John Whitmore Coaching For Performance 4th Edition
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Coaching for Performance, Fourth Edition John Whitmore Nicholas Brealey Publishing ISBN: 978-1-85788-535-4 This book is mainly talking about coaching, its definition and principles and a big focus on the relation between coaching and leadership, stressing out, with case studies and proofs from the. AbeBooks.com: Coaching for Performance: GROWing Human Potential and Purpose - The Principles and Practice of Coaching and Leadership, 4th Edition Coaching for Performance: GROWing Human Potential and Purpose - The Principles and Practice of Coaching and Leadership, 4th Edition by John Whitmore: Nicholas Brealey Publishing 354 - Irish. Coaching has matured into an invaluable profession fit for our times and this fourth edition of the most widely read coaching book takes it to the next frontier. Good coaching is a skill that requires a depth of understanding and plenty of practice if it is to deliver its astonishing potential.
Sir John Whitmore’s seminal text Coaching for Performance has been, at various times, the No. 1 Best Seller in many categories including: Management; Business team management skills; Business coaching & mentoring skills; and Human resources management. The book introduced the world to the, created by Sir John and colleagues in the 1980s and has sold over a million copies in more than 20 languages. The English language edition is available now on or.Coaching is more than a skill or a technique for individual and team development. Embedded in the process of ongoing communication and relationship building, coaching delivers practical, common sense approaches to developing people and services, and is a powerful way to unlock potential and create high performance.
Most importantly it places people at the top of the agenda, in action not just in word, and is an essential leadership style of the high-performing company culture of the future.About the Book. Extract from the Foreword by John McFarlane, Chairman, Barclays plc, and Chairman, TheCityUKI believe, like Sir John Whitmore himself, that each of us is on this planet to make a contribution to the world in our lifetime. People are searching for meaning and how they can make their own unique contribution.
This is an age where humanity and community matter as well as financial returns. Finding this foundation underpins a longer-term philosophyOur responsibility as leaders is to create an exciting but safe adventure for our people, worthy of them devoting their lives to it. How people feel about working in the organization and how passionate and engaged they are in its agenda are what make the difference between good, great, and outstanding companies. Ultimately, our inner mindset and our outer leadership style determine how alive, energetic, and purposeful our organization is.In this Fifth Edition of Coaching for Performance, Sir John Whitmore and Performance Consultants shine a light on what it takes to create high performance and unpick the myths around coaching. Leaders and employees the world over are truly fortunate to benefit from their enduring impact on our working lives. Extract from the Preface by Tiffany Gaskell, MBA, CPCC, PCC, Global Director of Coaching & Leadership, Performance ConsultantsOur intention for this Fifth Edition is for it to be the must-have book for coaches, leaders, and entire organizations who want to create high-performance cultures. Four decades ago, Sir John Whitmore, the father of performance coaching, identified business as a potential force for good and driver of human evolution.
He saw an opportunity to unite individual and organizational purpose to benefit people, profit, and planet – the hallowed “triple bottom line” – and this continues to be the driving force behind the work of Performance Consultants International which Sir John co-foundedThe coaching profession owes Sir John Whitmore an enormous debt of gratitude for his extraordinary work. This new edition was completed shortly before his death which has been felt by many. He lived a remarkable life and I thank him personally for lighting the torch and passing it on to us. His vision, philosophy, and methodology have inspired millions of leaders and coaches to bring the best out of themselves and others.
This book is an important part of his legacyThe Fifth Edition will contribute to the continued professionalization of the coaching industry and clarify the huge benefits to leaders of adopting a coaching leadership style. At the same time, it will help to move investments in human capital from being perceived as a cost-center to a profit-center activity generating real value to business.
