In this issue Accounting for the Board Change in sales environment Sales Coach Career Women: Their own worst enemy? Learning Strategy Click to Email Barrett Consult our Psychologist Hot News Next Issue Unsubscribe

Table of contents Lead Article: Accounting for the board. by Sue Barrett, Managing Director. Change in sales environment: Creating major or sustainable improvements in sales performance requires a systematic change effort. Sales Coach: 12 clear steps to creating long term effectiveness. Career Women: Their own worst enemy? by Sue Barrett, Managing Director. Learning Strategy: Looks at assessing the current state and desired future state of the workforce so as to identify organisation wide competencies for development. Other Hot News: Is your Organisation "Fit" enough to make a success of 2003-04 Strategy?		Our Managing Director, Sue Barrett, has safely negotiated the arrival of her second son Alexander (born 21st April 2003). All of a sudden the term "change management" takes on a different context! Luckily, partner Jobst and son Joshua are there to lend a helping hand. Currently on maternity leave, Sue will be back on deck in the very near future. Vision To be the leading experts in sustainable growth strategies for organisational revenue and sales performance. Through our work, organsisations will be able to create their own sustainable, professional sales and service Mission Why do we exist? To work in partnership with people to deliver a hollistic and sustainable approach to revenue and sales performance improvement in organisations. What do we do? We diagnose and analyse employee and customer selection, development and retention issues that affect revenue and sales performance and then provide effective practical solutions that allow organisations to achieve sustainable revenue and sales growth with the "right people". What values guide us? Independence, Professioanlism, Ethics, Courage & Expertise. Our Values in more depth.

Article Perspective: The March ASX Report on Good Corporate Governance advocates the use of modern selection methods for Board Members. The recent ASX report: Principles of Good Corporate Governance and Best Practice Recommendations, March 2003 and the resulting media coverage challenged, among other topics, the current practices for board selection and their subsequent performance management. For employees the consequences of poor performance are usually straight forward: demotion, redeployment or loss of job. Quite simple really. But for Board Members and CEO's, poor performance by them hits the company, investors and often the community first, with little damage to their Board positions. In our work with companies, we notice that managers are increasingly using structured selection processes linked to strategy to enable them to choose the right employees for their businesses. This allows the manager and the employee to deliver real and accountable results, where everyone knows why they are there, and what they must achieve. However, in our experience, selection of senior management and board members has in the past been very foggy and murky, with little structure or selection criteria. In fact there is often so little structure and transparent selection criteria it makes one wonder what they are looking for in the first place. Often they think people may be offended if they had to sit a psych assessment, or were asked structured behavioural questions looking at past performance - surely, they say, their reputation speaks for itself. Reputation is fine as long as it can be verified as relevant and substantive with empirical evidence to back it up as it relates to the role at hand. We are pleased to see that in the ASX report mentioned above, one complete section deals with "Structuring of the board to add value". This section of the report recommends that for best practice selection of board members, there needs to be: a formal and transparent procedure a specification of required competencies for the various positions evaluation of the range of skills, experience and expertise of potential candidates identification, assessment and enhancement of director competencies, and succession planning for board member positions. We need today's leaders to demonstrate competent, capable and accountable work practices which can be measured independently. The top positions must be given the most attention with a thorough analysis of job role as it relates to the current position of the business, its future potential and the opportunities the market place has to offer. The board and other senior managers need to be on top of this, and if they're not, then they shouldn't be there either. I am currently looking at putting together a board for Barrett Consulting Group and attended recent information seminar, run by a relevant and respected organisation, on becoming a board member. Amazingly there appeared to be little of ASX Best Practice recommendations through this seminar. Anecdotes from the seminar panel elaborated on what appeared to me to be blatant discrimination in the selection of new board members - they openly cited examples of ageism against young talented people, sexism, racism, and just plain lack of awareness of the real skills and talents required for the 21st century. As the panel speakers were presented as experienced Board members, it is appalling that they were comfortable in elaborating such discriminatory examples. The same panel also considered that anti-discrimination and equal opportunity legislation did not apply as "board members aren't really employees and therefore are not governed by the same legislation"! Oh Really? From my understanding all Australians are protected by anti-discrimination and equal opportunity legislation and have been for many years (https://www.standuptoracism.com.au)! Let's hope these panel members aren't on the boards of any company in which I choose to invest! Boards should take a good hard look at themselves. Their duty is to actively lead and guide companies to successful performance in ever-changing markets. That means they have to be up to date, forward thinking and aware of the business world and communities in which they live. Start by examining what is really required to be a board member in the 21st century and stand up and be counted! For more information on relevant selection practices, please call Barrett Consulting Group on 03 9532 7677 Printer Friendly Version of this Article    Go back to the top.

