Latest results from Mitchell Phoenix management training

Here is a sample of the latest results from their Foundations of Management programme today.

A cornerstone of Mitchell Phoenix's approach is that participants on their programmes are required to create concrete business results by applying what they have learned in the seminar room back in the workplace.

For this reason Mitchell Phoenix programmes are structured a day a month for five or six months. In between the days delegates apply the material in the workplace and create results to be reported at the following seminar.

A sample of the results from the latest Foundations of Management programme:

Making a business more profitable

A chef at a restaurant was tasked with improving sales over the Christmas period. He noticed that team meetings were usually held between three and six pm on a Friday, when the team were distracted by the thought of the busy evening ahead. So one Friday he asked his team to go away and think of ideas on how they could increase sales, and to bring those ideas to a special meeting which would be held on the following Wednesday afternoon.

Suggestions included:

Selling mulled wine and mince pies at the bar
Improving the children’s menu – giving them colouring books, pencils, balloons and better drinks
Making a Christmas party menu – which they had never done before
By the time the chef reported his results to the Foundations group, the Christmas party menu was proving popular, and they were selling approximately 50 mince pies a day from behind the bar. When he was asked why this particular idea had been so successful, the chef replied that it was the member of staff who works behind the bar who proposed the idea. Because it is his idea, he is working hard to make it a success. The chef commented that his staff are more engaged, and the restaurant is more profitable.

Retaining a valued employee

A sales team manager ran an appraisal with a salesperson who had become so demotivated they were ready to leave the organisation. The manager used the tools acquired on the Foundations programme to explore the reasons why the salesperson had become so demotivated, and used the salesperson’s own ideas to define what action they would take. Based on what the salesperson said, the sales manager created a series of concrete actions to be achieved in the months following the appraisal. This process has restored the salesperson’s confidence and passion for the job, which in turn have led to more consistent performance on a day-to-day basis.

Developing your people resource

A manager in a charity had to construct a proposal for an external body to fund a three-year project. Usually the manager would write this funding proposal alone, shutting herself in her office for a considerable length of time. Using the material from the Foundations programme, she decided to consult her project team manager, asking the team manager a number of carefully considered questions about how the proposal should be constructed.

The project team manager, seeing the way in which her manager was working with her, called her team together and asked them the same questions she had been asked. Then the two managers and the project team met and shaped the proposal together.

The feedback the manager received from the project team manager and the project team was that they had enjoyed the process and were looking forward to the changes in their way of working that the suggestions in the proposal implied. They were more motivated and confident than they had been before. This was unusual because it is more natural for teams to resist change than support it. The manager had made the chore of writing a proposal into a motivating exercise on selling change.

Creating resilience

A manager in a bank runs a team whose busiest period is in December. Last December was no exception, and the manager noticed the team were struggling to meet their timescales, the staff had concerns about some of the tasks they had been set, and they needed a boost. The manager decided to speak to each individual in the team every two days, find something to praise them about and praise them. As a result of this, the people in the team felt they were valued and coped with the pressure of the December rush.

Final Evaluations of the Programme

This course has made me analyse every aspect of my management style and made me aware of how important my influence is. Being spread over 5 months it has enabled me to really absorb and practise many tools that I know I will continue to use to enhance my practice. I feel it has given me confidence to go forward and be successful. - A manager at a national charity. Final evaluation = excellent

This course is presented in a fun and interesting way and the huge amount of information has been presented in a way which has meant that you don’t realize the volume until the end. - A manager at a bank. Final evaluation = excellent

It definitely makes you a better manager. It takes you out of your prejudices and is good input on how to create a good and happy company. - A chef at a restaurant. Final evaluation = excellent

It does change the person. It is very useful. It gives me the tools so I can do my job better. It is very dynamic and it is over five months so results have to be delivered. - A manager at a bank. Final evaluation = excellent

The last five seminars have taught me how to become a structured, effective and professional manager. Mitchell Phoenix, and especially Sean, are an asset to any company that wants the best from their managers and directors. - A manager in a technology company. Final evaluation = excellent

Quite apart from the fact that I learnt a lot about the role of managers in business and was able to practise all the theory learnt in a real working environment, I feel that my confidence with presentations and my ability to achieve and the feeling that I am capable has improved remarkably. - An executive at a specialist ship operator. Final evaluation = excellent

The next Foundations of Management programme starts on February 2nd in London.

