Category: Uncategorized

Five Men in a Tub
A team out to master the seas
acrylic painting 42” by 54” $ 750.

Mastery Part II – The Team
Last week I discussed what makes individuals willing to work extremely hard to achieve mastery. We explored why some people are driven set goals for virtuosity. There is a second type of mastery, however, one that goes beyond individual skills and relies on team effort. An orchestra, for instance, will sound chaotic if the players do not work together to achieve one coordinated aim. Successful businesses bring people together to balance their skills. So, you individualists, this is a reminder that even geniuses like Einstein do not work alone.

As a young woman I used to hang out in a place in Michigan called Synergy. The founder, Bob, believed that communicating with others in a relaxed environment would create synergistic results more profound than the sum of the individual contributions. Japanese businesses act similarly when they conclude their day in bars, giving workers freedom to express their opinions and ideas. The managers not only get a rich variety of work related grievances and suggestions, but increase staff bonding, a prerequisite for strong teamwork.

Numerous studies conducted in medical and mental related health fields show advantages to participating in group rather than private practice. Not only is a joint practice convenient, but it provides economies of scale in dealing with management, marketing, negotiating, and shared risk-taking. And since access to peer consultation is easy, the client also benefits.

What makes a team flourish, and why would anyone be willing to give up control for the benefit of a group? Those joining a dance company or orchestra do so realizing the advantages of following a choreographer or conductor. Actors submit themselves to a director anticipating that the team will excel as a creative unit. Surgery is conducted by a group of surgeons and nurses assembled for their individual skills. In each of these cases we are talking about professionals who have achieved mastery in their respective fields and have acknowledged the need for being part of a team.

But what happens to those working for minimum wage? Can a manager orchestrate an uneducated, unmotivated staff to want to achieve mastery? When asking these questions I think about a fast food restaurant I visited on a recent trip to Seattle. I noticed that it was particularly clean. Customers were treated with smiles and efficient service demonstrating good management. Pleasant treatment by service providers made me feel welcome and ready to return the next time I traveled north.

How do managers bring about this state of excellence? Disney Institute has become masterful at nurturing such a culture. Though stressing service, they also promote happiness and fun. At McDonalds’ Hamburger University trainees focus on management skills and employee recognition. They also stress that minimum wage jobs are the first step to career advancement so that no one feels to be in a dead end situation.

Paired with operational acumen these facilities indoctrinate trainees in the values of the organization. Their goal is to inspire employees to work for a higher cause than just a paycheck. Building a “family” mentality is part of the indoctrination. Since most people are communal and enjoy the company of others, jokes and laughter go a long way towards reducing workplace stress. Joy and pride are infectious and create and an atmosphere that encourages relaxed attention to jobs. The most effective boards I served on were those where the trustees liked each other and gathered socially and for business dealings.

Jobs at any level change from drudgery to enjoyment when worker needs are are taken into account. The good leader engages in designing a growth path with each employee. A manager who understands worker motivations can assist the employee find meaning in the job. Scholarship opportunities, management training programs, letters of reference, recognition, acknowledgment of value by listening, picnics, after-work sport teams are additional methods used to build team loyalty. Companies like Nike and Google go to the extreme to create campuses that promote “ family” values. Exercise areas, child care, restaurants, tasteful art and a variety of down-time locations make work an enjoyable place to build friendships. Staying long hours at work is not so bad when you think of it as a social/job commitment.

Women engaged in quilting circles know that busy hands and friendly conversation help pass the day. The Amish participating in barn raisings and other communal activities benefit from work party camaraderie. Building relationships of trust and friendship rather than fear or power is the first step needed to establish a close team.

This message was brought home by accident one year when Chinese businessmen, visited my home to discuss plans for a joint venture. While we were sharing a cup of tea I happened to point to an orchid I had been given me as a gift. I mentioned that it was an amazing plant because it had never stopped blooming over the year. One of my guests immediately started to grin and told me that I had been caring for an artificial plant. “Hadn’t I felt the petals?” he asked. I said that I had not because I was afraid of getting brown spots on the leaves. At this response everyone had a good laugh over the incident. From that moment on, every time I visited them in Hong Kong, the first question I was teased with was, “How is you orchid doing?” My naïvety was fortuitous, because it showed my vulnerability, indicated that I was willing to acknowledge my mistake and could take a ribbing as well. I instantly became more than just a business acquaintance and was on my way to establishing a bond that led to years of lucrative contracts.

Team building as an art is done well by those who enjoy the quirkiness of human nature. A successful manager involves employees in establishing the standards of performance they are expected to abide by. At my catalog company our mission and values statements was discussed several times a year. It was not unusual for the document to be amended and re-signed by all present. By including new staff in the conversation they understood that their presence made a difference. Each addition to our team changed the group’s dynamic and adjustments often needed to be made.

