Category Archives: Positive Leadership

Educators and Billionaires: Adversaries or Partners?

Posted on by

Anyone who has worked with kids knows that when an adult has a real connection with a child, amazing things happen. Clearly, some proponents of “personalized learning” or “digital learning” seem unaware of the importance of such relationships and this is tragic. These powerful advocates from the Gates’s to the Zuckerbergs and beyond are squandering hundreds of millions of dollars on initiatives that will ultimately fail. More tragically, the combination of their zeal and power has pushed us further away from a solution.

We need to embrace the utilization of technology in education but rather than involving professional teachers to learn how technology can be folded into the art and craft of teaching, these reformers have drawn a line in the sand. They want to diminish the role of teachers because they have not taken the time to understand why so many children are failing.

In the education model I have introduced, first in 2013 with the publication of my book, Reinventing Education, Hope and the American Dream: The Challenge for Twenty-First Century America (CreateSpace, 2013) and more recently on my website under “Education Model and White Paper, my conclusion is that if our goal is to bring an end to the failure, we need to enhance the relationships between teachers and students (and parents) rather than diminish them. The problem with public schools, today, is that the education process is rigid and obsolete and does not support improving relationships and giving students more time to learn. Rather, it is a system that is structured like a race to see who can learn the most, the fastest, and where there are both winners and losers.

Once we have addressed that issue, as I have done in my model, it opens the door to the utilization of technology to help professional teachers guide their children down an academic plan that has been tailored to the unique needs of the child. The categorical imperative, however, is that the relationships are the key to every interaction between people, and the more fragmented our world becomes the more important these relationships become.

My model changes the structure of the education process and classroom in such a way that teachers are supported in their efforts and that such relationships are an expectation, not something that happens every so often. Anyone reading this who has had a special relationship with a favorite teacher at school, or a favorite boss or supervisor at work, knows that it was during these periods that we were the most productive and achieved the best outcomes. We look back on these special times with regret, particularly when we were in school, that such relationships were not allowed to continue. These relationship could not endure because the education process required that we move kids on to a new grade and a new teacher at the beginning of every school year. The existing education process is focused more on preserving traditions than it is meeting the needs of 21st Century children.

My model changes this reality and makes the formation and preservation of such relationships our highest priority. No matter what we do in life, even if we are programmers writing code in a secret location, our success is ultimately determined by our ability to interact, communicate, and form relationships with other human beings.

Technology in any form, whether “digital learning software” or making full use of our smartphones, will always be tools to help us achieve results and produce outcomes through our interactions with other people. As I wrote in my book, The Difference is You: Power Through Positive Leadership (Create Space, 2013), even in their purest form, the value of assets whether land, money, or time is always measured in terms of their utility to people. The challenge is to keep abreast of new developments and discoveries, in the context of a dynamic environment. This is the job of leadership, in any venue, including public school corporations.

In education, whether public or private, the relationships between teachers and students are paramount whether we are talking about five and six year olds in Kindergarten or teenagers in high school. The second priority for teachers in my model are to pull parents into these vital relationships as partners with their child’s teacher. When there is a positive and enduring bond between the key players in education’s cast of characters, truly amazing things happen.

In her insightful blog post, “The Edu-Tech Billionaires Promote ‘Personalized’ Learning That Lacks the Personal Touch,” Jan Ressinger notes that true collaboration would involve the “billionaires” working with teachers through the NEA and AFT, and through college departments of education.

There is a simple lesson from operations management that “if a process continues to produce unacceptable outcomes no matter how hard people work or how qualified they are, then the process is flawed and must be replaced or reinvented. The one thing of which we can be sure is that the outcomes produced through the initiatives of our “billionaires” have been no more acceptable than the outcomes produced by far too many of our public schools. Our best chance of success is when the business community, even through retired consultants like this author, and professional teachers work together.

The irony is that the outcomes from the charter schools promoted by our billionaire reformers are rarely any more acceptable than those from the public schools the charters were intended to replace. And, why should we be surprised at this? With rare exceptions the charter schools rely on the same obsolete education process as public and most private schools. When are we going to admit that putting different teachers into different classrooms while using the same process will never produce the outcomes we need.

I invite the reader to check out my model and white paper to see how professional teachers, parents, and students can utilize the tools of the 21st Century to transform public education in America. Once we put talented professionals in an environment that is tasked, structured, and resourced to produce the outcomes we want, success is always within our reach.

Why-oh-Why Do We Do What We Do?

Posted on by

Should the education process at work in private and public schools, be structured as if it is a race to see who learns the most, the fastest? Or, should it be a process in which we help all kids learn as much as they are able at their own best pace?

