Everything we've ever thought about willpower is wrong. Studies show we don't have a limited supply of it. It's also not something we can manufacture or build. Which means, every time you excuse away why you didn't achieve your goals due to a, "lack of willpower" - you've been lying to yourself.
Willpower is more like an emotion - and, a negative one at that.
Willpower is when you have to struggle and fight to not do something. It's intense and draining. That's exactly why successful people don't use willpower. Who wants to burn themselves out on the long journey to achieving your dreams? Instead, successful people use willpower's opposing force: passion.
You aren't born with passion. It's something you must develop.
There are three phases to building the kind of passion that will help you achieve success. They are as follows:
1) Spark. You must first find something you care about. Something that sparks a desire to fix a problem or make something better.
2) Fan. Next, you must feed the spark of passion by getting curious. Really curious. You must seek information, tools, resources, and people to help you nurture the spark of passion into something you can't stop thinking about. This requires GRIT, and it's the phase where most people give up.
3) Fuel. Once your passion is focused, it's time to turn it into a habit. You must give yourself time every day to work on your passion so you can feel the warmth and energy it provides you. Conditioning yourself to fuel your passion on a daily basis will make you want to work. It will drive you because you will love how it feels.
Sounds easy enough, but sadly, in my 18+ years in HR and career coaching, I can tell you very few people every develop their passion to the level they need to succeed - only round 3 percent. That's because...
Pain gets you to the starting line, passion gets you to the finish line.
Consider this: when you finally get frustrated enough with your situation that you want to make a change, the pain pushes you to take initial action. But, it doesn't sustain you because there just isn't enough willpower to carry you through. Instead, you need to use the pain to find your spark, fan the flames, and fuel your passion to the point it drives you to succeed. Running towards something is fun and exciting - that's passion. Running away from something is scary and stressful - that's willpower.
J.T. O'Donnell is a HR and career expert with 18+ years experience. She is the founder and CEO of Work It Daily, a site dedicated to helping people solve their own career problems. Sign-up for one of her free webinars today (click here) to learn more about getting out of your career rut.
Originally posted on Linked IN by: J.T. O'Donnell
Dear Work World:
Go ahead and boast about your last raise. No worries, brag about how many hours you billed last week. Blow your own horn about how you may have gotten away with a few extra dollars on the expense report. But guess what? Work is not a contest. Work is not a competition among you and your peers, or at least it shouldn’t be. Too often today work has morphed into a never ending series of contests, big and small, that somehow rob the dignity from what we do and erode any sense of camaraderie in the workplace.
It’s too bad because most of us try very hard to like work. I like to work and I like my job but I don’t want to be in contest about who is most successful or who is most miserable. Yet, we all enter the contest at work each and every day.
Don’t believe me? How about a few examples that highlight the contests:
Sometimes, the most important contest is with yourself to see if you can accomplish all that you want to during the day. Other days, the contest is with yourself in the hopes you can make it through the day.
Work shouldn’t be a contest. It should be an opportunity to make an impact, to do something good, to enjoy the time spent, to build relationships, to learn, to help other or at the very least, to be pleased in the knowledge that you are supporting yourself or your family.
Why does Bruce Springsteen still go on world-wide tours that are exhausting? Why does Warren Buffet spend his time in financial markets? Why do retirees often miss the workplace? The reasons are many but it’s not about a contest.
Competition at work can sometimes be good and it’s ok to sing your own praises as long as the singing is not at the expense of others.
But World, work is not a contest. It is about showing up and doing something you enjoy and get paid for it.
A Former Contestant
Richard is the author of the new book The Thing About Work: Showing Up and Other Important Matters [A Worker’s Manual]. You can follow his writing on Twitter, Facebook, or at his website at richardmoran.com.
Richard is President of Menlo College in Atherton, CA. He is a noted San Francisco based business leader, best-selling author, speaker, and venture capitalist.
Originally posted on Linked IN by: Richard A. Moran
Find ONE thing you love to do–and do it! That's the secret to a successful career.
But what if you can't decide? You love to do two or three things?
You do what Sarah Feingold did.
Instead of choosing between the two things she loved, she found her niche at the intersection of her creative passion— jewelry-making—and her expertise as an attorney. I recently spoke with Sarah for an episode of the Disrupt Yourself Podcast, where she offered some great insight into this process of personal discovery.
