A listening and speaking lesson for B1 learners in which they improve their understanding of a British accent and talk about what they love about their professions and hobbies.
A speaking lesson for learners of English based on an authentic video. Level: Intermediate. Activities: listening (gist and decoding), modal verbs, linkers for listing, presenting favourite apps
A listening and speaking lesson for B1 learners in which they improve their understanding of a British accent and talk about what they love about their professions and hobbies.
A speaking lesson for learners of English based on an authentic video. Level: Intermediate. Activities: listening (gist and decoding), modal verbs, linkers for listing, presenting favourite apps
Worksheet (listening am e leo's bad luck)Olga Sergeeva
A video-based lesson based on an interview with Leonardo DiCaprio, in which the learners practice their speaking, grammar for story-telling and listening decoding (focusing on target grammar). Grammar: Present Perfect, Past Simple/Continuous, features of spoken grammar (Present tenses used to achieve dramatic effect; 'he goes' to report what someone said).
SXSW - Diving Deep: Best Practices For Interviewing UsersSteve Portigal
While we know, from a very young age, how to ask questions, the skill of getting the right information from users is surprisingly complex and nuanced. This session will focus on getting past the obvious shallow information into the deeper, more subtle, yet crucial, insights. If you are going to the effort to meet with users in order to improve your designs, it's essential that you know how to get the best information and not leave insights behind. Being great in "field work" involves understanding and accepting your interviewee's world view, and being open to what they need to tell you (in addition to what you already know you want to learn). We'll focus on the importance of rapport-building and listening and look at techniques for both. We will review different types of questions, and why you need to have a range of question types. This session will explore other contextual research methods that can be built on top of interviewing in a seamless way. We'll also suggest practice exercises for improving your own interviewing skills and how to engage others in your organization successfully in the interviewing experience.
! This is a graded discussion 25 points possible due Dec .docxgertrudebellgrove
!
This is a graded discussion: 25 points possible due Dec 9 at 1:59am
Week 6 Discussion: Delivery: the Good, the Bad, and the
Ugly
9 15
Required Resources
Read/review the following resources for this activity:
Initial Post Instructions
Find a video or article about speech anxiety, speech content, organization, or delivery. For the initial post,
address the following:
Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more
information and clarification. Review your peer's posted video or article and provide your own feedback. Did
you learn something new? How might it help you in future presentations?
Writing Requirements
Grading
This activity will be graded using the Discussion Grading Rubric. Please review the following link:
Course Outcomes (CO): 3, 4, 5, 6
Due Date for Initial Post: By 11:59 p.m. MT on Wednesday
Due Date for Follow-Up Posts: By 11:59 p.m. MT on Sunday
Lesson
Minimum of 1 scholarly source (in addition to the textbook)
Summarize the content.
Explain why you thought it was important.
Determine how it will help you deliver a presentation.
Include tips on verbal and nonverbal communication with audience members of different cultures.
Minimum of 3 posts (1 initial & 2 follow-up)
APA format for in-text citations and list of references
Link (webpage): Discussion Guidelines
12/4/19, 2:45 PM
Page 1 of 15
" Reply
(https://chamberlain.instructure.com/courses/52350/users/64990)Gordon McLean (Instructor)
Oct 11, 2019
!
Welcome to Week 6!
Congratulations! All of your hard work on your speech presentation has paid
off. You have chosen your topic, researched it, organized your notes into an
outline, worked on creating a PowerPoint presentation, and now you are
ready to present it to your audience. So why do you feel sick to your stomach
when you think about presenting it? Consider this:
Imagine this scenario: Linda, Simmone, Serge, and
Brian have worked with you to make a business
decision about a new company procedure. Now your
group needs to present its findings to the Board of
Directors.
