3 LEÇONS d’affaires POUR GÉRER la Surcomplexité (À NE PAS MANQUER) | Entrepreneuriat

👣 66 Étapes Innovantes : De Contenu à Conversion !

RÉSUMÉ DE LA VIDÉO

Découvre les Étapes Transformatrices pour Booster ta Vie

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Guide Étape par Étape

Step 1: Simplify Your Checklist

Description:

Simplify your checklist for evaluating potential helpers. Having too many criteria can be overwhelming and may not lead to better decisions.

Implementation:

  1. Review your checklist of criteria for potential helpers.
  2. Identify unnecessary or overly complex criteria.
  3. Aim to reduce the checklist to the most essential factors.

Specific Details:

  • Focus on key qualities and qualifications that directly contribute to the success of your school or business.
  • Avoid overcomplicating the checklist with too many specific details.

Step 2: Evaluate Time Investment

Description:

Assess the time you spend on evaluating potential helpers and whether it yields the desired results.

Implementation:

  1. Reflect on the time spent on the evaluation process.
  2. Consider whether the time investment aligns with the outcomes you expect.
  3. Be mindful of not overprocessing or overthinking the selection.

Specific Details:

  • In the early stages, prioritize efficiency and effectiveness over exhaustive processes.
  • Avoid getting distracted by minor details that don’t significantly impact the decision.

Step 3: Calendar Management

Description:

Effectively manage your calendar to allocate time for important tasks, including the helper selection process.

Implementation:

  1. Review your calendar and schedule.
  2. Allocate specific time slots for tasks related to finding helpers.
  3. Ensure that you prioritize these tasks appropriately.

Specific Details:

  • Calendar management is crucial to avoid neglecting important activities.
  • Dedicate focused time for mentorship and evaluation sessions.

Step 4: Assess Business Processes

Description:

Evaluate the existing business processes related to helper selection.

Implementation:

  1. Examine the processes in place for finding and hiring helpers.
  2. Identify if there are too many processes that may hinder efficiency.
  3. Streamline and simplify processes if necessary.

Specific Details:

  • Ensure that the processes are aligned with your goals and objectives.
  • Don’t overburden your business with unnecessary processes that become counterproductive.

Step 5: Determining Necessity

Description:

Determine whether certain criteria or processes are actually required for finding the right helpers.

Implementation:

  1. Assess each criterion and process individually.
  2. Eliminate anything that is not essential to making a successful selection.
  3. Focus on what truly matters in identifying suitable helpers.

Specific Details:

  • Continuously evaluate the relevance of criteria and processes to avoid unnecessary complexity.
  • Prioritize qualities and factors that directly contribute to the growth and success of your school or business.

Step 6: Develop a Rating System

Description:

Create a rating system to assess potential volunteers based on specific criteria that make a good helper.

Implementation:

  1. Identify the key qualities and skills that are essential for a successful volunteer.
  2. Define a rating scale, such as 1 to 10, for each criterion.
  3. Use this rating system to objectively evaluate individuals.

Specific Details:

  • Clearly outline what each rating score means for each criterion.
  • Involve team members or stakeholders in defining the criteria to ensure a comprehensive assessment.

Step 7: Learn from Past Mistakes

Description:

Leverage your past experiences and mistakes in running your dance school to inform your volunteer selection process.

Implementation:

  1. Reflect on past instances where volunteers were not aligned with your school’s culture or goals.
  2. Identify the pain points and challenges you faced.
  3. Use these lessons to refine your criteria and selection process.

Specific Details:

  • Understand the importance of learning from past errors to make more informed decisions in the future.
  • Use these insights to develop criteria that address past shortcomings.

Step 8: Create Simple Guidelines and Rules

Description:

Establish clear and concise guidelines and rules for selecting volunteers.

Implementation:

  1. Develop straightforward guidelines that outline what you’re looking for in a volunteer.
  2. Create rules that specify the expectations and standards for helpers.
  3. Ensure these guidelines are easy to understand and follow.

Specific Details:

  • Keep the guidelines and rules simple to avoid confusion and ambiguity.
  • Communicate these guidelines effectively to all team members involved in the selection process.

Step 9: Address Emotional Decision-Making

Description:

Acknowledge and address the influence of emotions on your decision-making process when selecting volunteers.

Implementation:

  1. Be aware of your emotional biases and tendencies when evaluating candidates.
  2. Develop strategies to make more objective decisions, especially when feeling lonely or insecure.
  3. Seek input and feedback from trusted team members to balance your perspective.

Specific Details:

  • Emphasize the importance of objectivity in the selection process.
  • Create a structured evaluation process that minimizes the impact of emotional fluctuations.

Step 10: Scale and Improve the Playbook

Description:

Plan to scale your volunteer selection playbook and continuously improve it.

Implementation:

  1. Start by implementing the playbook with your current team of 13 people.
  2. As your team grows, adapt and refine the playbook based on real-world results and feedback.
  3. Monitor the effectiveness of the playbook in selecting high-performing helpers.

Specific Details:

  • Gradually expand the use of the playbook as your team size increases.
  • Be open to making adjustments and improvements based on the evolving needs of your school or business.

Step 11: Focus on Student Experience

Description:

Shift your perspective to prioritize candidates who can enhance the student experience at your school.

Implementation:

  1. Emphasize the importance of candidates positively impacting the students’ learning and enjoyment.
  2. Evaluate potential volunteers based on how well they align with this goal.
  3. Ensure that candidates’ contributions lead to a better overall experience for students.

Specific Details:

  • Keep the primary focus on the students’ satisfaction and progress.
  • Encourage team members involved in selection to consider the impact on student experience.

Step 12: Simplify the Evaluation Metric

Description:

Streamline your evaluation metric by primarily assessing if a helper’s name appears positively in student feedback.

Implementation:

  1. After each semester, conduct student surveys to gather feedback on helpers.
  2. Pay close attention to whether a particular helper’s name is mentioned positively.
  3. Use this feedback as a key metric for evaluating helpers’ contributions.

Specific Details:

  • Ensure that the survey questions are designed to capture the impact of helpers on the student experience.
  • This simplified metric provides a clear indicator of a helper’s effectiveness.

Step 13: Avoid Personal Projects

Description:

Reiterate the importance of avoiding selecting helpers as personal projects or solely based on your need to help them.

Implementation:

  1. Remind yourself and your team that the focus is on benefiting the students, not personal endeavors.
  2. Emphasize that helpers should be chosen for their ability to enhance the student experience.
  3. Encourage objectivity in the selection process.

Specific Details:

  • It’s crucial to keep the business goals in mind rather than personal inclinations.
  • Make it clear that helping candidates should not take precedence over selecting those who benefit the school.

Step 14: Continuous Evaluation and Improvement

Description:

Commit to ongoing evaluation and improvement of the selection process.

Implementation:

  1. Regularly review the effectiveness of the chosen helpers in enhancing the student experience.
  2. Adapt the selection criteria based on real-world results and feedback.
  3. Encourage a culture of continuous improvement within your team.

Specific Details:

  • Conduct periodic reviews to ensure that selected helpers are consistently contributing to the student experience.
  • Be open to making adjustments to the selection process as the school’s needs evolve.

Step 15: Simplify the Evaluation Criterion

Description:

Simplify the evaluation criteria for both helpers and instructors to focus on their contributions to the student experience.

Implementation:

  1. Define a single, straightforward criterion: “Do they contribute to the student experience?”
  2. Make it clear that this is the primary factor for assessment.
  3. Remove any additional complex evaluation criteria.

Specific Details:

  • Emphasize that simplicity is key to ensuring everyone understands and remembers the criterion.
  • Encourage instructors and helpers to align their actions with improving the student experience.

Step 16: Trust Judgment and Encourage Self-Confidence

Description:

Empower instructors and helpers by trusting their judgment and encouraging self-confidence in their decisions.

Implementation:

  1. Communicate that their assessment of whether someone contributes positively to the student experience matters most.
  2. Reinforce that mistakes are part of the process and should not erode self-confidence.
  3. Encourage them to make decisions based on their judgment.

