Years ago Dove funded a research effort to uncover "The Real Truth About Beauty." According to their site, their "global research highlighted a universal issue: that beauty-related pressure increases whilst body confidence decreases as girls and women grow older -- stopping young girls from seeing their real beauty."
Some of their key findings:
* Only 4% of women around the world consider themselves beautiful
* Only 11% of girls globally are comfortable describing themselves as "beautiful"
* 72% of girls feel tremendous pressure to be beautiful
* 80% of women agree that every woman has something about her that is beautiful but do not see their own beauty
From this research was birthed a marketing effort: The Campaign for Real Beauty. In this campaign, Dove began to redefine "beautiful" and highlight the beauty found in each woman. A goal was to pull away from the typical, the standard of beauty our society has established, and to reimagine a new model of beauty.
The parallels between this campaign and virtual learning are striking to me. We have a current model that cannot live up to its promise nor can anyone live up to the promises it wants to make.
It is time, not to merely find another model that is younger or has a certain look about her. No, it is time for virtual learning to reflect the beauty it has to offer in a real, authentic fashion. It must build to serve the audience it can best serve. It must redefine "learning" and break completely from the current way of seeing things.
The "Campaign for Real Virtual Learning" must exist because the individuals who are influenced the most by this effort are the same ones we all say we want to serve: KIDS.
If Dove can do it for beauty (see images in Target and other stores that reflect this new definition) then it can also be done for virtual learning.
houston@figment-consulting.com
Showing posts with label eLearning. Show all posts
Showing posts with label eLearning. Show all posts
Tuesday, October 1, 2019
Friday, September 27, 2019
The Ride of a Lifetime: Relentless Curiosity
Yesterday I received my signed copy of Robert Iger's book, "The Ride of a Lifetime: Lessons Learned from 15 Years as CEO of The Walt Disney Company."
I am reading it, studying it really, because I believe I can learn something from it that will propel me forward in life.
The more I learn the more I believe I grow.
In this book, Iger describes his "relentless curiosity" as the catalyst for his personal success and for the success that Disney has seen, and continues to see, under his watch.
Imagine an educational system that worked to instill relentless curiosity rather than higher scores on knowledge-accumulation tests.
Oh well. One can imagine.
houston@figment-consulting.com
I am reading it, studying it really, because I believe I can learn something from it that will propel me forward in life.
The more I learn the more I believe I grow.
In this book, Iger describes his "relentless curiosity" as the catalyst for his personal success and for the success that Disney has seen, and continues to see, under his watch.
Imagine an educational system that worked to instill relentless curiosity rather than higher scores on knowledge-accumulation tests.
Oh well. One can imagine.
houston@figment-consulting.com
Wednesday, September 25, 2019
Planes, Trains & Automobiles
All three are exactly alike really. They are merely different modes of transportation, designed to take people and/or products from one place to another -- from Point A to Point B.
Yet, they each have a niche and those who serve their niche well thrive.
Done properly they can complement each other and the overall economy is the better for it.
The same is true in education. Virtual, blended and traditional. Public, private and charter. Choose any three you like. Alternative, home-based, homeschool. The words are interchangeable. Each is merely a different mode of educating the young. Each has a niche to serve.
Those who understand their niche, cater to it, design for it, market to it, and serve it properly will thrive. Imagine though if each mode of education complemented each other rather than competed against one another.
What would learning look like then?
houston@figment-consulting.com
Yet, they each have a niche and those who serve their niche well thrive.
Done properly they can complement each other and the overall economy is the better for it.
The same is true in education. Virtual, blended and traditional. Public, private and charter. Choose any three you like. Alternative, home-based, homeschool. The words are interchangeable. Each is merely a different mode of educating the young. Each has a niche to serve.
Those who understand their niche, cater to it, design for it, market to it, and serve it properly will thrive. Imagine though if each mode of education complemented each other rather than competed against one another.
What would learning look like then?
houston@figment-consulting.com
Tuesday, September 24, 2019
Start with a better question
If you want a good answer then start with a better question.
We ask students, "What do you want to do for a living?"
The result? Life today as we know it.
What if we began asking students, "What kind of lifestyle do you want to lead?"
I wonder where their imaginations would take them? I wonder how they might see things differently? I wonder what life would look like?
houston@figment-consulting.com
We ask students, "What do you want to do for a living?"
The result? Life today as we know it.
What if we began asking students, "What kind of lifestyle do you want to lead?"
I wonder where their imaginations would take them? I wonder how they might see things differently? I wonder what life would look like?
houston@figment-consulting.com
Monday, September 23, 2019
Failure is not tolerated
Middle schoolers in this public school must write a two-page paper on why they failed and what they intend to do about it each time they receive a D or F on a test or project. Then, they must get their parents to sign it along with the teacher, and even the principal if it is a recurring problem.
Why? Because at this school "failure is not tolerated."
The result is that the students get to redo the project or retake the test and the scores are averaged together. Who wins? Sounds like the school does to me.
What exactly does this teach the students? Does it teach them the difference between failing and failure? Does it teach them that failing is part of the success process? Does it teach them that failing can actually lead to success?
