Are you looking for ways to become better in training your staff? In this series, Clay Clark sits down and gives practical steps to help managers train their employees.Sign Up to Watch
SPEAKER: So you write it down.
CLAY CLARK: Yep.
-And that somewhat explains it. But if you verbally explain it, you dive into it deeper, that's where you see that the expectations are missed?
CLAY CLARK: Now, let me walk you through this. The operations manual should have great detail about how to do this checklist. So this operations manual is 100-page document, right?
-But it's not practical to use on a-- you can't be, like, making coffee--
SPEAKER: Just a ton--
CLAY CLARK: --over at a coffee shop, or you can't be working in dentistry, and go into, like, page 42, and reading an 80-page document every day on how to do your job. You have to just do the job.
-But you need a checklist to remind you all those things you've learned. And learning is not about stating things at people, it's about them truly getting it. You have to look at communication this way. Communication has not occurred until both parties thoroughly understand it. Furthermore, people learn by doing.
-OK, so you're saying that you have to do it verbally. You have to be able to communicate, because that's how both parties better understand each other. Not just writing it down, but actually diving into it, verbally discussing it.
-Well, the issue you have, at the end of the day, you're trying to teach people how to actually do something. And very, very, very, very, very few people understand something by just reading.
-Very few people understand just by you talking to them. Most people have to do it. They have to act. They have to interact. They have to do something. So the main things, you're trying to bridge the gap between your expectations that are in the operations manual and your ability to actually do it that way.
-OK, so, the first principle we said was writing it down. You gave us action items for that.
-What action item do you have for the second principle, which is teach it verbally? What is the action item, here?
-Well, one let's work up the foundational principle. Before we even begin to train somebody verbally, make sure it is in writing somewhere.
-OK, you gotta start there.
-Heh. And now, once you've had that, now foundationally, now you're moving onto training people verbally. And when you do it, what you need to do is you need to walk them through it. And then they need to be able to repeat it back to you. So you need to say-- I literally just did this, like, 30 minutes ago.
I was talking to someone on the staff, and I said, hey, just so we're clear we're going to need to charge this customer using this credit card for this particular seminar I'm doing. And then said, can you repeat what I just said, so I can make sure you understand it? And they're like, yeah, we're going to, uh, charge this customer for a consulting thing. I'm like, no, no, no. It's a seminar.
-They're like, oh OK. I'm like, yeah. So we need to send the invoice that states seminar, not consulting. You can see how that can be a problem, now.
-Because if it's a seminar, we have to now book flights, we have to book hotel. There's a whole lot more involved we book a speaking event that it is when we do a consulting. It's just a whole different thing. So again, by saying it verbally, and then asking someone to repeat it, now you've caught the separation, the gap, between what you said and what they thought you said.
-OK, so when you're training this staff, the action item is to verbally communicate in such a way where they now have to repeat what you've said back to them. That's kind of the action item?
-Absolutely. And it works. I'm just telling you.
-OK. I love it. That's huge. Let's move on to Principle Number 3. Demonstrate it.
CLAY CLARK: Mm.
-Demonstrate it. Now, we've got a notable quotable from Henry Ford.
CLAY CLARK: Well, come on Henry.
-Why should we listen to Henry, here? For a anybody who maybe doesn't know who Henry Ford is--
-I'm probably uncomfortably excited about entrepreneurship. But just is an example, there's a guy in Norway I was talking to today. He's a Thriver in Norway. And he sent a funny email in. But he's just loving it. He's like, he's never been around people that just love business how he loves it. But Henry Ford, what made him awesome, is that he had this love, this idea that the car could be affordable.
And at the time, the average American who wanted to buy a car could only do it if they, like, took five, six years of savings to buy a car. I mean, it was like buying a house. It was a huge thing.
-And so, he decided to I want to make the car mass-- I want to mass produce this thing. And so, Henry ended up getting the car down from a price point that only the ultra-rich could have it, to a price point that everyone could afford. And not only did he do that, but by doing that, he allowed America to become mobile. Where people no longer had to-- I mean, if I lived in Oklahoma and you lived in California, we're not going to see each other.
-But with the invention of the car, you could drive there, if you wanted to. And then, that led the way, obviously, for other mass transportation. But Henry Ford absolutely changed the way that America communicated.
SPEAKER: He did some big things.
-OK. Here's what he has to say. He says, "Quality means doing it right when no one is looking." Quality is doing it right when no one's looking. I guess, dissect this a little bit. How does this fit with this Third Principle, demonstrating, as when we're talking about training people?
-Well, when we do search engine optimization-- we've got some great trainings on Thrive about this, but just to give an example. When you do search engine optimization-- just as an example-- one of the things on a checklist is, you have to create permalinks. On the checklist is Create Permalinks, then it says Create Title Tags.