Article Perspective: Concludes that creating major or sustainable improvements in sales performance requires a systematic change effort. What makes change, particularly in sales organisations, so hard? For one thing managers grossly underestimate the difficulty that is involved in changing a sales force. The actions they take are generally too small and too piece meal to bring about meaningful improvement. We've seen it often enough. Sales organisations simple don't recognise the stubbornness of old habits and entrenched ways of thinking. What impact does attending a training program have on change? A study conducted a number of years ago found that within one month of leaving a sales training program salespeople had lost 87% of the new skills they had learned during the training program. If salespeople are returned to the same environment (same metrics, same rewards, same supervision) as before then training, no matter how excellent it is, has no lasting impact. It takes longer than you think. Everyone wants the quick fix. Sales are down this month - must do a training program. In fact the best time for change is in the good times. As a general rule efficiency can be built more quickly than effectiveness. It's a faster job to build efficiency e.g.. increase call rates, decrease expenses than it is to build the levels of skills and effectiveness needed for selling today. Concerted effort needs to be continual and over time. So, only the very best can provide instant results - instant gratification. You can't improve salespeople without improving sales management. One of the most common mistakes companies make in efforts to improve sales performance is to focus exclusively on salespeople. Experience has shown that sales managers are even more critical for creating durable performance change. Really proficient sales supervision can do wonders to improve the skills, strategies and competencies of average salespeople. Conversely, mediocre supervision can put a big dent in the effectiveness of quite good salespeople. Sales managers are the primary performance coach, which is a crucially important role. They must be leaders and coaches rather than administrators and organisers. They must be able to coach their staff in the structured consultative selling process and be able to lead by example as many of the skills need to be continually reinforced on the job. Why is coaching so important? Studies of high performing sales teams consistently shows that systematic high quality coaching is a critical element in performance. However, many supervisors don't like to coach and their people aren't exactly enthusiastic either. Why then should coaching be given so much importance? Skills acquired through training alone evaporate fast. The role of coaching is to provide the reinforcement needed to maintain and enhance skills. This is not to suggest that training is unimportant. In fact, a well designed combination of training and coaching is by far the most effective and economical way to develop skills and see a change in sales performance. Change levers Creating major or sustainable improvements in sales performance requires a systematic change effort. Its success rests on the active involvement and leadership of top management, not just on management within the sales function. In particular changing the sales force will require actions in line with the following change levers: Clear vision of how to create value for customers through the sales process; Organisation structured to focus on customers and providing added value for them; Training programs to improve behaviour and skills and to develop strategies for sales, support staff and management; Rewards and performance measurement systems that encourage and reinforce change. For more information, call Sue Barrett on (03) 95327677 Printer Friendly Version of this Article    Go back to the top.

Article Perspective: Provides 12 clear steps to creating long term effectiveness rather than short term efficiency. The reality is that most sales managers do not spend enough time with their staff in a coaching capacity. Providing constant feedback and being a role model who demonstrates the right skills. Many managers today are still focussing too heavily on short term efficiency and not long term effectiveness. Development of staff through on the job coaching is a critical function of modern day managers but can take second place to some of the more urgent, but less important priorities. On the job coaching is something that managers recognise they need to do with junior members of the team. When it comes to salesperson with several years experience, the sales manager would prefer not to do it. The rationale goes along the lines that the senior people do not need it. They have been selling for years and they would resent the sales manager going out on a coaching day with them. It is true that it is not much use you going out to coach people if you cannot add anything to the call. However you are the sales manager and you should be able to add something even to the most accomplished salesperson. Added to which is the fact that those sales people who have been selling for years are not automatically good salespeople and as we have already discussed, the job of selling is constantly changing. The 12 step technique for on the job coaching The re is a 12 step sequence to become an effective coach which covers the 3 phases of the process: before the call, during the call, after the call. Before the call     1  Check the customer records etc.     2  Question the objectives of the call. "Anything else? Can we aim higher?"     3  Review the call/sales plan/presentation plan: Key sales techniques Likely objections and solutions Any problem areas and recommendations Role play important points if necessary     4  Agree on your role. Usually shut up and observe the call.     5  Summarise and encourage During the call     6  Watch and listen How the call goes versus the plan Strengths Weaknesses Improvements from last time After the call     7  Decide on the key learning points 2/3 no more Identify some good points     8  Overview the call What happened versus the plan Let the salesperson lead: "How did you go against your plan?" "What did you achieve compared to what your objectives were?" Don't get into the detail of the call at this stage     9  Analysis of strengths What did you do well Let the salesperson take the lead. Add your own comments     10  Analysis of weaknesses "What would you have done differently?" Use non directive questioning techniques to let the salesperson solve his own problems. Avoid telling. Focus the questions to the areas where the key learning points are. Why did it go wrong? What should you have done? Why? Role play if necessary     11  Agree on action plan to address the learning points     12  Agree on the next action with the customer Printer Friendly Version of this Article    Go back to the top.

