Byron's Babbles

Teaching Like Angry Birds

I am not a big game player on my phone, but I love Angry Birds. I have blogged about this game twice before in The Angry Birds Effect and Angry Birds University. Just in case you aren’t familiar with Angry Birds, it’s simple: the pigs have stolen the birds’ eggs. This has made the birds angry. Therefore, they allow you to slingshot and catapult them into the pigs’ fortresses. The birds love every minute of it.

The thing that still amazes me about Angry Birds is that a person can download the game and be playing in 10 seconds. You are given small pieces at a time in a way that makes it possible to master a level in 30 seconds. In education we call this chunking. I always wonder why we can’t create learning management systems (LMS) in education the same way. Instead the first thing that has to happen with a new LMS is to take a training on how to use. With Angry Birds this is done real-time as you go.

In Angry Birds the learning is paced and is scaffolded just like in a great classroom. Once you develop foundational skills you are given new birds with different abilities. At the same time different scenarios are introduced. This is a very engaging and developmental path to mastery.

The game also has a very well structured star ⭐️ system. And remember you are able to play over and over making improvements to reach mastery. We need to operate more like this in education. Players are also able to earn badges. I love the way schools are adding badging to their e-portfolios.

Another very cool addition is that of tools that can be used. These tools include an earthquake, a scope, extra power sling shot, bombs, and more. These really teach creativity and problem solving because you only get so many. Therefore, the player must decide the right time and how best to use these limited resources.

As you can see, Angry Birds supports many learning principles and best practices. Rovio just continues to make improvements. I last blogged about Angry Birds in 2014 and this game continues to improve and be a relevant example of how to lead learning.

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Unintended Consequences: Minimizing  the ‘Oops Factor’ in Decision Making

This guest post originally appeared on Forbes. 

Unintended Consequences: Minimizing 
the ‘Oops Factor’ in Decision Making

By Rodger Dean Duncan

“Unintended consequences” is the term for outcomes that are not the ones foreseen by a purposeful act.

When a manager consistently gives tough assignments to a worker who’s proven himself to be reliable, the go-to employee may begin to feel “penalized” by the additional load while the less reliable workers get a free ride. What was intended as a compliment and vote of confidence turns out to be an unwelcome burden.

In medicine, unintended consequences are called “side effects.” Have you listened carefully to television commercials for drugs? The list of side effects is often longer than the narrative promoting the medicine. Why would we be warned that a product purported to relieve a simple ailment may also produce paralysis, high blood pressure, thinning hair, skin rash, weight gain, blurred vision or even thoughts of suicide? Because the lawyers said so.

The old caution of “don’t operate heavy equipment while taking this medicine” seems to have morphed into “this pill will help your headache, but it also might kill you.” Caveat emptor indeed.

The fine print on an over-the-counter pain remedy I bought said it caused “irritability” in one in 10,000 users. It turns out that the first day I took one of those pills I was “irritable.” (I’m relying here on the assessment of an independent observer: my wife.) Irritable or not, I felt special. At that ratio there are fewer than 32,000 of us in the entire United States. We could rent Madison Square Garden and throw a party. The capacity of Madison Square Garden is only 18,200. But I’m confident a lot of us (at least those still taking the pain remedy) would be too grouchy to attend anyway.

I should be embarrassed to admit it, but sometimes I don’t bother reading the list of possible side effects. This behavior is risky, much the same as failing to read the terms and conditions on a contract before checking the box claiming to have read the terms and conditions. 

As Isaac Newton observed, “for every action there is an equal and opposite reaction.” In business, as in the rest of life, most every action we take has the potential for consequences we didn’t anticipate. Some of those consequences may be serendipitous, like the “accidental” invention of the Post-It® Note by the guy at 3M Company who brewed up a batch of sticky-but-not-too-sticky adhesive. And some consequences are unpleasant, like a profit-based bonus system that inadvertently motivates people to trim spending on maintenance and safety issues.

