Tag: Education (page 1 of 3)

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.


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


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%


“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


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

Organization For Your Life

How organized are you?

Optimism bias a tendency to overestimate our likelihood of experiencing good events and underestimate our likelihood of experiencing bad events. For example, in a survey people were asked, how likely that one would have a fatal heart attack one day, only 19% were realistic, while 56% were too optimistic and 25% were too pessimistic. In reality, a person has a heart attack every 34 seconds.

Optimism bias can kick in whenever we try to evaluate ourselves, including how organized we are. We all know that being organized is necessary to keep things in order. We were taught to be organized ever since we were little, and most high school and college students believe that they are organized “enough”. However, is that true though? Check out the video below, see how many characteristics you have:


What does being organized look like?

Definition – organized (businessdictionary.com)

  1. Having taken something that is messy, chaotic, or unordered and rearranged it logically, into a structured or coherent layout, or into specific and/or defined groups. For example, the student organized his locker into specific sections
  2. State of being efficient or methodical. For example, the person was highly organized and knew immediately what to wear for any occasions.

Some other characteristics of a person who is organized:

  • Having a routine
  • Always pre-plan
  • Rarely getting surprised
  • Knowing what to do throughout every hours of a day
  • Being able to track and recall events over a long period of time
  • Understanding himself
  • Spending more time helping people


How to become more organized

Not everyone of us is perfect, hence, we are all unorganized to a certain degree. What matters is how much we realize our flaws and put in the work to actually change and become better. The Leadership Society of Arizona proposes 4 simple tasks that you can start implementing in your life to help you build a firm foundation and structure later in life.

Keep in mind…

  1. Change take time – One can’t simply change overnight, it takes time. Don’t have high expectations to make drastic improvement. Slow and steady wins the race. As long as you are applying correct principles, you will become better.
  2. People are unique – the tasks that we propose might not be applicable to everyone. You may find one task easier than the other, so just do the easy ones. Since all aspects of our life are related, when you improve in one area, other areas will improve as well.
  3. Our minds are weak –We can’t solely rely on our mind to go through life. It is necessary for us to have structures in our life so that we can do things without having to think about it, which allows us to save our already limited brain power for other things. Utilize technology and people to help you change.

Four things that can help you become more organized

1.      Keep your e-mails inbox clean

Nowadays, most communication and coordination takes place digitally and this likely won’t go anywhere in the future. Hence, learning to keep track of your e-mails is crucial for any type of career. Knowing how to use email to its full capacity is a valuable skill that is not taught in school. Things you can do to keep your emails organized: Have multiple accounts for different purposes (personal, school, work, etc.), create folders to sort all e-mails, never let your Inbox gets full, practice on writing professional emails (http://englishlive.ef.com/blog/write-perfect-professional-email-english-5-steps/).


Is it going to explode if I click it?…


2.      Downsize your wardrobe

Choosing what to wear is a decision that we have to make every day. The more clothes you have, the more decisions that we have to make. Sometimes we keep clothes that we are never going to wear that is going to take up even more space. Try to keep the amount of clothes down by having clothes that can be worn for multiple purposes (jeans, dress pants, simple T-shirts, etc.) and put away / donate what you don’t need. As a rule of thumb, if you haven’t worn something in the past year, you probably don’t need it.


How many more places can you go with this?


Compared to this…

3.      Go to bed on time and wake up early

If there is anything that you can do right now to improve your life quality tremendously, this is it . Five facts about sleeping:

  • Sleep is vital to your well-being, as important as the air you breathe, the water you drink and the food you eat. It can even help you to eat better and manage the stress of being a teen.
  • Biological sleep patterns shift toward later times for both sleeping and waking during adolescence — meaning it is natural to not be able to fall asleep before 11:00 pm.
  • Teens need about 8 to 10 hours of sleep each night to function best. Most teens do not get enough sleep — one study found that only 15% reported sleeping 8 1/2 hours on school nights.
  • Teens tend to have irregular sleep patterns across the week — they typically stay up late and sleep in late on the weekends, which can affect their biological clocks and hurt the quality of their sleep.
  • Many teens suffer from treatable sleep disorders, such as narcolepsy, insomnia, restless legs syndrome or sleep apnea.

(Teens and Sleep)

(How Sleep Deprivation Impacts Mental and Physical Health in America)


Not only going to bed on time is important, waking up early is also vital for your well-being. Waking up early allows the digestive system to operate and get rid of existing toxics in the body. Moreover, research has shown that the best time for the stomach to absorb nutrients is from 7-9AM. Hence, sleeping in would badly affect your health. Sleeping too much would even cause dizziness and tiredness for some people.