Read this excerpt from the perspective of the
proverbial fly on the wall at your latest team meeting:
Linda: "I have given several presentations before,
and I am typically pretty confident, but usually I am
talking to customers or peers. This is the first time I
have had to give a presentation to any group like a
Board of Directors. I want to make a good impression,
and I know we have made a good decision. Still, to be
honest, I am worried about making a mistake or not
How important is delivery as compared to content?
Can communication anxiety actually be positive?
What are the critical elements to persuading or moving an audience to
action?
12/4/19, 2:45 PM
Page 2 of 15
knowing how to answer a question."
Simmone: "Oh, come on, Linda. The Board of
Directors is made up of people just like you and me.
Let's just go and get this done so we can move ...
Introduction to solution focused approachesPeter Hook
A half-day intensive introduction to solution focused approaches in organisations used with delegates on the ED1 International Management Development Programme for the NSG Group.
Triagile Conference Workshop on Ubiquitous Coaching using Clean LanguageAndrea Chiou
How to use questions to find out more about resourceful states, desired outcomes, future events. How to give Clean Feedback. How to notice Metaphors. Where to look for more information
How To Do Meaningful Work And Leave A LegacyErin McClarty
In 30 minutes, I take you through a mini-version of a process that can help people stuck for months. It's just a taste of the Navigation Process my clients walk through. Still, it gives you a taste of how you can not only make your contribution to the world but do it in a way that is meaningful to you.
A 40 minute quick introduction to using a few clean questions to elicit positive states for your teams, and reveal things that would amplify their effectiveness. Presented at Agile NYC 2018
Worksheet (listening am e leo's bad luck)Olga Sergeeva
A video-based lesson based on an interview with Leonardo DiCaprio, in which the learners practice their speaking, grammar for story-telling and listening decoding (focusing on target grammar). Grammar: Present Perfect, Past Simple/Continuous, features of spoken grammar (Present tenses used to achieve dramatic effect; 'he goes' to report what someone said).
SXSW - Diving Deep: Best Practices For Interviewing UsersSteve Portigal
While we know, from a very young age, how to ask questions, the skill of getting the right information from users is surprisingly complex and nuanced. This session will focus on getting past the obvious shallow information into the deeper, more subtle, yet crucial, insights. If you are going to the effort to meet with users in order to improve your designs, it's essential that you know how to get the best information and not leave insights behind. Being great in "field work" involves understanding and accepting your interviewee's world view, and being open to what they need to tell you (in addition to what you already know you want to learn). We'll focus on the importance of rapport-building and listening and look at techniques for both. We will review different types of questions, and why you need to have a range of question types. This session will explore other contextual research methods that can be built on top of interviewing in a seamless way. We'll also suggest practice exercises for improving your own interviewing skills and how to engage others in your organization successfully in the interviewing experience.
! This is a graded discussion 25 points possible due Dec .docxgertrudebellgrove
!
This is a graded discussion: 25 points possible due Dec 9 at 1:59am
Week 6 Discussion: Delivery: the Good, the Bad, and the
Ugly
9 15
Required Resources
Read/review the following resources for this activity:
Initial Post Instructions
Find a video or article about speech anxiety, speech content, organization, or delivery. For the initial post,
address the following:
Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more
information and clarification. Review your peer's posted video or article and provide your own feedback. Did
you learn something new? How might it help you in future presentations?
Writing Requirements
Grading
This activity will be graded using the Discussion Grading Rubric. Please review the following link:
Course Outcomes (CO): 3, 4, 5, 6
Due Date for Initial Post: By 11:59 p.m. MT on Wednesday
Due Date for Follow-Up Posts: By 11:59 p.m. MT on Sunday
Lesson
Minimum of 1 scholarly source (in addition to the textbook)
Summarize the content.
Explain why you thought it was important.
Determine how it will help you deliver a presentation.
Include tips on verbal and nonverbal communication with audience members of different cultures.
Minimum of 3 posts (1 initial & 2 follow-up)
APA format for in-text citations and list of references
Link (webpage): Discussion Guidelines
12/4/19, 2:45 PM
Page 1 of 15
" Reply
(https://chamberlain.instructure.com/courses/52350/users/64990)Gordon McLean (Instructor)
Oct 11, 2019
!
