(CLP) Programs

Appleton Greene corporate training programs are all process-driven. They are used as vehicles to implement tangible business processes within clients’ organizations, together with training, support and facilitation during the use of these processes. Corporate training programs are therefore implemented over a sustainable period of time, that is to say, between 1 year (incorporating 12 monthly workshops), and 4 years (incorporating 48 monthly workshops). Your program information guide will specify how long each program takes to complete. Each monthly workshop takes 6 hours to implement and can be undertaken either on the client’s premises, an Appleton Greene serviced office, or online via the internet. This enables clients to implement each part of their business process, before moving onto the next stage of the program and enables employees to plan their study time around their current work commitments. The result is far greater program benefit, over a more sustainable period of time and a significantly improved return on investment.

Appleton Greene uses standard and bespoke corporate training programs as vessels to transfer business process improvement knowledge into the heart of our clients’ organizations. Each individual program focuses upon the implementation of a specific business process, which enables clients to easily quantify their return on investment. There are hundreds of established Appleton Greene corporate training products now available to clients within customer services, e-business, finance, globalization, human resources, information technology, legal, management, marketing and production. It does not matter whether a client’s employees are located within one office, or an unlimited number of international offices, we can still bring them together to learn and implement specific business processes collectively. Our approach to global localization enables us to provide clients with a truly international service with that all important personal touch. Appleton Greene corporate training programs can be provided virtually or locally and they are all unique in that they individually focus upon a specific business function. All (CLP) programs are implemented over a sustainable period of time, usually between 1-4 years, incorporating 12-48 monthly workshops and professional support is consistently provided during this time by qualified learning providers and where appropriate, by Accredited Consultants.

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Executive summary

Effective Coaching

Effective Coaching might be understood differently depending on our own experience with Coaching, but the idea behind it is clear and simple.

It’s about enabling people to deliver at their best and to be effective. If you want to lead at your best and have your team deliver the best possible results, then effective Coaching will be highly relevant for you. Deciding not to make use of effective Coaching in your organization, either through training and upskilling leadership teams directly or by working with experienced external Coaches creates two types of risk.

One risk is related to falling behind other organizations that use effective Coaching to improve the way their leadership teams deal with “the human aspect” in the various problem-solving activities they are involved in.

A second risk is related to falling behind in attractiveness as an employer for top-talents and team members who want to be coached professionally throughout their career.

By properly applying scientifically proven and tested Coaching skills and methodologies, you will be able to apply effective Coaching in your organization and for your team. Being coached effectively also helps you to grow personally and to learn from your mistakes. In a world that gets more complex due to an increase of knowledge and technology day by day, being able to identify mistakes and correct them remains a major leadership requirement. And while self-reflection and emotional intelligence are still considered as a waste of time for some people in leadership positions, the thinking is shifting. From a way of thinking that views emotions as useless and hindering rationality and productivity to a thinking that takes them fully into account and recognizes their value in problem solving and decision-making processes.

This doesn’t mean that you will learn how to apply psychological and neuroscientific knowledge as a medical skill. It also won’t turn you into a psychologist. Instead, it will enable you to better understand human emotions and how effective Coaching helps to solve business problems by addressing the “human aspect” first.

The training addresses one of the most significant business processes of all, the problem-solving process itself. This process is relevant for everyone working in a leadership position, from (top) management to department head and team leader. At the broadest level, every problem-solving process consists of three major phases: Problem – Solution – Implementation.

The bad news is: The process fails a lot of times in a lot of organizations around the world – both for small scale problems and for large ones. And it can fail in any of the three phases – the problem phase, solution phase or implementation phase.

Looking at the business aspect, a failed problem-solving process can cause an organization to lose ground to its competitors, to fall behind in innovation, to not adapt to new technology or to lose money through loss of productive time and high employee turnover.

Looking at the human aspect, a failed problem-solving process causes frustration among those involved. This often leads to fighting over arguments, resources, decisions, mistakes and responsibilities, just to name a few consequences.

While the business aspect of a failed problem opens up a huge area of different topics and processes, the human aspect of a problem always leads to an emotional core. And despite a future outlook with more automated business processes, there are no signs that human emotions become less relevant overall. And with human emotions remaining a crucial component for leaders to actively deal with, the question arises how to do so most effectively?

