Archive for the 'Best Practices' Category

23
Feb
12

Work smarter, not harder: Leveraging association content

By Aaron Wolowiec Leave a Comment
Categories: Best Practices, Learning, Meetings and Professional Development

Picture this: All of the pre-planning for your organization’s largest annual conference of the year is safely behind you. The welcome reception, the golf outing, the award luncheon, the expo, the breakout sessions and the closing night celebration are all a distant memory. There are five minutes left until the closing keynote presentation concludes. You’re ready to collapse. Tell me: What’s the last thing on your mind?

Okay, I’ll say it: Curating, repackaging, repurposing and leveraging content. Am I right?

I’ve totally been there. Your toes are numb from standing for 72 hours straight. You’ve not slept in days. The most food you’ve eaten is a carrot stick from last night’s cocktail hour and half a dinner roll. Staff isn’t pulling their weight; several speakers have demanded last-minute technology; your florist shorted you a few centerpieces; and the band was high-maintenance (to say the least).

You want nothing more than to forget this conference ever happened. In fact, you’re working up the courage to confront a stack of BEOs (for your next conference) on Monday morning that require your immediate review and approval, not to mention what you’re going to do about the low attendance numbers for that event and the panelist who’s now canceled due to a scheduling conflict.

The point is this: A meeting professional’s job is never done. And it’s evident why post-program follow-up is low on the list of priorities. I mean, the sponsor, vendor and attendee revenue has already been collected and deposited, and—presumably—the organization has delivered an adequate participant experience. In other words, there’s no looking back. It’s time to focus all time, attention and resources on the next program—right?

Unfortunately, this is the vicious cycle causing us all to work harder, not smarter. Instead of quantity, the solution here is really all about quality. I know I’m not the first person to lobby for professional development experiences that extend beyond the confines of the program itself (either onsite or virtual). And while I could say just as many things about the pre-program experience, I think the real missed opportunity here comes after the program.

First, everyone who attended your program already engaged with your staff, your organization, your content and the other participants. Essentially, these attendees walk away with a tangible experience they can draw upon when they encounter the future marketing of products, programs or services that precipitate from this event. Assuming they had a good experience, they’ll be more likely to engage again; it’s like you have a vetted audience that’s eager to “pick up what you’re putting down” (to quote my sister).

Second, and this is really the kicker, the content already exists. You simply need to curate it, repackage it, repurpose it or leverage it in some meaningful way. And this can take any number of forms. For example:

  • Popular education sessions could be repeated in person or online;
  • Content previously presented in a 75-minute breakout session could be teased out into a half-day or full-day session;
  • Speaker-generated videos providing follow-up or points of clarification could be posted to the organization’s website;
  • An important topic could be formatted into a blog post, newsletter article or white paper;
  • Pictures from the event, as well as aggregated Facebook and Twitter posts, could be shared with members;
  • Online communities could be formed and moderated to continue conference discussions and create opportunities for further engagement and collaboration;
  • And the list goes on—limited only by your imagination.

The point is this: Tangible deliverables (such as those listed above) can and should be used to optimize existing engagement activities; create meaningful and relevant educational programs (long after the closing keynote session has ended); aid learners in connecting theory (presented at the conference) with practice (challenges they encounter on the job); and drive organizational recruitment and retention efforts by developing quality products and services that members value.

Again, the solution here isn’t about planning more programs, but rather maximizing the opportunities inherent in the ones you’re already planning (and can’t give up).

So, my question to you is this: How do you leverage content following your organization’s major annual conferences? What innovative products, programs or services would you like to develop following a signature program given adequate time and resources? What’s stopping you from hosting fewer educational programs each year and—instead—focusing more on strategic follow-up?

07
Feb
12

There’s no such thing as constructive criticism – or is there?

By Aaron Wolowiec 6 Comments
Categories: Best Practices, Leadership and Organizational Behavior
Tags: , ,

I had the distinct pleasure last week of attending the Louisiana Society of Association Executives annual convention in New Orleans at the historic Hotel Monteleone. During the opening general session on Thursday morning, speaker Gary Golden shared a number of stories about leadership. One had to do with training killer whales, another about coaching a baseball team and a third about raising a daughter.

In each instance, Gary built upon his theory that performance and gratification are inextricably linked to one another (even though they happen to be two different sides of the same coin). Here, performance is defined as the execution or accomplishment of work and gratification is defined as a state of pleasure or satisfaction. (And, generally, when you’re seeking gratification, there are easier ways to obtain it than performing work.)

