In my previous blog, I discussed how trust is a valuable and oft times rare commodity that doesn’t happen by accident. Rather, it is the result of intentional and focused effort, and a willingness to dedicate time to create such relationships. I also listed 5 challenges faced by remote workers as identified by Jeff Robbins, the first of which was the lack of non-verbal communication. This, I would suggest, can be a barrier to building trusting relationships with clients, and managers.
As I speak with both remote workers and their managers, a common piece of advise offered is, whenever possible, build in face to face time before the hire, during the process, and on an on-going basis after the contract has been signed. Yes, this adds to the financial cost of doing business, but it is money well spent in order to build a solid foundation of trust.
We are aware of the importance of non-verbal communication. Peter F. Drucker has been quoted as saying
“The most important thing in communication is hearing what isn’t said.”
‘The importance of non-verbal communication‘, a blog created by ethos3 provides excellent insight, and tips, on how to increase your non-verbal communication when speaking in public…presenting, negotiating, leading meetings, in fact anytime you are face to face and wanting to clearly communicate both a message and build trust with your listeners.
Let’s put this into the remote context. If this can be accomplished when we are face to face with others, how can we replicate it if the situation does not allow for such interactions? (The academic in me feels the need to provide you with further research into this.)
While there may not yet be a substitute for pure face to face, the addition of a Skype, FaceTime, or video conference call can increase the likelihood of connecting on such a level, providing a starting point on which to build a trust relationship. (Good site for virtual meeting tools)
When in the recruiting and selection process, the difference in a person from what I have imagined through cover letters, resumes, or even phone conversations, to when we actually meet face to face in an interview never ceases to amaze me. Not only does a face to face interaction remove the screen that can hide the tell tale signs of exaggeration, or dare I say, out right lies, but it can provide a lovely opportunity that opens the door to connect on a level that lets me see the gem shrouded on the pages of documents submitted. It would be a mistake to think that because you’ve had this f2f connection, you’ve covered all the bases…three months down the road you may again see an even different person! However, this is a great first step that is crucial for subsequent interactions that will result in a successful, right-fit hire.
A commitment to building trust through face to face doesn’t end once a connection has been made…it needs to be fostered in order to realize continued growth and development. In a conversation with Clint Schnee (founder & designer UXperts), he shared from his remote worker management and support experiences. His advise? “Following initial on-boarding face to face interactions, the maximum amount of time to wait between such times is 6 months.” This applies no matter where the employee is located around the world. He went on to say that “any longer than that and you will see the attrition and turnover rate greatly increase”.
While challenging, I do love the fact that as humans we still thrive when in face to face community with others, making those trusting connections…a practice worth striving for and fostering.
As I have been traveling in Portugal, Finland, Spain and England these past weeks, I have once again been struck by the commonalities we share as humans…both in our need for meaningful work and renewing play time. This balance is especially important for those who have chosen the path of remote work. However, the degree to which cultures intentionally plan for playtime is varied.
While in Finland I was honored to be part of a Global Faculty Colloquium held at JAMK University of Applied Sciences in Jyvascula; 18 individual from around the globe presented their practices related to applied research in the post secondary classroom. Inspiring, informative, and innovative ideas were shared, and each brought their unique culture and perspective to the conversation. However, the learning that left the strongest impression on me was the intentionality demonstrated by the Finnish people…our hosts. These people are hard workers, but take seriously their time to step back and enjoy the wonder of the country they are blessed to live in. Time and again, we heard guides and locals alike refer to ‘living room spaces’…spaces where people take time out of their work to simply sit, visit, get to know one another, and reflect on life. Time to be still, to think, to watch, to simply…be. I would suggest this is one of the two most important tools for a remote worker, the pre-cursor to innovative and creative thinking.
You may have intentional playtime all figured out, but for many this is a necessity that all to easily gets pushed aside. There is almost a panic that sets in if we are not doing something that contributes to existing contracts or to the pursuit of new business. While in Helsinki it was a treat to sit among the many people taking time out of their busyness to enjoy a pastry and coffee from one of the many sidewalk cafes, or simply sit on a bench along the city’s central linear park…intentionally taking advantage of the many ‘living room spaces’. But this is not a new concept…we are all keenly aware of the need for such ‘playtime’…aware, of , but perhaps not committed to .
I was also stuck by the intentionality of the Finns regarding building relationships in business. The value they place on taking time to create a foundation of trust before moving forward with business dealings is commendable; people first, business second. Read the rest of this entry »
As I embark on this path of investigating the world of remote work and workers, I decided a good starting place was with my own experience: What does working remotely look like to me? What do I enjoy about it? What drives me crazy?