Is there an absolutely foolproof way to make decisions? No. But there are some common sense guidelines that can help:

1. Decide what to decide. Many decisions can and should be delegated to others. Not only does that give them the practice, but it enables you to devote attention to those decisions that legitimately require your laser focus.
2. Be collaboratively independent. Confer with subject-matter experts, but avoid getting mired in decision-by-committee. Solicit the views of credible sources, but be prepared to own your own decision.
3. Avoid information bloat. Tom Hanks’ character in “You’ve Got Mail” said it well: “The whole purpose of places like Starbucks is for people with no decision-making ability whatsoever to make six decisions just to buy one cup of coffee. Short, tall, light, dark, caf, decaf, low-fat, non-fat, etc.” Information overload can lead to analysis paralysis, which can lead to fuzzy thinking, which can lead to faulty decisions. Keep it simple.
4. Define your desired outcome. As we learned in Alice in Wonderland, “if you don’t know where you’re going, any road’ll get you there.” To the extent possible, clarify what your desired result would “look like.” Establish a handful ofSMART goals (Specific, Measurable, Attainable, Relevant, Time-bound).
5. Beware getting stuck in the thick of thin things. Most of the hundreds of decisions and choices we make each day are relatively inconsequential—which dental floss to buy, or which salad dressing to order. Save your decision-making energy for the issues that really matter.
6. Don’t expect perfection. Gather the best information available. Weigh the pros and cons of your options. Then decide. You’re unlikely to have all the answers, or even all the questions. And you can’t anticipate every possible consequence. Just be ready to build your wings on the way down.

Again, most decisions come with no guarantees. But remember this uncomfortable reality: failing to make a decision is, in itself, a decision. With consequences.

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Rodger Dean Duncan is bestselling author of LeaderSHOP: Workplace, Career, and Life Advice From Today’s Top Thought Leaders. Early in his career he served as advisor to cabinet officers in two White House administrations and headed global communications at Campbell Soup Company. He has coached senior leaders in dozens of Fortune 500 companies.

 

Leading Like Theodore Roosevelt

Yesterday day I had the opportunity of a lifetime while visiting the offices of our Vice President, Mike Pence. Our Vice President has offices in the Eisenhower Executive Office Building (EEOB), which is located next to the West Wing of the White House. In addition the Vice President has an office in the West Wing, on the Senate side of the Capitol Building, and Vice President Pence has one on the House Of Representatives side in honor of his service in Congress.

When we were taken into the Vice President’s Ceremonial Office in the Eisenhower Executive Office Building I was struck by an extra large desk at one end. Then we were told it was Theodore Roosevelt’s desk when he was Secretary Of The Navy and President Of The United States. The desk was no longer extra large, it was larger than life! I was standing next to the desk of one of my heroes, Teddy Roosevelt! You know, one of the guys on Mount Rushmore!

Of course, and this will be no surprise, I asked “Can I please sit at the desk?” The answer was, “Yes.” So, now I am sitting at the desk of Teddy Roosevelt and the many Vice Presidents who have signed the inside of the top drawer (see picture). Again, I am sitting at the desk of President Teddy Roosevelt! Then I look in the drawer and see the signature of Vice President Joe Biden, who also used this desk, and a leader who I greatly respect and had the opportunity to spend time with. What an experience! Thank you Vice President Pence for the opportunity!

This experience was yesterday and I still can’t get it out of my mind. I have been reflecting on why Theodore Roosevelt is such a hero. Theodore Roosevelt is recognized as a transformational leader. He defined numerous aspects of leadership that we now take for granted in the presidency as well as in private life. His inspirational vision about the economy, industry, environmental protection, and the National Parks system is still influencing our great country to this day. He had a remarkable ability to communicate his vision, not only through his well-crafted words, but even more through his indelible example. Roosevelt’s well-publicized, courageous exploits in Cuba in the brief but deadly Spanish-American War of 1898—the fateful days he viewed as the linchpin of his life—are perhaps the most apt symbol of his leadership. Roosevelt, mounted on horseback in front of his troops, showed the way—asking others to “come” rather than saying “go” in the words of his friend Henry Cabot Lodge—putting himself at risk, making himself accountable, giving more of himself than he would ask of others. I have always said that we must walk arm in arm with others, even pulling them along at times, instead of pushing!

“Reading is a disease with me.” ~ Theodore Roosevelt

Theodore Roosevelt was very curious and was continually learning. He was a voracious reader, but the book, the classroom, formal education, were far from the only venues for learning in his opinion. These forms of learning had produced many of what he called the “educated ineffectives.” Roosevelt believed in combining the life of ideas and the life of action. This was central to his project of self-creation as a leader. He was practicing project based, interdisciplinary learning.

