgets to ensure they meet their targets no matter what. Similarly Digitals use android for security, and domestic aid as well to complete their work better than non Digitals . For example there are cleaner robots, ironing man, automatic and WiFi enhanced vacuums and many more gadgets. For those Digitals who are internet marketers, they are constantly on the internet employing the latest marketing tools like Facebook and Twitter to achieve their targets. Additionally, those who are into Forex trading use latest software like currency converters and international time calculators as well. These people constantly use devices and technology, like palmtops and Blackberries to work around the clock until they complete their work. Digitals use these social media sites through mobile applications, like Twitter mobile/Twitter Deck and Facebook mobile, specifically designed for these websites to achieve their targets. They are constantly at it - any time and any where. Related Posts:The Rise of the DigitalsWhich Social Media Website Do Digitals Prefer Most and Why?Ideal Job Roles for Digitals - The Person-Technology FitSuccessful Business Digitals - How Do They Do It?When Training Is or Is Not the Answer

After the crash of the dot com era in 2001, entrepreneurs were worried about the next big thing that would be basically the breakthrough technology to support business operations and decision making. A successful digital entrepreneur will always have an ace up their sleeve to get them out of recessionary messes. The traditional entrepreneurial theories are now redundant, entrepreneurs need to adapt to more e-commerce techniques, social media and website technologies. Working in conjunction with techniques of the digital age will define the entrepreneurs of the future. Let’s scroll through some factors that determine successful business digitals: 1. Innovation The first and most important factor that defines digitals is innovation. No matter what the product or service their brand delivers, there must be constant innovation. IBM was stuck at one time losing shares to other companies like Intel & Dell, they re-engineered their whole company, its system, its offerings and its people in 2003 and 2004. One of their modern views adopted was ‘innovation that matters for us and our global customers.’ 2. Make every penny count Chris Kettle, owner of My247- an online entertainment and tourism guide, pushes the fact to make every penny count and have reserve funds for contingencies. This is a common digitals’ trait. The use of free technologies like Google services and Skype, save a lot of money by allowing free conferences. Presence in virtual markets through websites allows exposure to a great global market, saving both time and money and getting exposure to masses around the world. 3. Think Global A digital business will always think global, it is important to be aware of the macro environment to keep an eye on different economies and competitors that can emerge from within those markets. Jennifer Zanich, CEO of mobile social media company Xumii, also emphasizes on the same point ‘keep an eye on the macro economic environment you operate in.’ 4. Encourage feedback , adapt to change It is very vital for digitals to encourage customer feedback from many sources and point of views. With the rapidly changing preferences of markets, it is necessary to look for change and adapt as quickly as possible to it. First it was the iPhone, then the iPod touch and finally we have the iPad. The iPad combines a newspaper, music player, video player, data storage and web browser. It did take time but the concept of the touch screen tablet was a major breakthrough combined with research and customer feedback. 5. Keep your team updated & energized It is essential to keep your team and colleagues updated about current and future trends. Make employees feel valued and strengthen their loyalties. Teamwork and staff motivation might not be something digital but it is a major factor that decides if a brand lives up to expectations or dies. Knowledge management is not a theory anymore, it is a business builder. The importance of human or intellectual capital can revive any type of business. IBM consulted 55,000 employees in 2003 to revise its business strategy and become a solution provider and consultancy moving away from being a computer hardware and software vendor. 6. Being online is not enough Just being on the web is not enough, tools like search engine optimization are important to increase traffic on the business website. Digitals understand the value of this. It is now necessary to have a SEO strategy, linking to other sites and have partner sites that link to you. Literally any application, blog, music, video and other content can be shared with Facebook and can be bookmarked on millions of sites, potentially anyone can be found in search engines through Facebook pages. Digitals take full advantage of this. 7. Believe in your idea It is very crucial to believe in your idea. Edison found a hundred ways to make a light bulb until he finally got it right. Entrepreneurs should be immersed in making their idea perfect. It’s a long uncertain journey that must be taken without question and digitals are always ready to dive in head-first. With all kinds of technology and innovation involved, the digitals must not forget where they started and where they are going, they must believe in innovation. Related Posts:Ideal Job Roles for Digitals - The Person-Technology FitHow Digitals Do a Better Job than Others in Completing Their WorkWhich Social Media Website Do Digitals Prefer Most and Why?The Rise of the DigitalsTraining Vision 7: Presenting the Vision and Strategy

Nothing has ever defined the true potential of technology and digital media better than Social Media. From family to business, social media has touched every single corner of our lives. No wonder a big part of the credit for social media’s popularity goes to the digitals. They have always been the ones to embrace technology as it comes. They don’t just use it for the sake of it; they utilize its true potential to make our lives better in some way and for them social media turned out to be a genie in a bottle. Although digitals are socially driven people, it didn’t take them long to realize how they can use the newly found ‘digital interaction’ to circulate ideas and views around the internet. The digitals incorporated the benefits of social media to help them in managing personal matters and maintaining professional profiles. Consequently, social media was suddenly a powerful tool that allowed businesses to interact with the consumers like never before- A haven for both the digital consumers and the digital producers. Since digitals are the ones who are somehow born with the ability to make the best out of technology, it really pays to follow in their foot steps. Out of a plethora of social media sites, there are few that the digitals prefer the most. Their judgment is not based on speculations, but on their sharp and deep analysis of the features and benefits. Facebook It was not really the first social network of its kind but it certainly had a distinct edge. First of all, it was launched in the time when the internet was becoming a household name. Secondly, its tools and applications were focused on interactive entertainment. The digitals knew it was going to be a perfect combo-addictive and irresistible. The site now has over 900million users and provides a single platform for both businesses and the general public. The digitals or not shy of trying every single application launched on Facebook. Focusing on their main prospects, Facebook is also striving to satisfy the digitals by keeping them engaged through external websites and mobile phones. Twitter Microblogging may not make sense for many social media users, but for digitals it has advantages of its own. Twitter, with 200,000 million users, is a site that offers digitals the best opportunity to socialize on the go. No applications, no extra stuff, just plain old socializing that is both fast and fun. Digitals realize how important it is to have fun while not wasting a lot time and effort on it. Businesses have a better chance of interacting with a user while staying to the point and concise. LinkedIn The digitals believe in using technology to save time and effort. They know how to do it while increasing the efficiency altogether. They won’t usually surf from site to site in order to find what they are looking for. They usually go for specific platforms. LinkedIn is essentially a job search site which offers a single platform to post jobs and find jobs. No more posting resumes and opening envelopes, it is all a few clicks away on LinkedIn. Moreover, it serves as a community for businesses to promote and project themselves in a more efficient way. YouTube The digital understands how two is better than one. What users are looking for on the internet is a place where they can find all kinds of entertainment merged with all sources of information along with the trademark ‘interaction’. YouTube is a social media site which merges the benefits of the internet with the appeal of television. The digitals know that a picture is bound to speak a thousand words and a motion picture adds magic to it. The digitals don’t just use this as a source of finding information, they use it as a source of conveying information. The success is evident in the numbers; 78.3 million videos with 200,000 being uploaded daily. Online Games Gaming is the Holy Grail of the entertainment in the digital age. From arcade games to virtual reality, gaming has always been an addictive form of entertainment. The MMOs have now taken this to a new extreme. The idea of sharing a virtual world with real gamers is extremely fascinating for digital consumers. MMO sites allow like minded digitals to come together and interact while achieving goals, accomplishing missions and learning together. Happy Farm is currently the most popular MMO around with more than 230 million active users. Related Posts:The Rise of the DigitalsHow Digitals Do a Better Job than Others in Completing Their WorkIdeal Job Roles for Digitals - The Person-Technology FitSuccessful Business Digitals - How Do They Do It?LMS Final: The LMS as Social Media