Manager expectations define employee performance

There was a study carried out by psychologists at Minnesota University in 1977 that demonstrated how other people’s expectations of us influence how we behave. It is as if we sub-consciously pick up how others view us and start to behave accordingly.

Those of you familiar with the Iceberg Theory from the Governing Change management training program will recognize the first law of the iceberg; “We always influence and there is always a reaction (either conscious or sub-conscious)”. From a management perspective the study supports the fact that our expectations of our employees influence their performance. If we see them as high performing they will be. If we view them as ordinary, they will be. I am a firm believer in ‘People are only as good as they are allowed to be.’ When employees are marked as a 3 out of 5 (which is most of them) in their annual appraisal what is the subtle damage to morale and self-esteem? How challenging are people’s goals? What do managers delegate as a result of low expectations?

It is important to expect the best and provide the right resources and encouragement. Change your expectations and change performance.

Happy 100th Birthday Peter Drucker!

Peter Drucker, the man who is credited with modern management thinking would have been 100 years old last week. Let's not forget his vision and wisdom. Here are some quotes from many of his writings and interviews.

"In fact, that management has a need for advanced education – as well as for systematic manager development – means only that management today has become an institution of our society."

"The best way to predict the future is to create it."

"Management is doing things right; leadership is doing the right things."

"What's measured improves."

“Efficiency is doing better what is already being done."

“People who don't take risks generally make about two big mistakes a year. People who do take risks generally make about two big mistakes a year.”

“The most important thing in communication is hearing what isn't said.”

“The purpose of business is to create and keep a customer.”

“When a subject becomes totally obsolete we make it a required course.”

"Rank does not confer privilege or give power. It imposes responsibility."

"To focus on contribution is to focus on effectiveness."

"People in any organization are always attached to the obsolete – the things that should have worked but did not, the things that once were productive and no longer are."

"Wherever you see a successful business, someone once made a courageous decision."

“The worker's effectiveness is determined largely by the way he is being managed.”

“A superior who works on his own development sets an almost irresistible example”

Sport’s Contempt for Management Shines Through

Take a manager who has never played rugby before. Make him captain of England for his very first game. What would happen?

Martin Johnson was a fantastic player. Journalists struggled to put into words just how fearsome he was: “beetle-browed”, “lion-hearted”, “indomitable.” We are regularly reminded that he “achieved everything in the game.”

Johnson the manager is a different proposition, and the press are channelling their own fearsome aggression at him. His England are desperately lacking in creativity, it is said; in 18 months they have gone nowhere.

Sport’s contempt for management is so complete that “achieving everything in the game” is often enough to qualify a famous player to become manager of a top-flight team, when they have had little or no experience of management. Johnson had served no apprenticeship of any kind. He had not spent a single day managing a club side. As a player his qualifications were matchless. Under “Management”, his CV was blank. But, sport seems to be saying, what is management compared to playing? What is the ability to mould a team, to create long-term strategy, to forge agreement where there had been none before, to deal effectively with a host of interested parties, compared to the thrilling exploits of the people on the pitch? “Crash-bang” wins every time.

What is at the root of the attitude to management that is on display here? Simply, that it is not understood. No manager would be promoted to playing for the England rugby team on the basis that he had won everything in management. Why not? Because what it takes to play for England is clear for everyone to see. The physical attributes – strength, stamina, technique – are obvious, and playing just five minutes of international rugby without the wherewithal would have gruesome results. What seems to be less clear to those who make the appointments is what it takes to be a manager.