A point of clarification is called for here to ensure we have a shared understanding of terms. When I say ‘remote’ I am referring to individuals and/or teams who are not physically based in a designated office space to do their work…it could be full time, part time, seasonal…the options are many. Other important terms that I will refer to are distributed teams and digital workspaces. Checkout this article on What’s Your Company’s Definition of Remote Work?
Remote working looks different for everyone; however, as I share my experiences, you may find points of connection that perhaps will put expression to your realities.
Like many of you, I work in a few roles. The majority of my time is spent as a business professor, focusing on Human Resources and Management. The classroom provides a wonderful opportunity to be face to face with some incredible students…but we also have a learning management system that provides a platform for virtual communication and interactions. I also teach online courses, where the only interaction we have is virtual. This is one area of working remotely where my ‘office’ never seems to close.
I also do business coaching/consulting. This role offers opportunities to mset one on one with clients (face to face or virtually), developing training materials, or collaborating with others to provide services to various organizations.
So, I get to enjoy both …working in a specific office space at the college, and working remotely (home, coffee shop, Canada, Portugal, Ireland, Greece, Finland…the world’s the limit).
For me, the key is to fit the task or activity with the most appropriate working environment. One of my favourite experiences was being in Ireland working in a beautiful hotel cafe with my son – Guinness, coffee, and soda bread on the table. I was reviewing research papers submitted by my distance students while Nathan worked on material for one of his clients. We did take breaks from screen time to chat about what we were focusing on…remote working at it’s finest! Another experience had me Facetiming one of my advisors from a cave house in Santorini, to her location in Africa!
The thing I am passionate about is helping people realize their greatest potential in whatever career path they choose…whether they work in a physical office, work remotely, or a combination of both. No matter the context, it is important that both employer and employee have a clear understanding of each other’s strengths and needs in order to realize both individual and organizational potential…success on all counts. I truly believe that one contributor for individual and organizational success lies in opportunities for flexible work spaces, thus my curiosity around investigating this concept.
Next time I’ll get more specific about what I enjoy most about working remote, AND provide responses from others’ positive experiences. In the meantime, you might find this article interesting to muse over: Are Remote Workers Happier than Office Employees?
What’s your favorite question to ask? For me it’s why? That’s it. It’s been the same question just about all of my life.
I find that it brings the greatest critical thinking challenges to me as I continue to work in the field of training and development. For most of my growing up years people told me what to do, I’m sure your experience was similar… we get an education and are advised what to take, then we start a career and learn the job with new rules and processes…sadly, asking why isn’t always encouraged!
This was the case until I was finally asked the question WHY DO YOU DO YOU WHAT YOU DO? What’s your purpose on this earth? Someone finally turned the table on me!
Let me ask you, have you ever written a personal mission statement? It asks the why of your life. I was at a leadership staff retreat a number of years ago when I was asked what my personal mission was …not only had no one ever asked me such a big why question…I had no answer for them. Thus started a grueling exercise of discover…and decision! The end result was…
I want to be about equipping and encouraging others to realize their full potential.
This guided my thinking and actions in every leadership role I took on.
Over the past while I’ve been thinking a lot about the connection between being a leader and being a teacher. I tend to believe that not only are they connected, but being one compels us to also be the other. So if this is true…we need to consider what kind of leader-teachers we should be.
Take a few minutes to consider this connection and perhaps open the door to look at teaching…and our post-secondary classrooms, from another perspective.
John Kotters describes leadership this way…
“Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen, despite the obstacles.”
Can we see a connection to teaching?
Learner centred teaching is all about putting the focus on what the learner needs in order for them to be successful. Consider how similar this is to servant leadership:
“Putting the needs, interests and goals of others above your own and using your personal gifts to help others achieve their potential.”
Is there a connection here to teaching?
Our purpose should be to do all we can to help our students be successful.
Let’s assume that we are on the right track here. We all know that learning looks different for each student…the variables are endless.
So flashing back to leadership, what we are discussing is the type of leadership made popular by Blanchard and Hersey…Situational leadership. We know that this is a contingency approach that basically means IT DEPENDS. It depends on the readiness of the follower…the leader adapts his/her leadership style based on the needs of the person being lead.
- Telling– Leaders tell their people what to do and how to do it.
- Selling– Leaders provide information and direction, but there’s more communication with followers.
- Participating – Leaders focus more on the relationship and less on direction. Decision making is shared with followers.