As soon as any man has ceased to be able to learn, his usefulness as a teacher is at an end. When he himself can’t learn, he has reached the stage where other people can’t learn from him. ~ Theodore Roosevelt

Interesting this had been brought up in the great session at the ExcelinEd National Summit on Education Reform by Andreas Schleicher with what he described as “some things are caught not taught.” This is what work based learning and project based learning is all about. We must be immersed in a relevant learning environment.

Theodore Roosevelt believed that learning is an ongoing project of self-creation – personal professional growth. He offered his life as a template for anyone who would seek to re-create themselves.

It’s amazing what effect sitting at a desk can have. Who’s desk would you like to be sitting at?

A Focus on What Is Working

The following is an excerpt from Building Resilience with Appreciative Inquiry by Dr. Jeanie Cockell and Dr. Joan McArthur-Blair

A Focus on What Is Working

By Dr. Jeanie Cockell and Dr. Joan McArthur-Blair

In a problem-based world, it is very challenging to keep a leadership focus on what is working. We believe that focusing on what is working matters as a practice that builds appreciative resilience. Leaders are bombarded by problems every day. A focus on what is working pulls them out of that mindset of problem- and deficit-based thinking to begin to see what is right and what is good inside a team or an organization. Joan worked for a president who made this a practiced part of her leadership. She started every meeting with the question “What do we have to celebrate?” As Joan and other leaders in the room shifted their mind-set to uplift the stories worth celebrating, the entire feeling in the room shifted. The thinking shifted from “We have problems” to “Yes, we have problems needing to be solved, but we also are doing some things right.” 

This particular leader had several catastrophic events occur within the organization in a short period of time. Joan always noted that she started every conversation during those very difficult times with some version of celebrating the skills of the people handling those events.

Focusing on what is working inside a team or organization builds resilience for the individuals and the group by constantly reinforcing a drive to be excellent, not because of fear, but because their successes are celebrated. Celebrating what is working is like depositing resilience into an emotional bank account for later use. This bank account helps leaders deal with uncertainty, fear, and stress. In a crisis, a leader can tell others, verbally or through action, that their jobs, livelihood, and reputation are on the line, or they can share what is working well and uplift the drive of people to repair and rebuild.

It takes a conscious and mindful effort to focus on what is working. It takes the practice of pausing and thinking through the situation from multiple perspectives and asking powerful questions. This practice is easier in hopeful times, and we suggest that these are the times to begin the practice. If leaders practice a focus on what is working in hopeful times, they will find it much easier to do when a crisis arises. It is difficult to focus on what is working in times of despair, yet it is possible if one has practiced in times of hope. As leaders move through the element or state of despair, it is very difficult not to assign blame, seek justice, dole out retribution, or withdraw. In forgiveness, one must hold what is working close to one’s leadership heart, because a focus on what is working and forgiveness are linked together. Without leaders focusing on what is working or on what is possible, forgiveness cannot happen. 

Focusing on what is working well is a practice that trains leaders to seek out the appreciative stance and, in doing so, discover what can be built on and taken into the future.

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About the authors 

Dr. Jeanie Cockell and Dr. Joan McArthur-Blair, co-presidents of leadership consulting firm Cockell McArthur-Blair Consulting, are the co-authors of Building Resilience with Appreciative Inquiry. The veteran consultants’ latest book explores how leaders can use the practice of Appreciative Inquiry to weather the storms they’ll inevitably encounter and be resilient.

Forgiveness: Rising Again

The following is an excerpt from Building Resilience with Appreciative Inquiry by Dr. Jeanie Cockell and Dr. Joan McArthur-Blair

Forgiveness: Rising Again

By Dr. Jeanie Cockell and Dr. Joan McArthur-Blair

How do we put down the burden of nonforgiveness when carrying it seems so justified? There are so many experiences in organizations that seem unforgivable. People who are otherwise good betray others, become in one’s eyes untrustworthy or incompetent. In the larger world, there are acts that are perpetrated in hate and anger that seem undeserving of forgiveness.

When we first began the journey of exploring building resilience with appreciative inquiry, we wondered about what it is that opens the door to the possibility of returning to a state of hope, however transient that might be. We deeply understood that the practice of hope and a hopeful view offered the ability to find hope in the tiniest of places. In finding that hope and a hopeful view greater resilience could be created. We also recognized that tapping into strengths and capabilities in times of despair was a powerful sustaining force. 

