At the end of the meeting, my soon to be ex-colleague sat across the table from me and said something I will never forget “I didn’t know what my job was, why I was doing it and how I was doing.” It was those words that summarized almost exactly why the cliche “People leave managers, not companies” is true. Reality had set in, she was leaving me, not the business.
As hard as that was to deal with, the only way I knew how to handle it was to never let it happen again and start doing things differently from a leadership perspective. Fast forward 5 years and its become my purpose to not only improve my own leadership skills, but help others as well.
Just this week, I had Patrick Lencioni (author of 5 Dysfunctions of a Team) on the Follow My Lead Podcast and asked him, "Why do people leave their manager" and his answer was simple, yet profound.
“If people don’t get what they need from their manager they can’t possibly like their job and are eventually going to leave. At the end of the day, people need 3 things from their manager:
The Team Member Conversation
It doesn’t matter if you are a 20 year leadership veteran or you are a brand new manager, you should burn the following these words from Lencioni into your head and say this to any and every team member.
“I want to know all about you and take an interest in you, because I care, I want you to know why your job matters, and I want to give you a way to measure how it matters”At the end of the day if your people feel anonymous, irrelevant and unmeasured you stand roughly no chance as a leader. Once these kind of servant leadership conversations start happening with your people, you can turn your attention to the behaviors, actions and habits to ensure you execute on them. Because we all know actions speak louder than words.
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About the Author John Eades is the CEO of LearnLoft and host of the Follow My LeadPodcast. He is also the author of F.M.L. Standing Out & Being a Leader, and is passionate about the development of modern professionals. You can find him on instagram @johngeades.
In my over 40 years as a business leader in the corporate arena, it’s been one of my distinct joys to lead and be a part of some amazing, cohesive, high-performance teams. When you’ve assembled a team that gets things done, and does so with integrity, it is deeply fulfilling to watch as everybody works together to shoot the lights out. But it can be tricky to get the balance exactly right. As a senior leader in the Fortune 500, I’ve had the opportunity to think a lot about this crucial leadership question: What are the ingredients to a successful team?
It’s an important thing to understand. Leadership is the art and science of influencing others. As we strive to responsibly cultivate our influence with teams, and earn their trust, we must first be able to identify what the key components of highly-functioning teams are. In my experience, a great team boils down to three key things. You can evaluate any team – one that’s working, or one that isn’t – using these three areas as a tool to assess what the issues, or strengths, may be.
Competence.This may seem like a blinding glimpse of the obvious but leaders must start with competence when building or evaluating teams. Ask yourself, can the people assembled perform in their specific area of responsibility? Competence is not necessarily a given so it’s always worth considering this carefully. You hope that the process you’ve set in place to attract, hire, and place talent has worked -- but nothing is guaranteed. Sometimes talented people can find themselves on a team where their skill set is not being fully or appropriately leveraged, or sometimes there’s a mismatch between style and culture etc. In reality, there are many factors that can undermine a team’s ability to perform.
That’s why it is imperative to think closely about whether or not a team has the capacity and competence to get the job done. When you observe an outstanding team, it’s not surprising to see that its members are highly competent; great teams are always comprised of extraordinarily capable and motivated individuals with the right skill set for the job at hand. They’ve got to have the chops.
Character.This is where things become more complicated. Competence alone is not enough to guarantee good results. Not by a long shot. Unfortunately, high-competence, low-character contributors do exist; it’s important to weed them out because their misdeeds can poison the entire effort of your team, or even your entire organization. If you have a superstar salesperson who pursues the sale with questionable ethics, or a communications whiz who undermines teammates in a desire to look good externally – their skills will not be enough to save the team. Maybe they can perform in the near-term, but not in a sustainable way. Ultimately, the low-trust environment created by a lack of integrity will jeopardize the team’s ability to deliver.
Can your people count on you to show up for them when it matters?So how do you assess character? We’ve developed a comprehensive leadership character checklist here, but the for the purpose of evaluating teams, it’s as simple as asking this question: does this person, or group of people, do what they say they are going to do? Do they deliver when it matters? Can I count on them – and can they count on each other? While there is a rich tapestry of behaviors that can contribute to a person or team’s overall character, it all really comes down to people doing what they say and having each other’s backs. Again and again. That’s how you build trust. And that’s how you gauge character.
I would also add that – as the leader, you’re part of the team, so you must hold yourself to the same standard. Can your people count on you to show up for them when it matters? Do you walk your talk? Make sure the answer is yes.
Chemistry.It is maddening, but perhaps fitting, that the final (and arguably most important) component of highly successful teams is the hardest to define. You might not be able to articulate exactly what comprises chemistry, but most people will tell you: you know it when you see it. And it’s important to think about as you’re crafting teams and building high-performance relationships.
Although chemistry can be an elusive thing to measure – in my experience, there are two things to think about: are their skill sets complementary and do they genuinely care about each other? You can’t have one or the other. Neither component alone guarantees the extraordinary work output that chemistry creates. You must have both. When each person can contribute fully to a team in a way that uniquely supports and improves the efforts of the other team members – and when each team member gets along and reallycares about the other individuals as people, not just as colleagues – that’s when a team is truly poised to make magic. There may be some trial and error; sometimes you’ll have to do some tinkering to a team to get the chemistry just right, but it’s worth it. A high-chemistry team will astound you with what it can achieve.
