John Dorner contrasted two articles: IT multitasking productivity and the problems of multitasking. His post made me also wonder about the conflicting results from these two different research approaches.
If we believe that multitasking diminishes our ability to stay on thinking-kinds of tasks, what are we going to do about it? Multitasking is the way teenagers (and younger), college students and some adults go about their day-to-day lives. My attempts to convince my teenager to do his schoolwork differently has resulted in zero change. Are these multitasking youngsters and college students less intelligent than we were when we were young? Certainly not, in fact, I believe my kids are much smarter than I ever was.
They are exposed to so many more environments, cultures, technologies, and ideas. This exposure helps them to be receptive, tolerant, and question differing viewpoints, ideas, and concepts.
Definitely, they are learning differently than we learned. So the question again is what do we do about working and educating in multitasking environments? In the education arena, we should rethink how we teach these kids. Terry Sale gives a good example of how we should change the way we teach language arts.
The IT multitasking productivity research provided evidence that multitasking is productive in the long run, not in the short-term. The researchers also found that diversity of social networks is important.
While our kids are multitasking, they are also expanding their social contacts and exposure multi-fold. Kids are communicating with multiple friends (friends of friends) at any given time. Our kids are constantly communicating, communicating, and communicating.
They may never see some of these friends face-to-face. As my son plays virtual games with kids from across the world, he socializes with and learns from them. The other night I asked him why he did not come downstairs when I wanted him to. His reply was “I was on my way down, but my friend from Australia got online (Xbox 360) and we just started talking (for about 15 minutes).” They weren’t playing a virtual game; they were just talking (through their headsets--real, live voices). Talking with a friend who lives where it is daytime when it is nighttime at our house was an acceptable excuse. What opportunities! What exposure! What fun!
The Aral and Van Alstyne research tells us that diversity of information from diverse social networks produces more revenues, more completed projects, etc. See Sinal Aral’s comment and the research article abstract.
What does the research suggest? Multitask by seeking diverse information from diverse sources while using a variety of communications methods.
So what about the other research that says multitasking can be bad? My approach is to take periodic breaks from multitasking. When I have those tasks that need concentrated attention—like reviewing a research journal article—I leave the office and find a place that has no Internet access (yes, a few restaurants in this small Southern university town do not have free wireless access).
I am also glad to report that the two older kids are able to remove themselves for a short time (albeit, much shorter time period than I would like) to concentrate on their more serious school subjects during crunch times.
I will continue to seek diverse information and communications while multitasking. Periodically, I will interrupt the multitasking for concentrated thought—I know no other way to do my job.
Wednesday, March 28, 2007
Tuesday, March 27, 2007
What is Customer Service?
After some of my colleagues and friends read my last post, they thought that I was taking revenge on the service centers that did not give good service. Although that did cross my mind, punishing the service centers that were not customer-focused was not my intention.
My intent was to describe the activities and attitudes that demonstrate good customer service. At the Franklin Pontiac Service Center, good customer relations permeated through every action and interaction that the employees had with the customers. The other two service centers could really learn from the way Franklin Pontiac treats its customers.
What I also failed to do in my post was to indicate that quality customer service hinges on quality products (and services); exemplary customer service is more than interacting and relating to the customers. If Franklin Pontiac was nice, but did not portray competence, and was not able to the job (or fix the problem), then my only comment would have been: "They are nice." Being friendly will take a product and an organization only so far.
Being dedicated to providing customer service also requires the organization to excel in its services and products. The organization has to have substance--quality customer service and quality products. An organization cannot sustain good customer service without providing quality products.
Good customer service also means continuous improvement where employees are "looking for ways to improve quality and value". Joel Spolsky describes "Seven steps to remarkable customer service". His first step of solving customer problems includes a two-pronged approach: 1) solve the immediate problem and 2) fix the problem so it is not a problem for the next customer. This requires all employees think beyond their own specific job duties. Employees should think how their actions affect customers and others within the organization.
Of course, businesses that produce quality products, but are not customer-focused, can survive for awhile. After awhile, though, I lose confidence in their ability to produce quality products, and I simply lose interest in doing business with them. Businesses that indeed know that "The customer is our reason for being here" are the ones that will get my repeat business.
My intent was to describe the activities and attitudes that demonstrate good customer service. At the Franklin Pontiac Service Center, good customer relations permeated through every action and interaction that the employees had with the customers. The other two service centers could really learn from the way Franklin Pontiac treats its customers.
What I also failed to do in my post was to indicate that quality customer service hinges on quality products (and services); exemplary customer service is more than interacting and relating to the customers. If Franklin Pontiac was nice, but did not portray competence, and was not able to the job (or fix the problem), then my only comment would have been: "They are nice." Being friendly will take a product and an organization only so far.
Being dedicated to providing customer service also requires the organization to excel in its services and products. The organization has to have substance--quality customer service and quality products. An organization cannot sustain good customer service without providing quality products.
Good customer service also means continuous improvement where employees are "looking for ways to improve quality and value". Joel Spolsky describes "Seven steps to remarkable customer service". His first step of solving customer problems includes a two-pronged approach: 1) solve the immediate problem and 2) fix the problem so it is not a problem for the next customer. This requires all employees think beyond their own specific job duties. Employees should think how their actions affect customers and others within the organization.
