Think Fast, Talk Smart: Communication Techniques

Communication is critical to success in business and life. Anxious about being asked to give your thoughts during a meeting? Fearful about needing to provide critical feedback in the moment? You are not alone! Learn and practice techniques that will help you speak spontaneously with greater confidence and clarity, regardless of content and context.

Speaker: Matt Abrahams, ’91 Matt Abrahams is a lecturer at the Stanford Graduate School of Business, teaching strategic communication; he also teaches public speaking in Stanford’s Continuing Studies Program.

Its Good to Be Us!

Marco’s in the news…. (video in the link provided below)

Marco’s Pizza Creates a Taste of Italy in America

In this Salute to American Success, we’re taking a look at Marco’s Pizza, a pizza restaurant franchise headquartered in Toledo, Ohio. The company focuses on using fresh ingredients to create authentic Italian pizza. Marco’s Pizza was founded in 1978 by Pasquale “Pat” Giammarco.

When he was nine-years-old, Giammarco emigrated from Italy to the United States and grew up working at his family’s pizzeria. Eventually, he began his quest to open his own pizza business, learning everything he could about the art of pizza making.

“[Giammarco] learned everything about the crust and wanted to make sure the sauce was perfect,” said Marco’s Pizza President and Chief Operating Officer Bryon Stephens.

A year after opening the first store, Stephens began franchising the business. During the Great Recession, Stephens said the company was still able to grow, even though it wasn’t easy at first.

“We tried to ramp up growth during the recession,” said Stephens. “Money became tight, same-store sales dissipated in some scenarios. We had to make sure we were worthy of banks and investors’ capital infusion.”

Stephens said pizza proved to be recession proof.

“Consumers cut back on fine dining… you can feed more people for fewer dollars on pizza… that was really good for us,” he said.

In 2014, Marco’s opened 142 stores. Today, it has 625 stores, 40 being company-managed, in 38 states and has locations in the Bahamas, according to Stephens. He added that the company plans to open between 150-175 national locations this year, and expects system-wide revenue to reach about $420 million.

Also, the company has plans to open stores in India and Puerto Rico. In order to cater to customers in different markets, Stephens said menu alterations may take place.

“In order to provide a flavor profile of people in different areas, we may make adaptations to toppings in some places,” he said, adding “the core will still remain the same.”

In addition to pizza, the business also features salads and sub sandwiches on its menu, which combined, add up to 20% of the menu mix, according to Stephens.


Along with customers, Stephens said the culture of a business is critical to its success.

“There needs to be a focus on culture… it exists whether you want it to or not,” said Stephens. “You need to create a good culture. If not, you get self-defeating cultures of managers and staff,” he said.

Stephens added, “You need to align yourself with the best people at every level of the organization… know where you want to go and communicate what you want to achieve.”

China’s Success With Traditional Direct Instruction and The West’s Failure With Contemporary Methods

A group of teachers went to China and realized that the West is instructing students wrong

RTR2TZRJReuters / StringerWhat can the west learn from the success of Chinese schools?

Seventy teachers from the UK were sent to Shanghai to study classroom methods to investigate why Chinese students perform so well. Upon their return, the teachers reported that much of China’s success came from teaching methods the UK has been moving away from for the past 40 years.

The Chinese favour a “chalk and talk” approach, whereas countries such as the UK, US, Australia and New Zealand have been moving away from this direct form of teaching to a more collaborative form of learning where students take greater control.

Given China’s success in international tests such as PISA, TIMSS and PIRLS, it seems we have been misguided in abandoning the traditional, teacher-directed method of learning where the teacher spends more time standing at the front of the class, directing learning and controlling classroom activities.

RTX16KLPReuters / Carlos BarriaTeacher Xia Jingjing reads a lecture inside a classroom at the Democracy Elementary and Middle School in Sitong town, Henan province December 3, 2013.

Direct instruction vs inquiry learning

Debates about direct instruction versus inquiry learning have been ongoing for many years. Traditionally, classrooms have been organised with children sitting in rows with the teacher at the front of the room, directing learning and ensuring a disciplined classroom environment. This is known as direct instruction.

Beginning in the late 1960s and early ‘70s, teachers began to experiment with more innovative and experimental styles of teaching. These included basing learning on children’s interests, giving them more control over what happened in the classroom and getting rid of memorising times tables and doing mental arithmetic. This approach is known as inquiry or discovery learning.

