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The Future of Education: Logic & Leadership

The Issue with Education

There is a big disconnect between what adults want children to care about and what children actually care about. The issue is that, more often than not, adults have unrealistic expectations of what children can understand and do. The parent wants the child to be concerned about their future occupation. Hence, the emphasis is placed on memorizing technical information and developing good leadership and life skills. The only reason the parent feels this way is due to their years of experience and understanding of life. People can only care about things they see. A parent can see far into the future. However, a child, due to their lack of experience and understanding, can only see what is happening that day or, for more advanced children, maybe 1 or 2 months ahead. This vision is limited to entertainment (mainly video games), their school work for that day, sports, socializing, and dealing with their family. They have no vision of what will happen that year, much less 20 years into their future. Having taught thousands of high school and college students, we have found this to be true.

The issue is that, when you try to force someone to do something when they can’t see its value, they don’t learn effectively. On the one hand, many learn to dislike whatever it is they are being forced to do. On the other hand, some kids obsesses over meeting their parents’ and teachers’ expectations and become overwhelmed with too much technical information. In these cases,  they get confused, stressed, and worried about everything because they have so little experience and understanding of life. When we were teaching at Arizona State University (ASU), the biggest issue we found with honors students is that they can’t sleep at night. They can’t shut their minds off because of all the stress they have in their lives.

To exacerbate the issue, in addition to teaching children things they don’t care about or understand the value of, the education system does it in a way that requires students to sit still and listen for many hours. This requires lots of self-control, the ability to memorize mountains of information, perfect time-management and organization skills, an above average IQ, and a stable home environment that supports the child.

It is no wonder that we see so many students not only struggling at school, but also in life. Society continues to struggle with college graduation rates, unemployment, economic disparity, physical health, and mental wellness. The current education system is not developing students that have the skills to address these issues in own life in order to be successful.    

This is no secret, though. People have been calling for a change in the education system for a long time. The problem that education, social services, and businesses have encountered is that they can’t find a solution that meets the financial and resources limitations while helping all students, regardless of their IQ level, social economic status, and health and mental condition.

The Solution

We propose that the only way to improve education is to change the focus of education. Traditional education is trying to prepare children for college, but that was never supposed to be the purpose of education.

Education should prepare students to be happy, successful and provide value to society. When students enjoy what they are doing and are happy, they excel at college, they excel in their careers, and they excel at living. It is important to remember that life cannot be taught to someone in a classroom. The only way to excel at life is to practice living a stable life. And the current education system doesn’t allow a child to live freely. It puts them in a detached environment for 12-18 years of their life, overburdens them and makes them too busy to have time to breathe. After they graduate, students realized that they have no ability to observe what is going on around them and are unprepared for work life.

Ironically, students’ success in college, work, and the rest of their lives has very little to do with technical skills and core competencies (what education focuses on). Students’ success depends on their ability to solve problems regarding health, socializing, family, and personal development. These are the most important skills in life.

We, at the Leadership Society of Arizona, propose that instead of focusing on technical details that children do not value, we  focus on teaching students simple Natural Laws that apply to all aspects of living well.

 What are Natural Laws?

Natural laws are unchanging principles of life that apply to school, work, and the home. Natural laws explain how successful people can go into multiple industries and quickly perform better than those who have been in that same industry for much longer. These natural laws explain what makes someone a successful doctor, lawyer, businessman, or athlete. These principles are the exact same natural laws that makes someone a great video game player, the most popular kid in the school, an expert chess player, or a great YouTuber.

We don’t teach technical skills, we teach kids how to learn and discover what they love. We have found that, if a child learns correct principles that help them improve when they are young, they will become a person that continually seeks to improve throughout their entire lives. Teaching natural laws enables students to learn how to improve quicker. Eventually, when a student discovers their passion or career interest, they will naturally want to learn the required technical skills and core competencies. If they know how to change quickly, they will learn this skills at a rapid rate that doesn’t require years of training.

 The Most Important Skills in Life

One of the big failings of the education system is that it doesn’t help students learn basic skills needed to be happy in life. Some of these skills are:

  1. Learning how to change
    1. Setting goals
    2. Measuring improvement
    3. Increasing consistency
  2. How to talk with adults to utilize their experience and wisdom.
  3. The importance developing good relationships with their family
    1. The value of talking with parents and relatives
    2. What questions to ask
  4. Managing expectations and how to deal with unexpected issues.
  5. How to find out who they are and what they are good at.
  6. Leadership Skills and how a leader:
    1. Lives
    2. Thinks
    3. Acts
  7. Understanding how life works.