Insight #1: Sometimes love is not enough. Though Feingold loved making jewelry she recognized that she did not want to pursue it professionally. It was physically grueling, involving lots of burns and backaches; not an auspicious option for a long-term day job. She also couldn’t figure out how she would make a living: “I became really emotionally involved in my pieces and couldn’t bring myself to sell them…which apparently you need to do if you want to be a professional artist—put a price tag on it and let them go, but I like to keep everything.”
Having set aside the possibility of a career in jewelry creation, Feingold began mulling a different question, “What aspects of jewelry could be protected by intellectual property? And so that’s what led me to law school, because I wanted to be able to answer those questions for other people.” She picked Syracuse University College of Law—“The University has a fantastic arts program and that was one of the reasons why I chose the law school.” In an unconventional move, requiring special permission from the law school, Feingold concurrently enrolled in metal-smithing while working on her JD.
Insight #2: Bold vision coupled with equally bold pursuit can create opportunity where none appears to exist. Finished with law school and busily practicing law in Rochester, New York, Feingold discovered Etsy, the peer-to-peer marketplace providing space for craftspeople to sell their wares online, and began featuring some of her creations for sale. What followed may become legendary in the annals of personal disruption. “I realized that they were launching some new policies and I had some ideas so I wrote to the Customer Service team and I offered some insights from my legal background.” The response was lackluster, so Feingold followed up, “You know what? Why don’t I just speak with your Founder?”
After an initial phone conversation Feingold, on her own reconnaissance, booked a flight and called the Founder again. “I said, ‘Hey, I’m coming down for an interview. You need in-house counsel and you need it to be me.”
Etsy was an infant start-up at the time, less than two years old. Feingold was hired on the spot as the business’ 17th employee. When she left earlier this year there were over 800 employees. But the growth is not just a number’s game to Feingold. “Helping the company grow in a mission and values aligned way makes me so proud; to see, to read or even to hear people tell me how Etsy has impacted their lives in a positive way”—these things fulfill her dream of helping individual craftspeople succeed in their art.
Feingold has recently taken her talent, expertise and experience on the road again; as the new General Counsel for Vroom, she is working hard to help them disrupt the way we all buy our next car. Our conversation produced many additional insights into a dynamically unfolding career that doubtless holds surprises yet to come, insights that many of us could adopt or adapt to the advantage of our own.
Art and law may not, on the surface, appear to be natural traveling companions but such intersections of talent and training can bring us to career crossroads that launch us down an entirely unexpected path. Sometimes, that road may not have been paved for us; we might, like Sarah Feingold, blaze a trail where none exists.
Hear more of Sarah's fascinating story and subscribe to the Disrupt Yourself podcast on iTunes.
Whitney Johnson is one of the world's leading management thinkers (Thinkers50), author of the critically acclaimed Disrupt Yourself: Putting the Power of Disruptive Innovation to Work and host of the Disrupt Yourself Podcast. You can sign up for her newsletter here.
Originally posted on Linked IN by: Whitney Johnson
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
Courage is the quality that distinguishes great leaders from excellent managers.
Over the past decade, I have worked with and studied more than 200 CEOs of major companies through board service, consulting, and research as a member of Harvard Business School’s faculty. I’ve found the defining characteristic of the best ones is courage to make bold moves that transform their businesses.
Courageous leaders take risks that go against the grain of their organizations. They make decisions with the potential for revolutionary change in their markets. Their boldness inspires their teams, energizes customers, and positions their companies as leaders in societal change.
The dictionary definition of courage is “the quality of mind or spirit that enables a person to face difficulty, danger, pain, etc., without fear.” Courageous leaders lead with principles–their True North–that guide them when pressure mounts. They don’t shirk bold actions because they fear failure. They don’t need external adulation, nor do they shrink from facing criticism.
Courage is neither an intellectual quality, nor can it be taught in the classroom. It can only be gained through multiple experiences involving personal risk-taking. Courage comes from the heart. As Buddhist monk Thich Nhat Hanh once said, “The longest journey you will ever take is the 18 inches from your head to your heart.”
It takes bold decisions to build great global companies. If businesses are managed without courageous leadership, then R&D programs, product pipelines, investments in emerging markets, and employees’ commitment to the company’s mission all wither. These organizations can slip into malaise and may eventually fail, even if their leaders can move on to avoid being held accountable.
