In this episode we explore the common technician complaint "my foreman doesn't teach me anything" and discover what's really happening beneath the surface. Andrew Uglow reveals that while this complaint appears to be about learning, it's actually about safety and the fear of screwing up in an increasingly complex technological environment. The discussion covers why technicians face enormous risk when working on high-technology vehicles in time-poor, information-dense environments, and how this creates genuine anxiety about making mistakes.

Andrew introduces the critical distinction between telling, teaching, training, and developing people, with development being by far the most effective approach. He explains why foremen have never been trained how to develop people despite this being a core part of their historical role, and shares practical frameworks for micro-learning and on-the-job development. The episode emphasizes that solving the learning gap requires training foremen in people development skills and giving technicians ownership of their own learning while providing the frameworks and support they need to succeed.

Andrew has a variety of free downloads and tools you can grab.

Discover if your workshop is Retention Worthy© here or visit his website, https://www.solutionsculture.com where the focus is on bringing reliable profitability to automotive workshop owners and workshop management through the Retention, Engagement and Development of their Technical Professionals.

This podcast was produced by 'Podcasts Done for You' https://commtogether.com.au .

The teaching gap, why my foreman doesn't teach me

2

anything, reveals broken expectations.

3

Join passionate automotive trainer

and coach Andrew Uglow as he explores

4

the frustrating complaint that the

foreman doesn't teach me anything.

5

In this episode, you'll learn why this

is often about unclear expectations

6

rather than unwilling teachers.

7

Discover what technicians really need

to learn versus what they think they

8

should be taught, and understand how

to create effective mentorship and

9

training systems in your workshop.

10

Along the way, Andrew shares some

great stories, including why Google

11

can't replace hands-on mentorship

and why workshops that invest

12

in structured training create

technicians who stay and thrive.

13

I'm

14

your

15

Anthony Perl: co-host Anthony Pearl, and

this is the Frictionless Workshop podcast.

16

Let's get cranking.

17

Andrew Uglow: Andrew, I think this is

gonna be my favorite one to talk about.

18

The big complaint, they

don't teach me anything.

19

Foreman just teaches me nothing.

20

Is this real?

21

Is this, I mean, you can

hear them saying it, right?

22

I can hear the technicians having

this argument, but is it real?

23

Anthony Perl: It's, it's quite

funny to watch this get brought

24

up in a, in a classroom.

25

So we'll be doing technical

training with a, a variety of

26

technicians at different levels.

27

One of the elements that comes

behind this is, well, I'm surprised

28

that you people aren't aware of

this or haven't been taught this.

29

And usually what comes back as a, as a

response, you know, like stimulus response

30

is, I don't get enough training and or

my foreman doesn't teach me anything.

31

And they're kind of like

different facets of the same box.

32

And so again, if we, we take a, a

diagnostic frame to this and we just sort

33

of leave emotion out of it and leave.

34

All of those pieces that we, judgment

and that sort of stuff that we

35

usually jump to and just look at it

through a lens of curiosity and go,

36

oh, well isn't that interesting?

37

How is it that this person

could come to that conclusion?

38

How is it that this, this

could be the complaint?

39

What has to be happening for

someone to make that statement?

40

And, and so the question

is, well, is it true?

41

Well, sometimes.

42

But other times not.

43

And so we, we start to dive

deeper into the idea of well,

44

how much training is enough?

45

Training?

46

You know, and, and who's responsible

for teaching me, you know,

47

is, is that, is that my tafe?

48

Is that my dealership, is that my foreman?

49

Is that the people that I work next to?

50

Is that the, the

manufacturer who's training?

51

Like, who's responsible for

teaching me who, who owns that?

52

Uh, and, and I want to.

53

Flip that coin and go, well, who's

responsible for learning this?

54

Okay, I understand that there's

teaching, but there's also learning

55

like who's, who owns that part?

56

And, and so you can appreciate that

this isn't, this what's happening at

57

face value, what's happening at the

tip of the iceberg isn't necessarily

58

the reality of what's going on.

59

And so diving deeper, like we, we take

that diagnostic framework and we go, well.

60

Okay, let's, let's go and have

a think about what's actually

61

happening for the person.