A normal human being spends 1/3 of his life sleeping. By being discipline in bedtime at a young age, we are setting up a strong foundation to do well in this 1/3 of our life, and be healthier, have more capability to take care the other 2/3 of our life. There is a lot of research that continues to affirm how important sleep is to our mental and physical well being.


4.      Track what you have been doing and have a planner

The Leadership Society of Arizona has developed a Time Tracker spreadsheet to help our students track what they have been doing 24/7. The spreadsheet can be used to track activities for every 30 minutes, and over time, be able to show overall time spent for each activities weekly, monthly, and yearly. This tool is crucial to help organizing a student’s life for several reasons:

  • It is easy to use – students only need to plug their activities in the spreadsheet, all other analyses are done automatically by the system.
  • It does not require drastic change – the spreadsheet only helps the students see clearly their activities and patterns in their life to better understand who they are.
  • It helps with recalling events – by documenting all activities, students would be able to recall what they have done quickly which most people have troubles with doing it.
  • 100% spreadsheet users reported to have their wasted time decreased – when one is able to see how much time he wasted, he will adjust based on his capability. However, we have observed that all of our users were able to cut down their wasted time by 50%.

The time tracker tool allows a student to track his activities over a long period of time

“There is nothing noble in being superior to your fellow men. True nobility lies in being superior to your former self.” – Ernest Hemingway



Being organized helps improve our productivity, healthiness, and successfulness. Most of us are unorganized to a certain degree, hence, changes are needed in order for us understand life and be comfortable with our unique growing process. The Leadership Society of Arizona has developed multiple structures to help our students to be more organized. Our structures do not require the student to drastically change which usually cause even more stress, but simply help them see reality and propose changes based on who they are and at their own pace.

Education Change Is At Our Doorstep



“‘Our education system is a mess; it is failing us, our children, our future’ — a catchphrase I hear at conferences, during dinner and casual conversations.” – Sebastian Turbot
The educational system has never been a serious problem until now! More than ever, we can see the failures in education by the unemployment rate and lack of expertise in the workplace. Sebastian Turbot identified 5 reasons why the education system needs to change:

1. Graduates are not being trained

60% of employers say that they have trouble finding graduates with the skills they need. Education is supposed to equip people with skills needed to be successful in the industry, but most of the time that is not the case. Spending hours on cramming information, memorizing equations and taking tests doesn’t seem to make a skilled employee.


2. Unemployment

75 Million young adults are unemployed. With millions of people unemployed, finding a job can be difficult for a lot of people. The fact that so many are looking for jobs might be a good indication that our educational system is not working.

3. Changing Future

The “one job one employer” career is over. With advancements in technology, the entire job market is changing. People will need to be more flexible to deal with the change.

4. The Age of Technology

Research estimates that 20 million jobs will be lost globally to robots and artificial intelligence.  Any job that can be automated, will be automated.  We no longer need people that can input data, memorize information, and stamp papers anymore.  We need people who are can think and are innovative, something that robots can’t do.

5. Creation of New Jobs

Research says that 15 years from now, 65% of graduates will be going into jobs that don’t exist now. Our educational system is outdated. It is not built to educate people in being creative, innovative, and confident. We need to adjust our education to adapt to our changing future.

Schools Changing For Students

Even though the evidence pointing to education reform is overwhelming, over the last 30 years the system has stayed the same. However, there have been multiple organizations trying to change that. BRAC, Escuela Nueva, Ideas Box, Me and My City, Big Picture Learning, Bridge International Academies are just some of the initiatives that are addressing the faults and rifts in education.

The Leadership Society of Arizona

The Leadership Society of Arizona (LSA) is one of those “outside the box” societies looking to prepare our children for the future. By teaching simple concepts instead of technical information, children can build more confidence, increase leadership skill, and learn 5x faster.

These new ways of educating people are paving the way to a brighter future for our entire society. The educational change is at our doorstep. We can either embrace it or we can be left behind.


For full article by Sebastian Turbot>>>

The Cure to Procrastination


Procrastination is a word almost all students know well, the act of delaying an action. It usually increases stress, worry, and in the end makes you work harder. When you procrastinate, you are not as efficient or productive. Experts define procrastination as the voluntary delay of some important task that we intend to do, despite knowing that we’ll suffer as a result (Jaffe, 2013).  Many believe procrastination is a “bad” characteristic, signifying a flaw in the person who does it; this is why so many have searched for a solution.  However, experts have found this not to be the case. They have found that procrastination is actually a warning sign (Wade, 2011).

Dryden and Gordon (1993) identify three typical causes of procrastination: anxiety, low tolerance/frustration levels and rebellion. Unfortunately, according to Kanus (1993), people who procrastinate experience delay in two key personal areas: self-development and personal maintenance. This means that procrastination will most likely lead to negative impacts on personal growth and development.


Is Procrastination Driven By Emotions?

