Six Ways To Destroy Yourself: Regularly and Often

I was going to attend a Business Networking Meeting today and can’t: I have had to re-prioritise a couple of things that have to be in place by next Monday and that’s it. So what to do? Telephone my friend and associate T and tell him that “I can’t make it and here’s why. ” Do I enjoy this kind of call? No, and I wrestle with my sense of letting myself and others down. I do understand though that there is a greater loss if I fail to complete on the other tasks-due next week and running late. So, a call to make and a blog to write.


I thought I’d use today’s example as one of the ways in which we occasionally tear ourselves to bits. Competing priorities are only part of it. A more difficult challenge is “What do our decisions say about us?” Well, here’s the rub: “Is it better to make an early decision and state that this can not be done, or is more desirable to turn up, rushed, distracted and pre-occupied: which is the more damaging message and which will, in the course of time, cause more reputational harm?” So, I’ll work through today and resolve the outstanding priorities and bear in mind as I’m doing so, they are reasons, not excuses.


I picked up a copy of Dale Carnegie’s “How to Win Friends and Influence People” -timeless and sure footed in its message-you need to be active and positive in the manner in which you engage with the world and the people in it. He gives-in a nutshell-Six Ways To Make People Like You and I love the simplicity of the message. Here they are:


Principle 1


Become genuinely interested in other people
Principle 2


Smile
Principle 3


Remember that a person’s name is to that person the sweetest and most important sound in any language
Principle 4


Be a good listener, encourage people to talk about themselves
Principle 5


Talk in terms of the other persons interests
Principle 6


Make the other person feel important-and do it sincerely
OR


Self Destruct Principle 1


Others don’t matter, they have little to say that’s of any interest unless you feel you can make a few quid, dollars, euro out of them. Beyond that their lives are 1 dimensional and beneath your contempt.


Self Destruct Principle 2


Smiling is for sycophants who honestly believe that their ingratiating fawning will work. Think yourself as a player in a world-wide poker game in which any betrayal of emotion will lose all you’ve gained, making you vulnerable and beaten, add into the equation an air of mystery and inscrutability-practice these expressions in the mirror (not the one in your car-others will think there’s something the matter with you-and if you’re doing this, there probably is!) Try your new found skills at your next meeting social gathering: bring something to read.


Self Destruct Principle 3


Just tell other people this, “I’m bad at names, I meet so many important people in the course of a day I have to prioritise my brain-space, so remind me; who are you again?” This I find is a brilliant way to secure seclusion, tranquillity and ultimately, poverty.


Self Destruct Principle 4


Learn how to feign attention, interrupt and tell people about something you’ve done that is more exciting, has earned more money or has demonstrated how smart you are. Combined with Self Destruct Principle 3 above, this becomes a powerful strategy that ensure that people will never forget you. They might not want to remember you but that’s not the point.


Self Destruct Principle 5


Other people’s interests are just that: they are other people and therefore consigned to the midden of “dull and pointless”. What of course, they are really waiting for is to hear about you.


Self Destruct


It’s much more important that other people understand how important you are: you might forget them abut they must not be allowed to forget you. The above Five Principles, applied singly, in combination or (and why not go for it?) all together will leave an indelible impression on those lucky enough to have met you.


Good Luck!

Premise:

The August riots-a tragedy in their own right-have presented a golden opportunity to an ever-present mob of reactionary voices that all too easily fall into a time-worn, clichéd dialogue containing the following key words and phrases:

• Back to basics
• Respect
• Discipline
• Punishment
• Do gooders
• Trendy Teaching

I’m pretty sure you catch my drift!

Here’s some information gleaned from the Pimlico Academy-a transformed school that did a a few pretty straight forward things.

1. They decided what they were there for and told everybody in six straight forward sentences.
2. They set up a great pastoral system-a house system that worked well because it emphasised the importance of learning and behaviour and did something about it when things started to slip
3. A strong tutorial system and after school support-access to specialist teachers and boosters
4. A strong sense of corporate identity with a uniform-grants for families who were struggling to afford one.
5. A Firm, Fair and Followed disciplinary system
6. A rewards system that acknowledges an celebrates progress in behaviour.

Outcome :

The number of pupils achieving five A*-C grades at GCSE (including maths and English) was 60 per cent in 2010/11, up from 36 per cent in 2007/08.

At the end of the 2010/11 school year, attendance was 94.3 per cent for years 7 to 11, compared to 78.3 per cent in 2009/10.

Staff absenteeism has halved since the introduction of the new measures thanks to reduced stress and pressure on teachers.

In the first year that the rewards system was introduced, there were no permanent exclusions. The following year there was only one.

