Leadership Book Recommendation: Good to Great

April 29, 2010

One of my goals for 2010 is to read one leadership book per month. I’ve been able to meet that goal and of the books I’ve read so far, the work of one author stands out. Jim Collins’ Good to Great: Why Some Companies Make the Leap and Others Don’t (2001) is an insightful read into why “good is the enemy of great” (p. 1). He shares insights such as:

  • “When you have disciplined people, you don’t need hierarchy. When you have disciplined thought, you don’t need bureaucracy.” (p. 13)
  • “There’s a huge difference between having the opportunity to have your say, and the opportunity to be heard.” (p. 74)
  • “The essence of profound insight is simplicity.” (p. 91)
  • “You can’t manufacture passion or motivate people to feel passionate. You can only discover what ignites your passion and the passions of those around you.” (p. 109)
  • “It is impossible to have a great life unless it is a meaningful life.”

After studying businesses, Collins did a short companion book called, Why Business Thinking is Not the Answer: Good to Great and the Social Sectors: A Monograph to Accompany Good to Great (2005). This is a thought-provoking little gem that helps us wrap our brains around the struggle that education and non-profit organizations face to be more like businesses. Collins makes a compelling argument that they shouldn’t try. He challenges us to think in new ways when he claims, that “most businesses are mediocre. Why would we want to import the practices of mediocrity into the social sectors?” (p. 1)

He talks about “organizational greatness”, as opposed to business as being something to aspire to. He urges us to consider that, “A great organization is one that delivers superior performance and makes a distinctive impact over a long period of time”. It’s easy to see how that could apply either to a business or a social sector organization.

Collins goes on to say that he suspects, “we will find more true leadership in the social sectors than the business sector” (p. 12). That’s quite a claim from a former faculty member of the Standford University Graduate School of Business.

Good to Great and the companion monograph, Good to Great and the Social Sectors are thought-provoking and insightful books on organizations and leadership. Well researched. Well written. Worth the read.


Want to change the world? Learn a language (Part 1 of 2)

April 29, 2010

In the movie Dead Poet’s Society (1989), the fictional English teacher, Mr. Keating, played by Robin Williams, tells his class of adolescent boys, “No matter what anybody tells you, words and ideas can change the world.” It’s a notion that I’ve shared with my second language students on many occasions. I tell them that by learning a second language (or a third or a fourth or a fifth), they learn new ways of understanding not only themselves, but the world around us.

The challenges of learning another language are immense. There’s vocabulary to be acquired, grammar to master and verb conjugations to memorize. All of this information and more must be internalized, synthesized and then reproduced spontaneously as interactive speech. It’s an enormous feat. And it’s an enormous feat that millions have undertaken.

But to what end? We like to tell our students that their job prospects are better if they learn other languages. But are they really? I live in an affluent area of Canada, where young men (and women, though far fewer of them), can leave high school early and go north to work on oil rigs or in the towns that support the oil business. They can make cash, and lots of it, quickly. It’s hard work, under intense conditions. Yet thousands of them do it. Try telling them that if they learn a second language their job prospects are going to be better. They’ll scoff, turn around and drive away in a shiny new truck, that’s been fully paid for in cash.

So, the job prospect line doesn’t really fly very well where I live.

Travelling to other countries? There are plenty of tourist areas in the world where the locals have thrown themselves into learning the language of the tourists precisely to make them feel more welcome. People can travel to resorts all over the world and be served by locals who speak their language. In fact, I’ve heard people say, “Why should I learn their language when they’ll learn mine?”

So, the travelling argument seems a bit hollow, too.

What’s the real reason we believe so strongly that learning another language is important? It’s what that fictional character, Keating said, “because words and ideas can change the world.” When we commit ourselves to learning another language, we challenge ourselves to dig deep into ourselves to tap into our own power to communicate with others, to reach out, to connect.

