Off Course-On Target

We Snowflakes are all made of Stardust!!

I learned one of the most amazing things yesterday and just had to share it with the rest of you in case you didn’t know this either. 

Every atom in your body was once inside a star that exploded! 

That means that each of us snowflakes are made of stardust!!  How awemazing is THAT?!?! 

 

I learned this yesterday while pursuing one of my current curiosity threads about space time continuum and the cosmos and reading “A Universe from Nothing” by Lawrence Klauss.(highly recommended)  Klauss explains how the heavier elements such as nitrogen, oxygen, iron were NOT made by the “Big Bang”.  These heavier nuclei elements can only be made with truly huge energy levels and heat, much more than even during the Big Bang.  The only place there is enough energy and heat to form these heavier atomic elements is during the rare occurrence of an exploding star called a supernova.  A supernova burns for about a month with the brightness of 10 billion stars!  This only happens about once per hundred years per galaxy, but then again there are billions of galaxies so there are still quite a few of these overall. (about 200 million in the history of our galaxy). 

What this means then is that the only way these elements could get into our bodies is if these stars were kind enough to have exploded and sent their products hurtling out into the cosmos, some of which eventually arrived at the blue marble called Earth. 

It gets even better for me in that the atoms in your left hand probably came from a different star than the ones in your right.  So we are quite literally as Klauss puts it

“we are all, literally, star children and our bodies are made of stardust!

Sorry, I’m fascinated by so many things and even without the assistance of my ADD riddled brain I’m sure I would be just as easily excited by the awesomeness of the world around me. I’m still reeling in amazement of just how poetic and powerful and humbling it is to learn that each and every one of us snowflakes are made of stardust.

I’ve described some of my many experiences of looking up into the night sky while out here sailing around the world on my Learnativity blog.  The perspective you get when you are out in the middle of the deep blue sea with no land in sight is a unique life experience as the sea and the sky merge into one and surround you completely.  It is an awemazing experience with a spiritual like quality as you feel a profound connection with the world around you and become one with it.  You are no longer a mere external observer, you are a part of this big picture. 

Regular readers know that I live using serendipity and synchronicity as strategies and guides so it came as no surprise that this morning, as I was typing up this post and catching up with Emails, Facebook updates, notes, etc. (ADD remember!) I stumbled over a post that my friend Tina in Newfoundland Canada had posted to FB about her discovery of the exact same fact that we are all made of stardust.  Her source was Astrophysicist Dr. Neil DeGrasse Tyson and was his answer to the question “What is the most astounding fact you know?”  Better yet, Tina included this great video (must watch!) and moreso, she posted all this at literally the same time I was reading my book!  Thanks Tina!

I used to have the problem of keeping my jaw from bouncing off the steel desks of my sailboat when my mouth gaped open as I looked up and out at the night sky which is now almost every night in this charmed life I lead, but I just lay down and look up now so my jaw doesn’t hurt so much. I have similar feelings when I’m snorkeling and experience those moments when I become one with that undersea world in these areas where all the other life forms wondrously ignore me. But last night, as I looked up into the clear night sky and those billions of stars shining down on my here in Fiji, it was somehow even more amazing now that I know that not only am I part of the universe but it is a part of ME!

Maybe you already knew about this and I’m just slow to learn as usual but if we are not all amazed by things like this and the beauty that surrounds us EVERY day, then I think we are just not paying attention and not living up to our responsibility to live this gift of life well.

Snowflake Minds! Uniqueness Not Unanimity!

Here is a quote I came across from Christopher Morley that nicely captures the spirit of my ranting and raving about all of us being snowflakes:

Read, every day, something no one else is reading.

Think, every day, something no one else is thinking.

Do, every day, something no one else would be silly enough to do.

It is bad for the mind to be always part of unanimity.

  -- Christopher Morley

Snowstorm of Chat, Conversation and Content

As many of you would know from past posts, podcasts and talks, my fellow snowflake Erik and I are working on developing and sharing our thoughts and passion around what we call The Snowflake Effect, which is our vision of a world designed for the uniqueness of each person, group and situation.

Erik and I also love experiential learning and discovering new ways of getting things done.  We noticed how often we are struck by the power of conversation both literally in the great conversations we have but also as a conceptual model that includes things like the way most good conversations have a very serendipitous quality to them in that you really don’t plan or know in advance where a conversation is going to go and yet they so often lead to great discussions. 

