Prologue
The 10 Easy Steps for Better Business Success
Step 1: It’s all up to you
You’ve heard that before, right? You’ve bought textbooks and read some of the materials, but maybe still haven’t ended up with the grade you wanted. So the key to success is not just buying the book or simply reading it. Instead, your success depends on three skills:
Finding
Understanding
Applying the information found within this textbook and all of its resources
The following steps will help you succeed in this course, and if you apply some of these steps outside the classroom, you may also succeed in business and in life.
Step 2: Go to class with intent
How do your classes go for you? Are you generally able to follow what the instructor and your classmates are saying in lecture and class discussions? Are you able to actively participate in a group discussion, or do you simply observe other group members? Your attitude and the plan you have for using class time can change the entire experience for you. Try these quick tips to make sure your classroom experience is as rich and fulfilling as possible:
Review the Syllabus
If you have trouble speaking up in class, try this strategy. The syllabus is one of the most important documents in the course. It acts as a binding contract between you and the professor. Read the syllabus in detail as soon as it comes out. Then, in the next class, ask at least one question about it. It will show the professor you’re serious about meeting your responsibilities in class—and will get you in the habit of speaking up in class.
Show Up!
As Woody Allen says, “Eighty percent of success is showing up.” It’s basic advice, but many students lose sight of how important it is to come to class. You should be punctual, if not early; be attentive; and be noticed. Sit near the front and ask good questions so that the professor gets to know your face and name. It’s just as important that the professor knows you as it is that you know your professor (see Step 3).
Ask Questions
If you’re confused during class, ask a question right then. Don’t think, “I’ll look really dumb if I ask this” or “I’ll probably understand it after I read the text” or “I’ll wait to ask someone else, or go to office hours tomorrow.” Asking now will save you time and effort and will probably help other students in the room. You’ll learn so much more if you ask questions in class. If you do need to contact your instructor after class to clarify a point, stop by during office hours rather than asking the question electronically or over the phone. Keep in mind, face-to-face visits trump e-mail or voice mail. Now, aren’t you glad you invested some time earlier to get to know your instructor (Step 3)? After all, it’s easier to ask for help from someone with whom you already feel comfortable.
Write a One-Minute Review
Immediately at the end of class, take one minute and write all that you can recall from today’s lecture. Try to identify what the main takeaway points are by highlighting key ideas. Forcing yourself to be quick and brief helps you to capture the main ideas without the smaller details providing distraction.
Write Down Your “Muddiest” Point
When class is finished, also take a quick moment to write down two sentences that describe the most confusing part of today’s lecture. Keep this in one specific part of your notebook—it’s a great thing to bring along to your study group or to office hours. It will also work well in creating your own personalized study guide for the next exam.
Step 3: Connect with people
Business is all about people. Right now, your business is getting a great grade in this class. As in any business, there are many people available to provide help: instructors, fellow students, and school staff. Look around for these people—and then enlist their help.
Get to Know Your Instructor: Go to Office Hours
Your teachers can be your most helpful contacts on campus. Not only can they become mentors, but as you near graduation, they can write job recommendations or references. They can’t do that unless you get to know them beyond the focus of the course. So plan to make a couple of trips to office hours—even if you know everything.
Create or Join a Study Group
Find study buddies early. In the first few days of class, try to get acquainted with at least two classmates in every course. Watch the people in your class to figure out who seems to know what’s going on, who seems dependable, and who you could work well with. Approach those people and ask if they wouldn’t mind forming a study group. You don’t need to meet all the time—the group can be available on an “as-needed” basis. But it’s good to have a group of connected students who can help you prep for exams, confirm or clarify points made during class, and exchange notes if you miss a class. (Trust us: It’s much better to have a buddy give you the information you missed than to ask the instructor, “Did I miss anything important?”)
Use the People around You
Do you know students who already took this class? Spend some time with them and ask the right questions. What sections of the course will demand more time out of your schedule? What tools in the library helped them out with their projects?
Be sure to look around the class for older students. Many colleges are seeing a large influx of people returning to college after successful careers. These people have that precious thing you may lack: real-world experience. Buy someone a cup of coffee and ask him or her for advice that helps you in the course or in finding a job.
Use All the Resources the School Provides
The faculty and staff at your school want you to succeed—we all take pride in our students’ accomplishments! So be sure to investigate all the resources available to you at your school. Talk to your adviser about services such as the following:
Writing Support
Many schools provide special clinics that can help you with your writing. Some also provide writing labs where you can get assistance in editing and proofreading your work.
Support Services
Look for support services that offer help with note-taking techniques, strategies to combat stress in test taking, and workshops on helping you organize and manage your time. If you discover that you have a pattern of specific struggles (e.g., you always underperform on tests), see if free screening for learning disabilities is offered. You may need specific testing accommodations (such as additional time or larger-print exams), or you may be eligible for help with an in-class note taker. The key is to become your own best advocate. Be informed—know how your mind works and what conditions make you perform your best.
