Parts Campaigns and Promotions

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Parts Campaigns and Promotions

This week, owner and managing director Ron Slee talks to readers about the importance of campaigns and promotions in your parts department.

Have you ever considered the counter or telephone sales job functions at an equipment dealership? High stress, work comes in tsunamis, or there is a lull in the action and it gets tedious. I have bad memories of how much the parts counter and telephone sales job functions can become an endurance test to get to the end of the day. The phone is ringing constantly, customers and others are walking in for service, and they seem to comes in hard and fast nearly all day long. It is almost impossible at times during the day to keep up.

One of the many challenges that I faced was how to make the job exciting. How to put some sizzle into it.

I wrote last week about the fact that we didn’t have enough people to regularly contact all of our customers, and yes that is very true. BUT I want to add to the problem. I want to create some excitement in the department. To make it a “cool” place to work.

In one of our subject-specific classes “What’s Your Why” I ask the question of “What Do You Do? If you are at a party or a church social or a pub and someone asks you what you do, what is your answer? Think about that. Then in the class, I ask them to tell me how they do it. Some can tell me, however, many will struggle with the explanation. But I really stop the room when I ask them “Why Do You Do It?” And I tell them they can’t say it is to make money.

Oh, I sell parts to owners of construction equipment. I sit at a desk and make telephone calls to sell parts and I answer calls from customers wanting to purchase parts. Sounds really exciting, doesn’t it?

So, I asked everyone involved how can I help you with this job? How can I help make this exciting for you? Nobody came up with anything very good. We all agreed on that. So, we talked about it and argued about it and we finally agreed to do something beneficial for the customer and rewarding for the employees. And campaigns and promotions were born. We had fun, which was what I was trying to do and yes, we sold a lot of parts. The group of us, there were eight people on the counter and I started exploring different ideas and we had as much fun designing these things as well as executing them. Then we put together a plan. We called it a Promotion Planning Tree. I have put these campaigns and promotions into many dealers since. I would estimate over one hundred different dealerships around the world.

At Learning Without Scars, we have a Campaigns and Promotions class that goes through all of the ins and outs of putting these programs together. It is a three-hour program with reading materials, pretests, a video of power points with audio tracks and embedded film clips with some ten or quizzes inserted into the class before a final assessment and a customer experience survey leads the students who achieve an 80% score obtaining a certificate of accomplishment.

A little later we started naming these programs – “January Jumps” “February Frenzy” “March Madness” “April Angst” – I am sure you get the idea. Then we started having a Parts Managers Special of the week, month, or quarter depending on what the objective was for that particular program. We had GOALS for all of them. Of course, we paid commissions for these programs but we also built in individual and store competitions. The highest number of Sales, by person and store; the most improved sales performance, by a person and by a store. And we added a “booby prize.” The last place also won an award. This we did only by store. We had a trophy made. Use your imagination for what that trophy should be and go get one made. It doesn’t cost much. Have an award ceremony, and with what we have learned with Teams Meetings and Zoom you can get everyone on the line at the same time. Make a BIG deal out of this. NOTE: We do the same thing for the service department and the product support sales team. Have some fun. Enjoy yourself. It is not unprofessional to have fun, especially when you can get everyone excited about their jobs and create some friendly competition. It is also great to see your high performers get the public recognition that they deserve. We would put our results in the company newsletter. Get pictures taken and frame them (especially for the low-performance store – I never saw a store repeat as a low-performance store – people truly are competitive).

Who said that we couldn’t have fun doing our work, our jobs? Not me. Try it. I am sure you will like it, and yes you will sell more parts.

The time is now.

 

Return to Work after a Workplace Injury – The Power of Words

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Return to Work after a Workplace Injury – The Power of Words

In this week’s guest post, Return to Work after a Workplace Injury, Sonya Law highlights the power of words for our readers.

Exploring how the power of words can impact the recovery trajectory for an injured worker.

An employee who injures themselves at work feels immediately vulnerable and for the workplace it is a very serious incident, the priority should be the employee receiving immediate medical care. And for the workplace to contain the area where the incident has occurred where practicable to prevent any further injuries to other workers and subsequent investigation to take place.

If the injury is to the hands in particular, if we talk about manual workers as a group, their hands are used to perform all sorts of functions, when they are injured, it has a huge impact.  Their whole career flashes before them, with questions, like, am I going to be able to do my job, am I going to be able to work again. The hands are an extension of our brain and injuries to the hands can have multiple impacts physical, psychological, cognitive, and emotional overwhelm and trauma from the incident.

So, when we think about employees who have injured themselves at work, it is important to use language that shows genuine care and compassion towards them as people.

Five important tips, think of the injured employee:

  1. Are injured until proven otherwise
  2. Needs a medical diagnosis
  3. Doesn’t want to be injured
  4. Needs assistance and support
  5. And time to be made comfortable physically and emotionally, before you commence questioning them or complete a safety investigation.

When people are returning to work, the words we choose to use can change the way they feel, they need to feel cared for as a human being first.  Safe in the knowledge that they are supported and are a valued member of the team.  The emphasis needs to be on empowering them to take control of their injury, by providing them with medical attention which will give them knowledge about their injury and prognosis. Which will help them to heal and recover and be back to work with their friends and colleagues as soon as they are medically able, we are talking post-injury management.

The words we use can change the recovery trajectory from being a smooth and positive experience to being negative and difficult.  As a return-to-work coordinator or manager in charge of an employee’s return to work, it is important that you keep the lines of communication open.  It is already difficult for the employee who has experienced the trauma not only of the workplace incident and resulting injury but also being cut off from their fellow workers and workplace.

It helps when we listen and ask open questions like, how do you feel? This signals to the employee care, that you are taking the time to check in on them and their recovery.  Talking allows the employee to process what has happened to them and take ownership and responsibility for their recovery and healing which has positive impacts to the timeline for returning to work.  Talking about the injury and experience allows them to open up and verbalise how they are coping and come up with strategies that assist them in their recovery. When an employee feels genuinely cared for, they are more willing to take responsibility for attending medical appointments and follow up on rehabilitation and physio exercises that aid their return to work.  Physio is not an easy option, physio is difficult and sometimes painful, so acknowledge their effort and energy required to persevere.

A return-to-work coordinator who is disinterested and continually hard to get hold of sends a negative message to the employee that you are too busy to care.  Layer upon that the use of negative language and closed questioning, can put the employee on the defense and have a negative impact on the trajectory of their recovery and return to work timeline.  What could be a positive and progressive return to work experience then becomes a complex case.