Should the education process be competition in which some students win and others lose, or should all students learn how to be successful and how to win?

Why is it that even though some students fail to master a lesson, we still move them on to the next lesson with the rest of their classmates?

When we enter a D or F in our gradebook at the end of a lesson module or chapter test, does that mean we are satisfied with that child’s performance? Does it mean that our job on that lesson with that child is completed?

Do we ever stop to consider that we are setting students up for failure on future lessons where success depends on their ability to apply what they have already learned?

If we let these children fall behind, lesson after lesson, how will they ever be able to catch up?

How important is the relationship between teachers and students in determining a student’s success? If we all believe, as I do, that that relationship between teachers and students is essential to a child’s success, why do we sever the relationships, every school year, just because the calendar turns to May and June?

We all know that some children are easier to love and befriend than others but how often do we remind ourselves that the child who is hardest to love is the one who needs it the most?

Almost all of us agree that the involvement of parents as partners in the education of their sons and daughters is important, if not critical, to the success of a student, but how many schools treat the solicitation and welcoming of parents as a high priority? How many make this an integral part of what they do?

Very often, having an adequate time is critical to the success of a student in many aspects of the education process. So, why do we not make time?

We mentioned, earlier in this post, that bonding with one’s teacher can make all the difference in the success of a child and that forming such bonds can take an entire school year for some kids. What they need is more time with the teachers with whom a student has bonded, so why do we make them start over with a new teacher in August or September; often, a teacher they may have never met?

Given that having sufficient time on lessons is critical to the child’s success, especially for children who must start from behind or who struggle, why is allowing sufficient time to learn from one’s mistakes not at the top of our priority list? Why do we not make giving students the time they need to learn an expectation of teachers, everywhere?

If most of us understand that our ability to learn from our mistakes is a critical component of the learning process, why do we not embrace mistakes as learning opportunities? Many teachers reading these words will insist that, “Oh but we do!” and they mean that, sincerely, but the evidence that they do not is compelling.

Mistakes are critical to the learning process but when we count the mistakes students make against them, what kind of message are we sending. Teachers use the number or percentage of mistakes a student makes as one of the factors that determine the grades they record in their grade books. How can students believe mistakes are nothing to be afraid of when the consequences of those mistakes are adverse? This is one of those occasions where there’s an obvious disconnect between the words policy makers and administrators say and the things they require teachers to do.

Why do we focus on failure rather than success? In everything we do, the level of enthusiasm for that activity is a function of how successful we are. The more we win, the more we want to play, and the activities at which we win most consistently are the activities we enjoy the most. Winning is a form of success, however transitory, and successful people are almost always winners.

Losing, on the other hand, is a form of failure. When we lose repeatedly—when we rarely experience success—how long before we stop believing success to be attainable? How long before we give up and become unwilling to participate? How long before we lose interest and stop trying? If all we ever do is lose (fail) how do we not think of ourselves as a loser and a failure?

Why-oh-why would we ever want to teach children to view themselves as a failure and as a loser?

There is no question that many student excel in public schools in spite of the flaws in the education process. For kids who begin with a disadvantage—who start from behind—however, there are few success stories. Most disadvantaged students leave school with very few choices about what to do with their lives in order to find happiness and meaning. Far too many end up on the schoolhouse to jailhouse express.

The question we might want to ask ourselves is, how much more would our exceptional students accomplish, academically, if they were not asked to slow down and wait for classmates; if they were free from the distractions caused by students who have given up on themselves and have stopped trying? Even our most accomplished students must endure the adverse impact of a system that is flawed in so many ways.

Why-oh-why do we do what we do? Is it because this is the best we can do? Or, is it because we do not challenge our assumptions; because we do not stop, routinely, to make sure that what we do serves our mission and purpose? Is it because this is the way we have always done it?

Whatever the reason, how can we ever justify the failure of so many our nation’s precious children? How can we atone for the opportunity cost to society of huge population of children who will never reach their potential; who will never make the contributions to society that we should have been able to expect? How do we even calculate the value lost as a result of this opportunity cost to a nation that so desperately needs the very best of every single American man, woman, and child?

Why-oh-why-oh-why?

Use Your Imagination and Experience as a Positive Force for Change Rather Than As an Obstacle!

Posted on by

In almost any other venue in American society, when something is not working properly we waste little time before we fix it. We may try to fiddle with the problem for a while but if that fails to produce the outcomes we want we move quickly to revamp or replace a faulty component or process. Very few of us are willing to put up with disappointing outcomes.

