APICS - TPA - October 1997 - Consultants Forum

October 1997 • Volume 7 • Number 10

Serve, To Be Served

By Bob VanDeMark

The bosses I've had, prior to beginning my consulting career, have provided me invaluable training and leadership. But even my clients serve as sources for continuing personal and career growth.

My first consulting experience was with the A.T. Kearney & Co. of Chicago. The founder, A.T. Kearney, was our leader and he truly was one of the best. In one staff meeting he defined the consultant's role with the client. He said, in essence, "The client is at least as smart as you are. He knows his product line better than you ever will. Therefore, if he had ample time, he surely wouldn't need you. However, you can help him in two ways: You have time. You also have a variety of business experiences (scar tissue) which his associates may lack. Use the time wisely and help him adopt the system option which will best improve his operations."

Respect the client
Kearney sprinkled a little humility on us. He also indicated that the client is to be respected and, therefore, a rich source of knowledge. I was fortunate to have clients such as Eugene Wulsin of Baldwin Piano, Jack Kofoed of Venus Pencil, Harry Figgie of Figgie International and Tony Shuster of Shuster Building Products. They, and others, were all "stem winders" from whom I learned a great deal. Similar advantages are available to all consultants.

One such opportunity both to serve and to learn often comes our way when consultants are called upon to make presentations and lead "tech sessions" or seminars. Whether we're paid or not, the people in attendance are our clients. We have opportunities to be of service, to give them something to take home and use to improve their careers or their businesses.

Unfortunately, many such presentations fail to serve. Typically, the consultant first outlines the substantial problems which beset the audience (clientele). Then he or she indicates in great detail the massive benefits to be obtained if the problems are solved. Naturally, he or she has the solution. However, the time allotted for the presentation has been used fully in explaining the problems and benefits, so the only solution offered the client is: Contact the consultant and, for a fee, he or she will provide the details.

That's dirty pool. The presentation doesn't serve unless it includes a full explanation of the solution. We worry, "If we give the solution, then we don't have anything to sell!" Not so. (Have we forgotten so quickly? We're not there to sell anything!) Admittedly, some of the audience will accept the solution and install it. But we'd never sign them up anyway. They are our equals; they have the time and the scar tissue. Many in the audience will not have the time and scar tissue. Further, they will respect our honesty and our willingness to serve. Those attendees are our prospective clients.

If we serve willingly, we, in turn, will be served beyond our wildest dreams.

Learning through teaching
How do we learn from a presentation done properly? The presentation will elicit questions. The questions do several things. First, they test our knowledge of the subject. If we can't answer the questions fully and productively, we shouldn't be making the presentation. (Back to the drawing board!) Secondly, they may well outline specific applications which we hadn't envisioned. Thirdly, questions frequently are accompanied by comments. Such comments can add to our knowledge.

We all know that one learns more as a teacher than as a student. As presentations are a form of teaching, they represent a golden opportunity not only to serve (providing solutions), but also to foster personal and professional growth.

Robert L. VanDeMark, BS, MBA, has been a plant manager, seminar leader and consultant operating a material control supply business. He is one of the four APICS founders who are still active society members.

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