Of course, businesses that produce quality products, but are not customer-focused, can survive for awhile. After awhile, though, I lose confidence in their ability to produce quality products, and I simply lose interest in doing business with them. Businesses that indeed know that "The customer is our reason for being here" are the ones that will get my repeat business.
Saturday, March 17, 2007
Does your organization really serve its clients? A tale of four service centers
On Thursday, March 15, after two hours into the trip to Nashville, the service engine light of our new Pontiac Torrent came on. We had more than three hours left of trip, and we knew that we needed to get this checked before heading home three days later.
My daughter read the manual while I drove. We checked the items listed in the manual and the service engine light continued to tell us something could possibly be wrong.
My daughter called the roadside service number, but she did not know how to navigate the menu system since we were not stranded. We called our Pontiac service center at home and they gave us a toll free number. That number stayed busy.
Then my daughter called a couple of my co-workers who looked up the dealerships north of Birmingham. Bill Smith Pontiac in Cullman made the most logic choice for us to stop. Thanks Greg and Rusty! I know why I love working with you guys!
Service Center #1; Bill Smith Pontiac, Cullman
The man at the service desk said they did not have anyone who could work on the Pontiac until tomorrow (Friday) afternoon. I explained we were on the way to Nashville and needed it done today. He said he couldn’t; if the water temperature was running okay, then we would be fine to run the car a few more days.
Friday morning, I called Beaman Pontiac which is located about one mile from our downtown hotel. I explained the situation to a man who told me he could not fix the car until Monday. I explained again the situation and that it would be unwise to drive for another five hours home. He would not budge.
My response was that because I have a Pontiac that has only 5,000 miles on it and I can’t get it service “I wonder what kind of company Pontiac really is”. His reply was consistent: “We cannot service it today. Monday is the soonest we can get to it.”
He did suggest that I try Franklin Pontiac which is located 10 miles away. I asked for that phone number. His replied condescendingly, “I don’t know the number, but you can call 411 and ask for Franklin Pontiac.”
By accident, I called Franklin Pontiac at Dickson instead of Franklin Pontiac at Franklin. I explained to Casey my situation and that this was my third call for service. The others have refused to service my vehicle in a timely way although it is clearly under warranty and that I am away from home. I was getting frustrated. He said his shop was 40 miles from my location. He said Franklin Pontiac and Earl Dunn Pontiac would be closer. I asked him if he could give me the number to Franklin Pontiac. He said he did not know it, but would look it up for me. He gave me the number to both Franklin and Earl Dunn Pontiac service centers. He said that he would be glad "work me in" if I could not get service closer.
Service Center #4: Franklin Pontiac
I explained to a man with Franklin Pontiac, my situation and that I am frustrated with the lack of service. The man listened and said that they would be glad to service the car—a refreshing change from the first two service centers! He patiently gave me directions twice to his service center. He was friendly, gave no indication of impatience that I was bothering him. He politely answered all of questions. Whew! Finally a good attitude and a viable solution!
I arrived at Franklin Pontiac with ease (well, after I got out of downtown traffic). The directions were perfectly described. I first spoke with Reed, the parts manager. With a friendly smile, he listened and gave me directions to the service area in the garage—“they’ll be able to fix your car.” In the garage, I described the problem to another kind gentleman. After I described that we had driven more than 3 hours with the service light on, with an empathic response, he said, “I bet you were on pins and needles.” My thought was “Wow! Someone who actually listens and understands”
He also indicated that since lunch, they had an influx of cars coming in for repair so that it may take awhile, but they would definitely fix the car. He asked me if I needed a ride. I said “No, I will stay here—I have nowhere else to go.” He smiled understandingly, knowing that I was somewhat misplaced. He said he would get the car ready as soon as possible.
This man and Reed helped me develop confidence in Franklin Pontiac by listening, assessing the dilemma, communicating the situation, and developing a plan.
Everyone I encountered in Franklin Pontiac smiled and made me feel at home. I requested directions to ATM. And later, I requested a notepad and pen. Reed accommodated each request with a smile, never once indicating that I was bothering him or that he did not have time to fill requests.
As I was taking a picture of a framed poster: “Customer’ Creed”, I was asked by three different women in the payment office if they could help me. I explained I was impressed by their service and the Customer Creed is the exact way they ran their office. It was the first time since yesterday I really felt like a service center cared and was well-managed. They were surprised other Pontiac service centers were not responsive.
The Customer Creed was:
My daughter read the manual while I drove. We checked the items listed in the manual and the service engine light continued to tell us something could possibly be wrong.
My daughter called the roadside service number, but she did not know how to navigate the menu system since we were not stranded. We called our Pontiac service center at home and they gave us a toll free number. That number stayed busy.
Then my daughter called a couple of my co-workers who looked up the dealerships north of Birmingham. Bill Smith Pontiac in Cullman made the most logic choice for us to stop. Thanks Greg and Rusty! I know why I love working with you guys!