Welcome to Week 6!
Congratulations! All of your hard work on your speech presentation has paid
off. You have chosen your topic, researched it, organized your notes into an
outline, worked on creating a PowerPoint presentation, and now you are
ready to present it to your audience. So why do you feel sick to your stomach
when you think about presenting it? Consider this:
Imagine this scenario: Linda, Simmone, Serge, and
Brian have worked with you to make a business
decision about a new company procedure. Now your
group needs to present its findings to the Board of
Directors.
Read this excerpt from the perspective of the
proverbial fly on the wall at your latest team meeting:
Linda: "I have given several presentations before,
and I am typically pretty confident, but usually I am
talking to customers or peers. This is the first time I
have had to give a presentation to any group like a
Board of Directors. I want to make a good impression,
and I know we have made a good decision. Still, to be
honest, I am worried about making a mistake or not
How important is delivery as compared to content?
Can communication anxiety actually be positive?
What are the critical elements to persuading or moving an audience to
action?
12/4/19, 2:45 PM
Page 2 of 15
knowing how to answer a question."
Simmone: "Oh, come on, Linda. The Board of
Directors is made up of people just like you and me.
Let's just go and get this done so we can move ...
Introduction to solution focused approachesPeter Hook
A half-day intensive introduction to solution focused approaches in organisations used with delegates on the ED1 International Management Development Programme for the NSG Group.
Triagile Conference Workshop on Ubiquitous Coaching using Clean LanguageAndrea Chiou
How to use questions to find out more about resourceful states, desired outcomes, future events. How to give Clean Feedback. How to notice Metaphors. Where to look for more information
How To Do Meaningful Work And Leave A LegacyErin McClarty
In 30 minutes, I take you through a mini-version of a process that can help people stuck for months. It's just a taste of the Navigation Process my clients walk through. Still, it gives you a taste of how you can not only make your contribution to the world but do it in a way that is meaningful to you.
A 40 minute quick introduction to using a few clean questions to elicit positive states for your teams, and reveal things that would amplify their effectiveness. Presented at Agile NYC 2018
How to answer performance appraisal questionszulmaweber
In this file, you can ref useful information about how to answer performance appraisal questions such as how to answer performance appraisal questions methods, how to answer performance appraisal questions tips, how to answer performance appraisal questions forms, how to answer performance appraisal questions phrases … If you need more assistant for how to answer performance appraisal questions, please leave your comment at the end of file.
Slides for a workshop on teaching listening that I gave at DonELTA Winter School 2016. An archive with all audio and video files is available here: https://www.dropbox.com/s/7w14rys01ddt6u5/Listening.7z?dl=0
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Digital Artifact 2 - Investigating Pavilion Designs
Performance review worksheet
1. C r e a t e d b y O l y a S e r g e e v a | F i n d m o r e a t e l t g e e k . w o r d p r e s s . c o m P a g e 1 | 8
2. C r e a t e d b y O l y a S e r g e e v a | F i n d m o r e a t e l t g e e k . w o r d p r e s s . c o m P a g e 2 | 8
Task 1. Watch a fragment from a talk by the Daniel
Pink, a best-selling author of ‘Drive: The Surprising
Truth About What Motivates Us’.
http://www.youtube.com/watch?v=9j2aTwNor5k
This extract is about performance reviews.
1. What problems with performance reviews does
Daniel Pink mention?
2. What two suggestions does he make?
Notes:
Task 2. Listen and fill the gaps. As you’re working, note the words that were difficult tocatch
Other words:
-t/-d/-k missing
went_on_and_on_and_on
vowel missing
about how
I /aɪ/
chunk
at_the time
(1) ____________ outsource your performance review to managers or bosses or people of formal
authority.
