Subscribe
Share
Share
Embed
Join the Nerds!
Welcome to the funtastic world of the Fabulous Learning Nerds! Scott Schuette and Daniel Coonrod and Zeta Gardner are Learning Executives with over 50 years’ experience between them. Together they share new ideas, learning tools, approaches and technology that increase learner engagement and impact. All while having FUN! To participate in the show and community please contact them at learningnerdscast@gmail.comÂ
The nerds are all about creating a community of learning, innovation and growth amongst educational professionals: Instructors, facilitators, instructional designers, learning and development professionals, trainers, leadership development professionals, learning metric gurus, sales enablement wizards and more. So, if you want to learn, connect, grow and have a good time doing it, The Fabulous Learning Nerds Podcast is for YOU! Â
Scott Schuette (00:01.422)
Hey everyone, welcome back to another fantastic episode of your Fabulous Learning Nerds. I'm Scott, she's your host and with us, well, you know who's with us. You love them. Dan Coonrod, everybody. Dan the man. yeah. Dan. What's up, Scott? Happy Memorial Day. Happy Memorial Day. We're recording a Memorial Day because recording is fun and we like to do fun stuff on Memorial Day and it's raining by you, correct?
It's quiet now, but yeah, it was pretty, it's pretty thunderstormy, rainy when we got started. And then it's kind of petered out. It's nice. It's a nice day. I'm down here in Florida, hot, hot, hot, hot, hot, and no rain. Like I would trade you like bring the rain. We need the rain. Normally this time of year we get thunderstorms at about three o 'clock every day. That pattern has not manifested itself yet. That's fine. I yesterday helped a friend move.
And just so you know, I'm a firm believer in the value of helping somebody move gets more and more valuable the older you get. So like when you're in your 20s, it's just a solid you do anybody, you know? Somebody's like, I need help moving. You're like, yeah, sure, whatever. In your 30s, you know, it's a big favor that you do for friends. Like, yeah, friend needs moving. Yeah, okay, cool. Now that I'm in my 40s, man, like when somebody asked me like to help them move, I'm like considering like, okay, are these like real friends? Like how deep is my friendship with this person? Like, man.
Like, would I help them bury a body? Yeah, OK, cool. Then I'll help them move. And yesterday, when it was 92 degrees and 95 % humidity, man, I was really tested. I was super tested. Woo! It was unpleasant. I don't know. I would actually prefer to help somebody bury a body than move at this stage. You know, after yesterday, I think you're right. OK, so here's the question. What?
age do you just pay to get the people to move your stuff? I think it's whatever age I am and I think that's the lesson I learned. I think the next time somebody asks me to help them move, I'm gonna be like, hey man, what if I gave you some money and you hired some people and you could call them Dan and that would be fine. We're a little face mask of you.
Scott Schuette (02:24.398)
hire someone to move, these people that do it a lot. Like, I totally get that. Let's find out what Zeta has to think about this. Everybody, you love her, the Duchess of Design. Zeta's in the house.
Scott Schuette (02:42.574)
Zeta! Howdy, Scott. How goes on such a beautiful day? It goes pretty well. So were you helping Dan move a friend? no. no. All right. This is all tying together. Like, OK, are you with Dan on, hey, listen, we're old enough to pay people to do this? It depends on how big it is and if there's stairs involved. I think you have to have, like, reference, you know? No stairs. Not doing the stairs. No. When I moved.
to a second story apartment, I thought, okay, do I really need this? Do I really need this dresser? Do I really need that? But yeah, there's certain things that I think you should pay experts to do, but yeah, it's the older you get, the more you're probably gonna get injured, so the more careful you have to be. So. Yeah, and I think my learning this year has been one of, you know what?
I've earned the right to have somebody who does this for a living help me. Right? So we had the plumbing discussion, which we're not going to get into. Right? Although I learned a lot from that. That was really kind of nice. Right? So that was cool. And then I had the, hey, come on over. My son, his name is Austin. Come on over, Austin, and help me hang my TV because I've done this a million times. And then the one time it was not set up the right way, like that was a complete disaster. Like took hours, hours to do.
