We have successfully facilitated improved vision, goals, personal, and interpersonal skills at over 1,500 for profit, non-profit, and government agencies. Tiny ones and gigantic ones – ranging from 6 to 6000. U.S. firms and international.
Here’s a sample of our work at a variety of clients:
Facilitated waste management authority employees to develop goals and longer range plans that they could enthusiastically buy into. This lessened the ineffective grip management had on the employees and positively increased employee autonomy.
Trained disengaged employees at a business services firm to use appropriate and engaging customer service skills. Result? A positive fiscal impactovernight. Due to employee indifference, this company was losing clients to competitors. The next day, management informed us that the employees were using their newfound methods. Customer and employee satisfaction were both already up.
Helped a group of individualistic law enforcement agents develop team vision and values. Previously, these solo-minded agents had not worked well as a group and had no unifying identity. We created Vision and Values Statements, resulting in a more cohesive group.
Presented leading-edge concepts and tools so employees at a major Canadian bank could better prioritize tasks and manage their time more effectively and efficiently. The bank manager reported reduced staff stress levels and more focused use of time after the staff members attended our program.
Trained tough trainers. Taught Military trainers how to facilitate a top secret topic. We worked together to change their didactic “in your face” monologue to a dialogue style of facilitation. After our training, military students gave positive marks to the new military training style and their trainers.
Our approach is based on content and context. If we are facilitating management to front line supervisors who manage minimum wage workers, versus college Resident Advisors or engineers we will alter our approach. Most of our work is based on their questions, not our answers.. The context must meet the learner’s world as they know it. Otherwise learning does not take place.