Article Perspective: Welcome to the first of what will be a series of articles on women in business. The articles came about from research conducted for a presentation to a business women's network group in February 2003. The presentation was titled: "Career Women: Their Own worst enemy?" where we examined the real and imagined threats to women in business. Attendance was beyond capacity and the response was overwhelming in terms of feedback. The articles which will be covered are: Article 1: Women and the glass ceiling Article 2: How adequately do women network and promote themselves? Article 3: What can women do to reach positions of senior management? Article 4: What else can be done in our society to assist women in business? I have tried to give a balanced view with several perspectives on the topics, so if you disagree with or are offended by anything presented I apologise in advance. If I have challenged you and made you think about the topics then all well and good. The articles are based on extensive research of published articles and documented research and surveys conducted with over 80 people in senior management or running their own businesses. Article 1: Women and the Glass Ceiling What is the Glass Ceiling? Taken from the academic literature on this topic, the terms glass ceiling, glass walls, trap doors and sticky floors are used to describe institutionalised practices that prevent people's progression in the workplace. The glass ceiling is seen to be a testament to the reality of gender and racial bias. This bias undermines the "level playing field" that is seen to be the mainstay of organisational fairness and translates into what we have seen for a long time: that the higher one moves in an organisation, the greater the opportunity contracts if the employee is female or from a minority group. In fact the level playing field is not level at all. In this article we will look specifically at how women are affected by these terms. An historical perspective Most corporations are still hierarchical and modelled after the military which was the only structured model available when the industrial revolution took off. Those who designed and managed the military were, by necessity, men. Typical corporations are pyramid shaped - troops are at the base and the general (CEO) is at the top. It is often shown that line positions lead to the top, staff positions do not! Staff positions - secretaries, clerks, attorneys, HR and accountants - are lateral positions supporting the line positions (officers). Glass Walls The glass ceiling may not only be in relation to upward promotion. It could be in relation to a move to a line role. Women may be unable to move to positions where they have a say in the running of the organisation - they are trapped by "Glass Walls" which are in place long before a "glass ceiling" may be overhead. A study done by DiTomaso, Thompson and Blake [1988] showed that women are marginalised by being assigned to staff positions where they get stuck, unlike their male counterparts who move from one line function to another to gain experience. These staff functions have been defined as 'corporate ghettos' for women. The main problem with these staff positions - they lacked power and authority and were not seen to be appropriate training areas to prepare staff for line roles. Without this experience, women could not hope to rise to the most senior positions. Historical research shows overwhelming that if you want to rise in the current corporate culture you need to be in a line role. Although there are exceptions to the rule, the numbers are still weighted on the side of the line role. One researcher concluded "If employers really want to support women, they must give them challenging, high-profile assignments, expose them to all the operational aspects of an organization, so 15 years down the road, they're equipped to handle top positions." In Australia The statistics show: Men still have most of the wealth in this country. 47% of the top 300 companies had women directors. Women comprised only 10.7% of all Directors of the top 300 companies, but if you exclude government from this list, the percentage is a considerably lower 6.8%. Among the companies that do have women directors, 63.1% only have single seats for women. In 1999 only 1.3% of executive management positions were held by women. Women are still not in charge of wealth creation. Women have only a 25% representation in government and certainly are not running legislation and policy. Whilst more than 120 nations around the world provide paid maternity leave and health benefits by law, Australia and the USA do not. This puts us well below 3rd world standards. Why are there so few women in senior management positions? In general the reasons for so few women in senior management fall into three main categories: Life style choices Competence/ lack of appropriate experience Glass ceiling In a survey of 355 personnel managers and female bank managers in the European Union, respondents ranked the dominance of male values as the biggest obstacle to recruiting and promoting women to management positions (68.8 per cent) and family obligations as the second biggest (45.8 per cent). The ILO report says that "one of the ways to break the "glass ceiling" and improve women's opportunities in the labor market is to develop gender-sensitive human resource strategies, including networking, career tracking, mentoring and succession planning. Unbiased recruitment and promotion procedures and programs that allow a better balance between work and family are also vital in attracting and retaining skilled professional women." When women hit the "glass ceiling" or encounter jobs that make it difficult for them to balance work and life, they often start their own businesses. In Australia women accounted for 35 percent of the 1.3 million small business owners in 1997, and the growth rate of female small business owners from 1995 