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
Showing posts with label virtual schools. Show all posts
Showing posts with label virtual schools. Show all posts
Friday, September 27, 2019
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
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
Thursday, September 1, 2016
My last blog post
It renewed my hope in what virtual could be, and should be.
However, over the past three years, I have also had the opportunity to expand the role of Figment and branch out beyond the confines of education. In doing so it allowed me, and us at Figment, to play in fields that produce inspiring work.
Most recently we helped launch former American Idol Terrian's music career with her debut single, 'I Am Free.' And, we continue to work with her, guiding her as she moves into her next stages beyond the launch.
Also, we have had the pleasure of working with Disney Master Artist, and celebrity artist, Kevin-John. He is an amazing talent and a wonderful personality. Currently, we are working to expand his brand in new and exciting ways that could propel him far down the path of celebrity over the next few years.
We have also had the pleasure of one-off efforts with some unique talent in a variety of fields, fields that lend themselves to producing good (not just good work, but good overall). To say it has been fun would be an understatement.
But, what to do with my passion for virtual schooling? What should I do with my desire to help schools build virtual schools that serve families -- I still recall the tens of thousands of families I have had the pleasure of meeting and talking with over the years. And recently I have been able to present my message from Pennsylvania to British Columbia.
However, I thought about leaving it all behind, and I was close to doing just that. In the end, though, after months of contemplating, soul-searching, and planning, I have decided to let Figment continue to evolve down the path it is headed -- talent management, marketing consulting, sales training, SEO, design, and simply producing great, fun work. In other words, putting good in the world.
With that decision, I then turned my attention to continuing the effort to help virtual schools. In essence, I am splitting the two, separating them. Moving forward Figment will concentrate on marketing, sales, and talent management, with me continuing to lead the charge.
I will also be launching a new endeavor that will allow me to continue working to expand the message of what virtual schools need to succeed. It will continue to be based on my Virtual School Manifesto: Nine Essential Ingredients.
It will allow me to produce material, further conduct seminars, training, and speaking engagements focused on virtual schooling, but it will be separate from Figment. Soon I will launch it under my own name, Houston Tucker.
So, while this is my last blog post at Figment, I am not leaving (Figment will be taking over this blog). I care too much about the work we are doing at Figment to let it go. However, I also care about helping virtual schools serve families the way they deserve to be served.
Thank you, readers. Over the years it has grown from my family reading my blog posts (mostly because I asked them to) to hundreds and thousands reading it daily.
Stay tuned. More to come from Figment and me.
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
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
Friday, May 20, 2016
Agora Cyber, ECOT, and thoughts on virtual schools
Two stories came out this week, one from Pennsylvania and one from Ohio related to virtual schooling (cyber schooling in PA).
In Pennsylvania, Agora is in trouble with the PA Dept of Education over accurate data.
In Ohio, ECOT is being questioned by the the Dept. of Ed in Ohio about recording of attendance (which equals funding).
Recently, K12 in their quarterly report announcement bragged about a 289 basis point increase in retention rates. It is unusual because it is an investment term and they are, in essence, describing students in terms of investments. One basis point is the equivalent of 1/100th of a percentage, meaning 289 basis points equals 2.89% increase. I guess 289 sounds better and larger than 2.89%. Now, if they are serving over 100,000 students, 289 (or 2.89%) is a decent increase until one remembers how many students are leaving annually (estimated around 35%, or 3500 basis points, to 50%, or 5,000 basis points). That creates a different perspective doesn't it.
I also did a search (multiple searches really) in an effort to try and find success stories related to virtual schooling (other than those put out by the schools themselves). Interestingly, I could not find one.
Where are the success stories?
I'm keeping the faith in virtual schooling but the light is dimming.
Perhaps now we can quit trying to rearrange the deck chairs and create a radically different model.
houston@figment-consulting.com
In Pennsylvania, Agora is in trouble with the PA Dept of Education over accurate data.
In Ohio, ECOT is being questioned by the the Dept. of Ed in Ohio about recording of attendance (which equals funding).
Recently, K12 in their quarterly report announcement bragged about a 289 basis point increase in retention rates. It is unusual because it is an investment term and they are, in essence, describing students in terms of investments. One basis point is the equivalent of 1/100th of a percentage, meaning 289 basis points equals 2.89% increase. I guess 289 sounds better and larger than 2.89%. Now, if they are serving over 100,000 students, 289 (or 2.89%) is a decent increase until one remembers how many students are leaving annually (estimated around 35%, or 3500 basis points, to 50%, or 5,000 basis points). That creates a different perspective doesn't it.
I also did a search (multiple searches really) in an effort to try and find success stories related to virtual schooling (other than those put out by the schools themselves). Interestingly, I could not find one.
Where are the success stories?
I'm keeping the faith in virtual schooling but the light is dimming.
Perhaps now we can quit trying to rearrange the deck chairs and create a radically different model.
houston@figment-consulting.com
Saturday, May 14, 2016
Turning the corner
Sometimes turning the corner is merely a precursor to going around in circles (or squares).
Sometimes turning the corner is merely to hide from what is behind you.
Sometimes turning the corner is the result of going the wrong way.
Sometimes turning the corner is exactly what you intended to do. In this instance before you make any turns, you must decide you will turn, and determine where you want to go once you make the turn.
houston@figment-consulting.com
Sometimes turning the corner is merely to hide from what is behind you.
Sometimes turning the corner is the result of going the wrong way.
Sometimes turning the corner is exactly what you intended to do. In this instance before you make any turns, you must decide you will turn, and determine where you want to go once you make the turn.
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
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
Tuesday, March 8, 2016
Taking the easy road
Instead of taking the easy road, or the easy way out, take the road you desire to take toward the destination you want.