Chemistry can be an elusive thing to measure but you know it when you see it.How does your team measure up? As leaders, we’re depending on other people in a deeply significant way. And they’re depending on us. This is the truest in the case of teams. We can’t do our jobs without the support and skills of the teams we build, join, and grow. There’s an elegant symbiosis when we get it right. Everybody wins when we carefully ensure the triumvirate of Competence, Character, and Chemistry are in place. And, that doesn’t just apply to our teams; it applies to our own leadership in equal measure. We should assess ourselves inwardly using the same criteria we use to evaluate teams outwardly. Just as people need us to create the conditions for them to thrive in high-performance teams, they also deserve a leader who has the skills and character to lead and who genuinely cares about them.
About the Author:Douglas R. Conant is an internationally renowned business leader, New York Times bestselling author, keynote speaker, and social media influencer with over 40 years of leadership experience at world-class global companies. For the past 20 years of his leadership journey, he has honed his leadership craft at the most senior levels – first as President of the Nabisco Foods Company, then as CEO of Campbell Soup Company, and finally as Chairman of Avon Products. In 2011, he founded ConantLeadership: a mission-driven community of leaders and learners who are championing leadership that works in the 21st century. Learn more about leadership that works from Doug personally at his upcoming Boot Camp or join the leadership conversation by tweeting @DougConant, connecting with him via Facebook or LinkedIn, or exploring the suite of leadership resources at conantleadership.com.
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
There's little surprise that many international students want to get an internship or a job in the states. After all, it's the land of opportunity. Last summer, I interned at Andreessen Horowitz, and now I'm in the hunt for a full time job. The search process? It's like riding a roller-coaster, to say the least. I'm drafting this on Thanksgiving Day, What do you think? During my interactions with employers, I noticed some commonalities and summarized the top 9 myths of hiring international students.
Myth I: Why international students? It's not worth my time, money and effort.
• Extensive work experience • Multi-lingual • Team-management in various environments • Divergent perspective on global issues • Cross cultural understanding of market dynamics • Flexible to relocate • Potential relocation to origin country could provide employer a reliable international liaison.
Highly educated immigrants are twice as likely to hold patents, three times as likely to start their own businesses.Myth II: It is illegal to hire a student without a green card.
Fact: Federal law permits international students to obtain off-campus employment on their F1, J1 Visa. Students are allowed to work in jobs related to their field of study.
76% of patents from the top ten patent-producing universities in 2011 had a foreign born investor. Myth III: International students need work authorization before I can make a job offer.
Fact: Students DO NOT need work authorization before an employer makes an offer. Students DO need such authorization ready before they can BEGIN working.
25% of high tech companies in the U.S. from 1995-2005 had at least one immigrant founder. Myth IV: Hiring process is exhausting and paperwork is time consuming.
Fact: There's NO paperwork needed from the employer to hire a student working on F1/J1 Visa. To hire an international student on an H1B visa, the employer just needs to prove: 1.The job must require a minimum of a bachelor’s degree, 2. The employee is paid equal to or more than the federally determined prevailing wage.
More than 40% of Fortune 500 companies in 2010 included at least one immigrant founder or the child of an immigrant founder. Myth V: Sponsoring H1B Visa is expensive.
Fact: The total cost of a qualified immigration attorney and filing fees for a 3-year H1B visa ranges from $3500-$5000. The visa cost is only a fraction compared to the overall value of finding the best candidate for your role.
So is the case with Apple, Google, AT&T, Verizon, P&G, Pfizer, Kraft, Comcast, Intel, Merck, DuPont, Kohl’s, Colgate-Palmolive, Sun Microsystems, United States Steel, Qualcomm, eBay, Nordstrom, and Yahoo! Myth VI: I must advertise H1B position and prove there is no qualified U.S. worker.
Fact: Employers DO NOT have to document/certify that a foreign citizen working on a F1 or H1B Visa prevented a qualified US citizen from obtaining the position. This is only needed during employer-sponsored applications for permanent residency (green card).
Immigrants with entrepreneurial aspirations start their business an average of 13 years from arriving in the U.S., so you may be hiring a future job creator.Myth VII: I'm displacing a U.S. worker by hiring a international student.
Fact: Hiring foreign nationals with advanced degrees promotes job growth. For every 100 H-1B work visas approved, 183 new jobs are created each year. If you control for just the jobs in the STEM fields, 262 new jobs are created.
More than 50% of PhDs and in some cases, nearly 50% of the master’s degrees in the STEM fields are awarded each year in the U.S. to international students.Myth VIII: There are only a small number of H1B visas available each year and the odds of winning the lottery are small anyway.
Fact: There are 65,000 H1B visas available each year, plus an additional 20,000 for international students that complete their graduate studies in the U.S.
Studies show that Immigrants disproportionately contribute to economic growth, employment, and wage gains.Myth IX: No H1B for small company or start-ups.
Fact: As long as the process is carefully planned out and the documentation is available, the startup should have no issue obtaining an H1B approval. Cost-wise, International students on F1 or J1 visas cannot benefit from social security, therefore they don’t have to pay into it which means neither does the employer. Also, since domestic applicants tend to change jobs more often than foreign applicants, there may be turnover costs as well as more training costs.