As we read, thought, and worked with leaders, we began to recognize another element at play in resilience: forgiveness. It wasn’t something that just happened along the way. Leaders decided to enter into the state of forgiveness with grace and power so that they could move themselves and their organizations forward. In the appreciative resilience model, forgiveness is the most difficult element to practice, because in organizations, the thinking often is that people should be punished, removed, or banished. In forgiving self and others, a leader chooses to be in a state of acceptance of what is and begins to move forward from that place.

Forgiveness offers a place where dialogue can begin and change can take place. Practicing forgiveness is very challenging because of the sheer will it takes to enact. Forgiveness is a conscious act that requires one to examine one’s leadership and deeply forgive failures—others’ and one’s own. As one interviewee stated:

Forgiveness is one of the fundamental necessary things we need to have happen in our lives. I wish I had more. I wish forgiveness came easier to me. Forgiveness is very important. In any human system, you are going to have a problem with someone else. Somebody’s going to do something that offends you, or you misperceive and it is offensive to you; whatever it is, you see it as a slight or an attack, and if you hold on to that, you really can’t move forward in a human system together.

It is only through forgiveness that we literally have our minds changed and can see the possibilities before us. Forgiveness is a means of moving toward hope and sometimes of just living with what is unchangeable in our leadership lives. Forgiveness creates a space for leaders to let go of anger and hurt and look forward with realistic expectations.

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About the authors 

Dr. Jeanie Cockell and Dr. Joan McArthur-Blair, co-presidents of leadership consulting firm Cockell McArthur-Blair Consulting, are the co-authors of Building Resilience with Appreciative Inquiry. The veteran consultants’ latest book explores how leaders can use the practice of Appreciative Inquiry to weather the storms they’ll inevitably encounter and be resilient.

 

School Is For The Student

I am reading an incredible book right now by Roger Daltrey, the frontman of The Who. As you know, I love rock music and am so intrigued by those who have artistic talent and took the risk to make it big. And, make it big The Who did…The Who is arguably one of the most influential formative influences during the development of rock and roll 🎸. I’m only half way through the book and now I want to meet Roger Daltrey. Oh…the places he has been and the things he has done!

“If anyone had ever once sat me down and explained that school was for me, not the teachers or the system, and there were reasons why I should stick at it, it would have been totally different. But no one ever did.” ~ Roger Daltrey, frontman for The Who in his book Thanks A Lot Mr. Kibblewhite: My Story/Roger Daltrey.

This post is about a statement in the book and the reason for the title. Mr. Kibblewhite was Roger Daltrey’s Principal who kicked him out of school. So…he’s thanking him? That really made me think. But then Daltrey wrote this statement: “If anyone had ever once sat me down and explained that school was for me, not the teachers or the system, and there were reasons why I should stick at it, it would have been totally different. But no one ever did” (Daltrey, 2018, p. 21). I haven’t been able to get this statement out of my mind ever sense.

Did you catch what he said? That someone should have explained that school was for HIM, not the teachers or the system. Part of the reason no one ever sat him down and told him this, is because we forget it, or never believed it to start with. School exists for the students. Period. Not for the teachers or the system.

Schools are such complex and contested institutions in my country 🇺🇸 and globally. While every member of our society is promised a good education, there are ongoing inequalities that are fueled by race, class, and gender. Somehow, I believe education failed Roger Daltrey. Now I get that he did things that caused the expulsion – he divulged those in the book. But, again, I go back to the statement I can’t get out of my mind, “If anyone had ever once sat me down and explained that school was for me, not the teachers or the system, and there were reasons why I should stick at it, it would have been totally different. But no one ever did.” Daltrey needed to know the “why” and no one ever took the time to tell him.

Now you can argue that had he not been kicked out of school that any number of the 100 different paths that Daltrey would have taken wouldn’t have led to The Who. You are probably right, but how many other students are lost that don’t have the grit of a Roger Daltrey? For some, then, schools are seen as a means for learning and mobility; for others they are “sorting machines” that maintain social inequality. I believe we need to make sure that schools are student centered and not school system centered.

I have said it many times that many of the things we have done around holding schools accountable have forced us [schools] to make decisions in order to make the school look good without any regard to what the students need. We have it backward. If our students are successful and achieving the outcomes necessary for postsecondary success, then certainly, the school has done its job. It’s really about considering questions of relevant academic content, methods of teaching, ways of learning, and overall educational aims.