An example of some open conversations could be: I am calling about your hand, how are you feeling? Are you feeling ready to come back to work? Sounds like it is healing up nicely and you are feeling more comfortable than last week? You are making great progress; what physio are you doing this week?  Are you getting around okay with not being able to drive, are you sleeping and eating, okay? Do you have someone to care for you at home or family or neighbors who are helping you?

Let them know the positive improvements to safety in the workplace as a result of their input into the safety investigation: We are going to make the modifications you suggested and some improvements that came out of the workplace investigation, that are going to make a real difference to your colleagues and make your job easier and safer for you when you return to work.

The biggest risk to the injured workers is not only the lack of support from managers but negative interactions with work colleagues when they return to work.  An example of this is a conversation, where their colleague says: We had to pick up the slack while you were away, because of you we were so busy and stressed.  The injured worker feels on the outer and starts to feel socially isolated at a time when their resilience is already low.  Their mental health starts to suffer they feel pain and it may impact their recovery, productivity, leading to absenteeism and an interrupted return to work plan.

If they are feeling a bit anxious or sensitive about returning to work, let them know that’s normal and that you are there to support them.  Talk with their work colleagues and ask them to be patient and supportive in the days and weeks that they return to work.  Encourage colleagues to use positive language, that it’s good to see them back, they were missed and to take care and if they feel any discomfort to speak up.  So that they don’t feel alone, this support and comradery will help the injured worker to feel happier and good about being back at work and possibly prevent re-injury.

The injury is not only a physical one sometimes it can take the injured worker time to build up confidence again to do a task that they routinely did before without a problem, reassure them it takes time and its normal.  Try to avoid putting tight deadlines on them, where there is time pressure to complete tasks until they feel more confident with the work.

Regularly ask them if they are experiencing any discomfort are they managing, okay?  Being thoughtful and using positive language supports their recovery rather than using negative and inflammatory language, which will make a difference to their return-to-work experience.  Questions like: How are you feeling, how comfortable are you, are you feeling more comfortable this week than last week, do you feel better?

The power of words can improve the recovery trajectory for the injured worker, by being supportive and using positive language the chance of recovery is better.

Look after your people, the way you talk with them will affect their recovery.

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Job Shock, Part Three

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Job Shock, Part Three

Edward E. Gordon, the founder and president of Imperial Consulting Corporation in Chicago, has consulted with leaders in business, education, government, and non-profits for over 50 years. As a writer, researcher, speaker, and consultant he has helped shape policy and programs that advance talent development and regional economic growth. This week, he continues his blog series with Job Shock, Part Three.

Gordon is the author or co-author of 20 books. His book, Future Jobs: Solving the Employment and Skills Crisis, is the culmination of his work as a visionary who applies a multi-disciplinary approach to today’s complex workforce needs and economic development issues. It won a 2015 Independent Publishers Award. An updated paperback edition was published in 2018.

Job Shock Part Three: Solving the Pandemic & 2030 Employment Meltdown

Part III: The Kids & Workers Are Not “All Right”

Many students and workers cannot accept the new reality that they are undereducated for many jobs in this decade’s labor market, let alone future ones!

KNAPP has created a robot for warehouses with the dexterity to recognize and sort random items with 99 percent accuracy. Once such robots are put into operation, humans would continue to work alongside them, but the catch is that these workers will need a whole set of additional skills.

“If this happens 50 years from now,” stated Pieter Abbeel, an artificial intelligence professor at University of California, Berkeley, “there is plenty of time for the educational system to catch up to the job market.” The trouble with his prediction is that the COVID-19 pandemic has sped up companies’ plans to further automate workplaces today!

Throughout the course of the COVID-19 pandemic, small business owners have consistently reported that the quality of labor was an important business problem. In a February 2021 National Federation of Independent Business survey 56 percent of the respondents were trying to hire and 91 percent of these employers reported few or no qualified applicants for their job openings.

This situation is the result of outdated regional education-to-employment systems across the United States. They have largely become broken pipelines with an inadequate flow of people qualified to fill local jobs. Unfortunately, this skills-jobs gap has persisted throughout the last two decades.  As labor economist, Kevin Hollenbeck wrote in 2013, “I am reminded of the adage about the frog in the pot. If you put a frog into a pot of boiling water, it will jump out. But if you put a frog in a pot of water and then slowly boil it, the consequences will be dire for the frog. . .. We (workers, employers, policymakers, and politicians) like that frog, have not been alarmed enough by the signals of a widening skills-jobs gap . . . to jump to action, and now we face the dire consequences in the form of a “talent cliff.”

The COVID-19 pandemic has made this talent cliff steeper.  The switch to remote schooling has meant that many students may be behind as much as a full grade level. Jobs go unfilled due to the lack of qualified applicants while more workers remain unemployed for six months or more and the labor-force participation decreases. Clearly the kids and workers are not “all right.” Denial or wishful thinking will not change this job shock reality.

Knowledge Shock

The 2017 film “Hidden Figures” focuses on the lives of three African-American women who NASA hired because of their advanced math attainments. Through making important contributions to NASA’s space mission, these women overcame race and gender discrimination, earned the respect of their co-workers, and secured career advancement. These three women are unsung heroes of the U.S. space race against the Soviet Union.

What was a major reason for their success?  With the long-term help of their parents, each of the women overcame formidable barriers to obtaining the educational preparation that developed their mathematical talents. Education is a shared responsibility between parents and schools. Education should begin at home. Habits of learning should be instilled there. Parents can help a child learn-how-to-learn by fostering each child’s personal talents and interests.

Unfortunately, America’s popular culture does not esteem educators or link educational attainment to success in life. Parents are the primary motivators of their children.  If parents do not believe that doing well in school is very important, neither will their children.

Many parents also believe that their local school is providing a good education to their children. Regretfully this is often not the case. Education levels have not kept pace with skill demands in workplaces.

There is ample evidence that K-12 education in the United States is not providing many students with the educational foundations needed for their future development. Every two years nationwide achievement tests are given to students in grades 4, 8, and 12. The National Assessment of Educational Progress (NAEP) commonly called the “Nation’s Report Card” is conducted by the U.S. Department of Education. Recent results have been nothing short of alarming.

