I’ve been interviewing and placing job candidates for 40 years and tracking their subsequent performance for almost as long. Based on this and training more than twenty thousand recruiters and hiring managers on how to actually predict on-the-job performance, one problem always stands out:
The best person for the job is rarely hired. The best presenter is the one who typically gets the nod.
By overvaluing interview presentation skills over past performance we sometimes hire people who are strong but just as often hire people who are not. This causes a worse problem: Not hiring the best performer because he/she is not a great interviewee or doesn't look or sound quite right.
Getting past the veneer of presentation skills and digging into a candidate’s past performance can eliminate both problems. In fact, by just following the simple steps below it can be done in the first 30 minutes of the interview.
Define the work before defining the person doing the work.
Most job descriptions including your company's look like this list of more than 800 jobs on Indeed.com for mechanical engineers in the Chicago area. Other than the common generic responsibilities the requirements define what the person hired needs to have in terms of skills, education and experience. These are not job descriptions, they’re “person descriptions.”
Since clarifying job expectations has repeatedly been shown to be the number one driver of performance, it’s important to define the work that needs to be done before defining the person doing the work. Most jobs can be defined as a series of 5-6 performance objectives. Here’s an example of one and the instruction manual on how to prepare one for any job.
Getting the job is not the same as doing the job.
Emotions play a big role in who gets hired. Most managers overvalue first impressions, affability, assertiveness and communication skills. Techies overvalue the depth of technical skills. Most interviewers quickly eliminate those who “just don’t fit,” using some nebulous criteria including those who seem quiet, less interested and introspective.
One way to overcome these biases is using a scripted 30-minute interview for all candidates whether they make a good first impression on not. This delay forces objectivity into the assessment. At the end of 30 minutes you can then determine if it makes sense to seriously consider the person. Using a talent scorecard with specific ranking guidelines quickly separates the objective interviewers from those who over rely on emotions or their intuition.
Recognize that strangers are treated differently than acquaintances and referrals.
In a recent post, I contended that people who are personally connected to the interviewer in some way – even loosely – are evaluated differently than strangers. Strangers are assumed unqualified to start. Under this premise they are judged largely on the depth of their skills, level of direct experience, personality and first impression. These are terrible predictors of performance and fit. The connected person begins with a significant advantage: they’re assumed competent. The subsequent assessment is slower and based on the person’s track record of past performance and ability to learn new skills. Here’s a simple way to assess everyone the same way.
Managers ask irrelevant questions and assess people on meaningless facts.
Brain teasers were proved not too smart long ago, although it took a huge study by Google before these questions were shown to be useless. I had a GM client who related strong organizing and planning skills with an orderly desk, and wanted to visit every candidate’s office as part of the assessment. This past year I had a client who assumed people who cancel interviews at the last minute due to a family crisis lack a strong work ethic. Since it’s hard to know when a hiring manager or someone on the interviewing team will go ballistic I suggest using more panel interviews. This way everyone hears the same questions and answers and everyone keeps everyone else honest.
The typical hiring process is too transactional.
Filling jobs with those who are the most skilled is totally different than hiring the strongest person possible. The former is largely a box-checking exercise with the compensation determined by supply and demand. The latter involves spending more time with fewer candidates focusing on their past performance, upside potential and intrinsic motivation to actually do the work that needs to be done. When people are hired this way there’s an instant improvement in quality of hire, an increase in job satisfaction and a huge reduction in unnecessary turnover.
There are a lot of great people who don’t get hired because they don’t fit some misguided stereotype of success. And it’s not because these people are different or odd. It’s that the traditional approaches for hiring and stereotypes are flawed. Bottom line: Don’t use the interview to make the hiring decision, use the interview to collect the evidence needed to make the hiring decision.
Lou Adler (@LouA) is the CEO of The Adler Group, a consulting and training firm helping companies implement Performance-based Hiring. He's also a regular columnist for Inc. Magazine, SHRM and BusinessInsider. His new Performance-based Hiring micro-course is now available on Lynda.com. His latest book, The Essential Guide for Hiring & Getting Hired (Workbench, 2013), provides hands-on advice for job-seekers, hiring managers and recruiters on how to find the best job and hire the best people.
Originally posted on Linked IN by: Lou Adler
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
Listening in to the orientation session at a ‘Becoming a Mentor’ program, the organizer repeatedly reminded us that we, the mentors, get more out of mentoring than that what we put in. That mentoring is a two way process and apart from the satisfaction of being able to guide and help someone in their path to a good life, the mentor greatly benefits.
I sat there thinking that it was quite true. After each mentoring session I could go home feeling all warmed up inside, much like the feeling after a tot of brandy in a coffee, satisfied that my previous hour changed a life. That the ‘life’ was going to someday look back on the mentoring sessions and say that ‘yours truly’ made a difference. Yes, that story has a ‘happily ever after’ kind of ending.
All this is true. Mentoring in the traditional sense of the term is a relationship between mentor and mentee where the mentor provides guidance and direction to the mentee, who is usually younger. Areas like clarity on life and career, different perspectives and cultural values, opportunities to develop new networks, access to new resources that lead to greater likelihood of career success are part of the mentoring ‘syllabus’. Organizations that have a structured mentoring program benefit a great deal by developing the pipeline of talent and setting up a structure to transfer formal leadership skills. Employee retention, improved communication and a demonstrable commitment by the employer to the employee are the up-sides to mentoring.