Procrastination is thought to come from an emotional reaction to whatever it is you’re avoiding. Researchers call this phenomenon “mood repair”, where we avoid the uncomfortable feelings associated with our work by spending time on mood-enhancing activities, like playing games. (Cooper, 2016). As Timothy Pychyl, an associate professor of psychology at Carleton University, explained it “putting off the task at hand is an effective way of regulating this mood. Avoid the task, avoid the bad mood” (Pychyl, 2008).

“Procrastination is the fear of success (or failure). People procrastinate because they are afraid of the success that they know will result if they move ahead now. Because success is heavy and carries a responsibility with it, it is much easier to procrastinate and live on the – ‘someday I’ll’ – philosophy,” says Denis Waitley.  (Obih-Frank, 2010)

“It really has nothing to do with time-management,” Joseph Ferrari, psychology professor at DePaul University, says. “As I tell people, to tell the chronic procrastinator to just do it would be like saying to a clinically depressed person, cheer up” (Jaffe, 2013).

“I think the basic notion of procrastination as self-regulation failure is pretty clear,” says Timothy Pychyl of Carleton University, in Canada. “You know what you ought to do and you’re not able to bring yourself to do it. It’s that gap between intention and action.” (Jaffe, 2013).


Dilbert: The Procrastinator at work… (Obih-Frank, 2010)


Why Do We Procrastinate?

Why do we procrastinate? It boils down to one reason; you don’t want to do an action. This could be for a number of reasons ranging from: you don’t know how to do the action, it is difficult, you just don’t like doing it, or you feel there are other things that you enjoy or take precedence over the action.

Sometimes procrastinators will try multitasking to try to boost their productivity and not procrastinate. Researcher Zhen Wang was able to show that, on average, multitaskers are actually less likely to be productive. (Grabmeier, 2012)

Worse yet, Stanford researcher, Clifford Nass, examined the work patterns of multitaskers and analyzed their ability to: filter information, switch between tasks, and maintain a high working memory, and found that they were terrible at all three. According to Nass: “We were absolutely shocked. We all lost our bets. It turns out multitaskers are terrible at every aspect of multitasking.” (Nass, 2010)

Do you ever procrastinate doing things you want to do that you are excited for? No, because you enjoy doing them. So if you procrastinate a lot, then it means you are trying to do things you don’t like to do.

Thus, the question becomes, “Is it good to do things you don’t like to do?” Studies have shown when people do what they like to do, they work harder, they are more successful, and they procrastinate less (Caprino, 2016; Orr, 2015). Happiness leads to success twice as much as success leads to happiness (Orr, 2015).


Procrastination May Not Be Bad

Maybe procrastination is not a “bad” characteristic, maybe it is a sign that you are not doing the right things. Maybe it is a sign that you are in the wrong classes, school, degree, job, etc. There is a prevalent idea that sometimes you must do things you don’t want to do to be successful. However, there is no validity to this idea. Bill Gates said he would always ‘hire a lazy person to do a difficult job’ at Microsoft ‘because a lazy person will find an easy way to do it’ (Burn-Callander, 2015).  Yes, you will do things you don’t want to do, but the only reason we do them is because we don’t know any better. Studies have found that people who know who they are and what their strengths are do not do things they don’t want to (Caprino, 2016).

Tobi Lütke, the CEO of the e-commerce platform “Shopify,” couldn’t be bothered to work with difficult customers anymore, so he got rid of them to spend more time focusing on valuable customers. “If you go into business school and suggest firing a customer, they’ll kick you out of the building,” Lütke says. “But it’s so true in my experience. It allows you to identify the customers you really want to work with.”

Some ask the question, “What about a child who doesn’t want to learn to read?” My answer is yes; you can try to force a child to learn to read, but it will take a lot of effort and time. If you let the child grow, eventually they will want to learn on their own, and at that time, they will learn quickly. When people do things when they see value in them, they tend to do it quicker, better, and with less effort.


The Cure

So what is the cure? Do only things you like! If you see yourself procrastinating an action, maybe it’s not the right time to do it. Maybe, it is something that you don’t have to do. Maybe it’s a sign that you are headed down the wrong path.


