My learning blog

My personal blog looking at my development and journey developing others

How to MASTER Accelerated Learning

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How to MASTER Learning

Accelerated or brain friendly learning has had a lot of good and bad press over the years, but what is it and how can you use it?


The Perfect Training Environment

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Anatomy of a Training Environment

Times are changing, as should the use and technology within a training room and training venue, but what technologies could be used to create an effective learning environment? While at some high-tech training rooms recently it got me thinking – what would I want in my perfect training room?


Brainstorming Limits Creativity

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Learning to blog as a learning professional

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This past 2 weeks has been an interesting learning curve.

The idea started over a weekend when I realised that many trainers and learning professionals do not blog, and even if they did there is not a place where they could learn and collaborate together.

So i did some research and thought of the idea of setting up a site to do just that - a community where learning professionals (trainers, developers, coaches and instructional designers could blog and learn from each other.

To my amazement the domain http://learningprofessionals.co.uk was available.

Since then I have been learning all about setting up multiple blogs, the problems of getting people started, and helping people not just to blog but to use the platform as a marketing/ self promotion tool (where appropriate).
so the project has started - I'm sure the coming weeks will be just as challenging.
My blog there is at http://mikemorrison.learningprofessionals.co.uk check it out
Mike


The feedback sandwich

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feedback from your manager


Introduction to Action learning


Innovation is about the first step

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Innovation in the public and service sectors

Innovation is the buzzword of the late naughties, but what does it mean?


Graduate Assessment Centres

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Graduate Assessment Centres - Who What Why...

 

Why
So you have made the decision to recruit graduates. You know that if you place an advert you will get lots of replies, so how do you put systems in to ensure the individuals you offer posts to are right for you?

First things first - not all graduates are the same - some have work experience - some do not. This simple difference makes graduate recruitment much more difficult than for many other posts. In addition to this graduates are not the cheapest of new recruits.

In come recruitment and selection methods. Traditionally assessment centres have been run by larger organisations to recruit onto their graduate development programmes, but now more and more organisations are either revisiting assessment centres they have run for years or are starting out for the first time.


Assessment Centres have several advantages over an interview process on its own. They are more rounded and balanced - this is particularly important when recruiting people with little or no job skills. Assessment centres also allow a large number of factors to be measured for selection and the development of developmental actions plans for future use (but that's another article).

Perception - having a selection process which is perceived as difficult and challenging is as much a part of marketing and brand image as it is getting the right person. If successful candidates believe they have beaten many others in a tough process this can help build their self-esteem (this can also have negative impacts too - it's about managing expectations -so take care!)

What are you going to ask?
What are you looking for? What are the attitudes, skills and knowledge that are important for you and your organisation?

Taking time to identify these factors is a critical part of developing any assessment centre. Without it how can an organisation measure the effectiveness of its recruitment? How can you differentiate between candidate A and B? Which one is right for you (and are you right for them)?

Many organisations fall into the trap of listing "dream" profiles; but what is important is to check that the individual can not only apply key skills to the workplace but that they will â018fitâ019 into the culture of the organisation. It is no point recruiting the person with the best ability test scores if they cannot work in a team, not is it appropriate to have a person who works well in a team into a role which is standalone.

How
Once the key factors have been identified, a range of activities need to be compiled to highlight these factors. Typical tools include:

  • Structured interview
  • Psychometric tests - level A - ability (common on graduate assessment centres)
  • Psychometric tests - level B - personality (unusual on graduate assessment centres)
  • Presentations
  • In-tray style exercises
  • Group problem solving exercises

Before selecting any assessment or measurement tool the success criteria must be fully understood. For example, when using ability tests you may not want or need only candidates that score 90 percentile or above. With the in-tray and problem solving exercises it is important to predetermine a scoring criteria. It is also helpful to identify if individual tests are go-no-go or if you are looking for diversity where you want a particular â018scoreâ019 on one or another factor.

With ability tests be careful in the selection of tests. Graduates are known to go to between three and eight assessment centres within a short time window. If you are the first it is not an issue - if, however, you are the eighth and they have done your brand of test five times before, the scores you get will not be valid. Select a test supplier that is not one of the top three for tests to avoid this problem.

Most assessment centres take place on just one day, usually for cost reasons. Many organisations run them over two or more days with social activities to see how the graduates perform outside of the formal assessment process.