General leadership is always a task that moves an organization forward. But creating and leading a high performance team may increase retention, efficiency, and even profit. In an age when buzz words sometimes get more notice, let’s look at high performance teams and determine how to make that team a reality instead of simply a popular term. First, leaders must define what high performance really is. There are general leadership attributes that can be reached and exceeded by leaders at all levels and in all types of organizations. But the true definition of high performance leadership is going to center on the organization, its needs, and the way it will become a leader in its field. For example, simply providing customer service is not a high performance attribute. But providing 100% customer satisfaction in every customer interaction is a high performance standard, especially when that standard is measured and is part of accountability. So to begin creating a high performance team, determine what attributes create high performance at the individual, group, and organizational level. Once you have defined high performance, you must create a structure to achieve it. As we mentioned, high performance goals are not valuable if leaders are not held accountable to them. So the question becomes how to hold leaders accountable. One way to do this is to create a "stretch" environment, where reaching a goal is great but stretching beyond it is high performance. For example, the 100% customer satisfaction measurement may be impossible to achieve. But is 95% customer satisfaction impossible? Given the right situations, effective training, and consistent coaching, it probably isn’t. To stretch this high performance goal, make 95% the point where the team meets the goal, and 96% where the team begins to excel the goal. High performance teams are always looking to excel their previous performance, so by creating this structure you’re paving the way for excellence. In line with stretch goals, leaders must create incentive to reach goals - and excel them. There are numerous ways to create incentive. Obviously bonuses or profit sharing are great ways to draw high performance. But the way the cash incentive program is created will keep the high performance team in stretch mode. For example, pay 1% profit when the team reaches the 95% customer satisfaction goal, 2% at 96%, and so on. Bonus and profit sharing programs create high performance and retain those high performers. But what about non-cash incentives, especially when the organization may be operating in economic uncertainty? One way to avoid up-front cash is to consider making team members eligible for promotion as they achieve various levels of stretch goals. Obviously there will be a cost involved, but salary is typically not going to be an "off the top expense". Also, consider products or services offered by the organization as rewards for achieving stretch goals, or consider reallocating funds for reward. For example, if executives are accustomed to a trip to a seminar or something similar, consider using those funds to reward the top performer. Outside of the realm of incentive comes the sense of spirit you, as a leader, must create. As high performers are identified, bring them together to brainstorm organizational problems and create solutions. Have the groups meet once a month for a network event, especially if the team members aren’t geographically located with one another. Let the high performance teams know that they are the future of the organization, and that it is their responsibility to solve problems and lead others in the organization to their levels. As this type of environment begins to emerge, you’ll see a team spirit begin to take shape amongst the high performers. They will "recruit" other high performers and send the message down the line. Finally, coach, teach, mentor, and hire for high performance. Coaching and training in leadership and advanced operational topics should always exist for high performance teams. This provides yet another incentive for high performers, who are always interested in learning and improvement. Assign coaches or mentors to the high performers as they emerge - this way, you’ll consistently have a support system that ensures the continuance of high performance behavior. If the budget allows, offer leadership training for the high performers at various levels. As they learn and improve, they will begin to create other high performers simply because of their every day behavior. But perhaps the most important aspect of creating and leading high performance teams is to hire for high performance. As you define high performance at individual job levels, you will begin to define ideal candidates for every position in the organization. When this occurs, even entry-level employees are leaders in their own rights. Organizations have the tendency to hire in order to get a "warm body". When this practice is replaced with a search for the person with the high performance attributes, leadership begins at all levels. Creating the high performance team is a process, but follow these basics and you’ll see results quickly. Copyright 2011 Bryant Nielson. All Rights Reserved. Related Posts:Leading High Performance TeamsLeading High Performance TeamsLeading High Performance TeamsLeadership AnalyticsLeadership Analytics

Adaptive leadership is a step up from other leadership skills. Typically the term is applied to leadership situations that involve neither technical nor operational issues. Issues that require a form of adaptive leadership are normally problems that do not have the clarity of an operational issue, as well as a lack of clear solutions. How you, as a leader, react to adaptive issues will set the tone for problem solving going forward. Let’s first look at specific qualities of adaptive issues, and then discuss some ways you can lead adaptively. With adaptive issues, you may notice a difference between what the organization would like to see happen and the reality of the situation. This could come about when the organization tries to create its vision, knowing that quite a bit of work is needed to make the vision a reality. Adaptive issues are those that require responses that are outside the norm or outside of the box. If you cannot respond to an issue with the normal "tool box", then the issue may require an adaptive stance. An adaptive issue may also require leadership to make tough decisions or decisions that are not so popular. From the organizational perspective, adaptive issues will lead to new learning and new competencies. When the issue is corrected or implemented, members of the organization will have to learn new ways of doing things and most likely will have to raise the bar on their own competencies and performance. Along with this, an adaptive change must accompany a complete change in mindset for the organization. This is where "the rubber meets the road" and those associates who are not up to the task will begin to self-select. The organization may find, though, that their innovation and experimentation will help them learn - and solve the adaptive issues they face. But how can you practice adaptive leadership? First, when it’s time to identify issues, undertake the task with the stakeholders. Typically the stakeholders in adaptive issues are the ones who have contributed to the problem - and they are also the ones who can help fix it. One way to facilitate issue identification is to put all of the stakeholders in one room. Lead them through a session that identifies and clarifies the issues. Your leadership here is vital because many times stakeholders will choose not to get together on the problem. And they will continue to operate on the status quo. Once the issues have been identified, be sure to clarify the organization’s values, both for your own benefit and that of the stakeholders. When leadership turns adaptive, you must make tough decisions. Some of those decisions must go along with the values of the organization and not with the loyalty that some organizations foster over long periods of time. Along with this, you must remember simply to make decisions. Don’t offload decisions, unless it’s appropriate, and make them no matter how unpopular they may be. Set the goals that surround issues and decisions at a high level. The first purpose for this is to stretch the organization and require its members to think outside of the box. But an added benefit of raising the bar on goals is that the organization will be spurred into innovation and experimentation. Remember that these two states of mind are required to solve adaptive issues - and put all members of the organization in the adaptive leadership mindset. While you’re leading this transformation to innovation, allow for the "skunkworks", which is "off the radar" problem solving and project creation among stakeholders. The "skunkworks" could lead to new innovations. Finally, remember to be a champion as an adaptive leader. First, champion change from the positive perspective. Don’t give in to the feeling that change is too difficult or that it exists "just because". Instead, position the change that occurs with adaptive issues as a new way forward, a way for the organization to adapt and lead its field. In the same vein, champion the learning that must occur at all levels. Whether the learning is official training, on-the-job, or "as you go", talk about learning as the key to change and a new way forward. As members of the organization learn new ways of doing things, they will gain further competency, which will make them more marketable within the organization. Adaptive leadership does not have to be a foreign concept. Learn to identify adaptive issues and react accordingly. Copyright 2011 Bryant Nielson. All Rights Reserved. Related Posts:Adaptive LeadershipLeadership Amidst ChaosFinding Leadership Amidst ChaosLeadership Tools for Small BusinessApplying Leadership to Operations Management