Students are ranked at four levels: below basic, basic, proficient (at grade level), and advanced (above grade level). The Grade 4 test results in 2019 were: 65 percent read below grade level, 26 percent were at grade level, and 9 percent were above grade level. Fourth grade is a crucial point for reading attainment because in the first three grades’ students are taught how to read, but by the fourth grade, they should have attained a level of reading proficiency that enables them to learn how to learn.

At grade 12 in 2019, 37 percent received NAEP reading scores of proficient or above. However, 30 percent were at the below basic level which was larger than in any previous assessment year. In math, only 24 percent of high school seniors were at the proficient or above levels.

Yet paradoxically the U.S. high school graduation rate has been rising. How can this be explained? Grade-level standards are being downgraded or bypassed. For instance, failing students are enrolled in special “credit recovery programs” that allow them to move on to the next grade or graduate with no or minimal academic standards for a passing grade. Clearly all high school degrees are not equal!

The NAEP scores indicate that a large proportion of U.S. students are not equipped with the basic educational foundation needed for success in post-secondary programs. About 67 percent of high school graduates attend higher educational institutions. After six years only about one-third complete a degree, certificate or apprenticeship.

Many of these students take either the SAT or ACT exams that are designed to access their readiness for higher learning. Between 1967 and 2017 overall test scores on these exams have declined. In 2019 only 37 percent of ACT takers and 45 percent of SAT takers tested fully ready for post-secondary programs.

Higher-educational institutions are compelled to offer remedial education for entering students. About 40 percent of entering freshmen are now enrolled in non-college credit reading, math, or written communication classes. At some institutions over 90 percent of entering students need remedial education. Poor student preparation is also leading to declining quality in higher education.

America does have excellent schools and universities. On the 2020 Social Progress Index the United States ranked first in the world in the quality of its universities. But on this same index, the United States ranked 91st in student access to a quality elementary/secondary education. Over the past decade the decline of the U.S. rank on this indicator has been greater than that any other nation. Unless widespread systemic reform of U.S. K-12 education becomes a national priority, a significant proportion of the next generation of American workers will be under-skilled for employment in the workplaces of the future.

COVID-19 Learning Consequences

Since March 2020 almost all K-12 students have been receiving at least some instruction remotely rather than in the classroom. When the pandemic subsides, what kind of learning losses can we expect?

  •  Millions of low-income and rural students lacked reliable internet access and about 3 million mainly low-income students were not enrolled in school. Many will likely fall behind a full grade level or more.
  • The longer the pandemic persists, the greater the harm to students being taught fully or partly online.
  • Online learning is less effective for younger students as their attention spans are limited, and it also negatively impacts their social skill development.
  • Two major testing services reported that the math scores of elementary students dropped 5 to 10 percentile points in fall 2020. Both noted that their 2020 testing pool was significantly smaller as dropouts or students lacking access to digital technology were absent.
  • High school dropout rates most likely will increase

COVID-19 has also led to a severe decline in enrollments at America’s community colleges. Student enrollment was down 10 percent in the fall of 2020 compared to that of 2019. Because community colleges are an important component of apprenticeship, certificate, and other job preparation programs, this is a significant blow to the development of a more skilled workforce. Moreover, community colleges are the most accessible post-secondary option for low-income Americans whose K-12 education has suffered most due to a lack of internet access.

The Best Time for Education Reform Is Now!

In the wake of the COVID-19 pandemic, as the Brookings Report “Beyond Reopening Schools” cogently states “it is hard to imagine there will be another moment in history when the central role of education in the economic, social, and political prosperity and stability of nations is so obvious and well understood by the general population.”  Now clearly is the time for local, state, and federal action to revitalize K-12 education in the United States.

It is time to go beyond piecemeal reforms and playing “blame games” if we are to close the widening gap in the quality of U.S. education. There are some fundamental components of quality education that can be learned from the study of the world’s most successful educational systems.

  1. Great teachers: The key to boosting student results is improving instruction. Teachers need to thoroughly know their subjects and then receive extensive training and coaching in instructional methodology before and after they begin teaching. More top college students need to become teachers. To attract and retain these recruits, we need to front-load their compensation so that entry-level salaries are competitive with those of alternate professions. To keep their skills up-to-date, teachers need quality professional development programs throughout their careers.
  2. Effective Principals: School principals need to be educated and trained as both efficient administrators and drivers of instructional improvement. They have a key leadership role in fostering a culture of high expectations in educational attainment for teachers, students, and parents.
  3. Updated curriculums: All states need to mandate strengthened 21st-century curriculums to give more students the educational foundations necessary for high-skill/high-paying employment. To accommodate the diverse interests and talents of students, more options should be available at the high-school level including career education programs and advanced placement courses.
  4. The Key Role of Parents: The switch to remote schooling during the COVID-19 pandemic seems to have greatly increased parent awareness of the difficulties teachers face in keeping students engaged and in helping them make progress in their day-to-day learning. This should motivate parents to take a greater interest in the quality of the schooling their children are receiving and cooperate more fully in fostering their children’s daily academic progress.

The Looming Disaster of Job Shock

As low-skill jobs shrink due to automation, underprivileged elementary, high school and community college students will bear the brunt of technological advances. They are under threat of becoming the “technopeasants” of the 21st century.

We are referring to millions of our future workers who deserve an education systemically updated to meet the knowledge and skill demands of modern workplaces. America needs them to become part of a new talent pool for the 21st-century, not the victims of job shock.

Coming Next: “Job Shock Part IV”
Businesses across America now complain about the low skills of many job applicants. Yet, they often resist job training or employee reskilling programs. “Job Shock” will next review this paradox in our business culture and what needs to change to avoid potentially dire economic consequences over the next decade.

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Parts Market Capture and HeadCount

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Parts Market Capture and HeadCount

In his blog post this week, Learning Without Scars Founder and Managing Member Ron Slee talks to readers about parts market capture and the headcount.

Parts Market Capture and HeadCount

One of the deep memories that I have is how much the parts counter and telephone sales job functions can become an endurance test to get to the end of the day. The phone is ringing constantly, customers and others are walking in for service, and they seem to come in Tsunamis: high hard and fast tidal waves. It is almost impossible at times during the day to keep up. This has been especially true since the early 1980s when the Heavy Equipment Dealer business model was changed.

In the late 70s inflation was out of control reaching levels we had never before experienced. Then Paul Volker, when Ronald Reagan was President, decided to fix it once and for all. At some points, interest rates went into levels in the low 20% range. It was catastrophic for many dealers who went out of business due to impossibly high levels of debt. The solution for most dealers was to cut down on people. The personnel expense was and still is, the highest “variable” cost in the business. So, they reduced the number of people on the counter, in many cases eliminated the Product Support Sales function, and cut back on people throughout the dealership.