If you have no idea what I'm talking about, don't worry. I'm not going to go too deep into this. But the point is, these would be three items on the checklist that have to be done properly. And if you're not careful, I would say to my staff-- I'm a manager-- if I'm not careful, I'm going to say, all right, Caleb, what you need to do is, you need to get your permalinks done, your title tags done, your keywords done.
What does that mean? And you say, well, it means I have to get my permalinks done, my title tags done, my keywords done. All right, we understand.
SPEAKER: Oh, you got it.
-All right, I'll see you guys next Thursday. All right. But what happens is that, until I've shown you how to log into the site-- actually showing you click this, click that, boom, boom, boom-- showing you how to do it, you really, still, don't quite get it.
[MUSIC PLAYING] -I have to have you demonstrate that you can do. -Oh, so both parties have to demonstrate. -Again, so-- -The person training and the trainee-- -Seek not to be understood, but seek to understand. You want to understand the person you're training and understand where they're coming from. I promise you; there's a gap here. Again, when you're doing a demonstration, there's a gap between what the expectations are that you have and what they can actually do. And it is just a very, very, very, very, very, very, very dangerous place to be if you run a business, and people are not performing at your expectations. Because clients aren't going to stick around if you can't deliver. -Right, that's huge. So what action item then do we have with this third principle of demonstrating. -The third thing you want to do is you just really, really want to make sure that in your training checklist-- this is how I would make my training checklist. So I would have in my training checklist I would have one, in writing, so we'll call this skill training. So let's say that I wanted to train somebody right now how to do sales. Step one, is go over the writing, go over the operations manual with them. The second level is I'm going to verbally discuss, walk him through verbally. Third is I'm going to demonstrate. And I want to make sure that I put a little check mark in here that, one, as the manager, and as the employee-- so let's look at this here-- one, as a manager, did I show him in writing? Yes. Did I show him verbally? Yes. Did I demonstrate it? Yes. Now, the next level is, did they demonstrate mastery? Yes, in writing. Did they understand it verbally; could they communicate it to me? Yes. Could they demonstrate actually doing it? Yes. This is how we train people. You have to know what you're talking about. -That's huge. So this is a checklist for the manager who's training his team that he should have each time before he is training somebody. Even the employee should say, did the employee receive a written copy of this? Check yes. Did we walk through it verbally, and could they repeat it back? Check yes. And then, did both demonstrate it to each other? -Yeah. -Every single employee at the training? -Yeah, you should do this. And I was [BLEEP] the other day. We'll have to take that name out because I said the name of a company, which I shouldn't do. But the thing is, I was at [BLEEP], and I'm there. And there was a person who is there who, they had no idea what they were doing. They had no clue. And so I'm in there to buy something, and they're like, I'm sorry. Let me see if I can help check you out here. And then they're really struggling to figure out how to boop and how to give me the receipt and how to take my card. They just, they were very-- I guarantee you that somebody, who's their manager, thought they had trained them. They probably gave them a manual and said, this is how you do the job. But for whatever reason, this particular person didn't know what the heck they were doing. It makes it very, very, very, very hard to be a customer who wants to come back. Now, they do a great job every time. So I always go back. But in this particular time, it was such a bad situation, it's almost like I almost didn't want to go there again because of their level of mastery was so low. There was such high levels of incompetence that it frustrated me as a customer. -Right, that's huge. And so we've given you specific action steps. You've got to make this checklist, have the manager, you, check it off, and the employee you're trying to train. -Check it off. Come on. -Principle number four, this one is have your team members demonstrate until mastery. This is different. This "until mastery" is when they're supposed demonstrate to you. And we've got a little notable quotable here. This is from Aristotle. -Oh, Aristotle! -And this man, he's done some study. He understands learning a little bit, I feel like. But why should we listen to Aristotle? I know he had a huge hand in forming the whole Western civilization with his writings and learnings. But why else-- he's not a business professional. Why should we listen to what Aristotle has to say? -If you live in the West, let's say, America, or you know what America is. A lot of just the philosophical way in which we view the world is based upon his training, so his teachings. So if you've gone to college or you're thinking about going to college, you'll probably learn about Aristotle. But all I can say is that the bedrock, some of the American, some of the free market, some of those basic principles that we know and understand were things that he developed in his writings and his kind of-- he was a bedrock philosopher that helped create the ideas and the truths that we now know. -I love it. So here's what he says. He says, "what we have to learn to do, we learn by doing." "What we have to learn to do, we learn by doing." So let's do a little mental marination here. [RELAXING MUSIC PLAYING] What is he talking about, and why is it really just doing the process is really when you learn it? -Well, we had a young lady I was working with the other day, and I always tell the people in my office, I say, make sure you greet people with great enthusiasm. Greet customers with great enthusiasm. Great enthusiasm, what does that mean? I mean, the word "great," that's a big word. I think it's overused, but "great."
