📚 Roger's Highlights

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Ten to One Experienced writers agree that for every minute spent in an interview, at least ten minutes should be spent in preparation. Interviews that follow (rather than precede) careful research are nearly always more productive. “The first time I interviewed President Kennedy, I was supposed to see him for ten minutes,” recalls William Manchester, author of The Death of a President. “The interview lasted three and a half hours. It was exciting and it led to further meetings.” What accounted for this Presidential generosity? Research. “I think it is very important for a person to do his homework,” explains Manchester. “There’s nothing more insulting than to ask a man, like a President of the United States, a question that he’s answered many times before. Then he’s quite likely to dismiss you. So what you want to ask are the questions he’s never been asked before, questions that show that you have a great familiarity with his life. And then he’s likely to respect you and be interested in the exchange, the colloquy.”

The Craft of Interviewing

John Brady

One of the keys to successfully executing the complexities of the West Coast Offense was my devotion to the principle of persistence. We did the same drills over and over again; I said essentially the same thing over and over, discussed the same information, concepts, and principles over and over. Gradually, my teaching stuck. Eventually, successful execution became almost automatic, even under extreme duress, because like air, my teaching was everywhere. While passion, expertise, communication, and persistence are the four essentials of good teaching and learning, I would also add these nuts-and-bolts practices to facilitate what you do as a leader who is a great teacher: 1. Use straightforward language. No need to get fancy. 2. Be concise. For many leaders it’s harder to be brief than to be long-winded. We love to hear ourselves talk. 3. Account for a wide range of difference in knowledge, experience, and comprehension among members of your organization. For me it could be seen in the way I communicated one on one with an experienced superstar such as Jerry Rice or a first-year offensive guard who was learning the ropes of our system. This difference in content depending on whom I was talking to and in what circumstance was always factored in to my teaching. 4. Account for some members of the group being more receptive and ready to learn than others (for reasons out of your control). 5. Be observant during your comments. Know if you’re connecting. 6. Strongly encourage note taking. 7. Employ a somewhat unpredictable presentation style. “Droning on” is the most common style, and you may have to work on stepping it up so that you don’t fall into the “drone trap.” 8. Organize with logical, sequential building blocks in your communication. 9. Encourage appropriate audience participation. 10. Use visual aids. 11. Remember Sun-tzu: “With more sophistication comes more control.” The more you work at refining your teaching—increasing its sophistication—the greater your control of the teaching (and learning) process.

The Score Takes Care of Itself

Bill Walsh, Steve Jamison, Craig Walsh

Motivation = expectancy for success × value of succeeding In other words, your motivation to do just about anything is a function of both (1) how likely you think you are to succeed at doing it, and (2) how much you will get out of it when you do. In the case of asking for help, this theory suggests that being motivated to ask is a function of both the likelihood that the helper will say yes and the quality of the help you think you will receive. And we underestimate both.8 Combine this double miscalculation with the five kinds of threat (discussed in chapter 1) that a request for support can cause, and it’s no small wonder that most of us try to go it alone.

Reinforcements

Heidi Grant

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