Health Center Staff Take Lead Role In Preparing Their Campuses For Pandemic Flu
by: Cassie Harman
It sounds like the plot of the next blockbuster movie. A third of the world’s population is struck down by a deadly virus that spreads across the globe so rapidly that there is no time to develop a vaccine. Up to half of those infected – even young, healthy adults – die. But as health professionals know, this scenario is not just a flight of fancy. It could be the very real effects of the next pandemic flu outbreak, particularly if H5N1 (also known as highly pathogenic avian flu) is the virus in question, and it is this knowledge that is pushing not just federal and state government but organizations and businesses throughout the world to develop a strategy to tackle it.
Within colleges and universities, the burden of pandemic flu planning is likely to fall upon many student health directors, even at institutions with environmental health and safety departments. John Covely, a consultant on pandemic flu planning and the co-author of the University of North Carolina at Chapel Hill’s pandemic plan, explains why this is so.
“Traditionally, emergency planning originates from public safety, or environment health and safety, but a communicable disease poses the biggest threat to students in group quarters. Thus, student health directors are often leading the emergency planning effort for the whole university, because the entire plan - not just the student health component - could be the difference in life or death for their students.”
The importance of having a campus-wide plan that is ready – not just in the preliminary stages – when the pandemic strikes is all the more clear when you consider that, unlike seasonal flu, H5N1 has an increased risk for the typical student demographic of young, healthy adults. The startlingly high mortality rate of up to 60 percent is partly due to a protein, also found in the strain of virus responsible for the 1918 pandemic flu outbreak, which causes a response in a healthy immune system known as a “cytokine storm”, often leading to respiratory failure and death.
Planning for such a massive and yet unpredictable event may seem a formidable task, but Dr. Anita Barkin, chair of the American College Health Association’s pandemic planning committee, counsels that those universities and colleges that have yet to formulate a pandemic plan shouldn’t feel overwhelmed by the work that lies before them. “Pandemic planning is about good emergency preparedness. The things we do to prepare for any emergency are the things we would do to prepare for pandemic flu,” she explains.
Although the tragic Virginia Tech shootings this spring were a different kind of emergency, the issues are similar to the issues faced in the event of a pandemic flu outbreak. Coordinating resources, communicating with everyone on campus and deciding at what stage classes should be called off are questions that have to be answered in most emergency situations. Take your pandemic planning one step at a time, advises Barkin.
“The first step is to find out whether there is an existing emergency plan on campus,” she says. “If there is, who is in charge of it? Health providers on campus should then take charge and begin to formulate the plan.”
There are many unknown factors, but build the framework of the plan first with the elements you can be sure of. Form a committee with all key areas represented, including executive leadership. ACHA’s Guidelines for Pandemic Planning provides a list as an example that may help you collate this. Identify the functions that will be critical in the case of a pandemic and the personnel on campus responsible for each of these, making sure there are enough people representing each function that should some become sick, the plan is not compromised. Identify decision makers, a chain of command, and what channels of communication are to be used. Finally, decide on the role of student health services. Many campuses will have the student health director as the key decision maker in the event of a pandemic, but for some it will be more appropriate for the student health director to have an advisory role instead. In any case, college health professionals will be crucial to the success of every plan.
The biggest question that is central to every campus-wide pandemic plan: when is the right time to send students home? Covely warns that universities cannot necessarily wait for cues from state public health departments before they make their decisions. “The university has to have its own in-depth criteria in advance of a pandemic, and the student health director should be very involved in developing those criteria.”
Don't wait too long to send your students home. Nor should your trigger for this decision rely on the geographical proximity of the virus to your campus alone.
The factors that will determine how early you make the call to send students home will center on the composition of your student population. If your students are mostly from in-state, they will probably be traveling home by car and so you can wait slightly longer before canceling classes and closing the campus down. If many students live a long way away and are going to need to use mass transportation, you may have to act more quickly or risk being swamped with very ill students at a time when the local hospitals will not have the resources to help.
There are three main elements that will shape the logistics and the scale of your plan, and help you figure out the best trigger to send students home. Remember that, as Barkin comments, “The longer you wait, the higher the rate of infection, the less chance of being able to get students home and the less likely you can manage the burden of disease.”