CLAY CLARK: Great1 means not good, not a little bit, not some, not a lot, but great. Epic, huge, massive. Enthusiasm, what's that word mean? Well, the word enthusiasm comes from the word theos, which means-- "en theos"-- "god within." So in theory, if God was within you-- if you don't believe in god, just work with me on this. But it comes from the Greek word theos, OK, so the idea that if god was within you, and you're supposed to greet someone with a great god within you, this is how you greet them-- "Hey, welcome to Thrive15. How are you doing?" Or, "Hey, how are you? It's so good to see you, Carl. Welcome to Thrive15." 50 "Carrie, what is going on? It is awesome to see you." I'm still not there yet. "Carrie, it is so great to see you. We're excited. Great to see you." That's what it means-- great enthusiasm. But the whole, hey Carl, how you doing? That's not great. That's not great enthusiasm, that's just OK. So what I did is I said, I want you to go ahead and greet this customer. They're going to walk in in just a minute, and we're going to go ahead and greet them. So what I did is I hid behind the wall, so just work with me. So I hide back here. I'm hiding. INTERVIEWER: I feel like you're demonstrating it for us. This is great. CLAY CLARK: So then she says-- I'm going back to her role. She goes, "hey Carl." And I'm over here-- INTERVIEWER: Oh, and you're behind the wall. CLAY CLARK: And I was over here looking, and I'm like, OK. So then she greets him, and I don't chastise her, I don't criticize her, I don't give her any feedback in front the customer. But as soon as the customer was seated, I pull her aside and I'm like, hey, that was neither great, nor enthusiastic. Are you feeling me, though? Are you feeling me? So we're going to do it again. Do it again. And by the end of the day, by the second customer-- customer number one-- swing and a miss. It wasn't bad, the customer wasn't upset, but it was at no point great, or was it great enthusiasm. But then customer number two, it was awesome. So she opens the door-- hey Carl, what's going on? It's so great to see you. Welcome to Thrive 15. Can I offer you a beverage? And the look on his face when he was like, hey, thanks. He's almost shocked, like, hey, thank you so much. Yeah, I guess I'll take a beverage. And he just was overwhelmed with that feeling. Just one more example to help you out. One of the companies I work with, whenever it rains, we have a policy that we set up that you're supposed to greet the customer at their car with an umbrella. For the grand opening, we said it's going to rain, so if it rains today, when the customer pulls up, take an umbrella, run out to their car, and meet them. So I said, all right, everybody got this? They said sure. We go through. I said, here's our deal. We're going to greet every single customer. We're going to greet them with an umbrella if it rains today. I have it in writing. Verbally does that make sense? What does that mean to you? The guys repeat, well, we're going to greet people at the car with an umbrella. Cool, everybody make sense? Cool. So let's go ahead, I'm going to demonstrate it. I pull up my car. My car's right here, what are you going to do? I walk them through it, I have them walk me through. Then I said, OK, I'm going to go ahead and park over here and I want you to do it. So the guy walks up with the umbrella, greets me, looks pretty good. Well guess what? It starts raining. And this is what happened for the grand opening. And they're walking up to the cars. Well, the car door is right here. The actual car is right here. This is the car. This is the car here. And what they're doing is they're greeting people and they're making a gap here, where their customer's getting rained on anyway. So they're like, hey, do you need an umbrella? But their customer's still getting wet. So I'm like, no, no. You got to put the umbrella over the car. I feel like I'm drawing a football play here. You got to put the umbrella over the car, thus blocking out the rain. You got to do that. And they're like, oh, OK, cool. But we had to demonstrate it, and then they had to demonstrate mastery of it. And even something as simple as keeping customers dry. So this final step is mastery. And I'm just going to make sure you're hearing me on this. Do not stop training. Training cannot stop until mastery has occurred. And then once you have achieved mastery, you want to put it on a regular schedule where you review these things. And I would recommend, at a very minimum, a monthly basis. But I would recommend, usually, for most jobs, on a weekly basis I would refresh-- this is what we want to do. INTERVIEWER: OK, so you're saying action item, when you're training people, not only to do it during the employee's onboarding process, but to have a weekly or at least monthly process where you go back and do more training, the ongoing, the same stuff? CLAY CLARK: Guys, I'm telling you this. If you're a salesperson, and you're honest with yourself-- I know I was a sales guy for a long time. You get worse over time, and you start getting into a funk where you start getting lazy. You start practicing bad habits. And you've always got to come back to center and learn those skills, reestablish. The things you forgot, you have to relearn. You got to say refresh. Learning is not an event, it's an ongoing process. INTERVIEWER: I love it.
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