All this sounds perfect in the world today, right? Not entirely so. The work force today has demographics quite different from those of 15 years ago. The channels of communication are changing and on an almost daily basis - new social networks, new technologies are stressing the efficiencies of the ‘old experienced hands’. Experience is no longer the only teacher.
With a growing generational gap and shifting expectations, leaders are faced with new challenges. If these senior leaders want to stay relevant and ahead in an age where digital natives will soon represent half the global workforce and will soon be a force to contend with, they will need to stay on the cutting ‘digital’ edge.
Reverse mentoring is not entirely a new concept. In 2014, Microsoft came out with a reverse mentoring program. Realizing that millennials consume services quite differently and understanding that this is key to business strategy and execution, senior executives are engaged in this program where they turn to their younger colleagues for insights into what they value, insights into more information and for guidance through the millennial maze.
I can almost hear you dear reader saying, but this is what analytics does. It collects millions of data points and with clever computing spews forth information that understands the behavior of the consumer and drives business decisions. Yes, it does. But analytics is used mostly for the external customer not the internal customer, your employee.
Reverse mentoring is a win win program.The older manager mentoring a younger colleague switch roles where the younger colleague becomes the mentor. It goes beyond getting an insight ONLY for business decisions. Senior leaders get to know and appreciate the need for new ways of communicating and newer trends and the younger ones get invaluable insights into the larger picture and leadership. Exposed to new behaviors and motivations, senior leaders can better understand what drives the younger workforce and how one can attract the best of talent. This way companies can stay relevant as employers and can engage with an important customer segment. Understanding what makes them ‘tick’ will make companies explore newer marketing ideas.
My own experience with engaging in informal reverse mentoring has helped me learn better collaboration and the ability to leverage the strengths of those I manage. As is managing and motivating a younger workforce is challenging. Reverse mentoring helps bridge this divide. One finds, very often, that we are leading people who are doing jobs that we have never done and probably didn't exist before this time. Gone are the days when a 40+ year old dictating what should be happening without listening to opinions and experts, exists.
When all is said and done it isn't only about learning new tools and technologies and behaviors. It challenges one to move out of their comfort zones and at some point becomes an introspective tool to reflect on managing styles. More power to reverse mentoring!
The author is CDO with Investronaut - Vishwakarma Group & a Mentor withKatalyst an organization that provides an enabling environment to enhance the employability of girl students pursuing professional degrees or courses.
Originally posted on Linked IN by: Ramona Parsani
For those who maintain that money cannot buy happiness, MBAs from the country’s top business schools will beg to differ. New data released exclusively to Poets&Quants reveals that MBAs graduating from full-time programs at the top 50 U.S. schools are 58% happier in their first jobs post-MBA than their jobs right before entering business school.
They’re richer, too–a lot richer. On average, salaries increased by 44% from their final pre-MBA job to their first post-MBA position. Specifically, students entering B-school report an average salary of $90,708 and a post-MBA average of $130,889 — or a $40,181 increase just for earning an MBA. Far more impressive, however, were the total compensation packages. According to the data, an MBA leads to an 82% increase in total compensation — from $101,500 pre-MBA to $200K post-MBA. Total compensation includes performance bonuses, signing bonuses, stock, relocation, and “other compensation.”
The data is self-reported on the TransparentMBA platform and includes hundreds of recently graduated MBAs. All told, more than 1,100 data points were analyzed, says Kevin Marvinac, TransparentMBA co-founder and COO. Marvinac says a 42% median salary increase is “astronomical” but also cautions to consider the cost of an elite MBA. Still, many MBAs reported salaries more than $200K for their first jobs out of B-school.
HIGHEST REPORTED BASE SALARY OUT OF SCHOOL: $280K
The highest reported pay went to one MBA who claims to have made a base salary of $280,000 right out of B-school, which was an astounding $200K increase from their last job before his MBA that paid him $80,000. On the other end, a few graduates also reported salary decreases. One MBA claims to have taken a $155K pay cut from $230K pre-MBA to $75,000 post-MBA.
Marvinac and TransparentMBA broke the dataset into field-specific points. For example, one person reported making $100K in total compensation in a corporate strategy position pre-MBA and jumping to a ridiculous $365K pay package in a post-MBA investment banking role. Another catapulted from a $90,000 corporate finance role to a $290K investment banking position. One engineer used an MBA to leap from a $65,000 a year job to a $317,500 investment banking gig. In fact, the vast majority of the most significant increases were achieved by MBAs going into investment banking. Similarly, most salary increases stemmed from industry changes.
ENTREPRENEURSHIP & EARLY-STAGE STARTUPS DRIVING UP TRADITIONAL PAY
Marvinac, who is working toward an MBA at Chicago’s Booth School of Business, says sign-on and performance bonuses in traditional MBA hiring industries such as investment banking and consulting are what largely lead to the massive compensation increases. “That’s definitely a tactic on their part to get the top talent to commit early,” Marvinac tells Poets&Quants, noting the data backs up what they have heard anecdotally from other MBAs.
While Marvinac says they don’t have the specific quantitative data to back it up, he suspects increasing MBA infatuation with tech, entrepreneurship, and early-stage startups have led traditional MBA employers to sweeten the pot in recent years. Performance bonuses, which can equal base salary, could be the major reason why outsized compensation packages are being reported in investment banking, Marvinac explains. Plus, he points out, “exploding offer” tactics are often used in investment banking to get top talent to commit to a full-time position offer earlier and could be skewing numbers higher.