to 1997 was three times that for men. Value with Female Executives Men communicate to obtain information, establish their status and show independence. Women communicate to create relationships, encourage interaction, and exchange feelings. (Judy Rosener, America's Competitive Secret.) Companies slow to move women into top executive positions may pay a high price, according to the US-based Glass Ceiling Research Center. They have found a strong correlation between a company's profits and the number of senior female executives in its ranks. Companies with the highest percentage of female executives delivered earnings far in excess of the median for other large firms in their industries. In addition it has been found that "having women on the top management team results in higher earnings and greater shareholder wealth," and that it was the gender mix on boards that resulted in better long-term performance. Similarly, an influential American Management Association (AMA, 1998) study compared all-male senior management teams to mixed-gender senior management teams and found women made a significant positive difference to the financial results of the company, including improved gross sales revenues, improved market share (38% versus 61%) and overall improved net operating profits. Printer Friendly Version of this Article    Go back to the top.

Article Perspective: Looks at assessing the current state and desired future state of the workforce so as to identify organisation wide comptencies for development. It is a challenge to train toward future states rather than to current practices. Training efforts are being stretched in many organisations to meet the current demands of developing proficient employees in the jobs that exist today. Moreover, organisations are looking to training to prepare the next generation of leaders to replace the great number of managers who are expected to retire during the next decade. The strategic directions themselves are changing rapidly to meet new demands and cope with new challenges. One important step is to assess the current state and the desired future state of the workforce in order to identify the organisation-wide competencies that need to be developed. Another important step is to let go of the notion that staffing in the future will resemble the staffing approaches that are followed today. We have already witnessed a radical shift in the way employees approach their careers. There is a strong loyalty to one's profession rather than to a specific organisation. Employees sharpen their skills throughout their careers by accepting a wide range of opportunities within and across organisations. Because of this, employees enter a new work situation with a breadth and depth of experiences that enable them to contribute in unique ways. Rather than training new employees to rigorous processes, employees are helping to improve these processes with unique combinations of skills. Training departments that do not adapt to this trend may find themselves enforcers of strict organisational compliance rather than enablers of a dynamic workforce. With an agile workforce that moves from project to project, training for project-specific needs is as important as training to formalised position titles. As managers create project-related opportunities to encourage the growth of their employees, they will need to partner with training departments to provide the just-in-time development that will be immediately applied on the job. This is a win-win situation: Learning is improved through immediate opportunities to practice new competencies, and the organisation receives immediate value from the training. 1. Competency Modeling for Just-in-Time Staffing Competencies serve as useful linchpins that enable direct comparisons between job requirements, project requirements, employee behaviors and training opportunities. Once this common metric has been applied to jobs, individuals and development programs, the identification of training gaps is a simple procedure. For maximum practicality, it is useful to keep competency descriptions at the level of training objectives. More macro-level descriptions lack utility. For example, to indicate to an employee that he is in need of development in the area of communication is not actionable. Are we referring to written or oral communication? Are we referring to formal presentation skills or interpersonal skills? On the other hand, too much detail yields an assessment that is unwieldy in length. A rule of thumb is to determine if an employee profiled using this competency description can be mapped against her current job, future job or special project requirements. If the answer is no, the description is not generic enough to assess the underlying competency. Try to stay away from descriptions that are tool-specific and doomed to obsolescence. "Uses available technology to track project benchmarks" is more useful and less time-vulnerable than "Has mastery of the Benchmarking module of Project Perfect software version 62.008." For placement decisions as well as developmental guideposts, the training objective/training application level seems to be about right. Many basic business acumen competencies are used throughout divisions and at all levels. What distinguishes one job requirement from the next and one employee from another is the level of proficiency. By using a scale with enough variance (I have had good success with a nine-point scale), we have enough variance to compare employees at the same organisational level with each other and with job titles. With enough variance we can compare an employee's current performance with his earlier performance benchmark. Proficiency exams, certifications and work samples are also excellent to use for many competencies. Ideally, we will have jobs, employees and training opportunities described at the level of learning objectives and rated using a nine-point scale. To illustrate the application