Why do some leaders lack courage? Many CEOs focus too much on managing to hit their numbers. They avoid making risky decisions that may make them look bad in the eyes of peers and external critics. Often, they eschew major decisions because they fear failure. I know, because it happened to me.
In my first year as CEO of Medtronic, I passed up the opportunity to buy a rapidly growing angioplasty company because it faced patent and pricing risks. While those risks proved valid, Boston Scientific bought the company instead, transforming both enterprises and creating a formidable competitor for Medtronic. I didn’t have the courage to accept short-term risk to create long-term gain. It took Medtronic two decades of expensive research and development programs and additional acquisitions to become the leader in this field.
Let’s look at some recent examples of courageous leaders whose actions transformed their companies:
Alan Mulally When Mulally arrived at Ford, he found a depleted organization losing $18 billion that year and unwilling to address its fundamental issues. To retool Ford’s entire product line and automate its factories, Mulally borrowed $23.5 billion, convincing the Ford family to pledge its stock and the famous Ford Blue Oval as collateral. His bold move paid off. Unlike its Detroit competitors, Ford avoided bankruptcy, regained market share, and returned to profitability.
Mary Barra In contrast to Mulally, General Motors CEO Rick Wagoner and his predecessors refused to transform GM’s product line, even as the company’s North American market share slid from 50 percent in the 1970s to 18 percent. When the automobile market collapsed in late 2008, Wagoner was forced to ask President George W. Bush to bail the company out. Even so, GM declared bankruptcy months later.
Mary Barra, GM’s CEO since 2014, demonstrates the difference courage can make. Immediately after her appointment, she testified before a hostile Senate investigating committee about deaths from failed ignition switches on Chevrolet Camaros. Rather than make excuses, Barra took responsibility for the problems and went further to attribute them to “GM’s cultural problems.” Three years later, she is well on her way to transforming GM’s moribund, finance-driven culture into a dynamic, accountable organization focused on building quality vehicles worldwide.
Paul Polman When Polman became Unilever’s CEO in early 2009, he immediately began transforming the company, declaring bold goals to double revenues and generate 70 percent from emerging markets. He aligned 175,000 employees around sustainability, publishing the Unilever Sustainable Living Plan with well-defined metrics the following year. Polman’s efforts in his first eight years returned 214 percent to Unilever shareholders. Nevertheless, Kraft Heinz, owned by Brazilian private equity firm 3G, made a hostile bid to acquire Unilever on February 17, 2017. Polman immediately wheeled into action, convincing KHC to drop its bid two days later. Then he announced seven bold moves to enhance shareholder value without compromising the company’s ambitious long-term plans.
In comparison, Kraft CEO Irene Rosenfeld quickly capitulated when confronted by activist Nelson Peltz in 2012. He wanted to split Kraft’s global business by spinning off its North American grocery products unit, which Rosenfeld wound up leading as an international business renamed Mondelez. Without the ability to access global markets, the old Kraft went into a period of decline, making it vulnerable to 3G’s 2015 takeover; meanwhile, Mondelez is adrift with declining revenues and earnings.
Indra Nooyi: Named CEO of PepsiCo in 2006, Nooyi foresaw the coming shift among consumers, especially the millennial generation, to healthier foods and beverages. She immediately introduced PepsiCo’s strategy “Performance with Purpose,” that focuses on complementing the company’s core soft drink and snack business with healthy foods and beverages. In 2013, PepsiCo was challenged by activist Peltz to split the company, but Nooyi steadfastly refused. Instead, she restructured her leadership team to deliver strong near-term performance while continuing to invest in her transformation strategy.
Nooyi’s arch-rival, Coca-Cola CEO Muhtar Kent, decided instead to concentrate on sugar-based soft drinks while ignoring these obvious trends. As a result, Coca-Cola’s performance has consistently lagged PepsiCo’s. Since 2011, PepsiCo stock is up 70 percent, while Coca-Cola’s has increased only 15 percent.
The courage cohort
There are literally thousands of competent managers who can run organizations efficiently using pre-determined operating plans, but few with the courage to transform entire enterprises.
The courage cohort includes Delta’s Richard Anderson, Starbucks’ Howard Schultz, Xerox’s Anne Mulcahy and Ursula Burns, Nestle’s Peter Brabeck-Letmathe, Novartis’ Dan Vasella, Tesla’s Elon Musk, Amazon’s Jeff Bezos, Merck’s Ken Frazier, and Alibaba’s Jack Ma. They join the growing list of authentic leaders that have made courageous decisions to build great global companies.
