Transformative Learning as a Part of DiSC Assessment

The first exercise in the Linking Theory and Practice: Activities and Resources section in the chapter on Transformative Learning asks the reader to identify a major transformation in their thinking and provide details about it including the process, the outcomes, and how it changed the reader's outlook (Merriam & Bierema, 2014, p. 101).

In 2017, while I was a Director of Training and Career Development with an industrial cleaning organization of over three thousand employees, my company merged with our largest competitor. This created a new company of over 7000 employees, all of whom held onto the animosities and historical competitiveness that they had fomented towards each other. Our CEO said we were forced to move from loving hating each other to hating loving each other in just one day. Our two companies had been competitors for over twenty years, fought for the same contracts, traded, hired and fired the same employees, and used one another as foils for our losses and our disappointments.

As a part of the executive team, I was in a unique position to see how the senior leaders of our two companies handled the merger. Although the leaders were able to see the horizon and the landscape better than the field technician or field location manager, they were no more mature in their insight or emotional intelligence. Within a few weeks, our human resources department realized it was time for an intervention from an outside consultant. A leadership consultant was hired to come in to assess the leadership team, with the goal to help the team as a whole work together more harmoniously.

Taking the Assessment

One of the first tools this leadership consultant applied to the team was a DiSC personality assessment. Having taken personality assessments many times in the past, this might not seem like fertile ground for a transformative learning experience, initially, it wasn't. But the presentation of the material was what differentiated this experience and the DiSC assessment from other assessment experiences.

The assessment began with the opportunity for each member of the executive team to take the DiSC assessment for themselves. All of this was completed via computer through a web application that quickly displayed our assessment results. Mine came back as an S, which I was told stood for steadiness. According to DiSCProfile.com S personality types described in Business News Daily, an S type in general, enjoys cooperation, is supporting and sincere, is humble, consistent, and doesn't rush (Fallon, 2015).

Taking the assessment and reading about my tendencies reinforced the positive qualities that were listed and that I saw in myself, as well as highlighted those areas that I felt I could work toward correcting.

Setting the Stage

The next phase of the consultation that started to set the stage for a transformative learning experience. First, the team and I were allowed the opportunity to see each other's results. The results not only showed where I stood in relation to every other team member, but showed their tendencies, spelled out their likes and dislikes, and demonstrated to what degree these tendencies were an overall part of their lives. This by itself started us down the path toward more knowledge and a potential transformation, but it was the next day that set the stage for transformation and continued the process.

The following day, the consultant had the entire senior leadership team meet in a conference room together. The meeting began by each person discussing their personality type and how they felt the published tendencies of that type fit their own views of themselves. This open forum for conversation is listed as a part of the set up for Education for Transformative Learning by Mezirow in his chapter Transformative Learning: Theory to Practice in New Directions for Adult and Continuing Education. He writes the "key idea is to help the learners actively engage the concepts presented in the context of their own lives and collectively critically assess the justification of new knowledge" (Mezirow , 1997, p. 10).

Thinking as Groups

The next moment of transformative learning occurred when we were asked to split up into teams based on our personality types. All of the S type personalities were grouped into one corner, all of the D types in another, the I types and C types in two other corners. We were asked to draw or list the characteristics of our personality type that would help others best communicate and work with us.

Again, this technique draws on what Mezirow listed in his chapter cited above, but it also hit on another concept that he listed in the same passage; in "fostering self-direction, the emphasis is on creating an environment in which learners become increasingly adept at learning from each other and at helping each other learn in problem solving groups" (Mezirow, 1997, p. 11).

It is in Adult Learning: Linking theory and practice where the author's state regarding transformative learning "for this to occur, however, there must be space for students to reflect, discuss, and engage in activities that draw upon their life experiences."(Merriam & Bierema, 2014, p. 96). This is precisely what we found during out DiSC exercise. The text goes on to state, "although some suggest a transformation of perspective can occur through noncognitive means such as a spiritual or intense emotional experience, in an instruction setting the tools at our disposal are to model and enable students to examine and critically assess their assumptions about themselves, the world, and their place in the world" (Merriam & Bierema, 2014, p. 95).

Critical Self-Reflection

Having gone through this transformative experience critical self-reflection was a definitive outcome of the event. I have taken several personality tests prior to this event and had even taken a DiSC self-assessment prior to this meeting with the consultant and senior leadership team. The difference in this instance was the ability to relate my experiences to others and to understand how knowing my and my colleagues DiSC assessments effected our ability or inability to work well together. The ability to provide a place for self-reflection of my place in the community, and understand the place that others held, the chance to think critically about how my actions affected others, and in what ways they were affecting me with their personality types, these techniques were deliberately used by the consultant to set up an environment for a transformative learning experience.

Conclusion

Perhaps the most relevant piece of information leading to this transformative learning experience is that it occurred after having been with the same company for almost ten years, and moving through a major acquisition. This was what Mezirow would call a "disorienting dilemma." In the article Transformative Learning in Adulthood, the author Susan Imel states, "Perspective transformation leading to transformative learning however occurs much less frequently. Mezirow believes that it usually results from a disorienting dilemma which is triggered by a life crisis or a major life transition " (1998, p. 2).

The merger, the chance to see my own faults and strengths and compare them to others, and the chance to look at myself with a critical eye, all compounded to create a Transformative Learning event.

Imel, S. (1998). Transformative Learning in Adulthood. In ERIC Clearinghouse on Adult Career and Vocational Education (ERIC Digest No. 200).

Fallon, N. (2015, December 30). DiSC Assessment: What Kind of Leader Are You? Retrieved from https://www.businessnewsdaily.com/8692-disc-assessment.html

Merriam, S.B., and Bierema, L.L. (2014). Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass.

Mezirow, J. (1997). Transformative Learning: Theory to Practice. In New Directions for Adult and Continuing Education (No 74, Summer, pp. 5-12). Josey & Bass Publishers.

Guest Blogger for NaNo - Rebecca Hougham

Continuing with more guest bloggers, Rebecca is up. The fourth in the series and she's a veteran of NaNo. Looking forward to hearing more from Rebecca! 

Prepping for NaNoWriMo: Third time’s the charm!

I’ve always loved the written word (and imaginary worlds) since I could read really. I finally made the move to a career in writing about eight years ago, and ghost-write articles for business leaders — but I’m increasingly wanting to write my own content/fiction! 

I'm currently preparing for my third NaNoWriMo. Last year, I only made it to 10k because of work projects getting in the way; in November 2018, both my parents were seriously ill, so I achieved 0 words! However, I’ve just gone freelance, so hoping I’ll have more control over my time this NaNo. (Plus, my social calendar is definitely ‘lighter’ this November!)