Conversation is also very powerful for what my dear friend and fellow snowflake Marcia Conner so ably articulated in her article for FastCompany called “Do You Talk to Think or Think to Talk?”  I, in particular, talk to think. I figure things out and come up with new ideas, analogies, and stories in the process of having a great conversation with others.  And I think to talk when I put time into reflective thinking, developing new models and concepts and then sharing them with others when I get the opportunity to talk with them.

There is so much that we can learn from conversation, and so for all of the reasons above and several more, Erik and I decided to put some of these thoughts into action and practice what we preach. We have started some new ways of learning from conversation and using conversation as a way to develop some of the content and discussion around the Snowflake Effect. 

So far, we have two ways we are experimenting with this:

1. Long Slow Chat is a web site/blog we have recently started up with an agreement that both Erik and I will post one small “snowflake thought of the day” each and every day of the week. "Long and slow" because we expect this to continue for some time and "Chat" because we will try to keep each posting down to a small single thought.  The previous link will take you to the blog where you can read what we have chatted about so far and send in your comments and reactions to help drive the conversation further.
2. TWiST which stands for This Week in Snowflake Talk, where we record a weekly conversation we have on some of the points we’ve made the past week on the Long Slow Chat. We make these available to anyone interested either directly from the Long Slow Chat site or from this link  where you can subscribe via iTunes.

Both of these are experiments we are conducting and are very much works in progress, and we hope that some of this will be of interest and value to many of you, so please check it out whenever you can and let us know what you think. We are VERY anxious to get your comments, reactions, and ideas about this way of working.

Erik and I will be spending more time and energy on the Snowflake Effect and posting as prolifically as we can to the Long Slow Chat site so please head on over there and consider adding a feed for these Long Slow Chat posts and TWiST podcasts as we continue to explore the Snowflake Effect.

** update of original post of Oct.17, 2008 to correct typos and add correct links

Cool Tools I Use: Vanishing Point Fountain Pen

I truly believe that every one of us (yes, that includes YOU!) has cool tools that we use on an everyday basis and stories about how we use these tools and how we came to find and use them.  I'd like to hear about yours.  Meanwhile, here's another one of mine:

As digital and geeky as I am, or perhaps because of it, I LOVE writing on good quality paper with a fine fountain pen!  And my favorite fountain pen for many years is the Namiki "Vanishing Point" fountain pen.

Tom King, who helped push me to start up this whole "Cool Tools I Use" theme is also a fellow aficionado of pens and wrote me to say:

"I have a Namiki Vanishing Point pen sitting right here next to me, and I am about to call Parker to get a custom nib for my Duofold Centennial.
How can we not include the pocket-sized Fisher SpacePen (said the instigator of the PENS spec)-- http://www.spacepen.com/Public/Home/index.cfm"

I have tried a lot of fountain pens over the years, but this one is my favorite and the one I carry the most.  Not only is it a very good fountain pen, but it is also one of my favorite examples of what great design is all about. You just need to hold one of these pens to see how well it fits in your hand and how great it feels and writes.  But the true design genius is in how practical it is as well.  Amazing as it sounds (to me anyway) and unlike any other fountain pen that I know if, this one works like a "clickable" ball point pen—you just push in one end and out comes a full fountain pen nib from the other.  Press again and the nib retracts into the body and is FULLY sealed so it never leaks in you pocket or creates any mess. 

This pen is a joy to behold and to use.  Gives me great satisfaction every time I use it.  As one ad puts it, "Think of it as 'Zen and the Art of Pen Making.'"  Indeed!

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Have  "Cool Tools" you use and want to share?  Send me your favorites with the following information:

• Name of the tool and source for getting one. 
• What does it do? 
• How did you come to discover this? 
• How do you use it? 
• Why is it on your top ten "Cool Tools I Use" list?

Arthur C. Clarke: Discovering the Limits of the Impossible

Today (March 19, 2008), this world lost a great mind and great person with the passing of Arthur C. Clarke.  I suspect another world gained an equal or greater amount.