A New Focus in Education

This new focus of education also realizes that, due to the changing environment of businesses and colleges, the world no longer needs people that have stagnant competencies and skills. The world needs individuals that can adjust, innovate, and quickly learn whatever skills are required. In fact, a recent study by McKinsey and Company identified that out of 2,000 common human work activities, 45% can be completed by using technology (e.g. robotics). Anything that can be automated will soon be automated.

To be successful in the future, students need a different type of development; something that cannot be automated by robotics. In other words, we need leaders. The education of the future needs to focus on teaching students how to learn and develop skills; enabling them to learn quicker and develop skills faster. The following benefits occur with changing the focus of education:

  1. The skills and lessons a student would learn in school would apply to every career, industry, subject matter, and area of life. For example: students would be able to take their ability to learn and use it to improve their family and their relationships; to improve their social life and learn social skills; and to, ultimately, improve their job performance.
  2. Education would teach students how to take care of issues in all areas of their life, not just the technical and career related portion of their life, but their social, family, personal, and health problems, eliminating any impediments to their learning and development.
  3. Since education would be teaching skills that help students in all aspects of their lives, society would see a greater benefit from educational programs.
  4. Since the education would focus on teaching students’ natural laws and logic, the curriculum would be simple and easy to understand, and more students would be able to take advantage of the program since it would not require a high IQ or prerequisite knowledge. Classes also would not require memorization, which would relieve the student from spending their most of their energy on learning and allow them time to apply their knowledge.
  5. Because of the education’s efficient structure, it also would not require a large amount of time and resources to teach, which would enable effective scaling even if there were limited resources and finances available.

LSA Testing of the Future Model

LSA has already experimented with this new education focus and have found the following:

  1. Students learn 10x quicker.
  2. Increases the teaching capability of educators.
  3. Improves social behavior.
  4. Decreases stress and worry of students.
  5. Increases a student’s awareness of who they are and what they will be successful at.
  6. Regardless of IQ level and leadership capability, enables students to add value to society.

This paradigm enables LSA to teach a student, while also focusing on things the student actually wants to learn and do. After learning correct principles and successfully applying them in any area of their lives, the principles will enable a student to eventually choose a degree program, find a job, add value to society, live a stable life, and quickly find solutions to be successful.

We have created a model that simplifies problems. When this model is applied to a student’s life, it will enable them to learn to see life as a leader does, giving them opportunities to improve themselves and learn how to lead others as they are going through life and their education.

The main objective of LSA’s education is to do the following:

  1. Increase the student’s ability to learn and develop skills.
  2. Develop a student’s life to be conducive to learning (i.e. decrease student’s stress and worry level, minimize high risk habits and activities in the student’s life, etc.).
  3. Decrease the number of issues in student lives to overcome any impediment to learning.
  4. Teach a student to use natural laws and logic to solve issues instead of technical information.
  5. Help the student to learn who they are, so they can best align themselves in the right career field.

LSA’s Logic and Leadership Program not only teaches students how to learn quicker and develop skills faster, but also to give them numerous opportunities to apply these skills into their lives throughout their 4 years of high school. Instead of focusing on outside factors of a student to try to make them successful, this leadership program focuses on the internal factors of a student to help them become successful and become a leader.

’17 – ’18 Workshop Report

A Change of Paradigm

The greatest challenges that students are facing today extend beyond the classroom. Students are stressed, depressed, and are failing to learn critical life skills. They have a difficult time seeing the big picture and simplifying it enough to help them. This affects their ability to figure out how to be successful and happy. After college, many of students are dissatisfied with their careers. Many end up in industries unrelated to their fields of study.

Leadership Workshop Series

Seeing this need, LSA created monthly workshops during the semester. The aim was to help students step away from the stress of school and learn 1 simple skill to help them.

For the last 9 months, LSA held 9 workshops throughout the valley with over +200 participants. Students had the opportunity to interact with industry professionals as they visited their company for each workshop.

Results
  • 97% workshop rating
  • 98% of attendees agreed that the information they learned was relevant
  • 96% of attendees agreed that the workshops helped them achieved their goals
  • 96% of attendees would recommend the workshops to their friends

If you were unable to attend the workshops, don’t worry! Your child can still learn about these and more valuable skills at our Summer Leadership Academy!

