IGNORE EVERYONE

IGNORE EVERYONE - And 39 other keys to creativity is about developing creativity.  However chapter two (below) possesses a great leadership lesson that needs to be shared.  The idea doesn't have to be big. It just has to be yours. 

We’ve all spend a lot of time being impressed by folks we’ve never met.  Somebody featured in the media who’s got a big company, a big product, a big movie, a big bestseller.  Whatever.

And we spend even more time trying unsuccessfully to keep up with them.  Trying to start up our own companies, our own products, our own film projects, books, and whatnot.

I’m as guilty as anyone.  I tried lots of different things over the years, trying desperately to pry my career out of the jaws of mediocrity.  Some to do with business, some to do with art, etc.

One evening, after one false start too many, I just gave up. Sitting at a bar, feeling a bit burned out by work and by life in general, I just started drawing on the backs of business cards for no reason. I really didn't need a reason.  I just did it because it was there, because it amused me in a kind of random, arbitrary way.

Of course it was stupid.  Of course it was not commercial.  Of course it wasn’t going to go anywhere. Of and utter waste of time.  But in restrospect, it was this built-in futility that gave it its edge.  Because it was the exact opposite of all the “Big Plans” my peers and I were used to making.  It was so liberating not to have to think about all that, for a change.

It was so liberating to be doing something that didn't have to have some sort of commercial angle, for a change.

It was so liberating to be doing something that didn't have to impress anybody, for a change.

It was so liberating to be free of ambition, for a change.

It was so liberating to be doing something that wasn't a career move, for a change.

It was so liberating to be doing something that belonged just to me and no one else, for a change.

It was so liberating to feel complete sovereignty, for a change.  To feel complete freedom, for a change.  To have something that didn’t require somebody else’s money, or somebody else’s approval, for a change.

And of course, it was then, and only then, that the outside world started paying attention.

The sovereignty you have over your work will inspire far more people than the actual content ever will.  

How your own sovereignty inspires other people to find their own sovereignty, their own sense of freedom and possibility, will give the work far more power than the work’s objective merits ever will.

Your idea doesn’t have to be big.  It just has to be yours alone.  The more the idea is yours alone, the more freedom you have to do something really amazing.

The more amazing, the more people will click with your idea.  The more people click with your idea, the more this little thing of yours will snowball into a big thing.

That’s what doodling on the backs of business cards taught me.

Pick up IGNORE EVERYONE - And 39 other keys to creativity is about developing creativity, by Hugh MacLeod.

FAIL HARDER II

One of the most read blog posts at ttheMOVEMENT in the past 12 months has been "FAIL HARDER", an article that speaks to the culture at FACEBOOK and the value of failure.  Seth Godin contributes to this discussion in a recent blog post. 

My question for readers is, when was the last time you committed to an initiative as much for the value of the journey and not only the achievement of a goal?

A failure is a project that doesn't work, an initiative that teaches you something at the same time the outcome doesn't move you directly closer to your goal.

A mistake is either a failure repeated, doing something for the second time when you should have known better, or a misguided attempt (because of carelessness, selfishness or hubris) that hindsight reminds you is worth avoiding.

We need a lot more failures, I think. Failures that don't kill us make us bolder, and teach us one more way that won't work, while opening the door to things that might.

School confuses us, so do bosses and families. Go ahead, fail. Try to avoid mistakes, though.

PURSUITOLOGY

Mike Wyatt speaks to the one leadership quality that will make you or break you.  You can follow him on Twitter @mikemyatt. 

