Tag Archives: Inspire Others

Inspire Others to Go Forth and do Good

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ImageAs the hour draws to a close the speaker comments on what a great bunch your group has been. She was so concerned things would not go well because she was not sure what she had to offer would meet the needs of the rest of the team or that she had enough material for the 60 minutes she was allowed. She asks of there are any questions; there are none, and thanks you all for coming. You stand up hoping to sneak out of the room before your boss has an opportunity to corner you about the poor performance of your direct report during the monthly senior staff training, too late, he yells across the room to meet him in his office in five minutes. What went wrong?

Often employees or outside subject matter experts are asked to make presentations about hot topics. Powerful presentations are not guaranteed just because the presenter possesses expert or referent power and may deny the members of the organization the inspiration to do great things with what they have learned. Even when the person makes a great presentation, they may end up talking about everything except the one or two areas of concern for your organization. Taking the time to identify objectives of what you want participants to learn helps you and the presenter focus on material that will enlighten, educate and inspire. Steven Covey calls it beginning with the end in mind.

It may seem too simple to write out a comprehensive terminal learning objective. Doing so focuses the efforts of the trainer to only that information which will help the audience achieve the final educational goal. The end result is a focused presentation meeting the needs of the audience. Steven Covey covers this principal when he advises his readers to begin with the end in mind.

There are three important parts of every learning objective whether it is the capstone objective, or a smaller piece of the puzzle. The parts are action, condition and standard. The action is what you want the student to learn how to accomplish when they complete the training. An example might be something like, “The clerk will complete a telephonic customer order on the computer.” The conditions for the task or action to be completed should include the environment and any tools or resources available while completing the action. Often training is conducted in a classroom or conference style setting and that should be reflected in the condition statement. Finally spell out how someone will know when the student has achieved success by stating the standard. This can be performance steps, standards for a finished product, a score on an examination or any other means of measuring performance. Often in a classroom this may be as simple as, “The student will respond correctly to questions related to the action.”

This is a sample of a TLO for a classroom setting where there will be no formal testing.

Action: Complete a telephonic customer order on the computer.

Conditions: A classroom environment, a block of instruction and random questions from the instructor.

Standard: Correctly answer questions related to taking a customer order on the phone and entering the data into the computer.

Ideally action statements start with a verb. Conditions describe resources available to complete the action. Standards should be measurable and attainable, very much like setting SMART goals.

Establishing learning objectives when assigning someone to conduct training improves communication and enables the trainer to understand the perceived needs of organization. Given an objective such as the one above instead of some generic statement like, “Hey Smith, I need you to give a class on that new software at the next staff training conference next week.” With the first, employees should walk out of the training understanding how to take customer orders using the new software. Who knows what you will get with the second. When you are tasked to provide training, having an understanding of the process allows you to develop a TLO, run it by the person who assigned it and then help you focus your attention on what is necessary to meet expectations.

Developing training objectives help trainers focus on presenting important information in the time allowed for students to achieve a given task. When assigned, both the manager and the trainer have better expectations of what the finished product includes. Quality learning objectives contain three parts, the action, the conditions, and the standards. When assigned by your manager to train others using a learning goal ensures you and he understand what is expected of you. Don’t let your next presentation flop. Take the time to develop an objective for the time you are given to teach others.

References

Covey, Stephen R. The 7 Habits of Highly Effective People. electronic edition. New York, NY: Rosetta Books, 2012.

Henry, V. E. (2002). The COMPSTAT paradigm: management accountability in policing, business, and the public sector. Flushing, NY: Looseleaf Law Publications.

http://www.grayharriman.com/ADDIE_Writing_Learning_Objectives.htm

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They’ve Got You Now…

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At the end of Heartbreak Ridge, GSG Highway turns to CPL Jones and says something like “They don’t need me anymore, besides they got you now.” This is truly an impressive quote on many levels. Many would argue that the main character in this movie is an not an ideal mentor or role model, but others would argue he is the very definition of as a Level 5 Leader. One of the benefits of this discussion and analysis is that the Gunny is a fictional character and not a real person, but tDSC00585he military is full of commissioned and non-commissioned officers who are less than perfect yet meet the definition of a Level 5 Leader. This article seeks to identify why the military successfully develops so many leaders who meet this definition.

Before looking at the reasons the military generates so many great leaders, a review of Level 5 Leadership in in order. At least two authors have discussed five levels of leadership, Jim Collins and John Maxwell. Collins’ five levels appear to receive the most attention, but a comparison between both author’s writings demonstrate similar ideas for each level.

Level 5 Leaders build enduring greatness by placing the needs of the organization above their own. They blend humility with personal will-power influencing others to accomplish great things. They do the things that need doing establishing demanding standards. They do not expect perfection but rather demand excellence & continuous improvement. They bask in the reflected glory of the spotlight of success focused on those they lead. They create sustainable leadership development programs ensuring organizational success long after they leave. Level 5 Leaders are well respected attracting others who want to follow them.

While purely fictional, the actions of Gunny Highway are exaggerated but typical of many military leaders. They are humble about their achievements by acknowledging the fact they could have only achieved success through the efforts of their followers. They set high standards and expect others to meet them not occasionally, but every day. They accomplish those things that need doing whether pleasant or distasteful. They demand their followers achieve excellence and continuously improve their performance. They provide junior leaders opportunities to lead, allowing them to make mistakes, hold them accountable and permit them to try again until they succeed. These actions set an example for those future leaders to follow when promoted.