I learned a lot there too, but my biggest learning is I could have paid somebody to do this. I could have even put it on the same charge card that I use. They offered me a pretty decent price to do this. So I said, hey folks, if you're young and you're broke, totally get it. Get your friends to help you out. No matter what it is, you can learn. That's great. I ain't moving anybody anywhere anytime soon. Plus they have better tools usually.
Cool. Anything else going on for Memorial Day other than moving your friends? I played some Hades too. Okay, well that's cool. I would just remind everybody to remember what Memorial Day is all about, to take some time to remember those people who, you know, served our country, which I think a lot of people forget. So just a little thank you, a little nerd thank you to all the women and men out there who have served our country well. We appreciate you. We really, really do. And with that, we're going to go ahead and turn to our topic of the week.
Scott Schuette (05:13.39)
My goodness, I'm so excited. This week we're talking about the power of expectations. Now hold on before you say, but wait a minute, you've talked about this many, many, many, many times and the answer is yes, from a work and leadership perspective we have. But today we're going to talk about expectations in learning, everybody. We're going to talk about why setting expectations and having expectations in learning is so important.
Zayda, I want to kick it off with you. You found this thing called the Pygmalion Effect. Yeah. Let's start there. Let's start with the Pygmalion Effect. What is it? Why is it so important? Well, Pygmalion is, it comes from a very, very old Greek myth. I love myths, but aside from that, it was basically a myth about a sculptor who made something perfect and then fell in love with it. But this is completely different. So the Pygmalion Effect,
Have you ever seen My Fair Lady? Well, of course. Yeah. The rain in Spain falls mainly in the plains. I think she's got it. Job, she's got it. All right. Indeed, indeed. And that's kind of like the Pygmalion that we're talking about here is the combination of the teacher and the student. This all kind of started with a Dr. Rosenthal. It's also called the Rosenthal Effect.
And he was a leading social psychologist who kind of like did this experiment on these rats. He snuck into the lab. He put little placards on the rats of this is a high performing rat. This is not a high performing rat. And then something crazy happens. When they came in and they tested these rats in the maze, the ones that had the little tags that, hey, these are high performing rats actually were.
high -performing rats. But the thing was, those tags weren't based on any true science. It was just how the researchers changed their behaviors and having their expectations of, this is a high -performing rat, that it actually became a high -performing rat. And so it kind of gave a little bit of insight on how when you have a higher expectation, you change your behaviors to help align that and actually have that.
Scott Schuette (07:37.998)
higher outcome. And so Robert Rosenthal and I think Lenore Jacobson, they found that teachers who expected higher performance actually got higher performance. I think that's pretty, pretty groundbreaking. That's really awesome. Cause I was thinking the whole time, how does the rat know that there are high performing rat? Right? So that was my question, but I, this makes a heck of a lot of sense as well. Like if I expect people to fail,
they'll fail, 100%. Changing our perspective and changing our expectations around performance is critical to overall success. Am I picking up on what you're laying down? yeah. yeah. And as we go through our day -to -day lives, like these different expectations that are on us, whatever our expectations are is like what we believe is achievable, right? If you don't believe something's achievable, you're not going to reach for it. But if you think it is, you will. And I think that's kind of like the baseline of what it was based upon.
I just want to piggyback off that because you're a hundred percent right. Like I was just reading about a study that found like the hard numbers of that, like expectation boost is when like teachers and instructors and trainers put high expectations on their learners. There's like a 16, almost 17 % increase in their performance just over like what it would be like if they, they weren't putting those high expectations. and you know, you see that happening.
not just as a one -off or occasionally, but that happens continuously. I know I have stories, I'm sure Zeta, you've had stories, Scott, I'm sure you've had stories. I think we all have stories of teachers or even trainers who set high expectations on us and pushed us to succeed where we might have normally failed. There is real science and hard numbers on why that works and how that works.