While I am not personally a big science fiction reader or watcher, I have long been fascinated by and most respectful of the thinking and perspectives of Arthur C. Clarke. Although I'm sure there will be a LOT of articles and other posts on this event, his passing gives me a chance to connect you to a phenomenal resource—fellow Canadian Stephen Downes.  He is one of the most active researchers and readers I know and a prolific and talented writer—skills I admire greatly.  While our perspectives are very different, Stephen and I are usually in "heated agreement" on most things and share a common sense about the priorities in life and learning.  I highly recommend that you check out some of Stephen's many sites and resources, such as his OLDaily "Online Learning Daily" and his "Half an Hour". blog.

With a nod to Stephen for the visual and the Clarke quote he chose, (copied here), here is one of the many reasons why I have such respect for and resonance with Arthur C. Clarke.

And you will also understand my sentiments when you read this Wired article about him, where they remember that when asked by Wired in 1993 if he had put any thought into what he would want on his epitaph, Clarke said he had:

"Oh, yes," he said. "I've often quoted it: 'He never grew up; but he never stopped growing.'"

May we all strive to find this often tricky balance between staying young at heart and in mind, yet constantly growing and "getting better at getting better"** as Doug Engelbart so concisely put it.  Sure helps to guide me through my journey in life.

Thanks Arthur!  You will be sorely missed but never forgotten.

** Marcia Conner and Erik Duval, two of my other favorite people,  also like and often use this Engelbart notion of getting better at getting better.

My LEGO™ Epiphany

In my posting Happy 50th birthday, LEGO blocks!, I mentioned that the genesis of my model of Learning Objects started with one of those wonderful epiphany moments—in this case, from watching my children play with LEGO blocks many years ago. With thanks to those of you who asked, here is the short version of that story.

As with children in most families, my son and daughter have very different needs and styles: one loves clear instructions, directions, and a pre-determined end state (in this case, it was a castle as I recall), and the other wants complete “artistic” freedom and creativity when constructing whatever he can imagine. 

One day, my son was busy creating yet another LEGO masterpiece, and he was having trouble creating just the right nose for his robot. Wandering into his sister's room, he found her busy playing with the LEGO castle she had just put together. She was enjoying rescuing the people in the castle who were under attack from the terrible dragon she’d also built. My son's eyes came to rest on the PERFECT nose for his robot—the LEGO blocks that made up the turret of his sister’s castle. I think you can figure out the rest of the story!  <g>

Once I'd settled the “block war”, it struck me how incredibly well LEGOs, these simple blocks of plastic, met each of their wonderfully different needs. Even better, these LEGOs included blocks that were from my childhood, when LEGOs first came out, and some were purchased literally days earlier. Some came from collections of just an assortment of different size “plain” blocks and others were from specialized kits made to create a specific scene, theme, or object. I began to get that feeling  when you know you’ve stumbled serendipitously upon something really significant, and you just need to figure out what it is.

Was there more to this?  Wouldn’t it be amazing if we could apply this same basic model to other situations and things in our “adult world”?  And so I began a long and winding multi-year journey of refining this dream of a world where everything exists at just the right and in the lowest possible size, much like the individual blocks that make up LEGO systems. 

Some people may find the most value in taking a pre-assembled unit and putting it to direct use; others will want to assemble their own, possibly from scratch, but more likely from sub-assemblies. Some will want instructions and guidance on how to assemble the blocks, while others will want to determine their own results.

The empowerment of literally every individual by such a world full of metaphorical LEGO blocks (no matter how they may be applied) remains as staggering and as exciting to me as that epiphany moment when I watched the wonder of my two little "snowflakes" having their unique needs so wonderfully met by these simple yet powerful blocks.

I will post a more detailed explanation soon of the original model for Learning Objects and how this model can be applied to any type of content and really almost anything else. Stay tuned.

Don't Mean to Bug You, but .......

Jonas Salk, the man who developed the polio vaccine, once said "If all the insects on earth disappeared, within 50 years all life on earth would disappear. If all humans disappeared, within 50 years all species would flourish as never before." There would be some debate as to the precise figures and outcomes here but the point is well taken I think. No reason to despair either, but humble pie should probably be a regular part of our diet, and here's chance to gain some more IQ points from taking this new perspective.