This is especially true in business. Few businesses can endure dissatisfied customers as doing so is the quickest way to lose one’s business. When a pattern of disappointing outcomes is recognized, business owners feel a sense of urgency to find a solution. Only rarely will tinkering or other incremental adjustments do the trick. What is needed is a trip back to the drawing board, analyzing feedback, clarifying purpose and objectives, challenging one’s assumptions, and finding a new solution. Very often, the new solution involves a radical departure from the manner in which things were done in the past.

“But, this is the way we have always done it” is never an acceptable answer to dissatisfied customers. Learning how to be an agent for change is one of the core principles of positive leadership.

How is it that the American people can be tolerant to the point of disinterest in the fact that millions of American children are failing in public schools. Disadvantaged kids failing in a nation that boasts of American ingenuity and its commitment to human rights? It seems incongruous. Do we not care about disadvantaged kids? Do we think them incapable of learning and therefore undeserving of our time and attention?

In my last blog post, I quoted Linda Darling-Hammond from her book The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future, (Teachers College Press, 2010). Dr. Darling-Hammond is President and CEO of the Learning Policy Institute, a Professor Emeritus of Education at Stanford University where she is Faculty Director of the Stanford Center for Opportunity Policy in Education. She wrote:

“A business world maxim holds that ‘every organization is perfectly structured to get the results that it gets.’ A corollary is that substantially different results require organizational redesign, not just incentives for staff to try harder with traditional constraints.”

In the midst of the failure of so many of our most precious children, how is it that public school educators do little more than ask teachers to try harder while the education reformers are on a mission to shut them down? How is it that public school educators and the advocates that support them leave some of the most fundamental assumptions in public education unchallenged? Challenging assumptions is also one of the core principles of positive leadership:

• Does it really make sense for the education process at work in our public schools to be structured as if education is a race to see who can learn the most, the fastest?

• Do we really want public education to be a competition in which some kids win and others lose?

• How can we continue to justify asking children to move from one lesson to the next, one semester after another, and from grade to grade when they are unable to apply much of what they were expected to learn.

• Do we never second guess our tradition of accepting the failure of a significant percentage of public school students as an unalterable given?

• Does it still make sense to ask all children to progress through academic standards at the same pace as other children of the same age, even though there is great disparity in their level of academic preparedness?

• Other than the fact that this is the way we have done it for over a century, does it still make sense to move students from Kindergarten through grade 12, changing teachers every year?

• Is it fair to kids who want to learn to see valuable classroom time usurped as teachers allocate increasingly larger percentages of their time to unmotivated students who act out in class and exhibit no motivation to learn?

• Do we ever consider the possibility that there might be a better way to help kids learn?

It is so easy to blame public school teachers, whom I consider to be unsung heroes, for the problems in their schools and communities but doing so is no different than blaming soldiers on the front lines of combat for the faulty strategy and tactics of their commanders.

Our public school teachers need our help not our recriminations and they need our patience as it is only natural that they be resistant to change. That being said, the best thing public school teachers can do in their own best interests and the interests of their students is speak out about the inadequacies of the education process.

The education process at work in schools all over the U.S., both public and private, does not provide our children with the best chance to learn and it does not place our teachers in a position to teach at the top of their ability. The education process and the entire system of public education is flawed. Not only is it destroying young lives it is robbing our nation and our society of its ability to provide a safe community for its citizens, to compete successfully in a dynamic world economy, and to participate meaningfully in an increasingly interdependent global society.

Public school educators are challenged to step back to a vantage point from which the educational process can be examined as an integral whole. You are invited to evaluate the education model I have developed and an accompanying white paper at https://melhawkinsandassociates.com/education-model-white-paper/ If you do not think my model will work, use it as a springboard to come up with something that will work. Use your experience and imagination as a positive force for change rather than be an obstacle in the way of progress.

Public School Educators Need a Paradigm Shift

Posted on by

Public school teachers in our nation’s most challenging schools and communities are like someone lost in the middle of a swamp who finds him or herself up to their waist in alligators. The rest of us act surprised when people who find themselves in such a predicament cannot seem to find their way out or even find the time to wonder how they became lost in the first place.

The concept “paradigm shift,” first introduced by American physicist and philosopher, Thomas Kuhn, and later popularized by Stephen Covey in his best-selling book, The 7 Habits of Highly Effective People (first published in 1989), is a significant change in the way people think about an idea, concept, or process that provides one with a whole new perspective. Once a paradigm shift occurs, nothing looks the same. After our perspective has been broadened, we begin to see forces at play in our world that have been invisible to us. When we gain an understanding of these forces, whole new realms of possibility reveal themselves to us and, very often, we see new ideas scattered around us like precious gemstones.