Yeah, statistically significant too. I want to make sure people are going to say 16%. That's not too high. And I'm going to argue very hard that that is statistically significant as far as overall achievements. So that, yeah, I mean, there's, there's a bunch of studies. If like, I think there's, there's John Hattie study that talked about like what happened, like what those, those setting, those expectations have, what that effect has on students.
Scott Schuette (10:05.038)
I was talking with Zeta about this show, as I was pulling up the notes and getting it crafted and stuff as we were going to talk about it. We joked about strict teachers, strict trainers, like, strict, yeah, that sucks. Nobody, like, but it's not, it's not strict. That's a key difference. We've all had teachers who were overly strict.
And I don't know if they had the same help in our performance as teachers who set high goals and high expectations. And as trainers and learners in the corporate space, the same thing works. It's not just like a childhood learning theory, it's adult learning theory, setting those expectations work. And I think we can talk about like ways to do that, like different strategies that we can use to like help set those expectations, track those expectations and show real.
performance increase. And to piggyback on that a little bit, strict teachers are actually strict because they have low expectations of their learners. I think that's something that went at least anecdotally. Yeah. Anecdotally, the stricter the teacher that I had, I think the lower the expectations she had of the class. If I'm going to be setting good expectations for learning, I really am empowering my
audience to do more than they thought that they were capable, right? So I mean, that's been my experience. Give me something that challenges me and then put me in an environment where I can succeed. So I think that that's super, super important. But I like where you're going, Dan. Like, what's the first step? If we're going to be going ahead and set some expectations for our learners, where do we start? You know, I think like,
We've talked about it so much and so I don't want to excuse the vernacular, beat a dead horse, but setting clear and achievable goals and not just setting those clear and achievable goals, but setting clear, challenging and achievable goals. I think it's easy for us to look at our teams, look at those people who depend upon us for direction and for guidance and think about, okay, cool, what's the mark? What's the line? And then be like, cool, that's what the goalpost is, go get it.
Scott Schuette (12:31.886)
And if all you're doing is like aiming for like the easy goals, like your team achieves, but there's no growth. There is no growth without challenge and without growth, you know, you don't exceed. And so I think it's like working with like your team, working with learners and seeing like where they think the goal should be, what they think the goal should be and why that goal should be. And then asking them to push like, Hey, you said you think you could get, you know, like,
these three decks done this week, or you think that you could get this grade on an upcoming test, whatever that goal is, cool, I definitely want you to do that. But is that all you've got? Is that all the gas in the tank you've got? In a perfect world, where's that stretch? Where can we get a little bit further? And if those goals are big and they're giant, let's break them down. When I tell people to build their five -year plan when I'm working with them,
I tell them, Hey, build your five -year plan and then think about everything you need to get done there. And that sounds crazy, but then turn all those things you need to get done in your five -year plan into your three -year goals. And then look at those, turn all those three -year goals that you need to get to get that three -year goal into your one -year goal. So that way you're building and you're working in steps. You're breaking it down. You're reaching so you can grow and develop. I love that. I love that. Like instead of jumping.
having the steps to get to there, because you can't just jump from A to Z. You actually have to take the steps to get there. And just to piggyback real quick, setting SMART goals, like S -A -R -T goals, the specific, measurable, attainable, result -oriented, and time -bound SMART standing for those. Like what you want to learn, how to measure success, double checking to ensure that it's actually a realistic goal to see if it's attainable. What is the end -all result?
And then what time that timeframe looks like, I think also is a good way to set those goals. Yeah. And here's my, here's my question. I don't know the answer. So when in the design process should we do this? At the beginning. When plans are being discussed too often, like business and business oriented goals, they're making and setting these goals well before they talk to a training or a development team.
Scott Schuette (14:55.438)
And I can't tell you how helpful has been for my teams. And I believe for the business when we're part of that conversation early, because exactly that we can then begin setting like these clear, achievable and challenging goals. Like, Hey, the business wants to go here in order to get here. We're going to need to do A, B and C and A is going to be pretty easy. And B is going to be pretty easy. But if we haven't done A and B, we'll never get to see cause C is tough.