To quote poet Maya Angelou, “Courage is the most important of all the virtues, because without courage you can't practice any other virtue consistently.” Boards of directors need to examine their leaders carefully to determine if they have the courage to navigate their organizations through turbulent times while enduring hardship, risk, and criticism to ensure they are building sustainable enterprises./p>
With more courageous leaders like those cited above, the business world will be able to create enormous value for all its stakeholders.
Bill George is Senior Fellow at Harvard Business School, former Chair & CEO of Medtronic, and author of Discover Your True North.
This content was originally posted on HBSWK.hbs.edu on 4/24/17.
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
What do you need to learn to continue to be successful in your profession as we look to the future? This is a question that keeps many people, and definitely me, on edge and wanting to make sure that I don't fall behind.
How do I keep current? What are the skills that I need to enhance to remain on top of my game? What new proficiencies do I need to master?Over the course of my career, I have always asked myself those questions and I have tried to be focused on new developments along with gaining expertise with new techniques, technology advancements, and new approaches to doing my work better.
This week, The Learning Blog from LinkedIn published this article, These Are the Skills of the Future. They spent, "more than three months interviewing more than 39 experts across 10 industries and asked them,”
"What skills do you believe will become increasingly more important to your industry over the next five years? Why?"
So with full disclosure here, I was one of the people they asked about, The Future of Sales. It was interesting how each of the sales professionals queried came up with very similar comments about the skills necessary although we did each have our own take on things.
No matter what our profession is, I think it ties back to the critical importance of lifelong learning. If we are to be ready for the future we must be #AlwaysBeLearning new skills. The article makes this very important statement that applies to all of us.
Preparing for the future requires a commitment to learningI am a firm believer in this and a few months ago I posted this article that is now updated with a free video from one of my LinkedIn Learning Courses. Always Be Learning: It's a Nice Idea If We Actually Do It Open up the link and watch what I have to say about lifelong learning.
Frankly, I believe #AlwaysBeLearning should be a mantra for all of us.
Here's a complete list of the 10 industries and the link to each for, "Skills of the Future." #FutureSkills
The Future of Sales
The Future of Tech and IT
The Future of Marketing
The Future of Creative
The Future of Human Resources
The Future of Learning and Development
The Future of Management
The Future of Project Management
The Future of Business Leadership
To help all of us get started, LinkedIn Learning has this great offer! You can view courses for a week without giving your credit card. Candidly we would all be foolish if we didn't take advantage of this. Then you have an additional 30 days of viewing before your credit is charged.
So, the question really becomes. What are you waiting for? You can get ready for the future today. Agree?
Dean Karrel a career and executive coach and LinkedIn Learning author. Dean has worked in sales management and leadership positions for a number of major global publishing companies.
#AlwaysBeLearning #FutureSkills #LinkedInLearning
Originally posted on Linked In By: Dean Karrel
New GE Proposal Shifts Regulations from Eligibility Provision to Disclosure Requirement for All Programs
Earlier today the U.S. Department of Education provided the Committee 2 – Gainful Employment negotiators with eight updated Issues Papers detailing proposed revisions to the current GE regulations. Among many significant revisions contained in the draft proposals there is none larger than a clear shift away from the regulation being used as a determinate of a limited scope of programs’ eligibility to participate in the Title IV programs, to the use of a blanket disclosure provision requiring all programs eligible to administer Title IV programs funds to provide general information about each program (including outcomes measures by program length, hours, and campus), as well as notices to students and prospective students for each “low-performing” eligible educational program offered by an institution in comparison to the standard.
CSPEN is in the process of thoroughly reviewing the Department’s release and reaching out to colleagues both on the Committee and within and beyond to discuss their assessment in preparation for next week’s second of three negotiating sessions. As soon as the eight Issue Papers are posted on the U.S. Department of Education’s Negotiated Rulemaking for Higher Education 2017-2018 host page and/or correspondingGainful Employment home page, we will send the community a link to the documents for your own review.
Until then, here are a few other aspects of the new proposal based upon our initial review:
The new proposal returns to the use of a single threshold to determine an education programs determination as either acceptable vs. low-performing. The proposed standard reverts back to the prior 8% annual earning rate and 20% discretionary income rate, eliminating the tiered approach of “pass”, “zone”, and “failing” program thresholds contained in the current regulation. The proposal maintains the “either-or” component of the determination, requiring that an institutions program is deemed to be acceptable if it has either a debt-to-earnings annual earning rate equal to or greater than 8% OR a discretionary income rate of equal to or greater than 20%.
