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Discovery Performance Chip
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Money is great! It makes the world go around. It motivates some to perform better for a while (in it's pursuit) but that "superior" performance is usually short lived. In the same respect, threats, barking orders and intimidation have never moved any team that I was on to surpassing goals and moving to new levels of productivity or creativity. In 22 years of leading people, I have found that the essence of motivating team members comes from within. That, if you really want to "reach in and touch" that inner part of a person (to find the piece that motivates, moves them past goals, and vests their loyalty) each person has to be treated as such - a person! To motivate your team and catapult them to the next level, try these 4 "No Fail" strategies - all it costs is a little time and reflection.
Strategy #1: Communication
Since the beginning of time, mankind has used some form of communication to get things done. One would think that with so much practice, communicating would be a perfected art by now. Unfortunately, this is far from the norm. More often, we assume that people are mind readers. We assume they know what is expected, have all the knowledge they need to accomplish the task, and are even able to tell how they are performing. These assumptions can cause enormous problems at all levels of the organization and at all stages of an evolution. Good communicators know that communication is a two way street and that both lanes need to stay open. I remind myself to keep both lanes open by posting this equation in my office: "Q2L + S2S + S2A = GR8 COMMS." Translated: Quick to Listen plus Slow to Speak plus Slow to Anger equals Great Communication. This equation helps me be actively involved in a conversation so that team members are truly heard. I am sure it will work the same for you. Write it down, post it, and practice it daily. You'll be surprised at how much of a difference it makes.
Strategy #2: Appreciation
No words carry more weight and motivate team members more than "thank you." The best part of this strategy is that it doesn't cost a thing! This may seem like common sense but I don't think that common sense is all that common. As individuals, who doesn't like to be appreciated for the hard work that is put into a project? As leaders, why wouldn't we pass that along to team members so that they know that we notice? Maybe it's due to the hectic nature of today's world of work - we get so busy that simple, "common sense" things get lost in the shuffle. Take time out and say thank you - it is the most cost effective reward you can give. Be specific and be genuine, it makes the difference.
Strategy #3: Value
When I am working on a project, I like to know how what I am doing factors into the end result. In short, what value am I providing? What is my contribution? Clear objectives motivate, provide value, and let team members know how they fit into the value chain. A few years back, I had a supervisor that took the time each day to cover the "game plan" for our overall mission. During our daily meetings, he would cover the "why" of what we were doing. This provided me with the bigger picture - I knew my contribution, my value to the end result and I was motivated to exceed the expectation. Value your people by letting them know their value.
Strategy #4: Enjoyment
A team that plays together stays together. I have had very few jobs where I woke up and said, "I can't wait to do this today!" I have, however, had numerous jobs that I couldn't wait to go to due to the atmosphere of fun that was created by a great leader or a great team. These were people who knew how to inject an element of humor, play and laughter into the most stressful of situations. Their actions broke down barriers, reduced stress and allowed the team to let go of inhibitions to reach their true potential. I don't think this is a rare gift, I believe that each of us has the ability to impact the culture positively if we "lighten up" and look for the funnier side of things. The words work and play shouldn't be opposites, they should be synonyms!
These 4 "No Fail" strategies will help leaders inspire, motivate and build a covenant of trust with your team. Trying them doesn't cost a penny; they don't need to be decided upon by a committee; and you should not be "faulted" for employing them (if you are, it's time to find a new vocation). All it takes is time, reflection and care. Take the risk, step out, and connect with your people today. The return on investing yourself in your people will provide a much greater reward than just the bottom line.
Chip Lutz is a professional speaker, trainer, and retired Navy Officer with 22 years leadership experience. He speaks and trains on the power of positive leadership and the infusion of humor in the workplace to increase morale, productivity, and teamwork. He served as Commanding Officer of two separate Navy Facilities and was the Director of Security for Naval District Washington, DC during September 11th, 2001. Additionally, he is adjunct faculty for two colleges where he teaches classes in leadership, teamwork, and organizational behavior. Find our more about his work at http://www.funsquadinc.com or email him at czar@funsquadinc.com to be put on his weekly newsletter distribution.
Television: Teacher, Trouble Maker, or Tool????