of these metrics, let us use the example of a VP of marketing who is pulling together a team to launch a new product line. This VP is going to start by profiling the leadership position for this new team. This profile consists of the proficiency levels required for needed competencies plus any other selection criteria. This profile is compared with the proficiency profiles of the candidates for this position (or a database application searches profiled employees and identifies candidates). The candidate selected for this opportunity has a few performance gaps, but these gaps are mapped to available developmental opportunities, and through this training the candidate is quickly up to speed for this leadership assignment. This new leader then uses profiling to identify members for her team. Meanwhile, a manager in the graphic arts department has an employee with tremendous potential and motivation. He is worried that this talented employee is not sufficiently challenged. To develop this employee, he compares her profile with project opportunities in the organisation. There is a close mapping to the needs of a new product marketing team, but this employee falls short in group problem-solving competencies. Aside from the requirements for this project, the manager knows that these competencies will be very useful for the stated strategic direction of the whole organisation. The graphics manager recommends this employee for a place on the team and works with training to fill the skill gaps. As a result, the organisation has a great team as well as employees who are developing in ways that are consistent with the organisation's strategy. The graphic artist is delighted to be part of an organisation that is helping build her career. The graphics manager is developing employees in ways that are meaningful for both the organisation and the employee. The team leader has a talented group with which to successfully launch the new line. The VP, with a successfully created team, can move on to other important initiatives. 2. Competency Development ROI How do we know that a company is receiving a return on its competency-based training investment? The success of a project team is easy to observe, but how do we know that the success isn't due to circumstances other than the talents of the team members? What if the efforts don't have clear, measurable outcomes? Organisations are very complex, and it is unrealistic to attribute all of their successes to their talent pools. Equipment, market conditions, compliance-bound procedures and the physical environment are just some of the factors that drive success. So how do we assess the impact of competency on the bottom line? It is possible to back into ROI figures using information that is readily available. In addition to profiling employee competencies, employees can be profiled on performance objectives that are strategically meaningful. Examples might include developing others, bringing in new business, employee retention, etc. Organisations already have their own metrics regarding the costs involved when not delivering on these objectives. When we correlate competencies with these performance outcomes, we can demonstrate the impact of developing these skills. For example, we might find that managers engaging in competencies X, Y and S have less turnover and save the company 21 percent of their compensation budget compared with managers who are not proficient in these competencies. 3. Developing Leadership to Meet Succession-Planning Objectives Leadership and succession planning bring together the worlds of individual and organisational assessment. Ideally, leaders will inspire an organisational culture that will move employees toward successfully accomplishing organisational goals without sacrificing a healthy climate. Organisational and market surveys often contribute substantially to strategic planning discussions. Mapping your organisation's culture and performance against market trends will enable you to determine your strengths and identify your organisational weaknesses. Additional information about the contributions of large groups of employees can also identify obstacles to success. When a performance gap is found for large groups, it is important to uncover the source of the weakness. Is it a problem with talent, process or culture? Talented leaders can address any of these problems. How do we identify and develop these leaders? We can use competency profiles to identify individuals with prerequisite abilities and values. Traditional training and coaching can assist them in their first supervisory positions. Beyond traditional training, a very useful way to develop future generations of leaders is to engage existing leaders in the development of their potential replacements. This process benefits both the mentor and the protégé. By thinking about the important aspects of their jobs and working with training to develop tools for middle and entry-level management, leaders will further develop their own competencies as well as the competencies of the next generation. Anyone who has engaged in training activities recognises that the way to learn something well is to teach it to others. In so doing, one is forced to understand and organise all the relevant concepts. From the organisational culture perspective, this sets up an expectation that leadership positions are temporary and that the way to move into more challenging leadership roles is to set up your own succession plan. The turf wars and power that stem from keeping others ignorant will backfire in such a culture, giving way to adaptability and generosity, the new traits that lead to upward mobility 4. Non-Management Career Paths for Niche Mentoring Not everyone is suited to a management position. Employees with exemplary technical skills who are neither interested in nor suited to management jobs can be rewarded for developing others. These technical experts can provide traditional coaching, and they can become role models by placing them strategically on project teams with more junior employees. Often, high-profile projects are staffed with star players. Low-profile projects are staffed with less experienced employees. In the interest of development, it is beneficial to staff projects with individuals with different levels of complementary skills. 