Under the new proposal the Secretary would be responsible for calculating D/E rates using the same equation as contained in the current regulations (e.g. same cohort periods, determinations based upon median loan debt, modifications based upon IRS inability matching, et. al.).
However, key aspects of the components used in the calculation have also been changed. For example:
• Loan Debt – The new proposal requires the Secretary to include the amount of title IV loans that the student borrowed (total amount disbursed less any cancellations or adjustments) for enrollment in the program (Federal PLUS Loans made to parents of dependent students, Direct PLUS Loans made to parents of dependent students, and Direct Unsubsidized Loans that were converted from TEACH Grants are not included). But, does not require the inclusion of institutional loan debt, private loan debt, tuition and fees and books and supplies unless the Secretary first publishes notice in the Federal Register of the election to require such inclusion along with the manner in which institutions must report such information.
• Loan Amortization – The new proposal would amortize the median loan debt over a 15-year repayment period, not a tiered system based upon the length of the program.
• Interest Rates – The new proposal would use the annual statutory interest rate that were in effect on the last year of the cohort period, as opposed to the average of the interest rates over the cohort period.
Notification of Low-Performing Programs
For any year in which an educational program is determined by the Secretary to be low performing under the D/E rates measure, the institution must provide the following notice to all current and prospective students, to the extent practicable in alternative languages, using modified proposals on contact with students, the timelines, and posting of the notification on College Navigator, College Scorecard or successor sites or other Federal outlets). The new proposal explicitly states that the notice shall read:
“This program has not met standards established by the U.S. Department of Education. The Department based these standards on the amounts students borrow for enrollment in this program and the reported earnings that were reported to the Internal Revenue Service. Similar programs offered at other institutions may have better outcomes under this measure. Please note, however, that this program measure could be affected if a significant number of students who completed our program graduates did not report all of their income, such as tip income, or were self-employed and had business expenses that reduced the earnings being reported (emphasis added).”
The new proposal would require institution’s to disclose information, as determined by the Secretary, about each of its programs to enrolled and prospective students. The new proposal maintains the requirement that the Disclosure Template must be provided to all prospective students when the program is presented on websites, in promotional materials, etc. The new proposal makes it clear that this information must provide separate information by program length and location.
This information the new proposal states may be included in the Disclosure Template, but is not limited to, subject to final determination and publication of the requirements by the Secretary in the Federal Register, include:
(1) The primary occupations (by name and SOC code) that the program prepares students to enter, along with links to occupational profiles on O*NET (www.onetonline.org) or its successor site.
(2) The program’s completion rates for full-time and less-than-full-time students and the program's withdrawal rates.
(3) The length of the program in calendar time (i.e., weeks, months, years).
(4) The number of clock or credit hours or equivalent, as applicable, in the program.
(5) The total number of individuals enrolled in the program during the most recently completed award year.
(6) The loan repayment rate for any one or all of the following groups of students who entered repayment on title IV loans during the two-year cohort period, to be calculated using a method specified by the Secretary in a notice published in the Federal Register:
(i) All students who enrolled in the program.
(ii) Students who completed the program.
(iii) Students who withdrew from the program.
(7) The total cost of tuition and fees, and the total cost of books, supplies, and equipment, that a student would incur for completing the program within the length of the program.
(8) The placement rate for the program, if the institution is required by its accrediting agency or State to calculate a placement rate either for the program or the institution, or both, using the required methodology of that accrediting agency or State.
(9) Of the individuals enrolled in the program during the most recently completed award year, the percentage who received a title IV loan or a private loan for enrollment in the program.
(10) The median loan debt for any one or all of the following groups:
(i) Those students who completed the program during the most recently completed award year.
(ii) Those students who withdrew from the program during the most recently completed award year.
(iii) All of the students described in paragraphs (a)(10)(i) and (ii) of this section.
(11) The mean or median earnings of students to be calculated using a method specified by the Secretary in a notice published in the Federal Register
(12) As calculated by the Secretary under §668.404, the most recent annual earnings rate.
(13)(i) Whether the program does or does not satisfy--
(A) The applicable educational prerequisites for professional licensure or certification in each State within the institution's MSA; and
(B) The applicable educational prerequisites for professional licensure or certification in any other State for which the institution has made a determination regarding such requirements.