Or, does it teach them to fear the prospect of failure? And, when we are afraid to fail, we become afraid to try. And, when we are afraid to try, mediocrity sets in, ambivalence takes over, and apathy becomes our driver.
Edison might have given up if he had to write a two-page paper each time he failed. Steve Jobs may never have pushed through with the Mac II when the original Mac sales were disappointing. Walt Disney would have never found Mickey. And, none of us would be standing right now, let alone walking (because as a baby we become intimately acquainted with failure as we learn to stand and walk).
We tend to think the problem with education is found in grammar, math, and history. I wonder if it is found in the way we treat those we say we care about the most.
houston@figment-consulting.com
Why? Because at this school "failure is not tolerated."
The result is that the students get to redo the project or retake the test and the scores are averaged together. Who wins? Sounds like the school does to me.
What exactly does this teach the students? Does it teach them the difference between failing and failure? Does it teach them that failing is part of the success process? Does it teach them that failing can actually lead to success?
Or, does it teach them to fear the prospect of failure? And, when we are afraid to fail, we become afraid to try. And, when we are afraid to try, mediocrity sets in, ambivalence takes over, and apathy becomes our driver.
Edison might have given up if he had to write a two-page paper each time he failed. Steve Jobs may never have pushed through with the Mac II when the original Mac sales were disappointing. Walt Disney would have never found Mickey. And, none of us would be standing right now, let alone walking (because as a baby we become intimately acquainted with failure as we learn to stand and walk).
We tend to think the problem with education is found in grammar, math, and history. I wonder if it is found in the way we treat those we say we care about the most.
houston@figment-consulting.com
Friday, September 20, 2019
A Zig and a Fig
"You cannot perform in a manner inconsistent with the way you see yourself." Zig Ziglar
Our behavior is inspired by our beliefs. These beliefs are not in what we can have in life but in what we are worthy to receive and hold onto. Our belief in ourselves guides our behavior, produces the results we see in our lives, and either lifts us higher or restrains us from what we might become.
Perhaps if we spent more time in school working to elevate the confidence each student has in themselves, the other results might just manifest too.
A "C" student becomes an "A" student when they first believe they are an "A" student. Sometimes though, they must make a temporary stop at "B" just to make sure.
houston@figment-consulting.com
Tuesday, September 17, 2019
Customer service in schools? Don't let data guide you.
Customer service is not a program. It is not an initiative. It is not the technology you use. It is not something you do.
And please, whatever you do, don't let data lead the way. For many years the number one question asked by guests at the Magic Kingdom, according to data, was, "What time does the 3 o'clock parade start?"
Imagine if Walt Disney World had spent an inordinate amount of time seeking ways to ensure the guests understood that the 3 o'clock parade began at 3 o'clock. It would not have minimized the question and Disney would have been dumbfounded because the data told them this was the problem. (See point 3 below for the answer)
Too many schools work from the outside-in. They launch initiatives to offset parent problems or an influx of calls. They purchase new technology in order to make it easier for parents to connect with the schools. And, they gather data that tells them how many parents are complaining about X, Y, or Z so they can then work to alleviate X, Y, or Z.
Over time the band-aid approach of initiatives fails and schools are left to wonder why. So, they move on to purchase new technology or reassess the data and the pattern begins again.
Where are they going wrong?
1. Amy Cuddy, a Harvard Psychologist, and TED speaker, says that "how you say something is more important than what you say."
Walt Disney World understands that customer service (guest experience) must be a culture -- not a program nor an initiative. And, technology must serve the guest experience culture and bring value to it. And, data? Well, data is used properly to help Walt Disney World identify pain points and delight opportunities. You see, customer service is not an effort to overcome a bad experience. It is also an opportunity to build experiences that continually delight the customer and build loyalty.
More importantly, Walt Disney World understands that how you say something carries more weight than what you say. But, when HOW and WHAT merge together seamlessly and both are done properly, delight is the result.
2. If schools truly want to serve their students then they must move beyond the idea of initiatives and programs. They must place technology and data where they belong. They must, I repeat, must move toward a culture of service that permeates the school.
My oldest son started his college experience in a class designed to assist new students with the college experience and, hopefully, lead to better retention of students. His professor, on the first day of class, spent much of the time sharing how much he cared about them and wanted them to succeed. "I am here for you this semester to make sure you have a great experience," is what he told them. One week later he was gone, replaced by a new professor who repeated the same content. Why? Because it was an initiative of the university and for those who led it, they had their script to follow but their heart was not in it.
Another professor of his that same semester went about her duties of teaching and guiding the students, answering their questions, encouraging them, and working to inspire them. When she would see my son on campus, she would walk over and ask him how he was doing and how his other classes were going. She didn't need to tell him how much she cared but when she said it, he knew she meant it. For her, it was not a program nor a script. It is who she is, not what she does.
Three years later when she sees him she still inquires about his well-being.
3. Back to the 3 o'clock parade. Disney understood that the real question being asked was somewhere below the surface. The data did not guide them, rather it assisted them because they kept it where it needed to stay -- in a support role. Once they uncovered the real question being asked, they then built it into their culture of how to answer it (how you say something). (If you want to know what they did, shoot me an email - houston@figment-consulting.com)
When a student says something improper in a school that has a customer-service culture, they understand the real issue might lie below the surface. And, they are trained to look for it, be open to it, and how to probe for it.
