The Carnival Guy

I've written a fair number of case studies over the years. Although I do my very best to make them perfect when first published, they sometimes have errors or omissions or little glitches that cause difficulty for users. Thankfully people alert me to the defects so I can correct them. Over time then, the cases become "tried and true."

Still, some people argue about a "tried and true" case. That it doesn't mean what it says. That my conclusions at the end of the case are wrong. Or there's some other difficulty. Obviously, if it's a valid error, I can make a further correction; but with a "tried and true" case that would be rare. In other instances, I can usually show the critic the portion of the case they are misreading or overlooking, or I can present the underlying logic we are working with and how certain aspects of the case have been structured to focus on the issue at hand rather than allowing stretched logic and off-the-wall assumptions to enter the case discussion. The vast majority of people understand my approach, but sometimes a person will argue a point to death. That's when I have to tell them the story of the carnival guy.

It's possible to rig a carnival game to get a desired outcome, just as it is possible to write a case in such a way as to lead the discussion to the desired outcome (which may be one solid conclusion or a range of opinions). For instance, I once heard of a carnival game where one had to roll balls down a ramp into numbered chutes at the end. If the numbers added up to a certain value, I think it was "21," you won a prize. My understanding was that a game operator could construct the game in such a way that it was impossible to hit the required score. Yet people were winning prizes. How could that be? The game operator simply awarded prizes at random to stimulate interest in the game and to manage the outflow of prizes against the income from contestants.

"Wait a minute," you might be thinking. "Wouldn't we know we didn't roll '21'?" No you wouldn't if the game operator grabbed the balls quickly and shouted "Here goes another winner!" Besides, if you thought you didn't win the prize and the operator thought you did, would you really argue about it?

The concept I'm talking about here was stated so well by one carnival game operator. He said "It's my game. It's my prizes. It's my rules. It's my trailer. Do you really think you're going to win?"

In a similar manner, I always smile when someone tells me "how they beat the auto dealer when negotiating to buy a car." I just say something like "good for you." I don't have the heart to tell them they don't even understand the game much less how its really played.

About me: Dan Pelley's career experiences range from the shipping room to the boardroom and the college classroom. He has worked in companies as diverse as metal stamping, foundries, pharmaceuticals, computers and electronic components, hospitals, nursing homes, motor carriers, distribution, retailers, social services, government, quasi-government agencies, a major art museum and an airline. He shares his experiences through programs and seminars for companies in New England and through this blog.

Copyright © 2009 Daniel W. Pelley
All rights reserved.

Long Distance Participants

I'm thankful to be an educator, and I am honored to receive much recognition for my work. Not just the formal awards such as the Continuous Quality Instruction Award from Bryant College, the Distinguished Service Award from Quinebaug Valley Community College, and the 2004 Richard Fontaine Award for Teaching Excellence, but the informal tokens of appreciation as well. Such as the song written for me by Barbara Royea, the plaques from class participants, the sweatshirt autographed by an entire class, the miniature chalkboard crafted by a graduate, and the numerous t-shirts and small gifts. While I never look for or seek out such things, they are always appreciated and valued. Indeed, I tend to cherish the small homemade things more than the fancy formal awards.

But the form of recognition that I find most profound is the number of people willing to travel long distances to attend my programs. Like the person traveling from New Haven, CT to New London, CT to attend programs, 57 miles each way. The persons travelling from New London, CT to Lincoln, RI (67 miles each way). The persons going to Danielson, CT from Chicopee, MA (71 miles each way) and Orange, CT (88 miles each way). The persons going from Tiverton, RI to Rocky Hill, CT (114 miles each way).

Then there's the all-time record holder. Rich Fitzgerald of Saugerties, New York found the information in my programs to be worth traveling 175 miles each way for each day he attended classes in Danielson, CT.

Many thanks to the more than 8,000 people who have attended my programs over the years and the more than 600 companies that supported their continuing education efforts.

About me: For 25 years, Dan Pelley has presented supervisory management development programs in Rhode Island (RI), Massachusetts (MA) and Connecticut (CT). Click here to visit his website.

Copyright © 2009 Daniel W. Pelley
All rights reserved.