“There are companies that will say, ‘OK, you’ve finished your internship and we’ll give you an offer and you have until the holidays to decide,'” Marvinac says. “The signing bonus will be $35,000 at first. But if they wait till November 1, it will go down to $20,000 and then $10,000 around the holidays.”
Of course, an impressively high salary for an MBA is not uncommon. For the Class of 2015, some 12 schools world-wide reported having MBAs make at least $200,000 for a base salary. In job reports to surface for the Class of 2016, graduates from Duke’s Fuqua School of Business reported an average total compensation package of $151K, which just includes base salary, sign-on bonus and other guaranteed compensation. At Chicago Booth, graduating MBAs going into consulting this year made a median base salary of $145K with a median signing bonus of $25,000, again suggesting TransparentMBA’s data is congruent with what schools are reporting.
Perhaps most surprising about the data is how unhappy MBAs reported being before going to school — and how happy they were afterwards. On a 1-to-10 scale, MBAs reported a happiness level of 4.94 before entering B-school.
Afterwards, the average jumps to 7.81 — or, a 58% growth in overall job happiness. Marvinac points to the industry and function switching data as one reason for the big increase in satisfaction. According to the TransparentMBA data pull, 89% of MBAs switch either industry or function after graduating. Some 69% switch both industry and function. As expected, the data suggests that people are increasingly using the MBA to make significant career changes.
MBAS WORK A MEDIAN TEN HOURS MORE A WEEK THAN BEFORE B-SCHOOL
In addition to the compensation, function, and industry stats, TransparentMBA asked MBAs that register on the site to report on job impact, company culture, if they’d recommend the company to a friend, and overall happiness. Marvinac says overall happiness is the “overarching umbrella” to the three other measurements. According to Marvinac, the average happiness for all users of the site — including current MBAs — is 6.6.
But all of that extra cash and happiness comes with at least one caveat. Marvinac and TransparentMBA looked at differences in how many hours a week MBAs work compared to before business school. Not surprisingly, on average, MBAs work more after B-school than before, averaging 57.7 hours a week, compared to the 52.8 hours weekly they claimed prior to getting their MBA degrees. MBAs worked a median 10 hours more a week after business school–60 hours weekly versus 50. Particularly interesting, Marvinac notes, is the difference in percentage increases between mean and average numbers. For the average, the percentage increase is almost 15%, compared to the 7.7% median uptick. “It’s reiterating that not all MBA jobs are created equal,” Marvinac says.
When the average increase is a lot is more than the median, Marvinac explains, it’s because the data is top heavy, or there are some amazingly high amounts of hours being clocked by some MBA grads. One MBA, for example, claimed to be working a whopping 110 hours in his post-MBA job. Many report working in the 70 to 80 hour per week range, and a few actually reported working less hours per week.
Originally posted on Linked IN by: John A. Byrne
Most of us would agree that education systems around the world have significant room for improvement. At the same time, education is crucial for people and society. It´s the door to a better, independent, and successful life. It´s a fundamental building block of our future.
We´re living in a very dynamic world and facing accelerating changes which require new skills and competencies. A report by the World Economic Forum indicates that almost 65 percent of the jobs elementary school students will be doing in the future are not existing today.
Having just watched with my family the inspiring movie Captain Fantastic - starring the magnificent Viggo Mortensen - I´m more convinced than ever that we need a bolder and much more innovative approach to education and to the way how we teach and learn.
We Need More Captain Fantastics!
Ben Cash (Viggo Mortensen), his wife Leslie and their six children live in the Washington wilderness. Ben and Leslie are educating their children to think critically, training them to be self-reliant, physically fit and athletic, guiding them without technology, demonstrating the beauty of coexisting with nature.
In this article I´m defining Captain Fantastic as someone with an inquisitive and education-obsessed mind who is looking for more creative, engaging, and fulfilling ways to learn, grow, and develop. Learning should be fun!
There are various reasons why education is not at the level where it should be. The most important ones from my perspective are the following ones:
Unfortunately, there seems to be an increasing level of disrespect for teachers and educators. Then there are also those who love interfering with the education process without knowing too much about it. In parallel, many educational bodies seem to be resistent to change and innovation; and lacking a much needed service and innovation culture. Worsened by political inertia when it comes to education. Finally, often there is no collaboration in the field of education between government, educators, private organizations, entrepreneurs, and local communities.
When money gets tight, governments tend to cut back on education and school budgets (and often not investing in required technology). The number of teachers decreases whilst at the same time the number of students per class increases. Resulting in poorer learning experiences and demotivation of all stakeholders.
In multiple countries many students live at or below poverty levels. There is a proven correlation between getting enough food and sleep and performance at school. The same is true for the family environment of students, i.e. students experiencing an unstable family situation often can´t deliver their full academic potential.
Fortunately, there are some highly effective strategies to develop our education and learning systems further:
Comprehensive Deep Learning Skills
The William and Flora Hewlett Foundation defines deeper learning as “a set of competencies students must master in order to develop a keen understanding of academic content and apply their knowledge to problems in the classroom and on the job.” The six Deeper Learning competencies encompass master core academic content, think critically and solve complex problems, communicate effectively, work collaboratively, learn how to learn, develop academic mindsets.
To assist students to develop their interpersonal and intra-personal skills, to collaborate in teams within a highly complex environment, and to look for new ideas, teachers will have to expand their thinking and teaching beyond the traditional classrooms. This will require new teaching approaches and a holistic "train the teacher“ strategy.
Competency-Based Learning (CBL)
With CBL (or personalized learning) students can learn and work at their own pace, i.e. transitioning away from seat time, in favor of a structure that creates flexibility, allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning.