(ii) For any States not described in paragraph (a)(13)(i) of this section, a statement that the institution has not made a determination with respect to the licensure or certification requirements of those States.
(14) Whether the program is programmatically accredited and the name of the accrediting agency.
(15) A link to the U.S. Department of Education's College Navigator website or its successor site, or other similar Federal resource.
(16) For programs preparing students for fields requiring licensure, a URL linking to any web page containing the State’s mandatory qualifications for licensure.
(17) A link to the institution’s page on the U.S. Department of Education’s College Scorecard or its successor site, or other similar Federal resource.
Executive Director, La Cima Elementary Charter School
Opportunity to join an Inspiring, forward thinking community oriented Charter School that is presently seeking a highly-motivated, strategic, and innovative Executive Director who will lead the implementation of the institutions mission, ensure students meet or exceed academic goals, and support the future growth of the organization.
ABOUT LA CIMA:
La Cima Charter School is an independent and non-traditional charter school that has been serving the Bedford-Stuyvesant, Brooklyn community since 2008. Our mission is to prepare students for academic and life-long success through a rigorous and relevant academic program. Equally important, and what makes us unique, is our vision to develop scholars who have the intellectual capacity, emotional strength of character, and the social capital to act as effective change-makers in their communities. We believe that all students, regardless of socio-economic status, race/ethnicity, culture or special needs status can succeed in our school community. We practice restorative justice, espouse culturally-responsive methodologies and strive to provide content which give schooling a deeper, more meaningful, relevant place in student lives.
ABOUT THE POSITION:
Reporting to the Board of Trustees, the Executive Director serves as the organizational leader. Responsibilities will include:
· Managing and maintaining a cohesive senior leadership team, including the principal, pre-K director, chief operating officer, director of data and assessment and director of scholar support, implementing systems of accountability and ensuring the success of the team collectively.
· In partnership with the Board and the Senior Leadership Team, implementing the organization’s five-year strategic plan, and setting and holding the entire team accountable for its strategic goals and mission-alignment.
· Developing internal talent and continuing to recruit and retain strong performers invested in the school’s mission and vision.
· Overseeing a high-performing academic team, led by the principal and instructional leadership team, to ensure that students meet academic goals and achieve transformational educational outcomes.
· Working with the pre-K director and other key staff and stakeholders to build a high-performing, mission-aligned pre-K that further strengthens the organization.
· Working with school leaders to actively maintain and refine a strong, cohesive school culture that reflects La Cima’s mission and promotes collaborative decision-making processes.
· Cultivating relationships with, and ensuring the school is responsive to, key stakeholders, including parents, community and political leaders, charter authorizers, and donors, to promote communication and collaboration and raise the organization’s profile within the community.
· Implementing, in collaboration with the Board, La Cima’s development plan to secure private revenue for the school through individual donors, foundations, and corporations.
· Serving as an ambassador in the community for La Cima’s mission and brand.
· Administering strong public transparency systems and ensuring the effective and efficient operation of the school by achieving annual enrollment targets, meeting financial obligations, ensuring a strong financial position, and complying with all legal, regulatory and charter requirements.
· Acting in partnership with the Board to ensure compliance with La Cima’s charter and its organizational goals, reporting to the Board regarding performance against key indicators, and coordinating with the board to make high-level strategic decisions on behalf of the organization.
This is an ideal opportunity for a dynamic, ambitious leader with a commitment to social justice to shape La Cima’s role in the Bedford-Stuyvesant community, drive high levels of academic achievement and student success, and guide the mission-aligned growth of the school. The ideal candidate will have the following skills, traits and beliefs:
· Passion for La Cima’s mission and a deep personal belief that all students can succeed regardless of home language, culture, or special needs status.
· Exceptional communication, leadership, trust- and team-building and interpersonal skills, with a genuine interest in the growth and development of staff, teachers and students.
· Ability to build and lead a diverse and effective team, set an inspiring vision, and motivate others to reach ambitious goals in support of that vision.
· Strong project management skills and the ability to balance competing initiatives and priorities.
· Collaborative, with the ability to provide thoughtful and respectful feedback, and to listen thoughtfully and respectfully to others’ feedback.
· Robust data-driven analysis skills to drive student achievement and organizational effectiveness.