My favourite genres to read and write are fantasy, fairy tales, science fiction, gothic horror etc. But, this time, I’m going to try my hand at writing a pure romance — although I am throwing in a dash of gothic-themed mystery for good measure. And, I’m being a bit of a ‘Rebel’ and adapting a short story into a full novel, so I already have about 7k words written. 

To prepare for this change in genre, and NaNo in general, I’m deploying several methods:

• Researching how to write successful romance — such as reading Gwen Hayes’ ‘Romancing the Beat’.
• Reading pure romance novels, as well as other genres with strong love stories. And watching tv shows/films with romantic elements.  
• Merging specific plot structures for romantic novels (e.g. Hayes’ four phrases/five beats) with generic plotting methods (e.g. Watts’ eight-point arc) to create a bespoke plan for my romance/mystery.
• Signing up for my home regions’ remote write-ins/prep sessions.
• Even writing this blog is refocusing my mind on what I need to do before Sunday! 

So, with more time, and lots of prep here’s hoping third time's a charm and 2020 is the year for me. Although, I am a ‘Plantser’, and heavy on the ‘Pantsing, so who knows what will happen to the plan during November! 

Good luck to all your NaNoers, whether it’s your first time or you’re a veteran. Find me on NaNoWriMo under R.J.G.Hougham if you want to chat romance or writing in general.

Pratt TPI

Having just been introduced to the Five Teaching Perspectives, and having read about them now for the first time, having just completed the TPI and seen my results, I find that I not only agree with the results, but conversely I'm a bit surprised by them.

The results of my TPI were that my dominant type is the Apprenticeship model (37) followed by Transmission (32) then Nurturing (31). Social Reform and Developmental came last each with (27). Overall these results don't surprise me. I've grown up in a very black and white field and environment, and my foundational training, as an enlisted man in the Army, was a very black and white, drill heavy, training environment. I naturally used the principles of instructions I learned in the Army and used them in my industrial services and construction career, and these have created and influenced my perspectives, or my "philosophical orientations to knowledge, learning, and the role and responsibility of being a teacher" as Pratt defines his perspectives (2002, p. 9).

Safety and craft skills training is very cut and dry, "do it this way or you could get hurt," type of training. It's perfect for both the Transmission and Apprenticeship models.  I'm not surprised that Apprenticeship is higher than Transmission. I would bet that I had taken this TPI five or ten years ago that Transmission would have ranked higher. Moving further up the corporate ladder has led my training and teaching styles into new directions, more focus on emotional intelligence and fostering for and mentoring the supervisors beneath me, ergo my perspective has changed as well. In classrooms I've become the facilitator rather than the trainer, and I help to develop understanding of the whole and usually focus on individual relationships. These last few characteristics tie into the third highest score for Nurturing.

I was surprised by the low score for Developmental. I find that I'm constantly trying to Develop and promote those who I teach and work with. Once I researched that a touch more I found the following and it tended to make more sense. "From a Developmental Perspective, effective teaching begins with the learners’ prior knowledge of the content and skills to be learned. Instructors holding a developmental dominant perspective are committed to restructuring how people think about the content" (Pratt & Collins, 2000, p. 4). This is anathema to how we train for safety and craft training. The content is the content and the learner learns it. In many cases we have governing authorities who mandate the class be taught in a certain style, following timetables. Although I might understand the subjective nature of the material, obviously the strictures we work under have affected my beliefs has made the Developmental Perspective a recessive one for me.

In terms of Social Reform, in our community of learning, safety is the social aspect that needs reform. Another article I read summed up the Social Reform Perspective as "the most difficult perspective to describe because it has no single, uniform characteristics or set of strategies. In our research, we found social reform teachers in community development, Native education, AIDS awareness, Mothers Against Drunk Driving, the civil rights movement, environmental education, women’s health, labor union education, religious education, and even within such established occupations and professions as automotive repair and medical education" (Pratt, 2002, p. 8). The field I work in, industrial services especially in chemical, oil and gas, could easily be a part of that list of professions in the sentence cited above, but to be more specific, behavior based safety and safety systems in general would be a more apt social reform platform within the industry community and there is a compelling push towards this in many of the larger contracting companies and oil refinery owners. Might we have fewer safety incidents if I encourage all of the trainers on my team to be more deeply committed to that social issue? If each training was created with the idea that it was an instrument for change in this arena and to keep the trainee, their colleagues, and any one on the site safe?

I understand that this TPI must act as a gauge or a bellwether, not a hard and fast dictum. Also, I understand that confirmation bias plays a part in any of these inventories, but it does show me the areas where I might need to tweak my understandings of teaching and learning. How much more successful might I become as a trainer if I focus more on how the learner understands the world and how he will see the information, rather than just serving the information up to him as is? Will that generate more immediate and long-term buy in? Pratt writes, "if teachers are to improve, they must reflect on what they do, why they do it, and on what grounds those actions and intentions are justified" (2002, p. 9). Being able to identify where we can improve and make tweaks to change our perspective as needed, based on the class or learner, would make teachers with that capability far more powerful and effective as knowledge transfer and growth.

Having read about all 5 of Pratt's perspectives I understand and agree with his assessment. As with most things there are shades of grey to be found between the black and white and we evolve and change as we mature and grow as teachers. It's rewarding to have that confirmation and a target of what more can be focused on.  Pratts ability to break down the perspectives and show each perspective as it relates to the learner, the content and the teacher is unique and simple enough to make it hard to argue with. I would like to see how different blends of perspectives would look when those models (the learner, content, and teacher) are applied.

Pratt, D. and Collins, J. (2000). "The Teaching Perspectives Inventory (TPI)," Adult Education Research Conference. https://newprairiepress.org/aerc/2000/papers/68 (Links to an external site.)

Pratt, D. (2002).Good teaching: one size fits all? In An Up-date on Teaching Theory, Jovita Ross-Gordon (Ed.), San Francisco: Jossey-Bass, Publishers.

Guest Blogger - Linda Rader on NaNo

As a part of the continuing series on guest bloggers for NaNo (see here and here), I got an entry from Linda, unexpectedly, and it's an awesome peak into what it takes to prep for NaNo. I look forward to hearing more about how her journey goes!

If I am going to write 50,000 words for the month of November why not start now in October? That is what I thought last year, 2019, and I started on my wip early and continued through the month of November. This year I started even earlier in October. It is never too soon to build good habits.

My goal is 2000 words a day on a specific story idea. I was successful in writing that much last year, but it was sometimes like pulling teeth to get the words out. My mind just goes down a certain path and comes to a dead end.