Our 800th Graduate

Congratulations to Tom Simmons who recently became the 800th person to earn our Certificate in Supervisory Management. Tom is the 2nd shift Quality Lead at Whitcraft LLC, a manufacturer of aircraft parts in Eastford, CT. He attended our programs at Quinebaug Valley Community College in Danielson, CT. Best wishes for future success Tom!

About me: Dan Pelley offers a series of five programs leading to a Certificate in Supervisory Management. The five programs are "Managing People,: "Leadership Skills," "Managing For Results," "Proactive Leadership," and "Participative Management." 800 people from 137 companies in Connecticut (CT), Rhode Island (RI), Massachusetts (MA) and New York (NY)have one or more people who earned this certificate.

Copyright © 2009 Daniel W. Pelley
All rights reserved.

Hard to Believe

Here's another article on "dumb things companies do to really screw up their training efforts" or "DUTHCODO TRESUTTE."

It always amazes me how companies that consider themselves to be training leaders can be so lacking when it comes to the little details. Like hot, crowded rooms. Or no "break-out" areas for classes that are case-study and discussion-group based. Or held in an area prone to outside noises or distractions. No white board. Flip chart. Markers.

Over the years I've adjusted to many of these conditions. I always bring markers and board erasers. I have a portable podium. Two portable white boards and a flip chart if needed. A complete PowerPoint presentation system. You'd be surprised at how much is lacking sometimes.

The best example was a company that had several seminar rooms. I did several programs there. Never without a hitch or a glitch. Last minute room changes without telling participants or instructor. Wrong room set-up (even though I tended to use a consistent setup). Deficient food service. Broken A-V equipment.

The clincher was a seminar that met once a week in the same room for four weeks. It had a white board covered by two doors. When you opened the doors, they would slowly swing shut. Each week I suggested they have maintenance correct the problem. Never happened. Each week the board was dirty. Each week I used my markers and eraser because they didn't have any. Each week I complained.

By now you are probably thinking "Oh, c'mon Dan. Get over it. Everyone has little problems. Everyone makes mistakes. Is this really worth a blog post?"

Yes, I think it is. You see, the participants were managers of a prestigious hotel, including the managers in charge of maintenance, food service, seminars and conferences. The seminars were held in their facilities. My complaints were addressed to the seminar participants, the managers responsible for the facilities. I often wonder how many other people paid to use that room with the swinging doors, dirty white board, no markers or erasers during the time we spent a few hours a week there.

About me: Before becoming a full time educator, my career experiences included being vice president of a consulting firm, vice president - finance of a publishing company, vice president - sales support services for a manufacturing company and vice president - operations for a distribution company. As a full time educator working principally in Rhode Island (RI), Connecticut (CT) and Massachusetts (MA). I am pleased to share my experiences and business philosophies with managers at all levels.

Copyright © 2009 Daniel W. Pelley
All rights reserved.

Managing For Results

I originally developed my program now titled "Managing for Results" many years ago for a local college. At the time I was vice president of a manufacturing company and taught management classes part-time for a trade association. I was invited by the college to create a new program oriented towards first-line managers and supervisors. The requirements were to cover the fundamentals and basics of the management process, so I gave it a common title: Introduction to Management.

At that time it was your basic Management 101 program. Because it was running at a management center as a noncredit program taught by a management practitioner, the college emphasized application rather than academics. Nonetheless, it was still a basic Introduction to Management program.

Years went by and I became a full-time educator working in the tri-state region of Massachusetts, Connecticut and Rhode Island. By then I had expanded my offerings to a five program series leading to a certificate in supervisory management. The certificate program had been adopted by a good number of community colleges and several four-year colleges as well. But the application-oriented fundamentals program was still titled Introduction to Management.

One day I received a homework assignment from a manager attending that program. He had completed and submitted an action plan designed to accomplish a goal previously submitted in an earlier homework assignment. I was extremely impressed with his work and gave him a top grade.

Several months later he attended another one of my programs. He came to speak to me at break time to tell me of his success with the action plan. He began by asking me if I remembered his action plan. I said I did; it was very good work.

