Marketers, Please, Give Me Just a Little More Time

I’m not naive. I know that if people don’t get other people to buy what they’re selling, they don’t earn money. They risk not being able to have a life. But can we at least pause while touting our wares? Can’t we give the prospect time to decide whether what we’re offering might interest them? What’s the rush?

There is a rush. And so we all suffer from premature marketing. We barely catch our breath before we’re hit over the head with an offer. Consider the following example: you’re browsing the Internet to find articles on a specific topic. You find a link that looks promising, and you click on it. You start to read the article, and immediately (within ten seconds) are confronted with a pop up window. You’re urged to provide your email address to subscribe to this site, to receive future articles like the one you’re reading. 

In other words, you haven’t even read an article much less even considered whether or not it’s useful. Yet you’re supposed to commit to receive future articles by email. I think and act quickly, but not that quickly. I leave the site immediately. 

What’s the rush? Why not give the reader the chance to make an informed decision? Do you need to be so narrowly focused on collecting email addresses at the expense of connecting with truly interested and potentially engaged readers? With those annoying popup windows, It seems like the former, but shouldn’t it be the latter? 

Along the same vein: my wife had used the services of a local dentist for several years. She liked the dentist, and knew I was searching for one at the time. Her dentist had a referral program, and she got an electric toothbrush for referring me. All good and above board, right?

Not so fast. I made an appointment with the dentist for a “complimentary consultation.” No problem there. Within a week of my appointment, I received the same referral letter as my wife. They offered me the same electronic toothbrush if I referred others to this dentist.

I had one visit to this dentist. They suggested certain procedures. That was it. They didn’t do any of the procedures. I had no way of evaluating their work, much less deciding if I wanted to refer others to them.

Again, what was the rush? Couldn’t they have waited until I actually had the recommended dental procedures? And besides, what good would a referral from me be anyway? I didn’t have any personal experience with them (above and beyond a free consultation).

In short, we need to time our marketing to increase the likelihood we connect with good prospects. Rushing them for our own purposes serves no one--not them, and certainly not us.  

Serve First, Sell Second (if at all)

Recently I needed to contact my local cable company. I had issues with my service and billing.  Inevitably these calls led to offers to save me money, provide me more channels for no additional charge, or to give me other “benefits.” I politely cut off such missives. I stated and restated that I simply wanted my problem solved. That was it. The fact that I needed to follow up repeatedly on multiple issues tells you that the individuals I contacted with couldn’t even solve my problems. Yet the sales pitches continued.

When I’m frustrated because I have a problem, the last thing I want is more of what is causing the problem in the first place. Why the company would think I could be placated by offering me more channels is beyond my comprehension. That’s like a restaurant offering discounts on future food purchases after I’ve had an unpleasant dining experience. Why would I want to return even for a half-priced entrée if the food and/or service sucked?

I’d be in a much better frame of mind if my cable company focused on serving me by solving my problem rather than selling me. Better still, offer me additional benefits at no charge (not now, not ever).  Apologize for my problems with their service, their inability to address them on the first call, AND reward my many years of being a loyal customer.

In short, serve first--meet the customer where they are. Give them what they say they want and need. Then, if appropriate, sell.

"How to Get Out of a Rut at Work" Webinars Coming in January 2024

You’ve been in your job for some time now. Perhaps you’ve been promoted. Other exciting professional development opportunities have come your way. But recently—not so many. Your daily routine has become drudgery. You watch the clock, looking forward to your lunch break and the end of the working day. You know you’re good at your job. You earn the praise of your supervisors.  But you’re bored and find few challenges to keep the spark you once had for your profession alive. Simply put, you feel stuck. You’re in a rut, and you’re at a loss as to how to escape it short of finding a new job (and that’s often easier said than done).

But all is not lost. Many of us at one point or another in our careers find ourselves in similar circumstances. Fortunately, we have options for identifying and learning from them. We do so by applying time-tested strategies to reinvigorate our work and life. In other words, the passion and enthusiasm we once had can return if we take action.