These factors are as follows:
* Student demographics, particularly the number of students who live on campus and the number of non-local students who are likely to be dependent on care.
* The size of your staff (taking into account that up to 50 percent may be sick at one time).
* Your ability to stockpile enough basic supplies, including medications, as well as personal protective equipment such as respirators.
This is where things start to get more complicated, however. Most student health services can’t afford to stockpile many medical supplies. “ACHA is running a survey on pandemic planning,” reveals Barkin. “Of the schools that have responded, most have not stockpiled, or if they have, it’s not a lot.” This could clearly prove disastrous, and for many colleges is a manifestation of what Covely cites as one of the biggest challenges of pandemic planning for some universities: “getting buy-in from the executive leadership.” Pandemic planning is by no means a cost-free exercise.
One tip if you are facing resistance from campus decision-makers over spending money on pandemic planning is to emphasize the fact that once you’ve formulated a response to a possible pandemic, you will have a robust emergency response strategy that can be adapted to fit virtually any emergency, whether it’s evacuation in the event of wildfires, such as Pepperdine University faced recently, a terrorist threat, or an “active shooter”. Investment in, say, developing a Web site with emergency information and updates can be a public relations bonus and a reliable resource. Villanova University’s plan includes broadcasting SMS text messages and e-mails and using an emergency Web page for mass communication.
Dr. Mary McGonigle, director of the student health center at Villanova University, says that their dialogue with their local health department led to Villanova being assessed and labeled a “push” site, a location that is self-sufficient in this type of emergency. She explains:
“In the event of a pandemic, we’d go and pick up supplies from the county and then administer medicine to our Villanova community. That includes students, faculty and their families.”
Help from the county is a financial boon but being self-sufficient and staying local also lowers the risk of spreading the virus so rapidly. The dialogue helps your local health services too. If your local hospitals are likely to have a shortage of beds, they may want to use college dorms for surge capacity at the peak of a pandemic. In return, they may be able to offer you some resources, although research suggests that most hospitals have not had the budget to be able to stockpile effectively either.
The ongoing and fluid nature of pandemic planning is very much evident in some of the complex and thorny issues that have no definitive answer. These may need to be revisited and rethought as scientific discoveries are made, as you approach a pandemic, and if your college’s resources change. One such issue is the availability of expensive antivirals. The federal government has announced that it is stockpiling them and coming up with a strategy for distribution, which might seem to take some of the financial pressure off student health services. Barkin however has a caveat. “I’m concerned that stockpiles would not be distributed in enough of a timely fashion to make an impact on the community. Katrina is a situation that has to come to mind.”
Even if you did manage to persuade campus decision-makers to invest budget in stockpiling antivirals, a potentially challenging feat, there’s a chance that they would be ineffective by the time a pandemic occurs, as overuse can cause the emergence of a resistant strain. Barkin explains that infectious disease experts are talking about using a treatment cocktail – Tamiflu plus one or two other agents - to protect against the emergence of resistant strains, but this would be prohibitively expensive for the average college health center.
Another ethical dilemma surrounding pandemic planning concerns who should get prepandemic vaccines. Scientists are developing vaccines based on the strain of avian flu that has been circulating in Asia, hoping that the vaccine would be enough of a match to combat the illness until a proper vaccine could be developed six months after the pandemic’s emergence. But supplies of this prepandemic vaccine will be limited.
“Some of the conversations around who should get these prepandemic vaccines are very complex,” says Barkin. “Should it be health care workers that get it, or public safety workers such as firemen? Should it be government officials, or the very young and elderly?” Recently, the federal government has announced a three-tiered approach to vaccination that it has developed in consultation with public focus groups and ethicists that places health care workers in the second tier. Whether your health center staff will receive the vaccine, whether it will be in a timely fashion, and how effective it will actually be, are all factors that will affect your pandemic plan greatly – and demonstrate how much of your planning has to leave room for the unknown.
One thing that is beyond question is the importance of student health services acting now. Formulating a pandemic plan may be a slow and ponderous task, but there’s one vital aspect that will slow the spread of a pandemic and can be tackled by your department immediately without getting tangled in red tape and endless meetings.
This public health education can be a collaborative effort with human resources and residence life staff. Covely agrees and even suggests extending the scope beyond campus boundaries. “It’s part of being a good and responsible neighbor to the community,” he says.