Thanks to @Desa Philadelphia and @Tien-Li Loke Walsh for their sharing and inspiration!
As a former Nielsen and A16Z, now studying Entrepreneurship at Marshall Business School, I write about product, marketing, technology, and innovation. Read my previous post:8 Lessons Amazon Could Learn From Alibaba
Originally posted on Linked IN by: Haiqun(Léo) Wang
I’ve been interviewing and placing job candidates for 40 years and tracking their subsequent performance for almost as long. Based on this and training more than twenty thousand recruiters and hiring managers on how to actually predict on-the-job performance, one problem always stands out:
The best person for the job is rarely hired. The best presenter is the one who typically gets the nod.
By overvaluing interview presentation skills over past performance we sometimes hire people who are strong but just as often hire people who are not. This causes a worse problem: Not hiring the best performer because he/she is not a great interviewee or doesn't look or sound quite right.
Getting past the veneer of presentation skills and digging into a candidate’s past performance can eliminate both problems. In fact, by just following the simple steps below it can be done in the first 30 minutes of the interview.
Define the work before defining the person doing the work.
Most job descriptions including your company's look like this list of more than 800 jobs on Indeed.com for mechanical engineers in the Chicago area. Other than the common generic responsibilities the requirements define what the person hired needs to have in terms of skills, education and experience. These are not job descriptions, they’re “person descriptions.”
Since clarifying job expectations has repeatedly been shown to be the number one driver of performance, it’s important to define the work that needs to be done before defining the person doing the work. Most jobs can be defined as a series of 5-6 performance objectives. Here’s an example of one and the instruction manual on how to prepare one for any job.
Getting the job is not the same as doing the job.
Emotions play a big role in who gets hired. Most managers overvalue first impressions, affability, assertiveness and communication skills. Techies overvalue the depth of technical skills. Most interviewers quickly eliminate those who “just don’t fit,” using some nebulous criteria including those who seem quiet, less interested and introspective.
One way to overcome these biases is using a scripted 30-minute interview for all candidates whether they make a good first impression on not. This delay forces objectivity into the assessment. At the end of 30 minutes you can then determine if it makes sense to seriously consider the person. Using a talent scorecard with specific ranking guidelines quickly separates the objective interviewers from those who over rely on emotions or their intuition.
Recognize that strangers are treated differently than acquaintances and referrals.
In a recent post, I contended that people who are personally connected to the interviewer in some way – even loosely – are evaluated differently than strangers. Strangers are assumed unqualified to start. Under this premise they are judged largely on the depth of their skills, level of direct experience, personality and first impression. These are terrible predictors of performance and fit. The connected person begins with a significant advantage: they’re assumed competent. The subsequent assessment is slower and based on the person’s track record of past performance and ability to learn new skills. Here’s a simple way to assess everyone the same way.
Managers ask irrelevant questions and assess people on meaningless facts.
Brain teasers were proved not too smart long ago, although it took a huge study by Google before these questions were shown to be useless. I had a GM client who related strong organizing and planning skills with an orderly desk, and wanted to visit every candidate’s office as part of the assessment. This past year I had a client who assumed people who cancel interviews at the last minute due to a family crisis lack a strong work ethic. Since it’s hard to know when a hiring manager or someone on the interviewing team will go ballistic I suggest using more panel interviews. This way everyone hears the same questions and answers and everyone keeps everyone else honest.
The typical hiring process is too transactional.
Filling jobs with those who are the most skilled is totally different than hiring the strongest person possible. The former is largely a box-checking exercise with the compensation determined by supply and demand. The latter involves spending more time with fewer candidates focusing on their past performance, upside potential and intrinsic motivation to actually do the work that needs to be done. When people are hired this way there’s an instant improvement in quality of hire, an increase in job satisfaction and a huge reduction in unnecessary turnover.
There are a lot of great people who don’t get hired because they don’t fit some misguided stereotype of success. And it’s not because these people are different or odd. It’s that the traditional approaches for hiring and stereotypes are flawed. Bottom line: Don’t use the interview to make the hiring decision, use the interview to collect the evidence needed to make the hiring decision.
Lou Adler (@LouA) is the CEO of The Adler Group, a consulting and training firm helping companies implement Performance-based Hiring. He's also a regular columnist for Inc. Magazine, SHRM and BusinessInsider. His new Performance-based Hiring micro-course is now available on Lynda.com. His latest book, The Essential Guide for Hiring & Getting Hired (Workbench, 2013), provides hands-on advice for job-seekers, hiring managers and recruiters on how to find the best job and hire the best people.
Originally posted on Linked IN by: Lou Adler
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
In the US, Halloween is coming soon, the scariest time of year for some, and the most fun time of year for others. But no matter what time of year it is, going in for a job interview can be really scary.
What should you say? What should you not say? What should you do and not do? To get these answers, I chatted with leaders from the Young Entrepreneur Council (YEC), an invite-only organization comprised of the world's most promising young entrepreneurs. I asked them what the scariest mistakes they've seen made at job interviews are, and this is what they shared:
1. Lying About Past Job and Educational Experience
Seeing someone make up where they worked and went to school is horrifying to me because those things can be so instantly proved right or wrong with just a background check. Yet, the person lied anyways. It was just a huge mistake. I wish they would have been honest and just admitted that they did not have such a prestigious background.