(2) ____________ . ____________________________would work. ____________ ___________
____________ performance review.
(3) ____________________________________, _____________ your goals -- your learning goals,
and your performance goals, okay?
(4)____________________________________________________________.
(5)__________________________________________________________________.
(6) ___________ ____________ stern, but loving, assessment ________________________.
(7) ____________________________________?
____________________________________?
(8) _______________________________________________ in performance reviews is,
(9)__________________________________________________________________?
3. C r e a t e d b y O l y a S e r g e e v a | F i n d m o r e a t e l t g e e k . w o r d p r e s s . c o m P a g e 3 | 8
Task 3. Cover the transcript. Your teacher is going to play this part of the videosentence by
sentence. Listen to the sentence and share what you caught with your partner. Then listen again,
read the sentence and underline what you didn’t catch.
So that you see this -- sometimes people will say, "It's too weird to call myself into the office.
50:10
I'm not going to have this secret conversation with myself. But I will have it with a peer. Or I will
have it with two peers or three peers or four peers."
And so, you see this less inside of organizations but more among people who are self-employed or
small entrepreneurs who will fashion these groups and meet monthly and say -- So, Court, Patsy,
and I meet.
50:30
And I say, at the beginning of the month, I say, "Listen, Patsy and Court, here's what I'm hoping to
do this next month".
50:36
"Okay, great. Maybe think about this, that, the other thing," they say to me. They tell me what
they're trying to do in the next month. At the end of the month, we meet.
50:41
We sit down informally. Have some coffee. "Okay, how'd you do?" "Well, I didn't quite make those
sales calls." "Why not, Court?" Hold you accountable a little bit. Give you feedback.
Task 4. Discuss in pairs: would the approach that Daniel Pink suggests work for
you?
Task 5. Match the highlighted expressions with theirdefinitions.
Now, we all know that that is actually not the best mechanism for providing feedback. What's
wrong with it as a mechanism for providing feedback? It's too late. Very good. Your first name was
-- Patsy. Patsy says it's too late. What's another flaw in that? It's tied to the money. That's a good
point. What about the session itself? It doesn't work very well. As Patsy said, it's too late, and it's
also too infrequent. Think about an athlete. Athletes get feedback all the time. Serena Williams
doesn't have a biannual performance review, you know?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Do not outsource your performance review to managers or bosses or people of formal authority.
Take it back. And here's how it would work. Basically, a Do It Yourself performance review. At the
beginning of a month, set out your goals -- your learning goals, and your performance goals, okay?
Set them out at the beginning of the month.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
And then, at the end of the month, call yourself into the office. Give yourself a stern, but loving,
assessment of how you're doing. Where are you making progress? Where are you falling behind?
4. C r e a t e d b y O l y a S e r g e e v a | F i n d m o r e a t e l t g e e k . w o r d p r e s s . c o m P a g e 4 | 8
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
And I say, at the beginning of the month, I say, "Listen, Patsy and Court, here's what I'm hoping to
do this next month". "Okay, great. Maybe think about this, that, the other thing," they say to me.
They tell me what they're trying to do in the next month. At the end of the month, we meet. We sit
down informally. Have some coffee. "Okay, how'd you do?" "Well, I didn't quite make those sales
calls." "Why not, Court?" They hold you accountable a little bit. Give you feedback.
1 decide what you want to achieve ___________________________
2 a defect, a feature that makes something imperfect ___________________________
3 don’t happen often enough ___________________________
4 you’re progressing tooslowly ___________________________
5 get someone to do some work instead of you ___________________________
6 have an unofficial meeting ___________________________
7 not an ideal way ___________________________
8 they ask you to present your progress and evaluate it ___________________________
9 your current progress ___________________________
10 expression that is used to soften a bad result ___________________________
Task 6. Use the expressions from Task 4 to fill the gaps.
didn’t quite
falling behind
flaws
hold you accountable
how are you doing
mechanisms
outsource
set out your goals
sit down informally
too infrequently
1 Do you see any __________________ in the approach to performance reviews that Dan Pink
suggests? If yes, how would you improve it to make it work for you and your team?