As the session progressed, I posted a couple of key takeaways to Facebook and Twitter for future reflection. One such post – There’s no such thing as constructive criticism. #LSAE12 – garnered 19 comments within a matter of minutes, as well as a spin-off discussion yielding 19 more. Several comments from the original post follow:

  • Really? What is an alternative, positive reinforcement?
  • Interesting. How do we point out areas for improvement, ideas to increase performance, etc.? I do agree that the term constructive criticism is not one of my favorites though.
  • The key is not making it a criticism of the *person* but rather pointing out the main goals of the project and how the person can achieve those goals. I am not saying berating people for mistakes is the way to go, but let’s not swing too far in the opposite direction. I find that too many people are so afraid of *any* criticism that they often don’t provide feedback people need to improve. That’s why “Everybody Gets a Ribbon” hurts more than it helps.
  • I always try and lead with a positive. I just caution people not to overemphasize the positive, because it can backfire. Sometimes, when you over praise and don’t emphasize critical areas for improvement, people won’t work so hard to perfect the imperfections. Really, what it comes down to is different personality styles respond to criticism differently.
  • That is an absurd statement. Everyone learns and is motivated in different ways. For some, positive reinforcement is the way to go…personally being praised all the time makes me feel like I am being pandered to. Many people respond to different types of stimulus…such as constructive criticism. I find this to be the case in the workplace, while coaching and in life. The key for an effective manager is figuring out what motivates each employee and utilizing that to help them grow and learn.

Boiled down, these comments argue that:

  1. Although the term “constructive criticism” may be cliché (and somewhat undesirable), the concept is a necessary evil to encourage performance improvement.
  2. Emphasis should always remain on the task or the project, rather than on the individual.
  3. People should be treated disparately in the workplace as everyone responds differently to stimuli such as praise and criticism.

Nevertheless, I believe Gary would stick to his guns and say there are several key steps to getting the most from your employees.

  1. Hire effectively.
  2. Assuming you’ve hired effectively, you have surrounded yourself with competent and talented staff that have the best interests in mind for you and your members/clients. Assign projects based upon skills and expertise.
  3. Each time a project or task is completed (the routine is important), first point out what was done well. And the key here is to do it genuinely. Then offer insights, suggestions and recommendations for performance improvement as the need arises (focusing less on the deficiency and more on the potential for a better future outcome – and perhaps even an improved system, rather than a one-time benefit).
  4. Finally, gratification yields performance excellence (this is true both at work and at home, incidentally). In other words, happy, satisfied, fulfilled people are more likely to produce quality work than those who are unhappy, unsatisfied and unfulfilled. (Conversely, always point out the worst in people – and productivity will plummet).

The bottom line is that criticism – the act of passing judgment; faultfinding – is not the most direct route to motivating employees. To complicate the issue further, we’re much more likely to point out when a project or task fails to meet expectations (learned behavior?) and generally miss the boat altogether when projects or tasks are completed well (by failing to take the time to acknowledge, praise or compliment).

Moreover, I think Gary would say that “constructive criticism” – loosely defined as criticism or advice that is useful and intended to help or improve something, often with an offer of possible solutions – is simply criticism cloaked by good intentions (or the pretense of good intentions). The fact of the matter is that constructive criticism is still criticism and fails to serve as the most effective human motivator.

So, my question to you is this: What do you make of the phrase: “There’s no such thing as constructive criticism”? Do you agree or disagree – and why? How do you respond to the comments posted by my friends and colleagues? How do you respond to my interpretation of Gary’s position on this matter? As an effective manager, what have you found most effective when it comes to employee morale and motivation?

18
Jan
12

Associations as curators: Supporting your speakers, educators and facilitators to success

By Aaron Wolowiec 2 Comments
Categories: Best Practices, Learning, Meetings and Professional Development
Tags: ,

In the last week, I’ve had the occasion to engage in several different learning opportunities with a variety of individuals who were clearly not trained speakers, educators or facilitators. (We know what this looks like, yes?) The specific instances aren’t important; however, I should note that they cross several different organizations and involve about a dozen or more people (in other words, we’re not talking about an isolated incident here).

As a result of these experiences, I’ve decided to take a second look at this notion of “associations as curators.” Although the organizations in question technically aren’t associations, I feel as though the concept is equally applicable. The fact of the matter is that these organizations had quality content and endeavored to teach others – and did so poorly.

Now, I should tell you that I’ve been hating on the phrase “associations as curators” for at least the last six months. To me, it’s been way overused and didn’t really demonstrate to me new ideology related to education and professional development. After some careful reflection, though, I’m slowly seeing the err of my ways.