Consider the challenges which might face a manager. How to create an environment in which others can excel, how to unite disparate elements of a team, how to forge understanding between a range of stakeholders, how to mould a way of playing which utilises the strengths of the players available. There might be some overlap between the skillset of the indomitable player and some of these situations, but not much. What is available to the star ex-player once the chance to lead by example on the pitch has gone? Whatever managerial gifts he was born with, and no more.

Last week a function was held to celebrate those football managers who had presided over 1000 games or more. What was the characteristic they all had in common? “All the lads here who've done 1,000 games worked their way up the ladder,” said Harry Redknapp. “They've not gone in at the top and taken over a massive club. They had to learn their trade and that's why they survived so long." In other words, they treated management as a separate skill from playing, and learned it for itself. What is being asked of the admirable Martin Johnson now is that he learn to be a manager not while managing a low profile club side, but while managing England. Such is the contempt in which management is held that Johnson is being criticised for every mistake he makes as he learns his new job. The attitude seems to be, if he could achieve so much doing all that exciting stuff on the pitch, surely he can turn his hand to this boring behind-the-scenes chat.

Johnson’s erstwhile colleague Josh Lewsey recently criticised the coaches under the England manager, exasperatedly pointing out that one of them achieved nothing as a player. Clearly Johnson still commands great respect among players, as Lewsey confined his comments to those who report to his former captain. But who do the coaches work for? Who is responsible for moulding the talents and input of those beneath him into a coherent approach? That is management.

How Long Should a Leadership Development Course Be?

You have been asked to find a leadership development programme for the managers at your organisation. The choice is bewildering, with companies offering a host of courses which last from one day to six months. What factors should guide your decision making?

First consider what you want the target group to be able to do at the end of the course. If you are looking for them to behave differently when they get back to work at the end of the leadership development programme, and for their new behaviour to be profitable for the company, then the chances are they’ll need more than a two day course.

If you went to university, how long did you spend there? The chances are you were there for three years, and possibly longer. What about other professional training you might have done, whether in the forces, medicine, or in areas such as accounting, corporate finance, etc? How long did it take to gain the relevant experience there? When viewed from this angle it is difficult to see how two days, no matter how engaging they may be, will develop something as demanding as leadership.

What’s the minimum time required for a leadership development course to be effective? Kevin Yates, Managing Director of leadership consultants Mitchell Phoenix, thinks that five or six days over five or six months is the optimum length for a leadership development programme. “The only way we learn and develop something like leadership is to put the principles into practice in the workplace and then to regularly report back on results achieved to a group,” he says. “This requirement to perform, to adapt one’s behaviour and create results through doing so, is only achieved in leadership development courses which are run for a day a month for five or six months. Anything shorter than that, and gains may be made in the first few weeks after the course, but after that they will quickly fade and the investment will be lost.”

Interim CEO Ross Stuart, who has used Mitchell Phoenix in a number of companies including Astir, Linpac and Alderley Group, agrees: “One of the unique features of Mitchell Phoenix courses is that they are done over 6 months, 1 day per month which allows the techniques and training to be used in between sessions and each manger reports back on their successes, embedding the techniques much better that the normal 3/4 day courses.”

What is the effect on delegates? Darren Lewitt, a director at Midwich Ltd, sums up much of the feedback Mitchell Phoenix receive, “I have been on a number of courses in my time. Forget the rest, this is the best. It holds your attention all the way through. Unlike other courses, you are not distracted or fighting to get out. An amazing experience.”

The Four Secrets of Choosing Management Development Programmes

Have you been tasked with choosing a management or leadership development programme for your people? Are you uncertain about what to look for? What are the pros and cons of sending your people to a hotel for a five day residential or a back to business school?

Follow these four simple steps to ensure you make the right choice:

1. Choose a programme that produces business results. Why do you want your people to become better leaders and managers? So that they create stronger business results. A course that does not produce results will not justify the expenditure. Choose a course that produces tangible results in your business from the very first seminar – after all, why wait to see the ROI?