For example, the Young Women’s Leadership Charter School in Chicago, Illinois has moved away from tying credit to seat time and instead awards credit for specific competencies demonstrated at any point in a student’s high school career. Students earn credit for classes in which they demonstrate proficiency on at least 70 percent of academic course outcomes.
Also with the help of computer-mediated technology, CBL is particularly ideal for adults with or without an academic degree. It makes it possible for them to come back to earn a degree and/or to continue studying, which can mean a better job and a more successful life.
Math and STEM Competencies
The ability to apply logic-based concepts to real-world situations is closely linked with an effective education in STEM (Science, Technology, Engineering and Math) . For example, The U.S. Department of Education named STEM education a priority due to the high demand for graduates with these skills. As a result, many schools across the US now provide STEM curricula at all grade levels.
In recent years countries like China, Japan, Singapore, and Estonia have put a strong focus on STEM-related educational programs. In consequence, they were among those placing in the OECD´s top 10 markets for both science and math scores.
Challenge-Based Learning (CBL)
CBL is a framework for learning while solving real-world challenges. The framework is collaborative and hands-on, asking all participants (students, teachers, families, and community members) to identify Big Ideas, ask good questions, discover and solve challenges, gain in-depth subject area knowledge, develop 21st-century skills, and share their thoughts with the world.
The challenge-based learning framework emerged from the "Apple Classrooms of Tomorrow—Today" (ACOT2) project initiated in 2008 by Apple, Inc. to identify the essential design principles of a 21st-century learning environment (Apple Inc., 2008). Challenge-based learning also builds on the foundation of experiential learning, i.e. learning through learning and experience building , and is more specifically defined as "learning through reflection on doing.“
Social and Emotional Skills
Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
According to research conducted by the University of Chicago, social and emotional skills, also known as non-cognitive skills, include “academic behaviors, academic perseverance, academic mindsets, learning strategies, and social skills.”
Social-emotional learning is a child’s ability to experience, manage, and express emotions; develop close relationships with others; and actively explore his or her environment and learn.
For parents who want their kids to become global citizens, travel the world, do community-based work, there's e.g. the THINK Global School: A traveling high school without classrooms; instead students live and study in a different country every semester, combining a comprehensive education with place-based learning in four countries per year.
Tech-Based Learning Experiences
Teaching with technology can enhance student learning. Tech tools, products, and services such as lecture-capture tools, course management tools, collaboration tools, tablets, etc. allow both teachers and students to share documents, to edit in real time, to communicate through text, videos, etc. and to get instant feedback.
Take e.g. the High Tech High schools in California. Developed by a coalition of San Diego civic leaders and educators, High Tech High opened in September 2000 as a small public charter school with plans to serve approximately 450 students. HTH has evolved into an integrated network of thirteen charter schools serving approximately 5,300 students in grades K-12 across three campuses. The HTH organization also includes a comprehensive adult learning environment including a Teacher Credentialing Program and the High Tech High Graduate School of Education, offering professional development opportunities serving national and international educators. High Tech High is guided by four connected design principles—equity, personalization, authentic work, and collaborative design—that set aspirational goals and create a foundation for understanding our approach.
In the education space, also - and especially - innovative start-ups are changing how we learn. For example, ByteKnack teaches computer science, computational thinking, and programming to kids ages 6 and up using storyboard-style online lessons. The company aims to get more girls interested in computer science.
Technology can also be very well applied for Blended Learning which incorporates both face-to-face and online learning opportunities. The degree to which online learning takes place, and the way it is integrated into the curriculum, can vary. The strategy of blending online learning with class room-based instruction is often utilized to accommodate students’ diverse learning styles. Online learning has the potential to improve educational productivity by accelerating the rate of learning, taking advantage of learning time outside of classroom hours, reducing the cost of instructional materials, and better utilizing teacher time. These strategies can be particularly useful in rural areas where blended or online learning can help teachers and students in remote areas overcome distance.
Technology is also widely used with Massive Open Online Courses (MOOC); online courses aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions among students, professors, and teaching assistants. The industry has an unusual structure, consisting of linked groups including MOOC providers, the larger non-profit sector, universities, related companies and venture capitalists. The Chronicle of Higher Education lists the major providers as the non-profits Khan Academy and edX, and the for-profits Udacity and Coursera.
Initiative, Ownership, and Curiosity
Most curricula are not geared towards inspiring initiative taking, innovating or entrepreneurial thinking and acting. Seeking out new opportunities, generating new ideas and strategies, and transforming them into bold concepts will be key for the future success of many students. We should empower students to challenge, to ask questions, to experiment and to fail. We should encourage them to go new ways and to enjoy discovering unknown territories.
In the future students will have more opportunities to learn along individual learning processes at different times in different places. Very often outside of traditional classrooms and conducting project-based, real-life assignments supported by technology and in collaboration with fellow students from all over the world.
To positively influence and to change the future of education, all education stakeholders such as educators, researchers, teaching bodies, entrepreneurs, and community members (including us!) will need to combine forces to come up with innovative and engaging learning processes and methods. To excite students and themselves all over the world.
What do you think? Please share your thoughts by leaving a comment below.
Andreas von der Heydt
Andreas von der Heydt is Director of Talent Acquisition & Recruiting at Amazon. Before he held various senior management positions at Amazon and L'Oréal. He's a leadership expert and management coach. He also founded Consumer Goods Club. Andreas worked and lived in Europe, Australia, the U.S. and Asia. Currently he lives with his wife and daughters in Seattle, USA. Andreas enjoys blogging as a private person here on LinkedIn about various exciting topics. His latest book is about what makes a future leader. All statements made, opinions expressed, etc. in his articles only reflect his personal opinion.