Education and experience:
· Bachelor’s degree required, Masters’ degree in Education or Public Administration preferred.
· A minimum of 5-7 years of experience in senior leadership/managerial, education or relevant roles.
· Experience working with a high-functioning board of trustees, representing various fields and backgrounds.
· Experience securing diverse streams of revenue, including foundation and individual contributions.
· A proven track record of success in building and managing a complex organization or enterprise (e.g., a high-performing school or network of schools, a successful non-profit or for-profit organization).
· Experience working with community stakeholders, and in particular, working with students, educators, and staff to achieve exceptional results.
We currently serve 400 scholars in grades K-5 with plans to open a pre-K for the 2018-19 school year.
Worldbridge Partners will be facilitating this search. For consideration, please forward a resume to email@example.com
For more information about La Cima Elementary Charter School, please visit http://www.lacimacharterschool.org/.
A few months ago I had the opportunity to assist a number of students at the Indian School of Business in reviewing their resumes. In the process I noted some good-practices in writing a resume, which I shared with the entire class by way of an email. I thought that email could also benefit some others in a wider audience. So sharing those points below, with my LinkedIn network.
--start of email--
These are some things that came up when conducting the 1-to-1 reviews with the students I met. I thought I’ll write that which could be written down to circulate to all of you. Consider them as a few rules of thumb about your resume. Entertain the points below, chew on them, use them if you like, and reject them if you think differently.
1. First seek to be understood, then seek to impress. Frame every sentence and phrase in the resume with this in mind especially if your work is technical in nature. Because the work you have done needs to be understood by the person shortlisting the resume (perhaps a HR person) and also the hiring manager (the person who interviews you), and neither of them may be highly familiar with your past work domain.
2. What is the feeling about you that you want the recruiter to have after reading you resume for 60 seconds? Write down the words and sentences that describe that feeling. Write this answer down repeatedly for a few weeks, refining it and evolving it until you begin to identify closely and intensely with what you write here. Once done, consider this to be your crisp, chiseled Executive Summary/Profile.
3. The content of each of your various work experience sections must answer these three questions
A. What did I do?
B. Who did I work with?
C. Why was it important?
That's it. While it is easier to write on A and B above, C is a challenge for some students.
4. ‘Why was it important’ can be highlighted by mentioning one or more of the following about your work:
6. Ultimately the purpose of your Resume is to be a conversation starter. You can't have a conversation with someone you can't understand. And people like people who they can talk to and can understand. This holds true for recruiters and hiring managers as well. So your resume needs to have a few phrases and words that act as hooks that will stay in the mind of the recruiter for when s/he first speaks to you. These words could also be emboldened. Another way to look at it is this: The words and phrases you embolden are the reasons you want to be shortlisted for.
7. To the extent possible, complete a bullet point in one line or if the sentence rolls over to the second line then use the second line well. Don't leave an orphan word or two in the second line. You waste an entire line for one or two words if you do that. Don't use too many font variations. Stick to 1 or 2 font styles. Use italics sparingly. Prefer circular and square bullets over ticks and stars.
8. Company name, Designation, Location and Duration of employment need to be clearly and unambiguously presented. They should have enough space/line break in between them to make each of them stand out distinctly.
9. Keep healthy gaps between different sections of the resume. Mind the spacing before and after all the headings and bullet points in the resume. Make sure the line spacings and paragraph spacings are consistent and elegant. There is such a thing as good white space and bad white space. Just like the right pauses and silences enhance a piece of music, the right kind of spacings between the lines embellish and enhance your resume.
10. As a concluding point, write only what you can back up and justify. Write about the work you are proud of, or found interesting to be a part of...something that you can tell a story about. To get a shortlist is not the goal. What you want to ensure is that once you do get shortlisted, then you speak about your work with such conviction and ownership that it leaves the recruiter richer for having spoken to you.
Hope this helps.
Originally posted on Linked IN by Nishant Pandey
The all-important interview is spoken about as if it was a single, hour-long event and the sole deter-mining factor upon which jobs are offered. In reality, it is usually a series of interactions that occur over some period of time. In contrast to our private sector colleagues who might be hired by a single department head or hiring official, higher education tends to have multiple stakeholders participating in a series of screening events. Many professions also have the tradition of panel interviews-like search committees-but how and to what degree they use such panels varies significantly. Nonetheless, the all-important interview is usually plural instead of singular.