Service Center #1; Bill Smith Pontiac, Cullman
The man at the service desk said they did not have anyone who could work on the Pontiac until tomorrow (Friday) afternoon. I explained we were on the way to Nashville and needed it done today. He said he couldn’t; if the water temperature was running okay, then we would be fine to run the car a few more days.
My interpretation: “We don’t plan and manage our shop to service Pontiacs daily. No need, because our customers can wait. And, I really don’t want to do it, anyway.”Service Center #2: Beaman Pontiac, Nashville
Friday morning, I called Beaman Pontiac which is located about one mile from our downtown hotel. I explained the situation to a man who told me he could not fix the car until Monday. I explained again the situation and that it would be unwise to drive for another five hours home. He would not budge.
My response was that because I have a Pontiac that has only 5,000 miles on it and I can’t get it service “I wonder what kind of company Pontiac really is”. His reply was consistent: “We cannot service it today. Monday is the soonest we can get to it.”
He did suggest that I try Franklin Pontiac which is located 10 miles away. I asked for that phone number. His replied condescendingly, “I don’t know the number, but you can call 411 and ask for Franklin Pontiac.”
My interpretation: “We are on our own schedule. We will not budge from our control system. You can wait until we are ready to serve you. Better yet, you can use your time, your own expense, and your own resources to find service somewhere else. I really don’t want to deviate from my specific job. And, I really don’t care what you think of Pontiac. I really don’t care that you just bought a new car from Pontiac.”Service Center #3: Franklin Pontiac at Dickson
By accident, I called Franklin Pontiac at Dickson instead of Franklin Pontiac at Franklin. I explained to Casey my situation and that this was my third call for service. The others have refused to service my vehicle in a timely way although it is clearly under warranty and that I am away from home. I was getting frustrated. He said his shop was 40 miles from my location. He said Franklin Pontiac and Earl Dunn Pontiac would be closer. I asked him if he could give me the number to Franklin Pontiac. He said he did not know it, but would look it up for me. He gave me the number to both Franklin and Earl Dunn Pontiac service centers. He said that he would be glad "work me in" if I could not get service closer.
My interpretation: “You are an important customer. I will help you. I don’t mind helping you and giving you information that would be useful. Although we are booked, I will provide you service if that is what would help you.”My faith in Pontiac is beginning to get turned around. So, Pontiac may actually care.
Service Center #4: Franklin Pontiac
I explained to a man with Franklin Pontiac, my situation and that I am frustrated with the lack of service. The man listened and said that they would be glad to service the car—a refreshing change from the first two service centers! He patiently gave me directions twice to his service center. He was friendly, gave no indication of impatience that I was bothering him. He politely answered all of questions. Whew! Finally a good attitude and a viable solution!
I arrived at Franklin Pontiac with ease (well, after I got out of downtown traffic). The directions were perfectly described. I first spoke with Reed, the parts manager. With a friendly smile, he listened and gave me directions to the service area in the garage—“they’ll be able to fix your car.” In the garage, I described the problem to another kind gentleman. After I described that we had driven more than 3 hours with the service light on, with an empathic response, he said, “I bet you were on pins and needles.” My thought was “Wow! Someone who actually listens and understands”
He also indicated that since lunch, they had an influx of cars coming in for repair so that it may take awhile, but they would definitely fix the car. He asked me if I needed a ride. I said “No, I will stay here—I have nowhere else to go.” He smiled understandingly, knowing that I was somewhat misplaced. He said he would get the car ready as soon as possible.
This man and Reed helped me develop confidence in Franklin Pontiac by listening, assessing the dilemma, communicating the situation, and developing a plan.
Everyone I encountered in Franklin Pontiac smiled and made me feel at home. I requested directions to ATM. And later, I requested a notepad and pen. Reed accommodated each request with a smile, never once indicating that I was bothering him or that he did not have time to fill requests.
As I was taking a picture of a framed poster: “Customer’ Creed”, I was asked by three different women in the payment office if they could help me. I explained I was impressed by their service and the Customer Creed is the exact way they ran their office. It was the first time since yesterday I really felt like a service center cared and was well-managed. They were surprised other Pontiac service centers were not responsive.
The Customer Creed was:
- The customer is our reason for being here.
- It takes months to find a customer and seconds to lose one.
- Always be courteous and polite during each customer contact.
- Always do more than is expected when you handle a customer's problem.
- Never promise more than we can deliver.
- Continually look for ways to improve quality and add value to products our customers purchase.
Another noticeable item was a bulletin board that was filled with thank you notes from customers. The man from garage came in to talk with the customers a few times. He explained the problems and solutions with competence and thoroughness, His tone and eye contact conveyed respect and care. To one customer who had to wait several hours for his extensive repair, he said, “Can I get you anything?” Wow! This gesture meant “I understand how frustrating it might be to wait so I will help ease the frustration.”
Every employee (including the payment clerks and mechanics) who walked through the lobby smiled and spoke short greetings to the customers.
Within an hour of my arrival, an energetic young lady from the garage extended her hand with a friendly and firm handsake and a vibrant “Miss Anne, your car is ready.” She explained the service engine light had indicated that there was a problem with the oxygen level in the emissions systems. There is a bulletin on it so we knew what to do to fix it. You are ready to go.”