"Yes Dan," he said. "And I actually use that plan and accomplished my goal. Because of the work I did in class on my goal statement and action plan, I got permission from my boss to do a special project that my department has requested for years; always being turned down. Probably because the previous managers in my position never took the time to think it through so they could prepare a good solid proposal. I got the permission, followed my action plan and finished the job last week."

He went on to say "Guess what happened? Since then," he said, "my boss has congratulated me on three separate occasions for getting that job done. And yesterday, the company president, I don't even know the guy, came into the department and shook my hand and told me what a good job I'd done with that project."

To him I responded, "that my friend, is what it's all about. It's not about good grades. It's not about certificates of completion. It's about using what you learn to the benefit of your department, your company and you."

That was a turning point. I decided to change the title for the program. And though I always emphasized application rather than academics, I decided to increase program content to put even more emphasis on application.

The "Managing for Results" program continues to be academically sound. I present solid principles. But as I introduce the program to new participants, I tell them that the practice of management is not just about knowing the principles. There are many managers who know the principles. They can tell you all about them. They talk a good game.

The best managers don't talk a lot about management principles. Instead they practice them. And they apply them to accomplish goals and achieve results. Instead of telling you what they know, they show you what they can do. That's the key to success in management, and a foundation principle in all my programs.

About me: Managing for Results is one of five programs Dan Pelley offers in a series leading to a Certificate in Supervisory Management. Click here to see a Statement of Learning Objectives for "Managing For Results." For additional information about the supervision series and other programs offered by Dan Pelley, click here to visit Dan Pelley Educational Services website.

Copyright © 2009 Daniel W. Pelley
All rights reserved.

A Second Chance For Ideas

I've finished updating the "Thriving for Change" program and I am presenting it today at a manufacturing company in Eastford, CT. Here's another thought from that 6 hour program.

As part of developing a change culture in your organization, never say "no" to an idea without a darn good reason for that “no.” You’ve seen that I’m sure. Maybe it happened to you. Someone submits an idea for change to someone in authority, usually their boss. The boss listens to the idea and then says “No, not going to do that.” The person with the idea asks “Why?” The boss responds with something like: “Because I said so,” or “It will never work,” or “I just don’t want to.”

In a change culture such statements are simply unacceptable. In a change culture no idea can be dismissed without due consideration. In a change culture, ideas can only be dismissed for valid reasons. And those reasons must be conveyed to the idea originator along with suggestions on how the idea might be improved so it can be resubmitted for approval.

Indeed, to prevent ideas from being rejected without proper consideration, I believe every company should have a second chance process. If someone believes an idea was turned down without justification, without a valid reason for the "no," then that person (whether or not that person is the idea originator) should be able to have that idea reviewed at a higher level by people who are drivers of change. That doesn't mean the idea won't be turned down again. But it does mean that the second chance review will be by people who seek to take advantage of as many ideas as possible.


About me: Dan Pelley conducts seminars and teaches programs on topics of interest to managers. Recent additions to his offerings include a six hour seminar titled "Thriving on Change." Today Dan is presenting the program at a company in Eastford, CT. He can present it at your company too.

Copyright © 2009 Daniel W. Pelley
All rights reserved.

The Hurrier I Go

"The Hurrier I go, the behinder I get." That's what my Dad used to say. And that's what I'm going to say today in this short post. To say I've been busy over the past several weeks would be an understatement.

So far this week I've delivered a highly customized version of "Participative Management" in Norwich, CT on Tuesday. A standard version of "Leadership Skills" in Lincoln, RI yesterday. Today I'll be eight hours "on the platform" doing "Proactive Leadership" in the morning and "Building High Performance Teams" in the afternoon in Danielson, CT. Tomorrow the newly revised "Thriving on Change" with a totally new PowerPoint presentation, totally revised materials, and three new case studies will be presented in Eastford, CT.

The balance of my time this week has been spent developing a survey for a customer, finishing "Thriving on Change," and working with the host company in Colchester, CT regarding their upcoming special programs at a special price. See the post on 3/29/09 for more information. Two of the three programs are sold out ("Interviewing Skills" and "Effective Performance Appraisals").

So off I go to Danielson. Have a great day.