Now that I've been here, we've done the strategy. We've heard this. We've been part of the strategy meeting. Let's go. Let's go A to B to C. Boom, we got it done. We met the business goals. Everybody stretched. Everybody grew. Right. Yeah. And aligning it on those objectives and goals before you even start designing your content, it's just highly critical, right? So it's totally cool if your SMEs come into a project and say, we've talked about this and here's what we think. I gotta be honest. Like, I love that.
That's fantastic. Sadly, sometimes you get the opposite, like, hey, what do you want to get out of this? I don't know. I have no idea. We just want a training. Okay, pause. Love Lisa Wallace, friend of the show. What's going to be new, better, or different when we're done? What is it that is going to be different? And then how do we empower our audience to buy into that so we all reach those goals? You bring up this great thing where it's like, hey, what is like?
those expectations aren't getting communicated. And like that's key too. That's key to like build these things, like communicating expectations effectively and quickly. Like if I'm just like, Hey, build a thing. And then you bring it back and like, man, I don't, I don't like this thing. I have worked with people who are like, go build a thing. I build the thing. You're like, I don't know. I don't know what I need. Like, okay, cool. What, what do you need? What do you like? What's the goal? What are we trying to go? I don't know. I'll know it when I see it.
And then inside I die like, no. But, but like being able, if you are working to set clear, challenging and achievable goals for yourself, for your teams, once you've got that, like once you've got that language that set up, you can turn that the other way. You can look at your leaders and say, Hey, I know we've got this project. I know we're trying to check some boxes. If you can share those boxes that we're trying to check and help me.
Scott Schuette (17:21.069)
set the expectations you need from my team, like clearly right here, right now, I promise you will get to them. I promise you will succeed. Even if they seem challenging, even if they seem big, like let's work and get those done. And then I promise that I'll turn those into achievable steps, but you got to give me like the big goals. And we talk about table stakes, right? And when everybody wants the same thing from a learning leader position, like I want to have a seat at the table and I want to be respected in my seat.
Nothing gets you more respect with your partners than to ask this one question. Hey, so what are our objectives here? What do you want to accomplish? Right? So now I'm partnering with you, right? So what is it that you really want to get done? And whether you've thought about that or not isn't important, but what's important is that we all kind of get there together. Super duper important. And I have never yet in all my years when I've asked that question, had anybody get, how dare you ask that?
Like no, no one has ever done that. They've all been like, wow, I'm really glad you asked that question. Here's what we're thinking. Are, well, I'm really glad you asked that question because we haven't even thought about that. Okay, great. Let's align on that first. I want to piggyback off what you just said because that conversation doesn't happen unless you've already done something that you need to do in order to set up these like strategies for setting expectations. And that's creating a supportive environment.
Like you can't go to your stakeholders, to your leaders and ask that question and push on that gas unless you have shown yourself like, hey, I'm supportive. I want to help. If you're not setting up that supportive environment, your teams aren't coming to you to talk about their goals. They're not trusting you when you're pushing them and your leaders aren't trusting you to be pushed. We're on a little tangent. I'm going to wrap up the tangent. We're going to transition. I promise you, but I was listening to...
a podcast on leadership this morning, and they are talking just about that. You want to build good relationships, you've got to give what you want to get back. You want trust? You've got to give that trust. You want better communication? You give better communication. You want leadership capital being shown in the right way at the table? You've got to do those things. For the most part, that works. For the most part, hey, listen, I want you to trust me. I'm going to have to trust you.
Scott Schuette (19:38.798)
It's that give and take in any relationship that's where we start from. But yeah, I think you're totally right. Let's transition really quick. So we've got our objectives. We asked those important questions. We've all aligned on them. So now how do we communicate those objectives in a thoughtful and a meaningful way? I mean, you set those expectations clearly. You're just like, hey, this is what we need to hit. Here's the goal. Here's the end goal.