- Angela Ruth, Co-Founder and Marketing Director, Due
2. Being Late, Not Showing Up, or Not Showing Interest
The most horrific mistake someone can make throughout the interview process is wasting the interviewer's time. Obviously, being late or not showing up are huge mistakes and will likely ensure you will not be offered a job. Likewise, if we talk for 20 minutes and you aren't showing general interest in the company, I'm going to want to cut my losses and work on something more productive.
- Tyler Hanway, CTO, Consumer Brands, LLC
3. Forgetting What Position You Applied For
I called a candidate once about 20 minutes after he had submitted his online application to us. After speaking to him for about 15 minutes he asked, "What company and position is this for again?" He then continued, and decided to add few swear words in there for added impressions.
- Magnus Simonarson, President, Consultwebs
4. Dressing Too Casually
Often times, when interviewing a potential candidate, I find it is important to look at the small things. Dress code is very important for a couple reasons: I like people who are dressed for success as well as people who look/feel confident about themselves. I once had an interviewee who showed up on a bicycle wearing flip flops, old shorts, and a cutoff tee shirt. Just so happens he was NOT hired.
- Tommy Mello, Owner, A1 Garage Door Service
5. Bad-Mouthing a Previous Employer
A candidate who bad-mouths their previous employer shows a decided lack of respect that you don't want in your own business. Whether their position is justified or not, you don't want someone who is willing to spread negative news about your business. If someone is willing to tell all about their past employer, that's a red flag to avoid them.
- Nicole Munoz, Founder, CEO, Start Ranking Now
6. Not Knowing Anything About the Company You're Interviewing For
I couldn't believe anyone wouldn't do their research on the company that they are interviewing for, but I had that happen with a candidate I interviewed. They didn't know much about what we did, which made me wonder why they even wanted to work here.
- Murray Newlands, President, Due.com
7. Pronouncing a Company Name Incorrectly
It really pays to do your homework when you are going in for an interview. One immediate red flag for me is if they pronounce the company name incorrectly. After a slip-up like that, the interview is doomed to fail.
- Yaniv Masjedi, CMO - VP, Marketing, Nextiva
8. Acting Too Confident
In technical fields, certain personality types get it into their head they are superstars. I've seen interviews degenerate into heated arguments because the interviewee forcefully disagreed with the interviewer about a trivial technical issue. I want confident employees, but an arrogantly combative personality won't get you hired, even if you are almost as knowledgeable as you think you are.
- Justin Blanchard, CHIEF MARKETING OFFICER / CO-OWNER, ServerMania Inc.
9. Overstating Your Abilities
We had one person who came in to interview for an accounting job and I asked them on a scale of 1-10 how proficient they were at financial accounting. They told me they were a 10. I then asked them a hard accounting question and they answered with “I don’t know.” Don’t overstate your abilities if you’re applying for a technical or skill-oriented job.
- Ross Resnick, CEO, Roaming Hunger
10. Disclosing Too Much Information
I am often working beside my employees when we need to get something out quickly or we are in a bind. I had a candidate walk in the door one day while I was working in shipping and I was just casually talking to her while I finished up. She admitted several things during that conversation that disqualified her from working for my company. She was surprised when I introduced myself afterwards.
- Alisha Navarro, President, 2 Hounds Design
11. Referencing the Wrong Company
I was interviewing someone for a position and they said, "I'm so excited to start working for [the wrong company name!]." No matter how good the interview was, I immediately decided they would not be working for me.
- Jayna Cooke, CEO, EVENTup
12. Leaving Without a Word
A candidate from out of town was acing his interviews. He flew in, impressed everyone with his 30-60-90 and delighted in one-on-ones. But before his final interview, he literally vanished. Eventually, he responded from the airport. He didn't want to miss his flight so he just got up and left. He had plenty of time before takeoff, and it was a good thing -- he needed it to search for another position.
- AJ Brustein, Co-founder, CEO, Wonolo
Now it's your turn. What's the scariest mistake you've made in a job interview, or seen someone make? Please share in the Comments section below, so that we can keep as many job interviewers as prepared and safe as possible, through Halloween and beyond!
Dave Kerpen is the founder and CEO of Likeable Local and the NY Times bestselling author of The Art of People. Looking to save time and automate social media for your business? Learn more about Likeable Local here.
Originally posted on Linked IN by: Dave Kerpen
WELLESLEY, Mass., Jan. 11, 2018/PRNewswire-USNewswire/ --
A new report, Grade Increase: Tracking Distance Education in the United States, by the Babson Survey Research Group, reveals distance student enrollments have increased for the fourteenth straight year in 2016.
The most recent gain translates to over thirty percent of higher education students taking at least one distance education course. Growth, however, was uneven; public institutions grew by 7.3 percent, private non-profit institutions by 7.1 percent, while private for-profit institutions had their distance enrollments decline by 4.5 percent.
"The growth of distance enrollments has been relentless," said study co-author Julia E. Seaman, research director of the Babson Survey Research Group. "They have gone up when the economy was expanding, when the economy was shrinking, when overall enrollments were growing, and now when overall enrollments are shrinking."