Leaders can inspire, champion change, and engage followers who will stop at nothing to watch the vision become a reality. Being in a leadership position enhances your own personal and professional image, as well. But there are risks involved in leadership. Let’s discuss five common leadership risks and how you can avoid them. History will tell you that leaders can become isolated. In an organizational environment, this is sometimes caused by growth. For example, leaders who start out in a small organization that grows in leaps and bounds can suddenly find themselves alone, without a proper support system and sounding boards. Perhaps the other leaders he or she relied on have their own groups to lead. There is also the possibility that the leader got lost in the shuffle - inspiration can cause people to charge ahead without stopping until the vision is complete. How can you avoid becoming isolated? One of the key ways is to maintain constant communication with other leaders and with the organization as a whole. Leaders who conduct "town hall" style meetings, even in bad times, will be able to keep in touch with the organization’s "pulse". Leaders who continually communicate will always hear and be heard. In addition, leaders should not give in to the temptation to surround themselves with people who say only what they want to hear. As a leader, you must be constantly challenged, and one of the best ways to do that is to surround yourself with people who will tell say that you might be wrong. Another leadership risk is a loss of focus on management and operations. Any organization has certain managerial and operational functions at all times. If you’ve led the group effectively, you may not be in touch with these functions on a day-to-day basis, which is fine. But don’t lose touch with those functions. Understand what’s going on, what has changed, and how the organization fits into those changes. Be sure to maintain your grip on when to step out of the leader’s role and step into the manager’s role - and ensure that your leadership team maintains this focus, as well. In simple terms, don’t lose focus with the day-to-day "how" of your organization. If you feel it slipping, get out there and re-acquaint yourself. We’ve all heard the rule to "under promise and over deliver". Popular sentiment can sometimes carry leaders away by popular sentiment and the exaltation brought on by winning battle after battle. When that happens, the leader may begin to "over promise and under deliver". To avoid falling prey to this risk, you should always stay rooted in reality. The temptation to over promise is great, especially when the organization is inspired and things are moving along smoothly. If things start to take a turn for the worse, examine the situation and adjust your reality. There’s no shame in telling the group that you’re proud of their inspiration but that things may get a little rough. The key here, aside from truth and honesty, is to let the organization know that you are there with them at all times, even when things are tough. Leaders can also become too visible and too approachable. This is a fine line but it can happen. For example, the leader that is carried away on the tide of good feeling may let his or her guard down in order to keep the good feeling. Or he or she may forget to manage even though the situation calls for it. Having an "open door" is a great idea, as long as there is an invisible wall that others cannot get through. Being a populist leader is a great way to get things done, but don’t go too far. Lead when it’s necessary and manage when you have to. Make unpopular choices and explain that the decision was made on behalf of the organization and not certain people. This is a way that leaders can maintain respect while still being populists. One of the final risks of leadership comes from selecting team members around you. Some leaders, again as they become comfortable, may start making decisions based on a feeling or a sense of leadership from the candidate. These are good places to start when selecting a team, but don’t allow that leadership focus to be the sole focus in hiring. Remember to look at the position you’re trying to fill and how the person’s knowledge and skills fit it. Simply being a good leader is not enough when there is also a job to do and a division or group to manage. Look for leadership and job related skills when you’re selecting a team, and you’ll end up with a person who knows how to lead and manage. And you won’t have to explain what could be a "sticky" situation when that person just doesn’t work out. Leadership is not without its risks. As long as you strive to avoid the risks, your leadership will continue to be effective, even in good or bad times. Copyright 2011 Bryant Nielson. All Rights Reserved. Related Posts:Risks of LeadershipLeadership Amidst ChaosFinding Leadership Amidst ChaosLeadership Tools for Small BusinessLeadership Tools for Small Business

Maintaining the leadership pool is a challenging task for an organization and its top leaders. There are a number of activities, as well as developmental exercises, that can be undertaken to grow leadership at every level within the organization. But how can organizational leaders measure leadership? And, more importantly, what analytics can be used to ensure that leadership talent is used efficiently and appropriately? Let’s look at some broad categories of leadership analytics. First, behavioral profiling is an excellent analytical tool. There are two ways to approach behavioral analytics for leaders. First, you can identify behavioral characteristics of well-known leaders, either in the world at large or within the organization itself. These general characteristics can be used as a "yardstick" for leadership development and leadership measurement. There are many sources of popular leadership profiles, but how can you profile within the organization? Myers-Briggs type indicators are one example. A certified Myers-Briggs consultant can assess leaders, name their "types", and help the organization build profiles, communication plans, and job-specific characteristics - and use these items as leadership analytics. Along with behavioral profiling, the organization can make use of leadership assessment from the "other end". What makes people within the organization successful? If this cannot be defined, those "high performers" can be profiled with their own characteristics. For example, if your organization has not used leadership analytics in the past, identify people at every level who seem to excel at their jobs, have a "following", and who have consistently proven their worth to the organization and its vision. Take the time to interview these people to determine how they’ve accomplished a successful rise. The data you gather can be used to measure individuals and also to measure what characteristics tend to work within the organization itself. Analysis of teams is also an excellent analytical tool. There are a couple of ways to go with teams, as well. If your organization is already in the process of formal leadership development, consider bringing the pool together in order to break them into teams and give them "real" organizational problems to solve. Observe how the teams work together, as well as how each individual contributes to the solution or the project. You’ll be able to create an analytical profile of team success at the organization from your observations. If you’re not conducting formal development, consider observing project teams specifically for the purpose of identifying leadership characteristics. What personal and team characteristics tend to propel the team forward, and what characteristics tend to mire the team down? As you record your data, you’ll also see a profile developing. From the human resources standpoint, benchmarking individual roles for leadership characteristics is also an effective analysis tool. Examine individual jobs within the organization and first determine which incumbents have been "successful" at the job and which ones have had less than stellar performances. From that determination, you can look at individual behaviors that contribute to success within a particular job or role. Conduct this type of analysis at every level of the organization and measure incumbents and job candidates using the metrics you’ve discovered in your initial analysis. This type of role analytics can help the organization create individual leadership profiles for each job and for the organization as a whole. Leadership training and development in itself can be used as an analytical tool. The program you develop will help you identify high potential and high performing leaders at every level. But along with this comes the ability to identify the organizational players that have the potential to develop - and those who simply do not. Using this analytic, you can begin to develop the "middle road" or "B" organizational players into top-level leaders. And you can begin to exit those non-performers or "C" level players at the same time. All of the analytics we’ve discussed can be part of your leadership development program. For example, you can conduct analysis of behaviors, leadership characteristics, team performance, and even roles within the context of the leadership development program. Each broad area of analysis leads you to a set of measurements or analytics that can be used to measure existing leadership and to create a leadership goal within the organization. Not only this, these broad areas of analysis can also create a leadership profile by which you measure job candidates at every level, both internally and externally. Take the time to determine which analytics will work for you organization and begin to measure your leadership talent. Copyright 2011 Bryant Nielson. All Rights Reserved. Related Posts:Leadership AnalyticsMeasuring Leadership EffectivenessMeasuring Leadership EffectivenessSales AnalyticsLeading High Performance Teams

It’s easy to get caught up in leadership skills and development. Plus, when things are going well, it’s even easier to ignore any measurements that tell you how effective the leadership really is in your organization. There are numerous ways to measure effectiveness, but all of these analytics occur in four broad categories. Let’s examine each category of leadership measurement. The first category of leadership measurement is in the subjective realm. When subjective measurements are mentioned, people have the tendency to dismiss them. But can the subjective measurements of your organization tell you how effective the leadership is? Absolutely. First, and in general, you must take an honest look at the overall morale of the organization. Is it deflating or non-existent? Or is morale high, even in the face of new challenges and obstacles? Low morale is a good indicator that leadership is not effective. What about participation and attendance? For example, if you begin to offer "town hall" style meetings or "brown bag" lunch sessions, are you hard pressed to find anyone who is interested? If you have to beg people to communicate or improve, that’s another subjective measurement of leadership. Is innovation a part of every day life at your organization? What about continuous process improvement? Do people feel comfortable speaking out when they see inefficiency better ways to do things? If not, this is a definite sign that leadership needs to step up. From the subjective, you can move into numbers-based metrics. Often, the numbers of the organization can tell you if leadership is effective. For example, what does productivity look like now as opposed to last year? Is a temporary "dip" occurring, or is the trend headed down? Other areas of measurement for leaders can be efficiency and mistakes. Are employees making fewer or more mistakes now? Are the errors being corrected in a timely manner, or are they being left to languish? How are sales? Are numbers up or steady, even when times are bad? Take a close look at your customer service, both internally and externally. Are there numerous complaints making it to your level, or are they being resolved at lower levels? You can look at the metrics that are used to determine the health of the organization and make a link back to leadership, especially on those metrics that are not linked to pay or bonuses. Remember that poor organizational performance can be related to many issues, such as market forces, poor positioning, or just bad economics. But also keep in mind that by taking a serious look at these metrics, you can adjust leadership accordingly. Another method of measuring leadership effectiveness is the implementation of a leadership index. An index is a targeted measurement tool that associates complete regarding their managers or leaders. Essentially, it’s an evaluation of the leader using the skills, behaviors, and attitudes that are found to be appropriate for the organization. In simple terms, you may see questions such as, the person "treats me with respect" and "helps me work on continuous improvement". The evaluator is asked to give anonymous, confidential answers about the leader. The leader gets to see his or her results and can work on a development plan from those results. There are numerous systems that can create the leadership index for the organization, or you can do it on your own. The main thing to remember is that using generic leadership behaviors, skills, and attitudes will not give you the best picture of effectiveness. The organization must determine what skills and behaviors are most appropriate to its leaders. One of the final methods of measuring leadership effectiveness is related to the leadership index. You can also measure leadership potential. Using a similar index, the organization can measure how leaders are being groomed and encouraged at lower levels. A large number of potential leaders tells you that leadership is effective at the organization - and that it is catching on at all levels. The fact that a leadership pool is developing on its own tells you that your leaders are indeed leading effectively. These are broad-based areas of measuring leadership effectiveness. Take the time to look at your organization, its size, and its leadership requirements in order to determine what measurements are appropriate. Copyright 2011 Bryant Nielson. All Rights Reserved. Related Posts:Measuring Leadership EffectivenessSales AnalyticsLeadership AnalyticsLeadership AnalyticsTraining Analytics

