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Z/Yen believes strongly in the ability of training, coaching and skills
development to improve business performance. We believe that training is an
investment in the future in order to reduce risk, enhance performance or reduce
variability. Training is learning, and thus one of the most complex interactions
among our clients, their staff, their customers, their suppliers, their
stakeholders and us.
Our programmes tend to be an intense experience designed to equip people with
the skills required of them, but making those skills fit our clients' cultures
and core values. We follow a six stage process to provide a service customised
to each client's requirements:
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Establish the endeavour - having agreed the learning goals, determine the
scope and objectives of training, in particular how we can measure
success;
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Assess and appraise - take stock of current skill levels, training
support, coaching, mentoring and personnel development in the round;
-
Lookaheads and likelihoods - conduct a highly interactive design phase
trying to see which set of approaches is most likely to achieve the desired
result;
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Options and outcomes - pilot our approach content and delivery as well as
conduct research on the sequence of units, activities, inputs, outputs and
review messages;
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Understanding and undertaking - cross-verify and cross-train teams on
materials and approaches before managing the training programme;
-
Securing and scoring - measure success via tests or surveys, learn from
mistakes, devise ways of ensuring that training changes behaviours and
cultures - that it "bites".
We frequently manage projects or programmes using off-the-shelf training
packages which can provide satisfactory results. However, we believe that in
order to deliver step-change improvements, "culture" has to change.
Customised design is, therefore, crucial. We expect a design phase to include
wide-ranging discussion on "swinging" elements which greatly affect
quality, cost and timescales - such as the feasibility of single-session or
multi-session training, use of automated training tools, integration with
ongoing skills assessment and professional development, documentation/scripting,
ratios of trainers/attendees, cascade training/train-the-trainer, ongoing
training, skills metrics, random skills assessment/follow-up, use of games,
accreditation/certification, supporting literature and academic structures, etc.
Experience shows that confidence will increase only when people feel a very real
sense of achievement; that they can apply what they have learned not just in the
classroom but in the world where they work. Our varied training programmes
include some interesting and novel assignments such as team-building on classic
boats, but also:
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increasing the business development effectiveness of a global security
firm through sales, media, negotiating and account handling coursework and
assessments;
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developing online training material for risk awareness at a professional
firm;
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working with a major charity on helping 1,500 care workers assess what
they do against charitable outcomes, supported by technology, in order to
prove "evidence of worth";
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creating a complete risk management and project risk management
methodology and training framework for a government agency;
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developing an internet financial game to help children learn about
finance;
-
coaching executives and boards of small and medium-sized enterprises on
improved effectiveness, as well as similar coaching for partners of
accountancy and law firms;
-
creating a variety of game-based interactive days, helping academics and
MBAs learn about commercialising technology, aiding law firm partners in
understanding their business, training logistics managers in the mechanics
of making money in the business, increasing the awareness of environmental
activists in negotiating with industry.
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