Extract from the Introduction by Sir John Whitmore PhD, Co-Founder, Performance ConsultantsThe demand for change in business practice has never been greater than it is today This Fifth Edition of Coaching for Performance will set out the reasons why all organizations need to embrace a new way of doing things, how coaching is central to that, and how it is a triple win for people, planet, and profit.When I wrote the first edition in 1992, it was one of the first books specifically on coaching and the first on coaching in the workplace, and it has served to define coaching globally. Much more than that, it has fueled the adoption of coaching by organizations globally, and it is for this audience, people who want to apply coaching in organizations, whether as leader or coach, that the book is writtenPoor practice in coaching leads to the danger of its being misrepresented, misperceived, and dismissed as not so new and different, or as failing to live up to its promises. My intention for this book is to keep the record straight and eliminate the surrounding weeds by describing and illustrating what coaching really is, including the psychological roots it stands on, what it can be used for, and how it creates the ultimate leadership style for driving thoughtful, performance-enhancing measures. What is new in this edition?This Fifth Edition is the product of more years of coaching experience, of course, and more importantly the exploration of evolutionary trends in human attitudes, beliefs, and behaviors, and in consciousness itself. It reflects the advancement of this knowledge and the maturing of the coaching industry. CREATING HIGH PERFORMANCEThe fact that Coaching for Performance focuses on creating high performance might seem obvious to all.
What I am keen to underline throughout this edition, though, is that the principles of coaching can be applied to any type of activity and will have the impact of raising performance. What I mean by performance is the result of reducing interference and increasing potential. I have illustrated this by including practical examples and also chapters on specific applications, such as Coaching for Lean Performance and Coaching for Safety Performance.Additionally, this Fifth Edition launches The Performance Curve, a model that maps the culture of an organization and relates this to the conditions for low, medium, or high performance. The Performance Curve enhances understanding of how coaching creates a high-performance culture and thereby revolutionizes the traditional approach to organizational culture. This is the new frontier for coaching and leadership development.
PRACTICAL ACTIVITIES, CASE STUDIES, AND EXAMPLE DIALOGUESIn this edition, I have sought to make The Practice of Coaching (Part III) even more practical. It includes the original chapters on questioning, listening, and the GROW model, revised and updated with activity boxes containing exercises from our gold standard Coaching for Performance programs that are run globally. These practice activities will help you develop the foundational skills of coaching through experience, which is the learning style that we advocate and which is proven to be most effective.
After all, one can be completely versed in the theory of coaching, but not be able to coach in practice at all. Additionally, I share new example workplace dialogues and new case studies to demonstrate how coaching creates high performance and to show the practical application of a coaching style in day-to-day leadership. These sample coaching conversations draw on the extensive experience my colleagues at Performance Consultants and I have had in working with organizations globally and the many thousands of participants of our programs, in the years since the book was first published. GROW FEEDBACK FRAMEWORK AND PERFORMANCE MANAGEMENTI have completely overhauled the chapter on Will to include feedback, because it is crucial for high performance. So many of our clients are looking to focus on continuous improvement and learning and to move away from traditional approaches to performance management. They are thankful and relieved when we introduce their leaders to our GROW Feedback Framework, which applies a coaching approach to completely transform feedback and performance management.
Whether you are already familiar with the GROW model or not, I am certain you will be delighted by the GROW Feedback Framework. MEASURING THE BENEFITS AND ROI OF COACHINGLike education, motivation, and management, coaching needs to keep up with psychological development and understanding of how people bring the best out of themselves. For years I have been banging the drum about the astonishing effects of coaching in the workplace and how coaching leads to optimal performance. There is always a time lag between what is known in some circles and full adoption by the crowd. Performance Consultants is opening the doors to share its methodology and examples concerning the evaluation and measurement of coaching.
I have completely updated the chapter on the benefits of coaching to share our way of measuring the benefits and return on investment (ROI), which we know is widely seen to be the holy grail of coaching in organizations. COACHING GLOSSARYA Glossary of Coaching Terms has been included so that readers can explore and test the universe of coaching skills. The glossary is taken from the highly esteemed Coaching for Performance workshop, which is accredited by the ICF and considered the gold standard for those who wish to develop leadership ability. QUESTION BAGSFinally, there is a section of Question Bags at the back of the book. This is a useful resource for dipping into as you find your way with coaching. Having questions (rather than answers!) at the ready is the fastest way to learn the new skill and rewire your neural networks. After a while, your questions will trip off the tongue.About the Coaching for Performance Training ProgrammesFor those who wish to go further with Coaching for Performance, we offer e-learning and in-house programmes, public workshops and certification pathways for coaches, leaders, managers and the wider organization.
Coaching for Performance is the industry gold-standard executive coaching training, available publicly or can be ordered in-house, straight off the shelf or tailored to meet your organization’s exact needs:.We also offer a option if you would like to develop an in-house group of coach trainers to spread the benefits of Coaching for Performance across your organization.