One of the most often overlooked aspects of leadership is the need for pursuit. Great leaders are never satisfied with traditional practice, static thinking, conventional wisdom, or common performance. In fact, the best leaders are simply uncomfortable with anything that embraces the status quo. Leadership is pursuit – pursuit of excellence, of elegance, of truth, of what’s next, of what if, of change, of value, of results, of relationships, of service, of knowledge, and of something bigger than themselves. In the text that follows I’ll examine the value of being a pursuer…

Here’s the thing – pursuit leads to attainment. What you pursue will determine the paths you travel, the people you associate with, the character you develop, and ultimately, what you do or don’t achieve. Having a mindset focused on pursuit is so critical to leadership that lacking this one quality can sentence you to mediocrity or even obsolescence. The manner, method, and motivation behind any pursuit is what sets truly great leaders apart from the masses. If you want to become a great leader, become a great pursuer.
A failure to embrace pursuit is to cede opportunity to others. A leader’s failure to pursue clarity leaves them amidst the fog. Their failure to pursue creativity relegates them to the routine and mundane. Their failure to pursue talent sentences them to a world of isolation.  Their failure to pursue change approves apathy. Their failure to pursue wisdom and discernment subjects them to distraction and folly. Their failure to pursue character leaves a question mark on their integrity. Let me put this as simply as I can – you cannot attain what you do not pursue.

Smart leaders understand it’s not just enough to pursue, but pursuit must be intentional, focused, consistent, aggressive, and unyielding. You must pursue the right things, for the right reasons, and at the right times. Perhaps most of all, the best forms of pursuit enlist others in the chase. Pursuit in its purest form is highly collaborative, very inclusive and easily transferable. Pursuit operates at greatest strength when it leverages velocity and scale.

I also want to caution you against trivial pursuits – don’t confuse pursuit with simple goal setting. Outcomes are clearly important, but as a leader, it’s what happens after the outcome that you need to be in pursuit of. Pursue discovery, seek dissenting opinions, develop your ability unlearn by embracing how much you don’t know, and find the kind of vision that truly does see around corners. Don’t use your pursuits to shift paradigms, pursue breaking them. Knowing what not to pursue is just as important as knowing what to pursue.

It’s important to keep in mind that nothing tells the world more about a leader than what or who they pursue – that which you pursue is that which you value. If you message to your organization you value talent, but don’t treat people well and don’t spend time developing the talent around you, then I would suggest you value rhetoric more than talent. Put simply, you can wax eloquent all you like, but your actions will ultimately reveal what you truly value.

Lastly, the best leaders pursue being better leaders. They know to fail in this pursuit is nothing short of a guarantee they’ll be replaced by those who don’t. All leaders would be well served to go back to school on what I refer to as the science of pursuitology.

What’s been the best thing you’ve pursued? What pursuit has led you astray. Thoughts?

FEEDBACK

Leadership means communicating with others in such a way that they are influenced and motivated to perform actions that further common goals and lead toward desired outcomes.  Communication is a process by which information and understanding are transferred between a sender and receiver, such as between a leader and an employee, an instructor and a student, or a coach and a football player.


Feedback is the element of the communication process that enables someone to determine whether the receiver correctly interpreted the message.  Feedback occurs when a receiver responds to a leader's communication with a return message.  Without feedback, the communication cycle is incomplete.  Effective communication involves both the transference and mutual understanding of information.  The nature of effective communication is cyclical, in that a sender and receiver may exchange messages several times to achieve a mutual understanding.  The ongoing process of sending, receiving and feedback to test understanding underlies both management and leadership communication.

LEADERSHIP AND MANAGEMENT

The overriding function of management is to provide order and consistency to organizations, whereas the primary function of leadership is to produce change and movement. (Kotter, 1990)

Management is about seeking order and stability; leadership is about seeking adaptive and constructive change. (Kotter, 1990)

Although they are different in scope, Kotter (1990) contended that both management and leadership are essential if an organization is to prosper.  For example, if an organization has strong management without leadership, the outcome can be stifling and bureaucratic.  Conversely, if an organization has strong leadership without management, the outcome can be meaningless or misdirected change for change's sake. To be effective, organizations need to nourish both competent management and skilled leadership.