Why Your Diet May Not Be As Rich In Iodine As You Assume
by: Steve Smith
The trace mineral iodine is well known for its crucial role in enabling the body's manufacture of vital thyroid hormones, but it is also important for the health of the immune system and for optimal brain function. It is widely believed by many authorities that iodine deficiency should never be seen in the affluent West, although this problem affects millions throughout the developed world.
Some nutritionists argue, however, that this conventional view is too optimistic, because the content of all minerals in foods is heavily dependent on the mineral content of the soil from which those foods are derived. The assumption must therefore be that the continuing de-mineralisation of farm soils has led to a reduction in the amount of dietary iodine commonly consumed.
Fish and other seafood, however, remain a relatively rich source because these ocean creatures concentrate the sea's iodine in their flesh. Though not commonly eaten in the West, seaweed, or kelp, is also an excellent source of iodine for this reason, and is readily available in the form of a dietary supplements. Dairy products and certain meats may also be a good source, particularly where iodine is routinely added to farm animal feed. But in countries, including most of Western Europe, where animals are grazing fields growing on iodine depleted soils, levels are likely to be much lower.
So even in the West, those not including fish or seafood in their diets, and not using iodised or sea salt, may be at real risk of deficiency. In an effort to compensate for low levels of dietary iodine, the mineral has been routinely added to ordinary table salt in the US for many years. But the practice is not as common in the UK and other European countries, where specially iodised or natural "sea-salt" has been marketed more as a luxury alternative. The problem of insufficient dietary iodine has been compounded on both sides of the Atlantic, however, by increasing concern about the possible adverse health consequences, particularly high blood pressure, of excessive salt intake. Many nutritionists, however, regard these fears as exaggerated, and believe that any such potential problems are far less serious than the consequences of an insufficiency of iodine, and may be easily resolved by the use of the low sodium salt alternatives available.
Iodine, however, cannot in any case be regarded as a luxury. Its essential function lies in the production of the vital thyroid hormones; thyroxine, sometimes known as T4, and tri-iodothyronine, or T3. And as is well known, these hormones are crucially important in ensuring a healthy metabolic rate and the release of energy from food; so an underactive thyroid gland is commonly the villain in cases of excessive weight gain, particularly where this of sudden onset, and in cases of difficulty in losing weight even when following a sensible reducing programme. A healthy thyroid gland is also crucial for the optimal functioning of the immune system.
But perhaps even more importantly, iodine deficiency is also known as a major cause of avoidable brain damage; a problem which the World Health Organisation has estimated to affect an astonishing 50 million people worldwide. Sadly, many of these cases occur in children whose mothers were iodine deficient in pregnancy, resulting in a condition of severely retarded brain development known as congenital hypothyroidism, or "cretinism". Even where such catastrophic consequences are avoided, iodine deficiency in childhood may also have serious effects on the developing brain, leading to low energy and motivation for learning, and measurable impairment of IQ scores.
Since 2001 the Food and Nutrition Board of the US Institute of Medicine (FNB) has prescribed a Recommended Dietary Allowance for iodine of 150 mcg for all individuals over 14, rising to 220 mcg for pregnant women and 290 mcg for those breastfeeding. Somewhat confusingly, however, an excessive consumption of iodine is also associated with a malfunctioning or enlargement of the thyroid gland, as well as mouth ulcers, headaches and gastric upsets, and the FNB therefore advises an upper safe limit for daily iodine consumption of 1,100 mcg for adults. Most people eating a conventional Western diet are unlikely to exceed this level.
With the possible exception of pregnant and breastfeeding women, people in the West who use liberal quantities of iodised salt as a regular seasoning are unlikely to need further supplements. But many commercial multi-mineral preparations contain iodine in reasonable quantities, usually in the form of potassium iodide, and whilst not perhaps strictly necessary, such supplementary doses will do no harm and may be regarded as a useful insurance policy given that, like all minerals needed by the body, iodine functions best in the presence of adequate supplies of all the others. And it should be particularly noted in this context that the effects of any deficiency of iodine may be intensified by any deficiency of selenium, iron or vitamin A.
Tuesday, 27 January 2009
Business Articles
Tips for Prescribing a Future for Your Business
by: Adele Sommers
Are you wondering what the future holds for your business? Whether you want to predict your future or prescribe an outcome of your choosing, you'll have plenty of company!