2 How many __________________ can you remember that your company uses to get feedback
from the employees? Which of these __________________ are the best ones? Can you suggest
any alternatives that would work for you and/or your team?
3 Are you good at monitoring your own performance and working autonomously, or do you need
other people to help you __________________________ and to __________________________
for the decisions you make?
4 __________________ at work at the moment? Are there any tasks that you’re
__________________ with?
5 Would you like to __________________ some of your tasks at work/housework to other people?
Which ones?
6 Is there anything that you personally do __________________? Why?
7 What were the things that you __________________ manage to do in your first year in your
current role?
8 Do you ever __________________ with anyone to discuss yourprofessional prospects?
9 [your own question] __________________________________________________________
10 [your own question] __________________________________________________________
5. C r e a t e d b y O l y a S e r g e e v a | F i n d m o r e a t e l t g e e k . w o r d p r e s s . c o m P a g e 5 | 8
Teacher’s notes
Warmer Distribute the handout with the quotes (page 1). Ask the s/s to discuss the quotes in
pairs: which ones do they like? Which ones do they dislike or disagree with?
Task 1 Link: https://youtu.be/9j2aTwNor5k?t=47m30s
The s/s watch the video, make notes and then share what they caught in pairs.
Key:
1. Performance reviews happen too late, they are not typically ‘an open
conversation’ (‘it’s Kabuki Theatre’), they are too infrequent
2. Suggestions. a) Do your performance review yourself: set out your own goals
and review them at the end of the month; b) do performance reviews
informally, in peer groups.
The source of the video: Talks at Google youtube channel; video title:
Leading@Google: Daniel Pink
Task 2 To play each line as many times as you need, open the video on youtube
(https://youtu.be/9j2aTwNor5k?t=49m7s ), open the interactive transcript
(More>Transcript under the video), click on the line and press ‘Play’.
Procedure: Sentence by sentence,
1. Play the sentence several times using the Interactive transcript.
2. Get the s/s to compare in pairs.
3. Ask the s/s to dictate the sentence to you and board it. If there are more than
one alternative, board all answers and get the students to listen one more
time to decide which variant was in the text.
4. Reveal the correct answers and for problematic words/expressions help the
students to analyze the actual pronunciation (get them to listen again and
analyze how the expressions sounds, what sounds are missing etc)
5. To support the students, allocate a section of the board tokeep a record of
problematic words/expressions, sorting them according to features of
connected speech (a) t/d missing at the end b) vowel missing and weak
forms c) frequent chunks).
Key: Do not outsource your performance review to managers or bosses or people of
formal authority. Take it back. And here's how it would work. Basically,a Do It
Yourself performance review. At the beginning of a month, set out your goals -- your
learning goals, and your performance goals, okay? Set them out at the beginning of
the month.
49:28
And then, at the end of the month, call yourself into the office. Give yourself a stern,
but loving, assessment of how you're doing. Where are you making progress? Where
6. C r e a t e d b y O l y a S e r g e e v a | F i n d m o r e a t e l t g e e k . w o r d p r e s s . c o m P a g e 6 | 8
are you falling behind? The other question that we don't ask enough in performance
reviews is, "What tools or information do you need to do things better?" Okay?
Task 3 Again, it’s best to open the interactive transcript on youtube to play each line several
times. https://youtu.be/9j2aTwNor5k?t=50m5s
Task 5 Key:
1 set out your goals
2 a flaw /flɔː/
3 (are) too infrequent /ɪn.ˈfriː.kwənt/
4 you’re falling behind
5 outsource [work] to [someone]
6 sit down informally
7 not the best mechanism /ˈmek.ə.nɪ.zəm/
8 hold you accountable
9 how you’re doing
10 Well, I didn’t quite…
Task 6 The students fill the gaps and check the answers and then choose 3-5 questions to
discuss with their partner.