The earth without people

If you're curious about a scenario of the earth without humanity, check out "Earth Without People, an essay by Alan Weisman in the February 6, 2007 issue of Discover magazine. Weisman describes some possible scenarios. His article includes the the chart shown here, which lays this out on a timeline. 

His essay concluded with the following:

"During that same span, every dam on Earth would silt up and spill over. Rivers would again carry nutrients seaward, where most life would be, as it was long before vertebrates crawled onto the shore. Eventually, that would happen again. The world would start over."

And one bit of good news to some is that if all humans were to disappear, so too would some other species that have become dependent upon us, most notably the cockroach!  But for all of you cheered by this thought, remember that it requires that we leave first! 

Recommended Reading:

For more on this perspective, as well as a good read, I'm recommending you consider reading Alan Weisman's book The World Without Us. To help you decide if it's worth your time see Starting Over, the recent review (Sept.2, 2007) by Jennifer Schuessler who describes Weisman's book as

"wherein he imagines what would happen if the earth’s most invasive species—ourselves—were suddenly and completely wiped out."

"When it comes to mass extinctions, one expert tells him, “the only real prediction you can make is that life will go on. And that it will be interesting. Weisman’s gripping fantasy will make most readers hope that at least some of us can stick around long enough to see how it all turns out."

Next up for your reading consideration and taking us back to insects, check out  Buzz: The Intimate Bond Between Humans and Insects. For some "decision support" with this one, read the excerpt and review in Discover called "Bzzzzzzz: Why insects are vital to human survival."

Bee-ware

Let's do another one of those "inverted thinking" flips we covered in my posting "New Perspectives: The Benefits of Looking Up!" Rather than consider our elimination, imagine what would happen if all the insects were to disappear?  According to Harvard biologist Edward O. Wilson:

"If all insects were to suddenly vanish overnight, it’s likely humans would be endangered. All the plants that insects pollinate would disappear. All our detritus would pile up to colossal heights. Even the oceans would be affected. Nutrients would pour down off the increasingly denuded land into the sea, triggering massive algal blooms, which would exhaust the water of oxygen and threaten fish. And the impact on terrestrial ecosystems would be enormous."

“If insects were gone, you would break a large part of the terrestrial food chain. A number of birds would starve in no time at all. Those birds and other animals that depend on birds for food would disappear. Small mammals in the soil that depend, in part, on insects would disappear. It would be a catastrophic chain reaction around the world.”

Not to be confused with extinction which is the much more gradual decline, does it sound too far fetched that entire species could suddenly go missing? Well, as you may have read, this is exactly what has been happening in the past two years to the  honeybee. Millions of bees all over the world, representing in some areas over 70% of their population, have have been disappearing. They leave their hives, never to return nor to be found. In the USA, the wild honeybees have all but completely disappeared. This been labeled "Colony Collapse Disorder" (CCD) and remains an unsolved mystery.

BTW, don't be distracted by the erroneous reports that linked the disappearing bees to cell phone radiation!  However the research into this very serious problem of CCD may also be leading us to even greater understanding. For example it has been noted that just as industrial agriculture has created problems with pollution, antibiotic resistance, mad cow disease, etc., colony collapse disorder may be a result of a number of poor practices, including the fact that they've bred a superbee and most of the bees hauled around the country for pollination purposes are genetically identical, making them more susceptible to a bacterial or viral attack. On the plus side, InfoShop News has a related article "Organic Beekeepers Not Affected By Colony Collapse Disorder", which goes on to say:

“The problem with commercial operations is in pesticides used in hives to fumigate for varroa mites and antibiotics that are fed to the bees to prevent disease,” she said. “Hives are hauled long distances by truck, often several times during the growing season, to provide pollination services to industrial agriculture crops, which further stresses the colonies and exposes them to agricultural pesticides and GMOs (genetically modified organics).”

Even if the biology side of a world without bees is of less interest to you, consider the economic and human perspectives. In just the USA alone, the U.S. Secretary of Agriculture has estimated that CCD has the potential to cause a $15 billion direct loss of crop production and $75 billion in indirect losses. CCD has caught the attention of Fortune magazine with three articles in the past few months including this quote from "As bees go missing, a $9.3B crisis lurks";

"We wouldn't starve if the mysterious disappearance of bees, dubbed colony collapse disorder, or CCD, decimated hives worldwide. For one thing, wheat, corn, and other grains don't depend on insect pollination. 

