Chapter 15: 25 Ways to Encourage Managers, Principals, and Parents to Continue the Learning
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20.
G
et rid of mental and physical white elephants.
During the last hour of class, tell participants about an upcoming “white elephant” event that
they are expected to attend. What’s more, they’ll be expected to participate by sharing one
perspective (or old or erroneous belief) they have discarded as a result of the class they attended.
In the next few weeks, make arrangements to hold the auction of “white elephants” during the
lunch hour. (You may have to restrict the number of attendees to 50. That number will include
the members of your class.) Be sure that at least some of those who directly or indirectly paid
for the class members to receive their training/tutelage are present. Collect things people no
longer want—those things will be auctioned off. The proceeds can be used for either a
charitable cause or to purchase supplies, such as scrapbooks, for the next class.
Begin the event by calling on each class member present to tell what mental white elephant he
has recently discarded as a result of the training. Then let the bidding begin. Keep the action
moving; if something is stalled at 50 cents, sell it and move on.
21.
P
ave two-way streets via personification.
The former CEO of Ford Motor Company, Don Petersen, was fond of saying that results
depend on relationships. And relationships depend on knowing one another. One of the best
ways to forge the ties that bond is to have each person select some simple object and then tell
how it embodies his particular essence. Encourage them to share this “essential” insight with
those outside the classroom.
Examples: Someone might choose an ordinary sponge to represent his desire to absorb as
much knowledge about this subject as he possibly can. Someone else might choose a pencil and
explain that he took a lot of notes in the class and made an occasional error on a quiz, but that
he knows how to erase the mistakes and profit from them. They are then expected to share their
insights with someone whose life impacts the participant’s in a meaningful way. Invite that
person to think about and decide upon a personified object of his own. Use that information
with future classes and in future newsletters. Invite the inside student and the outside mentor to
make a joint presentation regarding their insights.
Note: Participants can employ either similes (“I am like a sponge”) or true personification (“I
am a sponge”).
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