Interviews are consequential events for organizations since selection is tantamount to making an investment. Rightfully, institutions tend to hedge their bets on making good decisions, and multiple interviews or multiple interactions with candidates are a way to do just that. I advise, in Search Committees: A Comprehensive Guide for Faculty and Staff Searches, that organizations add multiple screening methods to increase the rigor of the selection process and as a method of reducing the potential margin of error. This task can be accomplished by using at least two of the more than a dozen types of interviews. The archetypical search committee, the one-on-one interview with the hiring official, telephone/video interviews, open fora, presentations, and airport interviews are but a few of the types of interviews cited. These do not include screening calls, second interviews, and other interactions with individuals from a future employer.
The first piece of advice for candidates is to assume that every interaction with anyone from an employer is a form of interview. In one of my first blog posts, I noted that everything that you say and do in the entire process will be used against you. If a candidate is rude to the human resources representative who calls to verify the information on their vitae; if they divulge that the college's location is not ideal over dinner; or if one expresses frustration with the university's investment in athletics in contrast to that in humanities - while completely true - still might insult some diehard fans, and all of these will hurt their chance of being offered a position. Second, since multiple screening events should be expected, one should attempt to learn as much about their number and type in advance. Third, one must prepare for all of the interviews and prepare for them appropriately - and differently.
One cannot assume that 'the' interview with the search committee is the only one that matters because it is the group that will make a recommendation. Any meeting with the hiring official matters; his or her opinion, when in conflict with a committee, will almost always rule the day. For administrative positions, candidates often meet with their future direct reports. While this group may not vote, they are often given veto power. If the appointing authority and the search committee likes a candidate but the entire department indicates that they could not work for a candidate because of things said during a meeting with them, it is unlikely the candidate will be hired. Lecture demonstrations and presentations are obvious interview events that one must prepare for fittingly. Town hall meetings or 'Q&A' sessions with an entire department are quasi-presentations that carry weight. Coffee time with the department might appear to be an informal collegial chat, but it is a test. Study, prepare, and cram as necessary.
Telephone and video interviews present their own unique challenges. The stakes are very high as they are hurdles to surmount on the way to a campus invite. Their format and shorter length favors the institution more than the candidate, so effort must be made to make a good impression-all things considered. Prepare, dress formally, utilize a good camera, pay attention to lighting, learn to use the technology in advance, and rehearse the interview with a friend are all guidelines for making a positive impression via Skype® or similar technology. To accommodate the context, speaking clearly, being concise, and making an extra effort to build rapport with the committee - despite the distance - is good advice.
The type of interview should give one some insight into how to prepare. Telephone interviews are big screening devices and questions are most often competency based-designed to determine if one can be successful in the job. Group meetings and open fora are probably occasions to see how one presents and engages with others. A meeting with a leader is probably used to tease out one's philosophy and style of working. That is, does the candidate like to play the game the way the leader likes to play the game? A mismatch is not good for either party. When thinking about how to prepare for any type of interview, lean on Aristotle's wisdom-"Know thy audience." A meeting with faculty senate leaders or future colleagues is different in the most subtle, but important, ways.
Getting 'the' job requires being prepared for multiple interviews, not just preparing to ace 'the' interview. Knowing the number and type of interactions that one will have with campus constituents is a prerequisite to success. Giving due credence to each interaction is a key word of caution as one is truly on stage and being watched carefully in every instance. Preparing for each by appreciating the audience and different modality is critically important.
by Christopher D. Lee, Ph.D., SPHR
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
Originally posted on HigherEdJobs
Education Corporation of America, a privately held for-profit chain of colleges, announced Thursday it would buy for-profit Vatterott Educational Centers. The financial details of the sale were not released.
The Vatterott institutions will continue to operate as Vatterott College, Vatterott Career College and L'Ecole Culinaire. The institutions had previously been owned by TA Associates, a private equity firm.
"We are very excited about this acquisition," said Stu Reed, chief executive officer of ECA. "ECA is committed to being the premier provider of postsecondary education with a career focus, and the purchase of the majority of VEC campuses helps us realize that goal. They expand our footprint into key markets in the Midwest and add a range of new trades-oriented programs to our current offerings. We feel it's a great fit culturally as well because both organizations are passionate about helping students transform their lives through career education."
Education Corporation of America owns and operates Virginia College and Brightwood College, among other institutions.
Originally posted on: InsideHigherEd.com
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