It has a completely different feel to it.
Start with these three tenets and you can begin to build a customer service culture in your school -- one that will last and one that will radically improve the relationships you desire with your students and parents.
houston@figment-consulting.com
And please, whatever you do, don't let data lead the way. For many years the number one question asked by guests at the Magic Kingdom, according to data, was, "What time does the 3 o'clock parade start?"
Imagine if Walt Disney World had spent an inordinate amount of time seeking ways to ensure the guests understood that the 3 o'clock parade began at 3 o'clock. It would not have minimized the question and Disney would have been dumbfounded because the data told them this was the problem. (See point 3 below for the answer)
Too many schools work from the outside-in. They launch initiatives to offset parent problems or an influx of calls. They purchase new technology in order to make it easier for parents to connect with the schools. And, they gather data that tells them how many parents are complaining about X, Y, or Z so they can then work to alleviate X, Y, or Z.
Over time the band-aid approach of initiatives fails and schools are left to wonder why. So, they move on to purchase new technology or reassess the data and the pattern begins again.
Where are they going wrong?
1. Amy Cuddy, a Harvard Psychologist, and TED speaker, says that "how you say something is more important than what you say."
Walt Disney World understands that customer service (guest experience) must be a culture -- not a program nor an initiative. And, technology must serve the guest experience culture and bring value to it. And, data? Well, data is used properly to help Walt Disney World identify pain points and delight opportunities. You see, customer service is not an effort to overcome a bad experience. It is also an opportunity to build experiences that continually delight the customer and build loyalty.
More importantly, Walt Disney World understands that how you say something carries more weight than what you say. But, when HOW and WHAT merge together seamlessly and both are done properly, delight is the result.
2. If schools truly want to serve their students then they must move beyond the idea of initiatives and programs. They must place technology and data where they belong. They must, I repeat, must move toward a culture of service that permeates the school.
My oldest son started his college experience in a class designed to assist new students with the college experience and, hopefully, lead to better retention of students. His professor, on the first day of class, spent much of the time sharing how much he cared about them and wanted them to succeed. "I am here for you this semester to make sure you have a great experience," is what he told them. One week later he was gone, replaced by a new professor who repeated the same content. Why? Because it was an initiative of the university and for those who led it, they had their script to follow but their heart was not in it.
Another professor of his that same semester went about her duties of teaching and guiding the students, answering their questions, encouraging them, and working to inspire them. When she would see my son on campus, she would walk over and ask him how he was doing and how his other classes were going. She didn't need to tell him how much she cared but when she said it, he knew she meant it. For her, it was not a program nor a script. It is who she is, not what she does.
Three years later when she sees him she still inquires about his well-being.
3. Back to the 3 o'clock parade. Disney understood that the real question being asked was somewhere below the surface. The data did not guide them, rather it assisted them because they kept it where it needed to stay -- in a support role. Once they uncovered the real question being asked, they then built it into their culture of how to answer it (how you say something). (If you want to know what they did, shoot me an email - houston@figment-consulting.com)
When a student says something improper in a school that has a customer-service culture, they understand the real issue might lie below the surface. And, they are trained to look for it, be open to it, and how to probe for it.
It has a completely different feel to it.
Start with these three tenets and you can begin to build a customer service culture in your school -- one that will last and one that will radically improve the relationships you desire with your students and parents.
houston@figment-consulting.com
Monday, September 16, 2019
A blank sheet of paper . . .
In 1974 Marty Sklar had just been promoted to creative leader of Walt Disney Imagineering -- the creative force behind the theme parks and other guest experiences. At the time Walt Disney World in Florida had just opened and EPCOT Center was on its way (Disneyland in California was in operation). Over his tenure as the leader, it grew to eleven theme parks across the globe on three continents.
Back to 1974 though. In one of his first meetings, Sklar set out a black piece of paper in front of the Imagineers who had gathered for the launch.
"There are two ways to look at a blank sheet of paper," Sklar told the creative team. "It can be the most frightening thing in the world because you have to make the first mark on it. Or it can be the greatest opportunity in the world because you get to make the first mark -- you can let your imagination fly in any direction, and create whole new worlds!"
If a blank sheet of paper were placed in front of you, how would you see it? Answering that question can make all the difference in the world as to what you may or may not create moving forward.
Back to 1974 though. In one of his first meetings, Sklar set out a black piece of paper in front of the Imagineers who had gathered for the launch.
"There are two ways to look at a blank sheet of paper," Sklar told the creative team. "It can be the most frightening thing in the world because you have to make the first mark on it. Or it can be the greatest opportunity in the world because you get to make the first mark -- you can let your imagination fly in any direction, and create whole new worlds!"
If a blank sheet of paper were placed in front of you, how would you see it? Answering that question can make all the difference in the world as to what you may or may not create moving forward.
Friday, September 13, 2019
The virtual school model is broken . . .
Rogers Morton, the campaign manager for the presidential candidate, Gerald Ford, had lost 5 of the last 6 primaries when he uttered the phrase, as reported by Washington Post, "I'm not going to rearrange the furniture on the Titanic."