62

Let's peel back some of the surface

layers and, and, and go, well, if

63

someone's making this statement and,

and they're authentic, all right?

64

They're not just having a, having a

whinge because, I dunno, insert all

65

the reasons that people might complain

about something, but there, there's

66

actually, let, let's treat this genuine.

67

Go.

68

There's actually something going on.

69

What's happening for that person that

they would actually say this, you know,

70

the, the training just doesn't help me.

71

Now is, is that a problem

with the training?

72

Is that a problem with the person

and their ability to learn?

73

You know, are there

cultural elements here?

74

Are there behavioral

learning challenges here?

75

Is, is there language things

that are in the way here?

76

And sometimes the answer

is yes to all of those.

77

And, and certainly coming from a frame

as a technical trainer, that's hard.

78

I have a classroom of, you know,

8, 10, 12 people, and I have

79

two people that are struggling.

80

How do I manage that in a class of 12?

81

You know, and, and you look at it

and you go, well, English isn't

82

necessarily their first language.

83

It's probably their third or their fourth.

84

And they understand it better

than they can explain it.

85

And so now I'm missing

part of my feedback loop.

86

I don't have the feedback I need

to be able to figure out, well,

87

where are they actually at?

88

And they struggle to convert.

89

From whatever language they think

in, into English in a way that I can

90

understand what's really happening.

91

And so there's, there's a bunch

of different ways that we go about

92

addressing that, but that can actually

be a thing that they genuinely

93

feel lost and stuck and confused.

94

And again, we've looked

at the personal elements.

95

What, what about the

technological elements?

96

I mean, what's your

experience with cars, Anthony?

97

Are they the same today

as they were 10 years ago?

98

Five years ago.

99

Andrew Uglow: Absolutely not.

100

I mean, and it's interesting

how some of the basics have

101

just changed so much, right?

102

I mean, what happened to

the old handbrake, right?

103

You know, now it's a button.

104

So, so there are obvious changes

that, that are there that make it so

105

different, and having to cope with

those variables as well is, you know,

106

an incredible part about all of this.

107

Jenny, and I did just wanna ask you at

all of this point as well, with this is.

108

Are they even aware when

training actually happens?

109

Because if you're doing it, as you said,

form formally in a tafe, so you are going

110

somewhere and say, right, nine o'clock

today, I'm beginning my training, and

111

the training is on from nine till five.

112

That is training.

113

But if you're getting trained on the job,

at what point is it that you're accepting

114

that, oh, I was told that you know, I

should use X, Y, Z tool to do A, B, C.

115

Is that.

116

Being thought of as training?

117

'cause it is.

118

Anthony Perl: Absolutely it is.

119

And I, it's a, it's a

really good question.

120

I think this is something that at a

dealership level or a business level

121

or a workshop level, um, this is

something that we can do a lot better in

122

framing the learning as it's happening.

123

And we've spoken in previous podcasts

around the idea of learning out of place.

124

As in I go somewhere to do my learning

manufacturer's training, technical

125

training somewhere, you know, TAFE

college, which, whichever the case may

126

be, or the idea of learning in place.

127

That is, I'm in the workshop and I'm

being, um, I don't like to use the

128

word instructed, but I will, and I

want to call out a really important

129

distinction in just a second, but

I, I'm being instructed on how to be

130

effective, how to be efficient, how to.

131

Fix things the first time, and often, not

always, but often, this can come across,

132

uh, abrupt because of the time pressure.

133

You know, the foreman goes,

Andrew, that's not how you do that.

134

You do it this way.

135

Okay.

136

That, that's actually a learning lesson.

137

Now, did the foreman do it well?

138

Well, there's opportunity there to

improve, but at the same time, who's

139

responsible for the learning here?

140

Who owns that?

141

If as a tech.

142

I take the responsibility, I take

the power for my own learning.

143

I can go, okay, appreciate the

foreman's a bit, cro crotchety, bit

144

crumpy, bit time stressed, whatever.

145

But that's a really useful lesson

and that will help me be better.

146

And, and, and I I wanna pull out the,

the distinction I just made then.

147

That's not about doing better.

148

Sure.

149

I wanna do better, but

I want to be better.

150

And, and I'm, I'm gonna take

that idea of ownership around

151

who's responsible for learning.

