Colin Powell's 13 Rules of Leadership

With thanks to redruglot on YouTube.



Many leaders would do well to heed Mr Powell's suggestions and I thought it well worth sharing these.


Simon Cooper is chief executive of the Experiential Learning Centre, author of the exciting new book, Brilliant Leader and architect of the Brilliant Leadership workshops.

Coaching Staff - Part Four

So far in this series we have looked at how to instruct staff members in a task or skill area, provide effective demonstrations and enable opportunities for them to practice, ideally in a safe or non-urgent environment. An often overlooked and under-rated aspect of coaching is monitoring and observing how the staff member is developing in the task or skill area. This then, is our focus for the next stage of the coaching cycle.

One of the workshops I run frequently is presentation skills. These are highly practical workshops that involve a lot of practice and feedback. When a presentation has not gone entirely as planned, I will often ask both the group and the presenter how it could have been improved. While they often come up with some useful ideas, they rarely get to the root of the issue. And this is where I have to earn my crust as a coach – by not just observing what everyone else has seen but also, identifying what is happening and why. I have to see the things that other people haven’t spotted in order to suggest one or two changes that would transform the presentation.

This is at the heart of coaching observation. The coach has to observe what is happening and also what is not happening. They must see the things that others can’t and identify why things are happening. This enables them to provide feedback that gets to the root of the issue and enables the staff member to improve, noticeably, when they next try to practice the task or skill.

I believe this is an intuitive part of coaching and as such, it is difficult to be specific on how to develop this aspect of the coaching toolbox. However, I offer the following guidance.

1. Observe what is happening but more importantly, identify why it is happening.

2. Observe what isn’t being applied.

3. Ask the staff member to reflect on what you have observed.

4. Get to the root of the issue.

5. Don’t try to improve too many areas at once. Identify the base learning that needs to take place before building on this to improve the finer details later.

In the next part of this series we’ll be looking in depth at the art of providing feedback to staff with a view to reinforcing what they are doing well and improving things that could be done better.


Simon Cooper is chief executive of the Experiential Learning Centre, author of the exciting new book, Brilliant Leader and architect of the Brilliant Leadership workshops.

The Post Office - An Enigma

One of the beauties of having one's own space on the web is that from time to time, one is allowed the chance to rant. This particular rant will be of more relevance to those readers who are UK based.

What is it with the Post Office and specifically, why are they shutting down so many branches? Is this great strategic leadership or mis-management of the highest order?

The Post Office branches must be one of the best retail brands in the UK. Just about everyone trusts the Post Office. They have a superb product portfolio - great (safe) savings products, a decent credit card, the girobank, postal orders, premium bonds, travel insurance, free currency exchange to name but a few. They also have a captive audience - all of us have to visit the Post Office from time to time.

So why can't these branches be run at a profit?

For a start the internal branding and layout is generally shabby and very, well very 1970s. The staff generally seem very helpful but pretty de-motivated (well hey, they are all losing their jobs) and not very sales oriented. And the upsell opportunities for related products are really not being properly exploited.

The strategic answer is - these branches are not making money, so let's close them.

Did anyone think to upgrade them, re-train the staff and turn them into money making hubs?

As an outsider looking in, it seems like a missed opportunity to me and that is without counting the social cost to those groups and communities who rely on the Post Office much more than people like me. It is an enigma to me as to why the Post Office is not one of the most successful brands on the high street and in every small town and village. Instead, it is a dinosaur that is heading for extinction.

Perhaps someone will explain the error of my thinking - Mr Crozier perhaps?


Simon Cooper is chief executive of the Experiential Learning Centre, author of Brilliant Leader and architect of the Brilliant Leadership workshops.

Why Training is Essential in a Recession

Many senior managers and business leaders will take the view that discretionary spending must be reduced or eliminated in a recession - it's one of the founding principles behind prudent financial management. And of course, training falls into that category, right?

Wrong!

In a recession, businesses will generally need to downsize which means they need to get greater performance from the fewer resources that remain. And this is the key factor that makes high quality training an essential component of businesses successfully navigating their way through a recession. Let's look at this purely from the perspective of leadership training, although the same principles apply to general staff training.

When resources are cut to the minimum there is no room for passengers or dead wood - everybody has to deliver. And it is the people leaders within the business who need to ensure that everybody delivers by exhibiting exceptional leadership skills.

• They need to manage performance like many have never done so before


• They need to upskill their people by coaching effectively


• They need to motivate their staff when the overall mood might be gloomy


• They need to instigate process improvements


• They need to allocate workloads more effectively


• They need to be creative and innovative when addressing challenges


• And most of all, they need to get their people really working as a team

In short, leadership skills need to be at their peak if the organisation is going to get the level of performance required from the reduced resources that are available. The really smart organisations would have invested heavily in leadership development when times were good so they already had these skills in abundance as we enter a recession. But here's the thing - when times are good, leaders often don't have the time to attend training courses and even when they do, the hectic environment of growth often doesn't provide people with the opportunity to fully apply what they have learned.

So now is the time to grasp the nettle. As with any discretionary spend the key metric is that the return on investment must be significantly greater than the spend itself and here's how this applies to leadership training:

1. Leaders must be selected based on the fact that they can improve on one or more of the factors bulletted above.
2. The leadership training or workshop must be selected on quality first and price second. In particular, the focus should be on the scope and depth of the learning outcomes.
3. Leaders must be empowered to apply what they have learned upon their return to work and fully supported in this endeavour.
4. Leaders, provided they are given the appropriate support, should be expected to deliver improved performance via their people.
5. Leaders should be expected to continue this higher level of performance once good times return once again, ensuring that the organisation exits recession stronger than it entered.

Senior managers and business leaders who adopt a broad brush, cost cutting approach while expecting the remaining resources to deliver improved performance without powerful training interventions are missing the point. Improving the capability of staff (and people leaders in particular) is more critical in a recession than at any other time.



Simon Cooper is chief executive of the Experiential Learning Centre, author of the exciting new book, Brilliant Leader and architect of the Brilliant Leadership workshops.

Coaching Staff - Part Three

Previously in this series we looked at how to provide staff members with clear instruction and an effective demonstration. In this third part of the coaching series, we’ll be looking at providing staff with opportunities to practice what they have learned. This requires that first we look briefly at the art of delegation.

Essentially, there are two reasons for delegating to staff members – firstly, to get the job done and secondly, to develop the individual. In delegating simply to get the job done you should primarily focus on ensuring the staff member is already capable of what you are asking them to do. Delegating to develop the individual is what concerns us here.

When looking to provide opportunities for the staff member to practice what they have learned, the leadership challenge is to try and create a safe environment. On occasion, there might be opportunities for safety to be created via a simulation but more often than not, safety comes by the delegation being in a non-urgent situation. This provides the coach with an opportunity to check work and provide feedback before it goes live.

Practice should also be timely. That is, it should occur shortly after the staff member has received instruction in the task or skill area (and optionally, a demonstration). If something is explained today and no opportunity for practice occurs until three weeks later, how much knowledge will have been retained?

In Brilliant Leader, I also make the point that practice should be graduated. That is, the practice should be made more complex in graduated stages until the staff member has developed completely in the task or skill area. The staff member also needs to know that support is available throughout the practice period although as we shall look at in the feedback part of this series, the coach will not always provide the answers.

Before we get to that aspect of coaching, we’ll be taking a brief look at the next stage of the coaching cycle – how to monitor and observe the staff member while they are practising. This will be our focus in part four of the series.


Simon Cooper is chief executive of the Experiential Learning Centre, author of the exciting new book, Brilliant Leader and architect of the Brilliant Leadership workshops.