I'll discuss the positive steps we can take to get out of a professional rut in two webinars I'm delivering in January 2024 for PCI Webinars. To learn more about the content of these webinars, go here or contact me. 

The Importance of Greeting (and Being Greeted)

Here I stand behind the registration table for the weekly meeting of the Rotary Club of Monterey. For the last year, I’ve been delighted to have the opportunity to serve in this role (and similar ones).  Why? I consider it vitally important to greet attendees, members and newcomers, alike.

There’s nothing like a warm hello, and even a handshake, when you enter the setting of a group meeting. It signals you’re among friends. Your presence matters. People appreciate your attendance.

A newcomer to the group benefits as well. Perhaps the person knows no one at the meeting. It’s difficult to walk into a room of complete strangers. Despite my outgoing nature, I often find it difficult. An enthusiastic and warm greeting when I arrive provides an instantaneous personal connection. It converts my anxiety and fear about being brand new into a warm feeling. I know I am welcome. I know the group is happy to have me.  The likelihood I’m going to enjoy the gathering increases. The likelihood I’ll attend again in the future does as well.

Regardless of the occasion or context, we can always spare at least one person to greet arriving individuals. The benefits--a more engaged and enthusiastic group of attendees--make it worthwhile.

How to Reach out (and Connect!) with People You Don't Know on LinkedIn

In response to the uptick in requests to connect on LinkedIn from people I don't know (and who don't know me), I humbly offer the following four step process to members of the community with the hope they'll use it to increase the likelihood of making such connections actually happen.

To start, let's say you've identified a person you want to connect to on LinkedIn.

STEP ONE: Read their profile.

STEP TWO: Get clear about why you want to connect.

STEP THREE: Communicate clearly and directly your reasons for wanting to connect.

STEP FOUR (part of step three, but worth mentioning separately as it's most important): Communicate why it would be mutually beneficial for the two of you to connect.

You'll want to combine steps three and four in your introductory message to the individual. In other words, avoid simply sending an invitation to connect without any explanation (or a vague one, such as "I want to network with you" or "you look like an interesting person.")

Most people who reach out to me haven't read my profile. Those that have may know why they want to connect with me, but are neither clear nor direct in their communication. So I decline the vast majority of requests to connect from people I don't know (or who don't know me).

It doesn't have to be this way. My hope is that the process I've outlined here can help elevate the quality of these efforts to connect, which in turn can make LinkedIn ever more rewarding.

Article on Work-Integrated Learning the in Public Relations Campaigns Course

I recently had an article published on the public relations campaigns course as an example of work-integrated learning. You can view the article here. 

The article identifies the many challenges faculty face when they invite outside organizations to work with students on course-related projects. While my piece focuses on one course (which I taught over a period of fifteen years), I draw on 25 years of experience in engaging organizations outside the university and pairing them with my students. I describe such opportunities to my students as "real work, for real clients." I aim to continue writing and publishing on this topic, given how near and dear to my heart it is.

All Questions Are Good Questions

I often hear presenters and educators label questions as "excellent," "insightful," or  "thoughtful." I cannot help but wonder how these individuals would describe questions that do not merit a label at all. They'd never call them out as "stupid" or "obvious," but do they believe that? And how is the audience member to feel when they're question doesn't earn praise from the speaker?

As an educator, I want questions. I need questions. I rely on them to get a sense of what's going on in my classes. For example, if a student in a course has a question about an assignment I need to revisit my instructions.  If students ask about topics I may not have planned to include in the course, perhaps I need to do so at some point. That may be now or in future iterations of the course.

That's why I consider all questions as good questions. And I don't need to label them as such. 

When "I Don't Feel Like It" Isn't Acceptable

I recently read Seth Godin's book The Practice. It's chock full of practical advice.  Anyone grappling with the challenges of being "creative" will find it useful.

As I read the book I came to recognize that I haven't written as much as I'd like to over the last year. Why? I can offer lots of excuses. I taught a lot. I advised several students completing theses and related projects. I took on other work and volunteer projects. I joined the Rotary Club of Monterey. I commuted two hours from my home to my workplace. Blah blah blah. The list could go on and on.