Specific Details:

  • Let instructors and helpers know that you trust their ability to make sound evaluations.
  • Emphasize the importance of learning from both successes and mistakes.

Step 17: Transition from C+ to A+

Description:

Focus on helping instructors and helpers transition from a lower performance level (C+) to a higher one (A+).

Implementation:

  1. Provide targeted training and support to bridge the gap from C+ to A+.
  2. Identify specific areas where improvement is needed and offer resources for development.
  3. Encourage continuous learning and growth.

Specific Details:

  • Break down the path to improvement into achievable steps.
  • Offer mentoring, coaching, or resources to help individuals reach the A+ level.

Step 18: Quick Assessment at the End of Probation

Description:

Implement a simplified, quick assessment at the end of the probation period for helpers and instructors.

Implementation:

  1. Develop a concise evaluation process that focuses on the student experience criterion.
  2. Conduct the assessment within a defined timeframe, such as at the end of a seven-week probation period.
  3. Use the results of the assessment to determine whether the individual should become a helper or instructor.

Specific Details:

  • Keep the assessment process efficient and aligned with the simplified criterion.
  • Ensure timely feedback and decision-making to maintain a dynamic team.

Step 19: Define Class Experience Criteria

Description:

Clearly define the criteria that contribute to a positive class experience, considering factors beyond just student interactions.

Implementation:

  1. Identify the key elements that make up a great class experience, including energy, kindness, and attention to detail.
  2. Create a concise checklist that encompasses these criteria.
  3. Ensure that the checklist reflects the aspects that genuinely matter for the class experience.

Specific Details:

  • Collaborate with instructors and helpers to gather insights into what makes a class enjoyable.
  • Prioritize criteria that enhance the overall atmosphere and engagement in the class.

Step 20: Focus on High-Level Assessment

Description:

Shift your evaluation focus from week-by-week details to high-level assessment of how well helpers contribute to the class experience.

Implementation:

  1. Emphasize that the primary goal is to assess the overall impact on the class rather than micromanaging week-to-week performance.
  2. Encourage helpers to exhibit the qualities outlined in the checklist consistently.
  3. Monitor helpers’ progress in enhancing the class experience.

Specific Details:

  • Communicate the importance of sustained effort and the cumulative effect of contributions over time.
  • Provide regular feedback and guidance to help helpers align with the class experience criteria.

Step 21: Degree of Contribution

Description:

Recognize that there may be varying degrees of contribution to the class experience and that not all criteria are equal.

Implementation:

  1. Acknowledge that helpers may excel in certain aspects while needing improvement in others.
  2. Prioritize kindness, energy, and other key criteria as fundamental elements.
  3. Consider the overall balance of contributions when evaluating helpers.

Specific Details:

  • Avoid expecting perfection in all criteria, as individuals may have unique strengths.
  • Encourage helpers to focus on continuous improvement in the areas where they can make the most impact.

Step 22: Ongoing Assessment and Feedback

Description:

Implement a system for ongoing assessment and feedback related to the class experience criteria.

Implementation:

  1. Regularly assess how well helpers align with the defined criteria.
  2. Provide constructive feedback and coaching to help them improve.
  3. Foster a culture of continuous improvement within your team.

Specific Details:

  • Conduct assessments at regular intervals to gauge progress.
  • Encourage open communication and a willingness to learn and grow among helpers.

Step 23: Emphasize Simplicity in Selection

Description:

Emphasize the need for simplicity in the selection process, from recruiting volunteers to evaluating their performance.

Implementation:

  1. Communicate that simplicity is key when recruiting and assessing potential volunteers.
  2. Encourage a straightforward approach in every aspect of the selection process.
  3. Streamline paperwork, documentation, and communication to minimize complexity.

Specific Details:

  • Ensure that the recruitment and evaluation processes are easy to understand and follow.
  • Simplify administrative tasks related to volunteering to reduce unnecessary burden.

Step 24: Continuous Recruitment

Description:

Implement an ongoing recruitment strategy to consistently bring in new volunteers.

Implementation:

  1. Develop a system for continuously recruiting volunteers, whether there are immediate openings or not.
  2. Maintain a pool of potential helpers to fill vacancies quickly when needed.
  3. Use various channels and methods to attract new volunteers consistently.

Specific Details:

  • Keep recruitment efforts active to avoid feeling pressured to accept individuals who may not align with the criteria.
  • Build a pipeline of potential volunteers to maintain flexibility.

Step 25: Efficient Probation Period

Description:

Optimize the probation period for helpers to efficiently assess their alignment with class experience criteria.

Implementation:

  1. Define a clear timeline and expectations for the probation period.
  2. Focus on evaluating how well helpers embody the defined criteria during this time.
  3. Ensure that the probation period serves as a genuine assessment of their potential contribution.

Specific Details:

  • Maintain a balance between assessing helpers’ performance and providing them with the necessary support and guidance.
  • Make any necessary adjustments to the probation period based on real-world results and feedback.

Step 26: Feedback-Oriented Culture

Description:

Promote a culture of open communication and feedback within your team.

Implementation:

  1. Encourage helpers and instructors to provide feedback to one another.
  2. Establish regular feedback sessions to discuss progress and areas for improvement.
  3. Create a safe and constructive environment for sharing opinions and ideas.

Specific Details:

  • Ensure that feedback is used as a tool for growth and improvement rather than criticism.
  • Emphasize the importance of constructive feedback that aligns with the class experience criteria.

Step 27: Emphasize Business Contribution

Description:

Shift the focus from personal growth to business contribution when evaluating potential volunteers.

Implementation:

  1. Communicate that the primary criterion for selection is whether the individual can contribute positively to the business.
  2. Make it clear that personal growth is secondary and can happen concurrently with business contribution.
  3. Ensure that helpers and instructors understand the importance of their role in the organization.

Specific Details:

  • Align the team’s objectives with the goals and growth of the business.
  • Emphasize that personal development should complement their role in enhancing the class experience.

Step 28: Simple Contribution Criterion

Description:

Maintain a simple and clear criterion for evaluating potential volunteers based on their contribution to the class experience.

Implementation:

  1. Reiterate the importance of evaluating candidates based on their ability to enhance the class experience.
  2. Simplify the assessment process by focusing on this single criterion.
  3. Encourage team members to apply this criterion consistently.

Specific Details:

  • Reinforce that this criterion serves as a guideline for decision-making.
  • Remind team members that the probation period allows room for evaluation and adjustment.

Step 29: Trust Team Judgment

Description:

Build trust in your team’s judgment and decision-making abilities.

Implementation:

  1. Express confidence in your team’s ability to make judgment calls based on the simplified criterion.
  2. Encourage team members to use their best judgment when assessing potential volunteers.
  3. Emphasize that making occasional mistakes is acceptable and part of the learning process.

Specific Details:

  • Recognize that team members have unique perspectives and insights.
  • Provide support and guidance as needed while allowing autonomy in decision-making.

Step 30: Continuous Coaching

Description:

Maintain an environment of continuous coaching and feedback for your team.

Implementation:

  1. Establish regular coaching sessions to discuss team decisions and assess outcomes.
  2. Use feedback as a tool for improvement and alignment with the class experience criterion.
  3. Foster a culture of open communication and learning within the team.

Specific Details:

  • Encourage team members to share their experiences and learn from both successes and mistakes.
  • Provide guidance and coaching to help team members refine their judgment and decision-making skills.

Step 31: Streamline Sign-Up Process

Description:

Implement an efficient and user-friendly process for students to sign up for classes.

Implementation:

  1. Review the current sign-up process and identify any bottlenecks or inefficiencies.
  2. Simplify the steps required for students to enroll in classes.
  3. Ensure that the online sign-up system is user-friendly and intuitive.

Specific Details:

  • Minimize the number of clicks and forms required for sign-up.
  • Provide clear instructions and guidance for students during the registration process.

Step 32: Clear Emergency Procedures

Description:

Establish clear and concise emergency procedures to handle unexpected situations.