152

Well, that's me, that's the tech.

153

If I hand that off to someone else.

154

I lose all of my influence or

power or ability in, in doing that.

155

If it's their job to teach me, well,

this becomes like an arm folded,

156

you know, unimpressed impressed me.

157

You know, teach me, go, well, yeah,

okay, that's not gonna work for anyone.

158

You know?

159

And again, like decades of

time in a learning environment,

160

I've had people like that.

161

It's like, you know, I

don't need to be here.

162

Impress me with something.

163

You know, it's like, well.

164

You, you can do that if you want

to, or you could take ownership,

165

which will be wildly more useful.

166

And, and this, this thing gets back

into, well, how are we doing learning,

167

you know, all that sort of stuff.

168

So I, I like the idea of, of calling

out, Hey Andrew, let's just pause the

169

job for a second and do a micro learning

on how to be more effective here.

170

Alright, now I've got the person,

I've got a good frame to work with.

171

Let me explain what's going on.

172

So that takes a skill for

the, the foreman, right?

173

Because, uh, I don't know too many

foreman, actually, let me be blunt.

174

I don't know any foreman that have ever

done, uh, a basic learning on how to

175

do training, how to do teaching, how to

facilitate, you know, knowledge transfer,

176

whatever frame you want to call it.

177

And I would offer that in the past.

178

That was a thing, right?

179

The foreman's job was to

develop, not teach, develop.

180

The technicians,

especially the apprentices.

181

You know, you go back far enough, we

used to have an apprentice master and

182

his job was to make sure that you learn

your trade and you would pay attention.

183

When he rocked up and said, no, no,

no, Andrew, you're not doing this well.

184

This was like, oh, oh, okay.

185

I, I better pay attention you 'cause

this is about my professional skill.

186

This is about my competence

as a tradesperson.

187

And I think that element has been

missed entirely and, and abandoned.

188

I, I would argue largely by the industry.

189

I would offer that there is an enormous

value in shifting form and from their

190

reactionary world that they operate in,

and using them as the makeup for people's

191

gap in technical skill or ability and

going around filling in the gaps for all

192

of the people in the workshop and actually

193

reapply that time, that thinking.

194

A way of rather than just filling in

the gaps and getting cars out, well, why

195

don't we turn that into micro learning?

196

Why don't we teach them how to,

not just to train their people?

197

Sure.

198

But let's go, let's go beyond that.

199

Let's, let's not play at

the tip of the iceberg.

200

Let's go into how do I develop my people?

201

How do I install good thinking?

202

How do I install good frameworks?

203

How do I encourage.

204

The individual to take responsibility

for their learning and then give them

205

opportunity after opportunity, after

opportunity to, to, to really not just

206

hear stuff, but to take it on board.

207

You know, to take it in.

208

'cause, 'cause this gets back to one

of the other ones that the, the other

209

frustrations that we had from informant.

210

I tell them and tell them and

tell them and tell them, and

211

they don't do anything clearly.

212

Telling's not working.

213

Maybe you need a different strategy.

214

Andrew Uglow: Yeah, and it is an

interesting one because I can see two

215

different things that need to happen here.

216

I mean, one is is as you say, the

being proactive and the slowing down

217

in the learning side of things requires

the workshop itself to say, well, it

218

may take a little bit longer to get

some things done in the short term

219

because we are training people, but

longer term that has huge benefits.

220

Because you've got people who are

fully trained, who are therefore

221

gonna function at a higher level and

be able to deliver better for you.

222

Anthony Perl: Yeah.

223

Andrew Uglow: So there's that side

of things, and then there's the other

224

side of things is that how do you

take note of what you are learning?

225

Because if you keep being told the same

things, you kind of want to say, well,

226

Anthony Perl: hang on a minute.

227

Andrew Uglow: You know I say

that you haven't told me and

228

you say you have told me.

229

You know, that's.

230

It's kind of one of those things who's,

who's right in that particular case, but

231

you know, this, is it formalized enough?

232

Is there enough, you know, at

the end of the day saying, well,

233

what did I actually learn today?

234

Anthony Perl: Yeah, so there's, there's,

like you say, absolutely two chunks

235

here and, and I love getting to the

bottom of something like this is,

236

this is being the thrill of working

with technology, certainly for me.