Based on this recent study of classrooms in the UK and China and a recent UK report titled What makes great teaching?, there is increasing evidence that these new-age education techniques, where teachers facilitate instead of teach and praise students on the basis that all must be winners, in open classrooms where what children learn is based on their immediate interests, lead to under-performance.

The UK report concludes that many of the approaches adopted in Australian education are counterproductive:

Enthusiasm for discovery learning is not supported by research evidence, which broadly favours direct instruction.

Especially during the early primary school years in areas like English and mathematics, teachers need to be explicit about what they teach and make better use of whole-class teaching.

As noted by John Sweller, a cognitive psychologist from the University of New South Wales in the recent Final Report of the Review of the Australian National Curriculum:

Initial instruction when dealing with new information should be explicit and direct.

Many in Australian education believe children are only really learning when they are active. As a result, teachers are told it is wrong to sit children at their desks and ask them to listen to what is being taught.

Again, the evidence proves otherwise. The UK report suggests that even when sitting and listening children are internalising what is being taught. Learning can occur whether they are “active” or “passive”.

Often derided as “drill and kill” or making children “parrot” what is being taught, the UK report and other research suggests that memorisation and rote learning are important classroom strategies, which all teachers should be familiar with.

The UK report states that teachers need to “encourage re-reading and highlighting to memorise key ideas”, while research in how children best learn concludes that some things, such as times tables and reciting rhymes, ballads and poems, must be memorised until they can be recalled automatically.

RTR4WYSJREUTERS / StringerStudents take an examination on an open-air playground at a high school in Yichuan, Shaanxi province April 11, 2015.

Trying to cater to everyone has no effect

One of the education fads prevalent across Australian classrooms, and classrooms in most of the English-speaking world, involves the concept that all children have different levels of intelligence and their own unique learning styles. (For example, some children learn best by looking at pictures, by being physically active, by hands-on, tactile learning or by simply reading the printed page.)

The UK report concludes such a teaching and learning strategy is misplaced:

The psychological evidence is clear that there are no benefits for learning from trying to present information to learners in their preferred learning style.

Instead of taking the time, energy and resources to customise what is being taught to the supposed individual learning styles of every child in the classroom, it is more effective to employ more explicit teaching strategies and to spend additional time monitoring and intervening where necessary.

Lavish praise does no-one any good

One of the prevailing education orthodoxies for many years is that students must be continually praised and that there is no room for failure. The times when “4 out of 10” or an “E” meant fail are long gone. Supposedly, telling children they are not good enough hurts their self-esteem.

The UK report says that, while praising students might appear affirming and positive,

the wrong kinds of praise can be very harmful to learning.

Overly praising students, especially those who under-perform, is especially counterproductive. It conveys the message that teachers have low expectations and reinforces the belief that near enough is good enough, instead of aiming high and expecting strong results.

There’s not just one way to teach

To argue that some teaching and learning strategies are ineffective does not mean that there is only one correct way to teach. While research suggests some practices are more effective than others, it also needs to be realised that teaching is a complex business. Teachers need various strategies.

In the early years of primary school, children need to memorise things like times tables and poems and ballads so that they can be recalled easily and automatically. Education is also about curiosity and innovation and there will be other times when rote learning will be unsuitable – for example, when students explore a topic that excites them and where they undertake their own research and analysis.

Depending on what is being taught, what has gone before and what is yet to come, whether students are well versed in a particular area of learning or are novices, and even the time of day, teachers must adapt their teaching to the situation and be flexible.

The problem arises when teachers and teacher education academics privilege one particular approach to the detriment of all others.

Read more:

Marco’s University… Signing On!

Hi everyone! As Marco’s Pizza begins its journey to become one of the top four pizza companies in the United States, and in particular as we continue to expand internationally , the Learning & Development Department wishes to take this opportunity to announce the launch of our blog.

Social collaboration, social learning, and sharing information will play a big part in our strategy to build a Best-in-Class corporate university over the next few years, further moving us along the path from a C1 Culture to a vibrant and inspiring C2 Culture.

We invite all members of the Marco’s family to contribute to this blog. Share your interests, your passions, and your team’s successes. As with anything though, there are a few rules:

  • this is an open forum, so please do not post proprietary or confidential information here
  • please keep it clean and professional
  • we will not tolerate disparaging our competitors, since it is our drive and motivation to not just slide past them, but to catapult over them using our superior products, Guest service, and training that motivates us as we begin building a Best-in-Class corporate university

We look forward to learning with all of you!

The Marco’s University L&D Team