There were times I worked with people who were not team players yet were valuable to our organization. When this occurred, special accommodations had to be made. At times staff became jealous of the privileges given to these mavericks. It took skill to help them accept idiosyncratic behavior much as they would for a disabled person. In one situation the employee had a public persona that brought prestige to our organization. In another case, an anti-social individual happened to be highly creative when working by himself. Every person initiates a unique challenge.

Team builders are dreamers who are flexible course-correctors, and they are problem solvers who understand when and how to push. At Job Corps I watched an instructor propel children with tough love. He skillfully defined the roles and responsibilities for each student, then provided praise when warranted and dealt out push-ups and loss of privileges for misbehavior. He was a good communicator and active in providing honest feedback with two-way opportunities for exchange. Students were encouraged to work as a team and were expected to help one another. His methods worked well, for he had more youth graduating from his classes than any other instructor at the center.

Lastly and most important, success has to be celebrated. It is common to think that just doing a job and getting paid for it is enough. It is not. Instead, step back periodically and reflect on why things went well. In my catalog company we had annual wrap-up sessions to discuss the state of affairs, and then honored our successes with group outings to celebrate a year of hard work.

Just as with your own family, share the happy times, the birthdays and anniversaries, and don’t just be there for the funerals. Whether in a work environment or at home it is good to remember that we only have so many years to live, so why not make them pleasant?

Art Work is always for sale: contact me at marilynne@eichingerfine.com  or go to my web site eichingerfineart.com for more information.

It is wonderful hearing from my readers. Please fee free to comment.

References:

http://www.apapracticecentral.org/business/management/group-advantage.aspx – Group vs. individual practice.

http://mitsloanexperts.mit.edu/changing-a-companys-dna-to-inspire-teamwork/ about how to inspire people to work together.

http://www.forbes.com/sites/glennllopis/2012/10/01/6-ways-successful-teams-are-built-to-last/ – creating a successful team.

 Spirit Child

 High energy children are surprising. Who knows what they will become after overcoming the childhood stigma of being diagnosed as hyperactive?

All Children are Not Created Equal

All children are not created equal. Some appear to have an easy time with life while others struggle with hidden demons in a less than tolerant society.

I’ve observed a great many children both at home and in the museum and noticed how the calm and collected ones were able to concentrate, grasp ideas quickly and complete what was expected of them. They received good grades in school, learned to play instruments, joined soccer teams, had lots of friends and appeared to float through their school years. By continuously receiving positive feedback they developed strong egos and gained enough confidence to tackle new challenges. Teachers and family members found it easy to love these children and they took pride in their achievements.

Unfortunately, there were those who presented quite a different challenge, especially when they bounced around the room uncontrollably. These children were often diagnosed as being attention deficit and hyperactive. I disliked the idea that they were being labeled ADHD at a young age and wondered if that stigma would last for their entire lifetime? These children were often very bright, but their intelligence was not always appreciated by teachers because behavior problems got in the way.

Unfortunately, public classrooms are large and overworked teachers want attentive students who can focus and not cause a disturbance. Energetic kids, however, have other ideas. They want to get out of their seat and move around the room. At times they create trouble because it is the best way to get attention. Ofttimes their difficulties are the result of boredom because their intelligence has never been recognized. The assigned work can feel like a punishment to them. These children are quite often hands-on or participatory learners rather than sit-in-your-desk, read and write in workbooks type of kids. But because they wiggle about, words of praise are seldom sent in their direction.

One year when one of my sons was in fourth grade, children were being tested for admittance to the school’s TAG program. His teacher did not think he was bright enough to pass the admission exam. My husband and I insisted that he get tested, and bingo, he was a top scorer. His teacher was surprised, but once the results were returned she treated him differently. His TAG opportunities were excellent, and were such that all children should have had the chance to experience since they were organized to promote individual achievement rather than failure.

I too am a highly energetic person. It is difficult for me to sit still for long periods of time. As a professional I served on a great many community boards. When asked to attend day- long meetings I found sitting in one place to be painful. I had to move about, and would often be the only person standing at the back of the room while listening to the proceedings. At my desk I sit on a large inflated ball rather than a chair because it is unstable and moves constantly, requiring physical adjustment for balance.

I have a great deal of empathy for energetic children who are forced to fit into a be-still mold. When I complained about my child’s classroom difficulties, a physician once told me, “ Your son is just the type of person who will be successful as an adult.” He went on to say that my child’s energy would get focused and boredom would be overcome as he embraced activities that he enjoyed. “His exuberance will transform into leadership qualities that will motivate others.” he said. And yes…his prediction came true. My son is successful in a job that requires intense concentration, and he does demonstrate leadership qualities.

Some schools embrace alternative educational approaches for their students. They develop ways of working with energetic students wit the goal of leaving no child behind. Their enlightened educators reinforce achievements, permit movement, and integrate lesson plans that speak to individual learning styles. They acknowledge that attention and behavior problems are often the result of the system and not the child.