Bennis and Nanus (1985) maintained that there is a significant difference between the two.  To manage means to accomplish activities and master routines, whereas to lead means to influence others and create visions for change.  "Managers are people who do things right and leaders are people who do the right thing" (Bennis and Nanus, 1985)

Rost (1991) contended that leadership is a multidirectional influence relationship and management is a unidirectional authority relationship.  Whereas leadership is concerned with the process of developing mutual purposes, management is directed toward coordinating activities in order to get the job done.

Zaleznik (1977) argued that managers and leaders are distinctly different types of people.  He contended that managers are reactive and prefer to work with people to solve problems but do so with low emotional involvement.  He suggested that leaders on the other hand, are emotionally active and involved.  They seek to shape ideas instead of responding to them and act to expand the available options to solve long standing problems.  Leaders change the way people think about what is possible.

Which one are you?

Information from Northouse 2010, LEADERSHIP - Theory and Practice, Fifth Edition

DECISION CHECKLIST

I am helping an athlete develop some clarity and frame her decision around which university to attend.  I thought this would be a great time to post a decision checklist.  The list I've provided below is a collection of 3 decision lists that I put together for a paper I was writing.  Most decisions wouldn't involve so many steps.  This is also the second part of a previous post called DECISIONS, DECISIONS, DECISIONS.

Here is a process checklist of actions that best mitigate the effects of Red Flags and promote “Smart Choice” decision practices.  It's actually 3 checklists in 1.  The checklist produces safeguards to avoid the effects of distorted thinking. The checklist helps to identify the complexity of the decisions, risks and tradeoffs, ethical considerations, implementation of the decisions, monitors and controls and offers a process for corrective action.  See below for how my checklist makes for a better decisions.

Checklist

1.      Identify your real decision problem

2.      Specify your objective

3.      Create a full range of alternatives

4.      Understand the consequences of the alternatives - am I fully aware of the costs associated with this decision

5.      Make explicit the inherent value of tradeoffs

6.      Clarify the relevant uncertainties

7.      Account for your risk tolerance

8.      Consider implications for interrelated decisions

9.      If I waited a week would I still make the same decision

10.  A year from now will this decision still be a good one

11.  Have I done my homework – good reason or excitement

12.  Will this decision harm people – to athletes  - do no harm

13.  Will this decision unduly harm the environment – in my case the basketball community

14.  Is this decision unethical, immoral or illegal

15.  Will this decision set a bad example for my children

16.  If no one could see that I was doing this is it, still the right thing to do

17.  If everyone could see what I was doing, is it still the right thing to do

18.  The act of choice (calculating the optimal decision)

19.  Implementing the decision

20.  Follow up feedback and control

21.  Corrective action

22.  Renewal of the search, and

23.  Revision of objectives

How do you think it will make for a better decision?

Checklist items 1 – 8 help to process Category 2 decisions; items 9 – 23 are global. Items 1 – 8 present an insider view and items 9 – 17 provide an important outside view perspective to temper optimism and take a balanced perspective.  Items 12 – 17 ensure that we are considering the decision through an ethical lens. Items 18 – 23 involve the actual process of making the decision, implementation, monitoring the results and a contingency approach if we need to change the decision. This checklist offers a relatively balanced approach to the decision making process.

Successful identification of the decision problem creates clarity in order to determine a process to solve the decision problem.

Weighing objectives prioritizes goals.  Decision-making is challenging when objectives are equally weighed.  Differentiating objectives through weighing paints a clear picture of which goals are most important to the organization and the decision-makers.

A full range of alternatives provides decision makers with an array of plausible options to address the decision problem. 

Understanding the consequences of the alternative identifies the risk associated with a decision. Alternatives can be easily overvalued because we focus only on the benefits and ignore the risks.  This item is an important safeguard against delusions of success, "Rose Colored Glasses", accentuating the Positive, and the Insider View.  This item also safeguards against misleading recognition, inappropriate attachment and inappropriate self-interest through highlight risk associated with an alternative.