  • 8 sessions throughout the valley
  • 20 class hours (activities, games, leadership principles, and more!)
  • Designed to lower students’ stress and increase their ability to learn.
  • First Ever 2018 Summer Academy: Executive Leadership created for high-performing students and all of our amazing return students!

Hope to see you there!

Sponsors

The “Why” Generation

This is the third article in the Next Generation Leadership Series. Click to read the first and second articles.
Work-life balance: the millennial dream and the employer nightmare. I presented on the topic of millennials to a group of professionals at the Construction Specification Institute Phoenix Chapter. Their biggest struggle was trying to attract younger employees to their companies. The room was polluted with confusion about the trends of “work-life balance”. What is work-life balance? Who decides when work and “life” are in perfect harmony? Why is this new idea so pervasive among young professionals?

The Internet

A married couple boards a plane to Fiji with two kids ages 4 and 2. They don’t own any cars, they don’t live in house, and all their belongings fit within two suitcases and one carryon each. For 100 weeks straight, The Bucket List Family went on a perpetual “vacation” around the world. This lifestyle was made possible when Garrett Gee, the Bucket List Father, sold a bar code scanning app to Snapchat for $54 million. The real kicker is that Gee still hasn’t touched a cent of that money. Instead, him and his wife were inspired to sell their cars and belongings, so they could travel with $45,000. As they traveled, they shared their story on social media, gained a massive following, and soon started turning a profit.
 
The Gee family is living the millennial dream. They are the embodiment of work-life balance.
 
Twenty years ago, stories like The Bucket List Family weren’t shared worldwide at rapid speed. Modern media is like an IV drip of success stories streaming to everyone with internet access. The millennial generation grew up in a more transparent age. They heard all about the dreams that were coming true. They read about kids who became millionaires before they were old enough to rent cars. They watched movies based on the notion “If you can dream it, you can do it.” Their expectations were set on the top shelf, and now they’re looking for a career that gives them a ladder.
 
Millennials don’t want to settle for a job, they want to find careers that allows them to pursue their dreams. They want to work with a company that supports their ideals. Work-life balance isn’t about more time at home, it’s about career-aspiration alignment.

A Changing Workplace

Workforce culture is changing. This change has created two issues among employers: higher career expectations and a desire for more personal freedom.
High career expectations
Young employees want earlier advancements, greater upward mobility, and higher profile positions. Millennials want to know that they are adding value in a company that’s making a difference in the world.
More personal freedom
Many employers think that millennials aren’t prepared for more responsibilities. That they lack accountability. But we propose that millennials don’t take accountability because they don’t feel like a stakeholder. It’s a catch-22. Overbearing employers suffocate young dreams. Millennials want to contribute to a vision instead of being forced through a corporate assembly line.
 
Despite the popular narrative, millennials are flocking to leadership positions more than any other generation. According to a workplace trends survey, 91% of millennials aspire to be leaders. Currently, 50% of working millennials hold a leadership position. Additionally, 40% of millennials say that they want to stay with a company for more than 10 years in hopes of career advancements.
 
Many professionals worry that there aren’t enough management positions to meet the millennial demand. They might be right, but there’s an important differential between management and leadership. Many students don’t want to be managers, they want a career that affords room for big ideas, flexibility, and creative control. Any career field or job position can meet these parameters. In fact, many companies are finding very creative ways to make that happen.
 
If a company offered you a job; one where you chose your hours, your salary, and gave you complete freedom to do whatever you wanted, would you take it? Companies like SEMCO, Gore-Tex, Zappos are making this dream a reality. These companies have completely eliminated management positions. They have created more transparency and accountability throughout their organizations. Many organizations are taking similar approaches. They have started allowing flexible hours and incorporating leisure activities into the office. Most importantly, they are encouraging employees to take creative control over unique projects. By the looks of it, these trends will only continue to grow as more millennials enter the workforce.

Are We Prepared for the Change?

Many companies are responding to the demand for more leadership opportunities. But are students being prepared for this kind of workplace? The current school system is designed to prepare students for an antiquated work model. Students are taught based on standards and uniformity, not creativity and innovation. Students are rewarded based on their ability to follow directions regurgitate information.

Students should be being prepared for the workplace they will have. Graduates want leadership positions and companies are becoming more leadership-oriented. It’s about time that we prepare our students to be leaders. Children need opportunities to exercise creative control. They need free time to think about who they are and what they want to do. They need guidance from mentors to help them cultivate important leadership habits. These emphasize continuous growth, personal accountability, and learning to utilize others’ expertise.