Leadership is a concept that is sometimes identified only with large organizations, but don’t be fooled by this assumption. Leaders are present in every organization, at every level, and this includes small business. As a small business leader, you are probably more visible and more accessible than leaders in a large company or organization, so your skills are being watched and emulated more closely. Leadership tools and actions span quite a bit of distance, but here are five important leadership tools for the small business. First, try "planning proactively". In small business, it’s easy to become reactive. After all, the ups and downs of small business can be much more tumultuous and emotional since they come on quickly and affect a smaller population. But that it is no reason to avoid making plans and being proactive about problem solving. Be honest with yourself and your team about what issues could be ahead. With this, you should know the pitfalls of small business and be aware of how you can solve some of the problems you might encounter. Involve your team in problem solving at every opportunity. This will give them a "stake" in your business and the chance to participate in planning sessions. Next, create a vision for the business. You probably have a personal vision and had one when you started the business. Does that vision still work for the business? Have you achieved the original vision? If so, it’s time to think of what the future vision is. Along with a vision, what is the mission and goal of the business? Think about these important details, write them down, and visualize them. You can make your vision part of your everyday life - and remember that a vision does not have to be reserved for the largest organizations. Here’s the biggest benefit of this exercise: leaders are visionary thinkers. When you focus on that vision every day, you’ll start to think like the visionary you are. With vision, comes leadership. Third, you must share your vision with your family, friends, and most of all, your small business team. This is the hard part. As a small business owner, entrepreneur, and leader, the vision is probably a part of you. With large organizations, the vision is usually a shared one to begin with. But your small business was your idea - it’s your "baby" and a vision that concerns it could be personal. And that is difficult to put out there for everyone to see. But you’ll notice that by sharing that vision, you are letting your team become a part of it and live it every day just as you are. Post the vision around the workspace and keep your pride in ownership. By sharing the vision, you’ll truly become a visionary leader. You’ll find yourself making decisions based on the vision, and leading the team to do the same thing. Fourth, be sure to manage and lead - and know the difference between the two. Small business leaders are usually in the position of wearing two hats, that of the manager or supervisor, and that of the leader. Management is the day-to-day, short-term direction that you provide. Your management may include dealing with customer and employee issues, vendors, orders, and even front line work. You may find yourself scheduling, managing projects, and hiring employees. But don’t forget to go above these things. Provide direction through your vision. Take time to coach employees on their performance. Cheer them on for good work and gently correct them for not-so-good-work. Show your team that you can manage but that you are also a leader who will take them to the next level. Finally, be willing and able to change. Small business leaders have pride in ownership. The business you created is close to your heart - and it can be difficult to change. But be aware that change will come whether you want it to or not. Don’t get stuck by not changing to meet new employee, customer, and market needs. Examine your systems and operations and make the determination if they are really working or not. Most of all, accept suggestions for change from your team. Open the floor to new ways of doing business. After all, your team may become more intimately familiar with your business, operations, and customers than you are. By being willing to change and open to suggestion, you are proving your leadership. If your small business needs a "shot in the arm" or if you are just starting out, keep these five leadership tools in mind at all times. Employ them every day and watch your organization grow. Copyright 2011 Bryant Nielson. All Rights Reserved. Related Posts:Leadership Tools for Small BusinessRisks of LeadershipRisks of LeadershipTraining Vision 3: What Are Your Best Customers Planning?Leadership Amidst Chaos

It seems that the economic news gets worse each day. Many organizations are faced with constant challenges ranging from job cuts to budget cuts to major changes in structure and delivery. Training and talent management can fall to the bottom of the list in these times, so maintaining the leadership pool you’ve built is extremely difficult. What can talent managers and training organizations do to challenge leaders, keep them motivated and focused, and to minimize the fear of losing their jobs? One of the best things you can do to maintain the leadership pool in tough times is to use them above and beyond their current responsibilities. Staffs may be smaller, but the organization’s problems and issues will continue. To that end, keep a list of organizational issues that are "bubbled up" and turn them into special projects or assignments for the leadership pool. Leaders, especially those who have never been through an economic crisis, should be aware that their responsibilities may grow even if their positions and salaries do not. If the leadership pool is challenged with solving problems, especially with low or no budget, their training will continue. The bargaining chip for this type of project is that the organization benefits from high professional and high potential leaders working together to solve problems. On simpler terms, talent managers should keep the leadership pool on a schedule of meetings or gatherings. Some organizations tend to have the leadership pool together for special training or annual meetings, and these events are more likely to happen when budgets are flush and the economy is booming. Get the talent pool together on a regular basis to discuss their issues and solve problems. Even if the pool is geographically diverse, get them on tele- or videoconferences to keep them communicating. If you want to formalize the process, create an action log or action plan from which your special projects can grow. You can also use the meetings for brainstorming; as money shrinks, creativity grows, so use your leaders to solve issues creatively. Budget cuts are no reason to cut meetings between the organization’s current and future leaders. Some organizations try to outsource leadership development and training, as well. While times are good this is a great thing because leaders get an outside view on their organization and their skills. But if there is no budget for outsourcing, there is still no excuse for creating training. Experiment with "home grown" training programs, both for and by the leadership pool. Employ the organization’s training department to create leadership seminars or courses that take up less time than an outsourced piece. You can even consider having members of the leadership pool deliver "brown bag" lunch sessions in their individual areas of expertise. In addition, don’t forget about leadership development at lower levels. Remember that the lower levels of the organization often suffer the most from training budget cuts, so why not have the leadership pool conduct leadership programs or even send out informative leadership emails to the rest of the organization? With this type of training in place, you’re saving the training budget but continuing to develop leaders at all levels. Another way to challenge the leadership pool is to create a benchmarking program specifically geared toward the economic downturn. Have your leaders find out what other organizations both inside and outside your industry are doing to weather the economic storm. In leadership meetings, discuss how those benchmarks can be applied within your organization. Even if the information cannot be deployed, it is still worth discussion. Finally, look for free events through Chief Learning Officer, Talent Management Magazine, and other trade publications. Online seminars and events, while low in cost, are sometimes high in learning. Use these seminars as opportunities for the leadership pool to come together for discussion and implementation of new ideas and techniques. The creativity, usefulness, and challenge of these ideas will retain your leadership pool, keep them thinking, and reemphasize their importance to the organization. The organization will win with new ideas and problems solved, and the leaders in the pool will be able to focus anxiety and fear on progress and learning. Copyright 2011 Bryant Nielson. All Rights Reserved. Related Posts:Global Leadership Development (GLD): DistanceGLD 3: Creating a Global BenchCoaching as a Training ResourceLeadership AnalyticsLeadership Analytics

I was asked by my son, who is a recent graduate from Syracuse University, what is the message of my blogs. I did not know how to initially answer him. Finally, the answer arrived. My personal message is Optimism. Optimism for individuals, families, communities, companies, the nation and for the people of the world. All of my messages are optimistic but not an unrealistic assessment of the future is that we can develop a limited and sustainable vision of Leadership and Learning. Related Posts:Corporate University: Buy In and MarketingWhen Training Is or Is Not the AnswerGLD 5: Budgets and WorkforcesCorporate University: Avoiding the "Ivory Tower"Corporate University: Effective Staffing