But in a honeybee-less world, almonds, blueberries, melons, cranberries, peaches, pumpkins, onions, squash, cucumbers, and scores of other fruits and vegetables would become as pricey as sumptuous old wine. Honeybees also pollinate alfalfa used to feed livestock, so meat and milk would get dearer as well. Ditto for farmed catfish, which are fed alfalfa too. 

And jars of honey, of course, would become golden heirlooms to pass along to the grandkids. (Used for millennia as a wound dressing, honey contains potent antimicrobial compounds that enable it to last for decades in sealed containers.)"

Bees for Pets?

Perhaps the insect world has its own version of outsourcing and offshoring?  As you may know, honeybee originated in Europe and are not native to North America. This bee has put undue pressure on the native bees, whose populations until recently were in decline. They're still sorting out why the native bees are making a comeback, but interestingly, native bees called Mason bees have been successfully used by some farmers for pollinating crops. As noted in this Wikipedia entry on Mason bees:

"Most mason bees live in holes and can be attracted by drilling short holes in a block of wood. They are excellent spring season pollinators and, since they have no honey to defend, will only sting if squeezed or stepped on. As such, they make excellent garden "pets", since they both pollinate the plants and are safe for children and pets."

Wait!  Don't Buzz Off Course Just Yet!

But enough of insects for now. You may be asking what this has all got to do with YOU? As usual, I'm leading you along a path and toward a target, however unexpected, convoluted, and latent. In the next few posts. I'll provide a few more varied examples which have common powerful and pervasive patterns lurking beneath which will help provide new perspectives and new models for all of us to use to solve today's complex problems with innovative solutions. If, as I hope, you've previously made some great discoveries here at Off Course - On Target, please follow me a bit further, and I promise to do my best to lead you to more great discoveries along the way, and make it all worth your precious time.

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Technorati tags: insects, bees, colony collapse disorder, CCD, perspectives, books, patterns, research, Jonas Salk, Alan Weisman, Earth Without Us

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Confusing Flapping with Flying

For a number of years now, I've shared a short story that many have said has helped them to think outside that proverbial box, giving them a new perspective on solving some of their more vexing problems. This is the story about how we often confuse “flapping” with “flying”.  It's only natural to assume that the experts know the best way to do something. But is this actually the case?

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DOWNLOAD Size: 4.1 MB Duration: 11:34 Transcript: 391 KB

In this podcast, Confusing Flapping with Flying, I show that with new ideas and new technologies, we often get stuck when we try to mimic the experts. Instead, we need to focus on identifying and understanding those essential elements that can help us make quantum leaps forward, and take us to where we really want to be.

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Shift happens—especially in your mind!

I want to alert you to an article and a book that recently came to my attention with some compelling empirical evidence that shows how effort and attitude really DO matter and that learning to “embrace failures” appears to be a discerning factor of those who succeed.

Carrie Bustillos, a long time Autodesk colleague and a Stanford alumni, passed along a recent article “The Effort Effect” from Stanford magazine about Carol Dweck’s research and her book Mindset:The New Psychology of Success. This book definitely makes it onto my highly recommended reading list.

Dweck proposes that we typically have one of two types of “mindset”: fixed or flexible/growth. Those with a fixed mindset think that their talents and abilities are preset. They simply are what they are and you just have to accept them. Intelligence and talents are basically what they were born with. This group, according to Dweck, is destined to go through life avoiding challenge and failure and not reaching their potential. On the other hand, those with a flexible or growth mindset regard their intelligence and talent as something that is malleable and can be developed over time.  This group is destined for growth and success.

Dweck was led to this research because she was curious as to why talent is not a good predictor of success. Why do some people achieve their potential while others who are equally talented don’t?  And she also asked herself, “What makes a really capable child give up in the face of failure, where other children may be motivated by the failure?”

It is important to note that the title “Mindset” is a play on words and Dweck is NOT recommending that we have a “set mind.” Nor is she simply championing “the power of positive thinking”. Rather, Dweck is proving how much of a difference it makes for those who choose to think about their abilities, intelligence, and talents as being very flexible.

