The All-Around Success Program

Background & History

The All–Around Success Program originated from plans developed for the first Leadership Academy – a model that envisioned the development and implementation of the ideal inner-city high school.  This design — based on tips and stratagems for teachers, their supervisors, and administrative staff personnel to utilize in playing their roles more successfully — addressed improved school administrative and operational procedures, methods for involving students more wholesomely in the learning process, and formats for delivering quality instruction in a fail-safe manner.

Although plans were underway for implementing the academy construct three decades ago, preparations for doing so were subverted by higher authority directives.

The All–Around Success Program

Even in its earlier stages, The All–Around Success Program had the objective of making a variety of subjects not taught in educational communities available for selected individuals having a desire to acquire knowledge and skills that would not only set them apart as students, but as professionals and participating citizens.  The author’s aim in the first book developed was to introduce tips and strategies to readers that would provide the edge they needed in being empowered to deal successfully within the arenas that count the most.  The first person to read this book entitled “The Super Gem Book of Tips For Success,” was a superintendent of schools in Oklahoma.  So impressed was she with its contents, that she suggested the development of two supporting books – a workbook for students and a teacher’s edition.  After the 3 books were developed, The Super Tips For Success Program was born, and steps were taken to implement it within the secondary and post-secondary levels of education

Initiatives Taken and The Results

Upon introducing the program – via briefing to groups of students at 5 high schools and to 8 college level groups, and via full briefing to a variety of educators at levels from the state, university, school district, and 5 principals on two occasions — positive remarks only as to the value of the program were received.

Feedback from each of the student groups indicated that if implemented within their schools, the program would positively cause improvements in a variety of areas, including that of low attendance, fewer dropouts, better study habits and grades, and fewer student based behavior problems.

Feedback from the educators mentioned indicated that they considered the program to be the most advanced yet for empowering students to be more successful in their educational pursuits and in life, that it would deal wholesomely with the educational reform question, and that it should be implemented with all haste.  More than one of these indicated that they would have been able to utilize such a program during all their studies.

Unfortunately, it was determined that reform in education is not as serious a concern as is touted in the media, and that educators at every level are hamstrung from adopting new programs that do not originate from the laboratories of leading universities.  They are also forbidden from encouraging students to participate in such programs, even if they are offered without cost.  While it is difficult to explain fully the reasons for impeding the introduction of a mold-breaking program such as this, it has been proven that impediments to real reform is an ongoing process, and that unconventional means must be undertaken if changes for the better are to be realized.  Nevertheless, the actions and testimonials garnered from the initiatives undertaken speak volumes regarding the value of this program as presently constructed.

Actions and Testimonials

• One school board member, unaware of the prohibitions against bringing in new programs, was instrumental in having the program briefed three times to educational leaders within his area of influence.  His position was that middle school principals would benefit from having fewer dropouts and more successful students if parts of the program were presented to their students and teachers.  Unfortunately the principals, although impressed with the program, were unable to even allow cost-free guest speaker presentations to be given at their schools that would guarantee better student outlooks and behaviors.

• The second reader of the 3 books — and the person who arranged for two briefings to be given to a university vice president and his educational director — gave permission to have his statement evaluating the program placed within the program ‘s brochure:

“The Super Tips For Success Program is the ideal model the people concerned with educational reform have been searching for to inspire and empower students to be successful.  I agree with the many others who see it as adaptable to all levels within the education arena, and that it should be a must for those completing high school, and who wish to be successful in college and beyond.”– Mark T. McDonald, Esq.

•  A newly hired university vice president, probably not aware of the prohibitions on adopting new programs, attended 2 briefings on the program and invited the program developer to his campus in order to receive more information.  He stated that this program would have been of immense value to him during all of his studies, in the various job positions he has held, and that it would be of immense value in the Continuing Education Program he was developing.  His enthusiasm fizzled apparently upon finding out he did not have the authority to integrate innovative approaches even if the change would enhance the traditional continuing education curriculum for the better.

• After being briefed, state senator and former Texas Education Board member Dr, Alma Allen, aware of the red tape in bringing programs into the schools and colleges, suggested the Success Club format as a way of circumventing the utilization of educational institution’s resources.  As a result, the Success Club idea was born, and presented enthusiastically to the membership of a school board, to leaders previously briefed in at the secondary school and college levels, and to other professionals who wished to be briefed on the concept.

• One of these others, a former educator, completely enamored with the Success Club concept and dedicated to helping bring the program center-stage, contacted her upper level educator friends for ideas on implementing the program.  All these suggested that parent involvement and e-Books would be key to the program’s success.  She then introduced me to a person with expertise in developing computer programs.

• After discussing “parents” as the main target audience in a meeting with Rey Rios, the computer programming expert, it was determined that parents would also fall into the several audience groups that the program was ideally suited for.  After the audiences were selected, Rey committed himself to helping me bring both needed programs center-stage using his skills.  He also agreed that while e-Books could serve as part of the answer, the program would be an enticing one if all the books developed for presenting these programs were featured and on hand.

Selecting A Target Audience

Recent research conducted to determine if the audience first selected for the program was ideal, led to the conclusion that if the program was dependent on the utilization of the resources of educational institutions, it would not be possible assimilate the program into these curriculums as presently constructed.  It was also found by way of visits with a variety of university students that all of them do not earnestly wish to increase their knowledge and skills; and that only like-minded groups and individuals equipped intellectually will enjoy the program’s benefits.  The conclusion reached was that the program should be directed to several target audiences, and that only minor changes were required in the manuals to be used.

Following this, the program’s original text was changed to “All Around-Success in A Nutshell, and “The All-Around Success Program,” was retargeted to a variety of audiences.  This program is aimed primarily at the post-secondary level and above audiences who are desirous of assimilating tips, stratagems, formats, models, methods, and philosophies designed to confront challenges and increase their success potential.  Many of these pertain to:

• Increasing their understanding of themselves and others, to include dealing successfully with these others.
• Developing their comprehension and communicating effectiveness skills.
• Improving their decision-making, problem-solving, critical thinking, and interpersonal and goals setting abilities.
•  Becoming empowered in the managing, leading, parenting, teaching, team building, and in work-related skills essential for success in the 21^st Century economy and workplace.

Ideal Target Audiences

The program is considered ideal for empowering the following target audiences:

Sorority and Fraternity Memberships will be empowered with additional educational, social, business, and life skills that will enable them to assimilate into the professional ranks better prepared than their contemporaries.

Teacher groups, as well as Instructional Supervisors and Other Educators will be empowered with additional information and skills not previously covered that will facilitate their success in dealing with others and in the performance of their duties,

Mid-level Managers will not only expand their general knowledge and skills, but will be enabled to discuss management in practical terms not emphasized in managers’ training programs.  In addition, they will benefit from the management and leadership scenarios developed in the program.

Mid-level Leaders will not only expand their general knowledge and skills, but will be enabled to discuss leadership in practical terms not emphasized in leaders’ training programs.  In addition, they will benefit from the management and leadership scenarios developed in the program.

Parents Involved in Life Skill Development will attain knowledge and skills not previously covered during their schooling years that will allow them to connect with the educational challenges their children face, while empowering them in cementing more positive attitudes, behaviors, and life skill enhancers in their children with tips and stratagems.

Other Success Club Unit Members consisting of like-minded achievers in organizations that may be located in or outside the continental United States, to include military personnel, missions, study groups in churches, in other organized entities, and even incarcerated persons with outlooks for the future.  These will benefit hugely in increasing their knowledge and skills essential for success in the educational, social, business, and life skill areas while participating in a dynamic learning environment were they, themselves, play the main role in acquiring these skills.