Implementation:

  1. Develop a straightforward emergency response plan that covers common scenarios.
  2. Ensure that all team members are trained in the emergency procedures.
  3. Create easily accessible reference materials or guidelines for quick reference.

Specific Details:

  • Include steps for addressing power outages, accidents, or other unforeseen incidents.
  • Conduct periodic drills or training sessions to familiarize team members with emergency protocols.

Step 33: Trust in Judgment Calls

Description:

Empower team members to make judgment calls in situations that require immediate action.

Implementation:

  1. Communicate the importance of quick decision-making in certain situations.
  2. Provide guidelines on when it’s appropriate to make judgment calls.
  3. Encourage team members to trust their instincts and take action when necessary.

Specific Details:

  • Emphasize that judgment calls are an essential part of maintaining a dynamic and responsive organization.
  • Support team members in understanding the boundaries of their authority in making decisions.

Step 34: Preserve Heart and Culture

Description:

Maintain the unique heart and culture of your organization as you grow.

Implementation:

  1. Continuously reinforce the core values and principles that define your organization’s culture.
  2. Foster a sense of belonging and purpose among team members.
  3. Celebrate and acknowledge the contributions of individuals who embody the organization’s spirit.

Specific Details:

  • Encourage team members to embrace and uphold the organization’s culture in their interactions with students and volunteers.
  • Create opportunities for team bonding and connection to strengthen the sense of community.

Step 35: Standardize Class Content

Description:

Standardize the content taught in every class to ensure consistency across instructors.

Implementation:

  1. Create a curriculum that outlines the specific content to be covered in each class level.
  2. Train all instructors and helpers on the curriculum to ensure they understand the standardized content.
  3. Regularly review and update the curriculum to incorporate improvements and new teaching methods.

Specific Details:

  • Ensure that level one classes taught by different instructors cover the same foundational material.
  • Standardize the progression of moves and concepts from one level to the next.

Step 36: Post-Class Recruitment

Description:

Implement a post-class recruitment process to minimize disruption during class and focus on teaching.

Implementation:

  1. Encourage instructors to review their class attendance list after the session.
  2. Identify potential helpers from the list and contact them outside of class hours.
  3. Streamline the recruitment process to be efficient and not disrupt the flow of the class.

Specific Details:

  • Emphasize that recruitment can be done after the class to avoid distractions during teaching.
  • Provide instructors with a clear framework for approaching potential helpers.

Step 37: Evaluate Time Investments

Description:

Periodically assess the time you spend on various activities to ensure they align with your goals and priorities.

Implementation:

  1. Create a list of your regular activities and tasks.
  2. Allocate time to each activity based on its importance and impact on your goals.
  3. Regularly review your time allocations and adjust them as needed.

Specific Details:

  • Consider the value and impact of each activity on your business and personal growth.
  • Be open to reallocating time from less valuable activities to more valuable ones.

By evaluating your time investments and focusing on activities that have a positive impact on your business and personal growth, you can make more efficient use of your time and resources.

Step 38: Simplify the Checklist

Description:

Simplify the checklist for evaluating potential helpers by focusing on a core criterion.

Implementation:

  1. Identify the most critical criterion that aligns with your goals.
  2. Create a simplified checklist based on this criterion.
  3. Use the simplified checklist as your primary evaluation tool for potential helpers.

Specific Details:

  • Ensure that the simplified checklist is easy to remember and apply.
  • Streamline the selection process to save time and make decisions more efficiently.

Step 39: Initiating the Content Challenge

Description:

Initially, the challenge was started to encourage individuals, especially beginners in content creation, to take action and start making content.

Implementation:

  1. Identify individuals who are interested in content creation but hesitate to start.
  2. Create a challenge or initiative that encourages participants to create and publish content regularly.
  3. Promote the challenge to your target audience, emphasizing the importance of just getting started without worrying too much about perfection.

Specific Details:

  • The challenge is particularly useful for those who are at the early stages of content creation.
  • It aims to address common concerns like lighting, camera quality, scripting, and self-consciousness.

Step 40: Shifting Focus as the Audience Evolves

Description:

Over time, the audience of the challenge may change, and the initial purpose might no longer be relevant.

Implementation:

  1. Continuously assess the participants and their progress in content creation.
  2. Determine if the challenge is still serving its original purpose or if the audience has evolved beyond the beginner stage.
  3. Consider whether the challenge is providing value to the current audience.

Specific Details:

  • If the challenge’s initial purpose is no longer relevant to the current audience, it may be time to reevaluate its continuation.

Step 41: Testing the Value of the Challenge

Description:

At some point, it’s essential to test whether the challenge is still valuable to the audience.

Implementation:

  1. Conduct a trial period where you temporarily suspend the challenge to see if anyone notices or if there is a significant impact on the audience.
  2. Gather feedback from participants to understand their perspectives on the challenge’s value.
  3. Analyze the results of the trial period to make an informed decision.

Specific Details:

  • During the trial period, it’s crucial to observe if participants express a desire for the challenge to continue.
  • Evaluating the challenge’s value may involve considering the time and resources spent on it compared to the benefits it brings.

Step 42: Assessing Other Opportunities

Description:

If the challenge is no longer valuable, it’s essential to redirect your efforts to more productive endeavors.

Implementation:

  1. Identify other areas or initiatives that could provide more significant value to your audience.
  2. Prioritize opportunities that align with the current needs and interests of your audience.
  3. Shift your focus and resources to the new initiatives that offer more potential benefits.

Specific Details:

  • Opportunity cost is a crucial factor in deciding where to allocate your time and resources.
  • Consider both qualitative and quantitative measures when assessing the value of new initiatives.

Step 43: Continuous Evaluation and Adaptation

Description:

The process of assessing and adapting your initiatives should be ongoing to ensure you’re always delivering value.

Implementation:

  1. Regularly review the effectiveness and relevance of your initiatives.
  2. Be willing to make changes, suspend, or introduce new initiatives as needed.
  3. Keep an eye on key metrics to measure the impact of your efforts on your audience.

Specific Details:

  • Avoid complacency and always be open to evolving your strategies based on audience feedback and changing circumstances.

Step 44: Analyze Video Retention in the First Minute

Description:

To improve video retention, it’s crucial to analyze the performance of the first minute of your videos.

Implementation:

  1. Review video analytics to assess the retention rate for the first minute of your videos.
  2. Identify any trends or patterns in videos with high retention versus those with lower retention.
  3. Determine which elements or strategies are contributing to high retention.

Specific Details:

  • The goal is to understand what engages the audience and keeps them watching.
  • Consider factors like content quality, hook, pacing, and audience relevance.

Step 45: Create a Retention Improvement Checklist

Description:

Develop a checklist of specific elements or actions to ensure the first minute of your videos is engaging and retains viewers.

Implementation:

  1. Collaborate with video editors or creators to create a checklist that includes elements like hooks, content relevance, pacing, and viewer engagement strategies.
  2. Ensure that the checklist is clear and actionable.
  3. Use this checklist as a guideline for video editing and content creation.

Specific Details:

  • The checklist should be tailored to your content and audience preferences.
  • Regularly update the checklist based on insights and feedback.

Step 46: Measure Checklist Effectiveness

Description:

Track the impact of the checklist on video retention to assess its effectiveness.

Implementation:

  1. Implement the checklist in video editing and content creation for a set period.
  2. Monitor the video analytics to compare retention rates before and after checklist implementation.
  3. Evaluate whether the checklist leads to improvements in retention.

Specific Details:

  • If retention rates improve, it indicates that the checklist is effective.
  • If there’s no significant improvement or a decline, consider revising the checklist.

Step 47: Experiment with New Approaches

Description:

If the checklist doesn’t yield desired results, be open to trying different approaches.

Implementation:

  1. Encourage creativity and experimentation in video creation.
  2. Task creators with coming up with new and innovative ways to engage viewers in the first minute.
  3. Test these new approaches and measure their impact on retention.

Specific Details:

  • Experimentation may involve trying videos with no intros or completely different content strategies.
  • Continuously iterate and adapt based on the outcomes of these experiments.