What I really want to emphasize is that this means WE are in control! Being more successful, and realizing more of our individual potential, is a choice each of us can make. To me, some of her most fascinating experiments were those where she demonstrated that simply by changing the attitude or expectation that individuals had over their abilities (fixed versus flexible) completely determined the outcomes. Her research shows that those who have a flexible mind rather than a set or fixed one are more often successful.

“The Effort Effect” article recounts just such an example. Last November, Dweck served as an advisor to a top soccer team school from the UK whose performance director was concerned that many of their top players had a large gap between their actual performance and their potential. Of note was the fact that these top players were the most resistant to the school’s century old motto—arte et labore—“skill and hard work” and had the least motivation for serious training. With Dweck’s help, they identified the problem as somewhat cultural, since many believed that “star players are born, not made”, so what was the point of practicing?

The Stanford article outlined a recent study that Dweck and her colleagues conducted:

“‘Study skills and learning skills are inert until they’re powered by an active ingredient,’ Dweck explains. Students may know how to study, but won’t want to if they believe their efforts are futile. ‘If you target that belief, you can see more benefit than you have any reason to hope for.’”

I was also immediately drawn to Dweck’s work when she cited one of my favorite examples and topics, Betty Edwards classes and book on Drawing on the Right Side of the Brain. Dweck noted how Edwards' results show that tests are typically poor at measuring potential because most adults think they can’t draw and for the most part I’d add that the majority feel they are very “left brained” and logical and only a rare few are “gifted” with artistic and other so called “right brain” talents and tendencies. Yet what Drawing on the Right Side of the Brain has proven to thousands of adults who have taken the course or used the book, is that anyone can advance from the typical kindergarten-like attempts at drawing say, a portrait, to astoundingly accurate and beautiful portraits by these same “talentless” adults in just a few classes. That would certainly shift your mind set!

One of the things I really liked about Dweck’s book and work and why I’m recommending it for your consideration is that unlike so many others, her conclusions are grounded in over 30 years of solid and rigorous research with many different groups. She is not just theorizing or stating her opinions.

For more insights from Carol Dweck on how this plays out in education and training, I recommend reading the interview with her in Education World, “How Can Teachers Develop Students' Motivation—and Success?” In the interview she explained:

“This is a really interesting question, and the answer is surprising. There is no relation between students' abilities or intelligence and the development of mastery-oriented qualities. Some of the very brightest students avoid challenges, dislike effort, and wilt in the face of difficulty. And some of the less bright students are real go-getters, thriving on challenge, persisting intensely when things get difficult, and accomplishing more than you expected.

This is something that really intrigued me from the beginning. It shows that being mastery-oriented is about having the right mind-set. It is not about how smart you are. However, having the mastery-oriented mind-set will help students become more able over time.”

Now for some additional reading that takes Dweck’s work in very different directions, you may want to look at the following:

• Guy Kawasaki picked up on Dweck’s work on his blog How to Change the World, which generated a lively set of comments and discussion. They took this off into a whole different direction and to my way of thinking, missed much of the key points of Dweck’s research,  but I still recommend it for your reading.

• Malcolm Gladwell’s blog and his New Yorker article “The Talent Myth:Are smart people overrated?” highlights a common and very troubling myth that is rampant in much of the business community. This was expounded upon at great length, and unfortunately to great effect in the book The War for Talent, written by a group of McKinsey & Company consultants who meticulously researched what made top performing companies different from the others. They concluded that:

“Success in the modern economy requires "the talent mind-set": the "deep-seated belief that having better talent at all levels is how you outperform your competitors." 

Unfortunately this “talent mind-set” became the doctrine of many managers and companies, the shining (for a moment) example being a company that was entirely built upon this model and had this embedded into the corporate DNA and culture. The company was Enron.

As you can see Dweck and her research have definitely sparked a lot of interest and diverse applications. To bring us back to Dweck herself and a focus on learning, here are some of Dweck’s tips from the Stanford article's sidebar "What Do We Tell the Kids, which I thought many of you would find very useful. Although they are aimed at children they can easily be adapted for adults and applied to many situations both professionally and personally.

• Listen to what you say to your kids, with an ear toward the messages you’re sending about mindset.
• Instead of praising children’s intelligence or talent, focus on the processes they used.

Example: “That homework was so long and involved. I really admire the way you concentrated and finished it.”