Please click 'Follow' if you would like to hear more from Andreas in the future. Feel free to also connect via his LinkedIN Group Coaching or Consumer Goods, or via Twitter, Facebook or Slideshare. Or tune in to his new podcast "Leadership XXL" either on Soundcloud or iTunes.
The wise holocaust survivor and philosopher Elie Wiesel said, “When a person doesn’t have gratitude, something is missing in his or her humanity. A person can almost be defined by his or her attitude toward gratitude.” This dynamic that Mr. Wiesel describes can exponentially grow in its impact on an organization. Over the years, I have often been asked to help an employer decide between two top candidates. I usually respond, “Hire the one that is most grateful.” Why? These are the individuals that are inherently skilled in connecting with others; they bring positive energy to a team, and they demonstrate predictably strong and sustained performance.
We can gauge the "attitude toward gratitude" by watching and listening. Gratitude is often displaced by consumerism. Elizabeth Taylor was once asked to describe her basic spiritual philosophy and she responded, "More." Taylor actually displayed enormous gratitude in her later years but think of it. When we want something different than what we have, it is hard to be grateful for that.
I write about, evaluate, and build employee engagement every day. The grateful tend to be generous in praising others and are gracious when praise is directed towards them. This dynamic is key to building and sustaining effective support systems. We didn't need a lot of support in the old industrial revolution workplace - clocking-in and clocking-in seemed to be sufficient. But in today's rapidly changing workplace, we need the right help all of the time. The praise-filled workplace is a helpful and engaged place to work.
I'm a big fan of critical thinking. There was a career book out many years ago called, Do What You Love and the Money Will Follow. I never bought the premise. But, I prefer Andy Warhol's outlook when he said, "Do what you love, you can always sell it." This is a far more active and optimistic outlook. Mr. Warhol's results speak for themselves. The problem with the human mind is that we can reframe critical thinking as cynicism and even contempt. When a candidate freely and regularly uses the word "should" the hair goes up on the back of my neck. Because really, the only purpose of the word should is to indicate that wherever I am, it is the wrong place. Gratitude and harsh judgment cannot occupy the same place.
Gratitude shows up in words like, life is good, this is my dream job, I can't believe I get paid to do this, I love the people that I work with, everyone has a smile on his or her face, people love me, they helped me get through difficult times, we solved that challenge together, so many people helped me do this, and more.
This past week was difficult. On Friday, we had a memorial service for my brother-in-law. He was 54 when the police found him in an intersection. He was slumped over the wheel in his car. Gone in an instant. He was the chair of the English department. He helped raise two of the most brilliant children I have ever known. He impacted many, many people. After the service, my partner and I went to the Diana Krall concert at the Hollywood Bowl. She delivered one of those sublime and transformative performances. Walking down the hill, I stepped in a grease spot, flew, sprained my ankle and tore a hole in my suit. The following morning I decided that I simply had to make it to a spiritual support group near our home. It is on the beach. I hobbled to my seat in pain feeling physically and emotionally banged up. But, during that meeting, I watched the waves roll in, and realized that I literally get to live across the street. I realized that all the challenges that I have today are high-quality problems. It is a high-quality problem to fall at a Diana Krall concert. It is a high-quality problem to wrestle with all the love in my life. It is a high-quality problem to have fatigue because I'm running a business and doing a media tour. It is a high-quality problem to grieve the loss of a great human being.
This is the nature of gratitude. Instead of dealing with survival, we get to work on becoming better human beings. The challenge is no longer how to get through the day, it is how to be kinder and more loving by the end of the day. The focus isn't just making as much or accumulating as much power as possible. It is about how many lives we can touch, how much we can improve the world, and how we can help others be their very best.
This is what I look for in candidates.
We work towards building organizations filled with talented people who can also connect, look people in the eye, ask skilled questions, and demonstrate active listening. We seek to grow talent that explores the world of change around them, defines needed change within themselves, and speaks the truth. And as our talent develops the skills that build strong support systems, new intelligence flows in from the outside world, bringing innovation and critical improvements to organizational performance. As they build stronger relationships within and without, the culture becomes unstoppable. Employees develop an unparalleled sense of gratitude that stems from their ongoing personal growth, the precious quality of their work relationships, and the unshakable confidence that they can deal with anything the world of change dishes out to them. Yes, the reality will be messier than this bold vision suggests, but it is where we set our intentions that so very important.
This is what hiring the grateful leads to.
Brought to you by David Harder - Founder & President, Inspired Work, Inc.(C) Copyright, 2017, David Harder - (All Rights Reserved)
Buy a copy of David's new book The Workplace Engagement Solution here.
UPCOMING EVENTS:THE INSPIRED WORK PROGRAM - Saturday & SundayThis September 31 & October 1 (Space is limited to 20 participants)Join us at the beautiful Luxe Sunset Hotel (Los Angeles)
For most of us, happiness and fulfillment are determined by the quality of our love life and our work life.How much do you love your work?
The end product of The Inspired Work Program is loving your work and every single participant has a unique outcome. The magic of the program is that love affair is defined by your truth.
Many of us have gotten stuck in old and outmoded roles. But, the insights in how to move forward elude us. Many of us are accustomed to success but the rate of change has reached such dizzying proportions that we are falling behind. Perhaps we are on the verge of joining the 48% of Americans that now characterize themselves as underemployed.
