[ Pobierz całość w formacie PDF ]

thing. Communicate with precise nouns and numbers things you can see and touch and measure and avoid adjectives and adverbs, which
don t tell you precisely what to do.
4) Make a Scorecard for Learning
Life is full of scorecards: sales figures, performance rankings, test scores, tournament results. The problem with those scorecards is that they can
distort priorities, bending us toward short-term outcomes and away from the learning process. We ve all seen it happen, in business and in sports.
Organizations that focus maniacally on winning today tend to lose sight of the larger goal: learning and developing competencies for the long run.
The solution is to create your own scorecard. Pick a metric that measures the skill you want to develop, and start keeping track of it. Use that
measure to motivate and orient your learners. As a saying goes,  You are what you count.
For example, I ve encountered a number of top soccer, basketball, and hockey coaches who track the number of smart passes their team makes
during a game, and who use this number not the score as the most accurate measure of their team s success. The players catch on, and try to
exceed themselves each game. Regardless of what happens on the scoreboard, this number gives them an accurate way to measure their real
progress.
Tony Hsieh (pronounced  Shay ), a founder of the online shoe retailer Zappos, started out with the desire to create the most skilled customer-
service team in the world. The usual scorecard of customer-service success is customers served per hour. But for Hsieh, that scorecard made no
sense. He didn t want to be merely efficient he wanted to make people happy. So Zappos ignored the usual scorecard and began tracking the
occasions when their customer-service representatives went above and beyond the call of duty  delivering wow, in Zappos parlance. Those
moments, tallied and celebrated by the company, form the scorecard. And it seems to work: On a dare, Hsieh once phoned Zappos anonymously
in the middle of the night and asked if he could order a pizza. He shortly received a list of the five pizza places closest to his location that were still
open.
5) Maximize  Reachfulness
Reachfulness is the essence of learning. It happens when the learner is leaning forward, stretching, struggling, and improving. The point of this rule
is that good teachers/coaches/mentors find ways to design environments that tip people away from passivity and toward reachful action. This is
why good sports coaches will avoid activities where players stand in lines, waiting their turn, and instead employ lots of small, intense games. But
the idea of reachfulness applies to more than sports.
Recently, United Parcel Service was struggling with its driver-training program. Retention was down; injury and dissatisfaction were up. UPS
responded with a novel program: It canceled classroom lectures and built a $34-million training center that resembled a small town, so the trainees
could learn by doing. The trainees didn t hear lectures about how to drive, stack, or deliver they actually did it. To teach balance, UPS trainers
secretly squirted soap on the floor and had trainees walk across it carrying a load of boxes. (The trainees were hooked up to safety harnesses, so
they weren t injured.) The program was a success; retention, performance, and satisfaction are up.
Some progressive schools increase reachfulness through a technique called  flipping the classroom. The term refers to changing the traditional
model, in which students spend class time listening to a lecture and then do reinforcement work at home. In a flipped classroom, students do the
reverse. They listen to lectures at home, online, and spend class time actively struggling with the work: doing problems, wrestling with concepts in
essence, reaching while the teacher walks around, coach-style, and helps individuals one at a time. In a yearlong study of algebra students at one
California high school, the flipped classroom scored 23 percent higher on tests than the conventional classroom. [ Pobierz całość w formacie PDF ]