Rewards are encouraging and motivating for anyone. They basically give more reason for both your employees to stay in your company, work hard for everything, and get what he deserves as a token for his effort. And for your clients to patronize your company’s products and services, use them regularly, and receive a gift for being a loyal client. Now, measuring these things could let you know if the strategy is successful or not.

Part of the motivation process is the reward. When you incorporate the metrics for motivation it will then support you in developing and aligning your employees to your company goals. In every business strategy, employees must be at the core as well. Design a reward system, evaluate employees every quarter, and give them the assigned reward to appreciate their efforts. On the other hand, giving rewards to your clients as well is also part of the motivation process. With their continued patronage of your products and services, they surely deserve a much better reward, like gift certificates, discounts, free gift items, and more. As for those who are new clients, this will entice them to stay with your company.

Now, when your reward strategy is all set up and you are on your first weeks or months of trial, you can start measuring them. You can do this by considering four things. First are your detailed reports, which may be used to tell who among your employees are doing well and who are not. Similarly, you can also determine from your report which product sells a lot because of the reward items. Second, you must be able to access the program anytime you need to. When measuring the efficiency of rewards, you can expect some changes in the implementation of the reward system. The previous reports might be essential in further metrics procedures and base your future reward system on what you find weak and needs improvement. Third, your data must be workable and do-able because this type of metrics is not only done once or twice. It has to be continuous and the data must be easily viewed. Then compare the result of the balance sheet to the company’s goal and assumption. Finally, the gifts must be a source of motivation and appreciation and not just a simple gift so your program will be effective. Ask yourself, if I were to receive this reward as a client will I be able to appreciate it? And as an employee, will I feel motivated?

Indeed, reward metrics entail careful planning to secure your good ranking in terms of good service and excellent products. If your rewards are really “rewarding”, then you can feel safe that both your clients and employees will stay as long as they can.

Almost everyone has had this experience at one time or another, and the reason for it is simple. When you make a presentation instead of having a conversation about an idea, you can’t guess what’s going on in the minds of your audience. Do they get what you’re saying? Do they like it? Do they like you?

Some idea people really don’t care what others hear or how they react. These movers and shakers pride themselves on being able to create and implement ideas on their own. On the other hand, other people care more about interpersonal relationships than ideas. For them, what’s truly important is being aware of and sensitive to the needs, notions, and feelings of colleagues, not bringing great ideas to life.

Intend to Involve Others

Being exclusively an idea person or a relationship person limits your effectiveness in the workplace. The way to bring an idea to life is to focus simultaneously on its development and enhancing relationships with coworkers. If you go into the conference room with the intention of sharing your idea and involving others in shaping, strengthening, and implementing it, your audience will engage in the innovation process, and you’ll emerge with superior results and stronger bonds between people. This is the first principle for pulling people together to drive change.

Recognize Resistance

People resist ideas—and those who generate them—for three reasons. Either they don’t get the idea (Level 1 resistance), they don’t like it the idea (Level 2 resistance), or they don’t like you (Level 3 resistance). If you identify the levels of resistance you’re facing and can work through them, you can turn opposition into support.

For example, if someone doesn’t understand your idea, find a different way to explain it. Offer data, examples, and anecdotes to make concepts clearer. If people exhibit Level 2 or 3 resistance when you make a suggestion, expressing “I don’t like it” or “I don’t like you” in their words or actions, their emotions have gotten involved. You need to listen carefully to what they are saying and engage in conversational give-and-take to get at the deeper issues underlying their resistance.

Consider the Context

Context involves time, place, and relationships, and it is the key to the success or failure of your idea. Interpersonal and other contextual “land mines” are scattered throughout most work environments. If you don’t survey the territory thoroughly and step carefully, you’ll set off the mines, causing you and your idea to suffer. Context includes the following:

n Your relationship history with colleagues and coworkers
n The way ideas have traditionally been presented and received in your company
n The impact your idea may have on others—for instance, how it might threaten someone’s job or status
n How the idea might fit within the current economy
n Your company’s recent financial performance

Avoid Knee-Jerk Reactions

When someone cuts you off in traffic, is your impulse to speed up and express your dissatisfaction? Speeding is a knee-jerk reaction to the “trigger” of being cut off. Not only does this response not help the situation; it actually could cause an accident and turn what might have been a relatively minor irritation into a very big deal. The better response? Take a few deep breaths and slow down to put some space between you and the inconsiderate driver in front of you. It’s the smarter and safer way to react.