Appendix: Procrastination Statistics




(Gaille, 2013)




Burn-Callander, R. (2015, February 6). Why being lazy and procrastinating could make you wildly successful. Retrieved December 02, 2016, from http://www.telegraph.co.uk/finance/jobs/11387292/Why-being-lazy-and-procrastinating-could-make-you-wildly-successful.html

Caprino, K. (2016, September 11). Successful People Who Love Their Work: 4 Career Moves They Avoid. Retrieved December 05, 2016, from http://www.forbes.com/sites/kathycaprino/2016/09/11/successful-people-who-love-their-work-4-career-moves-they-avoid/#400ccdeb7e8e

Cooper, B. (2016, March 7). Beyond time management: Why we really procrastinate and how to finally stop. Retrieved December 05, 2016, from  https://blog.todoist.com/2016/03/07/strategies-for-overcoming-procrastination/

Gaille, B. (2013, December 6). 17 Lazy Procrastination Statistics. Retrieved December 05, 2016, from http://brandongaille.com/17-lazy-procrastination-statistics/

Grabmeier, J. (2012, April, 30) Mutltitasking May Hurt Your Performance, But It Makes You Feel Better. Retrieved December 02, 2016, from http://researchnews.osu.edu/archive/multitask.htm

Jaffe, E. (2013, March 29). Why Wait? The Science Behind Procrastination. Retrieved December 02, 2016, from https://www.psychologicalscience.org/observer/why-wait-the-science-behind-procrastination

Nass, C. (2010, February, 2) Interview – Clifford Nass. Retrieved December 02, 2016, from http://www.pbs.org/wgbh/pages/frontline/digitalnation/interviews/nass.html#2

Obih-Frank, E. (2010, October, 18) Warning: Top 10 Signs You Procrastinate and Tips to Help You take Massive Action! Retrieved December 02, 2016, from https://mirthandmotivation.com/2009/10/18/warning-top-10-signs-you-procrastinate-and-tips-to-help-you-take-massive-action/

Orr, C. (2015, April 29). Why Happy People Are More Successful. Retrieved December 05, 2016, from http://www.therichdaily.com/why-happy-people-are-more-successful/

Pychyl, T. (2008, April 25). Giving in to Feel Good: Why Self-regulation Fails. Retrieved December 02, 2016, from https://www.psychologytoday.com/blog/dont-delay/200804/giving-in-feel-good-why-self-regulation-fails

Wade, L. (2011, October 24). Procrastination and Work: A Deadly Combination. Retrieved December 05, 2016, from http://www.theprivatebusinessowner.com/2011/10/procrastination-and-work-a-deadly-combination/


The Real Problem with Education as Taught by W. Edwards Deming


Edward Deming (1982) is one of the most respected experts in the area of continuous improvement. His philosophy is the reason for the success of the Japanese car manufacturers, including Toyota, Nissan, and Honda. It is from his work that Six Sigma and Lean were developed. Deming advised that slogans, standards, and management had no influence over an individual’s performance. He enforced the idea that the alignment of people with the correct functions in the system would govern the productivity of the group. Therefore, the role of the leader was not to focus on influencing and changing the individuals, but to focus on the system and the placement of individuals. Deming explains, “The leader also has responsibility to improve the system – i.e., to make it possible, on a continuing basis, for everybody to do a better job with greater satisfaction.”


Everyone is Different

Deming also proposed that a stable system assumed that all individuals were different, some were faster and some were slower, and this would never change. This means that individuals have limited capabilities to change to the expectations of others. Deming taught that not only do people have limited capabilities, but it is the organization’s responsibility to maximize a person’s capability by aligning them in the correct function. He states, “The company hired him for this job; hence has a moral obligation to put him into the right job.”


Deming vs. Traditional Education

When looking at the education system we find that society has ignored the ideas that Edward Deming used to make the Japanese auto manufacturers successful. The education system has gone against best practices in the industry and focused its efforts on trying to influence children to be better by setting strict standards and high expectations that all students are required to meet. The system is focused on creating an education system that is based on telling the student what they need to learn instead of placing them in the right place and letting them learn on their own. The education system has spent its resources on trying to develop teachers and the system to change the students instead of changing the system and hiring teachers to assist the students’ needs and constraints.


Misalignment in the Classroom

The resources of education go towards trying to improve the classroom, instead of going towards placing the children into classes that will benefit them more.

This is similar to putting a fish in a horse training class; no matter how much money you spend on getting the best instructor, the best resources, and the best curriculum, the fish will not benefit from the class. You might encourage the fish to jump like the horse, you might explain to it why being a horse is better, but the fish will never be a horse. The more you feed it like a horse the worse the fish will get. You might evaluate it poorly, and you might punish it for not meeting the standards of the other horses.  You might even single it out and require to get additional help and train for more time each day; however, this will only make the fish worse, decrease its quality of life, and make it feel worthless.

Teaching for the Individual

The education system does not realize they have caused their own issue. By focusing on changing the students they have caused them to fail. As Deming identified, it is the school’s moral responsibility to place the child in the right classes. That is why a child goes to school. Children go to school to succeed in life and in learning, not to be told they are not good enough and to fail. If we were to follow the best practices of Deming, we would focus more on creating the right classes and the right system to ensure everyone succeeds. A system to ensure that if someone is not good at Math or English, that they learn something that enables them to be successful in life.


The Result of Alignment

How do we know if we are aligning students correctly and creating the right structure for children?