Key report findings include:
"The growth in distance learning enrollments, in part, reflects the commitment to quality and innovation by those designing and delivering distance programs," said Kathleen S. Ives, CEO and executive director, Online Learning Consortium. "Competition for students is more intense than ever, requiring institutions to continue to advance the quality and relevance of their programs, or risk losing ground to those who are successfully serving the education and career goals of the modern learner."
The complete report, "Grade Increase: Tracking Distance Education in the United States" is available at https://www.onlinelearningsurvey.com/highered.html.
Pearson is the world's learning company, with expertise in educational courseware and assessment, and a range of teaching and learning services powered by technology. Our mission is to help people make progress through access to better learning. We believe that learning opens up opportunities, creating fulfilling careers and better lives. For more, visit www.pearson.com.
The Online Learning Consortium (OLC) is a collaborative community of higher education leaders and innovators, dedicated to advancing quality digital teaching and learning experiences designed to reach and engage the modern learner - anyone, anywhere, anytime. Visit http://onlinelearningconsortium.org for more information.
Tyton Partners provides investment banking and strategy consulting services to companies, foundations, post-secondary institutions, and investors as they navigate the complexities of the global knowledge sector. For more information about Tyton Partners visit www.tytonpartners.com or follow us @tytonpartners.
The Babson Survey Research Group at Babson College conducts regional, national, and international research projects, including survey design, sampling methodology, data integrity, statistical analyses and reporting. Visit www.onlinelearningsurvey.com.
About Babson College
Babson College is the educator, convener, and thought leader of Entrepreneurship of All Kinds(r). The top-ranked college for entrepreneurship education, Babson is a dynamic living and learning laboratory where students, faculty, and staff work together to address the real-world problems of business and society. We prepare the entrepreneurial leaders our world needs most: those with strong functional knowledge and the skills and vision to navigate change, accommodate ambiguity, surmount complexity, and motivate teams in a common purpose to make a difference in the world, and have an impact on organizations of all sizes and types. As we have for nearly a half-century, Babson continues to advance Entrepreneurial Thought & Action(r) as the most positive force on the planet for generating sustainable economic and social value.
Media Contact: Michael Chmura
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This news release was issued on behalf of Newswise(TM). For more information, visit http://www.newswise.com.
View original content:http://www.prnewswire.com/news-releases/new-study-distance-education-up-overall-enrollments-down-300581472.html
SOURCE Babson College
Listening in to the orientation session at a ‘Becoming a Mentor’ program, the organizer repeatedly reminded us that we, the mentors, get more out of mentoring than that what we put in. That mentoring is a two way process and apart from the satisfaction of being able to guide and help someone in their path to a good life, the mentor greatly benefits.
I sat there thinking that it was quite true. After each mentoring session I could go home feeling all warmed up inside, much like the feeling after a tot of brandy in a coffee, satisfied that my previous hour changed a life. That the ‘life’ was going to someday look back on the mentoring sessions and say that ‘yours truly’ made a difference. Yes, that story has a ‘happily ever after’ kind of ending.
All this is true. Mentoring in the traditional sense of the term is a relationship between mentor and mentee where the mentor provides guidance and direction to the mentee, who is usually younger. Areas like clarity on life and career, different perspectives and cultural values, opportunities to develop new networks, access to new resources that lead to greater likelihood of career success are part of the mentoring ‘syllabus’. Organizations that have a structured mentoring program benefit a great deal by developing the pipeline of talent and setting up a structure to transfer formal leadership skills. Employee retention, improved communication and a demonstrable commitment by the employer to the employee are the up-sides to mentoring.
All this sounds perfect in the world today, right? Not entirely so. The work force today has demographics quite different from those of 15 years ago. The channels of communication are changing and on an almost daily basis - new social networks, new technologies are stressing the efficiencies of the ‘old experienced hands’. Experience is no longer the only teacher.
With a growing generational gap and shifting expectations, leaders are faced with new challenges. If these senior leaders want to stay relevant and ahead in an age where digital natives will soon represent half the global workforce and will soon be a force to contend with, they will need to stay on the cutting ‘digital’ edge.
Reverse mentoring is not entirely a new concept. In 2014, Microsoft came out with a reverse mentoring program. Realizing that millennials consume services quite differently and understanding that this is key to business strategy and execution, senior executives are engaged in this program where they turn to their younger colleagues for insights into what they value, insights into more information and for guidance through the millennial maze.
I can almost hear you dear reader saying, but this is what analytics does. It collects millions of data points and with clever computing spews forth information that understands the behavior of the consumer and drives business decisions. Yes, it does. But analytics is used mostly for the external customer not the internal customer, your employee.
Reverse mentoring is a win win program.The older manager mentoring a younger colleague switch roles where the younger colleague becomes the mentor. It goes beyond getting an insight ONLY for business decisions. Senior leaders get to know and appreciate the need for new ways of communicating and newer trends and the younger ones get invaluable insights into the larger picture and leadership. Exposed to new behaviors and motivations, senior leaders can better understand what drives the younger workforce and how one can attract the best of talent. This way companies can stay relevant as employers and can engage with an important customer segment. Understanding what makes them ‘tick’ will make companies explore newer marketing ideas.
My own experience with engaging in informal reverse mentoring has helped me learn better collaboration and the ability to leverage the strengths of those I manage. As is managing and motivating a younger workforce is challenging. Reverse mentoring helps bridge this divide. One finds, very often, that we are leading people who are doing jobs that we have never done and probably didn't exist before this time. Gone are the days when a 40+ year old dictating what should be happening without listening to opinions and experts, exists.