When that happens I usually starting writing what if's: “Just supposing I did have something to write about what would it be?”

“Well, it would be a fantastic idea with lots of action.” Or something along those lines is what I reply. All I needed was a jumping-off point to start talking about the ideas in my head. I talk to myself constantly, as many people do, and so I really can simply write for minutes on end. More than 20 minutes at a stretch wears me out and I need to take a minute or two breather.

But “what if” questions help me get over that internal editor who says I have to write something deep, something exciting, or worse of all “Something Original.”

No, you just have to write and all those other things happen in the rewrite. Once I agreed to give myself permission to write badly, on the theory that bad writing is better than no writing at all, I began to produce quantity. Did quality eventually come from that? I'm not sure I have made that goal yet, but at least I am on the path. I have written something. I have started NaNoWriMo in October.

ISTP?

 As a part of a new class we are creating for leadership, we ask the class to take the Kiersey Temperment Sorter (KTS) survey. This is an assessment similar to a DiSC that helps folks fiture out who they are and how they can work best with others. How valid is it? Well, personally, I think that you can answer differently and be classified differently depending on the mood when you take it and how you read different questions. But today when I took it I came out as an ISTP. 

What's an ISTP? Well, I'm an introvert, sensor, thinker, perciever. If I had been asked before hand what qualities I thought I would fit into, I would have said, ENFP . . . extrovert, intuitive, feeling, perceiving. So except for the perieving part, I was WAY off. 

Here are some snippets about me. I've highlight the ones I believe are correct, and crossed out where the assessment was off. 

FEARLESS

Crafters have a risk taking nature, and are utterly fearless
in their actions. They exude an inaudible intense energy, which cannot go
without notice. They display a piercing and penetrating expression through
their eyes, focusing on the goal at hand. Crafters are decisive and act quickly
in the moment, unhindered by the threat of consequences. In everything they do,
they seek adventure. They thrive when they are stimulated, as they live on the
adrenaline and rush of peak experiences.

AUDACIOUS

Crafters are bold and courageous in their approach to life.
They do not let other’s opinions of them determine how they should act or be.
They are ever confident, and see themselves as an exception to the norm, not needing
to comply with others or with the majority group. They have the audacity to go
with their gut impulses in making bold moves. When others say, “It can’t be
done!” They step up to the plate and go for the home run.

CAMARADERIE

Crafters seek out a common foe to defeat. They expect others
to be able to hold their own, and to step it up whenever called upon.
Friendship with a Crafter is not for the faint of heart. They stick together
with the fierce. Those who do not meet this criterion are excluded from their pack
without apology. To those they love, they give generously of their time, and
are committed to go the distance. They see their partners as fellow warriors
who they are willing to die for.

COORDINATED

Crafters are naturally coordinated with using their body
movements and senses. They connect themselves to objects they intend to utilize
for manipulation. While coordination is often a skill to be learned or practiced
by most people, for Crafters it is a part of who they are and how their body
naturally moves. They work tirelessly to master their technique and skills.
Their desire for mastery is an addiction. They endlessly pursue perfection, and
stick to something until it’s just right.

INSTINCTIVE

Crafters use their primal instinct to gain any advantage
they can to ensure victory. Extremely utilitarian, they pick up on things
immediately, and they use whatever they have at their disposal to achieve their
aims. Listening to their gut is not something which they have to contemplate or
ponder before taking action. They are tactical and can maneuver at a moment’s
notice to adapt to the situation. They take action without giving regard to
anyone’s approval.

FREEDOM

Crafters must be free to vary their moves as the urge
strikes them. These fiercely independent lone wolves will not be tied to schedules
and commitments, and thus they cannot always be counted on to follow through on
everything according to plan. They use their freedom to seek adventure. They
need to be free to move in order to feel alive. They forge onward with bold
steps without giving any credence to rules or regulations. Crafters cannot be
contained or tamed.

So I can see myself in some, but definitely think something was off about some of the other qualities. Still it's fun to take these assessments and see where one lands. Like horoscopes they all are designed to make you feel good about yourself. 

Guest Blogger for NaNo - Shannon Hovey

Another Guest Blogger to follow up from Alex's post last week (see here). Shannon has agreed to give us her thoughts on the upcoming NaNo adventure and keep us abreast of her progress. 

It’s just over a week until NanoWriMo, which means it’s Nano Prep time for all us writers participating this year. For most of us, that means developing your story idea, creating characters, deciding on setting, and making an outline for your plot (if you’re starting Nano with a blank page, check out the Nano site – they have lots of resources and checklists and exercises to help with all of that prep work).

For me, Nano Prep is a little different. I’m not starting a new story with a blank page, so the development of characters, plot and setting is complete (I’m told this makes me a “Nano Rebel”, which is a label I rather like). I crafted my rough draft using the Three Act Story Structure (which I highly recommend). My story is formatted into two sections, both written in the epistolary style. The first part is a series of journal entries taking us through the complete story arc, character arc, and ending with the Resolution. The second part is an Epilogue that is a series of letters (or emails) back and forth between the two main characters. My plan is for the journal entries to be about 50,000 words, and the letters about 10,000 or so. I am deep into the rewrites, so my Nano Prep is basically gearing myself up for a giant push through the month of November - making sure other commitments are as few as possible for the month, organizing notes, and focusing my attention on the upcoming scenes so that when the clock strikes midnight on November 1st, I’m ready to go (okay, so technically I’ll probably be asleep at midnight, but I’ll be chomping at the bit when I wake that morning!).  

So, what’s my NanoWriMo goal? To complete the 2nd draft of the first part of my story (50,000 words). I’m now just over halfway through the rewrites of the first part, giving me a starting point for NanoWriMo of about 25,000 words. With the help of Nano Buddies holding me accountable (and perhaps a weekly check-in here with all of you!) let’s see if I can get to the 50,000 word point with my rewrites by the end of November!  

What are your goals for NanoWriMo? Send me a Buddy Request and help hold me accountable!

(You can find out more about me and my writing at http://shannonhovey.com ) 

Expectations vs Reality

Last night . . . Big party . . . Long night . . . Lots of booze . . . Lots of fun. 

I saw my sister-in-law . . . With whom I have very little in common. In fact we are aggressively opposite. She could say “good morning” and I would say “not really, is it.” So, like I said, nothing in common, but I love her nonetheless.

Funnily enough, she has my dream job. She’s a realtor. I would love to be in real estate. My father was in real estate. Maybe it’s genetics.  But if I could have any job that would be it. Instead, I have a really nice job that I can’t leave to follow my dream. Made me think about expectations vs reality. 