Example: “That picture has so many beautiful colors. Tell me about them.”

Example: “You put so much thought into that essay. It really makes me think about Shakespeare in a new way.”

• When your child messes up, give constructive criticism—feedback that helps the child understand how to fix the problem, rather than labeling or excusing the child.
• Pay attention to the goals you set for your children; having innate talent is not a goal, but expanding skills and knowledge is.

Dweck continues, "Don’t worry about praising your children for their inherent goodness, though. It’s important for children to learn they’re basically good and that their parents love them unconditionally. The problem arises when parents praise children in a way that makes them feel that they’re good and love-worthy only when they behave in particular ways that please the parents."

Whether it is your children, your co-workers, employees or yourself, I hope you enjoy reading more and find this topic intriguing and valuable. Here at Off Course - On Target, I'm aiming to help shift your mindset to the flexible setting!

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Paying Forward Really Pays Back!

I’m sending this post out to those of you who have been giving unselfishly of your time helping others, whether formally as a teacher, coach, instructor, club leader, or more informally as a parent, mentor, trusted advisor, or friend. I suspect (and hope) that this includes most of you. I’ve tried to do my best at this, formally for over 15 years as a high school teacher and university instructor and more informally since then for the past 20 years.

I know firsthand that there are times when you wonder if it is all worth it. “Am I really helping? Does it matter? Am I making a difference? Am I having an impact?”  My hope is that this post will help you to answer these questions with a most emphatic “YES!” I’d like to share a recent experience that puts the exclamation point on that answer, so I can encourage those of you who may be questioning your efforts to keep up the “good fight”.

Several weeks ago, I received one of those wonderfully unexpected and rare notes a teacher gets from a former student. One of my high school students from the class of 1988 (my last year of teaching before I decided to try out the private sector “just for a year” and came to work for Autodesk Inc.) This former student tracked me down last month via an online search and sent me an e-mail that said in part:

“Dear Mr. Hodgins,

After all these years, I’ve finally tracked down an email address for you. I hope you remember me, ….I graduated from your career prep drafting/ CAD class in 1988.

Although I never really applied myself in your class, nor any other for that matter, I wanted to let you know how much your classes affected my life. It not only gave me a solid foundation for which to grow on, but it also gave me a wealth of useful everyday information – like how tall standard door frames are for example. Immediately after completing high school I really didn’t know what I wanted to do – so I went to work at my Dad’s automotive shop… which I stayed at for several years. It wasn’t something that I really enjoyed, but at the same time I didn’t want to let my Dad down either.

Today I am one of the General Managers of a global packaging company that is based in Tokyo. I still do a great deal of design work and use AutoCAD on a daily basis. I am solely responsible for this location and only report occasionally to the owner in Japan. Our facility here is 40,000 square feet and employees about 25 people.

It is very rare in life that we get a chance to say Thank-you to people that make a difference in our lives – I wanted to make sure that I didn’t miss out on this opportunity to Thank-you and to let you know how much you contributed to my life. Without the education that I received from your class, I really don’t know what I would be doing today.

Next time you’re down this way, please let me know as I would enjoy buying you dinner and listening to whatever you’ve been up to in the past 20 years.”

Wow! Does this guy know how to make my day/week/year! I did indeed remember this student, in spite of the accuracy of his statement “I never really applied myself in your class, nor any other for that matter”. But as those I’m addressing here would know, you learn to never judge students (or anyone for that matter), especially ones at this age, by their outward appearances and behaviors. You can imagine how proud I am to learn about his great story and his success in life. He is a perfect example of why it DOES make sense to just give of your time without knowing when, how. or if you will ever be rewarded or what effect you will ultimately have. This one took almost 20 years to get back to me, but boy, did it ever come back!

We are all in this together and it is a rare one amongst us who doesn’t know that we owe a great deal of our success to those few special people we’ve had in our life to give us guidance, instill confidence in ourselves, and help us see and believe in our true potential, which is usually much greater than we’d otherwise imagine. I know that this recent example has inspired me to work ever harder and to lead by example.

So, to all of you who are currently doing your best to help guide and support others, and to those who are having some doubts about continuing or starting down such a path, I hope this small example will help you keep the faith and trust in the power of paying it forward.

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