About me: For 25 years, Dan Pelley has presented supervisory management development programs in Rhode Island, Massachusetts and Connecticut. He is the 2004 recipient of the Richard Fontaine Award for Teaching Excellence awarded by Quinebaug Valley Community College in Danielson, CT.

Copyright © 2009 Daniel W. Pelley
All rights reserved.

Special Programs, Special Price

Here's an opportunity for my readers from Southeastern, CT (or anyone who doesn't mind traveling to Colchester). A company there is hosting three of my programs that are usually offered to companies on an in-house basis only; rarely are they offered on an open enrollment basis.

The hosting company is easy to reach, has plenty of parking and good program facilities. Better yet, the hosting company has set an attractively low price for these programs being offered one-time only at this location.

Interviewing Skills is offered on Wednesday April 29, 2009 from 8:00 a.m. to noon. Whether you interview trainees or seasoned pros, this "hands-on" program tells you what you needed to know. How to keep it legal and professional. The classic interview mistakes to avoid. The most powerful question you can ask. And what not to ask. Click here to see a detailed statement of learning objectives. This half day program is offered at $50.00 per person and includes all program materials and refreshments.

Effective Performance Appraisals is offered on Wednesday April 29 from 1:00 to 5:00 p.m. Performance appraisals are used to develop , strengthen and groom the talents of individual employees. Yet many managers find them difficult to do. This "hands-on" seminar shows an easier way to provide fair and accurate appraisals. How to eliminate bias and error. And how to handle sensitive issues such as inappropriate dress, cultural differences, and body odor. Click here to see a detailed statement of learning objectives. This half day program is offered at $50.00 per person and includes all program materials and refreshments.

Handling the Difficult Employee is offered on Thursday May 14, 2009 from 8:30 a.m. to 4:30 p.m. From the lazy slacker to the angry aggressor. From the negative thinker who drains our energy to the bubbling socialite who drains our time. From the chronically tardy to the chronically unhappy, this program deals with them all. Why they do it. The single most important question to ask. Two rules to handle the situation. And what to do if you can't. Click here to see a detailed statement of learning objectives. This full day program is offered at $100.00 per person and includes all program materials and refreshments. Lunch will be on your own from noon to 1:00 (with several kinds of restaurants from fast food to gourmet located nearby).

Seating is limited to 20 people per program. Click here to register on-line.


About me: Dan Pelley conducts training programs for supervisors in the New England states, with a concentration in Massachusetts, Connecticut and Rhode Island. "Handling the Difficult Employee," "Effective Performance Appraisals," and "Interviewing Skills" can also be presented on-site at your location. Call for quotation.

Copyright © 2009 Daniel W. Pelley
All rights reserved.

Thriving on Change

I've just updated my new "Leadership in a Changing Environment" program, recently presented at a Lincoln, RI company. In order to implement positive and productive changes, managers must be sensitive to people’s concerns, cognizant of the issues surrounding the change process, and have a solid understanding of the skills required to be an effective change agent. Each manager must also be capable of adjusting her or his leadership style so as to encourage people to welcome and support change in a spirit of cooperation and harmony.

Click to see a statement of learning objectives.

About me: Dan Pelley conducts seminars and teaches programs on topics of interest to managers. Recent additions to his offerings are a six hour seminar titled "Thriving on Change" and a sixteen hour program titled "Leadership in a Changing Environment."

Copyright © 2009 Daniel W. Pelley
All rights reserved.

You - Out!

Here's another article on "dumb things companies do to really screw up their training efforts" or "DUTHCODO TRESUTTE." The first article, "Why Bother," was posted on January 28, 2009

The management team wasn't happy. It seemed to them that they trained, and trained and trained and never received anything of value in return. The Human Resources manager had worked with me many years before, and asked me to meet with the management team to see what I might do.

The management team expressed frustration and disappointment. Especially in the areas of problem solving, communications and teamwork. No matter how many training programs they went through, teamwork was lacking, communications were deficient, and problems remained unsolved. They suggested that people were working "in silos," concerned with their own problems and issues rather than those of the company at large. The managers asked that I guarantee results if they were to hire me.