It should be noted that the parts market capture rates also peaked in the late 1970s and have been in decline ever since. We just have not delivered the levels of customer service that were required by equipment owners and operators. Given our failure to deliver the level of service they had come to expect, they started to look around at the suppliers in their markets.  Our customers found very willing competitors who wanted to sell them parts. Today we are somewhere in the range of market capture rates that are about half of what they were in the 1970s. From the 1970s to the 2010s we lost half of the available parts market to our competition. Rather unbelievable to consider, isn’t it?  For the traditional parts market share leader, they went from the low 80% range to the high 30% range.

To some degree, the problem is that as an industry we don’t have a standard measure of market potential or market share. The equipment sales teams all have market share calculations to three decimal places. The AEM (Association of Equipment Manufacturers) produces statistics regularly for machines, but nothing for parts and service. By not having a measure available the parts department is given a pass on market share performance. We don’t know what the market share is so we don’t worry about it. I strenuously object.

We can determine our market potential and we can calculate our market share but it requires work. It is fundamental work. We have to know the working machine population in our territory. I believe the most significant question to ask today is why don’t I know my machine population? I have long written about, talked about at conventions, taught in classrooms and in webinars and in internet-based classes, the fact that if you don’t know your machine population you don’t know your business. I am very serious about that statement.

Today, less than half of the machine owners in any dealer territory have been contacted by an employee of the dealership. If you don’t believe me, check it out for yourself. Take a list of your parts sales by customer and sort it in descending purchases. The bottom 50% of those customers have not been contacted by an employee of your dealership in the last year.

I know, you will tell me that they didn’t buy enough to warrant the expense of a call. Wonderful. You will tell me they are so small that they don’t matter to you or your business. I disagree. If you are honest with yourself you will agree with me. Every single customer matters. One day they might replace a machine and who will they contact? You? I doubt it. You left them they didn’t leave you and I don’t believe that you deserve to be considered for that reason alone.

The other problem to consider is that you don’t have enough people to do that work. I agree with you. You have cut back on the number of people to the degree that you don’t have enough people left to do the necessary work. At the counter and telephone selling job function, we have become order processors: the men and women working their work with “their hair going straight back.” They never pick up a phone without someone on the other side of the call. Check it out.

In the 1980s I wrote a lot about the dealer models and again I brought it back in the period following 2008. We had a model, we had business metrics and measures, and we had standards. In the 1980s the standard parts sales per parts employee were $600,000 per year. This needs to get adjusted with variables of gross profit and average unit value of the part and the economics of the region. We had a standard of personnel expense in the parts set at 7% of parts sales. Putting that together, we had $600,000 sales per employee at 7% of parts sales which meant compensation equal to $42,000/year. By today’s standards and skill requirements that is low. Assuming a compensation of $60,000 then sales per employee go up to around $850,000.

Make the adjustment and then you have the proper number of people for doing the job the way the job was done in the 1980s. That means that we need additional staff if we want to contact “ALL” of your customers regularly. With new changes in market and customer coverage, you will continue to lose market capture and make yourself more vulnerable to competitors. Is that what you intend to have happen? I didn’t think so.

The time is now.

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Principia for After-sales, Part Two

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Principia for After-sales, Part Two

Today, Ryszard Chciuk continues his blogs on Principia for after-sales with part two of the series.

In Principia for After-sales and a few next posts, I am sharing my way of defining and implementing the main principles (values). This post is about the potential conflict between personal and company values, how I was writing value definitions, and the importance of constant reminding and following of the main principles.

Theoretically, every new employee joining our team brings his/her own values and his/her own life mission. Unfortunately, many people are not aware of what kind of values they are subscribed to. Thus, both they and their employer can make a mistake when signing the employment contract. But from the other side human consciousness is flexible. Hopefully, he/she will soon realize the values of the company are not in opposition to their private values or they are enough convincing to subscribe to them. And their private life missions can be realized ­– to a certain level – by working for the chosen company.

I numbered the main principles because usually, they conflict with one another. For example, which value is more important: profitability of your department or care of people and environment (it covers also safety)? What gets higher priority: integrity or profitability? If you don’t know, the right answer is indicated by the number of the principle on the list (number 1 has the highest priority).

Some time ago I learned from Start with Why by Simon Sinek that values have to be verbs. He is definitely right. I should articulate my No 1 principal “Integrity” with the sentence “Always do the right thing”. The No 2 principle should be expressed with the words “Always take care of your co-worker, customer, supplier, investor and of all kind of life”. The No 3 “Profitability” means “Not everything we do has to be profitable, but without money, we will not exist as the organization”. The No 4 “Excellence” stands for “We are satisfied with nothing less than the very best in everything we do” (I use the same definition as in Enron’s statement).

On each occasion, I was explaining to my people what our main principles meant and I was using examples taken from the life of our after-sales organization. As I mentioned already in the post Future is Now – Part 2, that kind of presentation was usually taking place in the course of the introductory training. It was led not later than several weeks after starting the job. We worked out that unique training program with the kind collaboration of Impact Polka. It comprised of two sessions (two working days each). And it was mandatory for every new employee. As the opening lecturer, I presented there our department’s long-term goals (vision), the main principles (values), and our mission. Later on, the after-sales team members had to hear it again, and again. Additionally, once a year, during the annual company meeting I presented it to all employees of the dealership.

The leader must prove all the time, everything he is doing himself is up to the common, agreed, and persistently promoted principles. Employees mostly follow their leaders. Employees never follow the company values if the superiors break principles, both in a company or private life. You do not need to decorate your company cars with the team values, print it on every page of marketing brochures or curve in the stone tablets. Your customers are to recognize what are your values at every encounter with your crew. Have you ever asked your key customers what are your company values? You can be surprised when you do!

The main principles are not to be changed neither every year nor when a new manager takes over. They will be followed even if the founder of the values list has gone away. But it will happen only in companies having a very strong organizational culture. To be honest, I have not checked if the after-sales team I was in charge of in the past is still following our main principles. This is for a few reasons best known to me, not the main one is that I am not brave enough to find out.