Step 4: Explore the world of business in real time
Although this text intends to apply business concepts to current situations, the examples cannot be as current as those that are exposed in the business press. Until now, you may not have been interested in picking up the Wall Street Journal, Financial Times, BusinessWeek, or The Economist because you did not have the necessary background or interest. Try the following technique. Every day, go online and read the lead story in the Wall Street Journal. Keep a log that notes the theme of the article (e.g., the economic situation in the United States or some other part of the world, a government action that impacts business, an acquisition by a major company, trends in the workplace, the stock market, a new technology, and so on). Also, rate how easy it was for you to understand the article, with “1” being the easiest and “10” being the most difficult. Similarly, rate how interesting the article was, with “1” being absolutely fascinating and “10” being massively boring. Note any questions about the article and how it relates to material being covered in class or note from the syllabus or table of contents where it might apply to future class content. As the end of your course approaches, review your log. You should see that the articles are becoming easier to understand and perhaps more interesting. In addition, you will also have created an informal study of the current business landscape, including the hottest business trends. For example, if you see that a significant percentage of the articles are about government actions, it is fair to assume that governments are taking a more active role in business and the economy for some reason. But, above all, this exercise will demonstrate that business—once you really understand it—is far more fascinating than you ever imagined, and it will also help you develop the exceedingly valuable habit of reading the business press regularly, a habit that will serve you well in both life and business.
Step 5: Experience business
Business is about people. If you want to be a business success, leave your house and find someone who runs a small business (a restaurant, a print shop, a car wash, and so on) where you are a regular customer because you value the quality of their products. It doesn’t matter if you don’t have aspirations to work in this line of business, as you are just trying to understand the foundations of any small business that seems successful to you. Ask the owner or manager if you can interview him (or her). Ask him how he spends his time, what is most important to the success of his business, and what his most troublesome problems are. Perhaps you can even volunteer a few hours per week to do odd chores for him so that you can observe firsthand how he manages the business and continue to ask questions. It may start with meaningless errands, but one day you’ll appreciate the foundation when a real opportunity arrives. Until that day, you’ll be learning by watching a successful businessperson run a company.
Step 6: Know your learning style
Determining what kind of learner you are will help you apply the most appropriate resources to create a successful learning program. Knowing your learning style can help you select and use the study strategies that best fit the way you learn. Table 1 will help you figure out whether you learn best by seeing (visual), hearing (auditory), or touching/doing (tactile and kinesthetic). Read the word in the far left column of the chart and then place a check mark next to the statement in one of the successive three columns to the right that best describes how you respond to each situation. Count the number of check marks in each column, placing the total at the bottom of the table. Your answers may fall into all three columns, but one column will likely contain the most answers, which indicates your primary learning style. If one of the remaining columns nears in the number of check marks to your primary learning style, that can be considered your secondary learning style.
Table 1
What Is Your Learning Style?
| When you … | Visual | Auditory | Kinesthetic and Tactile |
|---|---|---|---|
| Spell | □ You try to see the word. | □ You sound out the word or use a phonetic approach. | □ You write the word down to find if it looks right. |
| Listen | □ You get easily distracted when asked to listen for a long time. | □ You grasp the information quickly and easily. | □ You find yourself doodling as you listen. |
| Talk | □ You favor words such as see, picture, and imagine. | □ You use words such as hear, tune, and think. | □ You gesture and use expressive movements. You use words such as feel, touch, and hold. |
| Concentrate | □ You become distracted by untidiness or movement. | □ You become distracted by sounds or noises. | □ You become distracted by activity around you. |
| Meet someone again | □ You forget names but remember faces or remember where you met. | □ You forget faces but remember names or remember what you talked about. | □ You remember best what you did together. |
| Contact people for class or business | □ You prefer direct, face-to-face, personal meetings. | □ You prefer talking on the phone. | □ You prefer talking with people while walking or participating in an activity. |
| Read | □ You like descriptive scenes or pause to imagine the actions. | □ You enjoy dialogue and conversation or imagine the characters talking. | □ You prefer action stories or are not a keen reader. |
| Do something new at school or work | □ You like to see demonstrations, diagrams, slides, or posters. | □ You prefer verbal instructions or talking about it with someone else. | □ You prefer to jump right in and try it. |
| Put something together | □ You look at the directions and the pictures. | □ You prefer verbal instructions or talking about it with someone else. | □ You ignore the directions and figure it out as you go along. |
| Need help with a computer application | □ You seek out pictures or diagrams. | □ You call the help desk, ask a neighbor, or growl at the computer. | □ You keep trying to do it or try it on another computer. |
| Total |
Source: Based on Colin Rose’s Accelerated Learning (1987).
