Hello what’s your name? How to remember names @ networking events

We all know that networking events are all about building relationships, so there is nothing worse than having a great conversation that could turn into a successful business venture but you can’t remember the person’s name!

ALPHA will help you to do just that!

A – ASK: Don’t be bashful, if you didn’t hear it when you were first introduced don’t be afraid to ask again at the end of the conversation. Who do you think that person is going to feel drawn to; the person who made an effort to remember and get their name right or the person who just didn’t bother?

L – LISTEN: This is what Rob Brown; World Leading Networking Authority calls ‘Job One’. Your main aim at any networking event is to LISTEN and by doing so, it is much more likely you will hear and remember someone’s name.

P – PARROT/PLAYBACK: We all remember better by doing as well as listening so if you make a point of repeating the person’s name you are more likely to remember it later.

H – HOOK: Get a hook. Grab onto something; it might be something the person tells you in the conversation that reminds you later of their name, or it could just be what they are wearing or look  like i.e glasses, no glasses, red hair, moustache or whatever. If you can remember something about them you will remember them later.

A – ATTITUDE: Yours that is! Always be enthusiastic and positive, be known for remembering names.  The next time you are at a networking event try this acronym and see the results. Also remember to practice, practice, practice, after a while you will get better at it. If you THINK/ACT/SAY/DO you can, then you can!

6 six critical steps for coaching for improved performance – Coaching for Improved Performance

1.Describe the problem in a professional non-confrontational manner.
2.Ask for the employee’s help in solving the problem.
3.Discuss the causes of the problem.
4.Identify and write down possible solutions.
5.Decide on specific action to be taken by each of you.
6.Agree on a specific follow-up date.

1. Describe the problem in a professional non-confrontational manner
As you describe the problem, be specific. Point out the acceptable levels (quantity or quality) of performance and show the employee exactly where his/her output doesn’t meet those levels. Refer to any available data that will help you indicate to the employee that there is a problem. Avoid discussions about the employee’s attitude. Such comments will only put the employee on the defensive and make it difficult to have a productive discussion. It’s important to open this discussion in a positive, non-threatening way. Remember, this is a discussion to uncover causes for the performance problem and work toward solutions, not to place blame. It’s important to focus attention on the performance problem, not the employee.
2. Ask for the employee’s help in solving the problem
Telling an employee that he or she has to do better may be the most direct way to deal with a drop in his/her performance, but it doesn’t stand much chance for success if the employee doesn’t want to improve performance. You want to work together to get performance back up to an acceptable level. The best way to get the employee’s commitment is to ask for his/her help in deciding what to do about the performance problem. This will boost the employee’s self-esteem because it signals that you value his/her ideas. And when the employee realizes that you want to hear what he/she has to say, you are more likely to get cooperation and commitment.
3. Discuss the causes of the problem
Remember that you are having this discussion to talk about a performance problem, not the employee’s attitude or personality. Remain relaxed and friendly. Gather all the information you can about the problem by asking open-ended questions (general questions beginning with words like “How,” “What,” “Who,” and “When”). Since these kinds of questions are not threatening, the employee will be encouraged to answer them. These questions will bring you closer to the source of the problem. You may find it appropriate to ask some specific questions designed to clarify and pinpoint causes. This is a good time to listen and respond with empathy, since the employee may express concern or frustration over factors which he/she feels cannot be controlled.
4. Identify and write down possible solutions
After you have identified the likely causes of the performance problem, you will want to decide how to correct it. Again, the employee is closest to the problem – so ask for his/her ideas and write them down. This not only enhances the employee’s self-esteem, but it provides a written record of possible solutions. These may come in handy if the first solution you try does not work out as well as you had hoped. The employee will be more committed to solving the problem if he/she has had a say in the solution.
5. Decide on specific action to be taken by each of you
Now it is time to choose the best solution. At this point you are ready to pinpoint exactly what must be done, by whom and by when, to correct the performance problem. Assign responsibilities for specific actions and write them down. Remember to support the employee’s efforts to improve performance, but emphasize that the responsibility for improvement rests with the employee.
6. Agree on a specific follow-up date
Setting a date to meet again sends a message to the employee that solving the performance problem is important to you. It also tells the employee that you want to know how well he/she is handling the actions agreed upon. A follow-up meeting enables you and the employee to get together to discuss any progress or problems and plan further action. End the discussion as you began it, on a friendly note.