Prior to the rewards system, 50 to 60 pupils were sent out of lessons each day. Now it is fewer than 10 and they are normally sent out for less serious reasons than was previously the case. Overall there has been a huge change in the atmosphere in the school, maintains Holt: “The staff are happier, the students are happier and the school is basically a much nicer place to be.”

The above takes a little more thinking through the simplistic rantings of “Put the teacher back in charge” and it sits comfortably with my view-if you want respect you need to earn it-power and authority are given and received, not enforced and tolerated and, without consensus we’re nowhere.

This doesn’t mean that we “hand over control to the kids”-it means for me that life is far more subtle and nuanced than  ”Do as I say or else,” and the sooner we establish learning cultures that transmit those values, the better it will be for kids, their families and teachers and wider society.

We have, as part of our professional portfolio a considerable depth of experience working in schools and colleges on behaviour related issues. Our experience would bear out the key elements of the above and we are happy to discuss this here or by contacting us directly at enquiries@coadyconsultants.co.uk

Listen To Your Workforce!

Workforce Voices-The Value and Benefits of Listening

October 5, 2011 by coady1

Premise


Can listening to and engaging with a workforce make a positive contribution-we believe it can as long as it is honest, authentic and can show that a “difference for the better” has emerged. We also believe that this will work in any organisation-large or small-providing the process is well managed.


Here are 3 areas for consideration

1. Principles
2. Benefits
3. Challenges

Principles of Listening to Workforce Voices:


o Mutual respect given and received between and within the workforce 
o All adults have equal worth in the workplace
o Communication is open, honest, valued and provides an exchange of ideas and views between workforce
o Investment in the future – accepting that all members of workforce are entitled to express their views about things which will affect and determine their future
o Meaningful active involvement where any decisions about workforce are made with them
o Working relationships are sustainable, effective and responsive
o Equal opportunities exist for workforce to be involved in a range of activities/development processes
o Workforce participation, involvement and voice are continually evaluated and reviewed.


Benefits of Listening to Workforce Voices:


o Gives additional information and insight into what the workforce thinks of structures/management etc
o Helps to strengthen partnerships between workforce and management
o Helps workforce members work out what is best for themselves and their colleagues
o Enables the workforce to gain better understanding of the things that really matter to colleagues
o Helps to create a listening environment
o All workforce members feel valued, respected and treated like equals
o Helps to develop reflective thinking 
o Increased confidence, self esteem and aspirations
o Enables the workforce to become more motivated to get involved in their jobs 
o Strengthens the feeling of community
o Develops teamwork
o Promotes more creative thinking
o Increases effective communication between workforce 


Challenges of Listening to Workforce Voices 


o Some of the workforce may be anxious about criticism of their work/leadership/communication skills
o Some of the workforce may be wary of the unpredictability of comments and views
o Some of the workforce may have reservations about voicing their opinions/blame culture
o Some of the workforce may worry about the loss of authority in their department
o Some of the workforce will not be prepared to accept the opinions of others
o Some of the workforce may use the opportunity to “take over” or dominate discussion areas
o Managing the initiative will call for careful planning/time constraints etc

Listening and Acting On Workforce Voices

Premise


Can listening to and engaging with a workforce make a positive contribution-we believe it can as long as it is honest, authentic and can show that a "difference for the better" has emerged. We also believe that this will work in any organisation-large or small-providing the process is well managed.


Here are 3 areas for consideration

1. Principles
2. Benefits
3. Challenges

Principles of Listening to Workforce Voices:


o Mutual respect given and received between and within the workforce 
o All adults have equal worth in the workplace
o Communication is open, honest, valued and provides an exchange of ideas and views between workforce
o Investment in the future – accepting that all members of workforce are entitled to express their views about things which will affect and determine their future
o Meaningful active involvement where any decisions about workforce are made with them
o Working relationships are sustainable, effective and responsive
o Equal opportunities exist for workforce to be involved in a range of activities/development processes
o Workforce participation, involvement and voice are continually evaluated and reviewed.


Benefits of Listening to Workforce Voices:


o Gives additional information and insight into what the workforce thinks of structures/management etc
o Helps to strengthen partnerships between workforce and management
o Helps workforce members work out what is best for themselves and their colleagues
o Enables the workforce to gain better understanding of the things that really matter to colleagues
o Helps to create a listening environment
o All workforce members feel valued, respected and treated like equals
o Helps to develop reflective thinking 
o Increased confidence, self esteem and aspirations
o Enables the workforce to become more motivated to get involved in their jobs 
o Strengthens the feeling of community
o Develops teamwork
o Promotes more creative thinking
o Increases effective communication between workforce 


Challenges of Listening to Workforce Voices 


o Some of the workforce may be anxious about criticism of their work/leadership/communication skills
o Some of the workforce may be wary of the unpredictability of comments and views
o Some of the workforce may have reservations about voicing their opinions/blame culture
o Some of the workforce may worry about the loss of authority in their department
o Some of the workforce will not be prepared to accept the opinions of others
o Some of the workforce may use the opportunity to “take over” or dominate discussion areas
o Managing the initiative will call for careful planning/time constraints etc

Domestic Violence: Child, Young Person or Adult.