To begin our examination of engaging training participants, it’s necessary to look at the overall keys to engaging the adult learner. Regardless of where your training takes you or your participants, it’s a good idea to keep your eyes on these keys at all times. In addition, if you can use the keys to engagement as a litmus test on training, materials, and training marketing, you will find that it’s easier to keep them in mind. The first key to engaging participants is relevance. Adults tend to learn when they have an experience to "pair" with the knowledge. Although it’s difficult to do this with abstract topics or for subjects with which the participants have little experience, it’s still possible to make learning relevant. For example, if customer service training dives into a technical or "behind the scenes" explanation of a product or service, it’s easier for them to tune out the knowledge. But if you link the learning to their jobs, making it relevant, they will be more likely to retain the information. The secret is learning how to make a job linkage relevant. It could be that they need to understand the technical explanation in case a customer asks. Or, it could be that the customer service person needs to understand what happens behind the scenes in order to understand the process of helping the customer fix his or her problem. In other words, relevance is all about the benefit to the learner. What does he or she stand to gain by staying tuned in? Next, applicability is very important. Knowledge for the sake of knowledge is a great thing, but not necessarily in the organizational or corporate sense. There are some things that adult learners, your training participants, really don’t need to know in order to do their jobs. And the key here is that applicability usually means, "in order to do their jobs." If knowledge does not apply directly to a job function, such as the above explanations of a technical process, then it may be a good idea to leave it out of training altogether. Another way to check for applicability is to go back to your stakeholders’ descriptions of what the participants need to be able to do once they have completed training. In addition, the objectives or outcomes of your learning interventions can test the applicability of the subject matter and its corresponding materials. The third key to engagement is accessibility. Training should be accessible in a way that is appropriate to its audience. If you have salespeople onsite for a week long seminar, classroom interventions with high interaction will be the most accessible to the participants. On the other hand, if your audience consists of remote technicians who deal with complex applications, the most accessible path may be online or social-media style interventions. In some cases, accessibility means making a program available depending on a learner’s style. For example, a general course can be offered in the classroom, online with audio, and online without audio in order to be accessible to all learning styles. Plus, having learning opportunities available via a Learning Management System is another way to make training accessible. The fourth key to engagement is manageability. However you deliver training or make it accessible, it must be manageable for the learner, and this depends on the subject and the audience. You may have heard training professionals talk about "chunking" material - this is the same thing as making it manageable. Content should be broken down into the most "digestible" segments possible to maximize engagement and retention. Even if you are providing a multiple week "boot camp" style training, breaks for learners should come every 60 to 70 minutes. Finally, content should be interchangeable. This simply means that the "digestible chunks" we’ve just discussed should be written in a way that makes them useful to other audiences and in other delivery modes. For example, general knowledge content that is provided by a live instructor can be modified to go into an online tutorial or a self-directed learning intervention. Now that we’ve examined the keys of engagement, let’s move on to pre-training engagement in the form of marketing and advertising. Related Posts:Engaging Participants 4: Virtual EngagementEngaging Participants 5: Training MaterialsEngaging Participants 7: Evaluating for EngagementEngaging Participants 2: Pre-Training EngagementEngaging Participants 3: Classroom Engagement

The most common definition of engagement refers to the classroom, whether it’s the live classroom, the virtual live classroom, or the virtual classroom. Plus, engagement also typically refers to our materials, our quick reference guides, and our just-in-time learning interventions. But what happens before the participant starts a learning experience? Does he or she go to training simply because the boss said it’s required, or does the participant know what he or she stands to gain? As we discuss engagement, it’s necessary to start outside of the classroom. One of the first places to engage learners is at the recruiting table or the job interview. Believe it or not, a potential job candidate can become much more engaged in training if he or she knows about it before the first day. To ensure that this happens, make sure that HR knows what programs will be offered to which employee groups. Consider creating a quick flyer or description of training to use as collateral when recruiting is in full swing. When the new hire gets to training, he or she will be ready - and excited - about the knowledge that’s coming. But it’s not always as easy as using training as a marketing tool for potential candidates. The internal audience, that is, the employees who are already hired, need to be engaged before they go to training. And if training does not have a great reputation, this task may be more difficult. One of the first items to remember when it comes to pre-training engagement is one of our keys to engagement, relevance. Remember that relevance is often about benefits, so any training program you offer should have definite benefits tied to it. A potential participant should know why he or she should be excited about going to training - and this is the job of the training department. In other words, marketing and advertising is an essential part of the training department. But how can training managers engage participants? One of the first ways to engage before learning is simply through constant communication. Training departments should always have some kind of contact with the population, even if segments of that population are not actively in training. This contact could take the form of a newsletter, web page, or even a blog. The training department should make people aware of what programs are being offered, what programs are coming, and even what’s new and hot in the learning industry. If you can show that you have a pulse on target audiences in general, your own target audiences will be all the more receptive. In this sense, training becomes the product that is part of a marketing strategy - it’s all about how you place the product to make it visible to your potential audiences. But when it comes to a new offering or a new delivery method, the training advertising machine should kick into action. First consider how the organization as a whole communicates with employees about new initiatives, company news, and volunteer opportunities. Then consider how training can emulate these methods to advertise programs effectively. In fact, your organization’s marketing department may be very willing to help you come up with a campaign of your own. Training is no longer a "come as you need it" product - it needs to be out in front with features and benefits just like any other product or service. When employees enter the classroom, whether it’s the virtual or live classroom, marketing should continue. Instead of going right to the objectives, consider writing content that engages the learner first. For example, present a problem that the target audience faces and then explain how the training is going to solve it. Then move on to the traditional and necessary objectives and outcomes. If you look at the training intervention itself as a marketing and advertising opportunity, you may end up with much more engaged learners, because they know without a doubt what the benefits are. Now that we have discussed what happens before the learner arrives in the classroom, let’s move to an examination of classroom engagement techniques. Related Posts:Engaging Participants 4: Virtual EngagementEngaging Participants 1: Keys to EngagementEngaging Participants 3: Classroom EngagementEngaging Participants 5: Training MaterialsEngaging Participants 7: Evaluating for Engagement

Most organizations still offer classroom training - it is effective, provides interaction, and provides a network for participants. But today’s learners are much different, not only because generations have changed but also because the environment is much harsher. As we know, today’s newest corporate learners don’t remember a time without computers or cell phones. But even the most seasoned corporate learners are users of technology, linked to laptops and cell phones and social media as part of their jobs. In addition, if a group of learners comes to a classroom in today’s environment, they are probably concerned about how they are going to catch up on their already-heavy workload. For these reasons, we have to work even harder to engage these learners - and maintain that engagement through the classroom learning process. Let’s look at some ways to engage learners in a traditional classroom. One of the first ways to engage learners in the traditional classroom is through experiential learning interventions. This term is very broad, but in its best sense it simply means that whatever content is presented to learners should engage them in an experience that mirrors their job and its environment. For example, sales people interact with people constantly - this is why they are good at what they do. So you don’t want to have sales people listening to a lecture-style course day-in and day-out. In order to engage an audience like this, you’ll need to give them a bit of "digestable" material and then turn it back to them as a group activity, role play, or case study. And the activity should involve a high level of interaction. On the other hand, if you are teaching a technical process, learners should be allowed to explore the process, make mistakes, and come to conclusions about it while they are in the classroom. The rule of thumb should be that any activity or experience in the classroom should somehow link to the actual experience the person will have on the job. Another classroom engagement technique is the use of blended methods. Even the most linear classroom experience can be broken down into online interactions, tutorials, or quick reference guides. If you are teaching line customer service personnel, they should have a computer and phone in front of them to simulate the environment. If they will have access to online quick reference guides, have them available in the classroom. When you go to test employees, remember what they will have access to on the job and give them access to the same things in the classroom. If you have multiple groups in various locations going through the same training, consider adding a social media component such as a blog or discussion board, where participants can explore different perspectives, work on joint projects, and critique performance. On-the-job (OTJ) interventions, although not quite "classroom," can also be part of the traditional learning experience. But the question is how to engage learners with the prospect of an OTJ intervention. A great way to engage is to explain to participants that not only will they have the opportunity to work with the subject matter in the classroom, but they will also have the chance to work with it on the job. In addition, help them understand that they will be evaluated on their performance. The newest generation of learners may even see the evaluation not as a "test" but as a challenge, which is a perfect way to engage learners in the prospect of OTJ interventions. Although these are specific ways to engage the classroom, the main thing to remember is to keep it interactive, challenging, and "digestable" in order to engage participants. The challenge for classroom instructors is no longer getting through all of the material, but getting through the material before the participants want to check email or pull out their smart phones. Instructors should maintain constant eye contact, question for understanding, ask for personal experience from participants, and consistently ask for opinions and discussion. As participants become more engaged, they will be open to further knowledge and be able to retain more information. Next, we will look at engagement in the virtual classroom. Related Posts:Engaging Participants 4: Virtual EngagementEngaging Participants 2: Pre-Training EngagementEngaging Participants 5: Training MaterialsEngaging Participants 1: Keys to EngagementEngaging Participants 7: Evaluating for Engagement