It is bad enough that we criticize public school teachers for their inability to extricate themselves. What makes it worse is when we blame them for the existence of both the swamp and its dangers. Worse, still, is the fact that the self-proclaimed education reformers and the policy makers who are influenced by them, are choosing to turn their backs on these dedicated men and women. The focus of education reformers has shifted almost entirely to privatization through the creation of charter schools as alternatives to public schools, and voucher systems to help families pay for such choices using tax dollars. If one steps back and examines the education reform movement systemically, there is a clear picture of intent “to help the families we can and leave the rest to fend for themselves.”

This focus on privatization through charter schools and high stakes testing also leaves public school teachers to fend for themselves. It is as if we have decided that we cannot do anything to repair the system, so we will just bypass it and those who want to come along are invited to join us. For the rest, “c’est la vie.”

This situation is aggravated by the fact that public school teachers have opted to play the role of victim. Much of the efforts of teachers appear to be devoted to defending themselves from criticism rather than taking ownership of the problems they face in their classrooms. These teachers are constrained because they are so busy fighting off the alligators that they are unable to view the larger picture. The consequence is that they struggle to envision any other way to do what they do. They spend their energy reacting to criticism rather than working proactively in their own best interests and in the interests of their students.

This is why a paradigm shift is imperative if teachers are going to utilize the power they possess to transform public education. And, yes, teachers do have the power to bring about systemic change that can transform public education even if they cannot see it. Until they break free from the encapsulation that suppresses their creativity, however, they will be doomed to keep repeating the mistakes of the last half century. They will remain stuck in the swamp at the mercy of its dangers.

The solution to the problems in public education is there, right in front of teachers but they cannot see it from where they sit. Maybe the solution is too simple. Most teachers understand that some kids need more time but they do not see how they can find that time within the context of the current educational process. And that is exactly my point. Teachers cannot give students the time they need to learn, particularly the disadvantaged students, as long they are stuck in the failed education process of the last century. Every year, hundreds of thousands of students fail, unnecessarily; not because they are incapable of learning and not because teachers are incompetent. The fail because our obsolete educational process thwarts the efforts of teachers and students, alike.

So, what is the solutions?

Fixing the problems in public education is nothing more than a simple human engineering challenge. It is a matter of reinventing the education process in such a way that giving children the time they need is not only a teacher’s priority but also the basis of how their own performance will be evaluated. It is redesigning the structure to support students, empower teachers, and pull parents into the process. It is changing the nature of the game from a race to see who can learn the most, the fastest, to one in which each and every child gets the help they need to learn as much as they are able at their own best speed. It is changing the game from one in which some children win and others lose, to one where we make sure every child acquires the knowledge, skills, and self-discipline necessary for them to have choices about what to do with their lives. It is changing the way we keep score because that is the only way to break from the patterns of the past. We want every child to be a winner and we want all children to enter adulthood with real and meaningful choices about what to do with their lives.

What teachers will discover after a paradigm shift is that winning is not measured against the performance of classmates. Winning and learning are synonymous. Each lesson learned is a win. Why would ever allow a child lose or fail? If they are struggling to master a given lesson how can a teacher’s job be finished?

The educational model I have developed is one example of a new idea; a new solution. Once we embrace this new paradigm, everything changes. The reader is invited to visit my website and review the education model I have developed at https://melhawkinsandassociates.com/education-model-white-paper/. They are also invited to read the white paper I have presented that provides the logical framework within which the education model was conceived.

Public school teachers have one of the most challenging, and at the same time, most important jobs in modern society. Society relies on our teachers to help our nation’s children acquire the knowledge and skills they will need to become productive members of society from both an economic and political perspective. We expect teachers to carry out this important function even though children arrive for their first day of school with great disparity with respect to their academic preparedness, motivation to learn, and parental support. Similarly, our nation’s children come to us from a diverse patchwork of racial, cultural, and religious backgrounds and, more often than at any time in our history, we may not even speak the same language. Never has American society been as diverse as it is today, and never again will it be less diverse than it is in this second decade of the 21st Century. This demands new ways of thinking about the challenges we face and new patterns of behavior that produce the outcomes we are seeking.

It demands a paradigm shift. It requires that we reinvent the education process.

The refusal, on the part of teachers, to acknowledge that the education process is flawed will eventually lead to their doom; it is a dangerous and self-defeating strategy. While they sit back in denial about the failures of the process, reformers are working, unobstructed, to put them out of business.