During the assessment centre a number of facilitators and assessors are required. For consistency it is vital that all assessors are trained to ensure consistency in grading performance in the softer activities, for example problem solving activities.

Remember that while you are assessing the graduate, the graduate is assessing you. Make sure that the activities selected have face validity to the target audience and that they see the process as fair. Remember that it is also good practice to give all candidates feedback on their performance - this may be one-to-one on the day, as follow-up or as a standardised letter. While this is best practice many organisations do not do this - it's an edge you can have over other employers.

Over time many organisations change their assessment centres activities without looking at the key factors for which the exercises were originally introduced. When making any changes to an established centre, go back to basics and check what the organisation needs from these individuals. In other words, if a redesign is necessary, do it.

What next
So you have your graduates in place, now is the time to put a development plan together to help to keep them!

Summary of key tips:
Why run them? Because:

  • a) Graduates that are appointed feel good because they have seen people they have beaten

  • b) It gives a more balanced view of candidates than just an interview

  • c) It enables a number of factors to be measures and explored

  • d) Many graduates have not had a job before and lack experience to demonstrate at interview alone

  • e) It's about brand image - telling the world you only want the best

  • f) Identify what attitude, skills and knowledge you need to be successful as a graduate in your organisation. Invest time into this process, getting it wrong here can be very expensive later. Be clear on the â018levelâ019 you really need - not all companies can have the top 90 percentile performers - not all can keep them!

  • g) Identify the right processes to demonstrate the factors you know are important for success in your organisation.

  • h) Make sure that any ability tests you use are not from the top three publishers for graduate selection.

  • i) Ensure that all assessors are trained to assess consistently - have clear assessment guides and criteria

  • j) Remember the assessment centre should be run in such a way that it sells the company to the graduate as well as providing your assessment criteria

  • k) Give feedback to all candidates

    * * *
    Mike Morrison is an organisational development specialist with over 15 years experience in development and assessment centre design and delivery. He can be contacted through www.rapidbi.com

  • This article first published on HRZone 2006 - http://www.hrzone.co.uk/cgi-bin/item.cgi?id=160119


  • Graduate Management Development Programmes

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    Recruiting graduates can be an expensive process. This cost is doubled if you have the wrong person in the wrong role, or that as an organisation you fail to live up to your expectations and they leave prematurely. One thing for sure is that your graduates will be talking to colleagues from their former university. They will be sharing job experiences and the type of training they are getting, salary (yes young people today do tell each other what they are earning) and how they are being treated.

    It's not what you do it's the way that you do it
    Many recruiters of graduates have some sort of training plan for them, some more formal than others. However, if the graduate feels that they are not getting the training they were expecting and hear of former classmates that are you can say goodbye to your hard earned employee in a very short time.

    In fairness most employers do have a training programme - it's just that the graduate does not see it that way. Remember this audience have spent three to four years in classrooms - to them, on the job training is work. So it's about managing expectations while delivering the type of development and training you need them to have. This can be about education, helping this group to understand that training might be courses, coaching, mentoring, placement etc.

    Some organisations offer a 'cook's tour' of placements to help the graduate get to know the organisation and the different roles contained within it. As many graduates have never had a full time job before - along with the perceived constraints, our role is to help the graduate understand what and how they can contribute. This type of process can also help to demonstrate the breadth of options available to good people within an organisation.

    Any good and effective development programme will have a beginning, middle and end.

    Let's start at the beginning
    Its week one, day one, and the start of the induction process. This is often the make or break of a relationship. If managed well it reaffirms with the graduate that it is the right choice or it can quickly show a graduate that they have made a mistake! One organisation I work with have a five per cent graduate loss by the end of week one. I believe this to be down to the style of the induction programme they have selected rather than being a 'poor' employer. Better to lose people in week one than week 53.

    The inductions need to be a balanced event (or series of events) which have the following goals:

    • Welcome the new recruits
    • Gives them the important information they need
    • Gives them a true overview of the organisation - along with how they fit

    Many inductions give too much information in too much detail - others have no induction! Some even have the full induction on their intranet or a DVD - and how boring does that sound?

    From the world of accelerated learning we know that some people like to have the big picture, some like the detail and all need this in an appropriate balance. If you can develop an induction based on the individual's learning style (something you may have assessed at an assessment centre), what learning style is your current induction process based upon?

    Remember you still need to be 'selling' the company to them - just because they have signed the employment contract does not mean you can stop the marketing effort.