We will see more children:

  1. Wanting to go to school.
  2. Graduating from school.
  3. Adding value to society after their schooling,
  4. Who are not depressed, stressed, or angry.

With alignment in education, we will see more people happy!


Deming, W. E. (2000). Out of the Crisis. MIT press.

Consistency Yields More Effective Learning



Due to the large amount of information around us, we rarely stop to analyze our own lives. This causes an issue when we are trying to identify why we keep losing our keys, why we forget our homework assignments or why bad things keep happening to us. Not having an understanding of why we find ourselves in certain situations causes us grief, confusion and an attitude of ungratefulness. Consistency can help.


What is consistency?

Consistency is the ability to repeat an action or a routine over a period of time. A person can be consistent in thought, speech or actions. When a person is consistent, they do the same thing over and over regardless of the environment or the people they meet; they repeat the same process because it produces a desired result. For example, it takes more than one workout to get fit. Through irregular workouts, a person will be more stagnant in their growth or weight loss than someone who is consistent. In a study among overweight women, inconsistent physical activity over 12 months resulted in 7.0% average weight loss; 40 minutes a day for 5 days a week over 12 months resulted in 13.6% average weight loss.

A person who wants to have more friends does not be nice one time and assume that they will have more friends immediately. A person who wants to be happier will not smile one time during the day and think that everyone in the world is evil. In order to get stronger, more friends or in order to be happier, the person has to repeat an action over and over again.


What have studies said about consistency and success?

Those who work on consistency will be able to measure how they are changing over time. Those who are consistent can see if something works or if it does not work. Consistency will also keep you accountable. Like working out, you cannot expect instant results unless you consistently exercise. Consistency also builds discipline to make a person successful. Consistency is important for branding, and for establishing who you are to other people. Robots and automation are replacing factory workers even in China because they can consistently produce a certain desired result each time, which minimizes accidents and increases productivity. Consistency is the key to success.


Consistency in Practice: Sleep

Going to sleep at the same time every day is highly important. “Studies of people whose sleep sessions are irregular or short show they are at higher risk of developing diseases that can lead to early death, including heart disease, diabetes, high blood pressure and obesity. David Schnyer, a professor of psychology and neuroscience at the University of Texas, Austin said, “Changes in sleep can create system wide changes in the organism, and all of the stages of sleep affect the entire body and brain.”

In a study about freshmen college students, sleep patterns influenced GPA; each hour delay in weekday or weekend rise time decreased the GPA by 0.132/4.0 and 0.115/4.0, respectively.  This means that each hour a student is inconsistent and stays up past their usual bedtime, they decrease their GPA by 3.2%.  Research also shows an association between later bedtimes and lower GPAs.  Sleep duration was not different between the groups, but subjects with a more irregular sleep pattern had lower academic performance.

In another study, researchers evaluated students’ confidence and performance following two sleep scenarios: 24 hours of sleep deprivation (All-nighter study sessions) or 8 hours of sleep. The all-nighter participants were more confident that they put in more effort. However, the all-nighter participants actually performed worse on the tests than those who received 8 hours of sleep.

Depression and sleep are also interrelated, especially with irregular sleep. During college, 14.8% of students report a diagnosis of depression and an estimated 11% have suicidal ideation.  In a study of female college students, sleep debt of 2 hours per night and/or a bedtime after 2 am was associated with greater depressive symptoms. Irregular sleep schedules are also associated with greater rates of depression.


What are five things we can do to be more consistent?

Becoming consistent, especially in the mundane things of our lives, will bring  faster and better ways of doing things. Here are 5 ways to become more consistent:

  1. Simplify –Cut the clutter out from your life.  Try and make less decisions on what you’ll wear and how you’ll act around certain people.  Wear the same shirt for a week.
  2. Focus on 1 thing – There are lots all of us could change in our lives, but doing them all at once is not sustainable.  Try and find 1 or 2 easy things you could be a bit more cognizant of one thing. When you do this rather than everything at once, you will have a more effective and lasting change.
  3. Measure it – Measuring can help you tell where you are and how you have progressed over time. W. Edwards Deming, the creator of Lean management, stated, “If you can’t measure it, you can’t improve it”.  Consistency helps with measurement.
  4. Ask for help – Try to find someone who can help you with your goal of becoming more consistent; parents, a coach, friend, teacher, counselor, etc.
  5. Form a routine – Routines are the essence of consistency and will show you ways that you can improve.



In order to be happy, you must be consistent in what you do. Consistency will decrease the amount of times we are unprepared for the curveballs life throws at us. You will be able to fall asleep more easily if we go to bed at the same time every night. Consistency can help in every facet of life.