Key
1 flaws
2 mechanisms
3 set out your goals, hold you accountable
4 how are you doing, falling behind
5 outsource
6 too infrequently
7 didn't quite
8 sit down informally
7. C r e a t e d b y O l y a S e r g e e v a | F i n d m o r e a t e l t g e e k . w o r d p r e s s . c o m P a g e 7 | 8
Transcript
47:30
Let's talk about performance reviews here for a moment. You're laughing about performance
reviews. What's the point of a performance review? Ideally, to provide -- tell me your first name?
Court. Court says ideally to provide feedback. Ideally to provide feedback.
47:48
Now, we all know that that is actually not the best mechanism for providing feedback. What's
wrong with it as a mechanism for providing feedback? It's too late. Very good. Your first name was
-- Patsy. Patsy says it's too late. What's another flaw in that?
48:03
It's tied to the money. That's a good point. What about the session itself?
48:10
Most performance reviews sessions -- you know this -- it's Kabuki Theater, okay? It's basically
people playing certain kind of rehearsed roles, right? It's not typically -- sometimes it is -- an open
conversation. It's Kabuki Theater.
48:29
And so, it doesn't work very well. As Patsy said, it's too late, and it's also too infrequent. Think
about an athlete. Athletes get feedback all the time. Serena Williams doesn't have a biannual
performance review, you know? I mean, you're laughing, but it's crazy to think about that, right?
How are you going to get better at tennis if you only get feedback twice a year, all right?
48:52
And so, I think there's a better way to do this -- a better way to do performance reviews. And
basically, is a much more autonomous way. And I think it's very effective for people -- that Court
says -- who are not the folks in positions of traditional power. And it is basically to take
performance reviews back. Take them back.
49:07
Do not outsource your performance review to managers or bosses or people of formal authority.
Take it back. And here's how it would work. Basically,a Do It Yourself performance review. At the
beginning of a month, set out your goals -- your learning goals, and your performance goals, okay?
Set them out at the beginning of the month.
49:28
And then, at the end of the month, call yourself into the office. Give yourself a stern, but loving,
assessment of how you're doing. Where are you making progress? Where are you falling behind?
The other question that we don't ask enough in performance reviews is, "What tools or
information do you need to do things better?" Okay? Ask yourself that. Ask yourself that question.
And that's how you can move toward greater and greater mastery on your own. Take them back.
49:57
The other thing that's very interesting that goes toward an aspect of Court's question is that --
what I've seen is that -- this is happening in a really interesting, somewhat self-organized way. So
that you see this -- sometimes people will say, "It's too weird to call myself into the office. I'm not
going to have this secret conversation with myself.
8. C r e a t e d b y O l y a S e r g e e v a | F i n d m o r e a t e l t g e e k . w o r d p r e s s . c o m P a g e 8 | 8
50:15
But I will have it with a peer. Or I will have it with two peers or three peers or four peers." And so,
you see this less inside of organizations but more among people who are self-employed or small
entrepreneurs who will fashion these groups and meet monthly and say -- So, Court, Patsy, and I
meet.
50:30
And I say, at the beginning of the month, I say, "Listen, Patsy and Court, here's what I'm hoping to
do this next month". "Okay, great. Maybe think about this, that, the other thing," they say to me.
They tell me what they're trying to do in the next month. At the end of the month, we meet. We sit
down informally. Have some coffee. "Okay, how'd you do?" "Well, I didn't quite make those sales
calls." "Why not, Court?" Hold you accountable a little bit. Give you feedback.
50:50
"Oh, that was a really" -- and so, people are yearning for this. So they're taking these back in a self-
organized way. So I think that reclaiming performance reviews is one thing that individual
contributors can really do to get better at stuff. And I don't think that most organizations are fully
committed to helping everybody get better at stuff.
51:12