Family members living with energetic children with behavior difficulties might consider using a behavior modification approach that reinforces achievements and celebrates the wonderful individuality of their child. Though it may take effort to implement such a program, when practiced in a consistent manner the results will eventually bring a great deal of happiness to your family. But most of all, remember to love and praise these children for all of the wonderful things they can do well.

This article concerns ADHD children, but there are many other disabilities and talents found in a classroom. Serving the individual needs of students is a matter of organization, and there are many successful examples of how this can be done. I find no excuse for putting children in a mold. For example there are 475 public schools that operate Montessori Programs. There are elementary schools that have grade level home room and gym activities, but their students travel to achievement level classes for academic studies. In middle and high schools, vocational training can be integrated with scholastic programs. There is benefit from having children learn to use shop tools and kitchen utensils. These participatory classes get children out of their seats, understand the practical side of life, and let them move around. In all instances, the student should be put on the pedestal taught to his or her needs. Isn’t it time to think creatively so we can stem the drop-out tide by serving our children well?

Please let me know your thought on this subject by going to eichingerfineart.com/blog and responding.

For more information go to:

http://www.adhdandyou.com/hcp/adhd-behavior-modification.aspx – ADHD and You from US Healthcare Professionals- Behavior modification plan for ADHD children.

http://psychcentral.com/lib/setting-up-a-behavior-management-plan-for-an-adhd-child/0002182 – Psych Central – Behavior management plan for children with ADHD.

http://www.public-montessori.org – For Montessori in the public schools.

http://www.montessori-namta.org/Montessori-Implementation – 10 Steps to implementing Montessori in the public schools.

The Barnyard
by Marilynne Eichinger

Think STEAM

Recently I read about a pioneer family that homesteaded in Colorado in the 1800sT. he book focused on the life of a ten-year-old who assisted his father erect their prairie home, complete with barn, fences, and sheds. As a youth he watched a dowser use two rods to locate water and then helped dig the family well. The boy had neither time nor need to play with blocks or science apparatus when practical objects had to be assembled and serviced. By living with nature, he became aware of cloud formations and the weather’s impact on planting and harvesting. Cycles of bird migration and birthing habits of lambs and other livestock were part of his domain. During the era of western settlement, construction and farm skills were passed down from father to son. Sewing, preserving, medical and cooking accomplishments went from mother to daughter. In both cases innovation was was a result of multi-generational cooperation.

My partner Ray grew up on the edge of a gravel pit that created similar experiences for him. Since his father owned quarry, at a young age he was taught to crush rocks, fix machines, and even drive tractors. Today he can repair most small engines and is a useful man to have around the house. When we hire contractors to do repairs, Ray watches them attentively, making sure that they do not cut corners and that the work is completed as promised. “Build it right the first time,” he instructs.

Town-raised children have little contact with farming or, as in Ray’s case, gravel mining. My father was a physician and had to trust tradesmen, who were not always trustworthy, to complete work around our house. The contractors my parents hired often had several jobs going at the same time, causing them to jump from one location to the next paying customer, trying to keep all of them satisfied. The company owners were often adept at doublespeak and disguised the limitations of their knowledge. In later years, it always surprised me, when faced with a similar situation, that their bill was rarely discounted. It often took me several years to notice imperfections that would not have been there if the contractor had been upfront about the company’s abilities.

The current generation of children will most likely face a worse situation. I, at least, studied physics, learned a bit about engines and mechanical advantage and was given some practical experience in household management. Home economics and shop courses were part of the curriculum in my day, and as a get in there and mess around type of person those subjects appealed to me.

Since parents are not qualified to pass on these skills to their offspring, it is time for schools to step in. Every child needs to receive a modicum of practical training. A rudimentary understanding of carpentry, electricity, plumbing, small engine repair, automotive care, and personal finances will make life smoother. Shop, art, home economics and music classes need to be added back to the curriculums for academic as well as vocational students. These subjects are intrinsically motivating and often serve as pathways to careers in engineering, the trades, or science, and they have a dual benefit of fostering creativity, curiosity, and problem solving.

So what happens if your offspring are not given a chance to learn these subjects in school? Though parents and grandparents may not be able to show their children how to build a home on the prairie, they can provide an area in their home filled with real tools, blocks, wooden planks, cardboard, pipes, glue and tape. They can give their children small engines, radios, and clocks for dismantling. Visits to construction sites and observing tradespeople at work and hands- on museums can go a long way to stimulate curiosity.

As adults we can encourage educators to think in terms of STEAM (science, technology, engineering, art, mathematics) for rounding out curriculum options. My high school physics course led me to a career managing science centers. My art class gave me a hobby that has become a profession in retirement. Cooking classes introduced me to measurement and chemistry as I mixed flavors, colors and textures, leaving me with surprising concoctions to sample. I thank my old school and my parents for the opportunities they gave me, and for inspiring my curiosity about everyday objects.

Art work can be seen at eichingerfineart.com. All work is for sale.