- Delegating – Leaders pass most of the responsibility onto the follower or group. http://www.mindtools.com/pages/article/newLDR_44.htm
Can we connect these styles or stages to teaching?
Let me ask one final question…Can you view yourself as a leader in the classroom? If so, what kind of leader do you want to be?
In preparing to teach a leadership class recently, I came across this question:
If it is immoral to prevent those around you from growing to their fullest potential, are you being moral?
In other words, as a leader/teacher, am I doing all I can to help those around me to grow to their fullest potential? Hmmm!
Quote Posted on
It’s been a while since my last blog. There are a couple of reasons for that…not the least of which being absorbed in prep for teaching my business students. One key reason is tied in with the never-ending question regarding what to write about. I can think of lots of things to say when I’m nowhere near a computer (and have just had a great cup of coffee!), or don’t have time to gather the scattered thoughts into some semblance of order. However, when a pause in my schedule presents itself, I still need to find that focus.
As always, inspiration comes from places you least expect. Our son and his family have been on somewhat of a road trip for the past few weeks. His work affords him the privilege of working
from wherever he happens to be…although that in itself presents problems when depending on the strength and availability of Internet connections. (I digress…). On the day they packed up the vehicle to head off on their adventure, my daughter-in-law handed me a class jar with a twig stuck in it and ask that we take care of it. Now, you have to know that our grandkids are home schooled, and are getting the most amazing education imaginable…everything becomes a teachable moment in the family, even the unending collection of ‘nature’. So, when I asked what ‘it’ was, Crystal immediately said, ‘It’s an oak tree’.
After a good chuckle, I had one of those ‘hmmm’ moments. I saw a dried up twig with a couple of pathetic looking leaves clinging for dear life, Crystal saw beyond that to what it would become…a mighty oak tree with potential far greater than what we could even begin to imagine.
I’m passionate about training and development, but for me it goes well beyond the material created or the skills taught…it’s about the outcome; it’s about the people involved in the training and development. The potential is there, it simply needs to be fed, watered, perhaps pruned, and planted in an environment where it will be encouraged to growing into…who knows?
One of the reasons I love teaching and working with young business leaders is because I get to be in on the ground floor of their journey. I have the opportunity to help them see who they are and what they have to offer. I love to see the light bulbs go on as they discover their innate strengths and struggle through the questions of ‘so what?’ I love the challenging questions they present as the result of critically thinking through some theory that makes sense on paper but somehow falls short of what they have already discovered in the work world…and life in general! I love to chat with them after they have completed their first life chapter of formal training, and hear the passion bubble up as they share what’s been happening and the opportunities that they have embraced. I love seeing the ‘twigs’ grow into ‘oak trees’.
All that to say, I found my focus. Potential…plain and simple. It’s all around us, it’s in us, and it’s each of our responsibility to develop. How does that happen? Who are the
people we choose to spend time with to foster that potential? What do we do when ours’, and others’, potential is being squashed? So much to probe and ponder!
“Once the soul awakens, the search begins and you can never go back. From then on, you are inflamed with a special longing that will never again let you linger in the lowlands of complacency and partial fulfillment. The eternal makes you urgent. You are loath to let compromise or the threat of danger hold you back from striving toward the summit of fulfillment.”
― John O’Donohue, Anam Cara: A Book of Celtic Wisdom
I really love teaching! Not just being in the classroom, but also preparing for the class. I love thinking and working through creative ways to present concepts; I can totally get lost in developing activities that will engage every part of the learner’s brains and pull on past experiences to give context to new learning. It’s one of the few things that will make me forget about having lunch…until I discover that putting two thoughts together is becoming a bit of a challenge!
Take today for example…I have spent the better part of the day at my computer designing a power point presentation on The Anatomy of a Lesson Plan. But that’s not where the creation ended…I then imported it to Explain Everything, recorded a voice over, and am now ready to upload it to Moodle for use in an on-line course for instructors. It’s not perfect, but I’m pretty proud of my first attempt using a new application!
I haven’t always been this excited about learning new things…especially during my elementary years in Ireland, and then on to junior and high in Canada. Going to school was something that I had to do, and any learning was an unexpected by-product of being there…except for music classes, those I loved, and really didn’t think much about learning, I simply enjoyed the music! But then there was history and geography…neither a favourite. Memorizing dates and places was beyond me, and grasping why I needed to know anything about anything that happened hundreds of years ago seemed like a royal waste of my time. Fast forward many years; walking the cobbled streets of Ancient Greece and Turkey suddenly gave the relevance I needed to study both geography and history!
