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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.

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Presentation on theme: "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."— Presentation transcript:

1 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 University 2007 National Conference for Advisors of Peer Education Groups

2 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

3 You have the power to positively impact everyone you interact with

4 First Borns: Are they born to succeed? 2/3’s of all entrepreneurs are firstborns Of the 1 st 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

5 Factors that Create the Difference Firstborns get more positive expectations Firstborns get more responsibility Firstborns get more feedback

6 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.

7 Expectations: The Power of the Positive The Pygmalion Effect/Placebo Effect Difference between high and positive expectations  High=expecting a lot  Positive = believing they can succeed Positive expectations must be communicated, understood, and accepted

8 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

9 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

10 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

11 Growing Others The more you support your staff, the more they grow, the more gets done Gradient Stress  Grade 1-5: Stretch Zone  Grades 6-10: Strained, but can handle with support  Grade 11-12: Breaking Point

12 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

13 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

14 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?

15 GOALS Specific Measurable Acheivable Relevant Time Bound

16 Develop Action Plans Who What When Where How To What Extent

17 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

18 Feedback Motivational Feedback  Cheering, inspiring Informational Feedback  information that describes process Developmental Feedback  Corrective Action taken when expectations are not met

19 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”

20 Reinforcement Reinforcement is like a car Reinforce immediately Reinforce any improvement, not just excellence Reinforce specifically Reinforce new behaviors continuously Reinforce good habits intermittently

21 Informational Feedback Individually monitored & measured if possible Goal-Related Immediate Graphic

22 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

23 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


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