This is the heart of our mission at the Leadership Society of Arizona. Students can learn how to become leaders through all aspects in the life, but they need guidance. They need opportunities to talk about their ideas and they need time to test out their ideas. We work with schools and teachers to create these opportunities in the classroom. We also hold summer leadership camps to give students a jump-start on their path to improved leadership.

Conclusion

Millennials want the freedom to dream. Companies are creating innovative ways to provide it. It is now time for the education system to respond.
 
In our next article we will answer the big remaining question: if everyone wants to be a leader, who’s going to perform the labor?

Out with the New and In with the Old

This is the second article in the Next Generation Leadership Series. Read the first one HERE.

Kids These Days…

Since our last article, I have done some digging to find out when the belief of “young people don’t work as hard” began.

I came across two quotes that aptly describe millennials:

“The children now love luxury. They have bad manners. Contempt for authority. They show disrespect for elders and love chatter in place of exercise.”

“[Technology] will create forgetfulness in the learners’ souls, because they will not use their memories. They will trust to the external written characters and not remember of themselves… they will be hearers of many things and will have learned nothing. They will appear to be omniscient and will generally know nothing”

Here’s the kicker: both of these quotes came from Socrates [2,500 years ago] as he reflected on the youth of Ancient Greece. In the second quote, the “technology” that Socrates refers to is plain old ink and parchment. Even back then, people thought technology was ruining the kids’ minds. If you replace “technology” with “cellphones,” the quote sounds like it’s taken straight from a New York Times article about millennials.

Socrates isn’t the only one in history with the same opinion. Here are just few others that I found:

“I see no hope for the future…  for certainly all youth are reckless beyond words. When I was young, we were taught to be discreet and respectful of elders, but the present youth are exceedingly disrespectful and impatient of restraint.” 

Hesiod (800 BC)

“The young people of today think of nothing but themselves. They have no respect for their parents or old age. They are impatient of all restraint.”

Peter the Hermit (1200 AD)

“Never has youth been exposed to such dangers of both perversion and arrest as in our own land and day. Increasing urban life with its temptations, prematurities, sedentary occupations, and passive stimuli…”

G. Stanley Hall (1904)

This story is as old as time itself; the young versus the old. There has never been a time in human history in which the younger generation lived up to the standards set on them. The profound truth is that young people and old people are different…

A Logical Proposal

There’s a fundamental human characteristic that separates the old and the young: experience. People with more years of experience know their limitations. They know when they don’t know something. They know their own area of expertise. They are quick to ask for help instead of trying to do something they don’t understand. They avoid unnecessary risks. People with less experience tend to take more risks, think they are very knowledgeable, and seek to be good at everything.
 
This difference creates tension in the workplace. It is hard to work with someone who feels highly qualified even when they are not. As we get older, we tend to forget what it was like to be young. We tell ourselves, “I should have known that when I was younger.” We project this same idea on the younger people around us, creating unrealistic expectations. We think that younger people should listen to us, the older people, and learn from our mistakes. But we tend to forget that we were even worse when we were younger.
 
The main reason why generational differences is such a big concern today is because society is becoming more transparent. Fifty years ago, basic human stupidity was not considered newsworthy. Thanks to advancements in technology, the ignorance of society is  paraded before us on a daily basis for the first time in history. Even more, between the flurry of news outlets, social media, and reality TV, we have started worshiping ignorance as a society. These outlets have caused a shift in how we view younger generations. It has created an illusion that there is more ignorance, violence, and negative traits today than before. In reality, the world has, and always will be, filled with ignorance, especially among the inexperienced members of society.

Leadership, Summer program, arizona, high school

Conclusion

Human behavior is governed by natural law. Environments change, technology changes, and social trends change, but people will always be people. The youth will always be a little ignorant, there will always be something new to blame, and there will always be contradicting opinions. The one truth that we can hold on to is that everyone is the master of their destiny.
 
Millennials are not doomed because of their upbringing.  As people learn more, they grow out of “ignorant” traits. The same thing will happen to millennials as it happened to the generations before. The world will continue to change as technology advances. Millennials will adapt and will usher in new industries and business models.
 
There’s a lot of “noise” in the media today. If you can filter through the noise, you will find that there are many young people accomplishing astonishing things (30 under 30).
 
