Top tutor's DNA (High performer)

Common Characteristics & Habits of Ringle’s Top Tutors

2018.03

Top tutor's DNA (High performer)
Top tutor's DNA (High performer)
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“This course is based on "Common Traits Ringle Top Performing Tutors Have in Common" written by one of the Ringle Co-founders. Because there are many aspects that overlap with top performers in the workplace/within organizations, we cited the article as a summary of our new course "Behaviors of Top Performers." We would like you to compare and contrast the behaviors of top performers in your organization and your top Ringle tutors. Please try to organize your thoughts and also learn to articulate them.”





There are a select few Ringle tutors who always get high marks and glowing reviews from customers. It is not easy for young undergraduates to be able to impress experienced professionals so consistently. There had to be something special about these tutors. Did these tutors have some kind of a special skill? Finding what made these tutors different could help me to provide a better service for our customers in the future.



As I studied the similarities between these tutors, I realized that there wasn’t some unique ability that they had in common. It was their attitude which was the [1] common denominator.



Of course, no two tutors are the same. However, the tutors who have consistently gotten near-perfect marks from our customers during the past two years had the following in common:



1. They arrive early to the lesson

They’re ready to go at least one or two minutes before the scheduled time. They enter the online classroom before the customer and greet them as they enter.



2. Agenda meetings

The tutors devote the first one or two minutes of the lesson in [2] setting the agenda in a very clear fashion. They are focused on meeting the customer’s expectations. During the lesson, the tutors check in regularly to confirm whether the lesson is meeting the customer’s expectations. They ask if the customer wants to see something done differently and make all necessary changes to fit the customer’s needs.



3. Focused multitasking

The tutor is [3] dialed in for the entirety of the 40 minute lesson. The tutor simultaneously listens intently, makes eye contact, diligently takes notes, and keeps a smile on his face throughout the lesson.



4. Curiosity

The tutor listens intently and asks great questions. The depth of the questions indicate genuine curiosity and appreciation for what the customer has to say.



5. Going above and beyond

The tutor doesn’t stop teaching until he feels that the student has learned as much as possible in the lesson. Even after the lesson goes past the 40 minute mark, the tutor feels reluctant to conclude the lesson if he feels that there is more material to cover.


(Customer: “I think that was the end of the 40 minute session.” Tutor: “I want to cover one or two more things. I think they’re really important. May I quickly go over them?”)



6. Having an edge

The best tutors all have something that they excel tremendously at. Some tutors paraphrase absolutely perfectly. Some are fantastic at teaching a customer how to pronounce something. Others are able to create an entire script based off of something the customer said. The best tutors have the ability to do something at an extraordinary level.



7. Honest feedback

When the lesson is about to conclude, the tutors provide excellent feedback which is both solid in terms of reasoning as well as easily relatable on an emotional level. Feedback isn’t given on a chronological basis, but rather by order of importance. The feedback conveys a sense of honesty. The tutor expresses to the customer what his honest impressions are, why he got those impressions, what exactly led him to feel that way, what the customer can do to get better, what was on point, what the customer should build on, etc.



8. Explaining “why”

The tutor always explains exactly why something is the case. To the tutor, recognizing “why” something is wrong is just as important as identifying “what” the problem is. The tutor tells the customer what exactly is awkward or incorrect about something he said and explains why. The customer remembers something most effectively when the tutor explains to him the reasoning behind it.



9. Concluding the lesson properly

The tutor politely says his goodbyes and finishes the lesson. The tutor leaves only after the customer has left the classroom.



10. A desire to improve

After the lesson concludes, the tutor always asks himself what he can do to get better as a tutor. The tutor sets concrete goals for himself in order to improve before the next lesson. The tutor then makes sure that those goals are translated into tangible results during his next lesson. Then the tutor asks for feedback from his students. The tutor never stops trying to get better.



11. [4] Dressing for the part

The tutor always makes sure that he is well-kempt. The tutor gives a great impression to the customer, and the customer is never distracted by the tutor appearing unkempt. Unkempt appearances can be distracting. The best tutors at Ringle all dress properly for their lessons. In most companies and organizations, the most prominent and active members generally tend to dress impeccably. It is an observation that is most likely applicable to people in general. People who care about doing well also tend to care about dressing for the part.





When I see these young tutors coming to work with such excellent attitudes, I can’t help but to question whether or not I’m also interacting with others with that same earnest attitude. I feel that I need to stop using being busy as an excuse for being late or not putting enough effort into the way I dress. Whatever the reason may be, the fact is that I have things that I can improve on.



Working with these tutors also makes me curious as to what kind of education and upbringing these tutors received. What drives them to be so diligent? In my opinion, the best part of being educated at a top American university is how it leads students to adopt an excellent work ethic and attitude. I believe that is the true value of being involved with an institution with a long heritage of excellence.



In writing this essay, three objectives come to mind.



First, I want to help all of our tutors to adopt this kind of attitude. Rather than demanding it out of them, I want to make them do so on their own accord.



Second, I want to make sure that I get rid of my own mistakes and bad habits. I need to stop being late and must always be well-kempt.



Third, I want to be a person who always looks for honest feedback and does at least one thing every day to better himself.



Effort matters much more than talent when it comes to winning the respect of others. To work hard is a choice. Unlike talent, effort isn’t something innate that people are born with. We all have the opportunity to better ourselves if we aspire to do so. That is something that gives me hope.



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