Step 48: Evaluate Return on Investment (ROI)

Description:

Assess the ROI of various activities and initiatives within your business.

Implementation:

  1. Regularly review how much time and resources are allocated to different activities.
  2. Determine whether each activity is delivering the expected results, whether qualitatively or quantitatively.
  3. Consider the opportunity cost of spending time on specific tasks.

Specific Details:

  • Activities that are meant to have an ROI should be evaluated based on their ability to drive results, such as sales or audience growth.
  • If an activity isn’t providing the expected ROI, reconsider its importance and whether it should continue.

Step 49: Constantly Evaluate and Optimize

Description:

Make ongoing evaluations and optimizations a regular practice in your content creation and business activities.

Implementation:

  1. Continuously assess the value and impact of your efforts, whether in content creation or business operations.
  2. Be willing to make changes, pivot, or reallocate resources based on evolving circumstances.
  3. Prioritize activities that provide the highest ROI and align with your goals.

Specific Details:

  • Avoid complacency and recognize that optimization is an ongoing process.
  • Embrace experimentation and adapt to changes in your audience and industry.

Step 50: Recognize the Power of Belief

Description:

Understand the significant impact that belief in your team members can have on their growth and performance.

Implementation:

  1. Reflect on how your belief in someone’s potential can inspire and motivate them to improve.
  2. Acknowledge that fostering a positive and supportive environment can lead to better outcomes.

Specific Details:

  • Belief can instill confidence in team members and encourage them to take on new challenges.
  • It can create a sense of trust and empowerment within the team.

Step 51: Shift Your Perspective

Description:

Transition from a critical or skeptical mindset to one that believes in the potential of your team.

Implementation:

  1. Recognize any biases or doubts you may have about team members’ abilities.
  2. Challenge and replace negative thoughts with positive beliefs about their potential.
  3. Focus on their strengths and growth opportunities rather than dwelling on their past mistakes.

Specific Details:

  • It’s essential to be aware of your own mindset and actively work on shifting it towards a more supportive stance.
  • Encourage open communication with team members to understand their goals and aspirations.

Step 52: Empower Your Team

Description:

Empower your team by providing them with opportunities to take on new challenges and responsibilities.

Implementation:

  1. Delegate tasks and projects that align with team members’ growth objectives.
  2. Encourage them to make decisions and take ownership of their work.
  3. Provide guidance and support as needed while allowing room for autonomy.

Specific Details:

  • Empowerment involves trust, responsibility, and the freedom to make decisions.
  • Offer constructive feedback and mentorship to help team members develop their skills.

Step 53: Celebrate Progress and Effort

Description:

Acknowledge and celebrate the progress and efforts of your team members.

Implementation:

  1. Recognize and reward achievements, both big and small.
  2. Highlight the dedication and hard work that team members put into their tasks.
  3. Create a culture of appreciation and positivity within the team.

Specific Details:

  • Celebrating progress and effort boosts morale and motivation.
  • It reinforces the idea that growth and improvement are valued and encouraged.

Step 54: Provide Opportunities for Learning

Description:

Offer learning and development opportunities to help team members reach their full potential.

Implementation:

  1. Identify training, workshops, or resources that can benefit team members’ skills and knowledge.
  2. Encourage continuous learning and provide access to relevant educational materials.
  3. Support team members in setting personal and professional growth goals.

Specific Details:

  • Learning opportunities can include both formal training and informal skill-building experiences.
  • Regularly check in with team members to discuss their learning journey and provide guidance.

Step 55: Maintain a Growth Mindset

Description:

Cultivate a growth mindset within yourself and your team, emphasizing the belief that abilities and intelligence can be developed through dedication and hard work.

Implementation:

  1. Embrace challenges and view failures as opportunities for learning and improvement.
  2. Encourage team members to adopt a growth mindset by promoting resilience and perseverance.
  3. Lead by example by demonstrating your own commitment to growth and development.

Specific Details:

  • A growth mindset fosters a culture of continuous improvement and adaptability.
  • It encourages a focus on effort and progress rather than fixed abilities.

Step 56: Recognize the Value of Belief

Description:

Acknowledge the significant impact that belief in team members can have on their performance and confidence.

Implementation:

  1. Understand that believing in your team members can motivate them to improve and take on challenges.
  2. Recognize that fostering a positive and supportive environment is essential for growth.

Specific Details:

  • Belief can instill confidence in team members, encouraging them to push their boundaries.
  • A supportive environment promotes trust and empowerment within the team.

Step 57: Shift from Criticism to Belief

Description:

Transition from a critical or skeptical mindset to one that believes in the potential of your team members.

Implementation:

  1. Identify and challenge any biases or doubts you may have about your team’s abilities.
  2. Replace negative thoughts with positive beliefs about their capabilities.
  3. Focus on their strengths and growth opportunities rather than dwelling on past mistakes.

Specific Details:

  • Actively work on shifting your mindset towards a more supportive stance.
  • Encourage open communication with team members to understand their goals and aspirations.

Step 58: Empower Your Team

Description:

Empower your team members by providing them with opportunities to take on new challenges and responsibilities.

Implementation:

  1. Delegate tasks and projects that align with their growth objectives.
  2. Encourage them to make decisions and take ownership of their work.
  3. Offer guidance and support when needed while allowing room for autonomy.

Specific Details:

  • Empowerment includes trust, responsibility, and the freedom to make decisions.
  • Provide constructive feedback and mentorship to help team members develop their skills.

Step 59: Celebrate Progress and Effort

Description:

Acknowledge and celebrate the progress and efforts of your team members.

Implementation:

  1. Recognize and reward achievements, no matter how small.
  2. Highlight their dedication and hard work in their tasks.
  3. Cultivate a culture of appreciation and positivity within the team.

Specific Details:

  • Celebrating progress and effort boosts morale and motivation.
  • It reinforces the idea that growth and improvement are valued and encouraged.

Step 60: Provide Learning Opportunities

Description:

Offer learning and development opportunities to help team members reach their full potential.

Implementation:

  1. Identify training, workshops, or resources that can benefit their skills and knowledge.
  2. Encourage continuous learning and provide access to relevant educational materials.
  3. Support team members in setting personal and professional growth goals.

Specific Details:

  • Learning opportunities can include both formal training and informal skill-building experiences.
  • Regularly check in with team members to discuss their learning journey and provide guidance.

Step 61: Maintain a Growth Mindset

Description:

Cultivate a growth mindset within yourself and your team, emphasizing the belief that abilities and intelligence can be developed through dedication and hard work.

Implementation:

  1. Embrace challenges and view failures as opportunities for learning and improvement.
  2. Encourage team members to adopt a growth mindset by promoting resilience and perseverance.
  3. Lead by example by demonstrating your own commitment to growth and development.

Specific Details:

  • A growth mindset fosters a culture of continuous improvement and adaptability.
  • It encourages a focus on effort and progress rather than fixed abilities.

Step 62: Recognize the Power of Belief

Description:

Acknowledge the profound impact that belief in your team members can have on their performance and self-confidence.

Implementation:

  1. Understand that believing in your team is a catalyst for their motivation and growth.
  2. Recognize that creating a supportive environment is essential for team success.

Specific Details:

  • Belief instills confidence in team members, inspiring them to excel.
  • A supportive environment builds trust, empowerment, and collaboration within the team.

Step 62: Shift from Criticism to Belief

Description:

Transition from a critical or skeptical mindset to one that genuinely believes in your team’s potential.

Implementation:

  1. Identify and challenge any doubts or biases you may have about your team’s abilities.
  2. Replace negative thoughts with positive beliefs in their capabilities.
  3. Focus on their strengths and growth opportunities rather than dwelling on past mistakes.

Specific Details:

  • Actively work on shifting your mindset towards a more supportive stance.
  • Encourage open communication with team members to understand their goals and aspirations.

Step 63: Empower Your Team

Description:

Empower your team members by providing them with opportunities to take on new challenges and responsibilities.

Implementation:

  1. Delegate tasks and projects that align with their growth objectives.
  2. Encourage them to make decisions and take ownership of their work.
  3. Offer guidance and support while allowing room for autonomy.

