Bringing Out the Best In Your Peer Educators A Summarization of the book authored by Thomas Connellan

Eric S. Davidson, M.A., C.S.A.D.P.

Eastern Illinois University2007 National Conference for Advisors of Peer Education Groups

How Powerful Are We Test?

Name the last 3 Heisman trophy winners Name any three Nobel laureates Name 3 people you’ve worked for or

reported to who have mentored you in some way

Name three teachers who have profoundly affected your life

You have the power to positively impact everyone you

interact with

First Borns: Are they born to succeed?

2/3’s of all entrepreneurs are firstborns Of the 1st 23 astronauts, 21 were firstborns Firstborns are 2 x’s as likely to become CEOS 55% of all supreme court justices have been

firstborns Over 50% of all US Presidents have beeb first

borns Interestingly, firstborns make up approximately

35% of the general population

Factors that Create the Difference

Firstborns get more positive expectations Firstborns get more responsibility Firstborns get more feedback

Intrinsic vs. Extrinsic

These factors are not internal These factors are not related to genetics,

aptitude These factors are all environmental These factors can be created in the job

setting, home, church, etc.

Expectations: The Power of the Positive

The Pygmalion Effect/Placebo Effect Difference between high and positive

expectationsHigh=expecting a lotPositive = believing they can succeed

Positive expectations must be communicated, understood, and accepted

Things to consider Re: Expectations

Others may be interfering with your sent messages concerning expectations

All messages, spoken and unspoken must be congruent

You must begin with the here and now, while keeping the end in mind

Your expectations have a significant impact on others

Responsibility = Accountability

What’s the number one requirement for getting things done?Someone’s got to do it!!!

Without accountability – nothing gets done Everyone’s responsibility = no one’s

responsibility

Key Ingredients for Making Accountability Work

Assign accountability without assigning blame Set Goals Develop Action Plans Engage Review

What was planned What actually happened What accounts for the difference What can be learned and applied in the future

Growing Others

The more you support your staff, the more they grow, the more gets done

Gradient StressGrade 1-5: Stretch ZoneGrades 6-10: Strained, but can handle with

supportGrade 11-12: Breaking Point

Increasing Accountability Through Motivation Low Probability of Success

Low motivation Medium Probability of Success

High Motivation High Probability of Success

Low motivation Maximum motivation seems to be where there is

a high probability of success, but still has risk and challenge present

2 Levels of Performance Accountability

What is the minimum level of acceptable performance for all areas

What are some breakthrough goals for a few areas

What Is One Accountable For?

What are the key areas of responsibility or accountability for this individual?

In each of these area, what are the metrics or performance indicators that should be used to measure results

What is the expected performance level to be achieved and the deadline for doing so?

GOALS

Specific Measurable Acheivable Relevant Time Bound

Develop Action Plans

Who What When Where How To What Extent

Engage your Employees

Have them help set goals Have them help create action plans Have them record progress Work with them

High achievers will not need as much help Low achievers may set too high of goals When you get involved with directly setting goals, let

the person(s) develop the action plans

Feedback

Motivational FeedbackCheering, inspiring

Informational Feedback information that describes process

Developmental FeedbackCorrective Action taken when expectations

are not met

Motivational Feedback

Positive Feedback = Reinforcement Negative Feedback = Punishment No Feedback = Extinction

Bringing out the best means reinforcing improvements even when the person is not “there”

Reinforcement

Reinforcement is like a car Reinforce immediately Reinforce any improvement, not just

excellence Reinforce specifically Reinforce new behaviors continuously Reinforce good habits intermittently

Informational Feedback

Individually monitored & measured if possible

Goal-Related Immediate Graphic

Developmental Feedback

Before asking questions, state the performance issue as a statement of fact

Ask for solutions using future oriented questions (How or What Can be Done)

Explore/brainstorm options options (keep to original question)

Reinforce Positive Responses Close the Deal

Taking It From Here

Pick a person with whom you’d like to see improvement

Decide what you’d like for them to do differently Decide what is the minimal level of performance,

maximum level Communicate positive expectations Give Accountability and support Provide Feedback