Awareness of the value trade-offs helps decision makers understand the opportunity costs associated of the decision.

Clarification of the relevant uncertainties frames the complexity of the decision.  Identification of the decision category will help decision-makers chose the necessary process to deal with a category 1 or 2 decision.

The decision-makers risk tolerance must be consistent with the level of risk of the alternative to determine if decision-makers are prepared to accept risks associated with the potential benefits of the alternative.

Interrelated decisions encourage us to consider consolidations or fusion of alternatives, instead of one plan or another to best facilitate the objectives and address the decision problem. 

STAGES OF LEARNING

I had a conversation with a fellow coach a few weeks ago about Stages of Learning yesterday that I thought could benefit everyone.  

These theories are very important for coaches because they provide you with perspective that frames expectations of the learning your athletes should demonstrate.  This is important for season planning so that you plan the minimum amount of time for your athletes to develop a level of competency for a skill or concept.  It will also help you to make your goal setting realistic.

Research from Fitts and Posner is widely respected so I thought I’d use their language, however the National Coaching Certification Program uses different language.  I believe NCCP uses the language of Introduction, Acquisition, Competency, Performance or something like that.  Again it’s different ways of saying the same thing.  Basically they want you to understand that if you show something to an athlete today, it takes time for them to go through the different stages of learning to get to a point of competency or performance.    I often use the language that “telling is not teaching” and I also believe that “teaching is not learning”.

There are variables that influence the stages of learning, how long it takes to go from one stage to another and duration of time in each stage.  Variables like “volume” (the amount of reps athletes get performing the skill; “frequency” (how many times during a period the athlete is getting the reps); “environement”(does the practice environment reflect the competitive environment; quality (quality of the reps/practice); time; number of athletes; number of coaches; etc.

The Learning Process – Fitts and Posner

Fitts and Posner (1967) suggest that the learning process is sequential and that we move through specific phases as we learn. There are three stages to learning a new skill:

• Cognitive phase - Identification and development of the component parts of the skill - involves formation of a mental picture of the skill
• Associative phase - Linking the component parts into a smooth action - involves practicing the skill and using feedback to perfect the skill
• Autonomous phase - Developing the learned skill so that it becomes automatic - involves little or no conscious thought or attention whilst performing the skill - not all performers reach this stage

Stages of Learning a Sports Skill

The learning of physical skills requires the relevant movements to be assembled, component by component, using feedback to shape and polish them into a smooth action. Rehearsal of the skill must be done regularly and correctly. 

The stages of learning are phases that athletes experience as they progress through skills. As a coach, if you are aware of your athletes' level of readiness, you can be better at skill instruction for their level.

Several models are used describe these learning stages. There is no definitive point at which an athlete transitions into any the phase, but descriptions help coaches know about where athletes are and which level of activities they are able to accomplish.

The two-stage models distinguish only between getting the idea and then progressing from the fundamentals to refining skills. Key points from each model are presented here using the 3-stage approach.  Courtesy of the Sport Advisor.

The Mental Stage: Figuring Out the Skill – Cognitive (Fitts & Posner)

This phase, sometimes referred to as the cognitive stage or the verbal-motor stage, occurs when the beginning athlete is attempting to understand the basic task. Challenges include how to hold the racquet, how to place the feet, and where the boundaries are.

Beginners are not always aware of what they did wrong, nor do they know how to correct errors. They need basic, specific instruction and feedback during this phase.

The Associative Stage: Getting Better – Associative (Fitts & Posner)

At this stage the athlete understands the fundamentals of the skill and is in the process of refining the skill. They experience fewer errors and can detect some of them on their own. Performances are more consistent and learners begin to know what is relevant and what is not.

Here the athlete refines what is needed to accomplish the objective of the skill regardless of the situation. They also begin to learn how to diversify responses for open skills.