Throughout history, we humans have tried many ways to predict the future, from reading palms to stargazing. Today, we refer to these as descriptive methods when we attempt to describe objectively what the future will be or could be.
On the other hand, prescriptive methods focus on determining what the future should be. These techniques can help us clarify our preferences and values so we can create a vision of what we would like to see in our lives, businesses, or communities.
Once we understand what we would like the future to represent, we're better able to take the actions required to implement it. Ideally, that future will align with our passions, gifts, and what we (or our companies) can really be the best at doing. This article suggests a two-stage process for achieving that goal.
First, Identify Your "Hedgehog Concept"
So, what can you be the best in the world (or at least in your community) at doing? This thought-provoking reflection is one of many from Jim Collins' "Good to Great: Why Some Companies Make the Leap...and Others Don't."
Collins' team examined 1,435 companies to see which ones made substantial gains in profitability and sustained those improvements over 15 years or more. Since the 1970s, only 11 companies had risen from mediocrity to greatness and stayed there -- topping many other prosperous firms that lacked the same staying power.
Of eight characteristics these companies shared, all held an unshakable adherence to becoming the best in the world at whatever they did. Each company committed to doing only those things and nothing else. That sometimes meant dropping their core businesses to pursue other things at which they could become the best in the world.
Collins and his team coined the term "hedgehog concept" to reflect a single-minded determination and focus that, similar to that of the hedgehog animal, attempts to do only one thing really well, such as curl up and roll. A hedgehog concept actually represents the intersection of three areas:
1) What you're most passionate about
2) An understanding of what you could be the best at doing, and
3) A metric that drives your economic engine and helps you measure results.
Keep in mind that according to Collins, this concept is not a goal, strategy, or plan, but an understanding of what you can and can't be the best at doing. Until you develop your hedgehog concept, you won't know your true vision, mission, or purpose.
Next, Define Your "Business Success Criteria"
Do you have a crystal clear idea of the types of business undertakings that align with your gifts, talents, passions, and strengths? In that same context, have you thought about whether your business can be the very best in the world at doing those things?
If the answers are "yes," you are in an excellent position to choose the ventures that can give you the greatest satisfaction and results.
If you're not yet totally clear about the answers to these questions, developing a set of "business success criteria" can enable you to select worthwhile endeavors with much deeper insight, and thus set the conditions for successfully pursuing them. A hedgehog concept thereby represents part of the formula you can devise to identify and choose among your very best options.
Why is this so important? It's not uncommon for people to wander into businesses, projects, and professions opportunistically, which means that they often select the next available and convenient thing that comes along. At times, this may be necessary for financial reasons. But unless we understand our underlying success criteria, we might not recognize the options that truly fuel and inspire us -- those that are best suited to our passions and strengths.
Some of your criteria could be practical considerations, and others more lofty ideals. But all of your criteria will be essential to achieving balance, fulfillment, prosperity, and higher contribution in your life.
In conclusion, a set of carefully crafted success criteria fueled by a potent hedgehog concept provides an unbeatable strategic advantage, and an excellent direction-finder for prescribing your future!
MLM Prospecting: Creating a Win-Win Outcome
by: Liz Monte
In any business endeavor, a win-win outcome is always the most satisfying and productive. It certainly beats the alternatives - win-lose, lose-win, or (heaven forbid!) lose-lose - in which one or both parties walks away feeling an assortment of negative emotions, possibly including disappointment, anger, resentment, and a desire to throw crockery against the wall.
What do we mean by win-win when it comes to finding new partners for our network marketing business?
For the prospector (you), a win probably means acquiring a new business partner with the following attributes: easy to work with, motivated, determined to succeed, reliable and accountable, upbeat, honest, hardworking, and so on. Of course, you would probably also want your recruit to have some free time and enough money to get started.
For the prospect... well, we really don't know what a win would be for her, do we? We could make an assumption and guess. We could assume that she just wants to make a lot of money. But what if we guess wrong? What if her heart's desire is to help people and make a difference in the world.
The only way we can know for sure what's going through our prospect's head is to talk with her -- ask questions, listen closely to the answers, ask more questions, and do a lot more listening.