This confident young lady communicated her competence by letting me know the nature of the problem and that Pontiac communicated to the service centers what to do with these kinds of problems.
My interpretation of Franklin Pontiac was: “We care about our customers. Our customers are important to us. We work for our customers. We are happy to serve our customers! That’s our job and we love doing it!”
I bet that the employees at Franklin Pontiac are happy to go to work everyday, too.
What a difference an attitude makes when dealing with customers. Both the Franklin Pontiac (at Dickson and at Franklin) service centers had a "can-do" and "customers are important" attitude. They seemed to understand ways to solve their customers' problems?
Both the Bill Smith and Beaman Pontiac service centers had a "no-can do" attitude. The customers can wait until the service center is ready to serve them
The Franklin Pontiac was immersed in friendliness, service, and competence. The other two service centers were not concerned with serving the customers.
Which service center reflects your organization? Franklin Pontiac exemplifies an organization that is more about serving the customer than staying with its specific controls of rules. Is it possible to run an organization efficiently and still keep the customer first? The attitude dictates our ability to do so.
Tuesday, March 13, 2007
Trust in the Online Community
Larry asks "Who can you believe?" Faculty and university administrators ask this question all the time: "How can we trust the information if we don't know who created it?"
Credentials and structure are very important to many peer-reviewed, published professors. Thus, the concept that valuable, reliable, creative content can be created by the masses in a flat, chaotic, networked world is foreign to many university folks (certainly, not all faculty, but most).
In the massive flat world, where you do not "know" the person, do you trust the information more if you see PhD after his/her name? In most cases, it does not matter what letters, if any, follow the name. Furthermore, you may not know.
Larry and I, like other Extension faculty, represent organizations that pride themselves in providing research-based, non-biased information. Because Cooperative Extension is part of land-grant institutions, a plethora of people with doctorates, and other advanced degrees, surrounds us. Thus, our organizations naturally think you should trust us--because we are experts.
When people reach one of our sites, do they respond "Ahhh, this is Cooperative Extension--they are research-based education providers--so I can trust them"? Our organizations hope so; though, this is not reality. The reader will determine whether the content is trustworthy and valuable by other means.
When reading Internet content, people make judgments on whether to trust the information and how valuable the content is to them. Trust and perception of value are embedded in the thought-process of the individual seeking information.
The question is not "Who can be trusted?" Rather, the questions are "What can be trusted?" and "What is valuable?". Learning to trust online content is like learning to trust individuals. Trusting individuals and determining value usually have little to do with the college degrees. While the degree is where the connection is made (if you are sick, you go to a M.D.), trusting the individual (or online information) is built around many other factors.
Because society has changed the way it communicates and learns, university faculty have tremendous opportunities to expand their knowledge, share their knowledge, and become trusted and valued by others. To understand these opportunities is to engage, collaborate, discuss, learn, and be understood. The best way to understand trusting content (and individuals) online is to do it--live it--"be the ball" (i.e, edit public wikis, install a news reader, create a blog, join an online virtual world (i.e, Second Life), tag your bookmarks--let others see what you are reading and see what others are reading, engage your students online--let the public see how you engage them).
In order to do 2.0 you have to live 2.0 (be the ball). It's not something you can just hear about and then immediately grok.
For faculty contributions to be trusted by others (outside of the university systems), the contributions must become evident and seen by others (outside of the university systems). To trust online content and for one's contributions to be trusted, participate in these wide-open communities. Trust goes both ways.
Signed,
Anne Mims Adrian, PhD
Monday, February 26, 2007
IT Multitasking and Productivity
Kathleen Melymuka, Computerworld, reports how IT multitasking affects individual productivity. She describes a five-year study where the researchers (Sinan Aral, Erik Brynjolfsson, Marshall Van Alstyne) analyzed 1,300 projects and 125,000 e-mails. Heavy IT users multitask, working on projects in parallel. Lower IT users work on projects serially. The researchers found that heavy IT users were associated with slower productivity speed in short term periods because multitasking slows project completion in the short run. However, because heavy IT users took on more projects, overall they had greater productivity, thus bringing in more money to firms over time.
They also studied communications within social networks (social networks may have been defined email communications—this is not entirely clear in the Computerworld article). The researchers measured “betweenness” which is an indicator of being in the “thick of the information flow”. They also measured the “reach” an individual had by counting the number of people an individual talked to and the number of people they “talked” to (subtracting for duplications), and then counting the number of hops. The researchers’ assertion is the more people one "reaches" the more diverse the information is.
Their suggestion is to "invest in IT skills” because those who are capable of multitasking can complete more over time. The researchers also suggest that individuals should create information diversity by making their social networks diverse. In other words, don't build social networks by talking to people only like yourself.
They also studied communications within social networks (social networks may have been defined email communications—this is not entirely clear in the Computerworld article). The researchers measured “betweenness” which is an indicator of being in the “thick of the information flow”. They also measured the “reach” an individual had by counting the number of people an individual talked to and the number of people they “talked” to (subtracting for duplications), and then counting the number of hops. The researchers’ assertion is the more people one "reaches" the more diverse the information is.