237

For years as I, we, we, we start

off with this concern, this

238

complaint, this dissatisfaction

with something around cars.

239

And we actually go back to find out, well,

how is the vehicle actually behaving?

240

And then what's causing the

vehicle to behave that way?

241

And, and then what's the source

of that, you know, operation

242

that's causing the symptom.

243

And so if we take the same

idea here and we go, well,

244

what's actually going on here?

245

It's funny.

246

Whilst this is about learning,

this concern is about learning.

247

People genuinely feel lost because

of the technology, because of,

248

because of the complexity, because

of the number of variables.

249

Like it's, it's, it's really

quite overwhelming what's actually

250

being complained about here.

251

Whilst, yeah, sure.

252

It's learning and, and, and learning

will help soul or mitigate this concern.

253

What's actually really going on is that

it's about safety for the technician,

254

and this is not something that I have

ever seen anyone else talk about.

255

There is personally, for technicians

working on high technology vehicles,

256

an enormous risk of screwing up.

257

Like if you look at the environment

that they operate in, it's, it's

258

time poor, it's information dense.

259

There's, there's rarely, and this

goes back to one of their earlier

260

complaints, there's never time to

do it properly, and that the whole

261

point of doing properly is isn't that.

262

We're doing shifty, shonky, dodgy things.

263

It's about reaching that point where

I can be personally confident in the

264

quality of my work, that it won't come

back and bite me on the butt, you know?

265

Now, that's not to say that the work was

done badly, but I haven't reached that

266

point where I have that sensation of

confidence or reassurance as a technician.

267

Uh, this one will be fine.

268

I've just got get it out or, you

know, I, I like to double check.

269

I like to be certain, and if I'm not given

that opportunity, it's disconcerting.

270

And so we have an element here around

safety and we talk about, or if you,

271

if you wanna be less polite, faux

food, which is fear of screwing up.

272

And it's a real thing.

273

Workshops are a, workshops are a culture,

workshops or an environment workshops.

274

There is.

275

Peer pressure.

276

There is all of these social elements

at play that when I make a mistake on

277

a car, it doesn't just stay my mistake.

278

Everyone knows, oh, Andrew

screwed up that white car.

279

What a peanut, you know, anyone

should have been able to do this.

280

And so I take a hit socially.

281

I take a hit emotionally, I take a hit

mentally and, and this is Victoria, is

282

in the short term just now releasing.

283

A whole psychological safety piece

around requirements for workplaces.

284

And this is not something that we talk

about in, in automotive workshops.

285

And so you go back to the

good idea of training.

286

How do technicians get safety?

287

How do they, how do they

get, they get to that point.

288

So they get it through

knowledge and skill and.

289

When they're complaining,

and we tested this with the

290

guys in the, in, in training.

291

I said, well, you say

you're not getting training.

292

You're here today.

293

What's going on?

294

He goes, no, no, no, it's not,

it's not the same when I'm at work.

295

And you start to unpack

what's happening for them.

296

It's, it's the fear of screwing up.

297

It's the fear of making mistake.

298

No one wakes up in the morning.

299

Certainly no reasonable technician.

300

Wake up in the morning and goes Right.

301

Today I am gonna send our

bottom line backwards at speed.

302

I am gonna screw up, I'm gonna.

303

Throw every conceivable part

I possibly can at the car,

304

whether it needs it or not.

305

You know, I'm just gonna cost,

but no one wakes up and does that.

306

They do that because that's the

best option available to them

307

because of high technology.

308

Lack of confidence, lack of skill, lack

of learning, lack of clarity around what

309

to do, how to do a lack of frameworks.

310

There's a whole variety of pieces.

311

Don't get installed.

312

We just allow quote unquote

experience over time to develop those.

313

And I think that's, well, there's a word

that I would like to use, but I can't for

314

the sake of polite language, but I think

that's just profoundly poor and harmful.

315

And so I go back to the idea of, well,

let's go and install those pieces.

316

Let's go and give them.

317

Good frameworks that they

can put new thinking into.

318

Like you, you can't use old

keys to open a new door.

319

Right?

