Dr. Shailesh Thaker - Best Management Training Blog - Top Management Consultants

Posts Tagged ‘HR Guru’

“If what you are doing is not moving you towards your goals, then it’s moving you away from your goals.” Said by Brian Tracy.
Bollywood actor Deepika Padukone said,” I live life on my own terms. I have certain goes that I have set for myself, I want to achieve those goals and I expect a lot from myself. I am extremely ambitious and I will not stop for anything or anybody. I am a go –getter and very rarely satisfied with what I do.”
She had completed 7 films in the career of 3 years. She added;” There is alt more that I want to do. I know, I have come a long way from where I started, yet there is lots to achieve.”
Leaders are always on the quest and unstoppable. They prefer to die for their goals and work. Roman Abramovich asserted,” Goal is to win. It’s not about making money. I have many much less risky ways of making money than this (buying Chelsea football club). I don’t want to throw my money away, but it’s really about having fun and that means success and trophies.”
Main purpose is living so when you die someone can say he lived with purpose. There is only a way to live life is to live with goal .Even that goal can be “be live.”
I’m a big believer in growth as it is a way of nature. Life is not about achievement, it’s about learning and growth, and developing qualities like compassion, patience, perseverance, love, and joy, and so forth. And so if that is the case, then I think our goals should include something which stretches us.

“If I set a task for myself, be it so trifling, I shall see it through. How else shall I have confidence in myself to do important things? “asserted by George Clason.
I know that, I have the ability to achieve the object of my Definite Purpose in life, therefore, I demand of myself persistent, continuous action toward its attainment, and I here and now promise to render such action.
Jim Rohn said profoundly, “If you go to work on your goals, your goals will go to work on you. If you go to work on your plan, your plan will go to work on you. Whatever good things we build end up building us.

78 years old man in Pittsburgh in the US rode a roller coast 90 times in a day .Vic Kleman spent about five hours on the jack Rabbit roller coaster .The wooden coaster is no spring chicken, either. He had been doing it since 1958.
What is the number one priority of a leader?
In jet setting and sedentary life style and constant pressure of performance at work place produces Obesity, Diabetes, High Cholesterol and acidity are common downside in the professionals.
Life at Call center, IT professionals, banking and insurance industry professionals are found under pressure which cost them in to life time decease.
Now a day, yoga and meditation trainer are found in most of the companies to take care of fitness .You will also see training programme on food and life style. Recently, if I had find that MOTIF inc. had organized training programme on cervical cancer.
Fitness of a leader is a first priority. Fit leader needs clean oxygen in his lungs.

Never argue with one’s own understanding.

The whisper of intelligence is always there, whatever you do.

If you create a time lag between the whisper of intelligence and understanding in you and your action, then you are preventing the cerebral organ from growing into a new dimension.  When you argue with intelligence, when you postpone acting according to understanding then there is confusion, the brain gets confused.

The voice of understanding, the voice of intelligence has an insecurity about it. How do you know that it is the right thing?

So we tend to ignore it.  Instead we accept authority.  We conform.

But the brain cannot be orderly, competent, accurate and precise if you do not listen to it, if you have no respect.  We are so busy with the outside world, and its compulsions, that the world that is inside us does not command that respect and reverence, that care and concern from us.

So one has to be a disciple of one’s own understanding, look upon that understanding as the master.

Sometimes one may commit a mistake, it might be the whim of the ego and we might mistake the whim, the wish of the ego for the voice of silence and intelligence, but that we have to discover. Unless you commit mistakes, how do you learn to discriminate between the false and the true?  In learning there is bound to be a little insecurity, a possibility of committing mistakes.  Why should one be terribly afraid of committing mistakes?

So instead of accepting the authority of habits and conditioning, while one is moving one watches, and when there is a suggestion, a whisper from within, from one’s own intelligence, one does not neglect, ignore, or insult that.

To eliminate the time lag between understanding and action is the way to grow into spontaneity.

–Vimala Thakar

Social and Emotional Learning, SEL, focuses on teaching children the skills and strategies to recognize and moderate their own emotions and to manage conflicts with others.
Photo Courtesy of the Jefferson County Kentucky Public Schools.

In a dimmed classroom in Spanish Harlem’s P.S. 112, thirteen kindergarteners were on a journey through the Woods of Wonder. With teacher Tom Roepke they crossed over a bridge made of blocks to reach their base camp—the classroom’s carpeted corner. As the traffic of FDR Drive rushed by outside the window, its sound mixing with a soft flute on the CD player, Roepke asked quietly if anyone saw anything interesting.

“I saw lots of seashells,” whispered one boy.