When all is said and done it isn't only about learning new tools and technologies and behaviors. It challenges one to move out of their comfort zones and at some point becomes an introspective tool to reflect on managing styles. More power to reverse mentoring!
The author is CDO with Investronaut - Vishwakarma Group & a Mentor withKatalyst an organization that provides an enabling environment to enhance the employability of girl students pursuing professional degrees or courses.
Originally posted on Linked IN by: Ramona Parsani
I work with University students as an Academic Development Specialist - I coach them toward improved academic performance using a variety of tools, techniques and assessments. In 2014 I underwent professional coach training to expand my toolkit, and one of the most powerful learnings in coach training, was the Observer-Action-Result (OAR) model, and the art of powerful questioning. In this article I take you through an explanation of this technique in a student scenario.
Disclaimer: The content, views and opinions expressed in this article are those of myself, the author, and do not reflect the official policies or position of the University of Calgary or International Coach Federation.
I am trained as an ontological coach. What does that mean?
My specialty lies in helping people see and access the unlimited potential that they have. We all are walking around in human bodies and to varying degrees, we have choice in what we decide to do with our lives. We are all making choices daily that lead to a desired future or outcome.
We are all capable of anything, but we all go different ways.
Why? We all have different ways of interpreting reality.
We are all different observers of life.
We can experience the same reality. For example, a group of students at a workshop are enjoying pepperoni pizza. Their senses pick up the reality of cheese, tomato, layers of pepperoni, the crunch of the crust.
But we experience different interpretations of that same reality.
One student may think "mmm this crust is delicious." Another may think "Ewww it's hurting my teeth!"
One student may think "holy sh*t this is delicious, what a treat!." Another may think "Ugh, I have no self control, there goes my entire week's nutrition. I am disgusting."
We view life through different lenses. What colours those lenses? Many things.
Our bodies, our minds, our personalities, our history, our culture, our families, the people in our lives, media, our mood or current levels of fatigue or hunger, all influence how we interpret things. There are many contributing factors to the way we tend to see things. Some of those factors may lead to an overarching story we have about the world, what we call a master assessment or a grand assessment. The student that ate the pizza and was caught in a cycle of self-loathing? There is something deeper there.
That is what is fun (and challenging) about coaching. Coaches work together with clients to uncover the way that the client sees and interprets their lives.
Armed with new awareness of the lenses that we view life through, and the stories that we carry around with us, we have greater choice in how we decide to interpret life. This opens up new possibilities, and greater motivation to take different actions.
There are many things to discover through conversation. Inner narratives, self-limiting beliefs, habitual thinking patterns and more. You don't need a coach to come to these realizations. When you experience a fundamental shift in the way you see things, you have undertaken this very process. There is no doubt Einstein had experienced a shift in his observer when he said the following:
"The way we see the problem, is the problem."
With this background, I'll jump into why this distinction is so important in working with University students, and how this model (expanded into what we call the Observer-Action-Result or OAR model) is so useful.
We all know that we want to create a great future, improve and do better, right?
We can google to our hearts' content and access all of the information we need to do this. Students are among the most adept at seeking information.
Yet, we don't, do we? We don't change our actions to get better results.
The key to powerful and lasting change lies in shifting the observer that we are.
Here's a great example of a common student scenario in academic performance coaching.
A student came n complaining of poor grades in all of their classes. They had already googled how to study better, what techniques to employ and what was missing in their habits. They explained that they had attended three different workshops on how to study better to improve grades, but complained that they already knew all of the advice ("same old advice") and found the powerpoint slides boring. The student was understandably frustrated.
If we look at the Observer-Action-Result model above, the student was definitely following the Action-Result part. Take different actions and get different results (better grades.)
The real results in this appointment came from a focus on a different part of the model. The Observer part. In the appointment, I spent the first thirty minutes asking open-ended, clarifying questions. My goal was to get an understanding of the way they saw their situation, and some of their perspectives on academic performance. During the 15 minute conversation that followed, we uncovered some interesting observer insights together.
How the student perceived the reality of their bad grades:
-The professors had a clear bias against them and were not willing to meet with them to discuss midterm results.
-Claimed they knew all of the right techniques (questioning uncovered inconsistent use and a lack of motivation.)
-Large amount of time spent on discussing other students; studies as much as other students but they were unfairly getting better grades with less work.(Dominated 20 minutes of the conversation.)
- The exam questions were poorly written and confusing – set up for a poor performance.
The student had a very strong story and through body language and amount of time spent discussing these issues above, I could see they were very attached to the belief that external forces were stacked against them. Their performance was mostly others’ fault.
With this type of world-view, do you think the student was motivated to take ownership over study habits? Even if they went to workshops and already knew the techniques?
We talk about motivation so much in studying, yet, how motivated would you be to study, if everything was someone else’s fault and out of your control? How would your actions be influenced? How would this student be in a meeting with their professor on a midterm, how empowered would this student feel going into final exams?
The conversation offered some opportunities to dig deeper, and herein lies the added value of one-on-one conversations outside of a workshop or lecture format.
