CASE STUDY #2:
When Christopher Christophe Lind worked at a software company, he h led a team of eight people who were responsible for training the company’s sales sal force. Most of them had been with the company for a while, but many didn’t have formal skills in instructional technology and design. Still, “I was fortunate that ever everyone on the team had a strong desire to learn,” le Lind says. “They wanted to grow th their skill set and familiarise themselves with w new technology.”
The team made great progress, exceeding every goal Lind Lin set and then asking for new ones, so when it came time to reward them as a group, m more advanced training seemed to be an o obvious choice. He purchased a multi-l multiicence agreement to instructional desig design software. “I had spent enough time with my team to know they were eager to expa expand their experience and technical abilities, abilities,” he explains. “I knew it could lead to them moving on to more senior jobs,” he says. B But “I ultimately decided that providing the them with a valuable development opportu opportunity outweighed that risk.” In fact, he h hoped it would give them a reason to stay. And A he was right. Several team members told to him that his investment, of both mon money and time, made them feel valued. It als also gave the team something extra to work wor on together.
Amy Gallo is a co contributing editor at Harvard Business Review. Rev
© 2013 Harvar Harvard Business School Publishing Corp. © ©T The New York Times 2013.