320

You've, you've gotta have a good new,

modern framework to be able to take

321

on board modern tactics and, and so

322

let's do that.

323

Let's install that.

324

Let's have our form and take the

lead on that, because we used to do

325

that and we used to produce really

good quality people and you know,

326

all of the reasons that happened.

327

All of those things around, you know,

the quality of people that we have, you

328

know, the, the, their preparation for the

workshop, for the workplace, all these

329

sorts of things that play into this.

330

This is a fairly big dynamic piece,

but solving this issue goes beyond

331

just simply doing more training.

332

I, I, I argue that the solution comes

out of let's, let's do better develop.

333

I think that's the piece that is

underpinning what the concern really is.

334

Andrew Uglow: The Frictionless

Workshop Podcast is brought

335

to you by Solutions Culture.

336

For details on how to get in touch

with Andrew, consult the show notes

337

below, and don't forget to subscribe

338

Anthony Perl: so you

don't miss an episode.

339

Now, back to the podcast.

340

Andrew Uglow: I mean, part of it's

you need to train the trainer as well.

341

Of course, aren't you?

342

I mean, that's.

343

That's the thing here, isn't it?

344

Because you have to have people that

create not only the opportunity to deliver

345

information, but an atmosphere in which to

deliver it in, because part of the reason

346

that people screw up is because they feel

like they can't ask for help because they

347

feel like they should know the answer.

348

And they're being entrusted to

do things that if they do go and

349

ask a silly question that they're

gonna get wrapped over the knuckles

350

going, you should know that,

351

Anthony Perl: right?

352

Andrew Uglow: And, and

that fear is real, right?

353

And it, and if you don't have a

reference point, then you are going

354

to take the odds to it and go, well,

it could be A, B, or C, and I'm going

355

to go with A and hope the hell that,

that doesn't screw everything up.

356

And if suddenly, you know,

the whole thing blows up.

357

Then you're in trouble, but

you're playing the odds with it.

358

And that's, I think that happens

in the workplace, doesn't it?

359

Anthony Perl: Sure.

360

Or they, they just follow the

process and do what the process said

361

without any awareness around what

the process was actually asking for.

362

You know, I had this code,

I followed the process.

363

It said, do this.

364

So I did, which is a very linear thing,

and it's like, well now I've got an out,

365

now I'm safe, quote unquote, because.

366

I did what it told me

to do, and not my fault.

367

It's the, it's the process's fault.

368

So this is teaching foreman, how

to develop people as opposed to

369

train them all, or even teaching

foreman how to coach people.

370

Um, and if you wanna look at this, we

need to shift the onus of learning from

371

the, the foreman to the individual first.

372

As, as a step one, you're

responsible for your own learning.

373

This is on you.

374

You are struggling to learn, no problemo.

375

Let's figure out why that is.

376

Is it language?

377

Is it culture?

378

Is it you know, cognitive function?

379

Is it like what's actually happening?

380

And then let's find a

way that works for you.

381

Um, and we see this in in

technical training all the time.

382

I have people who I go through a

theory session and they have no idea.

383

We take them to the car and they

start handling, touching, listening.

384

I won't say tasting, but

they're using their senses.

385

And now it clicks Now.

386

They can go, oh, I can

see when you said this.

387

Now I can see what it is.

388

They needed those two parts to do this.

389

Other people are quite okay with

watching an animation and listening

390

that they're visual audio learners.

391

And so this then comes back to if we

taught our foreman how to do this.

392

Andrew Uglow: It's a bit

like music, isn't it?

393

There are some people that can, you

know, that can read music and know

394

the theory and way they go, and then

there are plenty of people that have

395

never learned how to read music and

are still amazing musicians, right?

396

It's, it's a different way of

learning and depends on the, on

397

the different people and the, and

the opportunities around that.

398

Which doesn't mean you don't

need to know the theory.

399

Oh, for sure.

400

If you are performing at a

particular level, but it's how

401

you begin that process, right.

402

Could be a world of difference.

403

Anthony Perl: And, and giving, giving

people, technicians specifically, 'cause

404

we, we are talking about technicians,

but even foreman, giving them a framework

405

or a strategy to work from, Hey Andrew,

when we go into a learning thing,

406

here's the strategy that you can use

to absorb information more effectively.