This question leads to the purpose of this training program, which is to enable leaders in organizations to become better at mastering the emotions involved in the various day-to-day problem-solving activities. Both their own emotional states through self-reflection and being coached and the emotional states of their team members through leading teams and coaching others. This matters to organizations because better problem-solving results and increased employer attractiveness lead to better business performance.

In the first part of the program – month 1 to 7 – you will be introduced to the underlying psychological processes of Coaching and how (neuro)science explains the difference between a random Coaching and an effective one.
This includes an introduction to the different emotional states and leadership styles connected to those states. The training then moves on to the EFFECT principle of successful problem-solving results.

The first step is the inner Effect – our inner thinking and our own emotional responses to a challenge. These responses are either working for or against us in any given situation and they can be influenced to work in our favor. The outer EFFECT consists of identifying the core of a problem (Core Effect) and the best approach to solve a problem (Result Effect).

These two are closely connected as even the best solutions become ineffective if they solve an unimportant problem.

The output of the first part of the training program is a personal “Challenge Map” for each participant. It included a list of challenges with priorities and where these challenges currently stand in the problem-solving process.

The second part of the program – month 8 to 17 – is all about skill development and learning the various coaching skills.

The program is designed in a way to focus on those Coaching skills that help you and your team become more effective problem solvers. The skills include questioning skills, emotional resources and regulation and inner team leadership. In order to master these skills, two guided practice workshops have been planned into the program.

In the third part of the program – month 18 to 24 – we will apply effective Coaching on real leadership challenges that a participant faces. This way the program is much more than academic theory related to how effective Coaching works. It’s the application of skills in real business situations and thus with real consequences. You will see results right after your first Coaching process and will be able to take adjustments to improve your skills.

Instead of being stuck with emotional struggles between team members or departments, more management attention can be shifted to the business side of the problem. And business problems can be solved with more ease and confidence as soon as the emotional barriers and blockades in people’s heads have been addressed in an effective way.

Once you see the positive outcome this approach has for yourself and your team, you can consider passing the skills on to those in your team who are leading others. And whenever you are stuck in the process or something doesn’t work as you had expected it, you have access to tutorial support and coaching.

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Curriculum

Effective Coaching – Part 1 – Year 1

1. Part 1 Month 1 Neuroscience & Coaching
2. Part 1 Month 2 Needs & Goals
3. Part 1 Month 3 Leadership styles
4. Part 1 Month 4 Emotional states
5. Part 1 Month 5 Inner Effect
6. Part 1 Month 6 Outer Effect
7. Part 1 Month 7 Challenge Map
8. Part 1 Month 8 Relationship assessment
9. Part 1 Month 9 Non-verbal communication
10. Part 1 Month 10 Person-centric Coaching
11. Part 1 Month 11 Questioning Skills
12. Part 1 Month 12 Practice Workshop I

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Effective Coaching – Part 2 – Year 2

1. Part 2 Month 1 Emotional Resources
2. Part 2 Month 2 Emotional Regulation
3. Part 2 Month 3 Inner Team
4. Part 2 Month 4 Timeline Coaching
5. Part 2 Month 5 Practice Workshop III
6. Part 2 Month 6 Encounter the problem
7. Part 2 Month 7 Find the core
8. Part 2 Month 8 Focus on solutions
9. Part 2 Month 9 Evaluate solutions
10. Part 2 Month 10 Commit to a decision
11. Part 2 Month 11 Take Action
12. Part 2 Month 12 Group Supervision

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Program Objectives

The following list represents the Key Program Objectives (KPO) for the Appleton Greene Effective Coaching corporate training program.