The Autonomous Stage: It's Second Nature – Autonomous (Fitts & Posner)

At this point the skill is well learned. The athlete perform the skill automatically without having to focus on execution. There are few errors and athletes can detect and know how to correct them. They can concentrate more on other aspects of the game.

As athletes transition from learning to goal of the skill to perfecting it, coaches can diversify instruction and practice conditions.

For closed skills, practices should be structured to match the conditions of competition. For open skills, the coach must systematically vary the conditions under which the skill is being learned and performed in preparation for competition.

Conscious and Unconscious Learning

Here is another useful way of looking at the 4 stages of learning!

Unconscious Incompetence

The individual does not understand or know how to do something and does not necessarily recognize the deficit. They may deny the usefulness of the skill. The individual must recognise their own incompetence, and the value of the new skill, before moving on to the next stage.  The length of time an individual spends in this stage depends on the strength of the stimulus to learn.

Conscious Incompetence

Though the individual does not understand or know how to do something, he or she does recognize the deficit, as well as the value of a new skill in addressing the deficit. The making of mistakes can be integral to the learning process at this stage.

Conscious Competence

The individual understands or knows how to do something. However, demonstrating the skill or knowledge requires concentration. It may be broken down into steps, and there is heavy conscious involvement in executing the new skill.

Unconscious Competence

The individual has had so much practice with a skill that it has become "second nature" and can be performed easily. As a result, the skill can be performed while executing another task. The individual may be able to teach it to others, depending upon how and when it was learned.

DECISIONS, DECISIONS, DECISIONS

Misleading experiences, misleading prejudgements, inappropriate self-interest and inappropriate attachments are four root causes of errors in thinking that lead to bad decisions.

Do you make good decisions?  What influencers affect your decision making?  What happens in the brain when we make a decision?

Our brains use two processes that enable us to cope with the complexities we face: pattern recognition and emotional tagging.  Both help us to make excellent decisions most of the time, but in certain conditions they can mislead us.

Pattern Recognition helps us to assess inputs we receive.  An integrated function then takes the signals about what matches have been found, makes assumptions about missing bits of information and arrives at a point of view.

If we are faced with unfamiliar inputs - especially if the unfamiliar inputs appear familiar - we can think we recognize something when we don not.  We refer to this as the problem of misleading experiences.  Our brains may contain memories of past experiences that connect with inputs we are receiving.  Unfortunately, the past experiences are not a good match with the current situation and hence mislead us.

Another exception is when our thinking has been primed before we receive the inputs, by, for example, previous judgements or decisions we have made that connect with the current situation.  If these judgements are inappropriate for the current situation, they disrupt our pattern recognition processes, causing us to misjudge the information we are receiving.  We refer to these as misleading prejudgements.

In other words, our pattern recognition process is fallible.

The second process that helps us cope with complexity is emotional tagging.  These tags, when triggered by a pattern recognition match, tell us whether to pay attention to something or ignore it, and they give us an action orientation.  Emotional tags can be a problem for us in four ways.  The first two are about misleading experiences and misleading prejudgements: emotions attached to these experiences or prejudgements can give them more prominence in our thinking than is appropriate.

The third and fourth ways emotional tags can disrupt our thinking are through inappropriate attachments, such as the attachment we might feel to colleagues when considering whether to cut costs, and the much more familiar inappropriate self interest, which lies behind the attention managers give to aligning incentives.

The leader must employ processes to mitigate red flags.  Stay tuned for decision checklist and framework.

THE FACES OF DJ BLACK COFFEE

I love house music!  I was recently put onto DJ Black Coffee and his incredible talents.  A Transformational House DJ like BC takes a crowd of individuals and connects them into a massive inspired the tribal rhythms, drums and soulful vocals. 

