Tag Archives: achievement

Making Change and Not Making Changes

Chose both the road and how far down it you’ll travel

An important part of a recent vacation was spent in the Lancaster Pennsylvania area—also called “Amish Country.” When I lived closer, visits to the area were frequent and I developed a familiarity with the area. So this was an interesting opportunity to return after a decade of absence.There is much truth in the saying, “The more things change, the more they stay the same.” While there were some obvious changes to the area—it was equally obvious that many things have not changed. I have always avoided the heavily trafficked tourist areas and never shared the common perspective that Amish folks are a tourist attraction. I’ve always considered myself a guest among these special people.

One favorite back road farm stand had not changed much, although the attendant was now a nine year old Amish girl working alone indicating a new generation is now involved. She was pleasant and efficient, totaling up our purchases using a simple calculator. When I presented her with an unusual combination of bills and coin she pushed the calculator aside, took my offering, and counted back the correct change without hesitation. Watching her box our purchases cheerfully and carefully in the hundred degree heat was humbling.

I can’t help but contrast this with another experience several days prior. We ate at a restaurant where some of the servers were perhaps nearly twice my Amish friend’s age. Several of them actually couldn’t stop texting (or talking) on their smart cell phones while they were walking between the kitchen and their customers’ tables. They of course used computers to document our order and calculate our final bill. I did not test our waitress’s change making ability—credit cards eliminate that need anyway.

The Amish are also among one of the most misunderstood groups of people, often considered “backward” and “out of touch.” The point of this contrast is not to demonstrate that–the point is quite the contrary.

I would offer that the Amish are actually quite progressive. What makes them “different” is that they are selectively progressive. (Remember, my young friend did use a calculator for part of the transaction. Not long ago a brown paper bag and pencil would have been the tool of choice.) The important distinction between the Amish and society in general is that the Amish only embrace technology after careful and deliberate consideration of the impact it will have on individuals, families, and the community.

One of my frequent observations that might parallel this is “just because you can do something, that doesn’t mean you should do it.” We are inclined to want the latest and best. Technology offers lots of temptations. Why watch that old TV when you can have a wide screen? (The Amish question might be “why watch TV at all?”) Only a few months to go and I can upgrade my smart phone to one that’s even smarter! The possibilities are endless, really.

So while it would be possible and perhaps be nice to be able to order online from that farm stand in Pennsylvania (they make incredible pickles), I’m willing to concede that for this Amish family to embrace that technology would require some major changes in their lives. And for me it would mean that a visit a few years from now not only wouldn’t be necessary, but wouldn’t be possible.

Call me backward and out of touch, but I’m not ready to give those visits up.

“Have to” Doesn’t Make It

Many professions include a continuing education requirement… in spite of studies that clearly demonstrate that required education is often not especially effective. As an instructor of real estate courses, I often see first hand the difference between students fulfilling the requirement and those who truly want to learn.

A fellow instructor from Arizona saw that difference dramatically in a course he was teaching and reported the story in a recent Real Estate Educators Association Newsletter. A broker in his class reported that his agents are getting as much as ten times the required education. The instructor wondered if perhaps they were spending too much time learning and not enough time selling. The ensuing dialog was precious.

The broker reported that their sales closure rate is 100% and added this explanation:

We ask our agents to make a list of all the educational classes they have attended. We start the listing presentation by reviewing them with the client. We tell the client that we have spent a significant amount of time in class prior to meeting them so that we could be one of the most educated, prepared and skilled agents they ever met. Then we tell the client it doesn’t matter if they hire us, just don’t hire someone with less education.

How can you not love that?

To access the complete article, visit the Arizona Realtor Association Blog.

Grab A Bucket…

The idea of having a bucket list (things you are committed to doing during your life) has become more than popular–it’s nearly viral. Traditionally follks haven’t thought seriously about their life accomplishments until their mortality becomes real. Now I hear young people and kids talking about their bucket list.

Well, here’s another bucket idea that I think is extremely adaptable, practical, and useful. The idea is geared for kids — they get all the good stuff — but once you get the fundamentals, you can see it working in organizations, families, companies… The bucket represents your mental and emotional self. You fill your bucket with words and actions that demonstrate you care about somebody.

One adaption of this was made successfully by the Livermore Maine School Committee with an elementary school program to encourage positive behavior and make it a habit. A feature of the program is a literal bucket–when teachers and staff see a student “being nice” to someone they write the child’s name on a slip of paper and place it in the bucket. A monthly drawing means students receive recognition in the form of extra recess time, books, etc.