    If you have a placement or development programme for them, tell them now. So many organisations are either poorly organised or just feel that the graduates do not want to see the programme that a significant number leave because they feel that they are not getting the programme they expected. Remember this is very much the MTV age where everything is moving fast and if is not happening in front of them it does not exist.

    The Mentor or coach
    A common part of any graduate development programme is the provision of a mentor or coach, depending on the style of the organisation - some have both. This is a key relationship. I have seen organisations spend significant sums of money on training mentors only for them not to have the time to support the employees they are mentoring.

    With the good intentions of the HR department, if the operational part of the programme does not deliver it impacts the graduates' perception of just how important they really are, and that perhaps the programme and mentor scheme is just marketing spin to recruit people. Unfortunately you are better off not providing mentors if the culture of the organisation will not enable them to spend time fulfilling this role.

    More than just job skills
    Some enlightened organisations recognise that individuals on their graduate schemes may well climb the organisation faster than other people, so they run graduate management development programmes (GMDPs) to assist this growth. This type of development plan can not only help in the longer term but in the short term too. The transition to the working environment can be a challenge for a significant proportion of graduates. The politics, performance expectations and having to deal with ambiguity for some individuals, act as significant barriers to integration and performance in their role.

    As well as giving these individuals skills and competencies, a graduate management development programme (GMDP) can also contribute to changes in organisational culture. If done carefully, starting changes in this audience can migrate through line managers, peers and mentors. This can be very much a longer term strategy but it does work when planned and trained effectively.

    Typical graduate programmes which support transition and lay down foundations include:

    • Managing self - improving personal effectiveness

    • Working with others - understanding different personalities, focus on utilising peoples strengths

    • Managing work - the importance of planning

    • Managing finance - well it is a commercial world

    • Managing others - an introduction to management

    • Presentation and communication skills - having an idea is one thing communicating it effectively is quite another

    Arie de Geus, the former head of Royal Dutch Shell, once said: "The ability to learn faster than the competition is often the only sustainable competitive advantage a company can have". This is also true for individuals. So it is surprising that few graduates are taught modern effective learning skills, Garner's multiple intelligence theory, learning cycles etc. These tools can help within the workplace.

    Graduates that have been taught these learning tools effectively report that they can assimilate learning faster and can learn faster on the job. I always recommend an accelerated learning module on the graduate programmes I design.

    Equally it could be said that "the ability to continually innovate in more areas than the competition is often the only sustainable competitive advantage an organisation can have". Helping to build the innovative capacity of individuals and teams should be core to any development programme. The work of Dr Jacqueline Byrd in her book The innovation equation lays out a practical approach to developing innovation in any workplace. This, of course, ignores any technical or organisational specialist training that this audience (or individual) may need.

     

    Mike Morrison is an organisational development specialist with 20 years experience in development and management of graduates and training delivery. He can be contacted through www.rapidbi.com

    This article first published in HRZone 2006 - http://www.hrzone.co.uk/cgi-bin/item.cgi?id=160351


    Running a development programme for graduate recruits requires a number of decisions - so what works best?

    In-house, external or accredited?
    This is the perennial question asked by learning and development managers all over the world. The simple answer is all of them! For graduates in particular we are looking for additional effort above and beyond attending a training course - we need application and learning. That means effort beyond sitting in a chair.

    Having a programme facilitated by external providers shows that the organisation is taking this seriously. Having the programme accredited by an external body (CMI, ILM etc) provides a carrot to work towards. Again, think marketing - it's something that your competitors (in the graduate recruitment field) are not doing - it gives you an edge. This is not to say that internal programmes are not as good - often they are better but this is about marketing and image.

    Timing
    Timing is crucial; developing the induction to give an overview then fill in the details over time works well and looks to the participants like a well thought through the programme. Starting the GMDP part of the programme some six to nine months into employment has a number of benefits:

    • the graduate has had enough of classroom stuff and wants to get on with the job

    • many graduates do not have much full time work experience so will have limited experiences to base their learning on

    • planning the programme over time helps show that the programme is well considered

    Remember as well as being about marketing and brand image it's about retention and progress. If they tick all the development boxers in quarter one what are you going to do for the rest of the year/ graduate scheme?

    Tying it all together
    Having a programme of modules is one thing - making it integrate with each other and work is quite another. I have found the use of Action Learning Sets to be a valuable tool in supporting the learning back to the workplace, they can also act as an integrator or link between all elements of a development programme.