New graduates come out of school facing a work world where they will change careers four to six times. Many outwardly successful professionals find such a lack of meaning in their work that it is painful to show up. Many breadwinners find the frenzy and pace of their work exclude the full enjoyment of their own lives.
Truth is, virtually everyone walks in the door with a problem they fear will not be solved. And, everyone walks out the door with a new form of freedom. In other words, expect an elegant solution.
We provide a process that brings you to the truth. Your truth. You define the sweet spot. We pull the curtains back in how to get it. Thus far, over 43,000 people have had life-changing experiences by participating in The Inspired Work Program. They have accessed the means to make work an active centerpiece in their happiness and fulfillment.
Innovators share a handful of core traits. They are creative and optimistic; comfortable with ambiguity and brave enough to build new-to-the-world things. Above all, they possess something called “informed intuition,” a highly developed sense of what is awesome and what is not, what will work and what won’t. Steve Jobs had informed intuition in spades.
But that quality can be hard to hire for, especially if you’re looking at classic measures of experience, like years in a job or titles. There’s a better way.
My point of view on hiring for informed intuition comes from something
Indiana Jones said to Marion after being shot at, punched up, and dragged under
a truck. In the scene (from the first movie, the really good one), he
was explaining to her that, while getting older, it was the physical wear and
tear that was the issue:
“It’s not the years, honey;” he said, “it’s the
Back to informed intuition, a sixth sense that comes from participating in
the entire innovation process, from start to finish. Each time you take
something to market, you experience a complete cycle, learning from failures
along the way. That’s mileage. As you rack up more of it, your
intuition sharpens. And it builds the confidence you’ll need to get through the
tortuous ambiguity and self-doubt that come with bringing new stuff into the
So when I’m looking to hire someone, I use a positive spin on Indiana Jones’
mileage maxim: You don't need years of experience to have earned high mileage.
The key here is that mileage—the number of times you’ve taken something to
market—trumps years on the job. By the way, mileage can come from anywhere: I
look for life experiences where people created something from nothing. For
example, before arriving at IDEO, MBAs I’ve hired as business designers have
built everything from a clothing brand to an entire house.
Unfortunately, in certain organizations, you can work for years and never
ship anything. It’s not unusual to find a computer programmer with 10 years in a
Fortune 100 setting who hasn’t experienced a complete product development
But that junior programmer, the one who’s been hacking iPhone apps from a
dorm room for the past five years and shipping something new monthly? In my
world, she’s a veteran. She’s experienced the real highs (people love it!) and
lows (nobody bought it!) of product development. Though on paper she has very
little traditional job experience, from an Indiana Jones point of view, she has
much more innovation mileage than that big-company programmer.
And, all other things being equal, she’s the one I’d hire.
Originally Posted On : Linked In By: Diego Rodriguez
Are you searching a new job? Here are some ideas to learn & remember always before you get ready for an interview.
Everyone has eager to work as early as possible after completion of their graduation.
Does everyone want to work?
Is it true?
NO. I don’t want to say “everyone has eager to work”; I say “Everyone want to earn money” after their graduation immediately. Only few people have eager to work in their career and make their milestones. Rests are working for survival purposes.
Some people forced by their family situation to search a job, some people forced by their parents to search a job and also to take care of their business activities as earlier, some people will go to higher studies and to build up their career later stage. Also few people will get an opportunity to work somewhere before they attend final examination thru campus placement. However, most of the student will not get placement during their academic and leads to search a job on their own after graduation.
We will read this blog to get some ideas to search a job effectively and quickly. Normally, to search a job people will migrate to bigger city/state for survival purposes.
What will they do in bigger city? If they choose to work in other state, they must be having a problem of other regional languages, food and other health issues; even they might not have a close relationships & friends.
How does a newly graduated person handle this situation and come out with a new job?
Here are the ideas:
SET A GOAL OR DEADLINE TO GET A NEW JOB
Make your mindset to get a job within 30 days or write down future date on the separate note work to get a job within. (Say I want to get a job on or before MM/DD/YYYY)
Remind yourself about this deadline everyday and starts to count rest days.
IDENTIFY THE AREA OF INTEREST YOU WANT TO WORK
When you able to identify your area of interest you want to work, you should also know the reason why you chosen, and other alternative jobs, related companies to your area of interest. This will help you how to identify how depth you have knowledge, make you to think out of box, and show how you want to grow in your career path, what kind company you look.
IDENTIFY YOUR SKILLS
It is most important to know your skills after identifying area of interest/domain to work. Identifying your skills is not an easy task as a newly graduate people. To identify your skills, you will need to discuss with your professors/mentors, well wishers. However, I don’t think everyone will do this during their academic. And even colleagues are not encouraging this activities/counseling in their campus.
Don’t worry. TIME and your personal experience will teach you to identify your skills. However, I strongly suggest you to discuss with your professor at least later and maintain a good relationship with them. Always keep surrounding people who got successful in their life and talk to them frequently.
Everyone must be wanted to become like someone who got successful in their life. Find people whose success you want to emulate and ask them about their journeys and milestones. Discuss with them about your difficulties and get their advice, improve your skills, and searching ability.
You can also discuss with your well wishers, relatives and friends who work in the same area/domain or who recently got an opportunity to work in an organization.
Ask about their experience during an interview and their questions. Get an answer and practice it.
Being an independent is one of the skill. Always be independent when you search a job. I suggest you to give more priority to search and to get a job rather than combine with your friends/ relatives in the survival city. Go alone to attend an interview and do your home work further.