There are plenty of potential values to be chosen. You will find five hundred examples here. As you can see these are only names of values, just words. The meaning of every value you have to define yourself. Why it is very important? I mentioned already that the set of values would make you different from the competition. Yes, they can steal a copy of your main principle’s declaration. But don’t worry, you are recognized as a better supplier of services because you have taught your people what those words really meant at their daily work. And they are following it. And your customers like it.

The main principles list should not be longer than 3-4 items. Too many values are more difficult to memorize and certainly will not be obeyed. Perhaps this is the main problem with the fulfillment of the Ten Commandments.

I have to underline: the content of the values list is not essential. After all, nobody would present himself as inhuman, unfaithful, dishonest, improvident, etc., isn’t it? The only difference between two organizations having the same set of values is how their members follow those principles.

Next time I am going to present the details about the main principles of my after-sales team.

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Role-Playing is Essential for Sales Professionals

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Role-playing is essential for Sales Professionals

This week, guest blogger Don Buttrey of Sales Professional Training offers us wisdom when it comes to our sales professionals: role-playing is essential! It is easy to overlook the benefits of role-playing in the professional environment, but these benefits cannot be overstated. If you are interested in what you see here today, you can reach out to Don here.

Professional athletes, accomplished musicians, battle-ready soldiers, doctors, pilots, and all professionals know that practice is essential. Pilots practice in simulators. Then after two months of ground training, they need to log more than 1,500 hours of flight experience. Quarterbacks run their patterns over and over.

You play as you practice. And in sales, it is no different.

Jerry Rice had a career as one of the greatest receivers in NFL history. Yet it was much more than just talent or good hands that made that a reality. Jerry had one of the most rigorous workout schedules in the NFL. Plus, we know that professional athletes watch a lot of films! They play back game film to critique strategy and execution. They must constantly improve to compete and win.

You play as you practice. If you want to make the big plays when it counts – your practice regimen is imperative.

So how can a sales professional get that essential practice? Granted, we can’t strap a GoPro cam to our head before meeting with a customer and then watch and critique it afterward. So, the only way to expose dangerous habits or feeble techniques is the method of role-playing. Role-plays are not real-life (and in the back of your head you know the other person is acting or improvising) but stuff will happen. You will see weaknesses or tendencies that you need to address and work on. Larry Bird, NBA superstar observed, “Coaches can talk and talk and talk about something, but if you get it on tape and show it to them, it is so much more effective.”

When you say “role-play”, most new hires start shaking in their boots. Some privately puke. But hey – they are new and probably expect intensive training or proving grounds. Some veterans (who are performing OK) might be threatened or fearful that they will be misjudged or condemned based on someone’s skewed opinions or branded sales techniques that may not apply to their customers or selling situations. A few successful veterans say, “bring it on – watch the master at work!” – only to bomb horribly. All this dread, fear, and mistrust is real. But it is not an excuse to just send your team out on the field every day and hope they are performing as sales professionals. Leaders need to know!

The answer to this need begins by adopting a proven sales curriculum, a standard pre-call planning process, and empowered servant leaders who coach and develop each sales professional with respect and consistency. Then, plan regular reinforcement, skill development and practice . . . on purpose. Put it on the calendar!

As a sales trainer over the last 25 years, I provided a starting point by conducting a sales training camp. I have always required a role-play exercise at the end of my training camps. Once the sales disciplines and the pre-call planning process were delivered in the seminar, a video-recorded and professionally critiqued role-play became the highest impact portion of the learning! The logistics required us to have lots of breakout rooms and equipment for the role-plays, but it was worth the effort. What was accomplished by the manager and I in each breakout room, one-on-one with each salesperson, far surpassed the impact of just lecture or teaching.

The training camp was meant to be the initiation into a regular culture of practice. The hope was that this first experience would remove the stigma and the invisible barrier to coaching. Role-playing should be part of a regimen of regular, ongoing practice! However, after a powerful training event ended, and everyone went back to busy schedules, it usually did not continue.

Today, Sales Professional Training has designed a new approach to training and practice that assures ongoing, sustainable sales team development. How? Well now, instead of a one-time seminar event, our complete sales training curriculum is delivered via web-based E-learning. It is on-demand and is digested and applied in short weekly increments that are processed with the sales manager and the team after each segment. Access to the course for review and reinforcement never expires. Clearly, this is much better than a one-time seminar where the salesperson feels like they are taking a drink out of a fire hydrant!

And here is the best part! The pandemic forced us to see past our paradigms and leverage the amazing technology at our fingertips. I now provide training and coaching for my clients that far surpasses what we could do in a seminar setting. Now, following completion of the E-learning version of The Four Pillars of the Sales Profession, we can role-play ‘virtually’ from different locations or branches. Zoom, Teams, and other virtual formats make it doable. No time, travel, or breakout room limitations!

No excuses.

Sales Professional Training is now offering role-play services! It is easy to implement and schedule virtually. I have been doing this service for other companies –and it is very high impact. They get more personal coaching from me and their manager in that hour than we could ever dream of doing in the logistics of a ‘live’ meeting!

Contact me and we will get role-play practice on your calendar!

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Job Shock, Part Two

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Job Shock, Part Two

Edward E. Gordon, the founder and president of Imperial Consulting Corporation in Chicago, has consulted with leaders in business, education, government, and non-profits for over 50 years. As a writer, researcher, speaker, and consultant he has helped shape policy and programs that advance talent development and regional economic growth. This week, he continues his blog series with Job Shock, Part Two.

Gordon is the author or co-author of 20 books. His book, Future Jobs: Solving the Employment and Skills Crisis, is the culmination of his work as a visionary who applies a multi-disciplinary approach to today’s complex workforce needs and economic development issues. It won a 2015 Independent Publishers Award. An updated paperback edition was published in 2018.

Job Shock, Part Two – by Ed Gordon

Part II: What Has Changed?

Job Shock: Solving the Pandemic & 2030 Employment Meltdown

Would You Use a Videotape in a Blu-ray Disc Player?

The days of semi-skilled blue-collar factory jobs are fast disappearing. These jobs once provided a 19-year-old high school graduate or drop-out with the wages and benefits needed to support a family with a middle-class standard of living. Thinking that working in low-skill manufacturing or service occupations will propel you into the middle-class today is as sensible as buying a videotape for a Blu-ray disc player.