407

And step one, step two, step three,

you know, just nice and simple.

408

And I do the same for the foreman and

I want to pull out the differences

409

between telling someone some

something, teaching someone something.

410

Training someone on something or

simply developing them and developing

411

is by far the most effective.

412

And there is a framework for development.

413

It's not just this random

thing that drops on the person

414

in front of me outta the sky.

415

There is that actual framework

that I use and that they use

416

being to absorb the information.

417

And this is, this is where

development comes from.

418

And we haven't done it.

419

We have not done this well.

420

We haven't done it necessarily well

at a TAFE level, the TAFE too well,

421

but there's opportunity to improve.

422

Manufacturers generally do

pretty good at learning.

423

I would offer that that is

a, a step above what TAFE do.

424

Not the TAFE do bad, but like we go

from really good to moving into the

425

excellent realm generally speaking.

426

But we've never taught our

foreman how to do this.

427

We, we, we've never

passed on this knowledge.

428

We've never optimized for

micro learning in the business.

429

We haven't done that.

430

And I'm gonna argue that is a underpinning

element for why we get these complaints.

431

My foreman doesn't teach me anything.

432

Probably because, did anyone

teach him how to teach?

433

Did anyone teach him

how to develop people?

434

Did anyone give him a

framework for micro learning?

435

And, and if the answer is no, fine, but

let's go and beat the foreman for this.

436

Let's go and resource

the foreman for this.

437

You know, and I go back to the, the

person who is struggling to learn

438

who's, who's dealing with all of this

emotional stuff that we never talk

439

about in terms of furious growing up.

440

It is, it's a absolute real theme.

441

Like I see it even in the practical

activities that we do in a training

442

environment, which is largely safe.

443

You know, if you accidentally set

fire to a training car, like we

444

care about that, we'll put it out.

445

But it's, it's not a customer's car.

446

It's not, and, and look, we

set up the training, so it's

447

almost impossible to do that.

448

You'd have to go out of your way,

but, but it's not a customer's car.

449

Does that make sense?

450

It's, it doesn't have all

of those consequences.

451

No one's gonna be going, Andrew,

why did you fit this patent

452

and charge me $6,000 for it?

453

I, you know, not being able to answer

that, like, that's traumatic, you know,

454

traumatic service advisor, traumatic,

like, that's a hard conversation.

455

So even in this safe training environment,

there is still this undercurrent of foso.

456

Um, and I, I think that's something

that as workshop management, we

457

need to be mindful of and we need

to go and address in how we go

458

about developing our technicians.

459

And I would offer that when we do.

460

We would solve several different

complaints that we hear we're

461

certainly gonna solve this.

462

One of my foreman doesn't tell

me anything or doesn't teach me

463

anything or, or, you know, you

know, I don't get enough training.

464

Okay.

465

So there's, there's that, but

it's, it's also, I don't get time

466

enough to do the job properly.

467

Recognition and appreciation.

468

There's no career progression.

469

Well, I'm gonna argue that

470

career progression versus

career personal development.

471

Sure.

472

We wanna get paid more.

473

And career progression, I

guess, is a subset of that.

474

But if I feel that I'm learning and

I'm feeling that I can contribute,

475

well, isn't that progression?

476

Andrew Uglow: I tell you what, there

is so much more that we could unpack in

477

all of this, and particularly in the in

training and the way people learn, but I,

478

I wanted to just make sure we wrap things

up by you giving a little plug for where

479

you are going in terms of foreman school.

480

Do you want to tell everyone a

little bit more about where that's.

481

Where that's gonna take people.

482

Anthony Perl: Yeah.

483

Look, we're, we're super close to

actually, uh, reaching out to people and

484

going, Hey, look, if, if there is, we,

we talk about skills gap in workshop.

485

What about the form gap in workshops?

486

No one talks about that.

487

You know, we, we take highly skilled

technical professionals who are

488

gurus with technology, and now we

have them run a team and they're

489

not the same skillset teams.

490

You can't plug a scan

tool into a team member.

491

You know, you don't download

fault codes from a team member.

492

So they're different skills and,

and we don't resource that foreman.

493

Well, we really don't.