Specific Details:

  • Empowerment includes trust, responsibility, and the freedom to make decisions.
  • Provide constructive feedback and mentorship to help team members develop their skills.

Step 64: Celebrate Progress and Effort

Description:

Acknowledge and celebrate the progress and efforts of your team members.

Implementation:

  1. Recognize and reward achievements, no matter how small.
  2. Highlight their dedication and hard work in their tasks.
  3. Cultivate a culture of appreciation and positivity within the team.

Specific Details:

  • Celebrating progress and effort boosts morale and motivation.
  • It reinforces the idea that growth and improvement are valued and encouraged.

Step 65: Provide Learning Opportunities

Description:

Offer learning and development opportunities to help team members reach their full potential.

Implementation:

  1. Identify training, workshops, or resources that can benefit their skills and knowledge.
  2. Encourage continuous learning and provide access to relevant educational materials.
  3. Support team members in setting personal and professional growth goals.

Specific Details:

  • Learning opportunities can include both formal training and informal skill-building experiences.
  • Regularly check in with team members to discuss their learning journey and provide guidance.

Step 66: Maintain a Growth Mindset

Description:

Cultivate a growth mindset within yourself and your team, emphasizing the belief that abilities and intelligence can be developed through dedication and hard work.

Implementation:

  1. Embrace challenges and view failures as opportunities for learning and improvement.
  2. Encourage team members to adopt a growth mindset by promoting resilience and perseverance.
  3. Lead by example by demonstrating your own commitment to growth and development.

Specific Details:

  • A growth mindset fosters a culture of continuous improvement and adaptability.
  • It encourages a focus on effort and progress rather than fixed abilities.

CONTENU COMPLET

Introduction

You had eight things on the checklist, 1, 2, 3, 4, 5. At some point, adding complexity to the system does not help you make a better decision at the top. So you could have a 10,000-point checklist of what makes a good helper. It’s a question of the time that you’re spending on things. Is it yielding the results that you want, especially in the beginning? If you overprocess things, preprocesses for too many things, especially outside of you, you’re like processing your time is viable because you can easily get distracted by all sorts of random stuff, and you know you’re screwed. So like where you put in your calendar really matters, and I like processes in business too. There also comes a point where there’s too many processes, and it’s counterproductive. So is it actually required?

Introduction of Alex

Alex is an entrepreneur that I’ve been mentoring for almost a decade. He runs Toronto Dan Salsa, which is the largest salsa dancing school in Canada, maybe North America. And he has ambitions to take his one location in Toronto and take it around the world. We do mentoring sessions once a week, and this week we decided to record it so that you could join in on the session with us. If you like it and you want to see more, let me know in the comments below. All right, so we’re doing this. I don’t even know what we’re doing. This might become something; it might be b-roll; it might be a whole pile of nothing, so don’t get too excited.

Discussion about Helpers

I would love to finish that conversation about the helpers, the scoring, and just as a catch-up. This all started with I spoke to Ivy, and I was struggling to help her figure out how to find the right helpers for our school, basically, right, like to coach her on that. So I wanted a basically a simple structure. I’m like if we do this, then we can find more suitable volunteers. So, it started with that and created a rating system. So we just started with what makes a good helper, so we did this, and I said okay, on a scale of 1 to 10, let’s rate this person on this thing we look for and this thing, and it became this whole system.

Personal Experience and Pain

What it really stems from is obviously in part all the mistakes I’ve made, and you know, running a dance school at the beginning and having everybody around who wasn’t on board for the new culture I was creating. Like obviously, there’s lots of pain behind it. You know, I’m getting emotional talking about it, but part of it is definitely I’m the type of guy if I have simple guidelines and rules, it just helps me feel like I can more consistently hit the mark. Don’t treat this like a show; just talk to me. Jesus, okay, okay, so Heaven, all right, actual mentoring, not fake, you know, anyway, okay, you know what I mean?

Challenges in Decision-Making

I’m frustrated because my gut isn’t always correct and it depends heavily on whether I’m feeling lonely or not or insecure. Quite often, I’ll tend to pick people who are sometimes The Underdogs who I can help, but in terms of the amount of help they’ll need to be successful in the role we need, it doesn’t always proportionally kind of pay off. So this all kind of comes from if I have a Playbook that I can give someone, you know how many woohoos do we have in a class, give or take? How many times we play a song? You know, the perfect class experience. If I can give that Playbook on how we judge a successful helper versus not and raise a standard, I just believe that we’re going to have not only better helpers but more consistently hit high-performing helpers, which will lead to high-performing instructors.

Insecurity and Picking Helpers

And when you give me feedback, you basically said, well, Alex, you just don’t have enough people right now; you have only 13 people. So it’s like, first, go get 60, and then you can be more picky. It’s my insecurity, man because if I onboard someone, if I pull someone in, I go all in on them having to go in on all on someone and then be later on be like, it kind of doesn’t work out. I don’t want to keep going through that, and I guess part of it is just I’m…

Importance of Inclusivity

I don’t want other people not to feel like they don’t belong, you know, it sucks. And on the other part, I want something that I hire someone and train them within a week. They can onboard and find the right helpers quicker. If I train an instructor within three days, they can quickly build six volunteers. They know exactly what the parameters are. You know, and so our last conversation, you said to me, he said, “Alex, you’re complicating the system. You don’t have enough people.” Is it, and so it’s this give and take. Holy cow, it’s, say, give and take, that’s a fire alarm. That’s a fire alarm. You see, things are on fire. Oh, it stopped. Oh, okay. And so I was going to go in the closet. Um, back in the closet, Alex, and, um, and so I’m frustrated with Alex not being flexible and having rules and how hard that can be on people as a leader versus I want the McDonald’s formula of, you do these things, this is the secret sauce, and you’ll have a great staff, you have a great experience. You know, I just kind of vomited all over you right there just now earlier. But so, you mean that the challenge is you’re thinking at scale when the problem right now is not scale. So you’re trying to develop this giant process which to open up a new location and another new location, cool, that could be valuable, but it’s so many steps for somebody to get going. Now, like how are you figuring out your goal right now is having two new people per week, right? Yeah, great. So how you picking those people and ultimately is a gut check, and you’re going to make some wrong decisions and you’re going to make better ones with time. Ultimately, it’s really, do they add to the student experience? Is this helper, this person you’re bringing on, are they going to make the customers, the students happier? My frustration with what you’re saying is I know that there’s a massive layer of insecurity at me, and not insecurity of whether I picked the right people, but my need to help people has quite often had me pick people who are fixer-uppers, and they’re okay with other people, but like, it’s really, it’s like a personal project. And so, what lens are you putting it through? They need my help, right? And what lens did I tell you to put it through? They will be helpful to students, yeah, will it contribute to the student experience? So, you don’t need an eight-point checklist. It’s, do they contribute to the student experience? And once they’re in, at the end of every semester, you do a survey, and it’s, and one of the feedback is, how are the helpers? And if that person’s name is not showing up, then this person is not contributing to the…

Importance of Student Experience

…student experience. So it’s a good, it’s not the only metric, but it’s a pretty good metric. But yeah, if you’re looking at people through the lens of, “Can I help this person? Would it be fun for me to help this person?” Then that’s not what you’re looking for; this doesn’t help the business. It might help Alex’s soul to know he can help somebody, so it’s just one metric: will they contribute to the student experience, yes or no?

Trusting Judgment

And I think the danger with, so that means when we first talked about, you were talking about because of Ivy, you wanted to give this to your instructor so that she had a model, not as much about, “Do you have a model that you can use?” The challenge is adding too many layers and not trusting her judgment, then decreases her self-confidence and what she can do. So say you pick helpers based off of, “Do you think they can contribute to the student experience?” And I trust your judgment, and you’re going to make some mistakes; it’s okay. Nobody gets it. I haven’t gotten it perfect either. The people you think will contribute to the student experience, everything here is focused on the class experience. Will they help, yes or no?