Their suggestion is to "invest in IT skills” because those who are capable of multitasking can complete more over time. The researchers also suggest that individuals should create information diversity by making their social networks diverse. In other words, don't build social networks by talking to people only like yourself.
Sunday, February 25, 2007
Social Networking, the Creeps, and Learning
Monday night I awoke around 2:30 startled from a dream. In my dream, I was speaking to a group of folks on our campus about social networking—that part of the dream is scary enough because I know soooo very little about social networking, albeit I am learning. As I was speaking, a man, with spine-chilling beady eyes, stared at me, looking right into my soul. I have met only a couple of people who give me the hibby jibbies and this one man was certainly in that class. I did not know him. A fear jarred my mind—he knew me because I had posted personal information on a few web sites.
Through the years, I have tried not to give too much information about myself through the internet. A few hours before I went to bed, I had posted a blog that was more personal than I intended, and then I completed a profile using my real name on a mashup site at a colleague’s request. As I awakened, I cursed my bizarre dream—the crazies can be in my backyard, or they can be half-way across the world.
The advantages of socializing, connecting, understanding, and learning are too great to forego over a little fear of what might happen. Connecting with others who have similar professional interests is way too easy to not try to soak up their knowledge and expand my own understanding. The best way to understand and learn from others is to immerse myself into relevant virtual communities. Kevin Gamble calls this “being the ball”.
In case you are wondering how to stay safe on the internet, Cindy Eves-Thomas at the University of Maine Cooperative Extension authored "Staying Safe in the digital age" . Thanks to John Dorner to pointing out this information.
Through the years, I have tried not to give too much information about myself through the internet. A few hours before I went to bed, I had posted a blog that was more personal than I intended, and then I completed a profile using my real name on a mashup site at a colleague’s request. As I awakened, I cursed my bizarre dream—the crazies can be in my backyard, or they can be half-way across the world.
The advantages of socializing, connecting, understanding, and learning are too great to forego over a little fear of what might happen. Connecting with others who have similar professional interests is way too easy to not try to soak up their knowledge and expand my own understanding. The best way to understand and learn from others is to immerse myself into relevant virtual communities. Kevin Gamble calls this “being the ball”.
In order to do 2.0 you have to live 2.0 (be the ball). It's not something you can just hear about and then immediately grok.I have put those crazy paranoia thoughts behind me. Simply, I do not want to miss these great opportunities to learn from others. Hopefully, I will develop ideas because of others. And, maybe I can influence others, as well.
In case you are wondering how to stay safe on the internet, Cindy Eves-Thomas at the University of Maine Cooperative Extension authored "Staying Safe in the digital age" . Thanks to John Dorner to pointing out this information.
Sunday, February 18, 2007
How My Folks Taught the Five of Us to Be Successful
The Wall Street Journal article, “Raising Women to Be Leaders”, reminded my husband of the Mims girls. He knew that I was raised in an environment that fostered success, too. The article describes how Dennis and Connie Sullivan prepared their four daughters to be highly successful businesswomen. These four women lead major companies.
None of the five Mims kids lead major companies, but we do lead happy, productive, and successful lives. Though the tactics and environments were different, our parents also taught us to be independent, accept responsibilities, work hard, pitch in (now its called teamwork), be confident about our work and abilities, and get an education. Although these expectations were not explicitly stated, we knew what we were expected to do and how we were expected to carry ourselves.
Only eight years separates the five of us; the only male is in the middle. I am the fourth child. Unlike the Sullivan girls whose father was an AT&T executive, we lived in the Upper Coastal Plains of Alabama and most of my family's income came from farming and pulp-wood businesses. During the 1970s, my father switched from growing cotton to growing vegetables. Several reasons prompted his decision. High fuel and chemical prices of the 70s made making a profit in cotton production difficult. Vegetable farming promised to be very profitable, albeit very labor intensive. Vegetables, pecans, and pine trees funded our grade school and college education. We learned so many valuable life skills by "truck" farming.
Hard Work
My father did not believe in making work hard for the sake of working hard. He did want us to accomplish something worthwhile, though. In order to earn money for our education, we have to work hard at growing and selling vegetables.
I could describe the harvesting and marketing activities of any summer, but one particular summer is worth noting. For the summer after my oldest sister entered Washington and Lee Law School, the second oldest was in Pharmacy School at Auburn, and my brother would soon be a freshman at Auburn, we had planted more corn—sweet and field corn—than in any other summer. My dad “gave” my oldest sister a 9-acre field of corn for her tuition. This was not the only field of corn, but this one field was “hers”. He said everything that we sold from that field would fund her law school tuition. Many days would start at 4 AM and end at 10 PM. We would rotate trips to the market. At any given time at least two trucks were on the road or at the market, and the third truck was being loaded. .
Independence
I don’t recall at anytime my parents ever saying that we girls should be independent. In fact, the first time I ever heard my mother state her philosophy was this past December. She said, “I just wanted you girls to be able to live on your own and not have to depend on a man.” We grew up with an independent mindset and continue to be that way today. We are all successful individuals. We are all confident, that if by any unfortunate event, we are able to make our own decisions, take care of ourselves and families, and be successful on our own.