The decline of many types of U.S. manufacturing jobs was a hot political issue in both the 2016 and 2020 Presidential elections. The economic consequences of the closing of large manufacturing plants, particularly those making automobiles and large household appliances, have been especially severe. Many of these factories were located in smaller cities in which they were the central economic engines of their communities since the 1950s. They provided large numbers of assembly-line workers with well-paying, lower-skill blue-collar jobs. The growing prominence of electric vehicles has made such auto plants obsolete. The new technologies used in these vehicles mean that robotics are a central feature of their assembly lines. Such assembly lines depend on higher-skill workers who control, maintain, and repair the automated equipment. Manufacturing, in general, is undergoing a similar transition with jobs that support automated equipment growing dramatically.

The December 2020 survey of the National Association of Manufacturers illustrates the rapid escalation of skills demanded in manufacturing. Even in the midst of the COVID-19 pandemic, respondents reported the “inability to attract and retain talent” as their top business challenge. The Manufacturing Institute has projected that 2.4 million manufacturing jobs will likely be unfilled over the next decade due to skill deficits.

The Fourth Industrial Revolution is wiping out many types of middle-skill jobs. The COVID-19 pandemic has more severely affected middle-skill and low-skill workers.  More individuals see both their financial well-being and social status threatened. This has helped to fuel the growth of populist movements that are latching on to conspiracy theories or finding other scapegoats to blame for their current jobless or low-paying job situations. They are placing the blame on the wrong targets. They should be directing their anger at inadequate or outmoded training and education systems that do not provide the skills needed for the jobs that are currently in demand.

Demographic Time Bomb

The United States and the world are facing a structural labor-market race between advancing technology, on the one hand, and demographics and education on the other. In the United States alone 79 million baby-boomers are retiring between 2010 and 2030. The U.S. Census Bureau projects that one in five Americans will be 65 or older in 2030 and by 2025 the number of retirees will be enough to populate 27 Florida’s. While the US population is projected to grow to over 355 million in 2030, an increase of about 6 percent, the working age population 18 to 64 is only projected to increase by 2 percent.

Similar demographic shifts are also occurring in other nations in Europe and Asia. Birth rates are falling significantly in Italy, Germany, China, Japan, and South Korea to name a few. In these nations as in the United States, the working age population is supporting an ever-growing number of retirees. This demographic shift increases the importance of raising worker productivity. In most nations the current pace of education reform and worker retraining will be too little, too late. For example, in China about 70 percent of the labor force remains unskilled as its huge rural population is relegated to inferior schools where most students receive no more than a junior high education. (Rozelle, Invisible China)

The central premise of this “Job Shock” White Paper is that radical improvements in educational and training programs are needed to obtain a global labor force that meets the Fourth Industrial Revolution’s technological demands. American businesses have become over-reliant on importing foreign talent. However, as the world-wide war for talent heats up, it will be virtually impossible for the United States to use this strategy to compensate for our chronic domestic talent shortages. This situation is likely to become more acute between 2020 and 2030.

Lessons from the Past

This is not the first time the United States has struggled with job shock. Beginning in the 1890s the spread of electric power led to mass production methods in factories and population shifting from farms to cities. Factory technologies required workers with basic reading and math skills. To meet these expanded educational needs, compulsory tax-supported education gradually spread across the nation.

The launch of Sputnik in 1957 triggered the Space Race between the United States and the Soviet Union. This spurred the growth of the American aeronautic and defense industries with a consequent rise of jobs and careers in STEM (science, technology, engineering and mathematics) areas. Encouraged by federal funding, many initiatives sought to improve and expand STEM education and interest more students in pursuing careers in these areas. The 1970s saw the introduction of personal computers (PCs) in homes and businesses across the United States further expanding technical employment growth.

The good news is that there is not a fixed number of jobs in the U.S. economy. These past disruptive job transitions provide evidence that personal attitudes toward jobs do change and that the American labor market is very elastic. The new job requirements of the 1970s sparked a nationwide impetus for improving reading, math, and science instruction in elementary and secondary schools. There also was tremendous growth in educational options at the college level, and U.S. businesses developed in-house training and education programs for new and incumbent workers.

Today’s Job Demands

The Space Race and computer technology revolution produced islands of educational excellence but did not lead to the general development and expansion of education programs across the United States. The current education-to-employment system lags far behind the rate of change in the skill demands of the U.S. labor economy. Two-thirds of occupations now require post-secondary education, while a high school education or less suffices for only about one-third of jobs.

The challenge we now face is that only about one-third of our high school graduates leave school with reading and math comprehension at the twelfth-grade level. These skill levels are needed for the successful completion of post-secondary certificates, apprenticeships, community college two-year degrees, or four-year degrees.

Today’s technologies are increasing the importance of the ability to work in teams that often include workers in a variety of skill and job classifications. This in turn is heightening the importance of so-called “soft skills,” such as effective communication, problem-solving, self-motivation, time management, leadership, and ethical workplace standards.

The COVID-19 crisis has abruptly changed workplaces and skill demands worldwide. It is increasing the adoption of automation, robotics, and technologies that facilitate remote-work options. In this changed environment, adaptability has become a vital skill. A key to adaptability is the cognitive ability of learning how to learn as it enables workers to quickly gain new knowledge and analyze how to implement it to meet new workforce challenges.

We are now in the throes of Job Shock. Too many Americans both young and old cannot find a good job, and many have given up even looking for one. The U.S. labor market participation rate began a downward slide after the 2010 recession and has dived by two percentage points over the past year as the COVID-19 pandemic has decimated some sectors of the U.S. economy. (U.S. Bureau of Labor Statistics, January 2021) This makes the official unemployment rate an inaccurate barometer of workforce conditions.

The United States is now facing a need to provide updated education and training to two expanding sectors of the adult population – those who are not currently employed and those who need to transition to other occupations due to the impact of the COVID pandemic. In addition, the talent development needs of the current workforce must be addressed. In next month’s Gordon Report, the “Job Shock” White Paper will examine the current education and skills profiles of different segments of the U.S. population and what consequences we can expect over the next decade if changes are not made.

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Goal Setting

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Goal Setting

Tonight, our returning guest blogger Sonya Law talks to readers about goal setting. 

We will explore here how fostering a dynamic workplace incorporates the macro environment in setting goals where People are at the center of creating your competitive advantage…

As an employee, our manager will set goals for us which flow down from the strategic goals of the organization, and these goals are communicated clearly so that we understand how our performance is measured.  Traditionally this usually takes place as part of a mid-year and end-of-year performance review cycle.  The review is also an opportunity for two-way feedback, for the employee to receive performance feedback that will guide their growth and performance and for the manager to receive feedback on where the employee needs support to remove roadblocks that are limiting their potential, efficiency, and effectiveness in achieving the goals of the organisation.