“I saw a reindeer and an owl,” said another. “They had black fur and they had super eyes that see in the dark and they could even see me in the dark. I put something on the floor and he ate it and he was happy.”

“You fed the owl and he was happy,” said Roepke. “I bet he’s going to remember you! What did you see, Sophie?”

“I saw a little bird that was blue and had a flat beak and sharp claws.”

“I saw a purple salamander,” Sophie’s neighbor offered.

“I’ve been hoping to see one of those!” Roepke exclaimed. “Every time I go in those woods. I haven’t seen one yet. You are so lucky.”

Soon enough it was time to build a cellophane campfire. The children each contributed a piece of kindling to the pile and blew it into flame, which Roepke provided with the flicker of a flashlight beneath the orange cellophane. After the students had toasted imaginary marshmallows and stretched out to sleep under the stars, the night watchman reported a passing bear.

“He just spotted it in the woods over there,” Roepke told the class. “It’s not coming over here. We’re safe.”
A Peaceful Place

In a neighborhood where safety is fragile, Roepke’s all-clear was a statement about much more than a make-believe animal.

“Our kids need a peaceful place,” the school’s principal, Eileen Reiter, told me in her tidy office lined with baskets of children’s books. “Our kids’ lives are so chaotic, I can’t even tell you. There are kids in foster care, or whose parents are in jail. I have a hundred million stories. So it has to be a place where kids can come and feel relaxed and feel safe and get a lot of support.”

Support, in this case, means more than just academic training and a hot lunch. Reiter has embraced a philosophy known as social and emotional learning, called SEL by its proponents, that focuses on teaching children the skills and strategies to recognize and moderate their own emotions and to manage conflicts with others.

That’s what Roepke’s imaginative journeys are about. “We’re in the middle of an imagination where some things are going to happen that might be a little exciting,” he explained. “When we feel that, we’re going to do the check-in. It’s the beginnings of checking in with yourself, in the context of play. I couple the SEL ideas about self-regulation and self-calming with contemplative education, where there are moments of wonder, reverence, stillness, shared silence, looking at something beautiful together.”

Empowering students with tools and techniques to calm themselves, observe the world, and exert positive pressure on their environments reduces the distraction caused by inner and outer turmoil, freeing kids up to concentrate more effectively on the rest of what they are learning. In this way, SEL not only helps enhance students’ emotional wellbeing and maturity but also improves their academic achievement.

Happy classroom,
According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), a group that advocates the widespread adoption of SEL instruction, students exposed to SEL see their scores on standardized achievement test scores rise by an average of 11 percentile points, compared to students who are not exposed. SEL-trained students also exhibit improvements in class behavior and a decrease in anxiety, depression, and other forms of emotional distress.
SEL in Action

SEL strategies run the gamut from the imaginary journeys like those pioneered by Roepke to meditation practices, reflective exercises, and conflict-resolution techniques. In some schools, students learn how to mediate arguments between other kids and then practice the strategies in mock-conflict situations. They then teach these skills to students in younger grades, a tactic that helps them gain confidence and take ownership of the ideas.

Other SEL curricula include reflective writing exercises in which students complete and illustrate sentences such as “When I am sad I ____,” a means of identifying and embracing strategies to manage their emotions. Students at P.S. 112 responded to that question with a wide range of constructive ideas, such as “play with my sister,” “listen to music,” and, “jump into a dream.”

While SEL curricula have been around for years, used most heavily in private and independent schools, a movement to integrate the philosophy into public education is growing rapidly. Based on its success in public schools in a handful of states, including Alaska, Illinois, Massachusetts, and Kentucky, SEL is increasingly recognized as source of stability and positivity in an embattled educational universe.

“Our goal is to start a movement,” said Timothy Shriver, chairman of CASEL’s board of directors. “It’s a movement dedicated to creating knowledgeable, responsible, and caring children and communities.”
“These are learned skills. Children can have huge challenges, but when you help them learn how to handle them, you have a chance.
-Secretary of Education
Arne Duncan

At a recent congressional hearing, Secretary of Education Arne Duncan agreed with Shriver’s positive assessment of SEL’s potential. “These are learned skills,” he said. “Children can have huge challenges, but when you help them learn how to handle them, you have a chance … If we are not addressing this, we’re not in the game.”

Some in Congress are moving to enthrone SEL in educational law. Representatives Dale Kildee (D- MI), Tim Ryan (D-OH), and Judy Biggert (R-IL) have introduced the Academic, Social and Emotional Learning Act of 2009, H.R. 4223, to the House of Representatives in an effort to get SEL standards included in the reauthorization of the Elementary and Secondary Education Act.