    Finishing off - or the project close
    A graduate training or development project is like any project - it has a beginning, middle and end. These should be distinct phases. The end is no exception. What marks the end of your scheme or programme? Change of job title? A slight pay rise? Certificate ceremony to say well done?
    Whatever you do it needs to be the end of one phase and the beginning of another. Like a good presentation we need to know when the person has finished, when to applause. So many development programmes start with a blast from the trombones but end in a whimper. The transition from graduate to 'professional' or employee is an important step.

    Moving on
    In this MTV world with psychological contracts meaning less and less to all involved, employment for many is about a transaction, I do this - you do that. When the agreement is not seen to be delivered it could be a signal for time to move on. The demographic changes to the working populations mean that we need to ensure that we recruit the right people at the right time and take action to keep them.

    Ask yourself a question - Is what we are doing encouraging people to stay in our organisation or giving them a reason to look elsewhere?

    Mike Morrison is an organisational development specialist with 20 years experience in development and management of graduates and training delivery. He can be contacted through www.rapidbi.com

    This article first published in HRZone 2006 - http://www.hrzone.co.uk/cgi-bin/item.cgi?id=160352


    Organizational Development in 2008

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    In the past, organisational development (OD) was mainly concerned with the three S's of an organisation - Structures, Staff and Skills.

    Specialists and consultants practicing in OD would look at an organisation and identify its stage of growth or maturity. This would form the basis of a 'diagnosis' and an initial plan for change and developmental action.

    There are many variants of these models. Many of the growth or maturity models describe the organisation in the way humans grow and develop; the assumption being that organisations are like humans, in that there is an organic order and structure to their 'developmental' needs, and the way they grow and change.

    These models (and there are many like it) are fine in simple single product or process organisations, however, I have yet to find one that 'holds water' in an environment which has products at various stages of development, or reflects the way that organisations have access to funding and expertise in the business world today. The industrial age in which these models were developed has long gone.

    Once beyond the initial entrepreneurial or start-up phase, the pace of change in an organisation is different and the pressures affecting each function and 'product line' vary considerably.

    In the current stages of change within our business world, we need to look at all of these stages within all organisations - as some die others are born - this is as much as the 'circle of life' as it is organisational maturity in the way the concept was initially conceived in the 60's and 70's.

    Times, as they say, are a changing

    We are now in a time where many of the products and services we deliver now did not exist five years ago, and the likelihood is that in five years' time, the products and services we will be delivering to our customers would have changes several times.

    The concept of the product life cycle is potentially valid, but the reality is that by the time you can plot where a product is on a life cycle curve, the product is out of production. We therefore need to look for different ways of developing and managing our organisations.

    A change of focus

    Rather than look at single elements of an organisation, we need to start being more strategic. And we are not just talking about looking at the people aspects. As organisations become more fluid and adaptable, managers, teams and individuals need to develop stronger skills in developing others.

    This means more than empowerment and devolvement. It means a whole new way of working. This is particularly true for HRD professionals.

    Some organisations have started to explore matrix structures. To survive in the rapidly changing time ahead, we will all need to adapt to matrix structures. Many organisations have explored matrix management (or multi-disciplinary) teams for change processes and project management activities.

    The challenge for the future is how to harness these structures and attitudes for frontline staff. One day working on product X, the next providing customer service on service Y. Some of the organisations in the retail sector have embraced this way of working for some years. The healthcare sector have tinkered around the edges.

    For HR and HRD this will mean working differently. And I am not just talking a change of function name again. For us to work and deliver strategic advantage, we need to start to look at the way we undertake OD activity in a truly holistic way.

    This means OD teams (not individuals) need to start looking beyond the traditional people and structures, into finance, marketing and operations of a business. Teams must also recognise that there will be core and local cultures, processes and management styles.

    Teams will be required, not because of the volume of work, but due to the sheer diversity of what we need to review. There are few people that can keep up with current thinking in one area, let alone across the whole gambit of an organisation's functions.

    For OD to deliver strategic advantage, we will need to embrace the following, within the context of management style and corporate values:

    • People
    • Resources
    • Innovation
    • Marketing
    • Operations
    • Finance

    In the past, we have been strategically involved in the people aspects and, to a limited extent, resources. But to be truly strategic we need to encompass all of these areas and ensure that any change in one area does not have a negative impact on another. Perhaps it is time for those of us in OD to start looking at it as a strategic advantage.