Human Resources play a dual role, firstly to support employees in setting their GPS and aligning them with the strategic goals of the organisation.  Secondly, to support managers and employees when performance diverges away from the expected behaviors that lead to the achievement of these goals.

Quite often, overlayed are external factors for example the current Global Pandemic, which forces organisation to reorientate towards goals that respond to a changing macro environment.  The Pandemic continues to require us to have a workforce that is adaptable, agile, resilient, and able to respond to new problems and anticipate future ones.  And work creatively to come up with solutions to customer, supply, service, and delivery issues.

Three scenarios that put the achievement of employees’ goals at risk are:

  1. New Manager
  2. New Team
  3. Changes in process and technology.

These scenarios can be navigated safely, with minimal impact to employees when a dynamic work environment is fostered that supports employees to solve problems as they arise.  This grassroots level problem solving, therefore enabling managers to invest more time on the strategic side of the business.

This is a common problem in organisations where management gets stuck in the weeds fixing problems in their day-to-day and not enough time creating value for shareholders.  Human Resources’ role is to work together with the senior leadership team to create flow and foster a dynamic workplace where time is equated across the operational, tactical, and strategic needs of the business.

A dynamic workplace is a space that can easily be reconfigured to meet the company’s needs, accomplished by using resources, collaborative spaces and technology. It is meant to follow an employee’s needs, as reflected in the state of the world.

Organisations that become too linear and micro instead of a macro view, lose sight of the big picture, this narrow focus leads to inefficiencies in utilisation of your human resources and non-productive time that does not generate income to the business and cannot be recovered.  Further cracks start to appear in a reluctance to explore new markets or business opportunities, they leak resources, people, profit, and stifle innovation.  You will see a decline in quality and an increase in rework, warranty issues, product failures, and a damaged reputation, which is value eroding rather than value maximising.

Organisations gain a competitive advantage as compared with their rivals by empowering and enabling their people, they innovate, fail fast, and recover quickly, creating value for the business.

When employees are empowered to make the changes necessary in order to respond to customer’s needs, they can fix customer problems right then and there boosting trust and confidence in the product, aftercare, leading to repeat business.  When managers see their role as removing obstacles and roadblocks and empowering their team and involving them in setting their goals, this ultimately will lead to improved employee and customer satisfaction.

Managers can support the business operation by:

  1. TIME – blocking out some uninterrupted time regularly to ask employees what are their roadblocks and where do they need support
  2. REINFORCING – what we do and why we do it, connecting them with the vision of the company
  3. POSITIVE FEEDBACK – provide employees with positive feedback about their unique and valuable contribution
  4. ALIGNMENT – help employees where there is misalignment with the goals and support them to self-correct
  5. STRENGTHS – play to the employee’s strengths
  6. STRATEGIC GOALS – link employee goals with the strategic goals of the organisation
  7. VALUE CREATION – when you involve employees in goal setting, they will be more driven and committed to achieving them

A few human resources tools that foster a dynamic workplace are:

  1. Career Anchors – supports employees’ re-engagement with their work
  2. VIA strengths – identifies employee’s strengths and how to leverage them
  3. What makes me tick – helps employees to resolve conflict by understanding different communication styles within their team.

The benefits to the organisation and culture in fostering a dynamic workplace are:

  1. Higher levels of innovation
  2. Increased engagement
  3. Greater productivity
  4. Increased customer satisfaction
  5. Improved quality
  6. Lower staff turnover
  7. Stronger financial returns
  8. Agility and adaptability in responding to a changing macro environment.

Ultimately, a dynamic workplace constantly is striving to create a competitive advantage through its People that is unrivalled when it comes to your competitors, that is so unique that it cannot be replicated.  Many products can be replicated but not people, they really are your greatest asset and competitive advantage if you take care of them.  Demonstrate to them with your words, actions, and behaviors that reinforce their valuable and unique contribution to the organisation.

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Job Shock, Part One

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Job Shock, Part One

This week, we are proud to introduce a new guest blogger, Edward E. Gordon. In Job Shock, Part One, Gordon is beginning a three-week series of thoughts for your consideration. The founder and president of Imperial Consulting Corporation in Chicago, Gordon has consulted with leaders in business, education, government, and non-profits for over 50 years. As a writer, researcher, speaker, and consultant he has helped shape policy and programs that advance talent development and regional economic growth. Gordon is the author or co-author of 20 books. His book, Future Jobs: Solving the Employment and Skills Crisis, is the culmination of his work as a visionary who applies a multi-disciplinary approach to today’s complex workforce needs and economic development issues. It won a 2015 Independent Publishers Award. An updated paperback edition was published in 2018.

Job Shock Part One: Solving the Pandemic & 2030 Employment Meltdown

Introducing a New White Paper.

Part I: Introduction: Why Read This?

Welcome to the Fourth Industrial Revolution in a COVID-19 challenged world economy. Their combined impact on the U.S. job market will stretch to 2030 and beyond. Say hello to “Job Shock!”

“Job Shock: Solving the Pandemic and 2030 Employment Meltdown” will be released as monthly topical Gordon Reports. This will give readers a greater opportunity to consider their outlook on the future of employment. “Job Shock” will present our most up-to-date research on the future of the U.S. labor market over the coming decade. We will review both long-term and short-term problems and solutions to them that are now underway across the United States. “Job Shock’s” premise is that America’s students and workers are as much in need of knowledge injections as they are of vaccine injections against COVID-19.

Defining the Realities of Job Shock

Technologies that have transformed American workplaces now require higher skills. The United States is not creating more high-pay, low-skilled jobs; it is creating more high-pay, higher-skilled jobs.  Unless we confront the reality of this talent mismatch, we face a decade in which there will be too many unskilled people without jobs who run a high risk for lives in poverty and too many skilled jobs without people. This potentially threatens to undermine the broader economy and increase the social disruption that has already begun.

In today’s job market at least 50 percent of today’s “good jobs” (those with higher pay and benefits) do not require four-year college degrees. These jobs need students who graduate from high school with a good general educational foundation, i.e., strong reading/math comprehension, good written and verbal communication abilities, problem-solving and teamwork skills. Students then need to obtain a career certificate, apprenticeship, or a two-year degree from a technical or community college. We are not preparing enough students for the talent realities of the current U.S. job market.

The United States has millions of well-educated, talented workers.  But the unrelenting demands of Job Shock tell us that we will need to double their numbers over this decade to run our high-tech economy.