Issues of the Chinese Education System

The education system in China is very different from the U.S. education system. China has the largest education system in the world. The most important component of the education system are the exams. At every level of a child’s education they will need to take national exams that will determine the path of their education. High scores are required in order for a child to be eligible to attend highly ranked schools in the area. From elementary to high school, these exams determine a child’s future. Schools judge students solely based on their test scores. Some schools even arrange students’ seats from students with the highest score to students with the lowest score.

The most important examination is after high school graduation, The National Higher Education Entrance Examination (Gao Kao). Students must take this exam to identify which university/college they can attend and other opportunities that will be open to them.  Due to the significance of this one exam, taking it is considered to be the most important moment of a person’s life in China. The results of the test is something that will not only affect the individual, but their entire family.

Stress And Pressure In China

The importance of the Gao Kao and other exams, has created an environment of high pressure and stress for students in China, resulting in many students developing different behavioral and mental issues. A report that China Daily published on May 14, 2016 showed that the national examination was the cause of 79 suicides by elementary and high school students last year. 93% of these suicides happened after arguments with teachers or were attributed to the student’s intense pressure to study. Of the 79 suicide cases, 33 were middle school students and 28 were high school students. The report also cited suicides by students dismayed by homework burdens and poor test scores, as well as those reacting to the realization that favored schools would not admit them.

Mental Instability In China

Student’s levels of depression and stress are rising with the uncertainty of their career path. After graduation from college, most students don’t know what they want to do for work. A 27-year-old PhD student, Sun, was called to suicide intervention hotline in Shanghai to share a story about his depression when he said, “Sometimes, I would sit in my lab staring at the equipment and ask myself over and over again, ‘Why am I alive?’ It was a few years ago, but at the time I just couldn’t see a future,” he said. “I still can’t, I guess.”

An uncertainty for the future exists for most young students in China; even after they have received additional education, they are still ‘lost’.  Students in China are trained to be ‘exam machines’ instead of knowing what they’re good at and applying it to a career field. Stress and worry does not decrease after students’ come to college. Success is not as simple as a high score on a test. Many of these students’ futures are not as bright as they’d expect after overcoming so many exams.

Solution: LSA Encourages Students To Do What They Love

Students in China believe that success is conditional upon a high test score. However, the reality is that people are all different and they all have different characteristics. Students should not feel like their future success is determined by a single exam score. Due to the differences among the students, the education system is not able to define the students’ value by one national exam.  Success is not linked to exam scores. Successful people always do the things they love. The high stress environment for teenagers in China is unhealthy and unproductive. The Leadership Society of Arizona (LSA) encourages students to find their passion and work on developing that skill. Instead of distinguishing by grades, LSA encourages students to discover their unique talents and abilities.

Examples Of People That Are Successful In A Non-Traditional Way

Cesar Millan: As the most popular dog-trainer in the world, Cesar Millan did not receive any professional education from school. Cesar Milan was self-taught. Crossing the border illegally at a young age, walking dogs was what he was able to do for work. Cesar discovered that he really liked spending time with dogs and working with them. He would normally be hired to walk the most ill-behaved dogs. After some time working with dogs, he discovered that the only thing he really enjoyed doing was walking dogs. Due to the nature of sensing what the dogs were feeling and realizing that his value came from pursuing a career in what he loved to do, he became the most famous dog-trainer in the world.


The traditional education system aims to score one exam to judge a student’s ability and value. Especially for students in China, this has obviously increased stress level and unhappiness. LSA has been able to help students decrease their stress through teaching them simple logical concepts. LSA states that each student is different and they can be successful of doing what they love. The results from Cesar Milan also can prove the logic of success.  Life is not just about taking exams. A successful life that students are looking for should always match who they are and what they like.

The No-Influence Teaching Model: A More Effective Way to Educate Children


In the late 1990s a study was performed that interviewed the top 80,000 managers in over 400 companies (Buckingham and Coffman, 1999). From this study a key ability was discovered in successful leaders. All successful leaders were able to select the right people for their groups. Buckingham and Coffman identified that people do not change much which means that selecting the right people for a group is vital. “If you hate meeting new people, can you learn to love ice-breaking with strangers?  If you shy away from confrontation, can you be made to revel in the cut and thrust of debate?  Can you carve new talents?  Many managers and many companies assume that the answer to these questions is “Yes”……

The world’s great managers don’t share this perspective.  Remember their mantra: “People don’t change that much.  Don’t waste time trying to put in what was left out.  Try to draw out what was left in.  That is hard enough.”  This is an amazing insight developed from studying the greatest managers in the world.  Buckingham and Coffman go on to explain, “Selecting for talent is the manager’s first and most important responsibility.  If he/she fails to find people with the talents that are needed, then everything else he/she does to help them grow will be as wasted as sunshine on barren ground.”