One word of caution, though: When interviewing a prospect, it's very tempting to listen just until she mentions some problem your product or opportunity might help solve. And then... (sound of bugles) YOU'RE OFF AND RUNNING! Bending her ear about how wonderful your company is and how much she's going to LOVE what the products will do for her.
But telling why YOU think your opportunity is the greatest thing since sliced bread is not the goal. The goal is to reach a win-win outcome, and there's more to it than just presenting your favorite features and benefits and assuming that's what your prospect wants, too.
If you're truly dedicated to win-win, your goal is to reach a deep understanding of what a win would be for her and then honestly assessing whether or not your opportunity would create that.
If it's not a good fit, let it go. Thank her for her time and move on.
On the other hand, if you believe your opportunity is a match for her, go ahead and explain to her why you think so. Be sure to connect the dots between her specific problems and how your opportunity can address them.
Then she signs up, right?
Not quite. Actually, there's yet another critical step you both must take before reaching a win-win outcome.
Recently, I started reading a book that really gets into the whole win-win strategy, "The New Conceptual Selling" by Stephen E. Heiman and Diane Sanchez. (Although it was written mainly for business-to-business salespeople, most of the principles the book lays out are applicable to network marketers, too.)
It describes three stages of decision-making in the sales process.
Stage 1: The decision-maker (your prospect) comes to a better understanding of the situation she's facing. (This is where your question-answer dialogue helps her.)
Stage 2: The decision-maker explores her possible options and solutions. (This is that other critical step I mentioned, and it's where many network marketers falter.)
Stage 3: The decision-maker puts it all together and picks the best option for herself.
Why do I say that many MLMers falter in the second stage? The answer is that we naturally want OUR option to be the only one the prospect considers. But the person sitting before us must be free to consider ALL her choices, or her final decision will never be satisfying to her. (By the way, this is a common problem with many salespeople, not just network marketers.)
Plus, people know when they're being pushed or manipulated. Throughout this whole conversation, you've been creating rapport and building trust. If you suddenly start pitching your solution as the only one, your prospect will close up again before your very eyes. She might start talking about how she needs to think a few things over - and maybe she'll get back to you in a couple of weeks. Maybe. In other words, you just lost her.
Or if you do succeed in manipulating her into agreeing to your solution without giving her a chance to think about her other choices, she's likely to feel buyer's remorse down the road and secretly resent you for it forever. That's certainly no way to begin a healthy business relationship, is it?
If you want to play a positive role in your prospect's decision-making process and achieve your win-win goal, you must make it totally clear to her, both in your words and in your actions, that you support her right to explore all her different options.
The good news is, if you truly understand her situation and genuinely believe that your opportunity is her best solution, and if you have effectively communicated why you think that way, chances are pretty good that your prospect will end up agreeing with you. And then you will get to enjoy the most treasured of all outcomes.
Your new business relationship will be launched in an atmosphere of mutual respect and commitment, with the positive expectation that it will continue indefinitely. You and your prospect will each get what you want, and you'll both feel terrific about your decisions.
by: Adele Sommers
Are you wondering what the future holds for your business? Whether you want to predict your future or prescribe an outcome of your choosing, you'll have plenty of company!
Throughout history, we humans have tried many ways to predict the future, from reading palms to stargazing. Today, we refer to these as descriptive methods when we attempt to describe objectively what the future will be or could be.
On the other hand, prescriptive methods focus on determining what the future should be. These techniques can help us clarify our preferences and values so we can create a vision of what we would like to see in our lives, businesses, or communities.
Once we understand what we would like the future to represent, we're better able to take the actions required to implement it. Ideally, that future will align with our passions, gifts, and what we (or our companies) can really be the best at doing. This article suggests a two-stage process for achieving that goal.
First, Identify Your "Hedgehog Concept"
So, what can you be the best in the world (or at least in your community) at doing? This thought-provoking reflection is one of many from Jim Collins' "Good to Great: Why Some Companies Make the Leap...and Others Don't."
Collins' team examined 1,435 companies to see which ones made substantial gains in profitability and sustained those improvements over 15 years or more. Since the 1970s, only 11 companies had risen from mediocrity to greatness and stayed there -- topping many other prosperous firms that lacked the same staying power.