I had another fast run today on my goal to run every day for 100 days (see more here and here). Why is it that just about every two weeks I do a long run and its usually after a party, or after waking up from a hangover, or when I least expect it. Today, it was my second fastest run of the last 90 days. 9:20 per mile pace, for 4 miles. (Somehow I hit a 9:06 per mile pace for 4 miles back on September 26th! I wonder what I did the night of September 25th?!?!?)

What does this have to do with expectations vs reality? I doubt I will do another fast run before I hit 100 days. This might be the fastest I go for the rest of this challenge. When I started my 100-day challenge I thought my knee would give out within two weeks. Since then I’ve continued to expect my knee to give out. Instead, my knee has remained strong. Sure I have about 9 days left, but so far so good. In fact I’ve gotten far faster than I expected. Not only that I’ve lost over 10 pounds. That means in that past two years I’ve lost 20 pounds. I’m the slimmest I’ve been in about 5 years. All great things when my expectation was that wouldn’t make it two weeks. 

If I had let my expectations control me, then I might never have tried this challenge. Now, look at me. I'm glad I took that chance. How many other people do I know have wilted before even taking the chance? Isn't it that desire to take a chance that makes life fun?

My dream might be to be a real estate agent, but here I am living a life that many others would kill to have. I’m a top executive in a nonprofit that allows me complete freedom to pursue all of my whims in training. They’re sending me to get my PhD. I’m working with wonderful people. Yet, I’d rather do real estate. How silly is that? 

It’s funny to me how what we hope and think will happen doesn’t come true and yet what does come true is such a blessing despite our best efforts. 

Complicated or Easy?

 Lately I've been struggling to find the mot juste, so to speak in songs, movies, and in writing (see here, here, here, here, and here). The turn of phrase above is apropos considering today's installment. This comes from Emily in Paris, a silly show that I happened to watch as I was doing other things, and I only found mildly compelling because I spent a year in a French-speaking country as a foreign exchange student. If you weren't a foreign exchange student to Europe as a kiddo, you might struggle to find the series interesting. Just saying.

Adult Education and Adult Learners

As I look around to see who might be considered an Adult Learner in my areas of influences I see potentially thousands of field workers who are trying to learn about safety and skills that they might use on the job in the petrochemical and oil refining industry. 

The learning community I support helps introduce and to develop the safety and skills of technicians and operators in this industry. However, according to Lindemann's quote on page 3 of the text, these thousands might not be classified as adult learners as his definition states "adult education more accurately defined begins where vocational education leaves off. Its purpose is to put meaning into the whole of life." a large majority of the training we provide is clearly linked to the vocational. There are some classes we provide on Leadership and on Safety Supervisor which might transcend this "vocational" status, but that Lindemann definition is a limiter for me.



I prefer the Rachal definition found on page 9, whereby he organized the purposes of Adult Education into the following categories 1) Liberal, 2) Occupational, 3) Self-Help, 4) Remedial, and 5) Scholastic. This view more accurately aligns with my own views and how I categorize adult education. In this schema then my own learning community occupies the occupational side of things as well as the remedial, and self-help, and potentially the scholastic as well.



In terms of the Liberal category, if we think of this category as advancing society and developing and promoting equality, I think we see that in this industry and community as well. Technology is commonly seen as an overwhelming and positive advancement in many parts of society. Many times people will show how technology has changed the industry by remarking on how much has changed due to technological advances. In our industry, the same thing can be said of "safety training." If you look at the environmental impact, the safe work practices, the behavior-based safety systems that are commonly promoted now, compared to refinery environments of the past, an observer would be shocked to see the differences. A tour of a modern-day, western refinery compared to a third-world or less advanced would show drastic differences in safety, environmental awareness, and respect and care for the worker. This shift has taken place in our industry already and we are further developing it every day with each training we provide.



When seen through the prism of Rachal's categories for the purpose of Adult Education I look around daily and see thousands of eager and willing adult learners all with varying reasons for coming to our organization and all leaving with at the very least some soupçon of advancement in their adult education resumes.



These past two weeks have had a heavy dose of definitions, I wonder are others in our class are having a hard time fitting these definitions into their own pre-conceived definitions of Adult Education?



How have you been able to square things with your past notions of what Adult Education is and what these new definitions are telling us?



Ross-Gordon, J.M., Rose, A.D., & Kasworm, C.E (2017). Foundations of adult and continuing education. San Francisco: Jossey-Bass.

Ah Ha Moments with Micah

This week I got to have a long talk with Micah. Micah is an art teacher and is working her way through classes as I am. She posed a question regarding connection and engagement that I loved, "The idea of building a connection on a foundation of your insecurities and difficulties diminishes our accomplishments, makes our ah-ha’s seem less special, and (I think) can lead to a cycle and habit of negative self-talk."

For me, there can be nothing more pernicious and undermining to our ability to move forward positively as a learner, teacher, and humans than that tendency for "negative self-talk" that you describe in that passage. I don't know if I have it in me to re-write rule #4 specifically, but that passage resonated and made me think of a couple of rules that I promote within my teaching and leadership teams. 

The first I learned in the military and anyone in the military should be familiar with it. "Complaints only go up, positivity goes down." There are many variations of this with more colorful language but to boil it down, never complain about things to your troops, only show the positive side of things. If you have to complain, complain only up the chain of command. This has served me well both in and out of the military. Complaining down the chain of command starts a vicious circle of kvetching and a spiraling disgruntledness that is hard to slow. This could be one of the first things I promote within my new leadership cohort whenever I train a new supervisor or trainer.

The second one is "Celebrate and advertise your own wins because you might be the only one doing so." For a long time I worked behind the scenes and things got done and no one seemed to know how or why. It was only in the last few years in my career when I saw my direct reports acting in a similar manner and not getting recognition for their work that I realized they were modeling themselves after me and how I worked. I changed the model to ensure our work was recognized. If you can't recognize your own successes who's to say others might? It's important to be able to promote and advertise the positive aspects of your work whether through quick elevator pitches to the CEO in the hallway, at lunches or even at end of project parties. 

Perhaps not the best rewriting of rule 4 but what you wrote really hit me as something I saw in The Skillful Teacher as well, a tendency to navel-gaze toward the negative without the promotion of and illustration of all the positives that might be out there. Great post Mica!

Guest Blogger for NaNo - Alex Cole

I've been working hard to find some other viewpoints that I can share with my readers for the upcoming National Novel Writing Month challenge that begins November 1. I have found some guest bloggers who have agreed to share their NaNo prep and NaNo writing adventures. 

