Build Client and Learner Confidence……

confidence in the ability to write

WHAT?   In this day and age of “likes,” is it not surprising that “numbers count”…when it comes to building customer, client, or student confidence?

“Numbers?” What’s that mean? We need to count the positive and the negative instances of behaviors, performance, communications, or whatever skill is concerning, within a set pre-test (pre-assessment) period and then again within a post-test (post assessment) period. A service, intervention, recommendation, or plan is implemented in the interim period. The differences (decreased negatives and increased positives) establish the effectiveness in the mind of the client …or student.

WHY? Social psychologists (Zimmerman, Bandura, Martinez-Pons (1992) Zimmerman, B. J., Bandura, A., & Martinez-Pons. (1992) evidenced that success (measured by above average course grades) correlates with higher student goal setting (future advanced coursework, college aspirations). In other words, success breeds confidence. What, then, is our job as mentors, coaches, teachers, tutors, and parents? Our job is not just to help our client/students improve and succeed, it is to provide them with data evidencing change, aka improvement.

3D Educational Solutions …..

implemented just such a program. We ran pre-tests, consulted with each student/client to relay to them their assessed individual strengths and weaknesses, grouped students/clients according to shared needs, and then taught/provided interventions targeting those needs…..and this was in a large group environment.

Students/clients felt that we were targeting each their particular needs and capitalizing on their strengths: We were not ‘throwing’ at them information/skills that each did not need. Targeting the particular needs and strengths of any one student/client is a motivator (Dietrich, 2012).

HOW do we know our approach improved student/client confidence in our program and in their own skills?

  • Each student/client rated program methods/training with‘4’s and ‘5’s (on a scale of 1 –not helpful, to 5-very helpful)
  • Reportedly (by an administrator from a staff meeting) students/clients expressed opinions more in class and supported these opinions with examples, etc.

Interventions may work, but that is less meaningful to clients, customers, and students IF they do NOT see their own individual “NUMBERS.”
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See how our program helps students ‘see’ the progress they make for each skill taught.


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