After you’ve determined your primary—and perhaps secondary—learning style, you can best match up the textbook, system, and resources from your instructor to help you achieve a better grade. And, if you can figure out how to succeed in this course, you can apply the same study strategies to succeed in other courses.
Note that your instructor also has a specific style of learning and teaching with which he or she is most comfortable. Watching how your instructor works can be a great clue to helping you succeed in the course. For example, does he or she talk without ever drawing a picture? Or does he or she use visuals to illustrate points? Figure out your instructor’s learning style and use it to predict what kinds of interactions he or she wants in the classroom and on your assignments.
Step 7a: Read this book
What is the best investment you can make in yourself right now? If there were something that could promise you an A in this course and that would help you to succeed in college in general, it would be worth paying for, right? There is: this text, plus your time. Really, all you need to succeed in this course is this book and its resources, plus some investment of your own time and energy. Doing well in this course is a good start at getting As in follow-up business courses that you might take in the future. That leads to a great job after graduation, followed by huge wealth, fame, and fortune! (Well, maybe not those last three, but you get the picture.)
Step 7b: Use the system, not just the textbook
Most likely, when you shelled out the cash to buy your textbook, you thought you were just getting a book, right? As it turns out, you actually bought a “system.” Table 2 walks you through everything that comes with the purchase of this book. Remembering your learning style, consider how each of these resources can help you study and learn!
Table 2
Better Business Resource Guide
| Resource | Where Is It? | When Does It Help Me? |
|---|---|---|
| Simulations (interactives that let you try out your skills in many common business situations) | On mybizlab.com | For test prep concept reinforcement |
| PowerPoint presentations | On mybizlab.com | Before the chapter starts For test prep |
| End-of-chapter exercises | On mybizlab.com At the end of each chapter |
When you’re on the go For test prep concept reinforcement |
Step 8: Take awesome notes
Even if you’re a strong auditory learner, you’ll benefit from taking notes. Awesome notes are the key when you review and prepare for papers and exams. Take advantage of learning about different types of note-taking strategies. One will certainly work better for your learning style than another. Experiment and see which one best meets your needs. Three popular strategies are outlining, mind mapping, and the Cornell System.
Outlining
You might already use an outlining system. The main points are written down, and any supporting or additional points are indented and listed below the relevant main point. Outlining is a great system for taking notes from a book or PowerPoint presentation because the material has already been organized for you. However, this system may not be as effective to record the points made in a lecture or class discussion because the hierarchy structure of an outline is not flexible, and this makes it hard to insert points that are made later on in a discussion but relate to something mentioned previously.
Mind Mapping
A mind map is a graphic representation of the content of a lecture or reading. It is a flexible system, and many visual learners find mind mapping beneficial because it organizes a lecture graphically. Figure 1 shows one example.
Figure 1
An Example of a Mind Map of This Prologue
Mind maps capture main and supporting ideas similar to an outline, but instead of a fixed hierarchy, the structure of a mind map is more fluid. The main points are captured in a box or circle in the middle of a page. Supporting points, or subtopics, are then drawn as smaller boxes or circles that radiate from the main circle. If later on another subtopics needs to be added, then a new branch can be drawn. If there is anything off topic that should be noted, it can be recorded in a cloud or circle that is not connected to anything and that sits outside the main concept area.
Later, when reviewing, add colors to connect ideas or concepts that aren’t necessarily connected by branches but do share the same theme (such as those topics that your instructor pointed out will be on the test, that were from a PowerPoint presentation, or that should be further explored). As you review for a test or while preparing for a paper, you can use the boxes and colors to help you connect the main ideas of several lectures. Consider creating a progressive mind map (separate from individual lecture mind maps) that will express how specific topics relate to the course overall. Many free online resources, including software and templates, can help you begin to use mind maps. One such product is MindMup, available free online. Even if you just have paper and pencil, you can build useful mind maps.
The Cornell System
The Cornell System is a simple and powerful system that, if used correctly, can help with recall and increase the usefulness of your notes. When using the Cornell System, you don’t need to rewrite or retype your notes. Instead, you use a specific setup to define your notes. Begin by setting up your 8½- by 11-inch notepaper as shown in Figure 2. Draw a vertical line 2½ inches from the left side of the page. Next, draw a horizontal line about an inch or so from the bottom of the page for a summary. You can also use a product such as Microsoft One Note, which comes preloaded with a Cornell Note System template (see Figure 2).
Figure 2
The One Note Template for the Cornell Note-Taking System
In the largest and main section of the paper, capture the main ideas of the lecture. You can use an outline or mind mapping system, whichever suites you best. Then, as soon as possible after the lecture, jot down in the skinny column ideas or key words that will define the main idea of the lecture. Finally, in the bottom section of the page, summarize the key points in your own words. This forces you to process the information in a new way.