The material covered in Governing Change can be turned into results quickly. This is why my interest remained for days 1-6. The theory can be put into practice and, to paraphrase my own presentation, I have the results to prove it.
Tim Palin, The Metal Centre

2. Look for robust, proven content. If your people are going to create real results, they’ll need practical input which they can implement quickly and effectively. It will be hard for your people to call complex models and abstract theories to mind when they are under pressure – and when they are under pressure is precisely when they’ll need to use what they’ve learned from the course they’re attending.

For any manager it bears relevance to their principal objectives for success. Every session had content that I could relate to my everyday working environment and equipped me with the tools to improve myself and my team between each session.
Jane Bradshaw, Gould Alloys

3. Insist on a structure which demands that delegates implement what they are learning back in the workplace, and supports them in doing so. The best structure for this is a day a month. That way delegates can experiment in modifying their approach, create results, report their progress back to their group, and build their understanding over five or six months, rather than attending a three day event and then not implementing half of it and forgetting the rest.

Anyone in management, no matter what level of experience they have, will learn from this course. This is not a course where you go away feeling inspired but then never apply what you’ve learned. The course forces you and supports you in developing your skills.
Sophie Davies, Victim Support

4. Ensure that the programme is run by people who are expert in developing the leadership and management capabilities of others, rather than experts from your particular industry, who may have little to impart other than a dressed up version of their autobiography.

A 6 month Mitchell Phoenix management programme that, frankly, changed my life. It broadened my outlook and since completing it my enthusiasm soared and the techniques he showed us to deal with difficult or sensitive management challenges have been invaluable to me, and of course my business.
Ian Ford, Watts Group

Finally, if you are looking to develop not only a group of individuals, but the whole culture of your organisation, choose a development initiative which is robust enough to scale up to produce an organisation-wide effect.

The Governing Change training course has equipped our managers with the necessary tools to manage their teams and achieve a high level of success. It enables all of us to take a consistent approach when managing our people
Andy Howitt, Regional Director, Aalco

And of course, treat any tangential approach with caution. A programme which seeks to achieve improvements in the business environment through participation in an unrelated activity, such as outward-bound sessions or actor’s trust games, is unlikely to create lasting results.

Having been on numerous training courses I have no hesitation in recommending the Mitchell Phoenix Course as the best yet. There is no management-speak or pointless exercises - instead the course is tailored to each and every delegate due to the focus on practical results and making improvements in your workplace.

Mark Lowe, Midwich Ltd


Can You See the Business Opportunities?

As economic conditions improve, it will be those managers and organisations which can see the opportunities which will flourish. And what we see is a function of how we think.

We normally imagine that things work the other way round: that we see, and on the basis of the evidence in front of us, we alter our thinking. But without a certain level of understanding, we cannot interpret the evidence we are looking at. It is tempting to think that Galileo looked through his telescope and saw the evidence for the Earth orbiting the Sun. In fact, if he had not had the benefit of Copernicus’ theories which argued that that this was so, Galileo might have looked through his telescope and not understood what he was seeing. In other words, Copernicus thought it, then Galileo proved it – not the other way around.

What do most senior managers think? They think that they have been in management, and been successful at it, for long enough that they don’t need any further input to sharpen their thinking. Or they think that there is no-one out there who can develop their understanding in such a way that when they look at their business again, they see it with fresh eyes.

With most senior managers thinking this way, this in itself is an opportunity to gain an advantage. Where can you find a programme which will develop senior managers’ thinking, and create results as a consequence? Mitchell Phoenix have been developing the leadership and management capabilities of senior managers for over twenty years, opening their eyes to new possibilities:

Puts a completely new perspective on managing. A truly inspirational course.
Paul Skipton, Aalco

The course has allowed me to look at myself and others in a differing way and will allow both my own and others’ potential to be fulfilled.
Robert Hillman, Watts International

The course is excellent in opening your mind to managing your business, people, targets, time, etc and is invaluable in everyday use. I would recommend this to anyone who would like to develop as a manager and personally.
Paul Temple, Aalco

How equipped are you to see the opportunities – both internal and external - which will arise over the next period? How sharp is your thinking? Can you see
the way forward?