As we finish our exploration of becoming a strategist, another factor can sometimes add to the mix. Some of us open multiple schools. So now we have several dragons with which to contend, and it is obvious that we can’t be teaching classes in two locations at the same time. At this time, all the preparatory groundwork either crumbles or sustains us.
When I stepped back from the deck and left my junior program and beginners adult program in the hands of my trained instructors, I expected waves. I expected complaints from parents. I expected students to quit, an erosion of quality, a drop in revenue and an equal or greater loss of sleep. The actual result was that I lost two families from the junior program and the revenue increased.
As I see it, the problem is that clients grow up with a set of expectations, which are no longer being fulfilled. In the minds of clients, payment is being made to a person, not for a product. As a business owner, it’s my responsibility to provide the very best product (class) for my clients regardless of the delivery system (instructor).
The way I minimized trauma was by attacking the challenge from several sides simultaneously. Applying multiple forces in multiple directions simultaneously to overwhelm an enemy is a military principle. In this case, the enemy was the possible trauma that could adversely affect my business. The enemy was not my clients.
My approach took several paths.
I revamped the teaching curriculum, syllabus and lesson plans for each style we offer. I view curriculum as the body of knowledge to be taught, the syllabus as the order in which it is presented and the lesson plans as the tactical elements of implementation.
I moved to a junior program with a modified curriculum covering a broad spectrum of both judo and taekwondo skills, rather than attempting to teach both styles separately to the same population.
I created six monthly training cycles, so that each instructor knows exactly what class is to be taught on what day and students see a definite plan, which will ensure their progress, regardless of who is teaching class on a given day.
I ramped up the instructor-training program, so that I was able to share the vision more effectively, gain the understanding and support of the instructors, create higher levels of accountability and deeper insights into the process of teaching.
I let my instructors teach class while I assisted, so that the parents and students saw that I trust my instructors, have faith in their abilities and believe in the quality of their teaching.
I put salaried, trainee assistant instructors under my class instructors, so that parents saw that our leadership program really does produce leaders, and moreover, that those leaders (who are now 15- and 16-year-old black belts) were once just like the children they are now helping to teach.
I talked to the parents during class to allay fears and explain why the transition was necessary. I talked about how good the instructor looked or pointed out specific things he was doing with a particular child. I talked about how the trainee assistants were once white belts in our children’s program and had been with us for seven or eight years and how much they had grown and learned about leadership. I let everyone know how proud I am of my people, not for what I have done, but for what they have achieved through their own efforts.
I included a university scholarship promise in my new children’s manual, giving any child who graduates from high school with a 3.5 GPA or higher and has earned a black belt from us a $500 check with our thanks.
I made sure that when I am on the deck teaching the kid’s class that everyone sees it as a “special treat.” Can we say “Value Added?”
I delegated more authority to my Program Manager, and hired an assistant who is learning the entire Program Manager’s job.
I raised my fees.
In short, I let go of specific tasks and started thinking about how my business will look when it no longer needs me at all.u