Because many young people lack real-world experience, they tend to be under-prepared for the working-world, so what can we do to help? Next month, we will discuss the future of millennials in the workplace. How to find and attract bright young talent, and how millennials can find the impactful jobs they are looking for.

Donate to LSA through AmazonSmile

With the Holiday season upon us, the Leadership Society of Arizona invites you to select it as your charity of choice when making purchases through smile.amazon.com.

Click HERE to see the 5 easy steps

As of August 2017, Amazon’s AmazonSmile program has donated over $62,069,818.82 to charities chosen by Amazon customers, not Amazon itself. AmazonSmile is a simple and automatic way for you to support your favorite charitable organization every time you shop, at no cost to you. When you shop at smile.amazon.com, you will find the exact same low prices, vast selection and convenient shopping experience as Amazon.com, with the added bonus that Amazon will donate a portion of the purchase price to your favorite charitable organization.

The process is simple (less than 2 minutes) and you only have to do it once. After you walk through it once, you are all ready to go thereafter.

Who wants to be a Millennial-aire?

What’s the Deal with Millennials? 

millennial, high school, summer program, leadership, arizona

According to Google Trends, people have become increasingly interested in generational differences in the past few years. Every day, a slew of articles is published with some variation of the title: “This is how we’ve always done it, but how will Millennials do it?!” Back in 2013, Time Magazine published a special issue on millennials, which opened the floodgates of criticism. Zoom around the internet, and you’ll find that people don’t have the highest opinion of millennials:

  • Millennials love selfies, but don’t like themselves.
  • They want meaningful work, but don’t want to work.
  • Millennials want to take risks, but are afraid of loss.
  • They are addicted to social networking but don’t like social interaction.

Before we go further, let’s take a step back. A “millennial” is someone who was born between the early 80’s and mid 90’s (no one agrees on exact dates). A millennial is anyone old enough to remember cassette tapes, but young enough to have been raised on CDs.  Also known as “Generation Y”. By 2020, half of the workforce will be millennials. Despite this, many employers are struggling to find and adapt to recent graduates. Ironically, recent grads are still struggling to find employment.

In 2013, 89% of companies stated that millennials are not ready to enter the workforce. Another survey said less than 50% have desirable skill sets. McKinsey and Company identified that:

  • 61% of new graduates are unhappy with their careers.
  • 57% of employers agree that they cannot find enough skilled entry-level workers.

Another study assessed survey results of 2,322 students over a 4-year period. The results show that 45% of students did not improve in skills employers seek until the last 2 years of college (critical thinking, reasoning, and writing). In turn, recent graduates are struggling more with unemployment than previous generations.

Who Can We Blame?

Earlier this year, TED talk legend, Simon Sinek answered some questions about millennials in a live interview. Some are hailing this video as “The Interview that Broke the Internet”. Sinek reaffirms that millennials are entitled, narcissistic, self-interested, unfocused, and lazy. He claims this is because of:

  • Failed parenting strategies
  • Addiction to technology
  • Instant gratification
  • Consumerism

millennial, high school, summer program, leadership, arizona

Sinek concludes his interview by praising the creativity and potential of millennials, but it’s about as comforting as someone saying  “It’s not you, it’s me.” Sinek isn’t the only one to hold this opinion of millennials. There is a lot of research backing up his claims, but I’m not sold on his premise.

After doing some of my own digging, I found many articles that support the opposing viewpoint. One article cites several research papers explaining how Sinek may be wrong. Another, by the Harvard Business Review, found that millennials share many of the same traits and trends as older generations. This article concludes that millennials aren’t an anomaly, in fact, they are very average. Millennials are what some scientists may call “young”. This sate of “young-ness” often comes with narcissism, entitlement, and laziness.

Who’s Right?

One side says that millennials are flawed anomalies, the other side says that millennials are average. So, who’s right?

Well, the conversation itself may be flawed. We can dissect the character traits of any group people into infinitesimal segments. We can blame parents, technology, vaccines, gluten, and the media all we want, but the real question shouldn’t be “What caused this?” The question we should ask ourselves is “What next?”

The Next Generation Leadership Series

For the next couple months, we will be addressing this question through our newest articles series about young leaders. Our goal is to help make sense of this situation to inspire better solutions. Much of our research comes 25 years of management studies and by working with over 2,000 students.

Our motto is “Make Life Simple”. Natural Laws govern everything around us, even the workplace. As you continue to read this article series we hope that you will something new about how:

  • Employers can improve relationships with young employees.
  • Parents can better understand their children’s career aspirations.
  • Young professionals can use their generational differences to discover their own success.
  • Students can improve their chances of finding work by understanding the older generation.