Coaching styles

Coaching is most effective when managers demonstrate a genuine or sincere interest in helping the employee, while at the same time empowering them to solve job-related problems and challenges. Coaches must be able to diagnose factors contributing to performance related problems and help employees identify strategies for dealing with them.

Coaching strategies

An expected outcome of coaching is improved performance. Opportunities for promoting change through a coaching relationship are enhanced if feedback:
•addresses behaviors that can be changed
•includes alternative positive behaviors
•focuses on only one or two issues at a time

Helping employees develop their skills and increase their knowledge strengthens the whole team. Employees feel valued and are more efficient when they can perform job functions. Managers who do not encourage career development may lose productive employees when positions are eliminated or people become dissatisfied. Thus, it is crucial for managers to assume a coaching role and accept a few additional responsibilities. Make it clear the employees are primarily responsible for their own professional development. Many already know that, given the possibilities of downsizing and restructuring. Still, it is important to be explicit and to explain it to them. Encourage employees to become subject matter experts so they will have greater professional options, opportunities, and security in the company and a greater employability in the job market.

Talking with employees about their careers plans and helping them identify and take advantage of training opportunities are great ways to send a signal that you are willing to help employees grow, even as you communicate more demanding work expectations.

Giving effective feedback in coaching situations; “Linda, I saw the way you handled Mrs. Dawson during this crisis. It really stinks.”

If, like me, you have ever said something without thinking first you will understand how important the thinking time and having a script can be.

Effective coaching feedback can be learned and taught. Here are some ways to approach effective feedback in a coaching or  in any business situation that I have found very helpful.

This list is care of the University of Texas, Health Centre which once again proves that positive feedback and talk is good for your health.

1. Make your feedback specific as related to behavior.

Good:

“Henry, you have been 15 minutes late for the last three mornings. Please explain why.”

Bad:

“Henry, you are lazy and have a poor attitude towards your job.”

2. Consider your timing, either before the event in the form of advice, or immediately after it as positive feedback.

Good:

(advice) “Sally, I’d like to review the content of your presentation with you before your speech next week so you can really do a good job in front of the group.”

Bad:

(criticism) “Sally, because you’ve done such a poor job in the past, I need to preview the speech you plan on giving next week.”

Good:

(positive) “Sally, you did an outstanding job in organizing your presentation for the meeting. The speech was well-researched and logical.”

Bad:

(positive but not specific) “Sally, good speech last week. Keep up the good work!”

3. Give the feedback in calm and unemotional language.

Good:

“Joe, I’m sure your progress will be much faster now that you are clear on how to use this new machinery.”

Bad:

“Joe, isn’t it about time you improved your production with this machine?”

4. Check to be sure clear communication has occurred.

Good:

“Mary, do you know the importance of recording all my phone messages? Can you explain it to me so I know you understand?”

Bad:

“Mary, I’m sure you got it all, huh?”

5. Focus on behavior the receiver can do something about.

Good:

“Sam, we would appreciate you keeping the team informed about the status of the project.”

Bad:

“Sam, why don’t you like to talk to other people?”

6. Use “I” statements as opposed to “you” statements to reduce defensiveness.

Good:

“Tim, when you play your radio in the work area, I lose my concentration. Would you mind turning it off during regular work hours?”

Bad:

“Tim, you are so inconsiderate of other people when you leave your radio on.”

7. Define the impact on you, the unit, the team and the company.

Good:

“Sarah, when you don’t get your report to me on time, I can’t get my report to my boss on time. This slows up decisions about resources needed for next month.”

Bad:

“Sarah, can’t you ever get your reports to me on time?”

8. Solicit feedback rather than impose it.

Good:

“Linda, did you say you would like to learn how to handle your most difficult customers more effectively? Here are some things that have worked for me…”

Bad:

“Linda, I saw the way you handled Mrs. Dawson during this crisis. It really stinks.”

Thanks to:

http://www.uth.tmc.edu/