What I told myself was, "I'm best in the morning. It's when my thinking is clearest. So, if I don't write in the morning it's not worth my time." I'm referring to blog posts, book reviews, and other academic works. 

Godin's primary point is that a practice such as writing demands we commit to it. We need to show up for it regularly. The practice itself matters, not any specific outcome. You have to produce a lot of work--a lot of ideas--in order to produce good material. No one can or should expect to succeed every time out. 

In other words, we cannot wait for inspiration. "I don't feel like it" isn't an excuse if we're truly committed to our practice.

I've taken Godin's insights to heart. I'm setting out this year to "create" more. That means writing, although I'm not limiting myself. Posting more regularly here will be one measure of my ability to live up to this commitment. 

When Meeting Someone New, Ask for Their Preferred Name

My first name is Mitchell. That's my legal name, and what I wish to be called. Not Mitch. I've never used "Mitch" in my life. As a result, I often find myself correcting individuals who shorten my name. 

I'm not alone in having to deal with assumptions about my first name. For example, take someone given the name "Robert" at birth. That person may wish to be called "Robert." Or he may prefer to be called "Bob" or "Bobby" or "Robbie." And that doesn't even take into consideration different spellings or pronunciations. 

The bottom line is that you can never assume someone's given first name is what they prefer to use. More often than not, it isn't. So you'd best never assume. Ask them what they prefer to be called. I've found that such an effort is always appreciated. 

A Professional Nickname that Speaks to My Brand (Boots on the Ground)

Here's the final post in my series on professional nicknames that helped give me insight into my personal "brand." 

By way of background, I don't like using military analogies to describe non-military matters. I believe it disrespects, and even trivializes, what happens in war. That said, I was touched to be given the nickname "boots on the ground" by a faculty member at one school where I served as a Dean. 

This person observed me at an event, bustling about, tending to everything from the placement of name tags on the registration table to cleaning up after the event ended. Smiling, she commented, "Mitchell, no task is too small for you, and no detail too trivial. You really get things done--whatever that is. You're our boots on the ground--making sure what needs to get done gets done, often by pitching in and not simply leading by fiat."

In my own words, "I "get s**** done." Talk alone only goes so far. All the plans in the world don't amount to much if someone isn't willing to take action--doing anything and everything necessary to complete a project, hold an event, etc. That, to me, is the meaning of "boots on the ground," and I'm proud now to share that nickname with you as yet another element of my personal "brand."

A Professional Nickname That Speaks to My Brand (The Velvet Whip)

To continue my intermittent series on professional nicknames that have helped me to better understand my personal "brand," consider the following scenario and how it gave rise to yet another professional nickname.

I was a communications consultant for a mid-size non-profit AIDS organization in the early 2000s. They served a specific LGBTQ (Lesbian, Gay, Bisexual, Transgender) population, and by virtue of their mission inclusivity was fundamental to every aspect of their work. That meant great effort was taken to ensure that everyone had a voice in matters large and small--including some of the work product I was responsible for producing.

This emphasis on inclusiveness meant that producing documents representing the agency took more time and effort than at other organizations. I needed to both encourage participation and move the process along, lest what I was responsible for not get done.

And things did get done--specifically, the agency's first brochure and annual report. I had to counter my own sense of urgency (and impatience) with every ounce of dedication I felt to this organization and its mission. I was delighted that we were able to complete the projects, on time and under budget. But I was even more delighted with the feedback I received from the then Executive Director at a midpoint in the process.

"Mitchell, you really understand us. You've taken great pains to solicit input on your projects, while at the same time staying on us to meet deadlines imposed by our funder. You've done so with a deft touch. You're the velvet whip."

The velvet whip, indeed. I'm someone who can get things done with a persistent but gentle touch. And so you understand yet another nickname that highlights an aspect of my personal "brand."

