Frequently Asked Questions - LIFO FAQ

1) Progressive Mastery

Learning activities are carefully sequenced so participants build confidence as they quickly acquire relevant skills, attitudes and insights.

2) Self Evaluation Instrumentation

Surveys, checklists, open-ended questions, and other self-evaluations enable participants to ascertain what they most need to learn.

3) A Common Language and a Conceptual Framework

Everyday language, a structured approach, and the linking of key concepts in simple patterns facilitate discussion and shorten learning time.

4) Personalised Learning

The learning tools are highly evocative. They serve as "cognitive Rorshach tests" which allow participants to learn from their own experiences rather than using abstract models, simulations, or case studies.

5) A Record of Written Responses

Participants write down their responses before discussing them. They gain a sense of ownership and clarity about their own responses and are protected from being unduly influenced by the reactions of others. This also gives them a permanent record of their own individual learning.

6) Small Group Discussions

After writing down their responses, participants break into pairs or trios for discussion. This enables them to explore their own feelings, gain feedback from others, and develop commitment to following practical action plans.

7) Our Programs Are Thoroughly Researched, Evaluated and Tested

After analysing the needs of industries and organisations, our professional staff of instructional designers and master trainers reviews the existing literature, develops programs, tests them in pilot groups, and revises them until we know they work well.

8) Our Programs Are Designed For Both Participants and Trainers

Over thirty five years of experience in trainer training, consulting with managers, and conducting training programs have given us great understanding and respect for the real-world requirements for effective training. We create programs that can be easily transferred to in-house trainers when that becomes the most practical method for facilitating learning in a wider audience or for follow-up sessions.

Below are some interesting statistics that could be costing you money!

Recent reports have suggested that absenteeism represents a major cost for Australian businesses. A 2003 study conducted by the recruitment company Morgan and Banks found that sick leave was costing Australian businesses $2.56 billion a year.

A Turnover & Absenteeism study conducted by Hallis in 2003 – 2004, found that 42% of Australian workers admitted to faking sickies. They also discovered that happy employees who feel they have a comfortable workplace, have a good relationship with their boss, feel competent in what they are doing and who connect at a social level with their co-workers use much less sick leave than their unhappy counterparts.

The total cost of workers compensation claims in Australia for stress related conditions is estimated at over $200 million every year. According to the National Health and Safety Commission, work-related stress accounts for the longest stretches of absenteeism.

Stress can have a major effect on work performance. Some of the consequences of workplace stress include absenteeism, diminished performance, negative attitude and cynicism, decline in commitment and creativity, and a decreased ability to concentrate, learn and interact with other employees (“Workplace Stress”, PricewaterhouseCoopers Legal, 2006).

The Hudson survey entitled “Why Employees Walk: 2005 Retention Initiatives Report”, postulated that more than one third of workers expect to change jobs within the next three years. They also discovered that career advancement, relationship with their managers and training is more important than money in retaining staff.

According to an employment branding survey of over 600 Australian jobseekers by Hays recruiters (2006), in determining a company’s reputation as an employer, 68% of employees view treatment and support offered as ‘extremely important’. Also rated as ‘extremely important’ were the relationship between management and staff (65%), and training and development offered to employees (51%).

According to an international study by the Future Foundation “Getting the edge in the New People Economy” (2004), poorly performing employees cost Australian businesses $5.9 billion a year. The study also concluded the following:

• 15% of employees leave their jobs before they become competent.
• It takes an average of seven months for an employee to become competent in their role.
• Employers spend 12% of their time redoing or correcting mistakes by other team members.
• Managers believe the top 25% of performers are 2.7 times more competent than the bottom 25% of employees.
• According to Dr John Sullivan in “End ‘equal treatment’ today! Focus on top performers” (2004), top performers almost always exceed the performance of average workers by well over 25%. In fact, organisations that have estimated the performance differential between average and top performing employees have found that it is often 300% higher. Sullivan also found that managers typically spend 80% of their time with 20% of their team who are considered to be underperforming, and 80% of the profitable activities within their department come from 20% of their employees.

• it is not a test and there are no right or wrong answers, just a recognition of why people approach tasks and people in different ways,

• the feedback you receive is all about you (not you compared to a statistical average person), and is powerful whilst being straightforward,

• the feedback is accurate because the survey requires you to identify what you actually do, not what you would like to do or think others want you to do,

• the issues that arise from the feedback are relevant and practical, and give a robust basis for choosing new improvement strategies quickly,

• it is a facilitator of personal exploration rather than a cold diagnostic tool that forces people into a narrow stereotype,

• helps people identify their strengths in relation to when things are going well and also when they are faced with opposition, stress or conflict,

• can identify when someone is overdoing their strengths and as a result not getting the results they envisaged,

• it is a dynamic measure, which means that it can be used time and again to check on personal development.