There were a variety of contributing factors to the students' mindset – both ungrounded assessments but also legitimate life experiences. The student had repeatedly experienced bad events in their life that were unfair and legitimately out of their control. After years of believing it was their fault, they had developed a coping mechanism by flipping to the opposite, thinking "nothing bad is my fault, it's everyone else's fault."
They spent time focusing on the unfairness of everyone else’s performance and we talked about where this came from. They remembered developing this habit very early on in schooling, and it was deeply ingrained. The result of an unhealthily competitive primary schooling experience. Through conversation, a small window of awareness was opened for the student. They could see that their lens was shaped by a variety of experiences in life. They realied that some were influencing them in an unhelpful way and robbing them of the motivation to study properly and use the techniques they knew would help them.
The student also realized that this way of interpreting reality did not just occur in academics. It extended to other events in their life. They could see that this was a way of perceiving the situation, rather than the truth of the situation.
There were many long moments of silence towards the end of that conversation, where the student just sat with these new realizations and a shifting reality.
The student began to realize how these ways of seeing and interpreting their academic performance was disempowering, and would not contribute to better actions and better results.
To generate new ways of observing, and new possibilities would be for another meeting, but the progress for this student in one hour was profound. I simply asked questions, and the student did the rest of the work. We all have within us the tools to profoundly change our lives. The coach is simply there to be a catalyst.
In working with students, do not be afraid to explore, to dive, to ask open-ended and powerful questions to understand a person’s perspective. It is the human connection and deep conversations that students so desperately want in a time of massive lectures and group workshops.
You do not need a coaching certification to ask powerful questions and have the courage to engage in thought-provoking conversation. A student appreciates that you care, and want to understand them, and get to know them. Beyond a lasting impression and the human connection so many students are missing on large campuses, you may help them uncover a new level of awareness of themselves, which will complement the learning and study skills we teach and lead to lasting change in their lives.
Originally Posted on Linked IN by: Carina Huggins
I have hosted two employment-based talk radio shows in my career and have appeared as a guest on countless shows across the country. Quite frankly radio hosts (including myself) are not usually all that excited to have another “job search expert” on the air. The waters have been muddied time and again when a “job search expert” (quotes intended) comes on that air to warn job seekers of the same old mistakes.
The radio show
I was once ‘set up’ by a syndicated radio host who, just 5 minutes prior to our going on air, had his producer email me his resume and then proceeded to ambush me live by having me critique it.
The opening exchange went something like this:
Host: “I had that resume professionally written two years ago and I haven’t had a single call to interview.” (He was not a happy camper and was prepared to take it out on me.)
Me: “I’m not surprised. I see all kinds of things wrong with it. I know who wrote it.”
Host: “I paid $550 for that.”
Me: “No. You paid $750 for this.”
Host: (Getting really flustered with me) “I had that done by one of the national job sites.”
Me: “I know—and I’m not going to mention them on air…”
Host: He mentioned them on air.
Me: “I know!”
So what did I know the 'experts' didn't?
You write your resume not for yourself but for your audience. While my radio host was rightly proud of several of his major personal accomplishments, to the reader of his resume—the employer—he had missed the mark badly and the nationally-recognized website reshaping his resume had missed the point altogether.
The truth? Many times those “experts” writing your resume are actually people seeking fulltime employment themselves who are working part-time for said job board or outplacement organization. They have gone through the company process and, after writing 2 or 3 resumes for their own use, are deemed worthy of representing themselves as "official resume writers" by and for the organization. (This is not to say there may not be some genuinely talented people providing the service.)
I hired a locally “famous” home builder
Early in my (previous) commercial real estate career I was in need of a facilities manager and placed an ad. In response I received a number of resumes but only one from a person who was truly qualified. For the sake of this discussion I will call this person Mike—since that was his real name. However Mike also happened to be a well-known local home builder. I had seen his name on billboards around town for years.
Not having any other qualified candidates to pursue I somewhat reluctantly set up an interview feeling the time spent would be wasted.
Mike arrived and after we got past the pleasantries I asked him point blank why would I want to hire him? He had a great reputation for building homes over the past several years; he was well known in the community—why should I hire him?
At this point you might be wondering why I wouldn’t want to hire Mike. And if so, you are, like so many job seekers, NOT thinking from the point of view of your potential employer. At the top of my mind was the idea that Mike wanted to go into the office-development and leasing business. I was not particularly interested in training my future competition. Remember now—that was MY mindset.
The lesson? Keep your audience in mind.
Still thinking Mike and I would be potentially competing in the next 2 or 3 years he gave me what was probably the only answer I could accept at that moment in time. He told me that he was tired of making payroll every week and then taking nothing home for his own family. In short Mike wanted a steady paycheck.
4 words that will kill your resume
So what are those 4 words that were on the radio host’s resume and by default on Mike’s resume as well– and on countless resumes? Founder, CEO, Entrepreneur and (Business) Owner. My radio host/interviewer had started a trucking company and been hugely successful generating some $800,000 in sales his first year! HE, was rightfully proud of this accomplishment but he couldn’t get a call back from a potential hiring manager/business owner because who, in their right mind, is going to hire a CEO? Think about that. The reasoning goes that you can't manage someone who has been the boss. That and CEO is a very broad term in the spectrum of small business to big business. CEO of Johnson & Johnson or CEO of Joe’s Auto Supply? Get my drift?