Now the tables are turned and I am most concerned about the success of my learners. What can I do to help them engage in a way that invites excitement about learning…how does external motivation get transformed into intrinsic motivation? I have a couple of ideas formulating in my brain as a result of reflecting on my own learning journey.
A few words come to mind: purpose, relevancy, ownership, autonomy.
I know that most learners have a difficult time engaging if they don’t see the relevancy in the material content, which makes them question the purpose of extending their mental
energies. As a facilitator I need to make sure that content is linked to desired outcomes, and delivered in a learner-centred way. I also believe that part of facilitating learning is to help move my students from a consumer mentality to an ownership mentality.
We identify adult learners as those being 18 years and over, but how do we help transition young people from a pedagogical model into the world of androgogical learning autonomy? With my current class, it will start with a one on one conversation…
More about this next time…then we’ll talk about autonomy in the workplace!
My mind is full! The last 2 days I attended a conference on the flipped classroom. www.techsmith.com/education-flipped-classroom.html It’s a great practice that has already proven to be effective in all levels of education; however, flipping a classroom isn’t as easy as flipping a switch! It takes time and a lot of preparation. Let me paint a picture of what ‘flipping’ might look like in the course of living and learning.
We love traveling (you probably figured that out already!). One of the things I’ve learned about the individuals we travel with is that we all prepare for a trip differently. Let me give you an example. A few years ago we took a trip to Europe that brought us to such amazing
places as Florence, Cinque Terre, Rome, Santorini, and Barcelona. Together we decided where we wanted to go for a holiday, and the general mode of travel (flights, trains, hikes, cruise ship…).
Once the dates were decided, some of us took a back seat and simply dreamed of what we would experience. However, two of the guys dedicated hours of research time looking at and planning where we would visit, must see attractions, restaurants, and even the best places to buy certain local products. When we arrived at the destinations, Dennis and Dennis (we named them D ‘n D Travel) were prepped and ready to learn the secrets of the historical wonders we visited. They knew the history, the stories behind the cultural landmarks, and were able to deepen their discoveries by adding their prior knowledge to the in-person experience.
The rest of us still had a fantastic vacation, at times weary from sensory overload, but I feel fairly confident in saying that the two who spent time gaining a base knowledge before going, walked away with even greater appreciation of our experience. Their learning was ‘flipped’…rather than waiting for the travel experience to learn about the culture and attractions, they watched Rick Steeves www.ricksteves.com, did Internet research, talked to others who had visited Europe previously, and even created our personal travel itinerary! They laid the foundation for experiential learning to build on, and helped the rest of us appreciate elements that we may have overlooked.
Back to training and development. My formal teaching context is in post secondary, but I am also involved with training and development in business; this happens in boardrooms, or even in coffee shops! Does this idea of ‘flipped’ apply in those non-traditional settings? I would say so. At the start of the conference participants were reminded to ask a very important question: What should students be doing inside the classroom, and what should they be doing outside the classroom?
With our employees and teams, what T & D can take place on their own through reading, webinars, or on-line courses, and what skills need the face-to-face interaction with a facilitator or trainer? We need to think about the hardest thing (skill, ability…) that will be required of them, and make sure face-to-face time is dedicated to help facilitate that learning. If the learning calls for face-to-face interaction, what learning activity can they do ahead of time so that they come prepared for full engagement?
Let me offer a simple example. You have a team that is experiencing conflict, but is at a loss for how to effectively resolve it. How can ‘flipped’ learning be applied?
- You invite everyone to a short team building session aimed addressing conflict resolution.
- One week prior, you send a link describing a conflict resolution process that you have found to be effective, or a YouTube video that demonstrates that process.
- You ask that everyone take time to look at these resources before coming to the team building session.
- In the face-to-face time have participants summarize what they read/watched, and then put the process into role-play action, providing examples of conflict areas experienced in the industry.
- Make the training time long enough for participants to become comfortable with the process, but short enough to make good use of their valuable time.
- Don’t forget follow-up…close the loop by soliciting feedback on the effectiveness of the whole training experience.
So what has happened here? Your team members learned the ‘theory’ outside of the ‘classroom’, allowing the face-to-face experience to focus on the application of the learning; you ‘flipped’ the training.
Whether you are a teacher or a person tasked with leading a team, training and development is a key element in the growth of your people. Let me challenge you to try something that may be a little bit outside of the box…flip the learning experience!
ps In the previous blog I promised more about self-directed T & D…next time…I just had to blog about this conference when it was fresh on my mind! Oh yes, this was part of my own self-directed learning 🙂