Earlier this month when I released my compilation of short stories I heard from my Number 1 Fan, Alex Cole (my cousin). Alex has always been curious about writing and has in the past asked about my writing process. I convinced him to try NaNo out and to share his experience with me in blog posts. Here's the first!

This first sample he's sent me belies his capabilities and experience. Having graduated from West Point and served as an officer in the armored cavalry,  . . . not to mention being a new father, . . . he certainly has more than 50,000 words worth of stories in him. I look forward to his next post and seeing what he produces!

Well, I guess this is happening. I am gearing up for my first National Novel Writing Month, which means I have no idea what I am getting myself into. I don’t think I wrote 50,000 words in four years of college. But I couldn’t say no because Dick was so enthusiastic about it. His optimism and motivation are infectious, but I hope he knows that he has to keep me motivated and accountable as the month rolls on. 

 

This type of endeavor is not typical for me. I am a very private person, so the idea of being vulnerable and putting a creation out into the world is terrifying. This will be a growth experience, and I’m already starting to broaden my horizons. 

As I start to brainstorm ideas, I am learning that the things I want to write about are the things that normally excite me. I am an avid military history student and find myself looking to the past for inspiration. However, I’ve surprised myself as well by considering other genres and finding story ideas in mundane things around me that are not my normal passions. 

I have also started thinking about my writing skills, finding my writing voice, coming up with an ideal story structure, character development, etc. I’ve even been asking myself questions like, “Can I realistically and convincingly write from the perspective of a young woman when I need to? Can I write about something I don’t know about? How do I learn to do that? How can I relate and connect to readers that are very different from me?”

I’m certain I am not the first NaNo participant to ask these questions of themselves, so I am in good company. So far, this journey has also brought me some joy and a new hobby to pass the day, which I am thankful for. More to follow.  

Never Complain Down

My friend and colleague Micah asked me about a mantra I use . . .  and it's a worthwhile subject to continue forward with. Her question was: "Do you think if leaders only show the positive side to those they lead, that the people under them will feel less connected with the mission/vision/goals? Or would you saw that this is more situational?"

In the military, the rule to only complain and push positivity down was somewhat set in stone and was primarily there to help with motivation. Why have the privates in an infantry fire team hear the complaints from their leaders and have absolutely no capabilities to make any changes, either with the mission or with their careers and lives? We were all kinda stuck there for four years, best to make the best of things. And as leaders, we shielded our teams from the negatives they couldn't change. 

Now that I'm in the business world I've kept that mantra around although its a tad more nuanced. I think it's more about sheltering and shielding my direct reports from the negative and emphasize the positive, rather than excluding them from mission, vision, and goals. I think now, I may express the negative to my teams, and help them craft their own message to the troops beneath them, but I always try to keep a positive spin on things. Who wants to work for a place that's filled with negativity and drama?

As Micah mentioned, it's probably more situational. It's a rule of thumb. Now that I'm a senior leader at my organization I find myself being more realistic with my supervisors than I was with my teams when I was just a supervisor. I feel certain my direct reports do the same and will probably follow in my footsteps. I'll say that my leaders tend to follow the same mantra. They might be realistic in their threats, opportunities, and weaknesses but not to the point that it's complaining to me. Price of leadership perhaps?

Emotional Intelligence 2.0

So, I haven't written much about first lines lately, because as I've said, I'm not reading for fun as much, and who really wants to hear a bunch of first lines from books on the theory of adult learning. But, first lines are still quite important, and I always look for them. 

The warm California sun greeted Butch Conner as he stepped out of his truck and onto the sands of Salmon Creek Beach. It was the first day of a long holiday weekend, and a perfect morning to grab his board and head out for a surf. Most of the other local surfers had the same idea that morning, and after 30 minutes or so, Butch decided to leave the crowd behind. He penetrated the water's surface with long, deep strokes that propelled him away from the pack and over to a stretch of beach where he could catch a few waves away from the crowd. 

Once Butch had paddled a good 40 yards away from the other surfers, he sat up on his board and bobbed up and down in the rolling swells while he waited for a wave that caught his fancy. A beautiful teal wave began to crest as it approached the shoreline, and as Butch lay down on his board to catch the wave, a loud splash behind him stole his attention. Butch glanced over his right shoulder and froze in horror at the sight of a 14-inch, gray dorsal fin cutting through the water toward him. Butch's muscles locked up, and he lay there in panic, gasping for air. He became hyper-focused on his surroundings; he could hear him his heart pounding as he watched the sun glistening on the fin's moist surface. 

Emotional Intelligence 2.0 - Travis Bradbery & Jean Greaves

So, for an adult learning and leadership book, non-fiction, it's not a bad start. And it only gets more exciting when the shark starts toying with him and trying to eat him. Emotional Intelligence is an area that I'm really looking forward to digging into. I read about it years ago, and I'm looking forward to finding out much more. 

Meaningless Goals and Everyone Gets a Trophy

I took a look at my NaNo labeled posts, and truthfully, I'm surprised there aren't more. My first post was in 2009. I think I've done the challenge five or six times. I know I've completed the 50K words four times. What's sad is that all the history of my work has disappeared from the NaNo site. 

I was chatting with another writer on NaNo the other day and she was reminiscing about old school NaNo. I remember it well. That first time I did it (2007 see here for proof!), the national site was just opening up. I think it might have been the second year. The site was very bare-bones. There was a profile home page, a chat room or two, and a place to paste your document to get your word count verified. 

That was the only award or way to "win." You got to 50K words and you "won" the challenge and got a silly certificate that said, "you're a winner." I remember thinking "that's it?" I remember thinking that "winning" didn't have much value if it was so easy to cheat.  

The other day I was talking about generational differences in our society over the years that might have contributed to the social unrest we see. This is an interesting crew I was talking to as one worked as a cop for many years and still works for the government in security. (Funnily enough, he and I served in the exact same platoon in the Rangers! . . . just separated by 3 years). The other person in the discussion group is a professor in academia. So his views are far different. We discussed that this is the result of an "everyone gets a trophy" mentality. 

I look at the NaNo site and WOW can you ever see that! Now, not only is the "winning" of the challenge undervalued, but you can add dozens of other free "achievements" and "badges" to your profile. You want to feel good about your writing? Don't worry about writing 50K words, just give yourself a badge for "signing in" or for being an "outliner." Not an outliner? Give yourself a badge for "Working without a net." Want both? Sure! 

Its gotten only more ridiculous and meaningless over time. I think that's apropos when discussing the social unreset we see too. But then again, perhaps I'm an old fuddy duddy.