Morton uttered this phrase as he took over leading the campaign just a month prior. He knew, that in order for Ford to win, he could not continue to do what had been done. It wasn't working. It could not be tweaked. It could not be adapted. It had to be fundamentally changed.
Unfortunately for Ford, the changes made were too late and Jimmy Carter was elected President of the United States later that year.
My hope, as I utter the same "Titanic phrase" as it relates to the current virtual school model, is that it is not too late for virtual learning. It already is for the current model and that is fine. However, there is hope, I believe, for virtual learning -- a new model, "a new hope" as Star Wars might say.
Mr. Morton was correct though. We cannot merely rearrange the deck chairs, nor play music while the virtual school Titanic we are sailing on is sinking. The iceberg has already been struck so merely altering course will not do. The current model is already taking on water and there is an undeniable tilt to the ship.
What we must do is to rethink the virtual learning ship altogether. We need to throw away the old blueprints and rebuild with a new idea in mind.
After the Titanic struck the iceberg it took only 2 hours and 40 minutes for the mighty luxury liner to sink below the Atlantic surface. How long will it take the current virtual model to sink now that the iceberg has been struck?
That is why the time is now to reimagine virtual learning. The ocean still beckons for those willing to sail it.
#virtualschools #virtuallearning #elearning #blendedlearning #K12 #education #EpicCharterSchools #A3Education #GeorgiaCyberSchool #OhioVirtual #ConnectionsAcademy
Morton uttered this phrase as he took over leading the campaign just a month prior. He knew, that in order for Ford to win, he could not continue to do what had been done. It wasn't working. It could not be tweaked. It could not be adapted. It had to be fundamentally changed.
Unfortunately for Ford, the changes made were too late and Jimmy Carter was elected President of the United States later that year.
My hope, as I utter the same "Titanic phrase" as it relates to the current virtual school model, is that it is not too late for virtual learning. It already is for the current model and that is fine. However, there is hope, I believe, for virtual learning -- a new model, "a new hope" as Star Wars might say.
Mr. Morton was correct though. We cannot merely rearrange the deck chairs, nor play music while the virtual school Titanic we are sailing on is sinking. The iceberg has already been struck so merely altering course will not do. The current model is already taking on water and there is an undeniable tilt to the ship.
What we must do is to rethink the virtual learning ship altogether. We need to throw away the old blueprints and rebuild with a new idea in mind.
After the Titanic struck the iceberg it took only 2 hours and 40 minutes for the mighty luxury liner to sink below the Atlantic surface. How long will it take the current virtual model to sink now that the iceberg has been struck?
That is why the time is now to reimagine virtual learning. The ocean still beckons for those willing to sail it.
#virtualschools #virtuallearning #elearning #blendedlearning #K12 #education #EpicCharterSchools #A3Education #GeorgiaCyberSchool #OhioVirtual #ConnectionsAcademy
Monday, August 22, 2016
92% benefit academically, according to K12
The press releases sent out by K12 look impressive: 92% of parents in Utah Virtual Academies agree they benefited academically
It is even conducted by Edge Research, so it must be impressive. I mean, 92% is an overwhelming percentage in agreement. And, we all want kids to 'benefit academically.'
Take a closer look at the survey and the results begin to unravel. Let's look at the details:
1. 92% is actually based on the number of parents who responded to the survey, and not an overall percentage of families. That means the survey was conducted as a response survey. This typically means you will receive biased results because it is not representative of the overall population but rather dependent upon the response of the participants of their own volition.
2. According to the survey, to achieve a 100% response rate, the UTVA survey should have received 1,510 responses -- that is how many parents there are in the UTVA database of families.
3. How many responded? 1,000? 800? 500? -- actually, only 142 parents responded -- that equates to a 9% response rate. You read that correctly, only 9% of the potential population base responded.
4. A more accurate assessment would be 92% of the 9% of parents who responded agreed their children benefited academically from the curriculum (130 of the 142). 91% of parents in UTVA did not respond to the survey.
5. This means the headline of the press release is, at best, inaccurate. At worst, well, I will leave that one alone.
What does this mean overall? K12 is working hard to write a story, and they hope you only read the headlines.
It's time to stop blurring the truth. It's time to spend less time on press releases, and more time on crafting a story worth writing that leads to one worth sharing.
houston@figment-consulting.com
It is even conducted by Edge Research, so it must be impressive. I mean, 92% is an overwhelming percentage in agreement. And, we all want kids to 'benefit academically.'
Take a closer look at the survey and the results begin to unravel. Let's look at the details:
1. 92% is actually based on the number of parents who responded to the survey, and not an overall percentage of families. That means the survey was conducted as a response survey. This typically means you will receive biased results because it is not representative of the overall population but rather dependent upon the response of the participants of their own volition.
2. According to the survey, to achieve a 100% response rate, the UTVA survey should have received 1,510 responses -- that is how many parents there are in the UTVA database of families.
3. How many responded? 1,000? 800? 500? -- actually, only 142 parents responded -- that equates to a 9% response rate. You read that correctly, only 9% of the potential population base responded.