Ryan sees SEL as “a force multiplier” that has tremendous potential to inspire broad-based change. “You get the teachers, you get the parents, you get the students, you create an environment, you create a community, you create success, you create the kind of compassionate society that we all want,” he said at a forum organized by CASEL. “I’m completely on board.” He secured a grant to implement comprehensive SEL curricula in three school districts in his home state of Ohio.

That program, the most intentional large-scale implementation that the fledgling movement has yet had the opportunity to orchestrate, will involve a comprehensive evaluation plan to assess the program’s effectiveness on a number of indicators, including parent response. It will incorporate classes for parents to familiarize them the SEL tools their children are learning in school.
‘It’s Really, Really Working’

For the teachers of P.S. 112, teaching kids how to handle tough social and emotional situations has made a big difference.

“I’m telling you we have kids that can really be off the wall, that have really extreme behavioral issues,” Reiter told me. “I’m not kidding.”

“I think you could use the word explosive,” Roepke added.

Reiter nodded. “But you don’t see it. I have 13 special ed classes, out of 23,” said Reiter. ”And you cannot tell.”

The class Roepke had been camping with is one of them. Elissa Spencer’s first-grade class, where eight of the 20 children have been labeled as special needs, is another. I watched as Spencer guided her students through a meditation exercise centered on breathing and body awareness.

“Just take a minute and close your eyes and ask yourself ‘how am I feeling right now?’” Spencer said to she and her students sat in a circle in the pale sunlight of a March morning. Her voice was soft and her gaze engaging as she looked from child to child. “What are the images in my mind? How does my body feel today? Does it feel stiff? Is it loose? Do you feel exhausted today? Are you glum? Or are you elated today? Let’s check in with ourselves and think about how we’re feeling today.”

The children were silent, some of them rubbing their temples as they considered these questions. Peace persisted as Spencer led them through a breathing exercise that used the idea of “smelling the cake” and “blowing out the candles” to inspire deep inhales and exhales, and then instructed them to lay head-to-toe on the carpet to do a guided muscle relaxation meditation.

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The value of getting students to understand and deal with their own emotions cannot be overstated. Studies show that students in SEL programs not only perform better on achievement tests, but also have significantly fewer suspensions and expulsions, better school attendance, higher grades, and decreased prevalence of high-risk behaviors such as violence and drug and alcohol use. Additionally, multiple studies show that students who develop emotional bonds with their classmates and with teachers who have high expectations adopt a positive attitude toward academic achievement, learning, and school in general. Students in SEL training also exhibit less disruptive behavior and a greater ability to concentrate in the classroom.

Reiter reports that the program, which has also included lessons in managing emotions for teachers, is having a “major, major impact” on them, as well. “During the day now, they’re using a lot of the stress reduction strategies that they learned,” she said, tools that can save a teacher’s sanity in a situation where “the possibility of burning out is just gigantic.”

But what’s most important, she says, is that “for the kids, it’s really, really working.”

Katherine-Gustafson.jpgKatherine Gustafson wrote this article for YES! Magazine, a national, nonprofit media organization that fuses powerful ideas with practical actions. Katie is a freelance writer and editor with a background in international nonprofit organizations.

Genius has a blood group of positive enthusiasm.
Edward B. Butler said”One man has enthusiasm for 30 minutes, another for 30 days, but it is the man who has it for 30 years who makes a success of his life. We must have fun in what we are doing. Founder of IBM Watson asserted very well “it was all fun, never business.”
We have to promise ourselves that we will remain enthusiastic till the last breath. Success and failure are the part of the journey. Bold world fastest runner from the last two world championship, lost in the open world tournament at stock home diamond league against Gay .Do you think that he has lost his enthusiasm? He has lost his power to prepare himself for the next world cup? Walt must take forward what little he is doing with power and enthusiasm. We must look forward to what is still to do.
Practicing without losing same enthusiasm is the secret of leadership. The great accomplishments of man have resulted from the transmission of ideas of enthusiasm. Nothing great cannot be created without enthusiasm. We need same spirit, excitement, energy and emotions to pursue decided goals. Enthusiasm certainly helps us in producing results even after number of failures.
We are never so old to outlived enthusiasm. I have seen Mr. Robert at the age of 72 years going for tennis practice in the morning at 8-00 a.m. with the same spirit he had before50 years. If we watch our mother our minutely she prepare food for her children with same spirit every day.
A mediocre idea that supported by enthusiasm generates superb results. Major accomplishment is demonstrated by average talent with extra ordinary enthusiasm. We should not lose because we are less enthusiastic.
The master key to live is to tap real force within ourselves; we have to get excited every day, every moment and for years to come. Unlimited enthusiasm makes us unstoppable on the path of success.