“Coaching is unlocking people’s potential to maximize their own performance. It is helping them to learn rather than teaching them.”-Sir John WhitmoreBusiness coaching is enhancing a client’s (person in a business) awareness and behavior in order to achieve business objectives for both client and organization (WABC, 2018). After years of researching business coaching models, I returned (much to my surprise) to the original G.R.O.W.
Coaching model.John Whitmore, Graham Alexander, and Alan Fine all worked together and, in the mid- to late-1980, they co-developed the G.R.O.W. Model (Fine, 2018).
Shortly after, the three went their separate ways, each one using his own approach to/version of the G.R.O.W. Model.For all major iterations of the G.R.O.W. Model, the first three letters are the same: “G” is the “Goal” the individual seeks to achieve; “R” is the “Realities” a person should consider in the context of the decision process; and “O” is the “Options” open to the decision maker (Fine, 2018).
It is only the last letter, “W”, that has been interpreted differently. John Whitmore defined it as “Will” (Whitmore, 2009), Graham Alexander defined it as “Wrap-up” (Alexander & Renshaw, 2005), although he also used “Wrap-up/way forward” (Alexander, 2006), and Alan Fine defined it as “Way Forward” (Fine, 2010).G.R.O.W.
(Goal, Reality, Options, Way Forward) is a simple 4-step process. The coach helps the coachee (person being coached) articulate a concise goal (Goal).
Next, the coachee describes his current situation (Reality). This is followed by brainstorming options (Options) and next steps. Finally, the coachee identifies and selects one or more options to use in an action plan (Way Forward).When looking at a coaching model, I asked three questions: (1) Is the model easy to use to coach clients? (2) Can I use the model to teach leaders so they can use it to coach their employees?
(3) Does the model allow for a rapid coaching process that can be done in one or two sessions?In the end, I selected the G.R.O.W. Model (in particular, Alan Fine’s version) because it addressed all three questions. Alan Fine’s G.R.O.W. Model covered in his book, You Already Know How to Be Great(2010) has 3 to 6 questions for each step in the sequence.
I used Fine’s G.R.O.W. Model to coach a new leader in two sessions (1 hour the first session, 1.5 hours the second session), plus one debriefing session (30 minutes). The coaching experience with this leader confirmed several things. First, Alan Fine’s G.R.O.W.
Model is very easy to use. Second, Fine’s G.R.O.W. Model can be used to teach a leader, so s/he can turn around and use it to coach his/her employees.
Whether in my personal or professional life, when I observe myself and others around me, one of the biggest personal and professional missteps I witness is being a blocked learner. More than blocking learning, I think of it as repelling learning — as if it were a mosquito or bug. On professional networking sites (e.g., LinkedIn), I now observe, much to my dismay, individuals going out of their way to put other people down and/or intentionally trying to harm other people’s professional reputations. It’s shocking and very sad how ugly some people treat others! It’s also not surprising that the individuals being targeted are quite successful in their fields. Lombardo and Eichinger (2006) wrote that three problems for blocked learners are: (1) they are closed (unwilling) to learning new skills and methods, (2) they do not seek input from others (why would they since they think they know everything already), and (3) they are not insightful about themselves.
Two remedies Lombardo and Eichinger recommended for blocked learners: 1. Watch other people’s reaction to you. Observe the reactions of other people to the things you’re doing and saying. It’s easier to do this in the real, physical world than when you’re online.
For instance, if others on professional networking sites, such as LinkedIn, are upset, irked by, or tired of the offenders’ relentless criticisms and put-downs, they may simply ignore or tune the offenders out or unfollow them. Thus, the offenders will never know that their behaviors turned others off. Signal that you’re open to and interested in what other people have to say. Here, the blocked learners are so closed off from learning that they really don’t care how they are perceived by others.
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In fact, communication really becomes one-way for them. That is, the offenders use professional networking sites (e.g., LinkedIn) as an educational pulpit, where they view themselves as the expert, know-it-all “professors,” and their role is to teach/educate others. And, they go out of their way to point out flaws, mistakes, bogus, and/or unconvincing stories and writings of other professionals (at least according to their own views and biases). For these offenders, their way to improving yourself and the workplace is the only correct path and they are angry, even offended, that other professionals (in other fields) dare to talk about or share different ways to improving yourself and your workplace. It’s sad to see how much time these offenders waste tracking other people’s conversations on professional networking sites and then spending the time to try to jump in and discredit them. As a father to a toddler, I pose this rhetorical question, “Who has time to do that?” I mean really? In my free time, I like to go the park and play on the swings with my wife and daughter.