4. A more accurate assessment would be 92% of the 9% of parents who responded agreed their children benefited academically from the curriculum (130 of the 142). 91% of parents in UTVA did not respond to the survey.
5. This means the headline of the press release is, at best, inaccurate. At worst, well, I will leave that one alone.
What does this mean overall? K12 is working hard to write a story, and they hope you only read the headlines.
It's time to stop blurring the truth. It's time to spend less time on press releases, and more time on crafting a story worth writing that leads to one worth sharing.
houston@figment-consulting.com
Tuesday, July 26, 2016
Can we stop putting the student in the center of it all?
After 16 years of "putting the student in the middle," "surrounding the student with excellent resources," and "making the student our number one priority," the results have demonstrated that virtual schools got it wrong.
So, let's remove the student from the center of the virtual learning universe. Let's quit surrounding the student with the latest technology and academic fads expecting them to latch onto it and thrive. And, by all means, cut the word "individualized" out of the virtual school vocabulary.
How much more data do you need before you understand the current model simply won't work.
"It works for some," will be the retort. Then, serve the some and not the many.
Better yet, radically alter the model. Redefine the possibilities. Start from scratch and build with completely different blueprints.
Where to start?
Start by placing the teacher and student relationship at the middle. Let it be your foundation to build on.
houston@figment-consulting.com
Figment Consulting offers sales & marketing training, executive coaching, and consulting services that offer our clients effective ways of increasing revenue and decreasing costs.
So, let's remove the student from the center of the virtual learning universe. Let's quit surrounding the student with the latest technology and academic fads expecting them to latch onto it and thrive. And, by all means, cut the word "individualized" out of the virtual school vocabulary.
How much more data do you need before you understand the current model simply won't work.
"It works for some," will be the retort. Then, serve the some and not the many.
Better yet, radically alter the model. Redefine the possibilities. Start from scratch and build with completely different blueprints.
Where to start?
Start by placing the teacher and student relationship at the middle. Let it be your foundation to build on.
houston@figment-consulting.com
Figment Consulting offers sales & marketing training, executive coaching, and consulting services that offer our clients effective ways of increasing revenue and decreasing costs.
Monday, July 11, 2016
The Art of Spin by K12
Is it $168.5 million or $2.5 million?
On Friday, July 8, 2016, the Attorney General of California issued a press release announcing a $168.5 million settlement with K12.
On the same day, K12 issued a press release announcing a $2.5 million settlement with the State of California Attorney General's office.
Two days ago (after seeing the news report, not the press releases) I penned a blog about the settlement and mentioned we will need to see how K12 spins it.
After reading their release, my head is still spinning. Now, I personally know the K12 PR head and the Government Affairs team -- they are good people, and I really feel for them. However, this is one of the best spin attempts I have seen, and I spend my time with words (marketing and sales training). I will only touch on a few points below.
K12 classified it as a $2.5-million settlement, and a $6.0 million donation to the Attorney General's office to cover the costs of the investigation. They also adamantly stated that the "settlement with the state includes no finding or admission of liability or wrongdoing by K12 or by the public, non-profit California Virtual Academies (CAVA) managed under contracts by K12."
California Attorney General Kamala Harris, in her own words, seems to see it differently from her press release, "K12 and its schools mislead parents and the State of California by claiming taxpayer dollars for questionable student attendance, misstating student success and parent satisfaction, and loading nonprofit charities with debt."
The next point comes from the first statement by K12 CEO Stuart Udell. (Nate Davis seems to have disappeared on this one). Anyway, back to Stuart's quote.
"The Attorney General's claim of $168.5 million in today's announcement is flat wrong. Despite our full cooperation throughout the process, the Office of the Attorney General grossly mischaracterized the value of the settlement just as it did to the issues it investigated. There is no "debt relief" to the CAVA schools. The balance budget credits essentially act as subsidies to protect CAVA schools, its students, and teachers against financial uncertainties. CAVA schools have not paid that money to K12 and K12 never expected to receive it given California's funding environment."
What I find most interesting here is the CEO's first comments attack the dollar amount and then the characterization of the debt relief, instead saying it should have been classified as subsidies.
K12 investors -- were you listening? (They are because the stock is up almost 2% today)
Let's forget that what the Attorney General said about misleading parents, misstating student success and parent satisfaction, and questionable student attendance. No, we want to make crystal clear it is not "debt relief."
The other point I want to draw attention to is Udell's last quote in the K12 release.
"Opponents of K12 and skeptics of public online education have spent years making wild, attention-grabbing charges against us and our business," said Udell. "The State of California used the full authority and investigative resources of the Office of the Attorney General to investigate these charges over eight months. In the end, we demonstrated industry leading levels of service and compliance with regulations and benefits to families. There is a reason families keep coming to our programs and its because we are committed to deliver valuable educational services within the laws and rules of every state."
I actually think he believes that statement too.
By the way, CAVA schools collectively had a graduation rate of 36% as compared to the state average of 78%. Facts are neither opponents or skeptics.
Now, I won't pick apart the use of the words "wild" and "attention-grabbing" in order to characterize any comments made by people pointing out flaws with K12 and their schools. I won't even point out the fact that the charter school association in California agreed with the Attorney General in this settlement (and last I checked they were not opponents or skeptics).