"Obviously," I said, "I can't guarantee results. First of all, I'm not picking the participants. Secondly, I don't know the extent of old issues. But most importantly, I have no control over what participants do beyond the classroom." I went on to say "What I can guarantee you is that I will deliver a good program. There's also a very good chance that I can win them over, offset negativity, and get them started toward achieving real results."

A program on team building, interdepartmental communications and problem solving was contracted. The participants were good people, but jaded from prior experience. It took much longer than normal to win them over. But I did it. We got past the venting stage and turned to the improvement phase.

Working in teams, they were developing suggestions on how to the company could improve in the three areas covered by the program. I asked them to be candid, but also to make their suggestions constructive and positive. I told them I would take their suggestions to the management team if they wished, but I hoped they would ultimately feel comfortable presenting the ideas themselves.

They worked on the ideas in small groups first. Each group had a recorder/spokesperson taking notes. We then broke up the small groups so we could work with the ideas as a full group. Just as we were to begin, the closed door to the seminar room opened. Someone who I never met, someone dressed as an executive, looked in and pointed to a person. With a jerk of the thumb, his only words were: "You - Out!"

How very rude. I was momentarily shocked. The room was quiet. Then someone spoke: "See, Dan, see what we've been trying to tell you. See how they treat us."

Trying to make the best of it, I said: "Well, I'm sure there must be a good reason. Let's rise above it and show what we can do. Let's make our suggestions be heard."

The response from another person: "Oh ya, how do we plan to do that? Our recorder was the one called out and he took our team notes with him when he left."

Initiative destroyed, the effort diminished. The Human Resources Manager later told me the teams never presented their ideas to the executives. I suspect at the end the management team thought "See, here's another training failure."


About me: Dan Pelley has conducted a number of successful team-building programs in companies located in New England. One Groton, CT company had an eighteen hour program that produced over $100,000 in tangible demonstrated savings. To learn more about our educational programs, click on this link to Dan Pelley Educational Services.

Copyright © 2009 Daniel W. Pelley
All rights reserved.

Bottom Line

Today I am in Bloomfield, CT presenting a popular program "Understanding the Bottom Line." It presents concepts that impact the bottom line of companies that make or sell products. It most certainly is not a program along the lines of "Finance and Accounting for Non-Financial Managers." Those sorts of programs usually present the mechanics of how accounting works, what sort of reports are generated and how the manager can use that information. Certainly these are good things to know.

"Understanding the Bottom Line," on the other hand, is not interested in how accounting reports are constructed, but rather focuses on how the operating manager's decisions and actions influence the outcomes and results reflected in the accounting reports. The program is "hands on" using a series of short cases and exercises to establish and reinforce concepts. Participants leave the program with a new appreciation of the power of gross margins, the danger of margin erosion, what it takes to break-even and the true cost of an employee. For the operating manager, these concepts are essential.

A vice president of one company attended the program sponsored by his trade association. He later told his boss that all employees should take the program. Reciting his own experience he said "To be honest, I lost sight of what the hell a gross margin is and how it can help or hurt us." People at all levels of his company subsequently took the program.


Dan Pelley presents "Understanding the Bottom Line" to managers of wholesale distributors, job shop manufacturers and retailers from New York, Connecticut, Massachusetts and Rhode Island. For more information on his programs, click this link to Dan Pelley Educational Services

Copyright © 2009 Daniel W. Pelley
All rights reserved.

Why I Avoid Snow Days

I wrote this yesterday as a Nor'easter swept the east coast. I began the day driving my wife to work in the worst part of the storm. As a nurse she makes every effort to get in to work no matter what the weather conditions. I had no classes scheduled, so I didn't need to issue class cancellation notices, something I try to avoid whenever I possibly can.

The primary audience in my programs are supervisors and other managers at all levels who work in local companies. I learned long ago that when I cancelled a class most of the participants would simply go to work instead. Later we would have to coordinate a make-up class to complete the program requirements. As you can imagine, finding a make-up date and time that suits everyone is nearly impossible. So my standing policy is to avoid cancelling class unless absolutely necessary. Today, for example, would have been a cancellation day.

But what about people who simply are not comfortable driving in certain conditions or have child care or other issues due to a storm? My position is always very clear: If you are not comfortable coming to a class for any reason, skip the class. We'll worry about certificating requirements later.