    Traditionally, HR and HRD have been isolated from the strategic business advisers, often reporting to different parts of an organisation. Perhaps it is now time to look towards integration?

    Holistic organisational reviews like this require different skills and often a small team with diverse experience and competence.

    This in itself presents us with a challenge. Will our directors recognise our contributions in the context of finance, marketing and operations? How can we build credibility? Is it time to move away from simple relationship building to the development of strategic alliances with our functional colleagues? For they too will be feeling the pressure as the pace of change speeds up.

    The change away from the 'softer' and legal aspects that our managers have learnt to expect, to a role that is at the heart of growing and developing our organisations, will be an interesting journey.

    That is not to say that what we have been doing is wrong. There is still an ongoing need for this activity. But to be more strategic we need to take a radical approach. Identifying who does what will be one of the first critical steps each of us makes.

    Conclusions

    For HR and HRD to become truly strategic we need to change our focus from people, to how people interact with systems and processes. This is true OD, and I suspect the way forward for the HRD profession. This means, as professionals, we need to move towards understanding business, finance and operations, in order to add real value.


    Mike Morrison is director of RapidBI, a consultancy organisation specialising in organisational development tools and business improvement methods. Over the past 10 years, he has coached and supported hundreds of managers and organisations in the development of both individuals and the organisations in which they operate.

    This article first published on HRzone 2007 - http://www.hrzone.co.uk/cgi-bin/item.cgi?id=176990


    Job Hunting for professionals

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    Job Hunting for Professionals

    Consultant Mike Morrison provides a guide to job hunting and explains why you should never appear desperate for a position.


    Ever wondered how a person got a job that you didn't, even though you have more experience and skills?

    I have seen an increasing number of professionals asking for guidance as to what they should do to gain employment after redundancy. Whether you are looking for a job because of redundancy or you just fancy a change, the following will help you be better prepared. Let's look around the job search field and explore the 'tools of the trade'.

    Getting started:

  • Get your CV in shape
    Never underestimate the power of a good CV. CV styles have changed over the years and there are as many styles of CV as there are books on how to write them. Reading a book about writing CVs is one thing, applying the ideas is quite another, what they all miss is the fact that few people are trained to read them!

    "Never, never be too desperate for any single job. Remember when you were looking for a date - nobody wanted you (or was that just me?) and then when you are in a relationship everyone is interested - well the same thing happens when you look for jobs "


  • What is the purpose of a CV?
    Many people think the role of a CV is to get them a job. That is not what happens in reality. The role of a CV is simple; it is to get you a first interview. That is all. You and the interview get the job, not the CV.

    More on CVs will be covered in part two of this article.

  • Make it known that you are on the market
    Contact anyone and everyone you know and tell them you are on the market. Make use of structured networking tools, like
    Linkedin (free at a basic level). If you are a member of a professional network, CIPD, CMI etc go to networking events. Build relationships. Ask for help from people. If you do not ask you will not get. That person you spend half the meeting talking to may be about to place an advert for a role you could fill. Save them time and get yourself ahead of the game.

  • Internet and Web Boards
    Put your CV on Monster, Reed, Totaljobs and other boards - then up load a 'fresh' copy every weekend. Most agencies using these boards do not look at CVs older than one week (and guess what, they check them on a Monday!) Many job sites are listed at
    Paler.com
    If you post and forget the jobs will pass you by.

    " Most people interviewing are ill prepared and poorly trained (on both sides of the desk). Your role is to be better at interviewing that the person on the other side of the desk. You need to control the interview with them believing that they control what is going on."

  • Professional Journals
    Go through back issues of the sort of publications that you have seen adverts for similar roles - go back two to four years - then speculatively call the company. This was by far the best strategy I found. Websites like
    Wayback machine also do this for websites!

  • Books
    There are many to choose from, my personal favourite is Tough answers to tough interview questions by Martin Yate. I have several editions of this as I have found it a particularly useful resource over the years. The questions and sample answers are themselves good - but there are other techniques listed which are rarely mentioned in other publications.

    Taking Action:

  •  Interviews
    Most people interviewing are ill prepared and poorly trained (on both sides of the desk). Your role is to be better at interviewing that the person on the other side of the desk. You need to control the interview with them believing that they control what is going on. Peter Landau of Intelligent Dressingâ122 talks about taking PRIDE when meeting people. This can also be used in preparing for interviews (internal and external).