When we take the plunge and test our communicative skills in another language, we reach inside and overcome our fears of making mistakes, fear of being rejected by others, fear of not being good enough, fear of not fitting in. We try anyway. We connect, however imperfectly, and that leads to wanting to understand more, learn more and discover more.

As we learn other languages we also learn about other cultures, other people, other faiths, other ways of living and being and looking at the world. We find our own sense of who we are profoundly enriched and deepened in ways we could not have otherwise imagined.

It’s hard to explain this to someone who doesn’t believe there’s any value in learning other languages. There are those who will never be convinced. Rather than trying to implore them with hollow arguments that are hard to back up, instead, we can offer concrete examples of individuals who changed the world by learning other languages. Here are some examples:

Albert Einstein. He was born in Switzerland and spoke German as his first language. (Anecdotally, I am told that he did not speak at all until he was five years old.) He learned English as a Second Language.

Nelson Mandela. His first language was Xhosa, an African dialect. He learned English as a Second Language.

Mohandas Gandhi. His first language was Gujarati. He went on to learn 10 additional languages.

Rigoberta Menchu. Her first language was Quechua, an indigenous language of her native Guatemala. As I understand it, she learned Spanish in order to give her acceptance speech for the Nobel Peace Prize which she was awarded in 1992.

Critics would argue that all of these public figures learned a language of the dominant population and would go on to discuss issues of power and oppression. My aim here is not to enter into such a discussion, but merely to point out that the work that these individuals did would not have been possible if they had not learned other languages.

That is a bold statement and I stand behind it. Let me repeat it: the work these influential people did would not have been possible if they had not learned other languages. Why? Because learning other languages gave them opportunities to engage in meaningful conversations, connect with others and do the work that they were so deeply passionate about a larger scale. They moved beyond the parochial into the global. They transcended personal, political, scientific and historical boundaries. With their words and ideas they changed the world.

When we learn other languages, we change who we are. We grow to understand and appreciate the world around us in new and meaningful ways. As we change, so the world changes. That’s the real reason we believe in the power of learning other languages. Because when we do, we learn to reach out to others, connect deeply and express our passion for life and our life’s work in profoundly transformative ways.

Related posts:

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


Specialized courses: Essential for a healthy marketing mix

April 28, 2010

In 1982, W.P. Kinsella wrote Shoeless Joe, a novel that was later turned into a major Hollywood movie starring Kevin Costner. The most famous line of the book is, “If you build it, he will come.” The basic premise of the book is that if you have an idea or a dream, go with it. The rest will take care of itself.

While this feel-good book, and the movie it was made into, may smack of naïveté on some level, the main principle is one that we can use in marketing our schools. If you build a specialized program, based on a sound curriculum that you can deliver well, the students will come.

Is there something that your school does better than any other in your area? Do you have a program to train foreign language teachers? Do you offer a specialized course in medical or veterinary terminology, for example? How about a course in business communications? If you have at least one course or program that differentiates you from other schools, you can focus on being the best there is for that specialty. You can still offer basic language training or other programs, but having a specialized niche will ensure you a unique market share, and add both revenue and students to your program. It can also add flair and a sense of uniqueness to your program. I’ve seen programs that offer English and sports or English and activities such as surfing, and they truly set themselves apart from the hundreds of other English programs in the world.

Specialized courses often referred to as “ESP” or “English for Specific Purposes”, in the English as a Second / Additional Language field. Together, generalized and specialized courses combine to form your marketing mix. Finding the right mix can boost your revenue significantly.

Specialized courses deserve special attention in your marketing plan. For example, if you offer a program for language teachers from foreign countries, you could easily research the contact information for language schools abroad and add that information to your database.  Then you have the tools to do a targeted direct mail campaign to those schools that would catch the attention of those teachers and school administrators.

Also consider that specialized courses likely require specialized curricula. You’ll want to ensure that whatever materials you are using fit your niche market really well.