Love those Covertly Deep Songs

 I rarely listen to country music. I find there are two or three typs of country music. There are those that are treacly and stupid. Then there are some that are formulaic and you can't tell them apart from the song you heard just the song before. 

Then every now and then there are those that hit you deep in the heart. These are the songs that make you think that country music writers and singers are the true troubadours of our society. They make you think deeply about past loves, and current ones. Maybe you begin to think about future loves and potential losses. 

Building Trust (or perhaps Demo-ing it)

So the amazing story of AJ and Hakim continues (see here, here, and here). Now, I don't really care about the story or the outcome, it's just amazing to see that the story doesn't die and that it's surreally not ever going the way I would expect!

So, I was sitting in my office this morning when I got an email  . . .yet again . . . from AJ the other day and he asked . . . again, yet again . . . if I had gotten a chance to speak with Hakim. 

"No," I told him. "I haven't heard from Hakim."

This was when AJ said something I didn't expect. 

"Well, did you reach out to him?"

I almost dropped the phone. Again, for those just joining this conversation, Hakim failed to show up for a call and since then has done the absolute bare minimum to try and re-start our conversation. Worse, Hakim is the one who wants my help, and yet he does less than nothing to try to either repair the problem he's created or to continue to build the trust needed to move forward. From my perspective, this could be the most absurd business relationship I've ever been a part of.

"Well, no, AJ," I told him. "I didn't reach out to Hakim. I've been busy with some other stuff and it's his project, not mine so I really think it's up to him at this point."

"Well, I told him I'd try and set something up."

So, that's the point of this post. Throughout this entire ordeal, AJ has been using the trust he built with me over years to help broker this side deal between me and Hakim. Hakim has already ruined the chance he had to build trust. 

AJ, has a trust to spare with me, but that might be going away rather quickly. Now it seems that he's leveraging his trust to help Hakim. Worse, and this I have absolutely no patience for, he's being lazy. He is brokering this meeting through the laziest way and using the least effort possible. I knew that Hakim was a flake and I couldn't rely on him. Now I wonder if AJ can be trusted. 

The conversation ended with "Well, if you get a chance you should really call him." 

I will not have a chance. In my mind the relationship is done and building it back up to a point where it could move forward would take far more effort than either AJ or Hakim have displayed up to this point. They are starting from behind the starting line now. This is the fourth time AJ has tried to get this together. 

Then there is that thing about habits that I wrote about (here). We as humans get into habits and for different people we express tendencies that once set hang around insidiously. Hakim is in the habit now of waiting for me to call him. AJ is in the habit of people doing the work for him. I'm in the habit of thinking this is ridiculous and can't wit to see where it goes. Hard to break those habits once they form. 

I've heard from Hakim just once. I've never seen a lazier business person.

I am actually looking forward to seeing if this continues cause I just can't imagine it will!

NaNo Prep

 So, I freaked out the other night when I started planning some more for NaNo. Why? Cause I was supposed to find some time this week to write a bit. Did I? No. Why not? No idea. Why's this bad? Cause it's about to get worse.

The past few weeks I've been between classes. I had a week or so off and I wanted to take advantage of that. I failed. That transition time has come to an end, and now I'm looking at the amount of work I have during November and I'm FREAKING OUT!

Additionally, I thought this class ended the first week in January. The professor told us that nope, we would get it all done by the first week in November!!!

Work too is busy. Tons of projects all being run at once with no sight of letting up. Then there's the daily hoi polloi of school for kiddos, soccer for one, clubs for the other, family chores galore, and did I mention I'm doing a running challenge? Thank goodness that's almost over. But the only time I could find for running yesterday was 5:30 in the morning! Guess who was up at 5:30 running in the rain. 

November is a perfect storm of busy. 

I'll get through it. I have a plan. I spend two or three days (sometimes four) driving to work. Each drive to work is one hour there, one hour back. That's a lot of time to listen to music, listen to podcasts, call people, etc. Guess what else that time is perfect for? 

Right! Dictating novels for NaNo. 

I've done my first test. I'm completing the transcription tomorrow. I will say this, there is nothing quite so dorky as composing and writing a novel out loud as you drive. Dork or not, it will get done!!!

NaNo Prep

 So, I freaked out the other night when I started planning some more for NaNo. Why? Cause I was supposed to find some time this week to write a bit. Did I? No. Why not? No idea. Why's this bad? Cause it's about to get worse.

The past few weeks I've been between classes. I had a week or so off and I wanted to take advantage of that. I failed. That transition time has come to an end, and now I'm looking at the amount of work I have during November and I'm FREAKING OUT!

Additionally, I thought this class ended the first week in January. The professor told us that nope, we would get it all done by the first week in November!!!

Work too is busy. Tons of projects all being run at once with no sight of letting up. Then there's the daily hoi polloi of school for kiddos, soccer for one, clubs for the other, family chores galore, and did I mention I'm doing a running challenge? Thank goodness that's almost over. But the only time I could find for running yesterday was 5:30 in the morning! Guess who was up at 5:30 running in the rain. 

November is a perfect storm of busy. 

I'll get through it. I have a plan. I spend two or three days (sometimes four) driving to work. Each drive to work is one hour there, one hour back. That's a lot of time to listen to music, listen to podcasts, call people, etc. Guess what else that time is perfect for? 

Right! Dictating novels for NaNo. 

I've done my first test. I'm completing the transcription tomorrow. I will say this, there is nothing quite so dorky as composing and writing a novel out loud as you drive. Dork or not, it will get done!!!

Connectivism

In a former company, we set up a MicroLearning platform to provide leadership training via cell phone delivery for our field leadership. This was a huge hit for the organization but had limited usefulness. We found that MicroLearning (small chunks of training) were not ideal for the primary delivery of the content. We were able to create a powerful network among our leadership teams which was unique and very similar to the idea of "connectivism" that we discussed in our last class.

The "chatbot" method we are currently using is different in that we are using MicroLearning as reinforcement during and after the primary training to help create recall . . . to help move the information from short term and working memory to long term memory. It works just as you mentioned with your daughter. I've found having used both methods, this reinforcement engine is far more effective.

For this, we are using an off the shelf application called "Mobile Coach" to test the waters. My organization's IT department is also working to create our own MicroLearning app that we can use and develop inhouse. Mobile Coach has been terrific to work with, and the app is very easy to set up, but if the system becomes popular the cost will be too great. But you're correct in that being able to provide learning directly to the learner's phone is an ideal way to engage them during and after the training. 