I don’t know about you, but the TV is on in my house far more than I like. Before resorting to throwing it out a window, I decided to do some research to see if TV is as bad as my gut tells me it is. While there are a few bright spots, research says most of what is on TV is worse than neutral. Most television programs harm our children.
Television is a tool. If we use it wisely, it can educate and entertain. There are excellent shows like Sesame Street, Blues Clues, Discovery, History, and shows on hobbies like cooking. When age appropriate, TV can expand our children’s horizons. But most TV is limiting our children. The following is a summary of the research and more importantly, suggestions of things we as parents can do to minimize and mitigate the damage. Keep in mind that the following also applies to computer use, music videos, DVD’s, etc.
The American Academy of Child and Adolescent Psychiatry states that television viewing can be a powerful influence in developing value systems and shaping behavior. Most of us are aware that Sesame Street teaches children who are ready for it, letters and numbers. Mr. Rogers teaches pro-social values. But many of us forget that by the same token, ALL television programs are teaching our children something. And when we take a close look at what most programs are teaching our children, it can be rather scary. Research on children’s behavior, school performance, weight, sleeping habits, and brain development back up the assertion that TV is harming our children.
Violent Behavior - Literally thousands of studies have looked at whether there is a link between exposure to media violence and violent behavior. Over 98% say yes. The evidence from the research is overwhelming. According to the American Academy of Pediatrics, "Extensive research evidence indicates that media violence can contribute to aggressive behavior, desensitization to violence, nightmares, and fear of being harmed." Children become immune to the horror of violence, gradually accept violence as a way to solve problems, imitate violence they observe on TV, and identify with characters (victims or victimizers) they see on TV.
Research has shown that the more hours children spend watching TV, the more likely they are to display aggressive impulses and hostile feelings. This effect has been found to apply whether the televised behavior is performed by a human or by a cartoon character. And aggressive impulses have been found to occur with girls as well as boys and with teenagers and adults as well as children.
Many parents think that since they grew up on violent cartoons and turned out alright, their children will also. But studies have found that the amount of violence has increased dramatically and the type of violence has changed. It is now more pervasive, more sinister, and more frighteningly realistic.
And the effect is lasting. Watching TV at age four was one factor found to be associated with bullying in grade school.
Other Behaviors - Kids who watch more TV start smoking at an earlier age. Television viewing was a stronger influence on starting smoking than peer smoking or parental smoking.
Exposure to alcohol use on TV and in music videos (such as on MTV) is a risk factor for increased drinking in adolescents. Exposure to sexual content increases the likelihood that children will become sexually active earlier in life.
School Performance - Research has a lot to say about television and school performance. Television viewing may replace activities that we know help with school performance, such as reading, doing homework, pursuing hobbies, and getting enough sleep. Television’s effects on education are long term - positive and negative. Studies have found the following:
Children who watched exclusively educational TV as preschoolers had higher grades, less aggression, and placed more value on academics than those who watched all kinds of TV.
Children who watched little television before the age of three had significantly better scores in math and reading at age six.
Watching television as a child affected educational achievement at age 26. Watching more television in childhood increased chances of dropping out of school and decreased chances of getting a college degree, even after controlling for confounding factors.
Children who watched a lot of violent television at age 5½, defined as cartoons and G-rated movies, had lower grade point averages in English, math, and science in high school. Each hour per day viewing for kids 5 - 15 was associated with a 30% reduction in likelihood of obtaining a college degree even with IQ and parent’s level of education taken into account.
Children under 2½ who watched Sesame Street (the version designed for 3-5 year olds) showed a slower rate of language acquisition than those who didn’t. Shows such as Power Rangers and Teletubbies slow children’s development in vocabulary, reading and math skills.
Weight - TV is one factor in childhood obesity. Studies have shown that the more TV watched, the more likelihood of a child being overweight. Having a TV in a child’s bedroom increases the chances of obesity even more. The more TV watched as a child the higher weight, serum cholesterol, poor fitness and likelihood of smoking in adults. Girls who watch a lot of TV are at increased risk of developing eating disorders.