Generally, it takes longer to see results for specialized programs. That is because it may take prospects longer to find out about your niche and respond to your marketing. I’ve seen more than one niche program fail because administrators gave up on it too early. One semester or session is not enough to test the market to determine if there is a demand for your specialized course. These types of program may require extra attention in their infancy, simply because their target market is very specific.

You may want to dedicate a certain amount of time (for example, one hour a week for an entire year) just to marketing this particular program. This may mean contacting associations, schools or other audiences with an interest in your niche to advise them of your program. For example, if you have a program to train teachers, then a direct mailing to teachers’ associations abroad may help you promote these courses. It may cost you time to build your mailing list, or it may cost you money to buy such a list. You won’t see a return on your investment until participants begin to enroll.

If you persist, within a couple of years, you can have a booming program.  The trick is to carve yourself a niche and be patient while the world discovers your uniqueness. If you build it… they will come.

This post is adapted from “Idea #5: Carve yourself a niche” in 101 Ways to Market Your Language Program.

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


How learning Spanish changed my life: A personal story

April 26, 2010

A few days ago I was sorting through some old documents. I came across this piece that I wrote for the students of a Spanish class I was teaching at Mount Royal University a few years ago. It explains the positive effect learning a second language had on me, acting as an anchor and source of inspiration at one of the most stressful points in my early adulthood. Here’s the story I shared with my students:

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As I look around our classroom, I see tired faces, drained by too many exams, work schedules that are too hectic and lives that may not give enough time for fun, rest and relaxation. As we draw closer to the end of the semester, the crunch is on to cover material, plow through assignments, and study for finals. The focus shifts from the process of learning and discovering, to the need to reach the finish line in whatever way spells success for each of us.

I wanted to take a few minutes to share a story with you. I know you are busy people with busy lives, so if  this isn’t a good time, set this story aside and come back to it later.

The story takes place in 1992 in Madrid, Spain, where I was studying in a summer immersion program for international students. I had taken one year of Spanish in 1991-92 at Saint Mary’s University in Halifax, where I graduated that May with my B.A. in English. The winter semester had been hell on wheels.

I was hit by a car the night before classes were scheduled to start in January.

My boyfriend of a year and a half, who was with me at the time of the accident, broke up with me a month later, saying that when he saw me get hit he really couldn’t have cared if I lived or died. He moved out the next day. I lost a job because I couldn’t get to work while I was recovering and I wondered how the heck I was going to pay the rent and buy food. I missed a few weeks of classes. My grades were sliding and I was panicking.

When I made it back to classes in February, I was sitting in Spanish class one day and the instructor brought some forms to class. If anyone wanted the chance to go and study Spanish language and culture, we could fill out a form to apply for a beca or grant, compliments of the Spanish Embassy. I thought, “Yeah, man, anything to get the heck out of here for a while!” I filled out the form.

I more or less forgot about it, as I was trying to put my life back together through the rest of the semester. One day in May, just before graduation, I got a letter from the Spanish embassy. Of course, I couldn’t read very much of it, but I guessed that it wasn’t a rejection letter, because it wasn’t just one sheet of paper. (Ever notice how letters telling you that you didn’t get something are only ever one page long?) There was a whole bunch of stuff in the envelope. So, I took it to school the next day and asked my Spanish professor to tell me what it said. “You got it!” She said. “You’re going to Spain!”

The beca covered tuition, books, residence and food. I didn’t have the money for the plane ticket, so I sold everything I had, worked some extra hours at one of the jobs I still had and gathered the money to go. A week after graduation, I was in Madrid.

There were a few hundred students in the program, from all over the world. The Spanish embassy gave away a limited number of scholarships each year to different countries. I later found out that I was one of two Canadians selected that year. We were placed in classes according to level. After studying Spanish for one full year, and making it out with a decent grade, despite the challenges of the second semester, I was not prepared for the experience. There were 18 different levels of classes. My placement test determined that I would be in level 17 – the second lowest of all the classes.