I'm also looking forward to using this technique prior to training as well. Imagine the capability of knowing what class a student is about to take, then sending them information regarding the learning objectives before they take the class. These "MicroLearning Pre-Tests" would help engage them in the training and fine-tune their focus onto the learning objectives for the course. This pre-test compatibility will help them understand what they're getting into, introduce them to the learning objectives before the class, and get them used to using their phones for information exchange. It's a blend of MicroLearning reinforcement and Adaptive Learning techniques. 

Being a Mentor and Leader

We were asked the other day whether we think a team leader can also act as a mentor. Personally, I think a team leader can act as a mentor in many cases. I know that I have people on my team who need a more direct style of direction, and those that need mentorship.

I think back to Blanchard's situational leadership model (2017) where it shows that leaders who can identify the needs of their employees and the type of employee they are can adopt leadership styles that best meet those needs and types. I know within my teams I have managers who are well versed and who have been around for years, they need very little coaching or mentorship. Then I have some who are new managers but have been with the organization for years. They need mentorship on how best to lead and manage their teams. Then I have those employees who are new to the organization and to their positions, and these are the hardest to lead as they need the most input, direction, and coaching. I think not only can a team leader act as a mentor, I think that it is critical that a team leader acts as a mentor but be able to determine when best mentor.





To the question of whether team leaders doing so much can continue carrying their load, I expect my team leaders and managers to not only work but to take on the onerous tasks of management and administrative tasks for their teams. In most cases in our organization, we promote people to managerial positions who are our star players in the department. Their abilities are usually such that they can not only handle their typical workload but also continue to juggle the administrative aspects of the job. When we have managers who can't keep up that pace we mentor and coach them to place they need to be. If they are still struggling and bringing the team down, then usually they are re-assigned.



The Center for Leadership Studies. (2017). Situational Leadership: Relevant Then, Relevant Now. https://www.situational.com/content/uploads/2017/10/FINAL_CLS_History_CaseStudy_Digital.pdf

Pratt's Transmission Perspective

Reading about Pratt's Five Perspectives on Teaching, I was struck by not just our own transmission perspective on teaching our primary introductory class on refinery basic process safety management (Basic PSM) but also how we as an organization were stumbling toward two of the three keys to engagement without realizing it.

The three keys to engagement the Pratt lists are 1) Fostering active rather than passive engagement, 2) avoiding cognitive overload for the learners and 3) using advance organizers such as conceptual frameworks, big questions and threshold concepts. The ones that our organization are already working on are numbers 1 and 2 above.

In terms of fostering active rather than passive engagement there are two things we do. In our primary offering for PSM we provide a workbook that allows the learner to follow along as the trainer presents concepts and take part in drills and activities. This is something we are leveraging in other classes. We are also using microlearning (small chunks) testing via cell phone chat bots to engage the learners during class and during breaks with tests designed to increase their understanding and generate recall.

These are short test questions that are provided via chat directly to the learners phone on a voluntary basis. They are not the exact test questions they will be presented with on the final exam, but are designed to reinforce the concepts that the learner is being introduced to. We are currently expanding this beyond Basic PSM to include providing chat bots for microlearning testing to several other or our core safety classes.

The development of the above chat bot provides and example of engagement key 2, avoiding cognitive overload. While working with the team to produce the content for the chat bots, I felt that the questions were too simple and easy for the learners. One of my team members had to remind me that I've been working in the field for twenty years and these questions and tests were for learners who had never once worked in the industry. Basic PSM is the primer class that all new employees to the industry must take to begin work in the industry. This same phenomenon was called out by Pratt on page 82, "because cognitive overload occurs faster in beginners than in experienced learners it be difficult for a teacher to estimate how much can be presented, at what pace, and at what point learners are likely to experience cognitive overload. To resolve this dilemma, instructors need to plan and teach from a novices point of view." Thankfully my colleague, who has only worked in the industry for four years reigned me in before we released a chat bot that would have potentially increased our learners cognitive overload and provided greater frustration.

The next step will be to find a way to include the three facets of key aspect number 3, using advance organizers into our Basic PSM class.

The interesting feature of this is that our organization was stumbling toward these solutions despite a lack of formal education. I volunteered to take these classes so that we could determine the best ways to refine our teaching and training to make it more effective. The good news is we don't have as big a gap to fill. The little research we had been doing as an organization on our own was in the midst of addressing and implementing many of the solutions that so far I have learned through this class and my previous class. 

Pratt, D.C., Smulders, D. & Associates. (2016). Five Perspectives on Teaching : Mapping a plurality of the good. Malabar, Florida: Krieger Publishing.

Reading Brookfield's The Skillful Teacher

Having read many chapters that Brookfield has authored I was looking forward to reading a book by him. I was not as impressed as I had hoped I might be. I selected two chapters to compare their similarities and differences, and identify their strengths and weaknesses. 

I had a very hard time with one aspect of Brookfield's book, The Skillful Teacher, regarding the ordering of chapters and the presentation of the material. There seemed to be two types of chapters, the first on general, universal, theoretical advice and thoughts. The other chapters were far more specific and offered detailed, concrete tools and techniques. The Chapter on Understanding and Responding to Classroom Emotions would be one I would put into the first, more general category, while the chapter about Teaching Online I would place in the second. Regardless of this critique there were two chapters I would compare and contrast and those would be Chapter 9, Teaching about Racism and Chapter 6, Lecturing Creatively.

I found the chapter Teaching about Racism to be especially difficult to read as it relies so heavily on Critical Race Theory as the foundational element of how he addresses race. Although I don't necessarily agree with the tenets and the beliefs behind critical race theory, the fact that Brookfield, most of his tools and techniques all work toward creating and supporting a reflective learning style, the fact that he is an advocate in Critical Race Theory seems to naturally fit. I liked the fact that Brookfield didn't shy away from it, I just don't necessarily agree with the process, procedure, or foundational understanding that he employs.

The chapter on Lecturing Creatively I found to be the most useful. This would be a chapter I would call a more direct, or less theoretical chapter. Although it offered many tools and tips on how to make lectures more engaging, the reflective learning style that Brookfield promotes can be seen in these tips as well. A clicker response tool for the learners to provide feedback, social media responses, peer critique, these are all in line with that reflective learning style and getting a feedback loop engaged.

Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons.

How is it Already October 12th?!?

 October 12th is always a day that I'll remember? Why? . . . That's an interesting story. 

I had a friend years ago, and that friendship became a tad toxic. 

Eventually it got to a point where I had to ask if we should just stop. 

I wrote a long email, well thought out, each word precise and considered. It was a letter where there had to be an answer either yes or no. It was a letter where I would get a response, and it would tell me which way we should go. There was no ambiguity, that was assured by how masterfully I wrote this email! (I wish I had kept a copy!)