Most organizations have turned to various forms of online and virtual training because it is cost effective, it reaches a wide audience, and it serves many generations of learners. But we can’t forget that virtual training is not simply there to take the pressure off of the classroom staff. Virtual training, in all of its forms, must be engaging, just as if the content was being delivered in a classroom. First, self-paced online content, such as courses and tutorials, must engage learners from multiple perspectives. For visual learners, graphics should be appropriate to the content and to the target audience. Just as in development for the classroom, graphics should not be placed for the sake of taking up space or creating color; they must say something and leave the learner with retained knowledge. For kinesthetic learners, though, there needs to be some interaction in online courses, such as a "click here for more information" or activities of other types. And for audio learners, the option of hearing a voice is always a good one. The same self-paced content can also be highly experiential, using guided tutorials, technical applications, and video case studies. In addition, remember that no learner wants to see too much "stuff" coming at them at once. With this in mind, keep text to 70-90 words per frame and remember that online content should be just as manageable as classroom content. The key with engaging the learner in this type of content is to provide a balance for learning styles without going overboard. But the world of virtual training is much larger than it was even a few years ago, with the addition of social media, webinars, and other types of online collaboration. One of the challenges facing training management is how to keep these types of interventions as engaging as possible, while also keeping them true to their purpose of effectiveness and quick delivery. In terms of webinars or webconferencing, there are many ways to keep the content engaging. First, if you are developing content with an application like Power Point, remember that the participant will be looking at a screen and probably nothing else. Keep text to a minimum and graphics appropriate. Be sure that online instructors don’t sound as if they are reading content. In addition, use the engagement tools you’ve been given in your webinar software package. Some applications allow you to poll, meaning you can ask questions along the way and have participants respond virtually. Most web applications allow for questions from the audience and many allow you to send documents to participants. All of these components allow you to create an engaging environment even though participants may be located over a wide geography. Social media, such as discussion threads, blogs, and online collaboration are quite different than webinars or online courses, but can still be used to engage learners. If the intervention is not live, the best thing to do is to ensure that a moderator keeps track of discussion and that he or she interjects content, further questions, and small assignments along the way. Sometimes participants do this independently, but you want to make sure that the discussion is progressing. For live collaborations, moderators still need to be present, but you can use some of the same tools from webinars, such as polling and questions, to engage participants. Regardless of the virtual delivery method, remember that there is both art and science to creating engaging interventions for the online or virtual learner. The virtual learner is more likely to be distracted by email, phone calls, or whatever he or she can do on a smart phone. For this reason, it is absolutely necessary to be aware of the keys to engagement that we’ve already discussed, namely applicability and relevance. The second a virtual learner feels that content is not relevant and applicable to his or her job or experience, you’ve most likely lost the learner. To avoid this, ensure that content remains true to the keys to engagement at all times. Next, we will examine how to keep learners engaged through both primary and supplemental training materials. Related Posts:Engaging Participants 5: Training MaterialsEngaging Participants 2: Pre-Training EngagementEngaging Participants 3: Classroom EngagementEngaging Participants 1: Keys to EngagementEngaging Participants 7: Evaluating for Engagement

Training materials can make a big impact on participant engagement, whether they are being used in the classroom or outside of it. Within the classroom, materials should leave a "mental mark" on the participant, that is, he or she should be able to recall important information the next time the materials are open. Outside of the classroom, training materials must serve as a real-time reference that may help participants on the job. One of the most obvious types of training materials are user and classroom manuals. For a long time, we felt like classroom participants had to have something to hang on to while they were in class. But if your classroom training has evolved into a series of job experiences, you may not need manuals or user guides. On the other hand, if you are providing education on technical or operational processes, you may want participants to follow along in a manual - and take the manual with them when they leave. If this is the case, manuals should be self-explanatory and at least contain an index where participants can quickly reference material. In addition, consider using outsets or removable pages with a condensed version of the process or operation for quick access. Keep text to a minimum and use bullets and numbering as much as possible - a "wall" of text in a printed user manual will probably keep in on the shelf or in the desk when the participant needs assistance. If you’ve provided tutorials in both live and virtual classrooms, these materials make great references going forward. A tutorial should truly reflect the keys to engagement we discussed earlier in this series. The main keys for a tutorial are that it should be manageable and interchangeable. The manageable component ensures that each tutorial covers just the right amount of information without overpowering the learner. But the interchangeable component ensures that tutorials can be "mixed and matched" for appropriate audiences. Along with tutorials, job aids are very important and need to engage participants after they leave the classroom. A job aid or quick reference guide can be a printed or online piece of collateral that instructs the participant in one or two technical or operational processes. To engage participants with a job aid, keep the processes within the job aid limited. In other words, use separate components or pages for each process. Also keep in mind that bold text, numbering, and bullets should be used on job aids to draw the user’s eye to the important pieces of information. When training is going on, consider teaching the process using the job aid. This way, participants will be able to better remember the process and remember the job aid that goes with it. With tutorials or job aids, a best practice for engagement is to combine the overall process with a technical operation if it exists. For example, if you are teaching the sales force how to use the CRM system, place the sales process in the job aid along with the technical steps. This melding of process and technical operation serves to engage the participant through familiarity as well as through the presentation of the benefits of following the process as written. Finally, you can use social media applications as materials, as well. For example, if a discussion thread on customer service has occurred and been closed, consider "editing" it for content and reusing it. Post the discussion to class participants as a great example of the customer service process. Alternatively, if learners are participating in a blog or discussion after training, have the moderator post the job aid or tutorial. Have participants discuss the job aid, come back with any suggestions, make revisions, and re-post it. This way, participants will be further engaged in the after-training social media as well as the accompanying job aid. Again, the key to making materials engaging is to remember our keys of engagement: accessibility, relevance, applicability, manageability, and interchangeability. If your materials and job aids pass the "key" test, they will engage participants and continue to be used after training has ended. Copyright 2010 Bryant Nielson. All Rights Reserved. Related Posts:Engaging Participants 4: Virtual EngagementEngaging Participants 1: Keys to EngagementEngaging Participants 7: Evaluating for EngagementEngaging Participants 3: Classroom EngagementEngaging Participants 2: Pre-Training Engagement

University Trading Challenge:  A Competition for Finance, Economic and Math Students The University Trading Challenge (UTC) is open to full-time students in Finance, Economics, Math and Business programs at any university. The competition has three main components: Long-Term Portfolio, Short-Term Trading, and Case-Study Presentation. The live portion of the competition (Short-Term Trading and Case-Study Presentations) will take place December 9, 2011 at the Wasserman Trading Floor at Baruch College in New York. Participants experience an incomparable simulation of real-world trading while demonstrating their abilities to analyze, strategize, make decisions, and give presentations. They get an invaluable glimpse into the real world of the capital markets as well as true insight into themselves and their suitability to a finance career. The UTC lets finance students compete in intense, interactive competitions. GET NOTICED: The University Trading Challenge is supported and attended by the who’s who of the industry. You’ll meet the leaders of the finance world, who are there looking for you. You are the young talent they want to employ. The UTC is your opportunity to show them you’re ready by demonstrating your trading abilities and showcase your potential to the right people. LEARN BY DOING: Classroom study is the core of any education, but we learn best by doing. Students who compete in the University Trading Challenge, a simulated real-market competition, gain intense insight into the real world of commodities trading—and their own talents and abilities. TAKE FLIGHT: You and your fellow student participants are tomorrow’s finance leaders. After taking part in the UTC, you will hit the ground running, thanks to everything you’ve learned and experienced, and all the influential people you’ve met. For More Information, please visit www.UniversityTradingChallenge.com Related Posts:Masters in Finance HQSimulation ComponentsBuilding a Corporate University: Marketing and PromotionBenefits of Using SimulationsBuilding a Corporate University: Reinvention

    I have come across a great resource for individuals seeking to advance their educations with a Masters Degree in Finance.  This particular resource lists all known (always subject to change) universities that offer programs with an emphasis in Finance.  I highly recommend that interested individuals access this resource for more information on programs and reviews. You can get more information by visiting their website: http://msfhq.com/ For full disclosure, they also have posted on thier website an announcement for our upcoming University Trading Challenge.  http://msfhq.com/2011/09/university-trading-challenge/ Related Posts:University Trading Challenge December 9, 2011Building a Corporate University: Marketing and PromotionCreating Your Training Vision 2011: Organizational StrategyBuilding a Corporate University: Re-EvaluationBuilding a Corporate University: Reinvention