  • Prepare and plan - what questions might they ask? What answers would you give? Have a couple of answers or examples for any given scenario.

    Ask a colleague to run you through a mock interview - practice makes permanent - so make practice right! You need to be comfortable in an interview situation, if this is your first for a long time you are risking a lot by not rehearsing it. You do think that an athlete goes to the Olympics without training or warm up competitions? So as a candidate in 'job search' mode you need to follow the principles of the very best in a given field. Prepare, rehearse and rehearse.

    "The less work the interviewer does, the easier it is for them to say yes - providing you ensure they have all their questions asked and appropriately answered. Talk too little and you will not engage with the interviewer, talk too much and you will not know if you have answered all of their questions."

    This may be stating the obvious but the less work the interviewer does, the easier it is for them to say yes - providing you ensure they have all their questions asked and appropriately answered. Talk too little and you will not engage with the interviewer, talk too much and you will not know if you have answered all of their questions.

    The stuff most books or agencies won't tell you:

  • Wanting a job too much
    Never, never be too desperate for any single job. Remember when you were looking for a date - nobody wanted you (or was that just me?) and then when you are in a relationship everyone is interested - well the same thing happens when you look for jobs - if a particular role is important to you - you will appear too desperate and the interviewer will see this and cross you off the list! Get one offer and often others come in at the same time. If you get your applications right you will have a choice of roles - rather than juts the first. Better to get and accept the right role than just to have a role. If you are not happy, your work will suffer and sooner or later, you will be job hunting again. This puts you on the back foot. You need to put yourself in a position of strength not in defence mode.

  • Managing agencies
    Make appointments to meet representatives from a number of agencies. Build a relationship with key people - and talk to them at least once a week. Remember people buy people, they are more likely to put you forward for a role if they know who you are. Make sure your name and CV is at the front of their mind.

    Remember these 'young things' (well many of them) that work in the agencies are sales people. They really do not care about you. They are employed to hit targets. They will take the easy route if they can. Often they will reject your application and they may say something like 'you lack the experience our client is looking for'. When this happens - be cool, ask for specific experience the client is looking for (it is never on the job description or advert) and then sell yourself. Remember your goal here is not to get the job but to get put forward. They are often on commission so help them (the recruitment consultant) understand HOW you can help them get their commission!

  • Using a Coach
    Increasingly people are hiring a coach to help them with the job search process. Many of us benefit from that external, independent support. Before hiring a coach check out there background, track record and references. Remember like any service provider you can agree price, like staying in a hotel - most of us never pay the 'rack rate'. Personally I prefer to use close friends and colleagues. Have an agreement with one or two to help check on your progress and give you a gentle nudge every now and again.

    Putting it all together:

    A planned approach
    Job hunting is and should be almost a full time job when being done properly. It requires investment in time, effort and intelligence. You are in the role of sales person. Your product is you. Think like a sales person. Set clear targets, weekly and daily goals. In the warm weather, it is easy to go to the park or sit and watch sport. Your job is to submit x many applications. Make phone calls to keep in people faces (in a good productive way). Keep networking and catch up with old contacts, to do your research on potential employers.

    Setting goals is vital, you need to get out there - rarely will people come to you unless your name is known. Remember there will be some recruiters that will Google you to see if you have any history of contributing to your profession etc. If you have a personal blog - be careful what you write - it can come back when you least expect it! Best to use a nick name.

    Whatever your chosen route I wish you well.

    About the author: Mike Morrison is a director of RapidBI Ltd. A consultancy specialising in helping individuals and organisations improve their business performance through people and organisation effectiveness. Are you a people developer? Take part in the largest independent survey looking at the future of people development visit www.developthedeveloper.co.uk.

     

    The Perfect CV

    In the second of a series looking at job hunting for professionals, consultant Mike Morrison reveals his secrets of the perfect CV.


    Never underestimate the power of a good CV. Your CV is part of marketing yourself to the recruiter, so it needs to demonstrate who you are and what you stand for. It needs to reflect your personality. There is no point going for or getting a job where the employing organisation's culture does not have a comfortable fit with your needs.

    Accepting a job must be a two way agreement.