Back in my corporate consulting days, we used a similar approach with “something extra” coupons. Every employee was allowed to award a coupon to another employee for positive behavior that “went beyond” the norm. While coupons could be redeemed for lunch discounts, etc. we found that most people didn’t redeem them and kept theirs as trophies!

There are some great kids books about bucket filling–for information and resources visit the Bucket Filler Website. Put on your creative hat and see how your family could have a bucket… or just make it a personal habit of making sure you do something every day to fill your own bucket!

This idea was also posted on New England City and Town News Notes–a great site for news and ideas from around New England!

Ten Commandments for Teachers

How could I not be interested in a site called “Brain Pickings?” (Brain Pickings is a human-powered discovery engine for interestingness, culling and curating cross-disciplinary curiosity-quenchers, and separating the signal from the noise to bring you things you didn’t know you were interested in until you are.) A recent post offered Ten Commandments for Teachers as offered by Bertram Russell  in 1951. I’m not sure I’d limit these to teachers and I’m having a lot of trouble picking a personal favorite!

  1. Do not feel absolutely certain of anything.
  2. Do not think it worth while to proceed by concealing evidence, for the evidence is sure to come to light.
  3. Never try to discourage thinking for you are sure to succeed.
  4. When you meet with opposition, even if it should be from your husband or your children, endeavor to overcome it by argument and not by authority, for a victory dependent upon authority is unreal and illusory.
  5. Have no respect for the authority of others, for there are always contrary authorities to be found.
  6. Do not use power to suppress opinions you think pernicious, for if you do the opinions will suppress you.
  7. Do not fear to be eccentric in opinion, for every opinion now accepted was once eccentric.
  8. Find more pleasure in intelligent dissent than in passive agreement, for, if you value intelligence as you should, the former implies a deeper agreement than the latter.
  9. Be scrupulously truthful, even if the truth is inconvenient, for it is more inconvenient when you try to conceal it.
  10. Do not feel envious of the happiness of those who live in a fool’s paradise, for only a fool will think that it is happiness.

Practice Makes Perfect…

An interesting (and ongoing–this is nothing new, really) debate in the public education sector includes the role of “vocational” education. Meanwhile, some of us are still wondering what happened to “shop” and “home economics.” During one session at the recent Financial Literacy Summit I chuckled a bit when a speaker asked how many schools were providing “consumer science” courses. “Oh, you mean home ec?” The speaker went out to point out that she’d counseled a college student regarding his financial problems only to discover that he was eating every meal out because he didn’t know how to cook.

A recent study conducted in the UK asked what type of qualification or training would help young people succeed in their career. The answers came back:  on the job training (93%), apprenticeships (90%) and internships (84%) topped the table compared to 78% who said degrees. Now I’m not minimizing the value of a college education–any education has value–nor am I trying to start a political debate. But whether we are talking about adult education courses of the public education system in America, there’s a lot to be said for integrating “hands on” learning. I’m sure I’m not the only one who remembers the response to students who announced they were studying for a liberal arts or some other esoteric degree: “You want fries with that?”

Education at any and all levels is not a “one size fits all” proposition. The following is an article about an article that appeared in the most recent issue of Training Doctor News.

Here is a really fascinating article (http://www.thenation.com/node/167476) comparing the standard United States educational system approach of getting everyone the same, basic, k-12 education and the more pragmatic approach of other nations such as Switzerland and the Netherlands. The impetus for the article was a perceived draw back of the Obama plan and the recent announcement to invest 1 billion dollars to increase the partnership between high schools, colleges and employers.

 Here are just a few highlights, we recommend taking 5 minutes to read the whole article:

  •  A draw back of the plan is that it is focused on post-high school, while in many Western European nations, the final years of high school are customized depending on whether the student is going to go on to college, go on to a technical school, or enter the workforce (in other words, preparing young adults for the workforce is addressed much earlier)
  •  Currently, the (US) youth unemployment rate (26 years and under) is 22%; in the Netherlands the youth unemployment rate is 5%.
  •  In the United States, only 20% of 26-year-olds have a credential of some type.
  •  The Swiss government analyzes business needs and the skills required to achieve those needs and plans for government sponsored schooling to feed the needs of business; in the US there are just a few non-profit organizations that bridge between the three: government, schooling and business.

Nancy Hofmann, author of the book, Schooling in the Workplace, is quoted in the article as saying: [in the US] “We behave as though nobody needs to learn to work. We behave as if somehow education alone will launch you into a career.”

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