Gunny Highway’s first impression of Jones and the other members of the platoon was unfavorable. He established high standards and through his will-power influenced them to achieve those standards and succeed. The platoon went from being the laughing stock of the post to a well-respected organization capable of meeting any challenge presented. He developed other leaders such as Jones and his Lieutenant who tripped when presented problems, but learned the value of adapting, improvising and overcoming to achieve success.

At the end of the day, it was Highway knew his platoon was not prepared. Previous leaders allowed them to slack off becoming regarded as a bunch of out-of-control misfits who could never succeed let alone achieve excellence. Highway knew one day their lives could be at stake and pushed them to achieve and exceed military standards. After an emergency deployment to rescue stranded Americans it was Highway’s platoon on the top of the hill after enduring several battles and receiving the accolades of their commander. In true Level 5 fashion, Gunny denied having accomplished much, but rather thrust his followers into the spotlight. He was humble, demonstrated tremendous will-power, set high standards, developed others, expected continuous improvement from previous excellent results and set up his unit for continued greatness for years after his retirement. Who knows, in 20 years Gunny Jones could be the one leading the charge, achieving success and passing the glory onto a well-mentored Corporal when the Commanding General teleports to that forward position. Hooah!

Improved Communication, Hit a Home Run with 3 Pitches

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IMG_0633Three Pitch Rule

Dateline Concord 1991: “Any lesson you want your students to remember needs to be repeated at least three times in different ways.” Linda Lang stands before a class of wanna-be DARE Officers as she introduces the Three Pitch Rule. Fast-forward to 2000 something. Ray Mello, a trainer of police prosecutors introduces one of Ray’s Rules, “Present anything you want the judge to remember at least three times. Fewer than three times and he or she will forget.” During firearms instructor class, Brad Parker, the curriculum development specialist, is presenting tips for teaching adult learners. “Ensure your officer students remember important parts of your class by telling they what you are going to tell them, tell them, and then tell them what you told them. When people hear the information three times, they are more likely to retain the it.” By this point in my career, I figured out anything worth saying is worth saying three times.

Recently I asked my boss for information for a project he gave me to complete. He told me he would take care of it. Several weeks had passed so I asked again. He assured me he would take care of it, “tomorrow.” Several weeks later, I was asking again. After the third request, he gave me what I needed and acted surprised I had not asked him for it sooner. I had asked three times.

Several months ago I gave one of my officers a community relations program assignment. I told him he had four weeks to do the research and put together a rough outline of his proposed presentation. He left excited about the project. Three weeks later I asked him brief me on his progress. I got the deer in the headlights look from him. He had no recollection of our discussion but assured me if he needed to, he could finish one by the end of the week. I asked for an update at the end of the week. Though he remembered the assignment, he forgot some of the details. He did complete it the following week, after I asked the third time.

My wife and I were discussing some vacation plans. I had some questions. The look on her face told me I should have known the answer. She says she told me the answers to my questions several weeks ago while I was working on a home project and on the way to a ball game. She commented that it seems like I never remember anything unless she tells me three times. My wife is right; she does need to tell me three times!

This conversation made me wonder why trainers employ the three pitch rule, quote the three pitch rule and follow the three pitch rule during training yet fail to follow the rule in other areas of their careers and lives. I remember thinking after my second conversation with my direct report that I should only have to tell him once. Likewise I could not understand why the boss couldn’t remember what I asked for after the first time. Obviously my wife thinks when she tells me the departure time of the plane in January for our April vacation, I should remember it. The reality is people need to hear things three times to remember them, whether that person is a supervisor receiving information from an employee, an employee making requests of a supervisor, or a husband talking with his wife, the three pitch rule applies.

The key to using this strategy effectively requires some creativity to avoid hen pecking. Calling an employee into your office and telling him, “I want you to do this, I want you to do this, I want you to do this.” is not effective. How you implement this strategy requires you to identify your communication strengths and how your intended receiver best receives information. Using three different methods increase effectiveness.

Begin by simply telling the other person what you want or expect. You might suggest they take a few notes. Follow up within 24 hours with an email, letter or sticky note. Place a phone call or send a text message two or three days later to see if the other person has any questions and check on preliminary progress. Using this method allows you to pitch your message three times and reinforce the importance of the task or appointment. Each connection allows opportunities for additional information sharing, idea swapping, asking of questions and clarification of expectations improving the quality of the finished product and the employee’s abilities. Using different modes of communication, in person, in writing and by telephone, also improves communication by appealing to different communication styles of others. What they miss in one, they pick up in another. Making your pitch three times means three weeks from now, when you have your follow up meeting, you are more likely to have results.

During this message, the Three Pitch Rule was introduced by a series of three teaching stories about The Three Pitch Rule. In the middle of the article three examples of failure were provided to reinforce the message of the importance of the Three Pitch Rule. The middle of the essay also provided directions to apply the three pitch rule by using three means of communication for each pitch. Here in the conclusion I have mentioned the Three Pitch Rule three times and demonstrated how you can apply it to ensure important messages are received, understood and acted upon. Go forth and start pitching!