Raising teenage boys? Stop screaming and start enjoying the ride ;-)


From Susie’s Little Creations

“Whenever I asked boys about planning, their immediate response was to assert that they don’t plan. ‘We don’t plan because plans never work anyway.” “Life’s a roller-coaster, so there’s no point in planning.”

“Girls plan a lot, don’t they?”

“Yeah, but they change their minds, don’t they?”

“Yes, I guess they do.”

“See, waste of time making the decision at the first place!”

“Do you think you’ll ever have a life plan?”

“No”

“So how will your life sort itself out?”

“Oh, that’s easy. I’ll be about 25 and some gorgeous-looking chick will walk past. She’ll have a great plan, so I’ll just hook onto her.”

From http://www.rachelobeauty.com

One question I always asked as we moved towards a discussion about how they managed their academic workloads: if they were given an assignment that was due to be handed in on, say, Tuesday morning, when would they do it?Regardless of academic ability and/or socio-economic status, the answer at this point was invariably “Monday night”, with the occasional “Tuesday morning” thrown in. …

It was a source of great amusement to me when, on some occasions, I pushed a little harder with the students and suggested that if they only did the assignment the night before anyway, regardless of when it was handed out, perhaps the best idea would be to ask their teachers to adopt the practice of giving out assignments overnight, working to the idea that they would have only one night to get it done. It seemed a very logical step to me and one that would mean a significant reduction in levels of stress for those parents who spend their lives trying to compel their sons to start work on the assignment due next week.

Whenever I suggested this idea, however, looks of absolute consternation would cross the faces of the boys. “No, you can’t do that.”

“Why not?”

“Because we need time to think about it!”

From http://lh4.ggpht.com

This unwillingness to plan isn’t all bad news, however. A story told to me by one teacher challenges the view that adolescent males will reach their potential in the classroom only through planning and organised work.

This teacher described the time when he’d explained to a group of senior students that they had only five days left in which to complete their art folios and that if they didn’t manage to do so within that timeframe, they would lose the opportunity to take art the following year…

These were boys who were quite academically capable, but who had shown themselves to be fairly normal adolescent males by working at about 5 per cent of their potential through the year. The teacher had previously taught adolescent girls, who, in his view, tended to work at about 90 per cent of their potential throughout the school year.

Once the teacher had delivered the news of the impending deadline, the boys seemed to accept the challenge and immediately got to work. They literally lived and breathed their art folios for the following five days, spending every hour at the school, taking only occasional breaks to eat and sleep while getting on with the work. In the teacher’s words they went from their previous 5 per cent effort to about 250 per cent. Everything else in their lives fell away and nothing else mattered until their folios were complete. …

From http://www.funnyism.com

The boys also seemed to have been changed for the better and to have become more confident as a result of the experience. They’d been tempered by the challenge and had learned a bit more about who they were and what they were capable of.

So, here’s a thought worthy of consideration at this point: is it possible that this learning might not have occurred and the high standard of work not been reached had they chosen instead to work steadily throughout the year? Is it possible that the inertia frequently displayed by adolescent boys occurs because the challenges being put in front of them aren’t of sufficient depth to merit a real response?… Have we made education a series of relatively small steps because we think that’s what works, when what boys actually want and need are fewer, much bigger steps?”

From ‘He’ll be OK: Growing gorgeous boys into good men
by Celia Lashlie


From http://www.fashionforacure.org

THE END

Leverage Diversity for Greater Success

From http://thefutureleadershipinitiative.wordpress.com

As Adam Vaccaro points out, diverse workplace might ultimately create better results, as some new studies suggest.

“The study, detailed by NPR, looks at the work of scientific researchers and finds that papers written by multicultural teams were cited in other research more often than those written by homogenous groups. In the world of research, citations are seen as a metric of quality.

Ethnic diversity wasn’t the only harbinger of success. The same study also found that groups with members from geographic areas-perhaps three cities in the same country-also created better papers than those with members from the same place.

“It’s a matter of looking at individual teams and making sure they’re different perspectives, different points of view, different backgrounds,” NPR’s David Greene says.