Next month, we will look at the simple natural laws that causes the majority of conflicts in the workplace, and how it relates to the millennial issue.

How School Didn’t Teach Me My Most Valuable Lessons

When I graduated high school, I had my life figured out. I thought that I knew everything. I was the ideal product of the education system: great grades, a hearty resume, good test scores, the works. Growing up, I was told that if I got good grades, a good job would eventually be handed to me. I was taught that more rigor meant more success. I decided that the most rigorous degree field I could go into was engineering.

Two years into my undergraduate career I realized I wasn’t really cut out for engineering. I wasn’t enjoying my classes, and I lacked direction. While my classmates were memorizing differential equations, I was having an existential crisis. I started to realize who I really was… just a dumb kid without a clue in the world, trying to convince myself that I had everything figured out. For the first time in my life, I realized that in the big scheme of things, I didn’t know anything. It didn’t matter how much information I memorized, or how many tests I passed, because I wasn’t happy and my life was a mess. Nothing I learned in school prepared me for this kind of struggle.

It was at that time that I really started searching for who I wanted to be and not so much what I wanted to do. I looked high and low for mentorship. I had a bunch odd jobs and took a variety of different classes, but everything changed when I met Dr. Dean Kashiwagi.

I met Dr. Dean when I signed up for his leadership course that proposed he could teach someone “how to know everything without knowing anything”. Through his research, he found that effective leadership is more about understanding and accepting, instead of controlling and commanding. He taught that the best leaders don’t try to know everything, instead they know how to leverage the knowledge of the people around them to accomplish a greater goal.

 

These lessons in leadership helped me realize my greatest downfall. Throughout my academic career, I was too focused on my own life. I was lost in the details of what I was doing and I never stopped to figure out why I was doing it. To find direction, I needed to look outside of myself and seek the guidance of leaders around me.

This story is all too common for many other Millennials. We’ve grown up in an increasingly complex world. We’ve been trained to memorize, regurgitate, and repeat. Most of us have done well in school and learned valuable information, but school doesn’t teach us how to apply it in a meaningful way. As we finish 17 years of education and walk away with thousands of dollars of debt, we just want to know that it was all worth. We want to know that we have what it takes to add value to society. We want to make a difference.

Modern college and high school students are facing a depression epidemic, and I believe the problem is much deeper than chemical imbalances or too much social media. I believe that these students are overwhelmed with the complexity of life. Students are taught that if they don’t know all of the answers, they will fail. Students don’t need more answers, they need to learn how to ask for help, how to recognize when they don’t know, and how to be okay with being wrong or failing.

Since working with Dr. Dean, I have earned three degrees: a bachelor’s in mechanical engineering, and master’s and doctorate in management with a construction focus. Through my two decades of education, the most valuable thing that I learned is that my success doesn’t depend on how much I know, it depends on how willing I am to ask for help. This is the message that I want to share with the world. This is the reason why I co-founded the Leadership Society of Arizona.

I want to simplify the complex lives of students by helping them feel comfortable with not knowing.

The Language of Metrics – Workshop Results

 

The Leadership Society of Arizona (LSA) is partnering with the professional organization, International Facility Management Association (IFMA), to create a new leadership workshop series that unites professionals and students in the Phoenix Valley. These workshops are part of a joint initiative to create an education pipeline that provides students with valuable leadership training while also connecting them with local industry experts. LSA provides activities proven to help students learn 10 times faster and discover a meaningful career path. IFMA professionals have offered to host each workshop at their facilities throughout the Phoenix Valley, and together with LSA have created a unique career preparation resource for students.

Description

This first workshop was sponsored by the IFMA Student Chapter at Arizona State University, who hosted it at the Tempe Main Campus. Attendees had the opportunity to hear from recently retired ASU professor and industry expert in the delivery of professional services, Dr. Dean Kashiwagi. Dr. Dean shared the culmination of his 25 years of research; the power of metrics.

