Posts Tagged 'Seth Godin'

Resilience requires being our best selves more consistently

Everyone is better than you are… (at something). Which makes it imperative that you connect and ask for help. At the same time that we encounter this humbling idea, we also need to acknowledge that you are better at something than anyone you meet. Everyone you meet needs something you can do better than they can. —Seth Godin

Each of us is a bundle of strengths and “weaknesses,” which means there are two ways of thinking about personal improvement—remedy our flaws or more consistently use our strengths.

While each of us has a few “flaws” that may deserve prompt attention, we are far more likely to achieve our individual goals and collective goals when we and others hone and persistently use our strengths.

That’s what resilient people do, I think.

Rather than spending an inordinate amount of time focusing on or lamenting their deficits, or trying to correct those of others, they identify their strengths and apply them at every opportunity consistent with their values and goals.

Put another way, resilient people more consistently offer their “best selves” to the world—that is, the part of them that is most influential and creates well-being and energy among those with whom they interact.

As an example, I have learned that I am my “best self” when I use my talents for planning, writing, innovating, and advocating for things that are important to me.

Over time I have learned that I am far happier, productive, and effective when I more consistently use my strengths and the synergy generated among them to serve purposes greater than myself.

Some things to consider:

What are the attributes of relationships and/or environments that elicit your best self?

What does your best self look like at work? With family and friends? In addressing issues that concern your community and nation?

Are there common strengths among those best selves? What can you do to develop and use those strengths more consistently?

Thinking with the best

Dennis

“Did you do the reading…? The reading is what we call it when you do the difficult work of learning to think with the best, to stay caught up, to understand. The reading exposes you to the state of the art. The reading helps you follow a thought-through line of reasoning and agree, or even better, challenge it. The reading takes effort.” – Seth Godin

Sometimes the most important things are the most fundamental. Reading, writing, and learning-oriented conversations are the fundamental processes that enable school leaders, as Godin puts it, “to do the difficult work of learning to think with the best….”

To that end, I recommend that leaders:

Read widely in education and beyond. Make certain that at least some of the things we read stretch our thinking through the effort they require.

Write about those things we read that have the greatest professional and personal implications to deepen our understanding.

Have extended conversations about what we read with colleagues who will help us think more deeply about the subject matter.

Write about it again.

Apply our deepened understanding to new behaviors and habits, when appropriate.

Reflect on the results of the new behaviors and habits, perhaps by writing and/or conversations with colleagues.

Repeat all of the above as necessary…

Of course, many leaders would say that their professional lives are too full for such time-consuming “difficult work.”

What do you think?

The challenge of developing your point of view

Dennis Sparks

The most difficult work many professionals do… is getting someone else to agree with their point of view and take action. The second most difficult work professionals do is developing a point of view in the first place. – Seth Godin

In my experience, Seth Godin has it exactly right. It is common sense: Without clarity regarding one’s point of view it is virtually impossible to get others to agree with it. If we don’t know what we think and cannot express it clearly, it is very difficult to influence others.

Many leaders do not know and therefore cannot clearly express what they think about many important educational issues because:

  • they devote more time and attention to developing the clarity of others than they do to their own clarity;
  • developing clarity requires time and attention, both of which are in short supply in the daily lives of leaders, and
  • developing clarity is an intellectually demanding task that is easy to postpone.

It is essential that leaders sufficiently value clarity to make it a daily priority. To that end they:

  • clarify their thinking through writing, often in multiple drafts, before sharing their thinking with others, and
  • further refine their views by explaining them to others with an openness to having their views refined and even altered in those conversations.

What processes do you use to develop your clarity, and in what ways do you interact with others that you find most influential?

How do you think about tragic events?

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It seems fitting that on this Memorial Day we pause to ponder a large, existential question – do things happen for a reason?
Here’s how I think about it: Some things happen for clear reasons, others do not. Sometimes events require that educators for their own peace of mind make a distinction between things that appear to happen for a reason and those that don’t.
Some of the events that that require discernment capture widespread attention. Sandy Hook Elementary School and Plaza Towers Elementary School in Moore, Oklahoma readily come to mind. Others are more local in nature – the illness or death of a child, the suffering of families, and so on.
Some people, of course, believe everything happens for a reason. I do not happen to be in that group, although at times I wish that I was.
Seth Godin ponders this issue in a blog post he titled, “Does it happen for a reason?”

“Reasons are nearly always the things we make up to explain what happened, not the actual cause of what happened…,” Godin writes. “There are two things to be done with that fact. The first is to identify the few things that do happen for a reason and learn from them, as opposed to ignoring the available lesson… And the second is to take the (essentially) random events and choose to respond (as opposed to an overreaction). The big opportunity is to figure out how to take advantage of the change that was just handed to us, even if it wasn’t for us, about us, or what we were hoping for.”

The challenge, of course, for all of us in both our personal and professional lives is to see events, no matter their cause, as opportunities for learning, growth, and improvement rather than as reasons for resignation and hopelessness.

How do you think about tragedies and other significant events in ways that promote both peace of mind and opportunities for learning and growth?

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