What I will point out though is the weakness behind this ending statement. Any communication expert knows you open big and end big. You open strong and end strong. You open memorable and end memorable.
And yet, this is the best they have -- ". . . we demonstrated industry leading levels of service and compliance with regulations and benefits to families. There is a reason families keep coming to our programs and its because we are committed to deliver valuable educational services within the laws and rules of every state."
Industry leading -- if the ship is sinking does it matter how beautiful the deck chairs look?
Parents keep coming to our programs -- Oh, and lest I forget to remind you where the focus seems to be. K12 held an investor conference call today to discuss the settlement.
Where is the parent conference call?
houston@figment-consulting.com
On Friday, July 8, 2016, the Attorney General of California issued a press release announcing a $168.5 million settlement with K12.
On the same day, K12 issued a press release announcing a $2.5 million settlement with the State of California Attorney General's office.
Two days ago (after seeing the news report, not the press releases) I penned a blog about the settlement and mentioned we will need to see how K12 spins it.
After reading their release, my head is still spinning. Now, I personally know the K12 PR head and the Government Affairs team -- they are good people, and I really feel for them. However, this is one of the best spin attempts I have seen, and I spend my time with words (marketing and sales training). I will only touch on a few points below.
K12 classified it as a $2.5-million settlement, and a $6.0 million donation to the Attorney General's office to cover the costs of the investigation. They also adamantly stated that the "settlement with the state includes no finding or admission of liability or wrongdoing by K12 or by the public, non-profit California Virtual Academies (CAVA) managed under contracts by K12."
California Attorney General Kamala Harris, in her own words, seems to see it differently from her press release, "K12 and its schools mislead parents and the State of California by claiming taxpayer dollars for questionable student attendance, misstating student success and parent satisfaction, and loading nonprofit charities with debt."
The next point comes from the first statement by K12 CEO Stuart Udell. (Nate Davis seems to have disappeared on this one). Anyway, back to Stuart's quote.
"The Attorney General's claim of $168.5 million in today's announcement is flat wrong. Despite our full cooperation throughout the process, the Office of the Attorney General grossly mischaracterized the value of the settlement just as it did to the issues it investigated. There is no "debt relief" to the CAVA schools. The balance budget credits essentially act as subsidies to protect CAVA schools, its students, and teachers against financial uncertainties. CAVA schools have not paid that money to K12 and K12 never expected to receive it given California's funding environment."
What I find most interesting here is the CEO's first comments attack the dollar amount and then the characterization of the debt relief, instead saying it should have been classified as subsidies.
K12 investors -- were you listening? (They are because the stock is up almost 2% today)
Let's forget that what the Attorney General said about misleading parents, misstating student success and parent satisfaction, and questionable student attendance. No, we want to make crystal clear it is not "debt relief."
The other point I want to draw attention to is Udell's last quote in the K12 release.
"Opponents of K12 and skeptics of public online education have spent years making wild, attention-grabbing charges against us and our business," said Udell. "The State of California used the full authority and investigative resources of the Office of the Attorney General to investigate these charges over eight months. In the end, we demonstrated industry leading levels of service and compliance with regulations and benefits to families. There is a reason families keep coming to our programs and its because we are committed to deliver valuable educational services within the laws and rules of every state."
I actually think he believes that statement too.
By the way, CAVA schools collectively had a graduation rate of 36% as compared to the state average of 78%. Facts are neither opponents or skeptics.
Now, I won't pick apart the use of the words "wild" and "attention-grabbing" in order to characterize any comments made by people pointing out flaws with K12 and their schools. I won't even point out the fact that the charter school association in California agreed with the Attorney General in this settlement (and last I checked they were not opponents or skeptics).
What I will point out though is the weakness behind this ending statement. Any communication expert knows you open big and end big. You open strong and end strong. You open memorable and end memorable.
And yet, this is the best they have -- ". . . we demonstrated industry leading levels of service and compliance with regulations and benefits to families. There is a reason families keep coming to our programs and its because we are committed to deliver valuable educational services within the laws and rules of every state."
Industry leading -- if the ship is sinking does it matter how beautiful the deck chairs look?
Parents keep coming to our programs -- Oh, and lest I forget to remind you where the focus seems to be. K12 held an investor conference call today to discuss the settlement.
Where is the parent conference call?
houston@figment-consulting.com
Saturday, July 9, 2016
California settles with K12 over CAVA
False advertising. Misleading parents. Inadequate instruction.
That was the case laid out against K12 by the California attorney general's office. Today, the LA Times shared that the state had reached a settlement agreement with K12.
As part of the agreement, K12 admitted to no wrongdoing but did agree to "abide by state law" moving forward -- that is an interesting paradox in my mind, but it is what it is.
In addition, K12 paid $8.5 million to settle existing claims, and agreed to not be reimbursed by the CAVA schools by offering a "debt relief" of $160 million. Again, that is a steep amount to pay overall for doing nothing wrong.
http://www.latimes.com/local/education/la-me-edu-state-settles-with-cava-online-charter--20160708-snap-story.html
Let's see how this one will be spun by K12.