Simplifying the Process

If you’re helping them because you think you can help them because they’re a broken bird, you’re using a different filter. It’s… it’s… So you’re right to have a filter; great. But you don’t need an eight-point filter; it’s a one-point filter. Will they contribute to class experience? The simpler something is, the easier it is to remember and to execute. The simpler it is, the easier it is to execute. So if I said, you’re looking at, you know, why you pick a helper, great. Uh, why did you pick this person? Are they still good for us or not? If you had to, you’re going to… you’re going to have to go to your checklist instead of being able to remember, but you could just say, “Do they add to the student experience?” Like, yes, okay, good, keep them.

Raising the Bar

So my question is, how do I raise the bar? So let’s say we don’t have… let’s say C+ instructors but A+ instructors. It’s… it’s hard to go from C+ to A+, but it’s easier to go from A to A+. It’s like you’re talking about instructors; you’re talking about helpers. This whole system came up not so much even for helpers and training; it’s for helpers and that probation period, right? It’s like we’re testing them for seven weeks, whatever it is. They’re seeing what it’s like, and at the end, we need a quick assessment of, you know, this helper should become a helper versus they’re helpers, and you know what I mean? Yeah, what was my question? Oh, waiting…

Focusing on Student Experience

…they okay at the student experience, they’re great at the student experience, they’re amazing at the student experience. Is it right now just go get sexy? Uh, sex, go get… Oh my gosh, no, no, no, yeah, yeah, go, go, go, get 60. It’s go get 60. Go get 60 volunteers, even if they’re like okay at it, at the student experience, at the serving mentality. It’s higher fast, fire fast versus hire slow, fire fast, yeah, or you is higher slow, fire slow, hire never, some fire never, higher never, fire never, perfect, that model hasn’t been working.

Focusing on Scaling

No, exactly, see, any more people, I mean you need more people, you have a probation period. What’s like again, you could go super detailed on everything. You could say class by class what this person has to do to them. You can make a model for them, or you can make a checklist for yourself of class by class what does have to do. My God, that’d be so amazing. I’m so excited about even just paying attention to that checklist versus what you should be focused on in the class. Like you can only put your attention on one thing at a time, and you’re focused on this, you’re not focused on that. So how well a helper is doing in class week by week is not the best use of your time. I agree, week by week, yes, and there will be many things that they contribute that aren’t on your official checklist. So it’s not even student experience; it’s class experience, right?

Variability in Helpers

So what’s a class experience? So, for example, you might have somebody who is really shy and doesn’t have a ton of energy. But if you’re not a kind person, you’re not going to make it anyway. You know, if you’re rude to people, you’re mean, you’re not going to make it anyway. So we’re already talking about degrees. But if you’re just really shy and you don’t voice your opinion or giving people feedback and you don’t tell them what to do to improve, but you’re very detail-oriented and you’re on the attendance and you’re checking everybody off, and you get all that stuff done and you recognize little mistakes in class, like somebody doesn’t have a partner, so they jump in. They’re seeing the little things that you aren’t seeing because they’re very detail-oriented, but they’re not the most energetic, you know, happy person. Are they contributing to the class experience? Like, yeah, so keep them.

Simplifying the Framework

But you’re talking about two different things. Like you’re bringing on people through a framework of, “Can I help them?” So you’re to that. Okay, I need a new framework, which is right. You should have a better. That’s not a good framework to build a business. If you’re bringing employees on, it shouldn’t be, “Can I help this person grow as the only, you know, they have to be able to contribute to your business.” But you’re jumping to a now complex framework, and you’re thinking, “How do I scale to be able to have all these locations and all these instructors with this framework?” Like, by the time you get there as a company, the framework’s going to change, and way more important framework is going to be put in place. So you don’t have to worry about where you’re at in three years or how many locations you have. You need to get the 60 people from the 14 or whatever you’re at right now, and you need a framework, but a simple one because the framework you’ve been using has been, “Can I be a life coach for this person?” as opposed to, are…

Trusting People’s Judgment

…are they a good fit for my business? Do they contribute to the class experience, yes or no? Yes, cool, borderline, okay, then a maybe. And you’re testing them out for a semester anyway. So, like, when I’m training… Well, part of this whole conversation also is trust your people to make the mistakes and coach them along. So, you know, and make judgment calls that override their judgment.

Trusting People to Make Judgment Calls

No, no, trust your people. You said trust the people that make mistakes. You’re already just assuming they’re going to make just all mistakes. I’m trusting their judgment call. You said trust your people that make mistakes, yes. Okay, but they’re going to make mistakes. I make a ton of mistakes, yeah, yeah, of course you still do. But it’s trust your people to make a judgment call, and inside the judgment call, most of it will be right. Like, I just default to thinking most of it will be right.

Framework and Checklists

If you’re going to… if you tell Ivy, Ivy’s been with you, she’s… she’s been in… she’s been part of TDS for how long? Uh, about a year and a half overall, like from being a student and everything, uh, about a year and eight months, eight months, something like that, yeah. So, almost two years, she’s hung around you, you’ve trained her multiple times per week, like you’ve worked together, she knows you, she knows the system, great. So, would she make the exact same choices as you? No. But she’s not going to go and bring on somebody who’s an A+ helper unless she’s using a completely wrong framework, like, you know, “Is this guy cute? Okay, great, he’s a helper.” That’s not a good framework, right? So, you’re giving her a framework of, “Will this person contribute to the class experience?” And then you’re saying, “I trust your judgment.” You can either go checklist, like everything, 100% checklist, which then you have to account for everything and it takes a ton of time to create that checklist and account for everything. And by the way, you still haven’t figured it all out yourself anyway, right? Like, you’re still a work in progress. You haven’t gone and got your 60 or 14. So, you’re making a checklist on the fly versus what will allow you to go faster, say, “I trust your judgment,” and then let her bring on people, which will probably be mostly good fits, and there might be a couple of bad apples or wrong choices, but then you work your way through.

Systemizing the Heart of TDS

Like, you’re not ready to production line this thing yet. And at some point, you have to think, where does it stop being a production line? It’s easier, but there’s a point where it loses its… um, heart, I guess, right? Well, exactly. I mean, you’re not in the… you’re not in the can soup business. Yeah, I mean, how do you have 100 locations if you don’t have a can soup? No, I’m touching the wrong thing. You, like, you… the strength of TDS is the heart. So, it can’t turn like if it was just all able to be checklist and automated, great, then just turn it over to AI and robots can come in and teach everything, and it’d be the perfect checklist every single time. How do you systemize the heart? You allow people to make judgment calls. Does that take longer, though?

Allowing Judgment Calls

No, it’s… look how long it took me. How’s that faster? Because you are giving the person in the situation the ability to act instead of being like, imagine something happens, lights go out at TDS. Oh, where’s the checklist for this? Okay, okay, hold on, let me… let me wait, guys. Let me go look at my binder and try to find where the checklist for this specific thing is. That’s slowing it down versus I’m going to make the best call I have, and Alex has my back. What needs to be systemized… well, the process of signing up needs to be systemized, right? It should be a smooth process to sign up for a class.

Systemizing Class Content

…what is taught in every class should be systemized. If somebody comes through level one and then they do level one with you versus level one with Ivy, they should learn the same thing. Because if they go to level two with you coming from Ivy, that’s… that’s a terrible… like it’s… say it’s through the class experience, that’s not going to be a great class experience, yeah, right. I… I’m… I agree that was a bad experience. It’s inconsistent, so it can’t… it can’t… it can’t just be, “Only teach whatever you want today, whatever you feel like teaching, a triple turn in level one? Yeah, go for it, why not, right?” That would… that would lead to a bad overall experience. But you can’t then checklist every little thing in the class because now you’re turning people into robots, and then it slows things down because they’re not going to remember everything, it’s too much to remember.

Balancing Priorities

The point of making it simple is that I can remember it. The point of looking at a helper, like, think about how many things an instructor has to deal with, and now you’re adding this new thing in of, “Oh, you also have to recruit helpers to join your class.” So on top of being prepared and… normalizing your story and doing the… the Huddle at the end and teaching the moves and knowing the men and the women’s part and how to lead and follow and prepping my songs and all this stuff, I also have to add this other thing on of recruiting helpers to join my class. So now if you give me five things or eight things that I have to look at to recruit a helper in, you’re filling my brain with too many things.