Metrics are the language of simplicity. When metrics are meaningful and easy to understand we can decrease decision making, minimize administration, and gain a better vision for our futures. At this workshop, high school students, parents, college students, and professionals had the opportunity to develop metrics to simplify their own lives. They learned how to clearly set goals and accurately measure them. Attendees were also able to hear from Dr. Dahval Gajjar, who shared his personal experience on how using metrics enabled him to become the youngest construction manager to ever work for Harkins Theaters.

k12, summer programs, leadership, ifma, metrics, lsa, imt, kashiwagi

Results

Over 60 people attended Workshop 1, making this event the most popular IFMA Student Chapter event in the last 15 years. In attendance were 47 college students, 12 industry professionals, 5 high school students, and 2 parents. Attendees were asked to provide workshop feedback which can be seen below:

Performance Criteria Metrics
I am satisfied with this workshop 98%
The information I learned is relevant to me 98%
This workshop will help me achieve my goals 95%
I would recommend this workshop to my friends 93%

Testimonials

“Awesome presentation! I really appreciate the hands-on application and especially the input from the student team. Thank you!” – Industry Professional

“I like how you guys are making things simple and how to get over hard situations. I like the food as well the most.” – College Student

“Great workshop. This topic would be great for high schoolers and college freshmen: find what you’re good at THEN pick the career.” – Parent

Conclusion

This workshop marks the first great milestone in creating an impactful student to industry pipeline. For the first time, LSA and IFMA have been able to unite students, parents, and professionals. This event is the first of eight workshops scheduled for the fall of 2017. The dates and locations for each workshop are provided below. LSA and IFMA aim to make this workshop series a flagship leadership series for years to come.

 

For more details about upcoming workshops, please follow this link: http://old.leadaz.org/2017-workshops-registration/

 

Program Sponsors

Summer Leadership Academy: 2017 Report

The Leadership Society of Arizona (LSA) is a federal 501(c)3 non-profit leadership education organization. The fundamental idea behind the summer leadership academy is simple: if we want to change the world, we must first be the change ourselves.

LSA employs an industry-tested, no-influence leadership model sourced from 25 years of professional and academic research at Arizona State University. The model  on over 1,900 projects delivering $6.8B worth of services in 9 countries and 43 states, with a 98% customer satisfaction rating. It is also the most licensed technology out of ASU (54 licenses). This model has been taught to over 1,600 college students over the last 7 years with a satisfaction rating 96%. LSA adapted this model for high school students and has taught over 500 students in 4 years with a satisfaction rating of 96%. Students who understand this model can learn new concepts 10 times faster. Using this model, LSA shows students how to enact simple changes in their daily lives to cultivate life-long leadership skills proven to make individuals more successful.

Summer Program Summary

The Logic and Leadership summer program is a fun, interactive and discussion based week-long course (20 hours) that teaches high school students how to be more effective leaders and plan for their futures. During the week, students learn a new framework to solving their problems. This approach replaces the complexity of technical and detailed information, with the simplicity of natural laws and logic (compiled from the world’s greatest minds: Socrates, Einstein, Bruce Lee, Nelson Mandela, Mother Teresa, and many more). To help make this program possible, Frito-Lay donated over 500 snack products.

summer

Students pose with their snacks donated by Frito-Lay at ASU West Campus

The summer program consists of four days and one closing ceremony:

  • Day 1: Understanding Natural Laws – how to set goals and change.
  • Day 2: Common Practices of Successful People – how to form good habits.
  • Day 3: The No-Influence Model – how to improve relationships.
  • Day 4: Alignment Leadership – how to leverage the strengths of others.
  • Day 5: Closing Ceremony.

List of Programssummer

In 2017, LSA hosted 5 summer programs [143 students] at the following locations:

  1. South Mountain High School [5/26-5/31]
  2. North High School [6/5-6/9]
  3. ASU Main Campus [6/19-6/23]
  4. Westwood High School [7/10-7/14]
  5. ASU West Campus [7/17-7/21]

Results

We measured the success of our programs by the impact on the students. They completed a satisfaction and comprehension survey before and after the program. The results are in Table 1.

Table 1: Student Satisfaction Survey Results

Performance Criteria Metrics
Number of students educated 143
Student Satisfaction rating of the program 93%
Student satisfaction rating of the instructors 98%
Parent satisfaction rating of the program 96%
Percent of students who felt the program has helped them improve 95%
Percent of students who would recommend this program to others 96%
Percent of students who felt less stressed 58%
Percent of students who felt their leadership ability improve 46%

Testimonials

The program participants came from very diverse backgrounds. Some students were struggling in their classes, while others were in gifted programs. Students came from all over the Phoenix Valley, and several from out of state. While each student faced unique challenges in life, the program helped empower them to overcome their challenges. Some of the success stories are as follows:

  • Student 1 spoke English as a second language and did not like talking to others. After the program, she decided to start trying to talk to more people.
  • Student 2 was frequently bullied at school. At the end of the program, she stated that she realized bullying should not have the power to affect her. She can be happy even if the people around her are not nice. She realized her own self-worth.
  • Student 3 was having behavioral issues in school. His parents wanted to send him to military school. By participating in the program, he gained the courage to speak to his parents. After attending the closing ceremony, his father realized that he was being too controlling which led his son to act out.