Not sure the normal response offered by K12 will work with this one.
It's sad.
houston@figment-consulting.com
That was the case laid out against K12 by the California attorney general's office. Today, the LA Times shared that the state had reached a settlement agreement with K12.
As part of the agreement, K12 admitted to no wrongdoing but did agree to "abide by state law" moving forward -- that is an interesting paradox in my mind, but it is what it is.
In addition, K12 paid $8.5 million to settle existing claims, and agreed to not be reimbursed by the CAVA schools by offering a "debt relief" of $160 million. Again, that is a steep amount to pay overall for doing nothing wrong.
http://www.latimes.com/local/education/la-me-edu-state-settles-with-cava-online-charter--20160708-snap-story.html
Let's see how this one will be spun by K12.
Not sure the normal response offered by K12 will work with this one.
It's sad.
houston@figment-consulting.com
Thursday, June 16, 2016
K12 responds to the report from the charter school advocacy group
The Alliance's main points are:
* Rethink the ways in which virtual charter schools are governed
* Move quickly to close virtual charter schools that perform poorly
* Remove virtual charter schools from the charter designation
K12, the leader in virtual schools, issued a response to the report. (I imagine Connections will also respond soon)
Their main points are:
* The report issued was not collaborative because virtual charter schools were not consulted
* The report relied on analysis of old data and did not account for recent data
* Most troubling was the report's call for "criteria for admission" essentially removing the ability for the parents to decide on enrollment
* The recommendations from the report to improve virtual charter schools should be applied to all charter schools
We have now entered a very strange season where the charter school movement is trying to distance itself from one of its subsets -- virtual charter schools.
While I have written extensively on the problems and potential solutions associated with mainly K12-managed virtual schools, I do happen to agree with a few points made by K12 in their response:
1. "Criteria admission" would essentially negate the whole idea of school choice associated with virtual schools While I do believe virtual schools should do a much better job of helping families make the best decision for them (being more authentic about the workload, responsibilities, daily requirements, etc.), at the end of the day, it is up to the parent to decide if they are willing to commit to it or not. In reality, it is parent choice, not school choice, meaning the parents choose.
2. The K12 curriculum for grades K - 8 is, in my opinion and experience, one of the best out there. Granted, it has not helped much within the virtual charter school arena in terms of academic achievement and test scores it still remains a gold standard in terms of quality across the board. I happen to believe the academic issues associated with the virtual charter schools have less to do with the curriculum and more to do with the time commitment, workload investment, etc.
At the same time, I do agree with the idea behind the report that BOLD steps must be taken in order to right the virtual charter school ship. Actually, I say burn this ship, and let's build a different one entirely - but that's for another blog post.
The fact of the matter is, everyone agrees that virtual learning works for only some. Those it works for are willing to put in the hard work, and are self-motivated with a strong family unit for support.
However, those who tend to enroll in virtual schools are enrolling to get away from something. They are not enrolling in order to get to something.
houston@figment-consulting.com
Friday, June 10, 2016
North Carolina virtual schools
In October of 2014 I penned the following blog post: North Carolina stands on the virtual school precipice
At the time the state had approved two virtual charter schools -- one from Connections, and one from K12. In the post I suggested the following would happen within one year of their opening:
1. Attrition rates (withdrawal, dropout) would be high
2. Academic results would be below standards
3. The North Carolina Dept of Education would be seeking ways to improve the two schools
Today is June 10, 2016, and the schools are finishing their first year:
1. Withdrawals in North Carolina virtual charter schools continue to soar
2. NC House loosening state regulations -- it appears there is an effort to loosen regulations that count withdrawals, teacher location, number of students teachers can serve, etc. While it is difficult to ascertain what the NCDOE is doing behind the scenes, the legislators appear to be already working to assist the schools by easing the accountability.
As far as academics, the jury is still out. Results for this year are not in yet for public schools.
One little spark of inspiration: To achieve a vastly different output, you must alter the input.
houston@figment-consulting.com
At the time the state had approved two virtual charter schools -- one from Connections, and one from K12. In the post I suggested the following would happen within one year of their opening:
1. Attrition rates (withdrawal, dropout) would be high
2. Academic results would be below standards
3. The North Carolina Dept of Education would be seeking ways to improve the two schools
Today is June 10, 2016, and the schools are finishing their first year:
1. Withdrawals in North Carolina virtual charter schools continue to soar
2. NC House loosening state regulations -- it appears there is an effort to loosen regulations that count withdrawals, teacher location, number of students teachers can serve, etc. While it is difficult to ascertain what the NCDOE is doing behind the scenes, the legislators appear to be already working to assist the schools by easing the accountability.
As far as academics, the jury is still out. Results for this year are not in yet for public schools.
One little spark of inspiration: To achieve a vastly different output, you must alter the input.
houston@figment-consulting.com
Thursday, April 14, 2016
The solution is . . .
. . . dependent upon the question being asked.
We spend countless hours searching for solutions. We waste hours upon hours in meetings discussing possible solutions.
We fire and hire based on finding solutions.
Anyone stop to make sure we are asking the right question?
Why are our sales declining? Why are customers leaving us? What can we do to increase sales? What can we do to attract new customers?