Buckingham and Coffman realized that, against popular belief, trying to influence a person does not work and is inefficient. The way to help lead people to success and improve performance is to align people with their strength, and put them in a position that utilizes what they are good at. This is what we call the “No-Influence” model.

No-Influence Model

The No-Influence model works as much in business as it does in educating children. The goal of the teacher is not to try and influence the child to be better, but to create a structure that enables the child to utilize their natural capability to become better. Education is not as much about the teacher telling the child what they have to be and what they have to know, as it is to create an environment that is conducive to the child to learn on their own and discover their unique strengths.

The Reasoning

The reason the No-Influence model is a better way can be explained simply. It teaches a child to be responsible for their own life and learning. The model teaches the child that they are in control. It allows them to be comfortable with themselves which enables them to develop themselves more. The more you try to influence a child to learn, the more you are telling the child it is not okay to be themselves, that who they are is not good enough. The more you try to influence a child, the less time they have to figure out who they are, the more time they have to spend following directions, and the more time they become a follower and not a leader.

Education is not about trying to change people; it is about enabling them to understand who they are and how to add value to society. We have forgotten this. Current education is about trying to make every child the same, making them learn all the same ideas, whether the information will help them add value to society or not. And if they don’t have the capability to fit this mold, they are deemed a failure and incompetent. More than fifty percent of everything a child learns in school will never be used. Education is no longer about helping children to be smart; it is about teaching them competencies that many of them don’t even know how to use.

Available Education

The following schools and teaching models have been developed that have identified that not only do children learn quicker in a no-influence education model, they also become more accountable, responsible, and more stable:

  1. Lumiar
  2. Leadership Society of Arizona
  3. Sugatra Mitra – The School in the Clouds
  4. Finland Education system

If you are interested in learning more, please contact Joseph at joseph.k@old.leadaz.org or 480-313-4488.

The Secret to Solving Personal Problems


One of the greatest mysteries that continues to perplex the education system is why so many students are still depressed, stressed and failing to learn critical life skills that help them solve their personal problems. For many years, the education system has tried to aide parents at home with this issue by creating entire curriculums to help students. These curriculums are based on what the students should and should not do, but have had a difficult time helping students understand why they should be doing the work.

The Leadership Society of Arizona (LSA) has observed why these students struggle in life and how to help them implement correct principles to change for the better. To first understand this idea, we must consider the amount of information a high school student understands, and how this relates to their behavior. Let me propose a question: “Who is more likely to perceive more information about who they are, how they fit in society, and what value they add to others; a 15-year-old or 50-year-old?” Of course, the answer is a 50-year-old. This is true because a 50-year-old is more likely to perceive more information than a 15-year-old.

The whole idea is ironic because society continues to request students to figure out their entire life at such a young age who don’t know much about themselves. With this kind of pressure, and very little education on the why in life, students become stressed, and begin to display irrational behavior at times. In other words, life, according to the perception of the student with very little information about how it works and who they are, seems complex. When life is complex, the stability of a student begins to struggle and the mystery of their irrational behavior suddenly makes sense.

Exposing the Mystery

This is why LSA exists. We have developed a high school curriculum that teaches students logic and natural laws that help simplify their complex lives, by providing them the why in life. Interestingly, as students begin to understand the why in life, very little needs to be done to help them along; students start to act in their own lives and change it for the better on their own.

In our high school education programs, LSA can explain the following ideas to students:

  • Why they are born where they are born.
  • Why they are different and what makes them unique.
  • How their differences are the key to their success.
  • Why they have the family and parents they do.
  • Why they experience the struggles in life.
  • They have total control over their lives and are fully accountable.
  • Why they can never make a mistake. That everything in life happens for a reason, and when they gain more information, begin to see how everything they have gone through or will go through is for their growth and learning to become a better person.
  • Why people are the way they are and act the way they do.
  • What the purpose of life is and why it is important to understand it.

What’s in Everyone’s Mind

Many students think about these questions in school, and often administrators and parents try to explain their views on these ideas, but cannot. This is met with resistance by the students/children because it was not made simple enough for them to understand for immediate application in their life. What makes the LSA curriculum so valuable is its ability to make things simple using basic logic and natural laws. These concepts are easy to understand and observable in the students’ lives and prepare them for the challenges of life beyond school.

The program content has been researched, developed and shaped to its maturity over 24 years at Arizona State University, and has become the most licensed technology at ASU (49 licenses). It is the choice professional model to deliver professional services in the country of the Netherlands and many other countries.

CHS Leadership and Deductive Logic Program

Over the past 4 years, the LSA has been teaching this innovative curriculum to numerous high schools and its students, and has seen phenomenal results. In the fall of 2016, LSA began working with Coronado High School in Scottsdale AZ, who identified a leadership and personal development need in the football program.