My policy for educational programs mirror my policy for companies where I've been an executive. We cancel work only when conditions are bad enough to warrant a closing, since hourly employees generally do not get paid when the company closes. However, if someone is not comfortable with driving to work and can't find any other transportation options, then I can generally excuse the absence as long as the employee notifies us.


About me: Before becoming a full time educator, my career experiences included being vice president of a consulting firm, vice president - finance of a publishing company, vice president - sales support services for a manufacturing company and vice president - operations for a distribution company. As a full time educator working principally in Rhode Island, Connecticut and Massachusetts I am pleased to share my experiences and business philosophies with managers at all levels.

Copyright © 2009 Daniel W. Pelley
All rights reserved.

Off and Running

One of my busy seasons begins this week. With several programs running, I thought you might like to know what I'm doing.

On Tuesday morning "Managing for Results" will be running in-house at a company in Eastern Connecticut. Wednesday morning the same program will run at Quinebaug Community College (QVCC) in Danielson, CT. Click for more details here: "Managing for Results"

On Wednesday afternoon "Proactive Leadership" will run at QVCC. To become proactive leaders, first-line supervisors need superior skills in problem solving, improving productivity, communicating ideas and implementing changes. This program provides the supervisor with those special management skills. Click for more details here: "Proactive Leadership"

On Thursday morning "Managing People" will run at the Northern Rhode Island Chamber of Commerce. Click here for more details on "Managing People"

On Friday morning I will be delivering week 3 of "Leadership in a Changing Environment" for a company in Northern Rhode Island. For more details, click here: "Leadership in a Changing Environment"


I'm also working on a revised program, "Thriving on Change," to be delivered in March. Details will be available later.

If you'd like to know more about the work that I do, click the link to Dan Pelley Educational Services at the bottom of the green colored field in the right column.

Copyright © 2009 Daniel W. Pelley
All rights reserved.

Why Bother?

She was new to our program for supervisors. Only in her second week of class. The time when her first homework assignment was due. She had done it. Worked hard on it. Was ready to turn it in.

Part of the assignment was to set a S.M.A.R.T. goal for her department. When the assignment was given in the first week of class it was highly recommended that people discuss their goal with their boss. To make sure the boss agreed with goal. She did. And this was her boss's response: "What are worrying about that crap for? You don't have to set goals in your position. Don't waste my time with this."

Now, before class began, with almost a tear in her eye, she asked me: "Why did my company send me to this, Dan, if they don't even care about what I learn?"

And that my friends is an example of stupid things companies do when it comes to education and training. I know she benefitted from the program. When she changed employers. But the company who sent her to the program received no real return on their investment of money, her time, and the time of those covering her department while she attended classes.

The moral (Do I need to give you a moral?): If you are not going to be interested in what your employees are learning, if you are not going to show that interest, if you are not going to be a coach and answer their real-world questions of applying what they are learning to their job, then you are wasting their time and your money.

Copyright © 2009 Daniel W. Pelley
All rights reserved.

Dumb Things Companies Do

I've been working in education for over 25 years (first part time, later full time). I've had the pleasure of seeing how education can make a significant contribution to organizational efforts. Unfortunately, I've also seen some of the dumb things that organizations do with the end result that their educational efforts are reduced, become less than effective, and at the extreme even become a waste of time and money.

I want to include some of these things in the blog as examples of what not to do. It's my hope that presenting these examples will give people an opportunity to reflect on how their organization approaches training and education.

The danger, of course, is that I may become too negative or get too carried away. So I ask you to give me a good swift verbal kick in the pants if I do by commenting on these posts.

The first example will be posted tomorrow. It represents a significant and substantial failure. But as I write this I also realize that many of the dumb things companies do to reduce educational effectiveness are not done intentionally and often are not substantial. But they are significant from the point of view that they diminish the educational experience. I also realized that it was hard to create a succinct label for these posts. I wanted to create a category called "dumb things companies do to really screw up their training efforts" or "DUTHCODO TRESUTTE." Now is that ridiculous or what? I also realized that I was starting to rant. So I slapped my fingers and created the category: education.

Copyright © 2009 Daniel W. Pelley
All rights reserved.