494

They get technical training

and they should for sure.

495

But where is the development for foreman?

496

Where is the, the increase in their

self-leadership, in their team leadership?

497

Where is their ability

to navigate this insane.

498

I demand short time, high consequence

environment that they're responsible for.

499

You know, they're running around

like the, the blue ass fly and,

500

and playing this reactionary game.

501

And no one's taught them

how to, how to not do that.

502

How to own their time, how to do

better, how to lead themselves, how

503

to run their own in a game, how to

teach other people to run their inner

504

game, how to do delegation, how to

have really high quality, challenging

505

conversations with your team, with

customers, with parts, with management.

506

No one's, no one's given them

these skills and and ability.

507

And if we flip out of perspective of

this workshop foreman into the view of

508

a service manager, wouldn't you love to

have a really great right hand person

509

who just solves 90% of the challenges

before they even show up at your desk?

510

Wouldn't you like to have someone that

you can genuinely rely on who just

511

gets stuff done, who the team love and

respect, and produces outstanding results?

512

And hits the numbers as well and delights

the customers and, you know, wouldn't you

513

like someone like that in the business?

514

Like, wouldn't that be a

profoundly useful resource?

515

Now, I'm not suggesting that it doesn't

happen, but I am suggesting that we don't

516

do well in getting people to that stage.

517

Why wouldn't you speed that up?

518

Why would you wait three years for

that to develop when you, if you can

519

get it in wildly less time than that

and have them be more effective?

520

And so this is the intent of

the professional foreman method.

521

We called it PFM for a reason, because

that's kind of what we expect of them.

522

You know, we have all these high

expectations of what they're supposed to

523

do, but we don't teach them how to do it.

524

And I, I think that is, I

think that's really poor.

525

And so we're, we are launching

the professional foreman method.

526

You could call it a school

foreman if you'd like to.

527

Um, and, and really what we're doing

is, is going after all of those

528

things that are expected of them, but

they've never been taught how to do.

529

And the difference that this makes in,

in businesses, all of our data to date

530

suggests that this is a six figure change

to the bottom line of the business.

531

Quite relatively short order, you

know, sort of six to 12 months if,

532

if there isn't another six figures

on the bottom line for, for no

533

extra, for no significant outlay.

534

You know, I'd be genuinely surprised

'cause it's all the difference

535

that makes the difference.

536

Andrew Uglow: I love it.

537

It's going to be a big thing.

538

We're going to make sure we include

some details on how to get in touch

539

with you, of course, in the show

notes so that people can find out

540

more as they're listening to this.

541

'cause by the time you're listening to

this, you might even be ready to enroll.

542

Anthony Perl: Look, I would, I

would expect, expect, you know,

543

in the next week or two we we're

gonna be taking live enrollments

544

and there's gonna be limited places.

545

I don't want to do, you know, fear

of missing out and all that palava,

546

but I just simply can't take.

547

200 people in a class is not gonna work.

548

So we're gonna be very niche, very

boutique, very personal, hands-on.

549

And we're actually, for the people who

picked this up early, we're actually going

550

to add some personal one-on-one coaching

for the individuals, because this is hard.

551

You thought techs were hard.

552

Being a tech was hard.

553

This is harder.

554

And so they, they need some support.

555

They need some meaningful support that

can help facilitate their development

556

in, in a really short space of time,

because that's what's expected of them.

557

So let's, let's, let's not just meet

that expectation, let's exceed that.

558

And so we're offering to do

that as a bit of a bonus for

559

the, for the early adopters.

560

Andrew Uglow: Fantastic.

561

Well, everyone listening in, you heard

it first, so follow the links below.

562

Make sure you get in touch and be

one of those first people to sign up.

563

Andrew, thank you so much for this

episode of the podcast, and of course,

564

we've got many more to come into the

future, so thanks for being part of this

565

Anthony Perl: one.

566

Thanks very much.

567

Frictionless is a skill.

568

Andrew Uglow: Thank you for listening

to the Frictionless Workshop podcast.

569

For details on how to get Andrew

working with you and your technicians,

570

take a look at the show notes.

571

There's also a link to some

special content you can access.

572

I'm Anthony Pearl reminding you to

subscribe so you don't miss an episode.