Bullies and Daughters

Posted on by

I don’t agree with how my daughter responded to the outcome of the election but I do understand it and share her sentiment. Half the nation went a little nuts with protesting in the streets and others writing racist epithets on other people’s property. What my daughter did was criticize people whose votes helped elect a man whom she considered to be immoral and who modeled racism and sexism. Not quite the same as throwing stones at police.

She was highly emotional in the aftermath of the recent election. She is the mother of two non-white kids, for mercy’s sake, and is not the first mother to rise up in anger when perceiving that their kids are threatened; a reasonable fear given the bigotry and bitterness on display throughout the election. Defensive mothers can be ferocious. I’m the grandpa, here, and I am every bit as fearful for my grandchildren as is their Mom and Dad.

It would be nice if one chose to walk in another’s shoes before attacking, especially when one professes to be a libertarian whose mantra is “respect the rights of others to think, believe and feel what they want.” Why not stop and think, “She’s wrong, but then I don’t know how I would feel in her situation.” Can you begin to imagine how you would feel worrying that your black son might be stopped by police at a time or place where his presence could be misconstrued?

Most adults have learned to show a little restraint and back off when someone they should care about is in the midst of an emotional crisis. They let tempers cool before chiming in with their own opinion. Others seize such occasions to stick their noses in and pick a fight with those who are vulnerable at such times and then they brand their target as a bully. They have to have their say even when they must surely know that doing so will fan the flames, escalate the intensity of such exchanges, and result in deep resentment.

Such people are instigators and it seems pretty clear to me who the real bullies are, here.

How Can Trump Make America Great Again When He Has Made Us Embarrassed To Be Americans?

Posted on by

How can Donald Trump make America great again when he has made so many of us embarrassed to be Americans?

How can we trust a man who is so willing to accuse other people of wrong-doing? Just because Trump shouts out, over and over again, that “Hillary is a crook” and “should be in prison” doesn’t make it true. I remember being taught that the people who are quickest to accuse other people are often guilty themselves. To paraphrase William Shakespeare, in Hamlet, “[he] doth protest too much, methinks!”

How have we gotten to such a point in our nation’s history that a candidate for President of the United States can make false accusations, ridicule and bully people, make sexually inappropriate comments to women, brand the citizens of whole nations and the worshipers of an entire religion as evil and as a threat to our public safety, and make outlandish promises without ever actually saying what he intends to do?

Even more difficult to fathom is the willingness of millions of American voters to believe everything Donald Trump has to say and jump on his bandwagon as if he is going to save our nation. He has already done more harm to America than any other public figure in our lifetimes and he has only run for President. He has brought out the worst in us, not the best. One can only wonder how much harm he can do if he actually gets elected to the Presidency?

We cannot possibly solve our nation’s problems and face the challenges of the 21st Century until we can find common themes on which the American people can unite. What Trump is doing is dividing the American people to such a degree that it seems improbable that we can ever work together to serve the best interests of the population, in all of its diversity. The only way he can possibly accomplish anything that he is promising will be to impose his will on the people and that means abandoning our democratic principles.

Is this the America we want for our children and grandchildren? If it is not, then please vote this coming Tuesday and that means voting for Hillary Clinton. Whether or not we agree with her on every issue, this women is guilty of none of the insane accusations that have been made, rather she has worked her entire life to help make things better for people. And, to suggest that this makes her responsible for all of the things that have gone badly is beyond ridiculous.

Read what Bill Weld, the Libertarian Party’s candidate for Vice President, and the former Republic Governor of Massachusetts had to say about Clinton. In an interview with MSNBC’s Rachel Maddow, William Weld said: “I’m here vouching for Mrs. Clinton.”

“I have a lot to say about Mrs. Clinton that has not been said by others recently and that I think needs to be said. I mean I’ve known her for 40 years. I worked with her, I know her well professionally. I know her well personally. I know her to be a person of high moral character. A reliable person and an honest person, however Mr. Trump may rant and rave to the contrary.”

Talking about the massive difference between the Democratic and Republic party candidates, Weld said, “One would be chaos for the country, I think. And the other would be a very business-like and capable and competent approach to our affairs.”

How you vote in this Presidential election may be the most important thing you will ever do for your country!

A Nation Divided will Remain Divided after Trump Loses

Posted on by

As a consequence of his own self-destructive behavior, hopefully, Donald Trump has doomed his chances of winning this November’s election. That is the good news.

The bad news is that even if he loses this November’s election, Donald Trump and his supporters will not be going anywhere. Trump has given voice to a deeply angry and embittered population of Americans who not only believe that President Barack Obama and Hillary Clinton are evil but also believe they are destroying our country. This population of Americans have shown a willingness to believe each and every ridiculous accusation made against Obama and Clinton and if Trump says it loud and often enough his followers will want to believe; it doesn’t matter whether or not it is true. Donald Trump is their champion because he is an authoritarian outsider who uses his platform to say everything his supporters have wanted to say but could find no one to listen. Well, people are listening now.