Opportunity Cost

And so if I’m going to now focus on this, I’m going to drop this other stuff. I mean, well, the answer to that isn’t necessarily you do it in class; it could be post-class, you look at your attendance list, right, you have a structure for that. And I get your point; I get your point. It’s opportunity cost. So they’re spending… they only have so much time to spend on TDS stuff, and now you’re saying spend time on this and not prepping for your next class, reviewing the next moves, spending time with your assistant. The major things need to have a process, and that’s fine; it’s not just go completely gray and whatever you want.

Recruitment as a Major Focus

But isn’t recruitment the major thing? This is my question. How do I… I get those A+ instructors? Well, for example, I wasn’t an A+ instructor. Yeah, no, you wouldn’t have made it for sure. I didn’t even want you to join at all because you weren’t taking feedback. You would have failed all of the things. What… look at your list; you would have failed a bunch of things. I mean, I would have done on mine; would be like, “Are you… you know, can they… if they’re going to grow, can they take feedback?” That was the biggest thing. Why I said don’t… don’t bring Alex in because he took zero feedback. You didn’t want to listen to anything in level six. You… well…

Past Feedback

…that was… wait, that was… that was me as a student, I think, right? Or was it a helper as well? No, I was a helper, I think. I helped in your classes, yeah, you were a helper, and you just didn’t want… you didn’t want to… and I would try to give you feedback when you… when you… you were with a student, and you would count, I still remember that one. But I would do it in a way that they wouldn’t see you were worth with because they don’t want to make the helper look bad, and with their dance partner was a student where you’re supposed to know what you’re doing and you’re counting off time. Cool, whatever, you go do whatever you want to do because Alex should not be an instructor, so you don’t need your…

Simplifying the Helper Selection Process

…so all you have to do is ask that they contribute to the class experience. But like you look at your checklist, you had eight things on the checklist, or whatever it was, four or five. I think five max, definitely more than four. Okay, so let’s, no, not more than four, definitely more than four. He’s going to load up right now. There’s definitely more, one, two, three, four, five. Okay, perfect, four or five. Five, okay. So, pick one, like one that I think is valuable.

Well, I hope they’re all valuable if they’re on the list. I mean, there’s three that I think are incredible. Two? What, okay, I’ll narrow down. Two, pick one.

Yeah, just serving mentality, okay, perfect, that’s, I think the most important one. Okay, okay, so, but here, so you’re saying now, give a check or give a letter grade for serving mentality.

Perfect, well, what’s that? How do I know? You can have a checklist for serving mentality, right? Okay, I can have five things for serving mentality. Yeah, and then under those five things could be five more things, so how big is this checklist going to go? Serving mentality could be, do they go and say hi to people on their own in class? If they see somebody on a bench, do they go and say hi, server mentality? Perfect, so that’s one of the five things for server mentality. But that could be, do they do it in every class? Right, so now that one has become nine things because it’s in every class. Like, at some point, adding complexity to the system does not help you make a better decision at the top. So you could have a 10,000-point checklist of what makes a good helper. I don’t think it’s going to be that much more valuable in terms of picking than just having one, which is, do they contribute to the class experience? And it’s a heck of a lot faster. So it’s a question of the time that you’re spending on things, is it yielding the results that you want? Especially in the beginning, if you over-process things, create processes for too many things, especially outside of you, you’re like processing your time is viable because you can easily get distracted by all sorts of random stuff, and you know you’re screwed. So like where you put things in your calendar really matters.

Balancing Processes in Business

And I like processes in business too, but there also comes a point where there’s too many processes, and it’s counterproductive. So is it actually required? The whole thing on a newsletter that I sent you, you wrote this giant story about your life in the newsletter. I don’t… how long do you think that took you to write? It was a long time, three hours. Three hours, okay. So then it becomes a question, I could tell you wrote, it took you a long time to do that, and you probably don’t spend that much on every newsletter that you send out, no, right? But it begs the question of like, was that worth it? If it was just in a creative thing, fun, scratch the itch, cool. But is…

Qualitative vs. Quantitative Evaluation

  • “qualitative like people coming up and telling you how much it means to them quantitative is is leading the sales and people signing up for the class and if it’s not to any of those then it’s probably not worth three hours a week not that you’re doing three hours every week on this but this when you have these exception cases it helps shine a light on the situation and say is this even worth doing it’s usually when it’s like the camel the straw that broke the camel’s back it’s like something happens and then it makes you look at the whole thing so the fact you spent three hours on a newsletter was it our best newsletter ever did you get a ton of feedback on it did we get a bunch of sales from it was it the exact same as every other newsletter is it even worth through new that are period if you just sent out the class schedule would that be enough you know I don’t know and this happens to me too all the time there’s lots of things that we all do that we think is valuable or we just get used to doing it because it’s part of our habits that actually don’t make a difference at all anymore opportunity cost yeah and then you can use that time to do something else.”

Video Editing and Retention

  • “we’re doing it for our videos Nikolas on my team who does our video intros and he’s been spending a lot of time editing the first minute of our videos to try to get as high retention possible for the first minute and he’s he’s the past week results um was lower than the week before and what we did was we created a checklist so we have a checklist of like you got to hit these things in the first minute and two weeks ago we had just created the checklist so he hadn’t done it so he hit like half of them last week he hit 90% of the things on the checklist and the results went down not a lot but it went down so okay so we’re doing a good job hitting the checklist but we’re we’re picking the wrong things for the checklist if our results are going down we have to come up with something dramatically different so going to the next week he tasked with coming with something dramatically different and I also said for two videos do no intros nothing edited just go right into it because I want a benchmark now hopefully his videos that he’s doing the new ones crush the ones with no intros at all if they don’t they the same then all the work that he’s doing is not helpful and so we need to we need to rethink it either find a different way to do one one minute intros or put him in a completely different position because we’re spending lots of time and energy on something that then isn’t yielding results so it’s a it’s a it’s a constant evaluation this isn’t just something that you do once like it’s a constant evaluation of where you spending your time and is it yielding the results that you’re looking for or not if it’s a hobby if it’s fun if it’s personal not everything has to have an Roi but if it’s meant to have an Roi then it has to have an Roi right if the newsletter is meant to drive students then it needs to drive students if it’s for you to practice being a creative writer don’t do it inside the business do it as its own hobby thing just making sure the things that are supposed to have an Roi actually have an Roi and so how much time do you have every day to do stuff inside the business great is that the best use of your time every day and for everybody it’s no for me it’s no is this the best use of my time I have no idea I already talked to you this week why am I talking to you again because we’re making content maybe right this might turn into something or this maybe never gets released who knows it’s an experiment but if we don’t release this and don’t do anything with it there’s a camera on me here you know whatever if we do something with it cool but if we never do anything with it then I’m not going to talk to you every week and do this because I’m already talking to you on Mondays going over stuff right like this series will die because it’s not Genera an art I I’ll do something else with this time because this is supposed to be time to help me grow what I’m doing it’s a constant evaluation I’m.”

