"Compassion and empathy for others are key values to me, as using them encourages individuals to open up and explore their fears or worries"
What led you to work for PETA?
I began my career as a teacher in a tough area and quickly realised that within each defiant student, was someone craving attention and a chance to experience success. It was just that school at that time wasn’t for them. I moved into training teachers and other professionals to understand emotional and behavioural needs in my role as Head of a Behaviour Support Service.
Young people grow up and take these negative experiences of classrooms and learning with them and so I wanted my training room to feel safe and somewhere learners could flourish. As a result, I took the leap and started my own training business at the age of 31 and have continued to expand my adult client base and skill set across a diverse range of businesses. I developed into coaching and then became a cognitive behavioural therapist to add to my skills set and continue with all three practices today.
I began working with PETA around 7 years ago when I moved to the area as their training philosophy dovetailed with my own as everyone wants the learners to succeed. It’s also nice to feel part of a team and the training facilities are fantastic.
What is your role at PETA and what drives you to do what you do?
Alongside their established training teams, PETA employ a small group of external tutors who all have their own companies. This means learners have access to new ideas or a fresh approach due to our experiences as business owners. An example of this is understanding the impacts of Covid in terms of the pros and cons of remote or hybrid working. This has led to delivering bespoke training to help PETA clients understand the influence this type of working could have on their workforce and business development. I have been able to talk from my personal experience of moving to online training and coaching and the frustrations as well as some of the benefits of remote working.
To sum up, my role in PETA is to work closely with Jeremy Toole (Jez) and Phil Mirner to understand client needs and develop appropriate training programmes, either as open courses, bespoke business specific training or as part of the L3 and L5 Management and Leadership qualifications for Apprentices. My job is to deliver good quality training in partnership with other PETA staff, who are as passionate about meaningful training as I am.
What knowledge and experience do you draw upon for your role?
My business knowledge and experience is something that continues to grow as I’m now in my 24th year of working for myself. There are always new techniques, theories or practices to trial, implement or challenge in my own business and of course world events and government agendas keep me on my toes and influence my training content and delivery methods. In addition, since becoming a therapist, I include aspects of psychology into my training events, as most people know what they should be doing but choose or feel they can’t make the necessary changes. My knowledge in this area allows me to explore with learners’ reasons why they feel this way and plan small steps to take on their return to work.
Other trainers I meet also influence me and I love sharing knowledge and tips with my colleagues, especially if it allows us to work together. I’m really enjoying sharing the writing and delivery of the PETA L3 Team Leader/Supervisors programme with Jez, as we can discuss how to dovetail modular content and give the best support to learner cohorts between us.
How do you approach your role on a day-to-day basis? What skills are required?
I work directly with businesses leading a wide range of soft skills training, graduate and apprenticeship programmes, coach individuals and have a separate therapy business and so my work is very diverse. As a result, I’m extremely disciplined in how I spend my time and I'm very organised in a practical way. Every day is different and some weeks I could be delivering to, as many as seven different audiences focusing on a range of topics, and so I might have to lead evening sessions as well as daily training. This requires high energy levels and the ability to shift my brain from one project to another, so I’m an avid note taker to help with that. A quick glance and I’m back in the zone with that client, even if I haven’t seen them for a month.
Working directly with a range of businesses and individuals requires the ability to get to the root of the problem and the reason for the training, coaching or therapy quickly. I achieve this through scoping calls or face-to-face contact and can then build up a more complete picture of the need, so perceptive questioning is an essential part of my role.
I map out my week and the majority of my time is spent either writing courses, delivering training or engaging in 1:1 sessions for a variety of needs.
What is your teaching style?
A relaxed teaching style where fun and interactive learning take place. I use lots of practical activities where I can, as these allow delegates to put ideas into practice, enjoy themselves and build rapport with others in the room. I aim for there to be opportunities for laughter on every course.
I think teaching should be a joint enterprise, as although I might be seen initially as the expert with the knowledge who’s going to tell them ‘stuff’. The delegates are the experts in knowing their company and whether concepts or strategies will work for them. It’s this unpicking of where barriers might be that I find interesting, as well as helping delegates find a promising line of enquiry or a strategy that they feel confident undertaking. These things can only happen if I create the right atmosphere and help the group build trust and rapport, hence the relaxed learning environment.
What are you passionate about outside of work?
Indoor bouldering and outdoor hiking!
I enjoy the thrill of bouldering, particularly when you can’t see a natural route above you, you’re tired and your hands are slipping. It’s the buzz and sense of achievement from completing it that I love. Also, there’s is a real grace to bouldering and it’s a friendly sport where praise is easily given and others will shout encouragement and help you achieve.
I love being outdoors and especially enjoy hiking with my daughter. We recently completed Pen y Fan, which is the highest peak in South Wales and are hoping to tackle Ingleborough, the second-highest mountain in the Yorkshire Dales in February. It’s the putting myself against the elements, the thrill of seeing some amazing views and some scary scrambling up rocks that excites me as well as precious time with my teenage daughter who’d normally prefer to be on her phone!
What are your personal values, and what is important to you?
Compassion and empathy for others are key values to me, as using them encourages individuals to open up and explore their fears or worries and these can generally be talked through and overcome once they are known and out in the open. I believe that everyone needs to feel that at least one person is on their side and so open-mindedness is another key value that’s important to me. Once you don’t judge and allow someone to tell their story, it’s clear why they feel or behave the way they do. As a result, someone’s body language when they first come into my classroom fascinates me as often the ‘I don’t want to be here’ initial impression is really I don’t feel comfortable being here and how do I get to belong.
I’m also decisive and disciplined as I run my own business and have to make my time count. It’s easy to get caught up in time wasting activities but to me time not working is not a holiday but unemployment!