A Professional Nickname That Speaks to My Brand (Meat Thermometer)

A recent blog post discussed professional nicknames as cues about one's personal brand. I've had three such nicknames. Here's the background on the first one: meat thermometer.

Yes--someone I worked for said I was like a meat thermometer. Yes--it was meant as a compliment. More importantly, the comment helped crystalize my thinking about one of my strengths--and, therefore, a critical component of what I like to think of as my "brand." Let me explain. 

I worked at a public relations agency for two and a half years.  I look back on the experience with fondness, even while acknowledging it was a difficult place to work. The owner had a habit of coming down hard on employees who he thought weren't delivering the results he believed were possible. The pressure was intense. We worked long hours and turnover was high. 

I got to know well most of my colleagues during my two and half years at this agency. I heard about their challenges in working with clients, supervisors and colleagues. I was very social, and became known as such--which was accompanied by a quick (and occasionally sarcastic) wit that ruffled some feathers.

Little did I know my socializing had been noticed, and favorably so. The co-owner of the company, who alternated between being personable and difficult, approached me one day as I poured myself a cup of coffee. "Mitchell," she stated, "how is it going? How is everyone doing? What's the general mood like here?" I didn't know how to respond, much less whether it would be wise to do so. l remained silent.

She continued: "Mitchell, I ask you because I know you know what's going on. You have a sense of what morale is like. You know what people are thinking. You have a keen understanding of our agency and its culture. You're like a meat thermometer."

I answered her questions to the best of my ability, and then turned away, aghast at this new moniker. A meat thermometer measures the internal temperature of meat and other cooked foods, letting the chef know whether they're ready and safe to consume. I couldn't fathom how that in any way described who I was.  

Many years later, long after I left the agency, I came to understand the real meaning of my "meat thermometer" nickname. 

I saw I indeed had a knack for understanding what was really going on in that organization, and in most of those I've worked for since as an employee and consultant. I listened and observed, noting what was said as well as what went unsaid. I can "read" situations--whether in an organization, group, or a classroom, and based on that insight, could respond accordingly. It remains hard for me to put into words this skill, or gift, as I like to think of it, even to this day. I just have a feel for what's going on beneath the surface in groups and organizations. In short, I'm grateful for the third party observation that enabled me to zero in on this ability and to understand a critical element in my brand as an educator and consultant.

So you may continue to call me the "meat thermometer."

My Fellowship to Develop Instructional Materials for Systems Engineering Professionals

I’ve been accepted into The Learning, Education, and Assessment Fellows (LEAF) Program at the Naval Postgraduate School (NPS), where I serve as a Senior Lecturer in the Department of Defense Management. It is a one-year fellowship that encourages and supports experienced faculty to lead efforts that foster a strong teaching culture at NPS.

During my fellowship I’ll be spearheading a learning initiative including faculty from the Departments of Defense Management and Systems Engineering (SE). The outcome will be instructional modules covering communications challenges specifically faced by SE students while they’re attending NPS, as well as ones they are likely to encounter in future roles they fill in the U.S. Navy. 

NPS is encouraging individual faculty members to forge relationships with faculty across the university to deliver an interdisciplinary education that better prepares students for their subsequent Navy responsibilities. In addition, we’ve been asked to reimagine and subsequently restructure existing courses and curricula for shorter, dynamic formats that fit into revised degree programs. My project checks all these boxes, and I’m grateful for the opportunity I’ve been given to work on it during the remainder of 2022. 

Twelve Strategies I Use That Have Made Me a Better Teacher (which I never read about in any book)

I've taught for over 20 years. During that time I've read countless books on teaching. I've read articles on teaching published by trade and academic publications. I've listened to podcasts. Yet my key learnings come from classroom experience. I share twelve of these key learnings, or strategies, below. 