We need to be reminded of the fact that just a few short months ago, Bernie Sanders had an equally vehement population of supporters who were expressing their own anger and frustration about the status quo in Washington. Both movements illustrate how deeply divided we have become as a nation and as a free people. Fortunately, the Trump and Bernie Sanders supporters are at opposite ends of political spectrum because if they were able to find issues around which they could coalesce they could well have a clear majority of American voters.

Add the division that separates white Americans from blacks and other minorities, the division between the rich and poor, and between many Christians and people of other religions, particularly Muslims, and the chasm that divides us seems even more ominous.

What does it say about a democracy that so many of its people are bitterly unhappy with their government? How can democracy survive if American voters are so divided that common ground cannot be found?

What makes Donald Trump so scary is a combination of his ignorance of the Constitution of the U.S. and his willingness to dismiss that Constitution. Democracy is not a fact of nature rather it is a fragile state of equilibrium that exists between freedom and responsibility; an equilibrium for which the American people have always been willing to work hard to protect. It requires that we be able to compromise on issues about which we disagree and that all parties be willing to sacrifice a little of their personal freedom for the betterment of the whole.

Part of Trump’s appeal to the disaffected is that, as an authoritarian outsider, he professes a willingness to force his will on other people in order to make America great again. This is the way he has run his businesses and it seems this might also be the way he has pursued women. It should come as no surprise that he believes he can run the nation the same way he runs his businesses.

The greatest threat to democracy would be the election of a President in possession of a powerful ego and what he believes to be a clear mandate to make things happen; a President who is willing to disregard the actions of both the Congress and the judiciary. It would require a President who believes that he, alone, can decide what is best for the American people.

That sounds an awful lot like Donald Trump. As I have said in previous posts, this is the scariest thing that has happened in my lifetime and poses a far greater threat to our way of life than terrorism.

Nearly 20 years ago, I began to worry about what could happen if the issues that divide us were to become intractable and I tried to envision what that would mean to the American people and to our democratic form of government. I began writing a book about how things could go horribly wrong if this trend were to continue. I finished that book fifteen years later and published it in 2013. It is a novel entitled, Light and Transient Causes, about what could happen if the American people were to become so angry and frustrated as to elect an authoritarian outsider to the Office of the President on the basis of his promise to make America great again, at any cost.

Because it shows how quickly things could go bad, Light and Transient Causes is a book Americans should read if they are fearful of where we could be headed. As one reviewer wrote, “It’s chilling in the sense that it is all possible in the world we live in today.”

Ironically, the words “light and transient causes,” which were taken from the Declaration of Independence, were prominently displayed behind the candidates of recent presidential and vice presidential debates. I invite the reader to check the book out.

Lack of Insight and Empathy are Subtle Forms of Racism

Posted on by

It is amazing how many white people think there is no reason why African-Americans, poor black people specifically, cannot pull themselves out of poverty and live their lives like we do. When a black person is shot by police these same people will say “if they don’t want to be stopped by police they shouldn’t break the law!” These Americans have no insight into the implicit pre-judgment in their minds that the black person must have been doing something wrong,” or even worse, that “they should not have been there in the first place.” How can America be great if there are public places to which access is denied because of race or religion?

These white Americans do not understand why anyone whose car broke down along a highway would be afraid of an approaching police officer. They cannot imagine that that they would be perceived as a threat when walking through someone else’s neighborhood. Most white men cannot imagine that women, whom they pass on a sidewalk or other public place, would feel endangered by their nearness just because of the color of their skin. White Americans do not understand what it is like to be profiled by the color of their skin.

White Americans are incensed when a millionaire black athlete kneels during the National Anthem as a form of protest over the death of yet another black man at the hands of police. These white people have no insight into the fact that the reality in which young black children are reared in the U.S. is not the same reality with which they are familiar. They do not understand that the chasm that separates poor blacks from mainstream American society seems as wide as the Grand Canyon to black Americans. Most whites Americans cannot comprehend that life in poor urban and rural communities is not a matter of choice. They do not see that the black athlete who kneels during the national anthem is using his platform to speak on behalf of young people who are unable to speak for themselves.

White men and women who ridicule the idea of “white privilege” are oblivious to their own lack of empathy. Rather than seek to understand or work to find solutions they opt, instead, to pass judgment on their fellow citizens. They are so busy exercising their “white privilege” in response to their perceptions of black America that they have no insight into how they, themselves, are perceived by that other America. Sadly, far too many do not believe that blacks are entitled to such privilege and they do not care what black America thinks. These Americans reject the assertion that their behavior is a subtle form of racism. They also reject the possibility that they could ever be wrong.