They did write back. Their response to my saying: should we continue to be friends, or would it be easier if we just stopped being friends was: 

How is it already October 12th?!?!

At no point in my letter did I make any reference to date. In no previous email had I referenced time, date, or anything. There was no reason for them to ask this. There was nothing special about October 12th. It was nothing, just another day. 

All of that hard work to ensure against ambiguity had been dashed and destroyed with one simple sentence, one I had not expected nor could I have expected. It was a master stroke on their part. They kept the ambiguity and the friendship going (it didn't last too too much longer after that). 

I mean I've looked it up and I've found that October 12th is:

• Columbus Day
• Canadian Thanksgiving
• National Farmers Day, and 
• Indigenous Peoples Day

I wonder sometimes if I should reach out to them and ask them about October 12th. Maybe every October 12th I could reach out to them and write "Can you believe it's October 12th?" I wonder if it would resonate with them the way it did with me. I doubt it. I think it was just something to be said when there's nothing else to say. Wasn't that the definition of supercalifragilisticexpialidocious.

Regardless, every October 12th I've always taken a moment to wonder what the hell October 12th meant. It also always stunned me that I was trying so hard to find a definitive answer, wrote a message to get that answer, and the answer I got back only made things worse. Funny ole world. 

First Lines of Brookfields The Skillful Teacher

 As a continuation of my posts on the importance of and my reading of first lines (see here), I offer this from a recent book I read, Stephen Brookfield's, The Skillful Teacher. 

Passion, hope, doubt, fear, exhilaration, weariness, colleagueship, loneliness, glorious defeats, hollow victories, and, above all, the certainties of surprise and ambiguity; how on earth can a single word or phrase begin to capture the multilayered complexity of what it feels like to teach? Today's college classrooms are more diverse than ever before, and the explosion of online learning and social media has thrown traditional conceptions of college teaching out of the window. The truth is teaching is a gloriously messy pursuit in which shock, contradiction, and risk are endemic. Our lives as teachers often boil down to our best attempts to muddle through the complex contexts and configurations that our classrooms represent.

Brookfield, S. (1990). The skillful teacher: On technique, trust, and responsiveness in the classroom. Jossey-Bass Publishers.

So, just how does one begin a book on becoming a better, more skillful, college professor? I guess the above is as good as any, but the truth is, I just don't think it's that inspiring. Sadly, I didn't find the book itself much better than the first line.

More on Elections

 Last week I wrote about my election predictions based on my mug delivery (see here). So, I ran across another challenge about election prediction and I tried it. 

The challenge:

Open the nearest book and turn to page 24. Read the first full sentence on that page and that predicts how the election will turn out. 

So I have a problem. I have two books close at hand. 

On page 24 of the book I opened on my computer it says:

The cab pulled to the curb two minutes before five. I studied the house, replete with standard Chicago architecture. 

On page 24 of the workbook (which I wrote) near me on my desk is the following:

Mutagens affect genetic material, DNA, and can cause cancer or mutations in future generations. 

On page 24 of the magazine on my desk (I did NOT write this one), it states the following:

Training Top 10 Hall of Famer Deloitte is using mobile technology to give employees additional ways to grow in their careers. 

I don't know folks, but I'm not closer to knowing the outcome of the election. I was hoping for a tad more clarity personally. 

ARE YOU COACHING CORRECTLY AS A LEADER?

In HASC's LEAD class on Foundational Leadership, our facilitators spend a lot of time focusing on Leadership Styles. 

COACHING involves a great deal of "hands-on" involvement in an employee's work process. As a rule, a coaching approach works best when the employee shows weaknesses that need improvement. For coaching to be effective, the employee must acknowledge those weaknesses and indicate a desire to improve. 

Employees who need a Leader to be a Coach display the following:

• Have a desire for clear goals
• Need perspective
• Frequently want feedback
• Look for praise for progress
• Need assurance that mistakes are okay

Keep in mind that all employees move through a life-cycle of
competence and commitment.

Competence – knowledge & skills gained from education training
and experience.

Commitment – a combination of confidence and motivation.

 Employees who need greater coaching have SOME competence and LOW commitment.

COACHING embraces collaboration and pushing employees to set and reach their potential while contributing to the team’s greater goals, creating a harmony of personalized goal-setting and career mapping. 

If you are COACHING an employee, you should be sure to:

• Involve the employee in identifying problems and in setting goals
• Provide support, reassurance, and praise
• Listen and offer the employee an opportunity to discuss concerns and share ideas
• Involve the employee in problem-solving and decision making
• Make final decisions about action plans after listening to the employee's ideas and feelings
• Provide direction and coaching to continue building and refining skills
• Explain why a particular approach is being taken
• Provide perspective about how long things should take and feedback about whether development and performance are on track
• Define what a good job will look like and how performance will be tracked with the employee
• Continue to provide frequent follow-up and feedback

First Line for Three Days

Lately I've been doing a lot of reading for work, a TON of reading for school, and just a little bit of reading for reviews, absolutely none (well, one) for fun. 

That being said I do get to review a couple of fiction books every now and then and I got to read this one. It took me a second or two to get into it, but when I did I enjoyed it enough to want to keep reading. I am never a fan of the dual perspective or dual POV style, but it was good enough to remark about. 

This is the first line. 

“Damn it,” I said under my breath when I realized I wasn’t going to have the comfort of a companionless flight. I was very much looking forward to reading my book. I did not want to engage in small talk with a stranger. But to my dismay, seconds before the plane door closed, a frenzied passenger rushed in and found his seat—right next to mine. 

I intentionally paid him little attention. I needed to send a clear message right from the start: I am a nontalking flight companion. Sometimes it’s just easier to be unfriendly than to find the energy to converse with others. 

Besides, not being able to get my book read, and therefore not finding out who is responsible for the murder of Janie, a seemingly innocent suburban wife and mother, who may or may not have been having an affair with her best friend’s husband—well, that was unacceptable. 

So, I kept my nose in my book and tried my damnedest to not acknowledge the man invading my space. I did notice, however, his scent. It wasn’t wholly unpleasant. This, unfortunately, was a little distracting, despite my resolve to not let him disturb me. At least he didn’t stink. Yes, that would be worse. I smiled coyly and continued ignoring him.

Wojciechowski, Michael. Three Days (p. 7). Black Rose Writing. Kindle Edition. 

Is it the best first line? Hardly. 

Was it the best book ever? Not even close.

Was it worth reading and taking the time. Eventually, yep.