All are centered around the same problem yet each is a distinctly different question that will provide different solutions. The real problem is which question is best asked so we can find the proper solution?
houston@figment-consulting.com
We spend countless hours searching for solutions. We waste hours upon hours in meetings discussing possible solutions.
We fire and hire based on finding solutions.
Anyone stop to make sure we are asking the right question?
Why are our sales declining? Why are customers leaving us? What can we do to increase sales? What can we do to attract new customers?
All are centered around the same problem yet each is a distinctly different question that will provide different solutions. The real problem is which question is best asked so we can find the proper solution?
houston@figment-consulting.com
Monday, April 4, 2016
You can
If you believe you can then you can
If you believe you cannot then you cannot
It all begins with you, not in what you do, but in how you do it.
houston@figment-consulting.com
If you believe you cannot then you cannot
It all begins with you, not in what you do, but in how you do it.
houston@figment-consulting.com
Friday, March 18, 2016
Ten things homeschoolers want virtual schools to know
1. Virtual schooling is not homeschooling though both are done primarily in the home, so don't tell us it is.
2. True flexibility is found in homeschooling, so find another word when we talk
3. Individualized learning, real individualized learning, is what homeschooling is all about
4. There are close to 2 million of us homeschoolers and no we don't all think alike
5. The small, yet sometimes loud minority of those homeschoolers who speak up don't speak for all of us
6. Don't talk to us about the free tuition because we know there is a cost
7. Freedom matters a great deal to us, and we won't give it up easily, even for something free
8. There are close to 2 million different reasons why us homeschoolers have chosen to homeschool
9. We are real people at the end of your data point, don't forget that
10. When we say "no" to your virtual school, what we are really saying is we don't trust what you are telling us
houston@figment-consulting.com
2. True flexibility is found in homeschooling, so find another word when we talk
3. Individualized learning, real individualized learning, is what homeschooling is all about
4. There are close to 2 million of us homeschoolers and no we don't all think alike
5. The small, yet sometimes loud minority of those homeschoolers who speak up don't speak for all of us
6. Don't talk to us about the free tuition because we know there is a cost
7. Freedom matters a great deal to us, and we won't give it up easily, even for something free
8. There are close to 2 million different reasons why us homeschoolers have chosen to homeschool
9. We are real people at the end of your data point, don't forget that
10. When we say "no" to your virtual school, what we are really saying is we don't trust what you are telling us
houston@figment-consulting.com
Thursday, March 17, 2016
What Bernie Sanders taught us
However, Bernie taught us quite a lot though during his campaign. If you look at his results, almost 80% of those under age 30 supported Bernie. This is quite amazing because Bernie is not an eloquent speaker (he evidently has not read How to Talk Like TED), nor does he remind anyone of JFK when he first appeared on television during his run to the Presidency.
And yet, millions of people felt the Bern, as they say. What was it about him?
I would say it had less to do with him than it did with what he had to say. More importantly, it was what his headlines said -- Free college and free healthcare. (I know he meant free public college tuition but it transformed into free college). Sure there was an insurgency factor, and even an anti-Hillary factor. But, Free is enticing. Free resonates. Free catches attention.
We live in a headline and sound-bite society where very few people read past the headlines and fail to research beyond the sound bites for context and clarity.
For Bernie though, his problem became the fact that he wasn't selling a quick purchase, meaning people could not buy his product immediately. So, over time, the narrative moved toward the content of what he had to offer and away from the free. It became more about the cost of his proposals and the inability to sustain them. In short, content started to matter because it was a long purchase cycle.
He still has followers, and those who would still purchase what he has to offer. It is easy to buy something free. However, more people began to understand the consequences of free.
Reminds me of the virtual schools who hang their hats on tuition-free as the hook, the headline, the sound bite. Now that time has passed for each of them, it has become apparent what the actual costs of that tuition-free looks like.
houston@figment-consulting.com
Wednesday, March 16, 2016
Consulting a la carte
Are you wasting money on ineffective advertising?
Is your message not resonating with prospects?
Is your executive team not aligned with the core mission?
Is your marketing plan proving ineffective and inefficient, and your costs are rising?
Need help positioning your company or product effectively?
Do you simply need new ideas?
Want to know how to stand out from the competition?
Recently I have spent time on Google Hangout consulting with clients helping each one find a solution for each of the questions posed above. They didn't have the financing in place to hire a consultant full time, or they were in go-to-market mode and simply needed a one-time consultation to better align their plan with their values. So, they reached out to me and asked if we could consult with them on an hourly basis rather than full-time program.
It has proven successful for our clients over these past few months, and we are now rolling it out a little more formally as Consulting a la carte.
We work together over a Google Hangout to minimize any and all expenses, and spend the amount of time you determine you need to achieve your objective. You walk away with ideas, plans, and solutions you can measure to see the impact. You only return if you need us again. No strings attached.
Visit our web site at www.figment-consulting.com to see all of our services, and to learn more about our Google Hangout Consulting a la carte.
Or, go ahead and email me at houston@figment-consulting.com and we can arrange a time for you from the comforts of where you are.
houston@figment-consulting.com
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