Another statement Daltrey made in the book was, “There was the maths teacher who hated me because I hated maths. I just couldn’t get it to go into my brain. I don’t know why they don’t work out which kids are good at maths and let them get on with it and which ones aren’t and give them a break. We still haven’t worked that one out today. It’s mad.” (Daltrey, 2018, p. 15). What he is really saying is why didn’t anyone ever make math real for him? Why was school work not made to be like real work. Daltrey went on to say, “Obviously it helps in life if you can add up a few numbers but I could do that. How else do you think I managed to work out how much we were being ripped off when The Who started making proper money in the 1970s?” (p. 15). Think about if math would have been taught in the context of managing a band. We must make education relevant for our students. Otherwise, we will lose them.

Our schools are effective only when we refocus on meeting the individual needs of students rather than the needs of the education system or the broader society. We must have our students ready to be a part of and function in a global economy and society. Remember, school is for the student.

Reference

Daltrey, R., 2018. Thanks a lot Mr. Kibblewhite: my story / Roger Daltrey. New York, NY. Henry Holt and Company.

That’s A Little Too Far Out There!

This past weekend, at our Carolinas 3D Leadership gathering, I was recording comments during a planning discussion for a project they were working one. It struck me that at one point they went from talking transformation to the comment, “That’s a little too far out there.” I’m thinking to myself, “Uhm…if it’s going to be transformational, it probably needs to be out there.” I’ve always believed, and I we often see this; the idea that seems crazy at first turns out to be the idea that propels the organization forward or enables the desired transformation.

As I see it, passion, purpose, and capacity are the only requirements for coming up with and participation in “way out there” ideas. And, once the freedom to try out new ideas becomes ingrained in employees’ behavior, it can spread and transform the entire culture of your organization to be nimbler and more creative.

We need to create environments where we can challenge the status quo as if no one’s judging you. If being open and willing to try out new ways of working isn’t practiced and encouraged in the culture at the top of the organization, how anyone ever have the courage to voice their ideas?

The secret to truly agile and innovative organizations is this: they encourage and invite new ideas from all levels and see leaders at every level. So, next time you have that idea that might just go too far, voice that “crazy” idea regardless of your title or level; lead from where you are!

Puzzling Leadership

As you know, the first step in putting a puzzle together is to look at the picture on the box to see what the completed puzzle will look like. As a leader, we need to have a vision (picture) of the final product, and what it is you are trying to accomplish. But, what happens when the puzzle pieces are blank and there is no picture on a box?

It is extremely difficult, if not impossible, to put a puzzle together if you do not know what the picture looks like. It is also difficult to be a good leader if you do not know what you are trying to accomplish. But, if there is a vision and plan the leaders can create the picture and paint the picture one puzzle piece at a time.

I witnessed this yesterday at our Carolinas gathering of our Noble Education Initiative 3D Leadership Program. Our theme for the day was “Setting The Leadership Table.” The main activity of the day involved telling the story. The only catch was that participants had to tell the story by planning and doing a luncheon telling the story of the North and South Carolina schools with the decorum, appetizers, salad, main course, and dessert. There was a budget provided and the participants had two hours to plan, go get supplies, prepare the food, decorate the room, and have their story ready for stakeholder guests to arrive for the luncheon. Here was the agenda for the day:

I loved the planning discussion that ensued. Here are phrases and things that were said that jumped out at me during the discussion:

Now, back to the puzzle metaphor. The participants decided to use a puzzle through line for the luncheon. Genius! Here’s the cool part; the same rules of making a puzzle applied to leadership and successful completion of the project. Here are the steps:

Step #1-Have a vision, know what you want to accomplish

Step #2-Get to know your group members. Interestingly, we talked about this in our “what did you learn” time afterward. It was discussed that the event would not have been near as successful back in January when the group came together for the first time.

Step #3-Identify leadership qualities you will need to be an effective leader

Step #4-Follow the guidelines

Step #5-Understand your importance, where you fit, and what you have to offer. This was a topic many reflected on following the luncheon.

So, here’s the deal: everyone had responsibilities and had to complete a puzzle piece and write the story for their school’s part of “Team Carolina.” I also was asked to complete a piece of the puzzle representing Noble Education Initiative’s (NEI) role in the puzzle of support for the Carolinas.