Here's the mini goals that get us there. And this is why. You just communicate those effectively. I think it's important you communicate the why. Very deeply, I believe that's true. If you just say, hey, everybody, I need you to do A, B, and then C. And I know C is really difficult, but go get them. And afterward, we'll get a pizza party. Yay, high fives. Like, that sucks. Like, if you're just like, hey, just so you guys know, for this project, our end goal is C.
in order for us to get to C, we need to do A and then B. We need to do A because of this. We need to do B because of that. And the end goal of C is to help the business do this. And just, I agree totally, but also to make sure everybody knows that everybody's in on it, that you're not leaving people out. You know, like have that teamwork experience, bring everybody in, make sure everything's clear and concise, like you said, but make sure everybody's also on board. Yeah.
From a design perspective, I want to go back to the VOR. And we had a conversation about that, a long time ago, right? But we're talking about in the beginning of every training. And these are brass tacks, everybody. If you're not having an opening value statement, like, why is this important? And make it something that's relatable and something that they can grab onto. If you can make it fun, that's even better, right? And then you have to have objectives. And I can't tell you how many times I've had arguments with folks around, well, we really don't need objectives. We just want our training. no.
They're critical to the learning process, right? So I need to understand what we're gonna try to get done today. And I need to know why it's important. And then of course you get the agenda, which is a roadmap and all that other good stuff that comes with it. But clearly state, hey, this is what we expect from you. And this is why it's important into every learning, whether that's a e -learning that you're building out, whether that's a, I hate to say it, a one -pager that you're gonna go ahead and build out. This should have those elements in it.
Scott Schuette (22:03.502)
to drive success, because otherwise, if I'm not invested in what you're trying to put out there, I'm probably not going to do it. And if I don't understand it, or I don't understand what the expectations are, then I'm definitely not going to be able to meet those expectations and either meet or exceed the goals that we have. Fantastic stuff. What are some other things we can do when it comes to setting effective learning objectives? Scott, I'm going to jump right to what we have always talked about, and that's ...
regular constructive feedback. Yeah, I know. I know. Surprise. Yes. If you aren't checking in, like we talked about setting those mini goals to get to the big goal, A, B, and then C. Like that's perfectly built, not just because it helps like structure big goals into smaller achievable goals in order to stretch, but also so you have these great times to check in. Hey guys, I want to check in. How are things going on A?
Can you tell me a few things that are happening that you need my help on? Hey, I just reviewed B and I like it. There are a few things here that I want to talk about. I just want to kind of know like, what were our thoughts on these things that happened inside of this part? Can you tell me what you saw, why we did this? Great. Let me give you some feedback on some things that I think maybe we can change here. Or maybe somebody explains why they did it and now I know their thought thing. I go, that makes a lot of sense.
But like just setting up those conversations. One, we talked about like creating a supportive environment. This helps support that. You can't have a supportive environment unless you're supporting little thing, crazy, weird. But like it allows you to like drop in, give actionable feedback. It builds the expectation that you're going to give feedback and help people grow and to support them and help them reach those stretch goals. It helps you highlight like things that they're doing right and things that they can improve upon early.
So they have time to like correct the ship. I can't tell you how many times somebody is like, I've heard somebody give me or I've heard somebody give somebody else feedback, like right when it's too late. Like, Hey, I really need you to think about like what you're doing here. And like, maybe we can like get the ship righted, you know, before the end of the year. Well, if you're waiting to mid -year to give that feedback, it's already too late. Like, it's like when you see something, say something. And like, lastly, if we talk about like us setting high expectations,
Scott Schuette (24:32.046)
You can set high expectations and then not check in and help people achieve them. If you're like, Hey, I expect excellence. And then you go to your corner and sit and type and send emails. Like you're, you're, you're not expecting success. You're expecting failure. Like you need to help push. You need to help lead. You need to help people achieve the high expectations that you set for them. I want to add something.