It is because of such intransigence that we remain divided as a nation, unable to assuage the pain of past and present injustice. When are white Americans going to acknowledge that the greatness of America is a matter of perception and that we do not all enjoy the same opportunities and freedoms?

Rather than strive to address the inequities of our society and the prejudices of the American people, conservative white men and women want to turn back the clock to a simpler time when they felt safe, secure, and in control. We cannot achieve the future we seek by bullying, calling people names, blaming others when we do not get our way, by clinging to the past, or by abandoning our democratic principles. What we all must understand is that there will never be a simpler time.

The reality that is early 21st Century America is a function and consequence of our government’s policies since the end of World War II; both republican and democrat, liberal and conservative. Since the world has changed exponentially, we must be willing and able to think exponentially, which is just another way of saying “think outside the box.” The one thing of which we can be certain is that the problems of the balance of the 21st Century will not be solved by the solutions of the past. The sooner we accept this truth the sooner we can begin working together to repair the widening breach that divides us.

The Danger of Donald Trump

Posted on by

As far back as twenty years ago, I became concerned that our nation was losing its sense of purpose and that the American people had begun to take democracy for granted. Democracy is a delicate concept that requires an equilibrium between freedom and responsibility. For democracy to work, people must share the same or at least a similar vision for our nation and its people. They must be willing and able to find common ground—a solution with which all parties can live.

When views become so disparate and extreme that people are unable to forge amenable agreements, democracy is put to a severe test. This is what we have seen in recent years with a Congressional gridlock where the best Congress can do is pass temporary legislation to hold off a government shutdown for a few weeks or months. Passing substantive legislation has become problematic, so great is the discord in Congress. This is also what happens when the focus of the principal players is to attack their opposition rather be a positive advocate for their own platform. It is a lack of positive leadership.

It has taken me 2 weeks to sort through my thoughts and feelings while watching parts of the Republican convention. I must confess that I could not make myself watch more than snippets of the major speeches during the convention. The rhetoric was simply too. . . . I cannot seem to come up with a word that accurately describes the disgust, fear, and even anguish of watching the Republic Party’s candidate for the Presidency of the United States calling people names, insulting their character, pandering to the racism and hatred in the minds of so many Americans, and making absurd promises that only the most gullible adults could believe. As I have written before, Donald Trump is the antithesis of positive leadership.

What I have come to realize is that watching Donald Trump at the Republican Convention is the scariest thing I have seen in my lifetime. It is not simply the things he says or the way he bullies people but something far more subtle but at the same time more profound. Donald Trump and many of the people who support him seem willing to trample the rights of people of whom they do not approve or with whom they do not agree. There is a viciousness to it that says no one matters but me and mine. This is hardly a recipe for democracy.

Throughout my lifetime, there has been simple concept that I have heard in many contexts and stated in many different ways that says “everyone counts or no one counts.” Is there anyone on God’s Earth that you would be willing to grant the power to pick and choose to whom we should extend the protections of the Constitution of the United States as delineated in the Bill of Rights?

During the entire Obama administration, attacks against our nation’s President have been nothing short of virulent and the overwhelming majority of the accusations are absurd and found to be untrue by any of the independent fact-checking services. The same is true of Hillary Clinton. You do not see Donald Trump attacking her ideas and accomplishments rather you see him brand her as a liar, much as he did with Ted Cruz and Marco Rubio during the primary elections.

Our focus in determining to whom we wish to give our vote for President of the United States should be looking at their body of work and their overall integrity. In doing so we need to keep in mind that the longer one has been in public life or business the more mistakes they will have made and the more misstatements will have been uttered. It is simply a reflection of the fact that none of us are perfect, not even our candidates for the Presidency.

When we compare Hillary Clinton and Donald Trump you have two extremes in terms of career activity and objectives. Hillary Clinton has spent most of her life in some form of public service, whether working as a community activist or as a public official. Donald Trump has spent all of his life focused on his business interests. Both career choices are noble. If they are to be judged they can only be judged on the basis of the number and types of victims left in the wake of their respective careers.

Measuring overall integrity is problematic but what we can measure is the relative truthfulness of the two candidates. Truthfulness may not be the same thing as integrity but it is certainly a reflection of integrity.