I don’t have the time nor do I want to spend time trying to find people to discredit. That must be so time-consuming, wasteful, and tiresome! I often share with my wife and friends that if we’re busy living our own lives and doing our best, we will not have time to worry about what other people are doing! When you’re happy with your life, you won’t have time or energy to worry about other people or feel the need to talk bad about them.
Thus, in attempting to discredit other professionals who, in the offenders’ eyes, should not be in the business of writing about or sharing personal and professional improvement tips, they (the offenders) end up discrediting themselves and revealing, for all the world to see, their bitterness and resentment of someone else’s success. Indeed, engaging in these types of negative, mean-spirited behaviors (of putting others down) shines a very bright and unflattering light on your character or lack of one.
Takeaway: Don’t waste your life and your precious time trying to discredit others. Your way of improving yourself and the workplace is not the only path. Be humble and open to learning from others. Focus on being your absolute best at work and at home.
When you are busy living your own life and doing your best, you will not have time or energy to worry about what other people are doing. Written By: Steve Nguyen, Ph.D. Leadership + Talent Development Advisor Reference Lombardo, M.
M., & Eichinger, R. Career Architect Development Planner (4th ed.).
Minneapolis, MN: Lominger Limited, Inc. In this post, I want to share eight useful stress management tips and strategies.
Stress may be defined as “the experience of a perceived threat (real or imagined) to one’s well-being, resulting from a series of physiological responses and adaptations” (Donatelle, 2009, p. There are two kinds of stress, eustress refers to stress associated with positive events, and distress refers to negative events. “Stress can be associated with most daily activities” (p. Strategies to manage stress include: assessing stressors, changing responses, and learning to cope.
Find out what works best for you—it may be taking mental or physical action; downshifting; changing the way you think; managing your emotional responses; exercise, relax & eat right; yoga, qi gong, tai chi, deep breathing, and progressive muscle relaxation; learning time management; managing your finances; or using alternative stress management techniques—will help you better cope with stress (Donatelle, 2009). Six Ways To Relax Your Mind (WebMD; Donatelle, 2009; MayoClinic ): (1) Writing/Journaling – Write about things that are bothering you.
Write for 10 to 15 minutes a day about stressful events and how they made you feel. This helps you identify sources of stress and finding ways to manage them (WebMD). (2) Discussing Feelings – Talk, laugh, cry, and express anger when you need to. Talking with friends, family, a counselor, or a member of the clergy about your feelings is a healthy way to relieve stress (WebMD). (3) Doing Things You Enjoy – This can be hobbies, volunteer work, etc.
Take time to engage in activities that you like (WebMD). (4) Focusing on the Present – One thing we all struggle with (at one time or another) is the tendency to jump to conclusions or “fortune-telling” where we assume we know what the future holds or what “will” happen (Williams, Edgerton, & Palmer, 2010).
Another tip for being more present-minded is meditation (MayoClinic). Check out a nice meditation exercise here. (5) Cognitive Restructuring – The modification of thoughts, ideas, and beliefs that contribute to stress. “To combat negative self-talk, we must first become aware of it, then stop it, and finally replace the negative thoughts with positive ones—a process referred to as cognitive restructuring” (Donatelle, 2009, p. (6) Downshifting – “Today’s lifestyles are hectic and pressure-packed, and stress often comes from trying to keep up with others” and trying to “have it all.” “Downshifting involves a fundamental alteration in values and honest introspection about what is important in life” (Donatelle, 2009, p.
Two Ways To Relax Your Body (WebMD; Donatelle, 2009; MayoClinic): (1) Exercise – Regular exercise is one of the best ways to manage stress (WebMD; MayoClinic). (2) Relaxation Techniques – Breathing exercises, meditation, muscle relaxation, yoga, qi gong, and tai chi can help relieve stress (Donatelle, 2009; MayoClinic; WebMD). Stress has an enormous impact on the human body (See this Washington Post link ).