Be away from the people who speak and make you to be lack of confident. Think in a 360 degree angle, and search a job. Be remember, once you get a job, you can spend your timings with your friends and relatives to maintain your relationship. Even they respect you and treat in a good manner.
Wish you all the best for your career and keep on rocking.
Originally posted on Linked IN by: DHANASEKARAN R
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
In my over 40 years as a business leader in the corporate arena, it’s been one of my distinct joys to lead and be a part of some amazing, cohesive, high-performance teams. When you’ve assembled a team that gets things done, and does so with integrity, it is deeply fulfilling to watch as everybody works together to shoot the lights out. But it can be tricky to get the balance exactly right. As a senior leader in the Fortune 500, I’ve had the opportunity to think a lot about this crucial leadership question: What are the ingredients to a successful team?
It’s an important thing to understand. Leadership is the art and science of influencing others. As we strive to responsibly cultivate our influence with teams, and earn their trust, we must first be able to identify what the key components of highly-functioning teams are. In my experience, a great team boils down to three key things. You can evaluate any team – one that’s working, or one that isn’t – using these three areas as a tool to assess what the issues, or strengths, may be.
Competence.This may seem like a blinding glimpse of the obvious but leaders must start with competence when building or evaluating teams. Ask yourself, can the people assembled perform in their specific area of responsibility? Competence is not necessarily a given so it’s always worth considering this carefully. You hope that the process you’ve set in place to attract, hire, and place talent has worked -- but nothing is guaranteed. Sometimes talented people can find themselves on a team where their skill set is not being fully or appropriately leveraged, or sometimes there’s a mismatch between style and culture etc. In reality, there are many factors that can undermine a team’s ability to perform.
That’s why it is imperative to think closely about whether or not a team has the capacity and competence to get the job done. When you observe an outstanding team, it’s not surprising to see that its members are highly competent; great teams are always comprised of extraordinarily capable and motivated individuals with the right skill set for the job at hand. They’ve got to have the chops.
Character.This is where things become more complicated. Competence alone is not enough to guarantee good results. Not by a long shot. Unfortunately, high-competence, low-character contributors do exist; it’s important to weed them out because their misdeeds can poison the entire effort of your team, or even your entire organization. If you have a superstar salesperson who pursues the sale with questionable ethics, or a communications whiz who undermines teammates in a desire to look good externally – their skills will not be enough to save the team. Maybe they can perform in the near-term, but not in a sustainable way. Ultimately, the low-trust environment created by a lack of integrity will jeopardize the team’s ability to deliver.
Can your people count on you to show up for them when it matters?So how do you assess character? We’ve developed a comprehensive leadership character checklist here, but the for the purpose of evaluating teams, it’s as simple as asking this question: does this person, or group of people, do what they say they are going to do? Do they deliver when it matters? Can I count on them – and can they count on each other? While there is a rich tapestry of behaviors that can contribute to a person or team’s overall character, it all really comes down to people doing what they say and having each other’s backs. Again and again. That’s how you build trust. And that’s how you gauge character.
I would also add that – as the leader, you’re part of the team, so you must hold yourself to the same standard. Can your people count on you to show up for them when it matters? Do you walk your talk? Make sure the answer is yes.
Chemistry.It is maddening, but perhaps fitting, that the final (and arguably most important) component of highly successful teams is the hardest to define. You might not be able to articulate exactly what comprises chemistry, but most people will tell you: you know it when you see it. And it’s important to think about as you’re crafting teams and building high-performance relationships.
Although chemistry can be an elusive thing to measure – in my experience, there are two things to think about: are their skill sets complementary and do they genuinely care about each other? You can’t have one or the other. Neither component alone guarantees the extraordinary work output that chemistry creates. You must have both. When each person can contribute fully to a team in a way that uniquely supports and improves the efforts of the other team members – and when each team member gets along and reallycares about the other individuals as people, not just as colleagues – that’s when a team is truly poised to make magic. There may be some trial and error; sometimes you’ll have to do some tinkering to a team to get the chemistry just right, but it’s worth it. A high-chemistry team will astound you with what it can achieve.
Chemistry can be an elusive thing to measure but you know it when you see it.How does your team measure up? As leaders, we’re depending on other people in a deeply significant way. And they’re depending on us. This is the truest in the case of teams. We can’t do our jobs without the support and skills of the teams we build, join, and grow. There’s an elegant symbiosis when we get it right. Everybody wins when we carefully ensure the triumvirate of Competence, Character, and Chemistry are in place. And, that doesn’t just apply to our teams; it applies to our own leadership in equal measure. We should assess ourselves inwardly using the same criteria we use to evaluate teams outwardly. Just as people need us to create the conditions for them to thrive in high-performance teams, they also deserve a leader who has the skills and character to lead and who genuinely cares about them.
About the Author:Douglas R. Conant is an internationally renowned business leader, New York Times bestselling author, keynote speaker, and social media influencer with over 40 years of leadership experience at world-class global companies. For the past 20 years of his leadership journey, he has honed his leadership craft at the most senior levels – first as President of the Nabisco Foods Company, then as CEO of Campbell Soup Company, and finally as Chairman of Avon Products. In 2011, he founded ConantLeadership: a mission-driven community of leaders and learners who are championing leadership that works in the 21st century. Learn more about leadership that works from Doug personally at his upcoming Boot Camp or join the leadership conversation by tweeting @DougConant, connecting with him via Facebook or LinkedIn, or exploring the suite of leadership resources at conantleadership.com.