Of eight characteristics these companies shared, all held an unshakable adherence to becoming the best in the world at whatever they did. Each company committed to doing only those things and nothing else. That sometimes meant dropping their core businesses to pursue other things at which they could become the best in the world.
Collins and his team coined the term "hedgehog concept" to reflect a single-minded determination and focus that, similar to that of the hedgehog animal, attempts to do only one thing really well, such as curl up and roll. A hedgehog concept actually represents the intersection of three areas:
1) What you're most passionate about
2) An understanding of what you could be the best at doing, and
3) A metric that drives your economic engine and helps you measure results.
Keep in mind that according to Collins, this concept is not a goal, strategy, or plan, but an understanding of what you can and can't be the best at doing. Until you develop your hedgehog concept, you won't know your true vision, mission, or purpose.
Next, Define Your "Business Success Criteria"
Do you have a crystal clear idea of the types of business undertakings that align with your gifts, talents, passions, and strengths? In that same context, have you thought about whether your business can be the very best in the world at doing those things?
If the answers are "yes," you are in an excellent position to choose the ventures that can give you the greatest satisfaction and results.
If you're not yet totally clear about the answers to these questions, developing a set of "business success criteria" can enable you to select worthwhile endeavors with much deeper insight, and thus set the conditions for successfully pursuing them. A hedgehog concept thereby represents part of the formula you can devise to identify and choose among your very best options.
Why is this so important? It's not uncommon for people to wander into businesses, projects, and professions opportunistically, which means that they often select the next available and convenient thing that comes along. At times, this may be necessary for financial reasons. But unless we understand our underlying success criteria, we might not recognize the options that truly fuel and inspire us -- those that are best suited to our passions and strengths.
Some of your criteria could be practical considerations, and others more lofty ideals. But all of your criteria will be essential to achieving balance, fulfillment, prosperity, and higher contribution in your life.
In conclusion, a set of carefully crafted success criteria fueled by a potent hedgehog concept provides an unbeatable strategic advantage, and an excellent direction-finder for prescribing your future!
MLM Prospecting: Creating a Win-Win Outcome
by: Liz Monte
In any business endeavor, a win-win outcome is always the most satisfying and productive. It certainly beats the alternatives - win-lose, lose-win, or (heaven forbid!) lose-lose - in which one or both parties walks away feeling an assortment of negative emotions, possibly including disappointment, anger, resentment, and a desire to throw crockery against the wall.
What do we mean by win-win when it comes to finding new partners for our network marketing business?
For the prospector (you), a win probably means acquiring a new business partner with the following attributes: easy to work with, motivated, determined to succeed, reliable and accountable, upbeat, honest, hardworking, and so on. Of course, you would probably also want your recruit to have some free time and enough money to get started.
For the prospect... well, we really don't know what a win would be for her, do we? We could make an assumption and guess. We could assume that she just wants to make a lot of money. But what if we guess wrong? What if her heart's desire is to help people and make a difference in the world.
The only way we can know for sure what's going through our prospect's head is to talk with her -- ask questions, listen closely to the answers, ask more questions, and do a lot more listening.
One word of caution, though: When interviewing a prospect, it's very tempting to listen just until she mentions some problem your product or opportunity might help solve. And then... (sound of bugles) YOU'RE OFF AND RUNNING! Bending her ear about how wonderful your company is and how much she's going to LOVE what the products will do for her.
But telling why YOU think your opportunity is the greatest thing since sliced bread is not the goal. The goal is to reach a win-win outcome, and there's more to it than just presenting your favorite features and benefits and assuming that's what your prospect wants, too.
If you're truly dedicated to win-win, your goal is to reach a deep understanding of what a win would be for her and then honestly assessing whether or not your opportunity would create that.
If it's not a good fit, let it go. Thank her for her time and move on.
On the other hand, if you believe your opportunity is a match for her, go ahead and explain to her why you think so. Be sure to connect the dots between her specific problems and how your opportunity can address them.
Then she signs up, right?
Not quite. Actually, there's yet another critical step you both must take before reaching a win-win outcome.
Recently, I started reading a book that really gets into the whole win-win strategy, "The New Conceptual Selling" by Stephen E. Heiman and Diane Sanchez. (Although it was written mainly for business-to-business salespeople, most of the principles the book lays out are applicable to network marketers, too.)
