# Identify strengths
- Use "feedback analysis" to identify strengths and
Write down your predicted outcome when you make an important
decision and compare it with the actual outcome after some
time passes (i.e. 6 months).
- Focus on improving strenghts rather than improving
- Identify bad habits that slow down progress. [Brilliant
thinkers believe "ideas move mountains" but buldozers move
mountains; ideas tell where the buldozers should go to make this
# How do I need to structure my environment to perform well?
- Can I better integrate information when I read or listen?
- How do I learn? Do I need to write things down? Do I need to
talk it out loud?
- Am I a loner or a team member?
- Am I a:
decision maker [act with speed,
self-confidence, courage once a decision is made] or
an advisor [know what the right decision is but
can't accept the responsibility to act it out]?
- Am I a mentor?
- Do I perform well in a stressful environment or do I need a
highly structured, predictable environment to perform well?
- Do I work well in a big or small organization?
- Use the ways which make me perform best. DO NOT TRY
TO CHANGE MYSELF.
# What are my values?
NOTE: Ethics are determined by the "mirror test" - what kind of
person do I want to see in the mirror in the morning?
- Can I coexist with the organization's values?
- hire people from inside the organization or from outside
organization for important positions? (i.e. what are the
responsibilities of an organization to its people?)
- obtain results by small incremental improvements or by risky
- run a business for short-term or long-term results?
- Are my strengths aligned with my values? [what I do well
sometimes is not aligned with what I value]. To minimize regret
most often values prevail.
# Where do I belong?
- By mid-twenties I don't need to know where I am heading but
I should know what my specifications are:
- What my strengths are
- How I need to structure my environment to perform well
- What my values are
- Stay away from places that are not compatible with my
- When an opportunity arises set the expectations of my
performance based on my performance specifications.
# What should I contribute?
- I most often work as part of a team.
- Others have performance specifications just like me - I need to
ensure we optimize our interactions to satisfy both my and theirs
- Communicate how I work and what I am good at.
"This is what I am good at. This is how I work. These are my
values. This is the contribution I plan to concentrate on and the
result I should expect to deliver."
- Understand how others work and what their strengths are.
"What do I need to know about your strengths, how you perform, your
values and your proposed contribution?"
- Take responsibility for establishing working relationships.
- Organizations are increasingly composed of knowledge workers.
Communication and trust are the oil lubricating the knowledge
- Trusting someone doesn't mean to like someone. It means to
# The second half of your life
- Mid life crisis - plateau in development curve induces boredom.
- Three ways to develop a 2nd career:
- Switch to another business - in a similar role (CEO from large
company switches to managing a large hospital).
- Develop a parallel career (most often start by volunteering my
skills for another organization).
- Start another business.
- Start a 2nd career early (mid 30s)
- Having a 2nd career can shelter me from set-backs in my 1st
career (being laid-off, the loss of a child, divorce).
- 2nd career offers a back-up community to recover my energy in.
- The expectation of success implies failure. The 2nd career
allows for maintaining meaning in my life (being a leader, being
respected, making a contribution) in case the 1st career stalls.
- Managing oneself means I have to act as a CEO when planning
- Side Note:
Eugene Mayer's (Kathrine Graham's father) philosophy - originally
from W. E. H. Lecky "The Map of Life":
"A man's life should be planned as a single whole, in which each
stage would be prologue to the stage that followed. The first
twenty years were generally called 'school'. Twenty to forty
would be given to growth and experimentation, during which one
would earn a 'competence', marry and start a family. Forty to
sixty would be a time for implementing all that one has learned
and done prior to this, which, 'if feasible should be devoted to
public service.' One would retire at sixty to grow old gracefully
and help young people"
- from "Personal History" by Kathrine Graham