Engaging participants in each training program is very important, but you should always be aware of how to engage them in the way that each program fits into the overall curriculum - and the employee’s career path. You can create engagement by having efficient and solid curricula, career paths, coaching and mentoring programs, and leadership training. All of the information about the development program should be transparent, as well. A well-developed curriculum for each job, job group, or division goes a long way to engage participants in training. To begin with, when a participant knows that he or she is working toward a goal or an end, engagement comes easier. In fact, consider offering certificates of completion for associates who finish their assigned curriculum or curricula. Some organizations go a step further, together with HR and the department or division, to offer salary or position increases for the completion of training curricula. If you can’t go this far yet, get HR and managers involved in congratulating those associates who finish curriculum programs. Along with the curriculum, career paths can be extremely engaging outside of the classroom. If you pair the completion of a curriculum with preparation for advancement, associates will be all the more engaged in the training. For example, if an entry-level associate completes a certain curriculum, work with the department and HR to determine what the next logical career step will be. Although completing a curriculum should not be the only criteria for promotion, it is a step in the promotion process and gives the associates a true stake in their careers. When you are examining the possibility of curricula and career paths, consider breaking them down into leadership and functional areas. The functional curriculum and career path helps an associate learn his or her job or job functions, as well as prepare for promotion or lateral movement. An associate can engage in a leadership path from any point in his or her career. The leadership curriculum and career path can teach basic leadership skills and then progress to more advanced skills that prepare associates for managerial or supervisory roles. Another way to engage participants both before and after training is through coaching and mentoring programs. If the learner goes through training with the promise of having a coach afterward, he or she will most likely retain more information in order to "prove" knowledge to the coach. In the same way, a coach can prepare learners for the training program in advance, giving them the information they need to perform well in class. Keep in mind that a coach provides direction and advice in one area, such as a job function, while a mentor provides overall guidance on career progression. Can you think of some ways a mentor program would create participant engagement? If you combine a mentor with well-developed curriculum and career path programs, the learner will remain engaged because there is a goal as well as a person who is invested in the associate’s progression. Creating development paths for associates is an excellent engagement tool, but the key, once again, is to measure the program against some of our keys for engagement. To begin with, development should be accessible to all associates. This means that career paths should be virtually transparent - there should be no secrecy in how associates progress and get promoted. For example, your Learning Management System can probably accommodate curricula and career paths - and these components should be accessible to any associate. This does not mean that an entry-level associate should be immediately eligible for executive leadership training, but it does mean that he or she should be able to see the qualifications, the "prerequisites," and the programs involved. This type of accessibility creates engagement in each learning program as well as the overall development of each associate. On the other hand, curricula and career paths should be relevant and applicable. Curricula that are present for the sake of knowledge only may not be applicable - and thus may not engage participants. Ensure that each piece of the development program leads to career progression and learners will remain engaged. For our final discussion of participant engagement, we will examine evaluation. Copyright 2010 Bryant Nielson. All Rights Reserved. Related Posts:Engaging Participants 7: Evaluating for EngagementRSDR 5: Development 2LMS: Training ManagementEngaging Participants 2: Pre-Training EngagementEngaging Participants 4: Virtual Engagement

As salespeople know, the pipeline is a vital part of the sales process. But what is the usual definition of a sales pipeline? It may be a list of prospects at various points in the sales cycle, from leads to those ready to close. At times, a sales pipeline could be a set of leads and nothing more. In order to maximize the sales process, the sales pipeline must be a well-planned management cycle with specific components. In this view, today’s sales pipelines are not quite fact, but not quite fiction, either. Let’s find out how to upgrade that sales pipeline into a true sales cycle management system. The first component of sales cycle management is opportunity management. In short terms, opportunity management is the act of focusing on the most promising sales possibilities. When you manage opportunity, you are expending energy and time on probable sales instead of the "maybe’s". But how do you go about managing opportunities? First, you must identify them. Which possible sales are moving forward? Which ones, based on forecasting, will be more likely to close? Next, prioritize the list based on expected income generation, time to close, and expense. Finally, allocate resources to those opportunities. Sales people can also maintain their list in "top ten" or "top five" format, that is, focus on the top opportunities and update them constantly as the sale moves forward. Next, sales forecasting is an important component of your cycle. Forecasting is simply the prediction of sales based on past numbers - along with analysis of existing conditions. When you forecast, you’re creating an objective view of the future and rooting your sales pipeline in reality as opposed to "fiction". Forecasting also gives a good view of the price of products as well as the cost of closing sales. But to be completely rooted in reality, your forecast must take into account the factors acting upon sales, including seasonal need, general economic conditions, competitors, and consumer conditions. There are various formulas for sales forecasting based on qualitative and quantitative measurements, but you have to determine which one is right for your organization, products, and sales measurements. The third component of the sales cycle is account planning, or building a realistic sales plan. From your opportunity management and sales forecasts, you can establish sales goals, strategies, and tactics. As part of account planning, you should take these goals, strategies, and tactics all the way down to the individual customer level. By doing this, you’ll be able to develop sales plans for the best opportunities - and break goals down into time periods. The combination of plans for opportunity and time-based goals will create a strong account plan. The final piece of sales cycle management is performance analysis, which essentially closes the gap on your sales cycle. Sales performance analysis is sometimes brushed aside in favor of "keeping the cycle moving", but you should spend a considerable amount of time and energy here in order to adjust your entire process. In order to analyze performance, you first need to know your close rate. From knowing this bit of information, you can improve your definition of a qualified lead in opportunity management - if close rates are low, your opportunity management process is out of line. Through your analysis, though, you’ll be able to shorten your entire cycle by spending targeted, quality time on the most probable sales. You also need to review sales goals consistently, by time period. Are sales falling far short of the goal or in constant excess? What you find out may again point to flaws in the other components of your process. Another point in performance analysis is to audit each sale and determine how much was spent to generate the income from the sale - everyone involved in the sale should understand the profit margin. As you consistently analyze sales performance, you’ll be able to make adjustments at all phases of your sales cycle. So a traditional "sales pipeline" is not necessarily "fiction", but it must be modernized to include the four components of sales cycle management. In our next series, we’ll look at each individual sales cycle component in more detail so that you can move your pipeline into firm reality. Related Posts:Sales Performance AnalysisSales AnalyticsAligning Performance with ResultsThe 29 Costly Implications of Losing Customers7-Steps to Creating a Mentor / Coaching Program - Step One: What Are Your Goals?

There are many ways to determine if learners have been engaged in training programs and the accompanying materials. But among the most important ways to measure engagement is through efficient evaluation at all levels. In this discussion, evaluation refers to both evaluating participants and stakeholders for knowledge retention as well perception of training programs. First, the testing component of evaluation can be part of your measurement for engagement. If you build tests or exams into training programs, quite simply they should match the engagement you’ve attempted to create in the program. For example, experiential learning interventions should be tested experientially. If you’ve provided case studies in class, the test of knowledge should be via case studies. On the other hand, if learning occurs through group work, testing should occur through group work. It’s sometimes easier to create a written test that is easily graded, but this way you may not know if learners were actually engaged. You may be able to see knowledge retention, but the engagement component may be a mystery. The key here is to make the testing as applicable to the learning as possible, even mirroring the methods that were used in class. When it comes to a lower level evaluation of the course or class, we are also prone to creating a "flat" smile sheet. But remember that you want to see if participants became engaged in the content along the way, so write your low level perception evaluations to include engagement items. One way to do this is to use the keys to engagement we discussed at the beginning of this series to write evaluation questions. For example, you could simply ask participants how applicable they felt the training is to their current job and their overall career progression within the organization. You may be surprised at the amount of useful feedback you’ll receive. You may already be in the habit of evaluating participants at certain intervals after training, such as 30 or 90 days. These evaluations may also ask participants if they are using the knowledge they gained on the job. If so, consider going just a little deeper into that line of questioning. Ask participants what components of training did not help them on the job and what can be done to make these components more useful. Another way to do this is to ask participants what components of the job have been more difficult for them - if they were less engaged in the material when it was presented then they may have trouble applying the information later on. In addition, be sure to evaluate the materials that were provided as part of the training. For example, ask participants if they have used job aids or tutorials on the job and whether those materials helped them quickly and efficiently. As you start to evaluate in this way, you’ll notice that the process of evaluation is creating engagement both before and after training. As new participants understand that their feedback is valuable, they may become more engaged in learning overall. We discussed engaging learners through development programs such as curricula and career paths. Don’t forget to evaluate these components, as well. When participants receive their certificate of curriculum completion, consider evaluating their entire experience. As participants use the career paths that the training and HR departments have created for them, evaluate on a regular basis. And each of these evaluations should measure engagement using the keys to engagement we discussed at the beginning of this series. The key to evaluation is to ask for feedback and use it to improve programs. Evaluations that go in a file will not help improve the program for engagement components. And beyond that, as participants learn that their feedback is not being used, they will disengage - and future learners will disengage as well. In this series, we discussed overall keys to engagement as well as methods for engagement throughout the learning process. Remember to use these keys to measure participant engagement and as a guide when developing new training programs or redeveloping existing ones. As you build engagement into training programs as well as pre- and post training, you’ll find that learners will also become engaged in both the short and long term. Copyright 2010 Bryant Nielson. All Rights Reserved. Related Posts:Engaging Participants 6: DevelopmentEngaging Participants 5: Training MaterialsEngaging Participants 2: Pre-Training EngagementEngaging Participants 1: Keys to EngagementEngaging Participants 4: Virtual Engagement