    Many people think the role of a CV is to get them a job. That is not what happens in reality. The role of a CV is simple; it is to get you a first interview. Many recruitment agencies use the CV as a screening out tool, a reason not to select you. With this information, we need to ensure that there is nothing on the CV that will give them a reason to de-select you. We all know about the law and equal opportunities etc but people are human - we need to work with people prejudicesâ019 (yes we all have them - it's how we manage them that counts).

    To select or de-select
    We now know that many recruiters use a CV to de-select candidates long before they have had a change to speak to anyone. So this means making sure that there is little that can give a person a reason to de-select us.

    These things include:
    Age, DOB, - the law may say one thing but people still behave unconsciously and with prejudice.
    University - what if the recruiter had a bad experience at the university you went to or does not value the 'name' of the university? Grade - unless you gained honours - stating a 2:2 or 2:1 may again give a reason to not select you.
    Subject - unless directly relevant to the role, do not include it. The fact that you took theatre studies while applying for a job in a call centre says to the employer - wants to do one thing but needs short term employment - a risk if they need to invest in your training
    Marital status - not relevant - do not include it
    Children - not relevant - again a recruiter may deicide for you that because you have children that you are not prepared to travel so rule you out.
    Qualifications - be prepared to show certificates
    Disability - if this does not impact your ability to do the role do not declare it at this time.


    Recruitment Software and web sites
    As organisations become more sophisticated, they start using CV reading software and web sites that filter us out long before a human even reads the CV. We need to learn these techniques to give us an edge over other candidates. This is a little like getting a website Google friendly. This means using key words. For example, using "competency" in your CV as a description is fine but if the software is looking for "competencies" your CV will be rejected. Software is stupid. It can only look for what it has been told to look for. Another good example of this is "training and development" and "learning and development"; a human looking at these will know that in many organisations these mean the same thing - software does not.

    The most successful candidates now include a list of keywords on the CV. This can be a small section at the end of the CV. Your keywords section should contain the types of words that recruiters might be looking for in your industry. This way if you do not cover all the bases in the main CV the keyword list will contain them. Also, in the same way search engines look for key words and word density, some software looks for key word frequency - so having this helps your CV to be seen.

    This does not mean that the 'old rules' of CVs do not apply - white space, good clear font, correct spelling (organization or organisation??) etc. Also, remember agencies like to take your personal data off the top to send to potential clients.

    Email addresses - please have a professional looking personal email address - addresses like bigboy@hotmail or sweetlips@hotmail do nothing for your professional image! Remember your goal - provide enough information for them to say "invite to interview" but not anything that says "reject this one"

    Truth and lies
    Simple - do not lie.

    You may write something which is factually correct but may be read in the way the recruiter chooses to - for example - "experience of interviewing" - reality was that you sat in on an interview once. It is still experience. It is a little like the advert we see on some products - "as seen on TV" - well, yes, it was on Watchdog, an advert once on a cable channel, or even a passing shot on a news broadcast. The reality is that if you lie and are found out at a later date you can be sacked. Equally, you can put yourself in a position with a lot of stress because you are not competent.

    If you lie about a qualification, again that is grounds at a later date for dismissal.

    Keep it short.
    A CV should be one page if you have less than three years' work experience, and rarely longer than two (although certain professions have specific requirements).

    Summary of CV 'rules'

    • Remember the role of the CV is to get the interview not the job - so focus this on getting your foot in the door.
    • No more than two pages - although you can include an appendix
    • Pass it around for various comments
    • Your cover letter is an extension to your CV make it work for you
    • Have multiple versions of your CV - write a version for EACH application
    • Do not have anything which a recruiter can use as a de-selector:
      marriage status, number of children, university attended, grades,
      Remember most modern websites and recruitment software use keywords to short list CVs so make sure that you use the current jargon for your career history. I also recommend including a section called 'keywords' just as a website does!


    About the author:

    Mike Morrison is a director of RapidBI Ltd. A consultancy specialising in helping individuals and organisations improve their business performance through people and organisation effectiveness.


  • Training for trainers and managers

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    Analysis tools for change agents

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    Below are a list of some of the tools  have found useful and how to use them

    Coaching, innovation & leadership profile tools

    TNA, OD, culture surveys, staff surveys

    SWOT, PESTLE  SMART

    Need to identify Critical Success Factors?

    Need to understand Corporate Social Responsibility?

    Try a systematic business SWOT tool 

    These pages change regularly - please revisit for more ideas and stimulation

    I hope you find them useful too.

    Mike


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