Allowing and expecting us to make our own decisions in lots of different situations helped us learn to be independent. We learned to negotiate with wholesalers and individual consumers at a very young age. Even in our social life, we were given the opportunity to make our own judgments. We were not given curfews—we knew we were expected to behave appropriately and we did!
Also, our dad taught us skills so we did not have to depend on others. For example, our father taught us how to change a flat tire and change the oil in our cars. I am not very efficient at either of these activities, but I know how to do them. Today, I am glad to pay someone to change the oil in my car, but in college, I did it myself.
The level of responsibilities, expectations, and opportunities were the same for the four girls and my brother. I realized that many folks viewed the level of capabilities to be different for boys and girls when my brother and I were selling produce together. Customers would invariably turn to my brother to bargain with him. Even though our customers may have perceived that there were differences in our abilities, our folks did not. We were given same opportunities and responsibilities as my brother. Certainly, our parents never said, or indicated, that men and women should be valued differently.
Confidence
Our parents gave us confidence by giving us responsibilities at an early age. When I was 8 years old, my dad told me and my little sister to learn to drive because more help was needed to haul hay. The two of us were too small to pick up the bales, but if we learned to drive, then the older siblings could toss the bales onto the truck while we drove. We were thrilled to learn to drive! How did my dad teach us? In a field about an acre big, he told Kathryn and me to each drive a truck around the field until we were comfortable driving. We already knew the basics: the gas pedal, the brake, P for park, D for drive, and R for reverse. Our dad’s only instructions were to ease off the gas pedal before braking. We understood to keep the trucks out of the ditch and to avoid hitting each other. We were driving the hay trucks the next day AND happy to be able to drive and contribute!
Directly selling produce meant that we youngsters learned the value of “repeat” customers, negotiation tactics, and marketing strategies based on customer demands and our product availability. Selling to individual consumers and negotiating with vegetable wholesalers built our confidence and helped us learn to communicate with all kinds of people.
Our parents encouraged involvement in school activities—not just playing sports, but also becoming leaders and participating in youth and government programs that created opportunities for us to meet people throughout our state and around the nation. Our parents supported us in every activity. They managed to watch every every ballgame and listen to every speech. They even made trips to Auburn for some of our college events. Their support and belief in us made us believe in ourselves.
Teamwork
We were not given allowances; we worked and made money for the family—for the greater good. We never compared what one child got over another. We knew the shares would equal out “in-the wash” and what we received at any given time was what we could afford. Our parents taught us how to work hard and to work together. We knew when to pinch in—whenever something needed to be done. We never called it teamwork, but that is what it was. We knew we had to get the work done, and sometimes, we had to adjust and be flexible for others. Looking back, I realize that working together is what made life fun. Certainly, in my current role, the most fun is when I work with others.
Perseverance
Our parents modeled perseverance. Sometimes, our life was economically tough. Our parents always looked for improvements in our situation. We were responsible for making opportunities out of the situations that were given to us. Perseverance led to adaptability and flexibility. Every summer, we made adjustments from the summer before. Dad was always willing to try a new variety of corn and tomatoes. We adjusted to what was available and what we capable of doing. For example, when we all were able to drive, we planted more because we had the ability to market more.
Education
Our parents believed in education. They made great sacrifices so we could get a very good education during our grade school and college years. Our parents never demanded or even asked if we were going to college—we knew we were going to Auburn. Like one of my colleagues, Barb (and like her father told her), tells all female students: “Your education is your meal ticket”.
Our parents expected a lot of us. Their expectations led to successful results. We are all well-educated and successful. By May, the five of us will hold a total 10 degrees—one law degree, two doctorates, one masters, and six bachelors degrees. We are known for working hard and being dependable, fair, kind and level-headed. We are influential and making a difference in our organizations. Jenelle is the associate dean of a law school. Nancy led the top branch of a major pharmaceutical company for several years. William, joining the Guard in his mid-thirties, has advanced rapidly and is known for his problem-solving skills in tight situations. He also runs his own business. I help lead a computer department. Kathryn has been an accountant, but later became a nurse, is known for her very caring and nurturing nature, and will get her Doctorate of Pharmacy in May. Of course, we continue to believe in ourselves with an independent mindset.
None of the five Mims kids lead major companies, but we do lead happy, productive, and successful lives. Though the tactics and environments were different, our parents also taught us to be independent, accept responsibilities, work hard, pitch in (now its called teamwork), be confident about our work and abilities, and get an education. Although these expectations were not explicitly stated, we knew what we were expected to do and how we were expected to carry ourselves.
Only eight years separates the five of us; the only male is in the middle. I am the fourth child. Unlike the Sullivan girls whose father was an AT&T executive, we lived in the Upper Coastal Plains of Alabama and most of my family's income came from farming and pulp-wood businesses. During the 1970s, my father switched from growing cotton to growing vegetables. Several reasons prompted his decision. High fuel and chemical prices of the 70s made making a profit in cotton production difficult. Vegetable farming promised to be very profitable, albeit very labor intensive. Vegetables, pecans, and pine trees funded our grade school and college education. We learned so many valuable life skills by "truck" farming.