Coronado High School Leadership and Deductive Logic Course

The Coronado High School (CHS) program had the following characteristics:

  • Ran by 1 professor, 4 PhD candidates, 2 graduate students, and 1 CHS faculty.
  • CHS initially did not have any additional funding in its budget to support the program fully.
  • LSA and CHS created an innovative 8-week pilot program, which met once per week for 75 minute sessions.
  • Initially, CHS did not have adequate funding to support the program. To make this effort happen, LSA donated $2.2K worth of services.
  • Student participants came exclusively from the CHS football program. Four students from each grade level [9-12] were hand-picked by the football coaching staff and participating administrators.
  • CHS allowed LSA to use an on-campus facility at no charge. 1 administrator attended the course and provided full support of the effort, taking care of administrative efforts for the school that were required of the program.
  • Out of the 20 initial football players selected, 10 of them attended the program over 80% of the time. The remaining 10 students participated in at least one class.

The Value Parents Observed

CHS hosted a family leadership conference on November 2, 2016 for all of the program participants. There was a record number (24) of parents and students in attendance. According to the Principal, this was one of the most attended evening events they have ever held. The students and parents had the opportunity to learn concepts to improve life in the home, at school, and in the workplace. LSA facilitated three unique workshops about simplifying decision making, communication and improving relationships in the home. On the third week of the program, there was a parent night.

Parents were asked to provide their feedback so far; the results are as follows:

  • 33% of parents reported already seeing a positive change in their child.
  • 4/10 parent satisfaction rating on value and applicability of concepts covered at the conference.
  • 6/10 overall parent satisfaction of leadership conference.
  • 100% of parents at the conference recommended the program for students.

Parent testimonials:

“Thank you for the classes. I believe that me, as a mother and with my son, we were able to learn together.”

Dr. Jacob Kashiwagi introducing the innovative new education paradigm at the Parent Night

“I can see growth in my son since beginning the program. Thanks.”

CHS Leadership and Deductive Logic Program Results

As part of the program, students were asked to fill out surveys before and after the course. Additionally, 15 CHS teachers completed 34 performance surveys on behalf of 18 students who took the course. The results of both are as follows:

  • Student Responses (13 Total)
  • Students rated the program 9.8/10.
  • 85% of the students identified the program will help them in school.
  • 62% of students reported feeling less stressed.
  • 46% felt more confident about their futures.
  • Understanding, social aptitude, and college-readiness improved by 10%.
  • Teacher Responses (34 total)
  • 10 of the 15 teachers noted student improvements.
  • 14 of the 18 students showed improvement in class.
  • Student overall class performance improved by 9%.
  • Time management improved by 13%.
  • Respectfulness improved by 12%.
  • 54% felt more accountable for the lives.

Solving Personal Problems

Throughout the course, 13 students identified a personal impact of the course in their lives. Regardless of course comprehension, students reported decreased stress, increased confidence, and increased career preparedness. Every student who attended more than 3 classes was able to make progress towards individualized goals relating to school, grades, personal relationships, familial struggles, and character development. The students who attended 5 or more classes showed the greatest impact. Here are just a few major examples:

  • Student 1 had severe anger problems and left home. He returned home after the second week of class (2.5 hours of instruction). He decided that he wanted to be a better person. His mother and administrators were in shock and very pleased. His mother reported that their relationship has drastically improved.
  • Student 2 was suffering in school due to a poor sleeping schedule. He set a goal to not use his cell phone at night to get more sleep. He changed his bedtime from 1am to 10pm.
  • Student 3 was very stressed about test-taking and his future after high school. After taking the course, he felt more confident about school. As a result, he started to use better study habits which improved 3 of his class grades to A’s.
  • Student 4 was struggling to do his homework and set a goal to complete it all. He was able to finish the year out completing all of his homework assignments. In addition, he is now trying to spend more time talking with his parents.
  • Student 5 was experiencing relationship issues that were negatively affecting his performance in school. He stated that, after taking the course, he was more in control of his emotions, and was thus able to focus more in his classes.


When life is made simple to a person, it makes a drastic difference in the way they feel about and manage their life. At CHS, LSA saw many teachers and parents happy with the changes their boys made in such a short amount of time. Many people are seeking simplicity, but do not know where to find it. We believe that all people are doing the best they can, but when they are not aligned in life, their performance is minimized. When people’s minds are aligned correctly, they can make big changes and add value to society. It just takes the right information at the right time presented in a manner that anyone can understand.

At LSA, we understand and have developed an approach that is simple that can help reduce the stress and pressures of life. From business to personal life, we know our approach works! We will continue to share it with people from around the world. If you are someone who is reading this article and agree with what we are proposing and want to learn for yourself, please do not hesitate to contact us directly. We offer after school and summer programs for high schoolers, college courses, and professional services for established and entrepreneurial ventures. Whatever your need, we can help you on your journey to simplifying your life.

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