really important that just popped in my head as I was listening to you. So I think feedback's important. In order to get good feedback, I really, really, really think that we have to go back to this idea of practice, right? So that's where learning really, really happens. But within your learning, you've got to provide time for practice and reflection, right? So I'm going to go ahead and practice those expectations that you said with me. We're going to have some time to reflect on what went well, what didn't go well. And dare I say,
Successful learning ventures where you really want to move the needle like the one -shot learning and you're done Isn't gonna be good enough like find a way to extend that learning with more practice And that's where we can go ahead and get great feedback like Dan was suggesting right? So hey, here's the skill drill. We taught you this skill cool Have you been using it? Probably not. Okay got it. We're gonna practice this room to provide more feedback We're gonna provide an opportunity for learning and guess what we're gonna do it
probably more than once because it's super important. And then that's how we get people to really learn and get them to get what we have to really stick and be part of what's going on. heck yeah. I would say feedback is that course correction. Like if you're on your trajectory, that feedback helps keep you on course. And without someone providing that feedback, you can go off course really quick. From a coaching and mentoring perspective, whether I'm an instructor or a boss or whatever, I have to have that environment where I can watch people
practice what's going on and I can coach them on getting better. It needs to be safe, right? Back to what Dan was talking about, safe, supportive environment where they can practice and learn and I can provide feedback and get that 360 feedback up as well so everybody gets better, which kind of dives into what I think we're going to be talking a little bit about, which is that, hey, have a growth mindset. Boom. Yes. That's exactly what I was going to say. Like, wow, Scott, it sounds like we're talking about a growth mindset. We are. yeah.
Scott Schuette (26:56.622)
I get it. I feel like, man, it's just me. I feel like growth mindsets are becoming harder and harder to find these days. Is that just me? But maybe I'm wrong. But the idea that I'm always growing, I'm always working on Scott. I'm way past Scott 2 .0. I'm on Scott 58 .01. Listen, so you talked about which version you're on. So I'm going to get metaphysical for a moment real quick. So there's this.
not scientific wives tale kind of deal where it's like, hey, like every seven years, every cell in your body gets replaced. Obviously not true. But when I was younger, like that message really stuck with me, this idea of that, like, hey, this we're always being renewed. And so I tell people like, hey, basically every seven years, old Daniel is gone and I have a new Daniel and that's new Daniel's chance to build on the foundation that old Daniel left behind. And so like, you know, I'm coming on Daniel version seven,
And like, that's great because like, I think back to like Daniel version six, and I think about all the things he did and I'm like, Hey, that was kind of dumb. I better not do that. Or, that was really great. I hope I can do what Daniel version six did. You know, I think back to like Daniel version three, you know, when I'm like 18, you know, or in my early twenties and I'm like, man, Daniel version three did a lot of really dumb stuff, but you know, he had a good time doing it. So like, you know, what can I, what lessons can I take from Daniel version three?
That's very metaphysical, wild, crazy stuff that, but that's kind of like where I'm thinking that's one of the things that helps me like, like keep this idea that like, I need to move forward. I need to embrace challenges, you know, take risks and embrace being wrong. I've talked about this with like Zeta before, Scott, I think I've mentioned it to you, but like every day my job is to find three things I was wrong about. That's the thing that I set myself to every morning. And it sounds silly.
but it's one of those things that keeps me questioning, keeps me looking, keeps me cognizant, helps keep me humble to the best of my ability is finding those things that I was mistaken about and then correcting them. Like, oops, hey, I held this belief, it was wrong. This is what it is, at least how I think and can observe it now. What else am I wrong about? And...
Scott Schuette (29:20.686)
Can I find all those things that I'm mistaken about, that I'm wrong about? And can I be right about them as much as any person can be right? And that's one of the things that helps me push forward. Scott, I think you talked about growth mindsets being tough to find. I don't know. I don't know. I think a lot of times we observe people kind of in neutral because those growth moments, those challenging moments tend to be...
If it's not like a big corporate thing, they tend to be deeply personal. And I think a lot of people are like hanging out with friends or they're outside in their public life. And they're just kind of like, they put the car in neutral because they're like, I'm just going to roll downhill because I'm hanging out with friends and I don't need to be like doing the deep soul work of growing and changing. Cause a lot of that I think happens behind closed doors and in quiet moments. I agree.