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
At the end of the meeting, my soon to be ex-colleague sat across the table from me and said something I will never forget “I didn’t know what my job was, why I was doing it and how I was doing.” It was those words that summarized almost exactly why the cliche “People leave managers, not companies” is true. Reality had set in, she was leaving me, not the business.
As hard as that was to deal with, the only way I knew how to handle it was to never let it happen again and start doing things differently from a leadership perspective. Fast forward 5 years and its become my purpose to not only improve my own leadership skills, but help others as well.
Just this week, I had Patrick Lencioni (author of 5 Dysfunctions of a Team) on the Follow My Lead Podcast and asked him, "Why do people leave their manager" and his answer was simple, yet profound.
“If people don’t get what they need from their manager they can’t possibly like their job and are eventually going to leave. At the end of the day, people need 3 things from their manager:
The Team Member Conversation
It doesn’t matter if you are a 20 year leadership veteran or you are a brand new manager, you should burn the following these words from Lencioni into your head and say this to any and every team member.
“I want to know all about you and take an interest in you, because I care, I want you to know why your job matters, and I want to give you a way to measure how it matters”At the end of the day if your people feel anonymous, irrelevant and unmeasured you stand roughly no chance as a leader. Once these kind of servant leadership conversations start happening with your people, you can turn your attention to the behaviors, actions and habits to ensure you execute on them. Because we all know actions speak louder than words.
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About the Author John Eades is the CEO of LearnLoft and host of the Follow My LeadPodcast. He is also the author of F.M.L. Standing Out & Being a Leader, and is passionate about the development of modern professionals. You can find him on instagram @johngeades.
Being emotionally intelligent is without a doubt, one of, if not the most important trait in being an effective leader. Various studies throughout the past decade have shown that having a leader who is able to get results by tapping into both the positive and negative emotions of others, whilst being acutely aware of their own, is more likely to retain staff and improve employee relationships than anything else.
So, as a leader who wants to be as effective as possible, ask yourself, how do you measure up in terms of your emotional intelligence?
1. Can you spot negative emotions?Firstly, think about whether you are able to pre-empt negative emotions and stop them in their tracks. For instance, take the example of an employee who is feeling stressed, and then proceeds to take their frustrations out on the rest of the team. An emotionally intelligent leader will know their team members, and what triggers their negative thought patterns. They will be empathetic and will understand the cause of this emotion, but also be proactive in ensuring this emotion doesn’t have a knock on effect towards employee well-being, team morale and productivity.
2. Can you tap into positive emotions?Secondly, as a leader, you know that you will also need to nurture positive emotions within your team, as positivity equals productivity and productivity equals results. One thing that an emotionally intelligent leader will do in order to make this task easier for themselves, is try and understand what stimulates positive emotions in others, such as feeling inspired, motivated or purposeful. For instance, some of your employees may feel motivated when they know they are being trusted with an important project, others may respond better to clear and immutable deadlines. Everyone in your team is different, and it’s worth taking the time to find out what makes each of them tick.
In doing this, you can direct others in a way which resonates with them on an emotional level, as opposed to the outdated “command and control” style of leadership which, in most business contexts, just makes for a detached workforce.
3. Do you listen to people?Another facet of being an emotionally intelligent leader is being a good listener. Being able to listen to employees and make them feel heard is key in maintaining an engaged workforce who care about the objectives of the business.
Reflect upon how often members of your team come to you with ideas, issues and feedback. What about the meetings you lead? Do these feel like an inclusive conversation? If so, this suggests that you come across as approachable and interested in what people have to say, because you take the time to actively listen to those around you.
If, on the other hand, those around you simply nod and agree, reluctant to add their own input, then it may be time to brush up upon your active listening skills. During meetings and one on one conversations, be sure to ask everyone for their contribution, and show that you are at least considering what they have to say, whether it’s by agreeing, adding to their feedback, repeating it back to them to show you are listening, or taking notes. There are plenty of ways to show somebody that you are paying attention to them, and in the context of leading others, nothing motivates an employee more than them feeling heard.
4. Do you realise the impact of your own emotions?As a senior level employee, you are in a high pressure position. This can prompt negative emotions such as stress or anxiety, and this is something that happens to even the best leaders. However, the emotionally intelligent ones will be able to take a step back and recognise these emotions and the ways in which they could channel themselves into negative behaviour, such as becoming more withdrawn or on the contrary, more belligerent, snapping at those around them. They will take action, for example exercising to relieve stress, having a break, or communicating their issues to somebody who can help or at least listen. They do this so that they are in the best frame of mind possible to empathise, support and inspire those they lead.
In short, if you want to be an emotionally intelligent leader who engages their team, you must listen and understand them, identify and handle any of their negative feelings simmering below the surface, whilst doing your utmost to tap into positive emotions in order to inspire and motivate. However, you need to remember that these efforts can quickly be scuppered if you let your own negative emotions get the better of you. You need to take the time to care for your own emotional wellbeing as well as that of others. You owe it not just to yourself, but to the people looking up to you.
Found this post helpful? You may enjoy these other blogs:
· 6 bosses who drive their staff crazy
· Seven ways to keep your team motivated when times get tough
· Young leaders, here’s how to conquer your self-doubts
· Four things you should be doing to restore proactivity in your team
· Leaders – you need to raise your game on social media
· 6 leadership styles you need to succeed
· Great leaders put themselves second
Originally posted on Linked IN by: Lynne Roeder
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