Sleep/Relaxation - TV viewing leads to sleep problems, especially if viewed right before bedtime. Many of us have the idea that TV is relaxing. I know I did. And while we are viewing it, it is relaxing, although not as relaxing as reading a book. But studies show that a person is less relaxed after the TV is turned off than they were before it went on. And they are less relaxed than people who completed a physical activity or a calmer activity like reading or playing cards.
Brain Development - Research on early brain development and TV is not clear. Many studies link early television viewing with later attention problems, such as ADHD. Other experts disagree with these results. However, most researchers agree with the American Academy of Pediatrics when they state that children aged 2 and younger should have NO screen time. Children older than that should be limited to 1-2 hours per day of nonviolent, educational programming.
So what’s a parent to do? How do we help our children develop positive television viewing habits? How do we teach our children to view television as a treat or special entertainment - especially when we may not view television that way ourselves? How can we help mitigate TV’s negative effects in a world inundated by TV? Many of the following suggestions come from the American Academy of Pediatrics.
Observe - How do our children act after watching various TV shows? Are they more violent? Are they more likely to have nightmares? Do these behaviors decrease when we decrease/eliminate TV viewing for a period of time? Or when we eliminate certain shows? Short term effects are easier to observe - long term effects are far more muddled.
Listen - What are our children saying after viewing different shows? What do they seem to be feeling? Reflect back to them what you think they are saying or feeling. This may help them and you clarify their thoughts and feelings. Do they understand what happened? Very often children miss the story line completely or get a different view than adults anticipate. It is easier to address children’s feelings and perceptions in a calm, factual way after we have truly listened to what they are.
Ask questions, and listen some more - Questions can help our children think about what they’ve seen, process it, and clarify values. Questions, adjusted for age, might include: Are characters mad, sad, scared? Who might be hurt? How do you think they feel now? Would someone get hurt if they did that in real life? (Often children, especially those under 8, can’t distinguish fantasy and reality.) What would happen if you tried that? What safety equipment do you think is there but not shown? (Sometimes even older children mimic behavior shown on reality TV shows). Did anyone break things? Who is going to fix it? Why do you think that character hurt the other? What could be done instead without hurting anyone? What would you do if you were that character? Does the character look unnaturally thin? How many people really look like that in real life?
Listen and share views - Was there a moral to the story and did your children get it? Was there no moral to the story or no consequences and do our children think they can get away with unacceptable behavior because their favorite character did? Tie the story into your family’s values. Studies show that in areas where a child does not know his/her parents' point of view and has little knowledge or experience to use as guidelines, television can clearly influence beliefs, attitudes, and behavior. Point out that although the actor has not actually been hurt or killed, such violence in real life results in pain or death. For older children/teens, use controversial programming as a stepping-off point to initiate discussions about family values, violence, sex and sexuality, and drugs. Reinforce positive behaviors and positive nutritional messages seen on TV. Present alternatives to violence.
Challenge claims of advertisements - will they really make you happier, more popular, sexier. Explain what the purpose of advertising is.
Acknowledge children’s need to feel grown up and current with the latest TV shows. This doesn’t mean letting them watch shows you are not comfortable with, it means letting them know you realize their desires.
Reduce/Eliminate screen time - Discourage television viewing for children younger than 2 years, and encourage more interactive activities that will promote proper brain development, such as talking, playing, singing, and reading together. Be aware of second-hand television - younger children watching shows their older siblings or parents watch. It is okay to say that some programs are just for grown ups. This could include news - which can be traumatic for younger children, quiz shows, reality shows.
Limit children's total screen time (TV, videos, computer games) to no more than 1 to 2 hours of quality programming per day. Again monitoring is crucial. The V-chip is industry regulated, and very loose in interpretation. Often programs that purport to be educational, really aren’t. Eliminating or reducing TV on school nights sends the message that school is more important than TV.
Monitor - Monitor the shows children and adolescents are viewing. Most programs should be informational, educational, and nonviolent. Choose shows that engage through challenging and interesting content, rather than flashy graphics and noise. Make sure programs are age and developmentally appropriate. Do your children pay attention and interact with the program? If not, it may be too complicated or too easy.
If you haven’t put a TV in your child’s bedroom, don’t. If there is already a TV there, consider removing it. Studies show that children with a TV in the bedroom watch over an hour more TV per day than children who don’t. And it is far more difficult/impossible to monitor and discuss program content if the TV is in the bedroom.
