Get to the point
Let’s observe a classroom exchange between a honors student and teacher. The teacher handed the student a syllabus. On that syllabus was the grading structure.
The structure looked the same as the one used in other classes and the numbers were really small, small enough for the honor student to assume that the school had a standard with each classes rubric.
Except it didn’t, the student assumed wrong and failed the course.
The teacher is wondered why an honors student just “didn’t get it.”
There are two major problems here:
- The student shouldn’t assume anything about anything.
- More importantly, the teacher’s inability to get clear and to the point.
When we are asked to lead, how often do act like this teacher?
If it’s important, put it up front and center!
We know what we want, yet we try to fit it into some “usual”box to avoid proper feedback and hide. The result ends up frustrating us because people “don’t get it.”
We shy away from the point sparing ourselves but we end up throwing each other off.
From the desk of Adam Thomas 