Job Shock from COVID-19

The ongoing COVID-19 pandemic has only exacerbated this skills gap and sped up employment meltdowns. It caused the sharpest increase in the official U.S. unemployment rate ever recorded, rising from 3.5 percent in February 2020 to a peak of 14.7 percent in April. At the close of 2020, 12 million of the 22 million jobs lost at the start of the pandemic had been regained. The December unemployment rate of 6.7 percent reflects the number of workers permanently laid off because of the pandemic. The labor force participation rate also remains low.

But the effect of COVID upon different industries and jobs has been very uneven. The leisure and hospitality sector has been particularly hard hit with its low-wage workers experiencing the greatest job loss. Payrolls for couriers and messengers have increased by over 20 percent.

While many businesses lay off workers, others are struggling to fill job vacancies. Overall U.S. businesses continue to cut job training programs, further widening the skills gap. Businesses are increasing investments in automation and technologies that facilitate remote work. The continuing Fourth Industrial Revolution will further raise demands for workers with the skills needed to invent, use, maintain, or repair advanced technologies.

The COVID-19 pandemic is illustrating that skill shortages can have lethal results.   COVID-19 vaccine manufacturers have hundreds of vacant jobs in such areas as engineering and quality control. There are acute shortages of critical-care doctors and nurses as well as lab technicians to process COVID tests.  How many of the over 400,000 dead (greater than the death toll of the U.S. armed forces in World War II) could have been saved if we had fewer shortages of medical personnel in COVID hot spots?

Also, the skilled people we take for granted to meet our daily needs are in short supply. As computer systems have become more and more central to our daily lives, breakdowns and threats to the security of our private information proliferate. Finding a qualified plumber, carpenter, electrician or medical technologist has become more difficult in many communities. If more effective talent development efforts are not initiated, there is a real danger that the world will not end in a big bang, but that it will come to a slow grinding halt due to a lack of workers with the skills needed to maintain advanced technologies. Welcome to Job Shock!

Job Shock Objectives

The goal of the “Job Shock White Paper” is to raise awareness of the broad scope of the changes needed to equip students with the education and skills needed for 21st-century jobs and careers. And we must retrain workers with the specific skills needed by employers. There are solutions already underway in communities across the United States that can help your local area. But these solutions are not easily available to all.

We see the most promising responses to Job Shock coming from regional cross-sector partnerships composed of business owners and managers, educators, parents, government officials, union leaders, non-profit associations, and others. These partnerships have begun regionalized initiatives to rebuild their outdated education-to-employment systems.

“Job Shock” is a call to action. We need to work together in initiating the systemic changes needed to prepare more people for better-paying jobs and thus create a more equitable and prosperous economy over this decade.

Part II of “Job Shock” will provide an overview of how technology has dramatically transformed workplaces and occupational requirements over the last 50 years. Unfortunately, other parts of American society have failed to adapt to these labor market changes thus contributing to the social unrest the United States is now experiencing.  We invite to submit your questions or comments by email or by calling us in Chicago at 312.664.5196.

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Imagination Can Provoke Performance

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Imagination CAN Provoke Performance.

Tonight, our founder and managing executive Ron Slee describes for readers the different ways that our imagination can provoke performance.

As we continue to develop products within our Learning Without Scars employee development platform, I am constantly pushing to find the tools and the means to provoke individual performance from the people who enroll in our classes and assessments. Typically, that starts with me. I am trying to provoke myself to accomplish more. It seems as if I have been on some type of mission my whole life. I am driven to help people achieve their potential. Talk about tilting at windmills.

But that is me. That is who I am. I am constantly looking around the next corner, asking questions, wondering how to do things in a better way. It seems that has been my approach since I was a little boy. I am impatient. I am curious. I am driven. I once asked a man, that I had worked with in three businesses, how easy I had been to work with. He started laughing. He said I was never easy to work with at all. At first, I felt insulted but I eventually understood what he meant. I didn’t like to fail at anything I did. Sometimes it just took a little longer than I wanted.

Years ago, I used to go to bed with a pad and pen on my night table. I would wake up in the middle night and write down some brilliant idea that had occurred to me. You see it couldn’t wait until morning. I might forget it. I stopped doing that when I couldn’t read my writing in the morning. My wife, Marlene, signed me up for acupuncture to address what she called my “busy mind.” The acupuncturist was a wonderful lady named June. After several sessions she called Marlene and told her to stop wasting her money, this wasn’t going to work. I still suffer this way. I am sure that I am far from alone in this regard.

Albert Einstein said that “imagination is more important than knowledge.” Think about that for a moment. Alfred North Whitehead a Harvard professor of Philosophy thought of all education as “the imaginative acquisition of knowledge.”

We are entering into an age of constant learning. Adult education. In a recent Podcast with Ed Gordon, we talked about the Fourth Industrial Revolution. The one we are in at the moment. He put forward two critical points that we have to face about the workforce.

  • Business doesn’t feel they need to train their employees once hired.
  • Employees don’t feel they need to continue to learn once they leave school.

So how is this going to work with the workplace over the next ten or twenty or thirty years? Ed suggests the following outcomes.

  • A third of the workforce will be fine, they are educated and have a purpose.
  • A third of the workforce is undereducated and has no purpose.
  • A third of the workforce has dropped out for whatever reason.

So let us return to the imagination. Ralph Waldo Emerson said that “imagination is not a talent of some men but is the health of all men.” In athletics, it is called “Visualization.” You are taught to visualize the result that you want. Our imagination allows us to take flights of fancy. Imagine what it would be like if this happens or if that happens. I am going to hit this golf ball right down the middle of the fairway. I can see the path the ball will follow on the green right into the hole. Use your imagination and think of something you would like to happen.

That is how we can get to the place that we imagine. We turn our imagination into performance. We strive to make real that which we have imagined. If we can only use our imagination and then set goals, or have a sense of purpose, towards accomplishing what our imagination showed us was possible we would all be in a different place.

As I said I am interested in helping each person achieve their potential. The difficulty is understanding what that potential might be. In life, I believe that each person has three attributes that they live with every day.

  • Everyone wants to do well at whatever they do.
  • Everyone can do more than they realize.
  • Everyone is fundamentally lazy.

Think about that. Imagine that is you. Then translate imaginative thought into performance so that you will achieve more than you thought was possible. Then you will start to understand “The Art of the Possible.”

The time is now.

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