There’s an endless amount of information in this world to know (a point I talk about often). Presumably, there’s an association that specializes in just about every major body of knowledge. Associations curate this knowledge just as any manager or overseer does his or her gallery, museum, library or archive. Both are content specialists who (1) are responsible for their institution’s collections and (2) are involved with the interpretation of the material contained within these collections.

The important distinction here is the interpretation of this material. In other words, it isn’t enough to simply have knowledge or content or data or information. Rather, it’s necessary to create added meaning (value) through a process of elucidation or explication. It’s necessary to analyze, synthesize, evaluate and apply this material in a meaningful way, as well as teach it – successfully – to others. And there’s the rub.

All content experts are not good curators.

That is, not all speakers, educators or facilitators are skilled in the process of interpreting and delivering content in such a way that ensures retention and transference in adult learners. Nevertheless, as the entity “responsible for their institution’s collections,” associations (and all organizations, really) are responsible for ensuring that their speakers, educators or facilitators are adequately prepared to deliver meaning and value to learners (our members).

Traditionally, this is done via a series of interactions with speakers, educators or facilitators. Preparation can take the form of individual coaching, conference calls, online meetings, e-mails or dedicated websites or portals. And content can range from venue or session logistics; training or tips for better presentations; information about expected attendees (e.g., number, interests or skills); information about overarching themes or content tracks at the meeting; or information about the speaker or session evaluation process.

The point is this: As a curator, associations are responsible for much more than hiring speakers, educators or facilitators. To create the most dynamic member experience possible, associations must take an active role in supporting these individuals to success. (A lesson that’s equally relevant to for-profit organizations throughout Michigan and beyond!)

So, my question to you is this: How do you prepare speakers, educators and facilitators for your meetings and conferences? What type of content does your organization provide to these individuals in anticipation of an upcoming program? What best practices have you instituted over the years to ensure positive member experiences?

19
Dec
11

What annoying things could you stop reading in 2012?

By Aaron Wolowiec Leave a Comment
Categories: Best Practices

(And hopefully this blog didn’t immediately come to mind!)

Every Monday I receive an e-mail from LinkedIn titled, “The 5 things you need to know in the news this week.” And as I do every Monday, I spent a minute or two skimming the headlines and then reading the articles of interest.

One of the titles that I found particularly interesting this morning was, “Five Things You Should Stop Doing in 2012.” I’ve linked the article here just in case you missed it.

Although each recommendation was thoughtful, doable and completely applicable to my work, recommendation number three resonated most with me: stop reading annoying things. Following is author Dorie Clark’s rationale:

I have nearly a dozen newspaper and magazine subscriptions, the result of alluring specials ($10 for an entire year!) and the compulsion not to miss out on crucial information. But after detoxing for a month, I was able to reflect on which publications actually refreshed me — and which felt like a duty. The New Yorker, even though it’s not a business publication, broadens my perspective and is a genuine pleasure to read. The pretentious tech publication with crazy layouts and too-small print? Not so much. I’m weeding out and paring down to literary essentials.

I feel exactly the same way. There is an endless amount of information out there—and it only grows each day!—that we could potentially know or become privy to over the course of our lifetimes (only a fragment of which we’ll ever be able to read, digest and apply to our work as professionals given even the best of intentions). And for some time now I’ve felt this very real proclivity to get through every industry magazine, sign up for every potentially interesting email list and browse every remotely germane social media website that could impact my work as an association professional—all in the name of best practice and professional development. I’m sure you can relate.

Enough is enough. I, too, will be doing a bit of spring cleaning (I know, I know, it’s just a bit of wishful thinking) this holiday season and weeding out some unnecessary (annoying, burdensome) reading. Imagine what reclaiming all of that extra time will do for other areas of your work that could desperately use your attention.

So, my question to you is this: Given this easily implementable and potentially life-changing recommendation to streamline your reading list, what annoying things could you stop reading in 2012? Or, more importantly, what are the must-read articles, blogs, magazines, newspapers, websites, etc. that you absolutely could not give up? (My hope here is that you’ll not only share your favorite publications for others to consider adding to their must-read list in 2012, but that you’ll feel liberated to trim back your reading list—even if only by a subscription or two—in the New Year.)

I don’t know about you, but this seems like one New Year’s resolution that could have a huge impact on my workday (not to mention my sanity).

meet aaron

Meetings innovator & professional development trailblazer. Founder & president of Event Garde LLC. Passionate about The Food Network, hot yoga, blogging, old homes & unclehood.

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