The Chaos Game was founded in 2003 and, over the course of the last eight years, we have designed, delivered, revised and refined an extensive range of highly-rated leadership skills learning modules as elements of our leadership development programmes (certificated by The NTL Institute for Applied Behavioural Science).
In response to the pressure that many learning and development managers are under to source providers who can offer focused, business-driven, research-led, practical and innovative training sessions which attend to the particular challenges that busy organisational leaders face, we are now presenting this range of modules as in-company ‘immersion’ workshops of between two and twelve hours duration which may be delivered to groups of between three and twenty-four participants.
We are recognised for our ability to link the latest research to the particular needs of participants, using a blend of self-awareness instruments, learning media, skills practice opportunities, faculty and peer coaching conversations, case studies and simulations. We also have a demonstrated ability to create connection with leaders at all organisational levels, and in different countries and cultures across the world. We are all scholar-practitioners and we have all held senior positions in some of the world’s largest organisations.
Many of these modules have also been designed and offered with the assistance of drama-based trainers. When we work alongside our actor colleagues, we are able to blend theoretical approaches from the field of applied behavioural science with highly interactive illustrations and experiential learning sessions which we craft to be as reflective as possible of our participants’ real-world experience.
Skills for Engagement fosters an understanding of the way we, individually, interpret the events and circumstances of our organisational world, and of how we might think, speak and behave differently in order to be more effective in our day-to-day interactions with others.
Influencing without Authority offers a practical model which validates the position of those who seek to influence and those whom they seek to enrol, and enables users to work towards an outcome which accommodates both standpoints without recourse to hierarchy as a means of resolution.
Commitment Conversations offers a method for structuring discussions around requests, offers and promises which involve commitments from both parties.
Feedback: Feedforward positions the appraisal of performance as an ongoing and jointly-owned dialogue between supervisors and subordinates, and provides guidance on how to give feedback in service of the development of others and to receive feedback in service of the development of Self.
Coaching: into role, in role and beyond role provides guidance on how to form and maintain a coaching relationship with subordinates, how to navigate the particular coaching conversations of which the relationship is comprised, and how to adjust one’s style and approach to meet the different needs of different coachees.
Difficult Conversations offers a method for managing such discussions which involves cultivating an attitude of discovery, demonstrating a preparedness to listen and understand, articulating clear expectations and requests, and joint problem-solving.
Managing Conflict offers a framework of different conflict modes and strategies for employing each of them effectively, in order to encourage participants to extend their repertoire of approaches to include their non-preferred modes.
Creating Trust-Based Relationships explores the nature of trust, and provides a venue in which participants can do the personal work which is required in order to earn the trust of those whom they lead.
Enrolling Others in a Vision of the Future teaches leaders how to communicate the way forward which engages people emotionally as well as intellectually so that they are motivated to be part of that picture of possibility.
Building High-Performing Teams explores the distinction between ‘groups’ and ‘teams’, the ‘tasks’ of groups and teams, the psychodynamics of membership, and the role of the leader in supporting the development of a group which needs to evolve to become a high-performing team.
Managing Organisational Change and Transition differentiates between ‘change’ as a shift in the external situation and ‘transition’ as the psychological reorientation required in order to be able to embrace change, and suggests strategies for managing both.
Leading Across Distance focuses on the skill set required to maintain a whole-system perspective, to create ownership, and to execute across boundaries in the new, virtual world.
For more information please contact: firstname.lastname@example.org