Stress affects the nervous system, respiratory system, cardiovascular system, gastrointestinal system, etc.). “Successful stress management involves mentally developing and practicing self-esteem skills, focusing on positive thinking about yourself, and examining self-talk to reduce irrational responses” (Donatelle, 2009, p. Finally, there’s a concept called psychological hardiness: “Psychologically hardy people are characterized by control, commitment, and an embrace of challenge. People with a sense of control are able to accept responsibility for their behaviors and change those that they discover to be debilitating” (Donatelle, 2009, p. Hardiness is the “foundation of an individual’s ability to cope with stress and remain healthy” (Donatelle, 2009, p.
Written By: Steve Nguyen, Ph.D. Leadership + Talent Development Advisor References Donatelle, R. Health: The basics (8th ed.).
San Francisco: Pearson Benjamin Cummings. Mayo Clinic — Exercise: 7 benefits of regular physical activity Mayo Clinic — Stress Relief Mayo Clinic — Video: Need to relax? Take a break for meditation Washington Post: Stress and Your Body WebMD: Stress Management – Ways to Relieve Stress Williams, H., Edgerton, N., & Palmer, S. Cognitive Behavioural Coaching. Bachkirova, & D. Clutterbuck (Eds.), The complete handbook of coaching (pp.37-53). Thousand Oaks, CA: Sage.
“The difficulty in mastering change lies in the fact that we can’t “program” ourselves to adjust. Human beings are complex and emotional, and some of the stress of change comes from a gap between what we want to feel and do, and what we actually feel.
The gap will not go away by ignoring it, but it can be easier to take by recognizing and facing up to one’s real difficulty with change.” —Dennis Jaffe & Cynthia Scott In the Pocket Mentor book, “Managing Change,” Harvard Business School professor Linda Hill (2009) shared reasons for people’s reactions to organizational change. Hill listed nine reasons why people resist change and six reasons why people support change. Nine Reasons Why People Resist Change (Hill, 2009, p.
They believe the change is unnecessary or will make things worse. They don’t trust the people leading the change effort. They don’t like the way the change was introduced. They are not confident the change will succeed.
They did not have any input or in planning and implementing the change effort. They feel that change will mean personal loss — of security, money, status, or friends. They believe in the status quo.
They’ve already experienced a lot of change and can’t handle any more disruption. They’re afraid they don’t have the skills to do their work in new ways required by the change.
Six Reasons Why People Support Change (Hill, 2009, p. They believe the change makes sense and that it is the right course of action. They respect the people leading the change effort. They anticipate new opportunities and challenges that come from the change. They were involved in planning and implementing the change effort. They believe the change will lead to personal gain.
They like and enjoy the excitement of change. Written By: Steve Nguyen, Ph.D. Leadership Advisor & Talent Development Consultant References Hill, L. Managing change: Pocket mentor. Boston, MA: Harvard Business School Publishing. T., & Scott, C.
Coaching For Performance Pdf Free Download
Mastering the Change Curve: Theoretical background (2nd edition). West Chester, PA: HRDQ.
Retrieved from http://www.traininglocation.com/mastering-change-curve-theory.pdf. “Coaching is helping another person reach higher levels of effectiveness by creating a dialogue that leads to awareness and action.” -Brian Emerson and Anne Loehr “When an employee has the skills and ability to complete the task at hand, but for some reason is struggling with the confidence, focus, motivation, drive, or bandwidth to be at their best, coaching can help.” -Brian Emerson and Anne Loehr In the classic coaching book, Coaching for Performance (2009), the late John Whitmore described numerous benefits of coaching. Included in the list are benefits to the recipient (i.e., the client/coachee) as well as benefits to the team and the larger organization (pp. 156-158): Improved performance and productivity Staff development Improved learning Improved relationships Improved quality of life for individuals More time for the manager More creative ideas Better use of people, skills, and resources Faster and more effective emergency response Greater flexibility and adaptability to change More motivated staff Culture change A life skill In the book, Coaching People (McManus, 2006), benefits to the person being coached are (pp. 5-6): maximizing their individual strengths overcoming personal challenges/obstacles achieving new skills & competencies to become more effective preparing for new work/job roles or responsibilities improvement in managing themselves (e.g., better time management) clarifying and working toward goals (e.g., learning about and setting SMART goals) increasing their job satisfaction and motivation Benefits to the team and organization include (McManus, 2006, p.