1. Don’t introduce new technology for students to use UNLESS it makes sense for the teaching of the class. Also, you should have achieved some degree of mastery with the technology. 
2. Attempt to tackle individual student technology issues on your own, assuming you can do so. By doing so yourself, students who contact you often have one less step to take to solve their problem. That saves them time having to wait for a response from IT.  
3. Provide an EXTREMELY detailed syllabus. Include all assignments and as much information about course policies/procedures as possible. Review assignment details carefully at the beginning of the course. Repeat them as due dates approach. You can never mention due dates too often. 
4. Take every opportunity to mention other classes students take, and integrate into your discussion topics covered in these other classes. In some instances you're class builds on this other material. In other instances, absent you making the relationship between different courses explicit, students may not make the connections critical for their learning. 
5. Be proactive in terms of working with students to complete their assignments. Ask them to meet with you to brainstorm ideas and review assignment drafts in advance of final submission deadlines. 
6. Admit to your mistakes. You will make mistakes. None of us is perfect. For example, you might have misspellings in your PowerPoint slides. Perhaps you have one deadline for an assignment in your syllabus and one in your PowerPoint presentation. It makes no difference. Recognize your error, apologize as deemed appropriate, and correct it.
7. Spend most of your "grading" time on providing substantive feedback. That includes the subject matter AND the writing or presenting itself. Spend significantly less on actually assigning letter or numerical grades. The former will be much more valuable to students than the latter.
8. Seek ongoing feedback from students on the value and effectiveness of what you do in class. That includes readings, assignments, and class activities.
9. Pay close attention to narrative comments in course evaluations. Consider outlier evaluations carefully. Such evaluations differ markedly in substance and tone from the vast majority of evaluations (which are positive). Others offer suggestions or make comments that no one else in the class does. There’s usually something in these evaluations that can help you improve your teaching. That is, while negative (and even harsh) evaluations sting, there's often something in them you can use to improve your teaching. 
10. Change components of the course in response to repeated student feedback. If students in different classes over time negatively comment on some aspect of a course, it's probably worth revising.  If you hear a specific suggestion for improvement more than once, it's probably worth trying it out at least once in your class. 
11. Be ready to change your class real-time, if, for example, an especially rich class discussion merits more time. Or, for example, a student shares an on-topic experience with you privately that you believe would benefit the entire class. In short, plan individual class sessions but remain flexible and nimble to respond to student needs. 
12. Devote a portion of the last class to critique the class itself. The course learning objectives (or outcomes) serve as a useful starting point. For example, for each learning outcome, I ask students:

• What concepts were critical to achieving this learning outcome? 
• How well did you feel this learning outcome was met?
• What will you take away from/apply from the class related to this learning outcome? What have you already applied?
• How can the class be improved in terms of achieving this specific learning outcome?

Why I Believe in the Sanctity of Learning Objectives (or Outcomes)

In a Twitter thread a few months ago, participants questioned the need for learning outcomes (or objectives) in teaching and training. To me, they’re indispensable. Here's why.

First, learning objectives serve as guideposts for my class or workshop. I’ve found that unless you know where you’re going it’s easy to veer off track. Learning objectives provide a roadmap. They help instructor and participate alike focus on what's most important. Besides, no matter how much time you have as an instructor or workshop leader, it’s never enough. There’s always a lot more material you could include. Therefore, you must constantly decide what material to cover and what to leave out.  Learning objectives can help guide you as you make these often difficult decisions. 

Equally important, learning objectives provide a means of accountability. Share them at the outset. Then, use them as touchstones for assessing engagement and learning throughout the course. Finally, as part of your assessment at the end of the program, you can use learning objectives as a baseline. Invite participants to consider the relative success in achieving each learning outcome. Ask them to consider which activities best contributed to their learning experiences. Invite suggestions for alternatives. You can't help but gain critical insight into the overall success of your program. More importantly, you'll benefit from fresh perspectives. These can only improve your teaching and student learning.  

Universities typically provide learning objectives or outcomes for each course. Faculty develop, vet, and approve them. Each set of course learning objectives supports broader program or degree learning outcomes. So you might say as a faculty member, one has little choice but to keep them. That said, they're more than mere window dressing for me. I rely on them every day as I plan and assess learning activities.  I would no sooner jettison them than I would agree to (yet another) root canal on my two front teeth.