It describes three stages of decision-making in the sales process.
Stage 1: The decision-maker (your prospect) comes to a better understanding of the situation she's facing. (This is where your question-answer dialogue helps her.)
Stage 2: The decision-maker explores her possible options and solutions. (This is that other critical step I mentioned, and it's where many network marketers falter.)
Stage 3: The decision-maker puts it all together and picks the best option for herself.
Why do I say that many MLMers falter in the second stage? The answer is that we naturally want OUR option to be the only one the prospect considers. But the person sitting before us must be free to consider ALL her choices, or her final decision will never be satisfying to her. (By the way, this is a common problem with many salespeople, not just network marketers.)
Plus, people know when they're being pushed or manipulated. Throughout this whole conversation, you've been creating rapport and building trust. If you suddenly start pitching your solution as the only one, your prospect will close up again before your very eyes. She might start talking about how she needs to think a few things over - and maybe she'll get back to you in a couple of weeks. Maybe. In other words, you just lost her.
Or if you do succeed in manipulating her into agreeing to your solution without giving her a chance to think about her other choices, she's likely to feel buyer's remorse down the road and secretly resent you for it forever. That's certainly no way to begin a healthy business relationship, is it?
If you want to play a positive role in your prospect's decision-making process and achieve your win-win goal, you must make it totally clear to her, both in your words and in your actions, that you support her right to explore all her different options.
The good news is, if you truly understand her situation and genuinely believe that your opportunity is her best solution, and if you have effectively communicated why you think that way, chances are pretty good that your prospect will end up agreeing with you. And then you will get to enjoy the most treasured of all outcomes.
Your new business relationship will be launched in an atmosphere of mutual respect and commitment, with the positive expectation that it will continue indefinitely. You and your prospect will each get what you want, and you'll both feel terrific about your decisions.
Education Articles
Five Steps to Differentiating Spelling Instruction
Good teachers differentiate spelling instruction. They get outside of their spelling workbooks and challenge their students with un-mastered spelling patterns and words. But, how to differentiate spelling in a diverse classroom is the trick. Here is a classroom-tested plan that works with all grade levels.1. Prepare
Select twenty grade-level spelling pattern words from either a spelling workbook, an encoding assessment that targets specific sound-spelling patterns, a spelling rules-based assessment, a list of commonly confused words, a list of non-phonetic outlaw words, or a list of high-frequency words. A visit to your educational bookstore or a quick web search should provide you with these resources for differentiating spelling.
2. Pre-test
Dictate the 15—20 words (depending upon grade level) in the traditional word-sentence-word format to all of your students. Have students self-correct from teacher dictation of letters in syllable chunks, marking dots below the correct letters, and marking an “X” through the numbers of any spelling errors. Even second graders can do this instructional activity!
3. Personalize
Students complete their own Personal Spelling List of 15—20 words (depending upon grade level) in this priority order:
Pretest Errors: Have the students copy up to ten of their pretest spelling errors onto their Personal Spelling List.
Posttest Errors: Have students add on up to five spelling errors from last week’s spelling posttest.
Writing Errors: Have students add on up to five teacher-corrected spelling errors found in student writing. Oops…this commits you to mark strategic spelling errors in your students’ writing—an essential component of improving student spelling.
Supplemental Spelling Lists for Differentiating Spelling:
Outlaw Words
High Frequency Spelling Words
Most Often Misspelled Words
Commonly Confused Words (Homonyms)
But, how do the students select the right words from the supplemental lists?
Parents can be integral partners in helping their children select appropriate words for the Personal Spelling List. After completing the weekly Personal Spelling List, the student must secure a parent signature on the list to verify that each of the selected words is an unknown spelling for the student. This is to prevent students from writing down words already part of the student’s conventional spelling word bank.
Early in the school year it is a good idea to send home a parent letter explaining the role of the parent in differentiating spelling instruction. Parents can pretest their son or daughter on the words from the appendices a little at a time to determine which words are un-mastered and need to be included as part of the weekly Personal Spelling List. For those parents who will not complete the pre-assessments, the teacher can have a parent, instructional aide, or another student complete the pretests.