“This program has been life changing for [my daughter] and I’m so glad we found LSA!” –Parent

“This is the best summer program that I’ve ever been a part of.” –Student

Read what students and parents are saying HERE.

Conclusion

This is the second year that LSA has been able to host the high school summer program. In just one year, LSA has tripled its number of programs and greatly increased its outreach to students across the Phoenix Valley.  LSA will host 6+ local workshops, partner with 8 different high schools, and host over 6 more summer programs, over the next year.

Program Sponsors

To help make this program possible, LSA received support and donations from individuals and organizations across the Phoenix Valley. These different organizations provided monetary donations, facility support, in-kind donations, and supported LSA through various marketing efforts. The largest single donation came from PepsiCo in the form of 500 bags of Frito-Lay snacks and over 700 bottles of Gatorade. LSA graciously thanks each of the organizations below for their continued dedication to improving the education of students in Arizona.

 

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Philosophy Makes Students Smarter in Math and English

Many parents have the perception that philosophy does not improve their student’s education. However, philosophy courses may actually help students to improve in their courses in a far greater manner than any would suppose. A case study by the Endowment Education Foundation had the following characteristics:

  • Controlled test on the effectiveness of philosophy
  • Nine- and Ten-year-old children
  • Test comprised of more than 3,000 kids in 48 schools across England
  • Classes were for 40-minutes, once a week for a year
  • Twenty-two schools acted as a control group, while students at the other 26 took the philosophy class

The Topics Discussed:

  • Concepts such as truth, justice, friendship, and knowledge, with time carved out for silent reflection, question making, question airing, and building on one another’s thoughts and ideas.

Results in Academics:

  • Increased math and reading scores by the equivalent of 2 extra months of teaching
  • Children from disadvantaged backgrounds saw an even bigger leap in performance: reading skills increased by four months, math by three months, and writing by two months
  • Teachers also reported a beneficial impact on students’ confidence and ability to listen to others
  • The beneficial effects of the philosophy course lasted for two years
  • Even though the course was not designed to improve literacy or numeracy, the intervention group continued to outperform the control group long after the classes had finished

See more information at:

https://qz.com/635002/teaching-kids-philosophy-makes-them-smarter-in-math-and-english/?utm_source=atlfb

A Philosophy Course For Your High School Student

Similarly, Leadership Society of Arizona teaches a unique leadership philosophy in its course. This philosophy is based off 24-years of research at Arizona State University. This course teaches students a way to learn 5x quicker, how to decrease worry and stress, and a structure that enables them to “know everything without knowing anything”. Consequently, the leadership methodology helps students to develop the mind of an experienced leader at an early age. The course helps students break down complexity by using logic and natural laws to identify and solve issues.

What is Taught?

The course teaches simple natural laws that that will enable students to simplify complexity and understand “the why” with minimal amounts of information. Furthermore, the course material comes from history’s visionaries, including Socrates, Einstein, and Deming. Through discussion, debate, presentations and written assignments, students will learn natural laws that will help them quickly understand people, life, social issues, and themselves.

The main Natural Laws and Logic learned in this course are as follows:

  1. Cause and Effect
  2. Natural Laws do not have exceptions
  3. Everything that you go through is connected to you.
  4. No-influence
  5. No one knows everything.
  6. Extremes simplify life.
  7. Leadership is aligning resources

Students that have taken LSA’s courses have made lasting changes to their lives, while also improving their academics. As students are less stressed and take more accountability for their lives, they will produce better results in the classroom as shown here and here.

Leadership Society of Arizona Is For All Students

Leadership Society of Arizona works with all students to increase their productivity, to develop their problem-solving skills and to expand on the knowledge that they already have. Catering to the student needs, LSA focuses on coaching students to become successful in all facets of their lives. Sign up for one of our 2017 summer programs here, and if you have any questions, feel free to call Joseph Kashiwagi at 480-313-4488 or email at joseph.k@old.leadaz.org.

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