Recently, Politifact, the Pulitzer Prize winning fact checking service that spares no one, found that 55 percent of Trump’s public statements were “false” which Politifact defines as “not accurate” and half of those received Politifact’s “Pants on Fire” rating which is defined as “A statement that is not accurate and makes a ridiculous claim.” (http://www.politifact.com/personalities/donald-trump/)

This is compared to 13 percent of Hillary Clinton’s statements that were found to be “false” and only 2 percent of her statements were judged as “Pants on Fire.” (http://www.politifact.com/personalities/hillary-clinton/)

Looking at the two candidates from the perspective of truth, 72 percent of Hillary Clinton’s public statements have been judged to be “mostly true” compared to 29 percent of Donald Trump’s public statements.

If he acts true to form, one would expect Donald Trump to declare that Politifact is “unfairly biased against him.” It seems only fair to point out that other Republican candidates such as Jeb Bush and John Kasich were found by Politifact to be truthful roughly 70 percent of the time. Ted Cruz and Marco Rubio, by the way, were found to be 35 percent and 59 percent truthful, respectively. Bernie Sanders was truthful 72 percent of the time and had no “pants on fire” falsehoods.

In case you are wondering, President Barack Obama, according to Politifact, is mostly truthful 75 percent of the time, compared to Rush Limbaugh, who was found to be truthful only 17 percent of the time. I point that out only because so many of the outrageous accusations against President Obama and Hillary Clinton were originally voiced by radio and other talk show hosts like Rush Limbaugh. That people are so willing to believe such people says a lot about Twenty-first Century America.

The rude surprise that awaits Donald Trump is that, should he be elected, his authoritarian approach will face the same gridlock as his predecessors. The only way he can implement any of the ideas reflected in his campaign promises would be if he were to circumvent or otherwise subvert the democratic process. This, my friends, is what makes Donald Trump so scary.

If the differences that divide the American people continues to expand, it is only a matter of time until someone like Donald Trump is elected to the Presidency who believes they have sufficient power to impose their will on the American people and the democratic process. This would mean the end of the American democracy as we know it.

When I began to grow concerned, twenty years ago, I began writing a novel about how things could go horribly wrong if we were to lose our faith in democracy and elect an authoritarian outsider to the Presidency on the basis of his pledge to restore domestic peace and prosperity (make America great again) at any cost. My novel, entitled Light and Transient Causes, was published in 2013. I encourage the reader to check it out. If we want to prevent something like this from happening we must understand just how bad things could be if we abandon our faith in democracy. You can check my novel out at https://melhawkinsandassociates.com/light-and-transient-causes-a-novel/

Positive Leadership Involves Building Positive Relationships

Posted on by

Most often when men and women are struggling in their role as leader their problems are a function of their relationships with the people with whom they interact. Rarely does it matter whether the relationship issues are with the leader’s employees, fellow supervisors, the people to whom they report, or members of their supply chain, both internal and external. The dynamics are pretty much the same in all human relationships, with the exception of romances and friendships. What distinguishes love/partnerships and friendships is that these relationships exist in the context of choice.

All other relationships typically happen as a result of us coming into frequent contact with others through work, team play, neighborhoods, or other serendipitous event. When our daily lives bring us into close contact with another human being, the extent to which we get along and are able to interact on a positive basis goes a long way in determining our happiness and success. If we like the people with whom we must spend time, then life is so much easier, less stressful, more productive, and happier. Sometimes these relationships blossom into friendships or partnership but rarely are we able to make this happen.

For people who are having relationship issues, in the work place or other non-intimate situations, there are two simple rules at play. The first, is if you are unhappy with the way other people are treating you, start by taking a critical look at how you treat them. Inevitably, how others treat you is a reaction to your behavior toward them.

The second rule at play is one of the core principles of positive leadership. It is only when we accept responsibility for relationships/problems that we begin to acquire the power to change/solve them. In this case, we have no direct power over the way people are treating us or responding to us. We do, however, have control over how we choose to interact with them and respond to the negative nuances.

Never be afraid to ask people for their help in improving your relationship with them but asking for that assistance in the right way is imperative. If they interpret your request as “I don’t like the way you are treating me and we need to change it!” you can be sure they will view your request as self-serving.

Simply approach the person(s) with sincerity and acknowledge that the relationship seems strained. Ask what you can do to improve it. Once that subject is broached it becomes easier to arrive at a point where you each accept responsibility for the friction that exists between you. Very few people welcome friction in their relationships but that friction persists because few are willing to take the initiative to do something about it. Most people will respond to an olive branch, however, if they sense sincerity.

Accepting responsibility and reaching out to others is the essence of positive leadership and it can change your life and the lives of the people around you. My book, The Difference is You, Power Through Positive Leadership will show you how much power you have to make a difference.