4. Practice
Students practice their weekly spelling words on the Personal Spelling List by writing context clue sentences or short stories, using each of the spelling words. Spelling sorts by identifiable patterns provide wonderful practice. Suggest vowel sound, number of syllables, alphabetical order, parts of speech, words with prefixes, words with suffixes, words with base words as sorting criteria.
5. Post-test
Students take out a piece of binder paper and find a partner to exchange dictation of the Personal Spelling List words. Have one student complete the entire dictation of the list prior to having the other student dictate. But, you may be thinking…what if they cheat? For the few who cheat…It would be a shame to stop differentiating spelling instruction for the many to cater to a few. Truly, they are only cheating themselves. After completing the spelling posttest, students turn in their post-tests for the teacher to grade.
Advice for Teachers: How to Discipline Without Stress, Punishment or Rewards
Young people today come to school with a different orientation than past generations. Traditional student disciplining approaches are no longer successful for far too many young people. For example, a parent related the following to me after a discussion of how society and youth have changed in recent generations:The other day, my teenage daughter was eating in a rather slovenly manner, and I lightly tapped her on the wrist saying, "Don't eat that way."
My daughter replied, "Don't abuse me."
The mother had grown up in the 1960s and volunteered the point that her generation tested authority but most were really afraid to step out of bounds. She related that her daughter was a good child and added, "But the kids today not only disrespect authority, they have no fear of it."
And, because of rights for young children—which we should have—it's hard to instill that fear without others claiming abuse.
So, how can we discipline students, so we as teachers can do our jobs and teach these young children who refuse to learn?
In many cases we resort to punishment as a strategy for motivation. For example, students who are assigned detention and who fail to show are punished with more detention. But in my questioning about the use of detention in hundreds of workshops around the country, teachers rarely suggest detention is actually effective in changing behavior.
Why detention is an ineffective form of punishment
When students are not afraid, punishment loses its effectiveness. Go ahead give the student more detention that he simply won't show up to.
This negative, coercive discipline and punishment approach is based on the belief that it is necessary to cause suffering to teach. It's like you need to hurt in order to instruct. The fact of the matter, however, is that people learn better when they feel better, not when they feel worse.
Remember, if punishment were effective in reducing inappropriate behavior, then there would be NO discipline problems in schools.
The irony of punishment is that the more you use it to control your students' behaviors, the less real influence you have over them. This is because coercion breeds resentment. In addition, if students behave because they are forced to behave, the teacher has not really succeeded. Students should behave because they want to—not because they have to in order to avoid punishment.
People are not changed by other people. People can be coerced into temporary compliance. But internal motivation—where people want to change—is more lasting and effective. Coercion, as in punishment, is not a lasting change agent. Once the punishment is over, the student feels free and clear. The way to influence people toward internal rather than external motivation is through positive, non-coercive interaction.
Here's how...
7 Things GREAT Teachers Know, Understand, and Do to Motivate Students to Learn Without Using Punishments or Rewards.
1. Great teachers understand that they are in the relationship business. Many students—especially those in low socio-economic areas—put forth little effort if they have negative feelings about their teachers. Superior teachers establish good relationships AND have high expectations.
2. Great teachers communicate and discipline in positive ways. They let their students know what they want them to do, rather than by telling students what NOT to do.
3. Great teachers inspire rather than coerce. They aim at promoting responsibility rather than obedience. They know that OBEDIENCE DOES NOT CREATE DESIRE.
4. Great teachers identify the reason that a lesson is being taught and then share it with their students. These teachers inspire their students through curiosity, challenge, and relevancy.
5. Great teachers improve skills that prompt students to WANT to behave responsibly and WANT to put effort into their learning.
6. Great teachers have an open mindset. They REFLECT so that if a lesson needs improvement they look to themselves to change BEFORE they expect their students to change.
7. Great teachers know education is about motivation.
Unfortunately, today's educational establishment still has a 20th century mindset that focuses on EXTERNAL APPROACHES to increase motivation. An example of the fallacy of this approach is the defunct self-esteem movement that used external approaches such as stickers and praise in attempts to make people happy and feel good. What was overlooked was the simple universal truth that people develop positive self-talk and self-esteem through the successes of THEIR OWN EFFORTS.
If you follow the advice above and in my book "Discipline without Stress, Punishments or Rewards" and you will promote education and social responsibility in a positive learning environment.
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