Refuse to let children see shows known to be violent. Change the channel or turn off the TV when offensive material comes on. Make sure you give an explanation of why. If you choose to view a violent show with your children, stress the belief that violence is not the best way to resolve a problem.
Minimize the scary stuff, especially programs that glamorize or sexualize violence - even (especially?) for tweens and teens. If you choose to watch violence, make sure there are real consequences.
Talk to other parents - While you can control viewing at home, unless the screen is in a bedroom, you cannot control what is viewed at other homes unless you are in contact and agreement with those parents. Similar rules help minimize peer pressure.
Plan TV viewing - Do you control TV - or does TV control your family life? Does TV bring your family together or pull it apart? How much TV do your children watch? Does your guess include TV watched at friends, at daycare, in their bedroom, after you are asleep, watching what another family member is watching? What is the content and quality of the programs your children watch? What is the context of what they watch? Is TV on in the background so one eye is on TV and the other on trying to hold a conversation? Do you channel surf out of boredom or intentionally choose a program? Is this the result you want? Most parents don’t know the answers to or haven’t really thought about these questions. Keeping a TV diary for a couple of weeks will help answer these questions and get you started towards mindful viewing. Mindful viewing means treating TV as the tool it is and consciously using it to help your children, not harm them.
Use the videocassette recorder wisely to show or record high-quality, educational programming for children.
Consider going cold turkey - Studies of families going without TV for a period of time find that after the initial withdrawal symptoms - and they saw anxiety, depression, and aggressiveness for the first 3 days - found that by the end of two weeks, families had adjusted and replaced TV time with other activities. Families tried new things. They found exciting alternatives. Most added TV back into their lives, but did so in a limited, less obtrusive, more thinking way.
Model behavior - If you want your children to view TV mindfully, you will need to set an example.
Provide alternatives - When your child says I’m bored, does it become your problem? Or is it an incentive for your child to be creative? Are the raw materials for creativity available?
Even educational TV is no substitute for active play. Children need to spend considerable amount of time in active play. They need active communication, talking and listening to peers and adults, especially their parents.
Encourage alternative entertainment for children, including reading, athletics, hobbies, and creative play.
What are some things you can do together? Can you prepare dinner together? Can your child play in the kitchen with the pots and pans while you get dinner? What activities are available that you can do together? Can you play board games or cards together (altering rules so younger children have a chance)? Often newspapers or websites have lists of inexpensive or free activities that can be done as a family.
Make your children part of the planning process. They may come up with all kinds of fun things you might not think of. And it will make them more invested in the process of more mindful TV viewing. Your family could make a boredom jar. When your children say they are bored, they get to pick something from the jar that they must do. It can be something fun or it can be a chore. The fact that it might be a chore encourages them to find their own solutions to boredom.
And no, I haven’t tossed the TV out the window yet, but we are trying to be more mindful viewers.
By Karen Eble, Certified Parenting Educator
About the Author
www.CenterforParentingEducation.org
The mission of The Center for Parenting Education is to educate and support parents to raise their children in emotionally healthy ways. Our goal is to provide information and skills in a safe and nurturing environment that encourages parents to grow, change and make connections with other parents.
Do performance chips work?
I might want to buy a 2003-2004 Land rover discovery HSE, but it gets terrible mpg. I heard performance chips make your car get 10-15 mpg more and like 75 horsepower more. Is this true?
No.
You are stuck with less than standard MPG with a Rover, but for a very good reason.
Land Rovers are permanent four wheel drive, and they are built more solidly that other vehicles. The constant four wheel drive is the biggest contributor, and the weight doesn't help either. There is a lot of rotational mass in a Rover.
If you can't take the MPG, you are going to have to find something else, there is no cure for it, short of pulling a driveshaft and going around in two wheel drive. That will help some, but who the heck wants to do that?
Tanzanian Royalty Confirms Initial Expectations of Significant Gold Discovery in Msonga Area at Kigosi Project
SOUTH SURREY, British Columbia----The Company is pleased to announce that a Phase 1 Reverse Circulation drilling program has confirmed initial expectations of a significant gold discovery on its Msonga Prospect in northern Tanzanian.
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