Review
With any of these systems, it will help you to vocalize the key points made as you review your notes. As dorky as it seems, reciting out loud is an effective way to learn, especially if you’re an auditory learner, because hearing your thoughts helps you sharpen your thinking process, and stating ideas and facts in your own words challenges you to think about the meaning of the information.
Step 9: Use your tools: Smartphone/tablet/laptop
Undoubtedly, you come to class armed with at least a cell phone—and may even have a tablet or a laptop. Here are a few ideas of how you can use these tools to get you to that A.
Use a Calendar
Organization is a critical skill for success. Enter assignment deadlines into your cell phone’s calendar. You also can use organizational tools such as Microsoft Outlook or Google Calendar to track key due dates and access them from your laptop.
Keep a Class Contact List
Collect the contact information for at least three classmates and for your professor in your cell phone or laptop contact list. Be sure to have it all—home phone, cell phone, IM identity, and e-mail address. Consider creating an online group with a tool like Slack, where class members can help each other. This way, you’ll have the information at your fingertips when you really need it and don’t have your notebook with you. This habit will create all kinds of opportunities for you later in the real world. Successful folks call it networking!
Record Audio or Video of the Class
Smartphones and tablets are equipped to record audio and video, which can help in class. Note-taking applications allow you to write notes as the audio is being recorded. Then simply tapping on a note you jotted down takes you to that point of the audio recording.
Many instructors are now beginning to create their own audio and video recordings of lectures and deliver them as supplements to the class. If your instructor is not, ask for permission to record him or her and explain that you are happy to make the files available to him or her or willing to post them to the other students..
Step 10: Apply these rules outside the classroom
All of these classroom tips also can apply to your career. For example, Step 7 suggests that you find, understand, and apply the information from this textbook system to meet the demands of your instructor. In your working life, you’ll need to find out what your boss or client wants and figure out the best way to meet his or her needs. Likewise, Step 6 encourages you to understand how you best learn. Revisit Table 1—many of the actions apply to a business context as well. Knowing your learning style will help you be successful in business as well as in the classroom.
Because business is all about people, think about how you can apply the strategies in Step 3 to your job. If you can, get to know your boss or supervisor. They, too, can become your mentors and be instrumental in recommending you for advancement within the company. Bosses don’t have office hours, but you can stop by their offices periodically to just say hello or ask to meet them for lunch or coffee every month or so. Get to know the people you work with and develop a contact list. You never know when you may need to contact someone in the office when you’re not there or vice versa. So get a coworker’s e-mail, home or cell phone number, and maybe even his or her IM address. Again, it’s much better to have someone in the office to ask, “What did I miss?” or “Can you help me?” than running to your boss (or not having anyone at all) to ask the same questions. Also, don’t ignore the other people outside your immediate office. Get to know the cleaning staff, the elevator attendants, and the security guards in your building. They can help you in a pinch and are more willing to do so if they know your face and name.
To get ahead, follow Step 2 and come to work with intent! Don’t be afraid to ask questions; good questions indicate that you’re thinking about the situation at work and trying to apply it to what you already know. If things don’t make sense or you don’t understand something, ask for clarification.
Do you think you won’t ever take notes again once you’re out of the classroom? Think again. The workday includes attending lots of meetings, even when they occur over the phone. Use your college career and Step 8 to perfect note taking so when you get to the business world, you’ll have that skill down pat. And although you might occasionally get lucky with an instructor who ignores your absences in the classroom, such luck most likely will not follow you into the office. We also suggested ways you can use your cell phone, MP3 player, and laptop in the classroom in Step 9. These tools can also be used in the office as well. Again, you need to make sure people know about and agree to your taping/recording them but having good records of meetings and discussions can be helpful to you and to your colleagues. And because many people are afraid of technology, establishing yourself as someone who is comfortable and innovative with technology can also be a good thing.
Don’t stop learning and reading! In Step 7 we encouraged you to read this book. When you find a career you’re interested in pursuing, seek out books for advice and insight about that career. There is no end to learning—it’s a lifetime activity, so embrace it. And by following the advice in Step 4, you should already have developed a love for reading real-time press. Knowing what is happening in the world around you helps anytime.
Finally, in Step 5, we encouraged you to interview a manager or owner of a business, or perhaps even volunteer some of your time. Becoming involved in a business and learning it from the ground up puts you in the position of better understanding any business in which you are involved. After all—as we say in Step 1: It’s all up to you!
We hope you have found these steps to Better Business success helpful and hope you will be able to apply them to your academic and professional careers. Good luck in whatever endeavors you pursue!