Hard Work
My father did not believe in making work hard for the sake of working hard. He did want us to accomplish something worthwhile, though. In order to earn money for our education, we have to work hard at growing and selling vegetables.
I could describe the harvesting and marketing activities of any summer, but one particular summer is worth noting. For the summer after my oldest sister entered Washington and Lee Law School, the second oldest was in Pharmacy School at Auburn, and my brother would soon be a freshman at Auburn, we had planted more corn—sweet and field corn—than in any other summer. My dad “gave” my oldest sister a 9-acre field of corn for her tuition. This was not the only field of corn, but this one field was “hers”. He said everything that we sold from that field would fund her law school tuition. Many days would start at 4 AM and end at 10 PM. We would rotate trips to the market. At any given time at least two trucks were on the road or at the market, and the third truck was being loaded. .
Independence
I don’t recall at anytime my parents ever saying that we girls should be independent. In fact, the first time I ever heard my mother state her philosophy was this past December. She said, “I just wanted you girls to be able to live on your own and not have to depend on a man.” We grew up with an independent mindset and continue to be that way today. We are all successful individuals. We are all confident, that if by any unfortunate event, we are able to make our own decisions, take care of ourselves and families, and be successful on our own.
Allowing and expecting us to make our own decisions in lots of different situations helped us learn to be independent. We learned to negotiate with wholesalers and individual consumers at a very young age. Even in our social life, we were given the opportunity to make our own judgments. We were not given curfews—we knew we were expected to behave appropriately and we did!
Also, our dad taught us skills so we did not have to depend on others. For example, our father taught us how to change a flat tire and change the oil in our cars. I am not very efficient at either of these activities, but I know how to do them. Today, I am glad to pay someone to change the oil in my car, but in college, I did it myself.
The level of responsibilities, expectations, and opportunities were the same for the four girls and my brother. I realized that many folks viewed the level of capabilities to be different for boys and girls when my brother and I were selling produce together. Customers would invariably turn to my brother to bargain with him. Even though our customers may have perceived that there were differences in our abilities, our folks did not. We were given same opportunities and responsibilities as my brother. Certainly, our parents never said, or indicated, that men and women should be valued differently.
Confidence
Our parents gave us confidence by giving us responsibilities at an early age. When I was 8 years old, my dad told me and my little sister to learn to drive because more help was needed to haul hay. The two of us were too small to pick up the bales, but if we learned to drive, then the older siblings could toss the bales onto the truck while we drove. We were thrilled to learn to drive! How did my dad teach us? In a field about an acre big, he told Kathryn and me to each drive a truck around the field until we were comfortable driving. We already knew the basics: the gas pedal, the brake, P for park, D for drive, and R for reverse. Our dad’s only instructions were to ease off the gas pedal before braking. We understood to keep the trucks out of the ditch and to avoid hitting each other. We were driving the hay trucks the next day AND happy to be able to drive and contribute!
Directly selling produce meant that we youngsters learned the value of “repeat” customers, negotiation tactics, and marketing strategies based on customer demands and our product availability. Selling to individual consumers and negotiating with vegetable wholesalers built our confidence and helped us learn to communicate with all kinds of people.
Our parents encouraged involvement in school activities—not just playing sports, but also becoming leaders and participating in youth and government programs that created opportunities for us to meet people throughout our state and around the nation. Our parents supported us in every activity. They managed to watch every every ballgame and listen to every speech. They even made trips to Auburn for some of our college events. Their support and belief in us made us believe in ourselves.
Teamwork
We were not given allowances; we worked and made money for the family—for the greater good. We never compared what one child got over another. We knew the shares would equal out “in-the wash” and what we received at any given time was what we could afford. Our parents taught us how to work hard and to work together. We knew when to pinch in—whenever something needed to be done. We never called it teamwork, but that is what it was. We knew we had to get the work done, and sometimes, we had to adjust and be flexible for others. Looking back, I realize that working together is what made life fun. Certainly, in my current role, the most fun is when I work with others.
Perseverance
Our parents modeled perseverance. Sometimes, our life was economically tough. Our parents always looked for improvements in our situation. We were responsible for making opportunities out of the situations that were given to us. Perseverance led to adaptability and flexibility. Every summer, we made adjustments from the summer before. Dad was always willing to try a new variety of corn and tomatoes. We adjusted to what was available and what we capable of doing. For example, when we all were able to drive, we planted more because we had the ability to market more.
Education
Our parents believed in education. They made great sacrifices so we could get a very good education during our grade school and college years. Our parents never demanded or even asked if we were going to college—we knew we were going to Auburn. Like one of my colleagues, Barb (and like her father told her), tells all female students: “Your education is your meal ticket”.
Our parents expected a lot of us. Their expectations led to successful results. We are all well-educated and successful. By May, the five of us will hold a total 10 degrees—one law degree, two doctorates, one masters, and six bachelors degrees. We are known for working hard and being dependable, fair, kind and level-headed. We are influential and making a difference in our organizations. Jenelle is the associate dean of a law school. Nancy led the top branch of a major pharmaceutical company for several years. William, joining the Guard in his mid-thirties, has advanced rapidly and is known for his problem-solving skills in tight situations. He also runs his own business. I help lead a computer department. Kathryn has been an accountant, but later became a nurse, is known for her very caring and nurturing nature, and will get her Doctorate of Pharmacy in May. Of course, we continue to believe in ourselves with an independent mindset.