Focus on what you want, and know the path toward it will sometimes be easy, sometimes not. No matter. Enjoy both as you keep moving forward toward your want.
houston@figment-consulting.com
Thursday, March 3, 2016
#ExpeditionUnknown and education
Archaeologist and television personality Josh Gates hosts a weekly show on Travel Channel called Expedition Unknown.
His quest in each episode is to search for the truth to ancient legends, myths, and stories. Last night's episode is on the mythical dwelling of Shangri-La in Nepal. Other episodes have had Josh searching for Japan's Atlantis, Africa's Gold Hoard, the Viking Sunstone, Amelia Earhart, King Arthur, Blackbeard's Treasure, and other fascinating stories waiting to be discovered.
What struck me last night though was not the episode but rather the title of the series -- Expedition Unknown. The title carries with it the feeling of discovery, enlightenment, and exploration -- in essence, learning.
And then we have our education system where we pursue Expedition Known -- or, probably more accurately, Expedition What We Think Kids Should Know.
I wonder what learning would be like in virtual schools and classrooms across the country if we pursued a course more akin to Josh Gates' pursuit of Expedition Unknown?
What if we focused more on the journey, the discovery, the experience, the exploration? What if we focused less on testing knowledge retention and more on simply discovering.
After all, isn't learning inherent in an Expedition Unknown.
His quest in each episode is to search for the truth to ancient legends, myths, and stories. Last night's episode is on the mythical dwelling of Shangri-La in Nepal. Other episodes have had Josh searching for Japan's Atlantis, Africa's Gold Hoard, the Viking Sunstone, Amelia Earhart, King Arthur, Blackbeard's Treasure, and other fascinating stories waiting to be discovered.What struck me last night though was not the episode but rather the title of the series -- Expedition Unknown. The title carries with it the feeling of discovery, enlightenment, and exploration -- in essence, learning.
And then we have our education system where we pursue Expedition Known -- or, probably more accurately, Expedition What We Think Kids Should Know.
I wonder what learning would be like in virtual schools and classrooms across the country if we pursued a course more akin to Josh Gates' pursuit of Expedition Unknown?
What if we focused more on the journey, the discovery, the experience, the exploration? What if we focused less on testing knowledge retention and more on simply discovering.
After all, isn't learning inherent in an Expedition Unknown.
Wednesday, March 2, 2016
It can't be done.
So, at some point in time, and according to dictionary.reference.com it was around 1706 someone decided they could no longer write cannot. Instead, they shortened it to can't. For the sake of saving two letters except you have to add the apostrophe, you can now write can't -- which saves approximately .2 seconds of your time.
Cannot on the other hand can also be spelled can not.
Three different ways to express your inability to do something.
Oh wait, there is a fourth and probably more accurate rendering of these three words: won't.
So many times we say can't, or cannot, or can not, when in reality we mean won't. It's not that we can't do it, we just do want to put in the effort to try it. Or, we are afraid we might falter the first few times. Or, perhaps we just want to find an easier way or have someone do it for us.
When you desire to do something and that desire is strong enough, it's funny how can't evaporates from our thoughts.
Just something to think about, if you want to.
houston@figment-consulting.com
Tuesday, March 1, 2016
Virtual school recruiting season is upon us
"Move at your own pace" -- Wait, I can take a month to understand this concept? "Well, not exactly your own pace."
"It's flexible" -- Wonderful, I can take the month of December off. "Well, we're not that flexible."
"It's individualized" -- Great, so I can select the courses I want to take. "Not really, you still have to take 4 math, 4 language arts, 2 science, 2 history and obtain 24 credits to graduate."
"95% of our families would recommend us to another family" -- Wonderful, can I speak to one of them? "Yes, however, only 35% of those families are returning this year so we can find you one of those."
"We are tuition-free" -- Great, I like free. Sign me up. "Fantastic, it helps with my commission."
"If you are being bullied, gifted, struggling, homebound, homeschooled, military, college-and-career minded, we can help you" -- So that's all it takes to be successful? "Well, not really, but that's all it takes to enroll."
We can do better than this.
houston@figment-consulting.com
Monday, February 29, 2016
Leaping
We tend to look for solutions by tweaking, adjusting a little, varying inputs or outputs, when perhaps we should be looking to leap.
At a minimum, leap with your thoughts. Instead of finding an answer to today's pressing problem, search for solutions to the greater issue -- leap.
Leap bigger. Broaden your thoughts, expand your ideas, and think beyond. Leap.
Happy Leap Day! Practice it today.
houston@figment-consulting.com
Saturday, February 27, 2016
It's urgent
What would it look like if you spent your day on building remarkable rather than the problem brought to you classified as urgent?
Simply because someone says "urgent" doesn't mean it requires immediate attention. And, urgent may take you away from important.
Important matters for the long run.
houston@figment-consulting.com
Friday, February 26, 2016
What virtual schools can learn from start-ups
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| David S. Rose |
David's upcoming book The Startup Checklist: 25 Steps to Found and Scale a High-Growth Business is primarily for those seeking to launch a start-up company. However, much of what he has to say can also apply to the world of virtual schooling.
Too many times virtual schools look to others within their industry for best practices, or ideas on how to improve when real innovation can occur by adapting ideas from outside the world of education.
David shares 25 steps based on his years of success, failings, and experience learned. Surely, there is at least one step that can help improve a virtual school.
Real innovation can occur by seeking answers outside the education box.
Read books such as David's to grow, learn, and find alternative ways to adapt
Attend conferences that have nothing to do with education but everything to do with tech innovation
Spend time with entrepreneurs and less time with educators
houston@figment-consulting.com
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