And to bookend the whole Pygmalion thing with the Ship of Theseus, we're talking about different versions of ourselves. I think I heard one of the, I think his name is Thor. He's a streamer and he said, imagine as we live every couple of years, we get a DLC and that DLC is when things just don't, don't work anymore. And after a certain time, it's not like you can say, I want to unsubscribe from this. Right? No, no. As you get older, as you change and have different versions of yourself.
You get this DLC and if you don't keep up with it, if you don't strive and push yourself and try to get better, you'll be like a ship of Theseus that's losing parts of itself as it's going down the ocean waves. And without replacing those bits, without trying to build upon those, you're just becoming less and less of a ship and more of a wreckage. Yeah. Yeah. Everybody's got an ego. Our ego is there to protect us, right?
Sometimes our ego is not our amigo folks, right? Our amigo can get in the way, thank you. Our ego can get in the way of us growing because it's really easy for us to say, well, that's somebody else's fault. And a lot of that happens because it's just so much safer. And so looking in the mirror when things don't go the way that you want or something dramatic happens in your life, maybe even something traumatizing happens in your life, really kind of taking a look in the mirror and say,
Scott Schuette (31:41.806)
What can I learn from this and how can I get better? Really hard thing to do and sometimes really painful thing to do. And that's why I think when we talk about setting expectations, setting challenges and whatnot, I think that creating an environment for growth really puts us in a place from a facilitation or a coaching perspective to celebrate growth, right? So important. So like Dan, you mentioned, hey, I'm looking for three things that I did wrong.
I'm going to tell you straight up, you're a leader, you're a facilitator, you're a designer, whatever. I want you to be looking for those things that people are doing right. And I want you to celebrate those things because that'll create a safe environment where it'll be easier for them to say, I think I can get better if I did it this way. Or, hmm, you know what? I missed the mark on that. What can I do differently next time?
And that again is celebrating those successes. Having debriefs to bring people in together and just say, we're all going to learn from this. And at the end of that debrief, everybody's happy about what they've learned and nobody got beat up, right? Nobody got finger pointed at and everybody kind of comes together and says, hey, we're going to do it better next time. And because we're going to imply, we're going to, we're going to apply. That's what we're looking for. We're going to go ahead and apply.
what we've learned to the next time that we do it. So super important, everybody, like all these things come back to really providing a supportive network after it's all done, right? So how do we have support on that? So I think that's really great. Is there anything else anybody would want to talk about when it comes to setting good expectations from a learning perspective? I think...
try to think the best of whoever you're trying to teach, to train. Be invested in their interests, try to help them achieve whatever they're trying to go. And don't say, no, this isn't a possibility. Say, no, this is reachable. This is attainable. This is worth the effort. And do that for your learners. And I think they'll have a lot more success.
Scott Schuette (34:02.958)
Alright, thanks team. Really great discussion. Setting expectations from learning perspective. Super important. Really great stuff. Daniel -san! Yes, Scott? Could you do me a favor? Could you let everybody know how they could get in touch with us? Absolutely. Alright, party people. You guys know the drill. We're coming on to episode 100. Email us at nerds at TheLearningNerds .com Listen, I want to set a clear expectation. We would love for you to send us an email. Ask us some questions.
participate in the conversation. I'm going to piggyback off of what Scott Norma says. I want to set another clear expectation. If you haven't already, comment on one of the podcasts. Give us a thumbs up, thumbs down, whatever it is. We want to know what you guys think. I don't know how clear I could be. If you think I could be clearer, you know, tell me. If you're on Facebook, you can find us at Learning Nerds, Instagram peeps, Fab Learning Nerds, and lastly, for more information about us, what we do and updates.
www .thelearningnerds .com. Scott. Thanks, Dan. Hey, everybody. Could you do me a favor? Could you go ahead and hit that like button, hit that subscribe button, share this episode out with your friends. Really great stuff. Doesn't matter who you are, what you do. It's really good information when it comes to how you're going to go ahead and help others around you grow. And with that, I'm Scott. I'm Dan. I'm Zeta. And we're your Fabulous Learning Nerds, and we are out.