| Corporate leadership training is rarely effective today. | | | | - How do I take the theory and put in practical |
| Normally this training means that there will be a 2 | | | | application to ensure the knowledge has use in the day |
| month fad that middle management will have to | | | | to day business activities. Do not believe that |
| develop, roll out and then abandon because the | | | | knowledge is power, but rather applied knowledge is |
| executive management team has decided to go in a | | | | power! |
| different direction. | | | | - Make sure the program has the support of upper |
| Why don't most companies have an effective | | | | management. No rubber stamp approvals, but active |
| corporate leadership training program? There are lots | | | | involvement and follow up at all levels. |
| of answers but one that often comes to light is that | | | | - Follow the C.E.A. method: |
| these programs contain general practices and theories. | | | | - Communication. What is the program and how does |
| They lack direction, support and practical application. | | | | it impact the job role or function? |
| The key step is to understand that an effective | | | | - Execution. What am I supposed to do with this |
| training program by nature is going to force people to | | | | program? How should I perform? |
| step out of their comfort zone and embrace change. | | | | - Accountability. How will I be held accountable? This |
| There needs to be a method to the madness to be | | | | can be positive and negative accountability. |
| effective. They are some critical pieces in the process | | | | Definitive follow up is the final step in the process. |
| to have developed in these corporate training | | | | Make sure everyone knows what the next steps are |
| programs to ensure they are a valuable use of time, | | | | and when they need to be completed by. Be specific |
| resources, and funds. | | | | and clear to ensure effective communication so |
| The key points are: | | | | people know where they need to execute. Then hold |
| - Begin with the end in mind. What are the goals and | | | | them accountable to that execution. |
| objectives of the training? Who will it impact and how | | | | Take your program and review the progress over a |
| will it impact their job, duties, and others that they work | | | | course of time. Repeat the steps above as often as |
| with? | | | | needed until the goal is achieved. |