Coaching For Performance Training
6): improving the working relationships between manager and direct reports (i.e., employees) developing & fostering more productive teams using organizational resources more effectively Written By: Steve Nguyen, Ph.D. Leadership Advisor & Talent Development Consultant References Emerson, B., & Loehr, A.
A Manager’s Guide to Coaching: Simple and Effective Ways to Get the Best Out of Your Employees. New York: AMACOM. Coaching People: Expert Solutions to Everyday Challenges. Boston: Harvard Business Press. Coaching for Performance (4th ed.).
London: Nicholas Brealey Publishing. In their book, 100 Things You Need to Know: Best People Practices for Managers & HR (2004), Eichinger, Lombardo, and Ulrich — three internationally-recognized experts in human capital management — shared that, in general, managers are “very poor at coaching and developing their people” (p. This may come as a shock to some, but probably not to others. Let’s think about it for a minute. Line managers and mid-level managers are often quite busy and they simply do not have the time or want to set aside quality time for coaching and developing their staff. And even when some managers do make time to coach and develop their direct reports, coaching & developing others isn’t something that gets rewarded by senior leadership (Eichinger, Lombardo, & Ulrich, 2004).
“Relying exclusively on line managers to coach and develop their people for the long-term is a losing strategy. Typical line managers aren’t good at it, don’t have much motivation to do it, are terminally busy and don’t have or make quality time for it, and are not rewarded for it when the few do actually do it” (Eichinger, Lombardo, & Ulrich, 2004, p. According to Eichinger, Lombardo, and Ulrich (2004), the recommended best practice is a coordinated process led by human resource professionals and enthusiastically endorsed by senior executives and with the buy-in and collaboration of line managers and the people being coached. Written By: Steve Nguyen, Ph.D. Leadership Advisor and Talent Development Consultant Reference Eichinger, R. W., Lombardo, M.
M., & Ulrich, D. 100 things you need to know: Best people practices for managers & HR. Minneapolis, MN: Lominger Limited.
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University of Texas at Austin 2014 Commencement Address - Admiral William H. McRaven Watch his speech above or directly on YouTube, An inspiring and powerful 20-minute commencement speech by Naval Admiral William H. McRaven, ninth commander of U.S.
Special Operations Command, at the University-wide Commencement at The University of Texas at Austin on May 17, 2014. Admiral McRaven’s commencement speech is perhaps one of the best commencement speeches I have ever heard. It is on point and offers some fantastic life and business lessons. Below are excerpts from his amazing speech.
10 Life Lessons from Basic SEAL Training 1. If you want to change the world, start off by making your bed. “If you can’t do the little things right, you will never do the big things right.” 2. If you want to change the world, find someone to help you paddle.
“You can’t change the world alone—you will need some help— and to truly get from your starting point to your destination takes friends, colleagues, the good will of strangers and a strong coxswain to guide them.” 3. If you want to change the world, measure a person by the size of their heart, not the size of their flippers.
“SEAL training was a great equalizer. Nothing mattered but your will to succeed.
Not your color, not your ethnic background, not your education and not your social status.” 4. If you want to change the world get over being a sugar cookie and keep moving forward. “Sometimes no matter how well you prepare or how well you perform you still end up as a sugar cookie.” “For failing the uniform inspection, the student in Basic SEAL training had to run, fully clothed into the surfzone and then, wet from head to toe, roll around on the beach until every part of your body was covered with sand.
The effect was known as a ‘sugar cookie.’ You stayed in that uniform the rest of the day — cold, wet and sandy.” “There were many a student who just couldn’t accept the fact that all their effort was in vain. Those students didn’t understand the purpose of the drill. You were never going to succeed. You were never going to have a perfect uniform.” 5. If you want to change the world, don’t be afraid of the circuses.
“Every day during training you were challenged with multiple physical events — long runs, long swims, obstacle courses, hours of calisthenics — something designed to test your mettle. Every event had standards — times you had to meet. If you failed to meet those standards your name was posted on a list, and at the end of the day those on the list were invited to a ‘circus.’ A circus was two hours of additional calisthenics designed to wear you down, to break your spirit, to force you to quit.” “Life is filled with circuses. You will fail. You will likely fail often. It will be painful. It will be discouraging.