5. Mapping Organisational Culture to Your Strategic Direction Determining your strategic direction is an iterative process, hovering between vision and feasibility. Organisational surveys can tell you which processes are working well and which are not. Aggregate competency profiles can describe your current workforce foundation. Profiling future job states can tell you where you need to develop. A change in strategic direction usually means a change in culture as well. Training and culture change are so intertwined that it is difficult to separate them in practice. It is useful to borrow from traditional OD techniques and involve employees in the design and implementation of development plans. Heavy reliance on instructor-facilitated training has limited utility in this process. I have heard heavy-handed, top-down attempts at training for culture change referred to as "executive charm school" and "vision of the month training." Enabling culture change means enabling employees to take responsibility for planning much of their own development. p>Ambitious employees will happily volunteer to participate in activities designed to determine the battery of development activities that will be most readily accepted by their peers. These champions of change can act as focus group facilitators, content experts, designers of job aids and ambassadors for training. Not only will they develop their own skills, they will inspire other employees to do the same. 6. You Can Learn from Everyone and Anyone I once met an executive who insisted that the 500 employees in his division lacked creativity. Rather than set up creativity classes for 500 individuals, I asked the executive to invite a few of his entry-level employees to join him for a cup of coffee and some conversation. After hearing the employees discuss various aspects of their jobs and the many suggestions they offered, the executive changed his mind about their lack of creativity. He discovered in one coffee break that the missing competency was the ability of leadership in his division to ask questions and involve employees in developing strategic solutions. After that, he regularly walked through the operations area at break time and randomly invited a few employees to join him. He incorporated their ideas into his planning. His employees admired him for his sincere interest in their opinions. The employee involvement enabled the executive to make better decisions. He was one of the wisest executives I have been privileged to work with. Barbara O. Lewis, Ph.D. is an industrial organisational psychologist. She has been both an internal and external consultant to organisations of all sizes for more than 20 years. She is currently the director of Organisational Assessments at Pearson Reid London House. For further information on competency profiling, please call Sue Barrett on (03) 95327677. Printer Friendly Version of this Article    Go back to the top.

Is your Organisation "Fit" enough to make a success of 2003-04 Strategy? Before you invest vast amounts of energy, time and money to implement your business' strategic plan make sure your organisational practices and your people are fit enough to make it work. Senior Management you can take your Organisational Fitness Assessment using the OPI. Barrett Consulting Group has designed and developed an online organisational assessment tool - Organisational Performance Indicator (OPI) based on the Balanced Score Card System and World's Best Practice. The OPI is designed exclusively for Senior Managers to rate their organisation's or division's fitness against standards and prioritise key areas to work on for improved and sustainable performance. The OPI: Covers 101 key performance areas under 8 headings The Organisation Leadership Strategic Planning Customer & Market Focus Information Analysis Human Resource Results Process Management Business Results Generates 2 reports - Complete Report & Problematic Areas Report (available online) Is self administered online via security password access (approx. 40 minutes to complete) Benefits Helps identify key areas which may unduly affect strategy implementation Best results are achieved by individual members of Senior Management Teams each completing an OPI questionnaire and then comparing results for further discussions. Makes for open, objective and balanced discussions on business performance and problematic areas Helps prioritise and plan for future business plans and projects relating to business performance, strategy, human resources, resourcing, etc. Only $385 per assessment per person Results available immediately questionnaire is completed High level online security for all users Optional report interpretation and group facilitation services available from Barrett Consulting Group For more information please contact the team at Barrett Consulting Group on 03 9532 7677 or use Go back to the top.

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Be passionate and courageous about what we do Keep a firm eye on the bottom line Be disciplined in thought and action Be committed to our firm's business success Explore ideas, be innovative and create practical real solutions Develop healthy, productive relationships with co-workers and clients Let others know about our firm Take responsibility and ownership for our work See our work as part of a holistic environment See the link between our job, our clients' and our organisation's success Help set and implement organisational goals Take personal responsibility for client service

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