However, it's the DJ Black Coffee Foundation that got me excited enough to blog about him. Black Coffee has moved to serve a new group of followers off the dance floor.  BC will serve and inspire disable children in South Africa through the DJ Black Coffee Foundation.  We hope that BCs efforts to serve and transform inspire others in the industry elevate the conditions of the less fortunate.   Black Coffee is creating his own movement of social responsibility in the world of DJing.  

My question to you is, who do you serve?

THE LAST LESSON

We went to the final class of my son’s Salamander swim lesson’s last week.  Usually the pool is a buzz with four to five classes of different levels going on simultaneously, effectively using all the space in the pool.  On this day easily two-thirds of the swimmers were absent.  Instead of 30 swimmers in the pool there might have been 10.  It amazes me how few people attend the final class of a session of swim lessons.  Only two of four participants showed up for my son’s class. 

Swimmers find out if they pass (and can move on to the next level) or whether they must repeat the level 2 classes before the end of the session.  Repeating levels, especially at younger ages is quite common as it is critical that swimmers demonstrate competency before they are moved to the next level.  It is interesting to see who is there to learn and who is there to be rewarded for their effort.  I understand that external rewards are motivators, but parents have a responsibility to help kids understand the value of learning so that kid’ motivation for participation is intrinsic.  Progress and learning vs. performance. 

I’ve observed the “last class” phenomenon for 2 years now and it concerns me every time.  Funny thing is that the children will learn from their parents to only do things when there is a reward associated.  Parents must have clarity on why they are enrolling kids in learning programs.  If it is indeed to learn then why would you deprive your child of one-tenth of their learning experience?  If the instructor cancelled a class people would want a refund for the class or for there to be a class added.  But nothing when the parent chooses to do it.  Interesting paradox. 

TARGET GAMES

The father in me will always enjoy spending time with my children.  The learning facilitator in me also enjoys this time.  If left on their own in the right environment, kids will create, innovate and modify their own games.

The other day we spent 45 mins playing a medley of sports in the backyard.  I went to set the table for dinner.  My 4 year old son Tobias chose to play outside by himself until dinner was ready.  After setting the table, I checked up on my son to see how he was doing in the backyard.  I looked out the window and saw Tobias standing over a puddle.  I went outside fearing that he was splashing around in puddle.  Once outside I asked what he was up to.  He hid both hands behind his back and looked at me with that "cat that ate the canary" look in his eyes.  "What's in your hands" I asked.  He showed me two stones that were in his hands and explained the game he was playing.  He had created his own target game of throwing stones into a small puddle from about 20 feet away.  He asked "You wanna play daddy?"  I said "For sure!!" It was awesome to play a game that my son had created, that develops his physical literacy and cognitive abilities.

On Canada Day, I took my son and daughter to the schoolyard to play with the soccer ball.  We played what my son calls "Soccer Fights", which is basically soccer where him and I push, clutch, grab, hold while trying to maintain control of the ball.  After "Soccer Fights" I set up an obstacle course.  I used Tobias' bike, bike helmet, his sisters push car and the top of a water bottle we found at the park to create our obstacle course.  We used the items as pylons.  I recommended to Tobias that we dribble the soccer ball through and around the makeshift pylons to work on our ball handling.  After a few minutes of ball handling Tobias modified the game.  He explained to me that we should now use the "pylons" as targets and that from a distance of 10 feet we were to hit each target.  Once we hit each target it would be the other persons turn.  The learning facilitator in me was delighted by his modification of my exercise from ball handling to striking and a target game.

I get excited when I see my 4 year old son create games and modify activities.  There is significant cognitive value, physical literacy and leadership involved in this process.  It's great to see what kids can come up with if you give them the freedom to explore and create.  It's great to see the joy in their faces when you actively participate in the games and activities they create.

THE THINGS YOU REMEMBER

My dentist Dr. Montague (coolest Dentist in Toronto) pointed out the "THINGS WE REMEMBER" to me at a recent appointment.  I had a crown lengthening procedure done to prepare a tooth and the gums around a tooth for a crown.  Dr. Lenga performed the procedure.  I didn't remember the discomfort, the stitches in my mouth, not being able to chew on my right side. What I did remember was that Dr. Lenga phoned me at 8pm the evening of the procedure to see how I was feeling.