The principle isn’t an entirely new one. The idea that different perspectives result in better work has been explored from a more macro-economic perspective, as research shows that diverse cities experience more economic growth. The idea is also at play in research showing that companies with females on their boards financially outperform those that don’t (have females on their boards).

From http://www.meritor.com

People tend to think of diversity as simply demographic, a matter of color, gender, or age. However, groups can be disparate in many ways. Diversity is also based on informational differences, reflecting a person’s education and experience, as well as on values or goals that can influence what one perceives to be the mission of something as small as a single meeting or as large as a whole company.

Diversity among employees can create better performance when it comes to out-of-the-ordinary creative tasks such as product development or cracking new markets… The researchers found that informational diversity stirred constructive conflict, or debate, around the task at hand. That is, people deliberate about the best course of action.

Diversity is the crucial element for group creativity. Innovation teams tasked with creating new products or technologies or iterating existing ones need tension to produce breakthroughs, and tension comes from diverse points of view. This is the opposite of groupthink, the creativity-killing phenomenon of too much agreement and too similar perspectives that often paralyzes otherwise great teams.

From http://www.nissan-global.com

 According to McKinsey Quarterly, between 2008 and 2010, companies with more diverse top teams were also top financial performers. That’s probably no coincidence. There are many reasons companies with more diverse executive teams should outperform their peers: fielding a team of top executives with varied cultural backgrounds and life experiences can broaden a company’s strategic perspective, for example. And relentless competition for the best people should reward organizations that cast their nets beyond traditional talent pools for leadership.

Leverage Diversity for Greater Success

😉

THE END

Are You a Genius or a Genius Maker?

From http://naomisimson.com

 We’ve all had experience with two dramatically different types of leaders. The first type drain intelligence, energy, and capability from the ones around them and always need to be the smartest ones in the room. These are the idea killers, the energy sappers, the diminishers of talent and commitment.

On the other side of the spectrum are leaders who use their intelligence to amplify the smarts and capabilities of the people around them. When these leaders walk into a room, lightbulbs go off over people’s heads, ideas flow, and problems get resolved. These are the leaders who inspire employees to stretch themselves to deliver results that surpass expectations. These are the Multipliers.

 


From http://multipliersbooks.com

Multipliers are genius makers. Everyone around them gets smarter and more capable. People may not become geniuses in a traditional sense, but Multipliers invoke each person’s unique intelligence and create an atmosphere of genius – innovation, productive effort, and collective, viral intelligence.

Diminishers on the other hand are absorbed in their own intelligence, stifle others, and deplete the organization of crucial intelligence and capability.

Accidental_Diminisher_Chart_Twitter_Version
From http://multipliersbooks.com

The mind of Multiplier

Multipliers and Diminishers tend to hold radically different assumptions about the intelligence of the people they work with. These assumptions appear to explain much of the difference in how Diminishers and Multipliers operate.

The Diminisher’s view of intelligence is based on elitism and scarcity. Diminishers appear to believe that really intelligent people are a rare breed and I am one of the few really smart people. They then conclude, other people will never figure things out without me.

Multipliers on the other hand have a rich view of the intelligence of the people around them. They see intelligence as continually developing. Therefore their key assumption: people are smart. They will figure this out and will get even smarter in the process.

From http://kellysopeningworld.wordpress.com/

In analysing data from more than 150 leaders, Wiseman and McKeown have identified five key disciplines that distinguish Multipliers from Diminishers:

  1. The Talent Magnet: Attract and optimize talent
  2. The Liberator: Create intensity that requires best thinking
  3. The Challenger: Extend challenges
  4. The Debate Maker: Debate decisions
  5. The Investor: Instill ownership and accountability

Multiplier
From http://www.monkeymagic.net/2013/07/

* * *

1

The Talent Magnet


From http://izquotes.com

Talent Magnets get access to the best talent because people flock to work for them knowing they will be fully utilized and developed to be ready for the next stage. Talent Magnets:

  • Appreciate all types of genius: genius comes in many forms. Some minds excel at quantitative analysis or verbal reasoning – capabilities measured through IQ and other tests of traditional cognitive intelligence. Other minds offer creative genius, innovating through fresh thinking and bold ideas. Some minds are critical, spotting every problem or landmine lurking within a plan; the genius of some others is to find a way to tunnel around these landmines.
  • Ignore boundaries: Talent Magnets live in a world without walls and without hierarchical or lateral restrictions. Instead, they see talent networks.
  • Find people’s native genius: A native genius is something that people do, not only exceptionally well, but absolutely naturally. They do it easily (without extra effort) and freely (without condition). It is something that gives them inherent satisfaction, and they offer their capability voluntarily, even ardently. Native genius can be so instinctive for people that they may not even understand their own capability, like the fish that discovers the water last. By telling people what you see, Talent Magents can raise their awareness and confidence, allowing them to provide their capability more fully.
  • Utilize people to their fullest by connecting people with opportunities that allow them to be used at their highest point of contribution.

From http://www.chopcow.com

* * *

2

The Liberator

From http://wwwawesomequotes.blogspot.co.nz/

Liberators create an intense environment that requires people’s best thinking and work. As a result, people offer their best and boldest thinking and give their best effort.

Liberators:

  • Release others by restraining themselves: it is a small victory to create space for others to contribute. But it is a huge victory to maintain that space and resist the temptation to jump back in and consume it yourself.
  • Shift the ratio of listening to talking: liberators are ferocious listeners who listen to feed their hunger for knowledge.
  • Operate consistently: The consistency in the liberator’s actions establishes a predictable pattern of behaviour. This allows others to know when it is their turn and where there is space for them to contribute. It also creates safety with all people knowing what to expect.
  • Level the playing field: in any formal organization, the playing field is rarely level, and certain voices are inherently advantaged. These include senior executives. Unless managed, other voices that are perhaps closest to the real issues can become muffled.
  • Demand best work: Asking whether people are giving their best gives them the opportunity to push themselves beyond their previous limits.
  • Distinguish best work from outcomes: people feel positive pressure when they are held to their best work, however it is important to avoid creating stress by holding people accountable for outcomes beyond their control.
  • Generate rapid learning cycles by admitting and sharing mistakes and insisting on learning from mistakes.


From http://www.mindwerx.com

* * *

3

The Challenger

From http://ieet.org

Challengers define opportunities that challenge people to go beyond what they know how to do. As a result they get an organisation that understands the challenge and has the focus and energy to take it on.

The Challengers:

  • Seed the opportunity by allowing people to discover it, challenging the assumptions, re-framing the problems into opportunities, and providing the starting point.
  • Lay down a challenge by asking the hard questions and letting others to fill in the blanks.
  • Generate belief in what is possible by laying out a path, co-creating the plan and beginning with small early wins.

From http://www.notable-quotes.com

* * *

4

The Debate Maker

From http://www.savemarinwood.org

Debate Makers engage people in debating the issues up front, which leads to sound decisions that people understand and can execute efficiently.

Debate Makers:

  • Frame the issue by defining the question that unearths and challenges the assumptions entrenched in the organization, forming the team, and assembling the required data.
  • Spark the debate by creating safe environment for best thinking and demanding rigor.
  • Drive sound decision making.

From http://www.freshbooks.com

* * *

5

The Investor

From http://quotespictures.net

Multipliers operate as Investors. They invest by infusing others with the resources and ownership they need to produce results independent of the leader.

The Investors:

  • Define ownership by naming the lead, giving ownership for the end goal and stretching the role
  • Invest resources by providing mentoring, coaching and backup
  • Hold people accountable

 
From http://www.nwlink.com/

Multipliers also tend to have a great sense of humor. They aren’t necessarily comedians, but they don’t take themselves or situations too seriously. They can laugh at themselves and see comedy in error and in life’s foibles. Their sense of humor liberates others. Multipliers use humor to create comfort and to spark a natural energy and intelligence in others.

 From “Multipliers: How the Best Leaders Make Everyone Smarter” by Liz Wiseman with Greg McKeown

 From http://izquotes.com/

The concept of Diminishers and Multipliers however is not limited to business leadership only. It can be easily applied to any relationship, including marriage, family, parenting, friendship etc.


From https://otrazhenie.wordpress.com

Are you a Diminisher or a Multiplier, a Genius or a Genius Maker?

THE END