Domestic Violence: Child, Young Person or Adult.

Background:

We are about to embark on a launch of our development programme which can be adapted for the all employers, training organisations, schools, academies and colleges and training establishments.

If you would like to find out more about how we could work with you, here are our contact details:

enquiries@coadyconsultants.co.uk 

Telephone 0121-602-7191 (UK)

Mobile 07984409937

or of course, use the comment section on our Blog.

Domestic Violence-Awareness Raising.

Premise

In 2001 women represented 44% of the working age labour force. This figure is set to rise to 48% by 2012. In some specific areas, women will form the majority of the workforce.  It is estimated that 1:4 women will experience domestic violence from men known to them and between 1:8-1:10 will have experienced it within the last year. A woman is at her most vulnerable at the point of leaving a violent relationship.

The Programme

Our programme is drawn from a nationally recognised (Home Office Approved) format providing practical approaches and in doing so establishes:

• Domestic Violence accounts for almost 25% of violent crime
• It crosses social and cultural boundaries
• There are critical events when the targets of domestic violence are at their most vulnerable
• Teachers, Mentors and other colleagues in the Education Workforce may be confided in by parents, carers or co-workers who have been the target of Domestic Violence and are at a point where they need informed assistance
• The targets of Domestic Violence , their colleagues and managers need access to recent information, including signposting to support networks and practical steps for employers
• Misinformed actions or suggestions may exacerbate an already dangerous situation

Members of the Education Workforce are ideally placed to recognise patterns of behaviour that may suggest a child, a parent/carer or an employee is under duress. We believe that we all place worker safety, safeguarding and security at the heart of our Duty of Care to their learners, parents and employees and would wish to develop a positive approach to supporting those who are/have been the targets of domestic violence. We also recognise the impact of Domestic Violence on Learner Achievement, Parental engagement and the investment lost to organisations in terms of skills and expertise when experienced colleagues leave their jobs at short-notice either as a direct or indirect outcome of domestic violence. Our programme will enable participants to

• Acquire a working understanding of the processes targets are subjected to
• Develop overview of perpetrator behaviour
• Understand to support colleagues at the point of disclosure.

Learning Styles

• Participative.
• Presentation & Video Materials (Please note-video materials are “acted” and free from “Shock Tactics”)

Bear Trap Avoidance # 1 "Can I Just Have A Minute?"

My recent work with Middle Managers has been hugely enjoyable. Challenging, practical and pragmatic they hold high aspirations for themselves, their teams and the organisation, with a firm grip on the difficult times and challenges we all face (a substantial proportion of my work is delivered in the public sector.
One of the more common areas of discussion is centred around how to deal with challenging individuals who might be on their way to becoming Toxic Employees. Another concerns the words and phrases we can use to maintain dialogue at difficult times and how to signal “No” in a manner that is acceptable to those concerned.
Here are some of the common themes I’ve worked around over the recent past-some of what follows is tongue in cheek enough, underpinned by some serious messages.
There are some avoidable Bear Traps and the first one I’d like to raise is the balance between an “open door” policy and having your day systematically hi-jacked so that your activities become compressed into a claustrophobically small space. Open door policies are great and I think they send out clear messages of accessibility, inclusivity, respect, worth and value. I’m of the view though that they are at their most productive when everyone understands that access should no be abused-an open door is not an invitation to hi-jack precious time with trivia.
“Can I just have a couple of minutes of your time?” How often is that seemingly innocent question a coded way of asking “Any objections of I just screw up the next 45 minutes of your working day and put you off your concentration for the following hour, make you late for an appointment and miss returning a phone call?” However, because we’re generally decent people, we sometimes have a tendency to freely give our time away, giving the intruder a method of obtaining what they want; namely a legitimate reason for being away from where they need to be and doing what they should have been doing. Ironically, the desire of the “open door manager” to be accessible in order to raise performance actually complies with the undesirable intentions of others to develop a deceptively subtle work-avoidance strategy that costs them nothing.
So, at the time the question is asked, maybe an enquiry along the lines of “Is it really just a couple of minutes or do we need to book a slot” would increase our control. “I’ve got to be at X by Y, so I can give you 5 minutes” should mean just that. The temptation often exists to give of yourself without considering the messages transmitted. “I was talking to John about this and he agrees,” might not be what John was saying at all-he may well have been delivering a series of “I’m listening” messages that have been interpreted-perhaps opportunistically-as tacit approval with unwanted consequences.
Oh by the way, look out for the power of words like "just"-they're another Bear Trap for later!