Even ordinary efforts, given enough time, can produce extraordinary outcomes. Related Posts:Dare to be DifferentBuilding Long-Term RelationshipsDeveloping Internally vs. Licensing Externally : a Combined ApproachName your best customersFive Resolutions For the Learning Organization

The sixth foundation of leadership is Persuasion and Influence. Let’s find out what each of these critical actions is - and then talk about why they are so important. Persuasion is a combination of actions that can help people agree to or at least see a new viewpoint. First, persuasion is about communicating ideas clearly. As a leader, you’ve probably got a big vision in mind for the organization, and most likely some smaller "milestone" visions, as well. It’s a hard leap from your mind to an articulated thought - and some leaders fail to make the leap. You’ve got to know your vision inside and out, but you’ve also got to express it in terms that are understood by the entire organization. When it comes to communicating your ideas, you’ll soon learn when it’s time to talk - and when it’s time to listen. That doesn’t necessarily refer to one conversation or interaction - it could amount to months of listening and months of talking - or longer. The key is to use just the right amount of persistence to keep the idea going, to keep people thinking, and to keep the idea’s momentum going. David Ben-Gurion, the first prime minister of Israel, was known for discussing opposing points of view repeatedly until the people involved saw the other side of the story. He used just the right amount of persistence to get this done. When you’re communicating, talk benefits - not how you can help or what you can do. Paint a picture of what the other person, team, or organization will look like once they’ve accepted a new point of view. Don’t forget to base your benefits on fact. But what about influence? Influence is the act of crafting your ideas and asserting them through persuasion. Persuasion may be a series of conversations, but influence is bigger. To gain influence, you may need to organize or mobilize a group to prepare for or take action. The process of gaining influence involves gaining support and commitment to your ideas or vision. This is the "politicking" that’s involved in persuasion. You should always be on the lookout for appropriate ways and means to gain influence. Lyndon Johnson was one of the world’s most well known influencers, slipping in mentions of his projects and gaining support from Congressional leaders at parties, on the dance floor with an official’s wife, or in every day conversation. While you’re doing this, you must prove your organizational and business savvy - understand what’s on the table for the other person or group and balance that with your own needs. To gain commitment, you may also have to promise commitment. Another way to gain influence is to step in and manage disagreement, especially when no one else is doing it. Being a conflict negotiator can help you see both sides of an issue and can help you determine the give and take in each situation. Overall, in both persuasion and influence, the effective keys to communication in leadership, which we’ve already discussed, will serve you well. What are the benefits of persuading and gaining influence? On a personal level, influence builds your own strength - and your interpersonal relationships. You never know when you may need the assistance of someone you meet along the way, so those relationships you make are extremely valuable. The process of influencing naturally gets people to follow your lead and creates a "party" that can move ideas and visions forward. Persuasion, on the other hand, helps you win "followers", people that trust you as a leader and will advance with you. But more than this, persuasion through influence convinces the "naysayers" and helps people to see the vision more accurately. Think about persuasion on a family level. Many parents act as authoritarians, and sometimes this may be necessary. But think about the benefits of persuading your children to see another point of view. You’ll educate them in the process instead of using the proverbial "because I said so." Influence in a community situation is extremely important, so each time you have the opportunity to persuade, you should. Think about influence in communities - what starts out as settling a disagreement between neighbors could lead to wider influence when more important issues are at stake. The corporate world is in desperate need of real persuasion and influence - too often, the person who spouts the most buzzwords is the one who wins influence. If you take the time and have the patience to persuade and influence in any situations, you and your organization will end up better off in the long run. Copyright 2009 Bryant Nielson. All Rights Reserved. Related Posts:Leadership Amidst ChaosFinding Leadership Amidst ChaosRSDR 7: Leadership RetentionGetting Past the GatekeeperLeadership Tools for Small Business

Creating a leadership bench takes the skill of a coach and the precision of an engineer. But there are five distinct steps you can take to build your leadership bench - and keep it moving. First, and most obvious, you must create and maintain a leadership development program. This isn’t simply an order to the training department to create leadership courses. You must obtain buy-in from your management team by showing the benefits: the leadership bench, succession planning, talent management, and career pathing. Your program should begin with classroom training -at all levels, if possible. Everyone in your organization should know what your definition of a leader is - and how to get there. But as you move up the ranks, leadership development should be ongoing, challenging, and not necessarily a sure thing. The program should include real-time projects, seminars, assessment, and evaluation. Program participants who slip should be coached back up - or out. Once someone is in the leadership program, he or she should continue to improve in all aspects. Second, create a succession plan. Many organizational leaders have a succession plan that resides in their heads. This is not the best place for a succession plan - and you must have the input of the rest of the management team. From your leadership program participants, identify where strengths and opportunities lie. Find out what makes these people tick - it’s possible you have an operations manager whose first love is marketing. The idea here is that you should know who your talent is and what motivates each one of them. But more importantly is the fact that your succession plan, drawing on the strength of your leadership bench, will help determine where people go in the event of planned or unplanned losses of leadership. You won’t have to worry about who would take your place or the places of other seniors or executives, just in case. With this plan in place, you’re building your leadership bench. Third, conduct regular talent review. This step is twofold: you should be conducting regular talent review both outside and inside your leadership development program. The outside review and assessment should be your tool for identifying potential leaders - and grooming them for the leadership bench. The inside review and assessment, as we’ve mentioned, should focus on maintaining the standards your organization requires of its leaders. Identify high professional and high potential leaders as well - high professionals can be counted on to lead within their field of expertise while high potentials can probably be moved from one area of expertise to another if necessary. With this evaluation and assessment, you’ll be able to fill your bench with "A" level players and coach "B" level players into the "A" position. The beneficial side effect of this approach is that "C" or "D" players will either strive to achieve a higher level or self-select themselves out of your organization. By conducting regular review, you’re keeping your leadership bench ready and always manned. Fourth, consider rotational assignment within your leadership bench. Some organizations see merit in moving high potential leaders into temporary positions - to expose them to other areas of specialization within the organization. Doing this will also help you separate your high potential leaders from your high professional leaders - and also to focus on creating succession planning for both areas. Once a leader comes off of a rotational assignment, he or she adds further strength to your leadership bench. Finally, meet with your leadership team regularly to assess the bench, make changes to standards, or to consider how quickly (or slowly) you need to add to talent to the bench. This ensures continued buy-in and weigh-in on the leadership bench and its members. As we mentioned earlier, building a leadership bench takes coaching and precision. In the precision category, you and your team have to manage the bench to make sure it’s not too big or too small. If you have a huge bench with too many members, they’ll start to look for opportunity elsewhere. After all, as you move up in the organization, there are only so many slots available for potential leaders. But if your bench is too small, you could find yourself in trouble if the business expands or changes rapidly. Focusing on these steps will help you build your leadership bench and ensure leadership continuation for years to come. Related Posts:GLD 3: Creating a Global BenchCreating a Culture of LeadershipTraining Needs 5: Leadership, Talent Management, and Succession Planning NeedsChallenging the Leadership Bench in Tough TimesRSDR 7: Leadership Retention