What we found was that creating the puzzle pieces for our puzzle used the same leadership principles needed for forming an effective team. When forming a group of individuals into a team, you must first figure out the following:

  • Strengths, What are the individual strengths of each one? How can the strength of one, build up the weakness of another?
  • Shape, What does each individual bring to the table as far as expertise and knowledge? Just like a puzzle piece each one will have something to share to the greater picture or vision your trying to create.
  • Edges, Which individuals define the shape and scope of your vision? There will be some that will have definitive edges that will build the foundation of your team, therefore making the picture clearer to all who view it.
  • Odd shapes, Which individuals appear, at first , not to fit into the picture? There will be those that don’t look like they are going to fit or add value to our vision or picture. Sometimes, these are the very pieces that end up truly fitting in and adding a lot of value to the team, making the overall picture clearer.

As I watched the participants put their pieces together and tell their school’s story, they did a great job of keeping the overall picture in view. So many times we lose focus on the overall picture and what do we do? We start to panic and cram pieces together. This is when we are no longer leading but are dictating and mission creep begins to take over. Or even worse, we begin to lose puzzle pieces, and we all know what’s it’s like to put a puzzle together with missing pieces.

The beautiful thing is, that when we do get all the pieces together we have created a beautiful picture, a real team (not just a bunch of individuals), and a true network of schools. How is your organization’s puzzle coming together?

“Big Boy” Leadership

This week I went to Nashville, Tennessee with a group of great colleagues from Noble Education Initiative to put on a day of professional development for Trevecca Nazarene University. The day was amazing, and there was some great learning that went on. Really it comes down to being student centric – whether that student is a college pre-service teacher or a pk-k-12 student in our schools. We must deliver our best each and every day.

Our professional development covered the topics of “A Day In The Life Of Our Indy Schools,” Social Emotional Learning, Restorative Justice, and our Eight Step Process for Continuous Academic Improvement. Plus, we started the day with Mr.& Mrs. Potato Heads and participants making their Potato Heads answering the question: what does education look like on you? At the end of the day, participants had the opportunity to reflect and change their potato head answering the statement: now I look like this. Here is the agenda we used for the day:

On the way down to Nashville we saw signs for Frisch’s Big Boy. Since all six of us seemed to have some affinity or fond memories of going to Frisch’s Big Boy, it was decided that is where we would eat on the way home. Needless to say, I was excited because there is just no better hamburger than the Super Big Boy.

On the way home it became quite fun searching for our Big Boy location. Of course, I became “Big Boy” because I am a “Big Boy.” And…I couldn’t wait to get my picture taken with the iconic Frisch’s Big Boy. In fact, the group was so kind to buy me one of the “Big Boy” banks. It is now a treasured item on my desk.

Then I got to thinking about the principles and core values that guided Dave Frisch, the founder of Frisch’s Big Boy restaurants. He founded on the idea of great food, a great work environment that was fun for employees, and a place of integrity. Who could argue with this?

As I did a little Big Boy studying. I found that Frisch’s Restaurants, Inc. use the value of being “Guest Centric.” Being in the field of education this was interesting to me because we use the term “Student Centered” a lot. I like the “guest centric” terminology better, however, because it refers to internal and external guests. The internal guests are employees. Frisch’s wants to provide its best service and support to its employees. I’ve always said in education we need put teachers first so we can put students first. I love that Frisch’s says, “We will be our best every time by delivering our best and being guest centric to our internal and external customers.” I believe this speaks to empowerment, engagement, and professional growth and development of staff, regardless of the industry we are in.

Frisch’s also has a core value of treating everyone as family (employees and customers), too. Their restaurants have a very diverse workforce and customer base. Frisch’s supports each team member through teamwork, coaching and development, fair treatment, and mutual respect.

Do you practice “Big Boy” leadership?

Leading With Clarity

Clarity First: How Smart Leaders and Organizations Achieve Outstanding PerformanceClarity First: How Smart Leaders and Organizations Achieve Outstanding Performance by Karen Martin

My rating: 5 of 5 stars

Clarity is so important in today’s world where we need to be constantly changing, resisting the status quo, and having agility for meeting our stakeholders’ needs. This book teaches us that clarity requires a highly focused effort for a person to give clarity to others in the form of clear communication. This clarity must also be seen in the living of the vision, mission, and core values of the organization. Clarity is also explained In this book as something you receive from others when they communicate clearly with you. I have said many times that, as leaders, we can’t always give certainty, but we must always provide clarity. This great book shows us the way to providing this clarity.

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