Continuous Improvement

  • “never done you’re never done nobody’s ever done right Jeff Bezos made a quote about I’m still I’m trying to optimize what did he say I’m trying to optimize my toothbrush routine CU and he’s making a joke but basically saying like those 30 seconds if you can if you can brush your teeth 30 seconds faster and still get the same results do it 30 seconds faster part of what I think influenc the whole thing but not complicated system was I am consuming a lot more um Alex harosi about optimizing systems but and I I I I I I see exactly what you’re talking about one is people I need to believe in my people that’s that’s that’s a part of it the other part is like investing in complicating a system that itself is taking more time takes away from me getting and recruiting more and trust your gut Alex right now also don’t think in scale yes you have to believe in your people and you need to make your people believe in themselves it’s that your belief in them makes them believe in them when they’re not sure how to do it the fact that you think they can do it makes them think they can do it where you’re often doing the opposite and you’ve gotten better at it but you’ve burnt out instructors because you’re too harsh and too critical and like they feel like they’ll never get it they’ll never hit your standards for what they should be meanwhile you were still figuring out what the heck you were doing like the difference of it is I if Ivy comes to you and says I don’t know how to pick helpers I’m worried and you’re like yeah you should be like you don’t have a model you’re going to suck at picking help not that you would say that but that’s how it’s easy energy the energy the energy yeah your your your body language your that’s what you’re thinking you’re thinking she’s going to suck at doing this and so that’s the energy that gets put out as opposed to saying okay she might make some mistakes but she’s got this when you came in the level three class and you were become an instructor and you said Evan can you go teach the double turn in the front of the class I said no I’m not teaching it you can do this I didn’t know you might fall in your face I don’t know now you didn’t but what would it have what would it have showed you if I came in and did everything for you and especially in front of your students every time you had a little bit of self-doubt that I’d never be as good as you yeah and not even as good as me like you may not be good enough and then you wouldn’t you wouldn’t keep going we’re like no you’re you’re going to do the double turn and if you fall you fall and we’ll figure it out I didn’t know how it would go it turned out pretty well like you didn’t fall over you didn’t stumble could you have taught it better sure I mean your first classes were a disaster but you whatever you’re thrown in there with zero training and prep work and it was that you were doing it so imagine if I just destroyed you at every class and said you suck for all these things that was the worst class it was like and you know I guess if we ever use this for the people watching I told Al I gave Alex the option to go and teach the the day of he’s got 15 minutes as we’re driving to class to say you teach or I teach you pick and so he was not prepared for it and so he said yes.”

Building Confidence in Others

  • “o you did it it was it was like those first three weeks of working with you were the worst classes I’ve ever seen from anybody in my life but if I said that I would that make you feel oh my God would destroy me it’s like you would it would have been over you would have quit yeah and it was true but I knew you could get better or at least I hoped you could get better at least I made you believe that you could get better I mean it’s hard to get you can hide your body language really well no no no but I wasn’t I this is the difference I wasn’t hiding anything I believed you would get better it wasn’t me being fake it was equally the worst class I had ever seen but I wasn’t leaning into the fact of how bad it was I was leaning into the fact that you’re going to get better and leaning in the fact that I was proud that you stepped up and even did it in the first place like somebody who would say yes at the last minute and do it is going to go off and do great things that’s what I was leaning into and I believe that that was not a lie but they were the worst classes that I’ve ever seen and whatever to be expected so what are you leaning into you’re just not believing in your people and so like that’s even a bigger thing than the checklist because what we don’t want to do is bring in things that make people lose confidence in themselves so you don’t need you don’t need Alex’s checklist I I trust you for this now it doesn’t mean again that she’s just going to go off and make up her own level three class and do whatever but she can do this got a lot more self-work to do well awesome so I mean we all do that’s that’s the journey no I mean I mean the just the insecurity of uh just being just being secure attached you know um in my mind I always think I I can do it better I can do it better and that often breeds what you’re talking about which is um people not believing in themselves well and you you can’t do everything yeah and ultimately she’ll find a path that is that is better like she can’t tell your stories well listen um she’s teaching tonight and I get to go culture again tonight coming in and I’ll definitely make sure that when I come in in my mind I believe she can get better I’m not coming into watch mistakes I believe she can get better and it’s I got to believe in her and she’ll come to me for feedback and I’ll give her but you can do this yeah and belief she be again yeah yeah belief she could be great that’s the only thing that like the anybody who is working with you they want that validation of progress and so if they’ve made progress amazing let them know and if they haven’t then you have to be harsh then maybe she didn’t practice maybe she.”

Building Confidence and Encouragement

  • “didn’t go over the material maybe she spent five minutes reviewing everything before it doesn’t mean that that’s acceptable right so you will have to have hard conversations but it needs to inside of the hard conversation needs to be the belief that things can be great otherwise why is she even there like when I was talking to Nik about the first minute retention it’s like I think I believe he’s great and that we can figure this out if you think about the morale like he started off really low on our call because he did everything we asked him to did the whole checklist spent tons of time we cut his workload in half so we can spend twice as much time on the videos that we gave him he did everything we asked and it did had worse results and so now he’s on a call with me like and he just the energy at the beginning was terrible from him right he just feels defeated doesn’t know what to do because we interpret that as we’re not good enough and so it was my job to bring it back up to say like I think you can do and I do I believe he’s great like I think he can do great things he’s done some amazing things I think he can be great we haven’t created great things yet but I can either pound him for all the mistakes that he made or believe in the greatness so I think there always has to be some unless you’re just trying to get rid of somebody you know even in a tough tough conversation there has to be an uplifting to Greatness they should be leaving you feeling okay I I didn’t do my work I didn’t do my job if they didn’t right like only I only spent five minutes prepping but if Alex thinks I can be great I think I can be great as opposed to just feeling like a piece of crap leaving and not that she is and not that everybody is all the time but yeah so it’s not about hiding your feelings it’s about choosing how to feel because I suck at hiding feelings too yeah no I mean I suck at acting and faking and I hate it but it’s choosing what you’re going to focus on what’s my work around right now um is it believing that I can get them there before I can believe more that they can get there cuz I know I I I see what the obstacle is right now I’m concerned I not I might not be able to cross that bridge because in my mind everybody around me I’m like me I don’t think it can to be about you it’s got to be about them like you’re going to help them sure but that they have the raw ingredients to be great at the thing that you’re ultimately asking them to do like if they don’t have the raw ingredients to be great at something pick the wrong person yeah it’s like what are they doing there they need molding they need support they need encouragement they need training they need mentoring they need all of all the stuff but if you don’t feel they have the raw ingredients the wrong ingredients and and you’re a terrible actor what are we doing yeah all right thank you thank you for this um I’m going to do better with her and also with my assistance I’m I’m I’m getting emotional and I’m because I’m feeling so much embarrassment you know um about they don’t deserve to feel like that um that they’re not uh enough because of my own um insecurities you know yeah yeah you don’t need to beat yourself up on that nobody nobody who’s hanging around you is feeling like oh I feel low about myself because of Alex and he doesn’t make me feel belong if you asked any of those people how does Alex make you feel it’s only going to be a list of positive things and if say no no be honest be honest there’ll still only be positive things so you don’t have to take it get off the deep end and it’s great to take responsibility and accountability and all this stuff it’s great yes it’s your fault and like you don’t have to go all the way into the dumpster and that now all these people deserve better and I suck right that that’s the wrong don’t focus on how much you have sucked at doing this focus on all these people what they could be great at and pour that into them because you’re doing it out of love for them to be great as opposed to guilt of you not doing better so you sitting there feeling sad that you’re not doing a good enough job is the wrong energy to carry into going to meet them yeah so think huh say be like I’m so sorry I failed you that’s the wrong energy what you talking about yeah yeah yeah yeah if you’re going to spend time getting emotional think about how great these people can be not how you failed them over the past because you haven’t you haven’t failed them you’ve been great if you ask them you know who has been a top 20 people in your life for past year who’ve helped you I’m sure you’d be on most people’s list so you’re a net positive for all these people people great doesn’t mean you’re doing your best by any shot you can still do way better but how you do better is not through guilt on yourself is through seeing greatness in them and helping them feel that so believe in them more and pour that into them okay I’ll pour in all right there you go all right Alex say all right good luck go do it believe believe to watch me Mentor another entrepreneur watch the video right there next to me I think you’ll love it continue to believe and I’ll see you there if you’re going to work on sales techniques alone you’re only going so far unless you are just a complete Beast that is so highly driven that you can push through your own programs.”

Post/Page #55240
Eric Collin

Eric Collin

Eric is a lifelong entrepreneur who has been his own boss for virtually his entire professional journey. He has built a successful career on his own drive and entrepreneurial determination. With experience across various industries, such as construction and internet marketing, Eric has thrived as a tech-savvy individual, designer, marketer, super affiliate, and product creator. Passionate about online marketing, he is dedicated to sharing his knowledge and helping others increase their income in the digital realm.

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