Effective Coaching – Part 1 – Year 1

1. Part 1 Month 1 Neuroscience & Coaching – In this Workshop participants will be introduced to the current state of neuroscientific research with regards to why and how Coaching is effective. The key topic is the human brain and the neural processes that take place within different areas of the brain. Understanding that the emotional system of our brain is always active and participating in decision making and problem-solving processes creates the relevance for this training program.
2. Part 1 Month 2 Needs & Goals – Building on the first Workshop, the objective of the second Workshop is to help participants understand the fundamental concepts relevant to everyone working with people and leading teams. The concepts of needs and goals. Distinguishing these two elements helps us to better understand a team member’s behavior in relation to the problems and challenges they face. While we are capable of creating as many goals as we can think of, psychological needs can be broken down into to a few elements – based on the Scarfs model that I use, these elements are Status, Certainty, Autonomy, Relatedness, Fairness and Spirituality.
3. Part 1 Month 3 Leadership Styles – As a next step, we will draw a connection between our individual preferences for each psychological need and our way of leading people and ourselves. By matching each psychological need with a specific leadership style, workshop participants can view their own behavior – I call this a person’s “leadership baseline” – from a potentially new perspective. Doing so enables them to better understand their own emotional (default) reactions towards problems.
4. Part 1 Month 4 Emotional States – By understanding emotional states, participants are able to recognize if an emotional reaction with regards to a problem is functional or dysfunctional. Functional means that that the emotions that follows an event leads to effective action towards the problem. Dysfunctional means that the emotion that follows an event leads to ineffective action towards the problem. This provides a very useful perspective of looking at emotions based on the results they produce, instead of ignoring them or categorizing them into “good or bad” emotions. Understanding one’s own and a team members emotional state with respect to a problem is a key prerequisite when it comes to applying an effective Coaching approach.
5. Part 1 Month 5 Inner Effect – The Effect principle consisting of three elements in total – an inner effect, a core effect and a result effect. The inner effect is a set of questions and practices that focuses on self-leadership. It invites us to think about personal Ego states related to a problem, focus points we’d like to set, focus questions related to these focus points and the entry-level into the initial problem-solving conversations. Going through one’s own Inner Effect related to a problem helps us set the appropriate mindset for successful problem solving.
6. Part 1 Month 6 Outer Effect – The Outer Effect consists of a Core Effect and a Results Effect. The Core Effect is a set of questions and practices to identify the root cause of a problem. Based on my experience a core can be traced back to Emotions, organizational processes & structures, skills or experience. Emotions are always related to the “human aspect of a problem” while organizational processes & structures are related to the “business aspect of a problem”. Skills and experience can have both a human aspect and a business aspect. The Result Effect is caused by a specific approach to a problem and there are “Best Practice approaches” available for nearly all business problems from which one can learn. An effective Coaching approach is an ideal approach to deal with the “human aspect” in the problem-solving process. That means all problems that are related to an emotional core can in principle be solved using this approach.
7. Part 1 Month 7 Challenge Map – Building on the content from the previous workshops, participants will be asked to create their specific “Challenge Maps”. In a first step these maps capture all current problems and challenges related to a participant’s leadership role. In a second step the task is to weight each problem with regards to the different core elements: Emotions, organizational processes & structures, skills and experience.
8. Part 1 Month 8 Relationship Assessment – Strong relationships are the fundamental basis of applying any effective Coaching. If there is no trust at all or not sufficient trust between people, sharing of any sensitive or emotional piece of information won’t take place. To avoid that a team member feels trapped in an uncomfortable situation (“I don’t want to be coached”) building mutual trust is key.
   By conducting a relationship assessment, we are able to identify the interpersonal relationships that allow for effective Coaching to take place.
9. Part 1 Month 9 Non-verbal Communication – Following the relationship assessment, participants will learn how to interpret non-verbal elements of human interactions. This is a crucial skill as words can be manipulated easily while non-verbal communication is by and large an honest source of information. We will focus mostly on facial expressions as muscles in this region of the body are directly related to the emotional centers of our brain. By taking a closer look at micro expressions, participants will be able to identify a set of emotions that provide important insights into the otherwise invisible feelings of a person. This is especially helpful to ensure that a team is pulling in the same direction during a problem-solving process.
10. Part 1 Month 10 Person-centric Coaching – Equipped with an enhanced ability to interpret non-verbal expressions, participants will learn how to lead conversations using micro thesis to identify the emotional core related to a problem. Leaders who expect their team members to “leave emotions away from the table” cannot benefit from the insights that emotions provide to them. The prerequisite to applying person-centric Coaching is thus an atmosphere of trust to share