Tuesday, February 6, 2007
Ralph Crocker, An Influential Man
The Ralph Crocker Classic Swim Meet is named for an incredible swim coach who believed in swimmers and expected great things from them—in and out of the pool.
Several years ago, Ralph Crocker’s introduction to the parents and swimmers of our age-group swim team was more like he was having a thoughtful, but a very matter-of-fact, conversation with friends. Early in this meeting, he portrayed his love for his family -- his wife, and Cameron, their daughter. They meant the world to him. In a courageous statement, he also admitted to this group of strangers that he will become melancholy at a certain time of the year which coincides with the time of the year that Lindsey, Margaret and Ralph’s daughter, died. His openness to his emotional side indicated that he understood the important things in life.
In describing his coaching philosophy, he emphasized that the sport of swimming is about the kids. At this meeting, parents knew that he would teach more than swimming; we knew he would also teach them many life skills. Trusting him with my children was easy because he immediately served as a role model for not only the kids, but also the parents.
Although Ralph is known for coaching top-notch teenage and college swimmers, he understood each of his swimmers from the youngest age-group kid and to the Olympians. Passionate about coaching and “genuine love for his swimmers”, he motivated and challenged each one individually. He demonstrated to us parents how to be positive and caring and to share humor.
During Ralph’s memorial service, the word “incredible” was used over and over because it describes the power of influence he had on others. As the long distance swimming coach during the most productive years of Auburn University swim program, Ralph encouraged, coached, parented, challenged, and mentored swimmers so that they accomplished what seemed unreachable. Ironically, they loved Ralph for pushing them. His workouts were fondly known as Ralph’s House of Pain (RHOP). BJ Jones, former Auburn University Swim Team Captain and of member of four NCAA Championship teams, described Ralph best.
Margaret has dealt with Ralph’s disease and his last days with untiring strength and love. Even on the day of his memorial service, Margaret’s gentle, southern sweetness, as always, made people feel comfortable and “at home”. Margaret and Cameron have been through more tribulations in their lives than most of us can imagine. Some say that bad things happen to good people so that these good people can show us how to react to adversity. The way Ralph lived his life demonstrated how to focus on the important things in life. Margaret’s and Cameron’s strength gives us encouragement to do so.
Several years ago, Ralph Crocker’s introduction to the parents and swimmers of our age-group swim team was more like he was having a thoughtful, but a very matter-of-fact, conversation with friends. Early in this meeting, he portrayed his love for his family -- his wife, and Cameron, their daughter. They meant the world to him. In a courageous statement, he also admitted to this group of strangers that he will become melancholy at a certain time of the year which coincides with the time of the year that Lindsey, Margaret and Ralph’s daughter, died. His openness to his emotional side indicated that he understood the important things in life.
In describing his coaching philosophy, he emphasized that the sport of swimming is about the kids. At this meeting, parents knew that he would teach more than swimming; we knew he would also teach them many life skills. Trusting him with my children was easy because he immediately served as a role model for not only the kids, but also the parents.
Although Ralph is known for coaching top-notch teenage and college swimmers, he understood each of his swimmers from the youngest age-group kid and to the Olympians. Passionate about coaching and “genuine love for his swimmers”, he motivated and challenged each one individually. He demonstrated to us parents how to be positive and caring and to share humor.
During Ralph’s memorial service, the word “incredible” was used over and over because it describes the power of influence he had on others. As the long distance swimming coach during the most productive years of Auburn University swim program, Ralph encouraged, coached, parented, challenged, and mentored swimmers so that they accomplished what seemed unreachable. Ironically, they loved Ralph for pushing them. His workouts were fondly known as Ralph’s House of Pain (RHOP). BJ Jones, former Auburn University Swim Team Captain and of member of four NCAA Championship teams, described Ralph best.
Ralph Crocker was a man of integrity, influence, positive attitude, and a sense of humor. Ralph has influenced thousands of swimmers, coaches, and parents in his positive attitude, his love for coaching, and his dedication to developing kids into adults. Even in his last days, he courageously battled cancer without complaint, focusing on the future. Ralph Crocker showed us how to live and how to die.Ralph made us believe in ourselves; believe that we could be great even when we weren't so sure. Ralph taught me courage, confidence, and conviction. He’s the only man I've ever met (who) had the ability to challenge and push his athletes to the limit every day, and have them love him for it. He would ask us to do unbelievable things that should have been impossible, but we did them anyway, partly because we wanted to make him proud, but mostly because he made us believe that we could do it.
Margaret has dealt with Ralph’s disease and his last days with untiring strength and love. Even on the day of his memorial service, Margaret’s gentle, southern sweetness, as always, made people feel comfortable and “at home”. Margaret and Cameron have been through more tribulations in their lives than most of us can imagine. Some say that bad things happen to good people so that these good people can show us how to react to adversity. The way Ralph lived his life demonstrated how to focus on the important things in life. Margaret’s and Cameron’s strength gives us encouragement to do so.
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