I've been frequenting the neighborhood Starbucks regularly over the past 4 weeks since I started my Master's studies.  This morning I didn't have to communicate my order, the pleasant coffee technician who makes my beverage of choice with care and precision, called out my order once I stepped in line. 

Think about the things you remember about experiences.  Then compare that to what you spend time focussing on in your daily life.  Is there a connection?  Are they in line?

10 KEYS TO EFFECTIVE LISTENING

How well do you listen? 

Listening involves the skill of grasping and interpreting a message's genuine meaning.  Remember that message reception is a vital link in the communication process. 

1. Listen Actively - Ask questions; paraphrase what is said
2. Find areas of interest - Look for opportunities, new learning
3. Resist distractions - Fight distractions; tolerated bad habits; know how to concentrate
4. Capitalize on the fact that thought is faster than speech - Challenge, anticipate, summarize; listen between lines to tone of voice
5. Be responsive - Nod; show interest, positive feedback
6. Judge content, not delivery - Judge content; skip over delivery a errors
7. Hold one's fire - Does not judge until comprehension is complete
8. Listen for ideas - Listens to sentral themes
9. Work at listening - Work hard; exhibit active body state, eye contact
10. Exercise one's mind - Use heavier material as exercise for the mind

Source: Adapted from Sherman Okum, "How to Be a Better Listener", Nation's Business (August 1975)

LEADER: A COMMUNICATION CHAMPION

Leaders need to be a communication champion who enable followers to "live" the vision in their day-to-day activities.

A blind man was brought to the hospital.  He was both depressed and seriously ill.  He shared a room with another man and one day asked, "What is going on outside?"  The man in the other bed explained in some detail about the sunshine, the gusty winds, and the people walking along the sidewalk. 

The next day, the blind man again asked, "Please tell me what is going on outside today."  The roommate responded with a story about the activities in a park across the way, the ducks on the pond and the people feeding them. 

The third day and each day thereafter for two weeks, the blind man asked about the world outside and the other man answer, describing a different scene.  The blind man enjoyed these talks, and he grew happier learning about the world seen through the windo.

Then the blind man's roommate was discharged from the hospital.  A new roommate was wheeled in, a tough-minded businessman who felt terrible, but wanted to get work done.  The next morning, the blind man said, "Will you please tell me what is going on outside?" The businessman didn't feel well and de didn't want to be bothered to tell stories to a blind man.  So he responded assertively, "What do you mean? I can't see outside.  There is no window here.  It's only a wall."

The blind man again became depressed and a few days later he took a turn for the worse and was moved to intensive care.

Source:  The Leadership Experience, Richard L. Daft 5e

FAIL HARDER

A colleague informed me that "FAIL HARDER" is one of the motivational motto's at Facebook.  This is an organization that values creativity and understands how to get it. 

Jeffery Gandz shares his opinions on "Leader Breaders" and treating failure as learning in his June 30 Globe and Mail adaptation from the Ivey Business Journal.

Leader breeders hate to fail - but also learn to treat failure as a learning experience.  With greater challenge comes greater risk of failure.  High potentials, setting stretch goals, are going to fail and it is how that failure is addressed that will make a difference in developing leaders.

Where failure is punished or blame is thrown around, little is learned.  People get defensive, avoid setting stretch goals and play in their personal safety zones.

There are, or course, some limits to failure as learning.  Smart people are not expected to make the same mistake twice; fatal errors tend to attract more blame than those that result in less drastic consequences; and failures that identify personally unacceptable behaviours, such as laziness, carelessness, lack of integrity or personally self-serving behaviours, tend to be treated differently.  This is acceptable within a leadership-development culture.