At times it will test you to your very core.” 6. If you want to change the world sometimes you have to slide down the obstacle head first. If you want to change the world, don’t back down from the sharks. “There are a lot of sharks in the world.
If you hope to complete the swim you will have to deal with them.” 8. If you want to change the world, you must be your very best in the darkest moment. “At the darkest moment of the mission is the time when you must be calm, composed—when all your tactical skills, your physical power and all your inner strength must be brought to bear.” 9. If you want to change the world, start singing when you’re up to your neck in mud. “If I have learned anything in my time traveling the world, it is the power of hope.
The power of one person—Washington, Lincoln, King, Mandela and even a young girl from Pakistan, Malala—one person can change the world by giving people hope.” 10. If you want to change the world don’t ever, ever ring the bell. “In SEAL training there is a bell. A brass bell that hangs in the center of the compound for all the students to see. All you have to do to quit—is ring the bell. Ring the bell and you no longer have to wake up at 5 o’clock.
Ring the bell and you no longer have to do the freezing cold swims. Ring the bell and you no longer have to do the runs, the obstacle course, the PT—and you no longer have to endure the hardships of training. Just ring the bell. If you want to change the world don’t ever, ever ring the bell.” - “Start each day with a task completed. Find someone to help you through life.
Respect everyone. Know that life is not fair and that you will fail often. But if you take some risks, step up when the times are toughest, face down the bullies, lift up the downtrodden and never, ever give up — if you do these things, then the next generation and the generations that follow will live in a world far better than the one we have today.” “It matters not your gender, your ethnic or religious background, your orientation, or your social status. Our struggles in this world are similar and the lessons to overcome those struggles and to move forward—changing ourselves and the world around us—will apply equally to all.” “Changing the world can happen anywhere and anyone can do it.” Written By: Steve Nguyen, Ph.D.
Leadership Advisor & Talent Development Consultant Link University of Texas at Austin - Adm. McRaven Urges Graduates to Find Courage to Change the World https://news.utexas.edu/2014/05/16/mcraven-urges-graduates-to-find-courage-to-change-the-world. “Failure is not fatal. Failure should be our teacher, not our undertaker. It should challenge us to new heights of accomplishments, not pull us to new depths of despair.
From honest failure can come valuable experience.” -William Arthur Ward, American author and teacher We prize success over failure. You see articles and book titles with the words “success” or “succeed” splattered on bookstore shelves.
However, research shows that when it comes to learning, failure may just be good for us after all. In fact, failure is a better teacher than success. Madsen and Desai (2010) discovered that the knowledge gained from our failures lasts longer than those from our successes. They advise organizations, to neither ignore nor dismiss failure but to, treat failure as a learning opportunity. To illustrate the point, they used the flights of the 2002 space shuttle Atlantis and 2003 space shuttle Columbia.
During the 2002 Atlantis flight, a piece of insulation broke off and damaged the left solid rocket booster but did not impede the mission or the program. However, there was little follow-up or investigation. During the launching of the space shuttle Columbia in 2003, another piece of insulation broke off and struck the leading edge of Columbia’s left wing. When Columbia reentered the earth’s atmosphere after a 16-day mission, “damage sustained from the foam’s impact compromised the orbiter’s thermal protection system, leading to the failure of the left wing and to the eventual disintegration of the orbiter” (Madsen & Desai, 2010, p. Tragically, all seven astronauts on board were killed. The Columbia disaster resulted in the suspension of shuttle flights and led to a major investigation resulting in 29 recommended changes to prevent future disasters. The point is that, while we should not fail on purpose, failure while sometimes tragic is an important teacher.
For organizations, the advice is this: study your small failures and close calls to extract useful information instead of waiting for a major catastrophe. “Organizational leaders should neither ignore failures nor stigmatize those involved with them; rather, leaders should treat failures as invaluable learning opportunities, encouraging the open sharing of information about them” (Madsen & Desai, 2010, p. Written By: Steve Nguyen, Ph.D. Leadership Advisor & Talent Development Consultant Reference Madsen, P. M., & Desai, V.
Failing to learn? The effects of failure and success on organizational learning in the global orbital launch vehicle industry.
Academy of Management Journal, 53(3), 451-476.