Radio host and I reworked his resume to indicate he was the General Manager of his trucking company (along with several other similar changes I made throughout his resume) and I returned to his show a couple of months later to learn how his ‘new and improved’ resume had been received. He had gotten 11 calls to interview within the first week of sending it out. His skills were in demand—just not as the boss.
You have to have a reason why I should hire you
I have a hard and fast rule that you do not lie or misrepresent on your resume. During the course of the interview my clients declare (come clean?) re: their actual position with the(their) company. The difference now is they must be prepared to express to their interviewer the reason they told this little ‘white lie’ during the application process. PS It would also be important to make certain that any other media (LinkedIn, company website, etc.) be changed to reflect your ‘general manager’ title. And if they Google, you? Well, you better be prepared to explain to them along the lines of what Mike did for me above.
BTW, I hired Mike. He was a great hire who eventually followed me into the GM position when I moved on.
Rick Gillis is a nationally recognized careers expert who specializes in personal promotion on the job. A onetime workplace radio and TV host, Rick is a speaker and the author of five books including PROMOTE! Your work does not speak for itself. You do. Visit rickgillis.com.
Originally posted on Linked IN by: Rick Gillis
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
Once upon a time, those who fell behind relied on tutors, coaches, or advisers to help them get back up to speed. External assistance came with a blight to one's reputation because getting help was a sign of weakness. However, somewhere in the early part of this century things changed. Coaches were no longer for remedial performers; instead, they began to be used by superstars who sought a competitive edge. Now it is vogue for those who occupy the 'C-suite' to have their very own executive coach -- and often more than one. This same wisdom applies to today's job seeker. Career coaches, search firm consultants, resume writers, outplacement counselors, and a host of other purveyors are now providing insight, advice, and assistance to those who are wise enough to use their services.
The athletic world is filled with famous duos -- champions and the coaches who propelled them to greatness. Their names are usually mentioned in tandem. Ali and Dundee, Jordan and Jackson, Brady and Belichick, and Com?neci and Retton both with Károlyi are some easy examples. The doubters have largely been silenced. Roger Federer, considered the best men's tennis player of all time, initially rejected this conventional wisdom and went without a coach for about a year at two different career intervals. Yet, after noticing his subpar performance during those periods, he got religion and now is a champion -- pun intended -- for the virtue and value of having a coach. On occasion he has even touted the virtue of having two coaches at the same time.
Good coaches can give great players an advantage over their peers. Unlike in some sports, the hiring practice offers no consolation awards, silver medals, or prize money for runners-up. Only one person gets the job. This should be an imperative, for anyone who is smart enough, to not go at it alone. There is value in getting external assistance, regardless of one's inherent ability or performance. Coaches can help one get ahead of the pack.
In all walks of life from SAT preparation tutors, to pop stars with vocal coaches, to award-winning actors with audition coaches, the best of the best appreciate the advantage of getting a different look, second opinion, critical review, or just a sounding board. I have witnessed many capable candidates undermine themselves in interviews by making rookie mistakes that could have been avoided if they had only known some basics about interview etiquette. As an HR manager, I have wanted to whisper a few key words to numerous candidates, and some I have wanted to advise to stop talking after they had already answered questions. Now, as a career coach, I get to say, "Here are some do's and don'ts that you must heed if you are to be successful."
In a resume or CV a typo, grammatical error, or missing word is often used against otherwise qualified applicants. Good editors can do wonders on the most basic level, but they might also provide the clarity of style and purpose that conveys the right message about one's background. In all cases, a second set of eyes and an extra brain can make the difference between good and great, or competitive and outstanding. For those who have been out of the job market for a while, a resume writer might provide a more contemporary look to one's application materials. While headhunters are not usually found in higher education, executive search consultants usually play a similar role and can teach a candidate how to polish their presence and interview performance. How does one learn to network if they have never practiced this indispensable art before?
Career coaches provide a variety of services. They include general information about how to efficiently and effectively canvass the marketplace for positions of interest. Networking know-how is an essential skill for every job seeker. Of course, coaches help applicants develop good application materials -- cover letters, resumes/CVs, statements of teaching philosophy, portfolios, and other documents. Interviewing preparation, mock interviews, establishing rapport with committee members, and how to research a position or organization are a few of the other services typically offered. One of the biggest advantages seasoned career coaches offer is assistance with compensation negotiations. They provide data on labor markets and assistance with contract details. This alone can provide the job-seeking client with a return on investment that is two-, five-, or even 10-fold if a better salary is secured because of good advice. Coaches can also help professionals after the job search has ended, for a successful probationary year, and beyond.
The era of executive coaches in higher education has only just begun. Like athletic performers or thespians on the big stage, a big interview day is in your future and the most successful candidates prepare, and prepare, and prepare. Coveted positions as tenure-track faculty, endowed chairs, directors, deans, vice presidents, provosts, or presidents are highly competitive, and there are always other equally qualified, smart, experienced, and exceptional finalists. The job is more likely awarded to the candidate who performs the best during the interview. The selected candidate might have had the advantage of looking, in their mind's eye, to the sideline coach who had prepped them for the day's challenges. In the ultra-competitive, zero-sum game of job searches and interviewing, smart candidates get assistance.
by Christopher D. Lee, Ph.D., SPHR
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
Originally Posted on HigherEdJobs
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