Slowing down and breathing deeply is also a smart response to triggers in the corporate conference room. When someone resists your idea by saying, “I don’t like it; it’s stupid,” you may be tempted to have one of the following knee-jerk reactions:

n Defensiveness—saying, “No, you’re stupid.”
n Sarcasm—replying, “Why don’t you grace us with one of your wonderfully creative ideas, then?”
n Force of reason—believing that if you explain the idea repeatedly, the person will see its wisdom and beauty and like it
n Moving ahead—acting as if the resistance—and the resister—don’t exist

The best way to avoid knee-jerking is to discover your triggers and practice stepping back, breathing, consciously relaxing your body and mind, and focusing your attention on positively reconnecting with the resistant people.

Pay Attention

Attempt to detect every detail. You can’t influence others if you don’t pick up on the positive and negative signals they send. Watch their body language, verbal cues, tone of voice, and so forth. Listen to their concerns with a willingness to be changed and to see your idea develop beyond your original conception. Observe the interactions between you and your associates. Note what kinds of actions—or inactions—follow the group’s decision to proceed with your idea. The power of paying attention should guide your efforts to bring the idea to implementation.

Shut up and Listen

Want to know what others need or want from you? Wish you knew if they understood your idea…or if they trust you? The only way to get answers to these questions is to dig deeply, putting your goal aside temporarily. Check in with the other people, and then be quiet and listen to what they have to say—even when their answers make you uncomfortable.

Connect without Compromise

Make room for others to join you in developing your idea—and be ready and willing to turn it into our idea. When others see that you’re eager to hear their fears and concerns, be influenced by what they have to say, and blend your goals with theirs, their opposition will turn into support, and everyone wins.

So what is learning online?

As soon as someone sits at a PC they are learning something. It might only be a trivial item like looking at a “You Tube” video or the time of the next bus into town, but they are learning.

Taking that to the next level, ask yourself, as a manager, what do you want your staff to learn or how will the learning benefit your business or the service you provide?

Clearly finding out that Paul is friends with Dave on MySpace is not very useful.

(Incidentally, how do you currently select people for classroom training, do you send everyone on the same course?… thought so)

Online learning means learners can navigate at a pace comfortable for them. No Pressure!

So no stopping to wait for slower learners to catch up or waiting while more advanced learners try to catch the trainer out…

Learning modules can be released at any interval to suit you or your learners. You can specify that a learner must study and complete Module X before moving onto Module Y for example. You can release content daily, weekly etc depending on progress of learners.

You really can get that level of control.

Everything on a computer is logged - that can help you.

Anytime you (or anybody) look at a website, they leave fingerprints behind. (When you shop online, have you ever wondered how stores can “remember” you?)

Taking that a stage further, if we can chose what website (courses) our staff look at and what pages they look at (the answers they give to tests etc) this can give us very powerful information.

But won’t this take away from my existing training?

No, it will add another string to your bow. Imagine, if you could say to staff,

“Please read this book and answer these few questions before the training session on the 21st of next month”

and you could actually test who had done that…

This tool gives tangible evidence for appraisal, disciplinary, health and safety & legal compliance etc while making your staff have accountability, all without you lifting a finger.

Do you need a special computer to learn online?

No, good e- learning & training should be able to be viewed over an ordinary computer

Does online learning include sound & video?

Almost anything you can do in a classroom, you can replicate online. Video, sound, pictures, anything.

So will online learning replace the classroom?

We don’t think so, but it can certainly be used as a valuable tool for trainers and managers. There are some things which are best learnt in the classroom. These include the so-called “soft skills” where discussion and debate are part of the learning process.

More technical skill areas and learning the theory of something can easily be transferred to online. (For instance, you aren’t going to learn how to present the news by completing our presentation skills course
- but you will learn important theories, relaxation techniques etc)

To try an online training course, we have prepared a special short course on meetings & time management. You can get free access, just by going to our free training course.

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