In the world of people development so often the focus is upon group training, rather than 121 tailored development. This might be due to numbers, time, requirements or cost. However, there is great value in more intensive focused, personalised development. To do this though requires certain conditions to be in place to maximise its value, financially and otherwise.
I have recently been working with a senior manager in a manufacturing environment in a 121 capacity for the past few months. We only had a total of four half-day sessions, positioned every month to make a difference. But all the planets seemed to align to bring personal, leadership and professional growth. Examining these ‘planets alignment’ reveals the conditions required to make this form of development achieve its full value, financially and otherwise.
- Supportive Line Manager and HR – to trust me as a facilitator and coach for my learning proposal, freedom in learning, learning methodologies, and not to meddle but trust. So often both of these parties want to push agendas, or have more skin in the game than is naturally needed, when it comes to 121 development.
- Quality development diagnostic or development needs analysis. It is common for a line manager to be overt about what the 121 development needs are, or what they believe to be. And there is often some truth in these words, but not the complete truth. Having quality time with the learner, turning over lots of stones to uncover a range of meaningful needs is time well invested. Then combining this with feedback from the line manager and HR proved invaluable. This then enables content, development approaches, requirements of the learner all to be scoped and proposed
- Scene setting through contracting. Whilst coaching was one of the approaches, clearly discussing how you will work together reduces any risk, ambiguity, or apprehension from arising. It allows both parties to pave their way forward, initially as two paths, but then merging into an agreed one. Not only around formalities but also psychological safety, as it can be very exposing when working 121 with someone.
- Blended learning. When working 121 development, there is no single route to enabling learning, nor should we restrict ourselves. To take ONLY a coaching route or only a training one would be stubborn and more about me as the enabler rather than what is best for the learner. In my working example I was a facilitator with many hats – facilitator, coach, mentor, trainer, critical friend, conversationalist, space holder, feedback provider, challenger. I was also relatable, very honest and human with them.
- Less is more when it comes to content for 121 development. The temptation when there is limited time together in 121 development, to push as much content the learner’s way as is possible. However, if the diagnostics have been done well, the purpose and focus is more precise and the content very tailored. Holistic, but tailored.
- The ‘right’ learner. One to one development is not for all. The learner really has to WANT to be there, see the value in the effort to learn. They have to have the proverbial growth mindset from the get go. I worked with someone previously and they did not have the inclination to be there. It felt more around they had to be there. The right learner also extends to being the right person to invest in. Yes, one to one development can be more costly, so it has to be an informed choice as to who will best benefit from it. They don’t have to be ‘talent’, but they do need to have perceived potential.
- The learning is continuous. 121 development is not just about a few sessions together. Once the diagnostic was had and the learning proposal accepted, I set to designing the development. This included pre-work and between session work as well. Not only actions or activities. I loaned books, sent white papers, suggested assessments, encouraged podcasts, I wanted the learning to be as holistic as possible. Towards the end of the development the shift was towards drawing up plans and approaches to be considered once the stabilisers of the development were taken off and they were riding more solo.
- Strong relationship and trust. As an external I was an unknown quantity, I had no organisational baggage in the eyes of the learner. Whilst an internal person would be able to help this learner, a very different kind of relationship developed for and with the learner. They knew they had someone completely on their side. Had their interests first and foremost in their mind. I had no agenda apart from them and their growth. You might say I had the organisational needs as an agenda as well. Possibly. But I knew if we had success with the learner, then organisational success would be achieved as well.
- Regular feedback on learning, process and the wider picture. Feedback was central to the 121 development and learning. I positioned this during the contracting. Whenever we checked in, I asked what feedback had been sought from others. I encouraged key stakeholders to provide regular feedback. I gave feedback in the moment whenever appropriate. I sought feedback on the 121 development process and me. Feedback became a norm and underpinned the successes gained.
Nick Howell is an executive coach, facilitator and author of best-selling book, ‘Great Coaching Questions’ Contact Nick on 07867 785314 or nick@abintus.co.uk for a chat about coaching, mentoring, facilitating, leadership development.