My classmates were from Europe and the Middle East. The other girls in my residence were from all over the world. The only language we had in common was Spanish. We found that if we wanted to make friends we had a choice: only associate with other people who spoke our first language (in my case, English) or try to make friends in Spanish. The result was a linguistic hodgepodge – people ended up communicating however they could, in whatever language they could. We communicated what we could in Spanish and helped translate for each other in whatever language we could… English, some Danish, some French, some Arabic… whatever we had as a group to help each other understand and bridge our linguistic and cultural gaps.

Two of the people who ended up in our circle of friends were Salim and Imad, both from Jordan. Salim was in my class and Imad was in the class of one of my Danish friends who was much more fluent in Spanish. We toured the city, went for coffees, studies and did all the normal social things that students do.

It was July of 1992. In the scope of world events, the Gulf War was still fresh in everyone’s mind. I remember the day that they announced the war. As I watched TV, I thought, “But… there wasn’t supposed to be a war in my lifetime…. World War II was supposed to be the war to end all wars. Isn’t that what our parents fought for?” But the Gulf War happened and I was pinned to CNN through most of it, just like everybody else.

One day near the end of our program, after a few weeks of gaining language skills and solidifying friendships with the people who had come together in our social circle, I summoned the courage to ask Salim about the button he wore every day on his lapel. It was a photo button of Saddam Hussein’s face.

I was curious about why anybody would wear a button of Saddam Hussein. After all, the guy was a maniac! But Salim wasn’t a maniac…. I just didn’t get it. When I asked him about it, he said, “He’s my hero. He helped our people.”

From there, the conversation took off, in broken Spanish, as we discovered each other’s point of view, the perceptions we had gained from the media, and our stereotypes about each other’s part of the world. The conversation took place on the steps of the Muslim students’ residence. The Muslim students were segregated to accommodate their dietary needs and to provide for quiet at regulated prayer times. The males lived on one side and the females on the other. Foreign students were not allowed in the residence, so if we wanted to visit, we did so on the steps of the building. Some nights there would be students out there with guitars, singing. Other times, there were groups of students chatting and studying. That night, a small group of us talked about war, terrorism, our heroes and our opinions, stereotypes and attitudes.

Through the course of that conversation I found out that the reason none of the Jordanian girls had made friends with me was because they thought I was promiscuous. That summer, there was a drought in Spain and the thermometer hit 40 degrees Centigrade. I was melting. I wore Bermuda shorts and sleeveless T-shirts and sandals to class (not even “skinny straps”, just sleeveless.) In their minds, I showed too much skin and I was shameless. They were comfortable in their head-to-toe covering and did not want to associate with someone who “dressed like a prostitute”. Needless to say, few of them had experienced the harsh, cold climate I was used to, and nor did they seem to understand that I was struggling in the heat.

I learned a lot that night… about the Gulf War and what it meant to these people who had become my friends, about how other people perceived me and the culture that I come from and about what it means to be human. By the end of the night, none of us had actually changed our opinions, but we did learn a lot about each other and about ourselves, as we gained perspective, listened and shared.

I tell people that trip changed my life. After returning home, I decided to return to university to study Spanish, which my family didn’t really “get”, to say the least. But what changed my life wasn’t the verbs that I learned to conjugate (even though I do love verbs!). It wasn’t the grammar that I crammed into my brain so I could pass my final. It was the connection I was able to make with other human beings because I was able to communicate with them, even if was broken and jumbled and not very fluent.

I’ve lost touch with most of the people from that course, but I’m still in touch with a few of them. Last year, Lene, one of the Danish girls, came to Calgary to visit me. It was great to re-connect. All of us send and receive holiday cards, letters, e-mails and even the occasional phone calls with friends all over the world.

Since September 11, those that us who have remained in touch have re-affirmed our friendships with each other on a more regular basis. E-mail has certainly made it easier to stay in touch. Over the past few weeks, we have shared our thoughts on the new War that has erupted. Like the Gulf War, it seems to be the Middle East and North America that are the two big players. We watch what goes on and chat over the net about it.

But the e-mails are not just about the war. We talk about our lives, our jobs, our friends and family and other regular, everyday things. We talk about the ordinary stuff that makes up our lives. And the only thing that brought us together was a language course in Spain. My Arabic friends still don’t speak any English and I still don’t speak any Arabic. I suspect that’s the way it will always be. Spanish is still the only language that we all have in common. Our friendships have evolved and strengthened over the years. We wonder if we will ever meet in person again. Nobody knows the answer.  In the meantime, we enjoy the friendships that we have come to mean a great deal to us despite – or maybe because of  – language barriers, cultural and religious differences and half a globe separating us.

In the long run, it’s not about the verbs, the grammar or the vocabulary. Those are just the things you have to learn to pass the tests. The tests are little milestones you have to pass along the journey of this course. And within the context of the course, they are both your challenges and your markers of success. Your job is to rise to the challenge each time, even though you’re tired and getting burnt out. In the bigger picture though, the course is just a little milestone along your course of study. Your studies extend beyond the classroom, to the world and the individuals you meet along the way who are studying, just like you and me.

It is unlikely that any of you will have a story just like this to tell. Perhaps this course is the end of your Spanish language journey. But I know that you will have your own stories to tell, about things that would not have had the opportunity to experience, if you hadn’t made the decision to be a student. As our finish line looms ahead, let’s remember that in the bigger picture, this course is just one more milestone on the big journey.

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


Selling Words: Promoting Your Second Language Program

April 25, 2010

I’m sharing some slides I did from a presentation at the annual conference of the Intercultural and Second Languages Council (ISLC), Alberta Teachers’ Association, 2004. At the time, the province of Alberta was on the verge of introducing mandatory second language learning for students in grades 4 through 9. This presentation was aimed at school teachers and administrators who promote second languages in their schools.

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


Revenue-Generating Language Programs at Canadian Post-Secondary Institutions: Emerging Themes from a Documentation Analysis

April 24, 2010

I wanted to share a research paper with you that has been published in the ERIC database. It’s from a conference I did a couple of years ago. It talks about my thesis research that was in progress at the time of the conference. My research focussed on the marketing of revenue-generating ESL programs at a Canadian post-secondary institution. It started out as a documentation analysis and then evolved to include powerful interviews with program directors. This paper, done at about the halfway point of my program, shows some of the major themes that were emerging in the research. Here’s a quick overview:

Title: “Revenue-Generating Language Programs at Canadian Post-Secondary Institutions: Emerging Themes from a Documentation Analysis”

Presented at: Canadian Society for the Study of Education, annual conference, Vancouver, Canada, 2008

Abstract: This presentation identifies emerging themes in a study combining documentation analysis (Atkinson & Coffey, 2004) and interviews that examine policy statements, promotional materials and various institutional documents from selected English as a Second Language (ESL) programs at one Canadian University. It looks at how and why ESL programs are perceived to be tools for revenue generation and some of the implications this has, both at the program and institutional levels. The philosophical, ethical and practical challenges of international marketing of educational programs that generate revenue are explored.

Full paper is available in .pdf format from ERIC: http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchValue_0=Eaton%2C+Sarah&searchtype=basic&ERICExtSearch_SearchType_0=au&_pageLabel=RecordDetails&objectId=0900019b804095aa&accno=ED508999&_nfls=false


“Marketing Matters for Language Schools: Tips and Tricks”

April 22, 2010

I am still finding more resources to share with you to help you promote your language and literacy courses. Here’s a webinar I did a few years ago. The content is still valid, particularly for smaller programs that take a “grass-roots” approach to marketing.

Presentation Title: “Marketing Matters for Language Schools: Tips and Tricks for Generating Interest in Your Language Courses.” (April, 2005, a webinar).

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