[Podcast] Earbud_U, Season Five, Episode # 7 – Eddie Thomason

[Podcast] Earbud_U, Season Five, Episode # 7 – Eddie Thomason, Speaker & Inspirational Entrepreneur

[Podcast] Earbud_U, Season Five, Episode #7 - Eddie Thomason

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The fact is, entrepreneurship might be interesting and hot right now, but it wasn’t always this way.

The fact is, being a rapper or a hip-hop musician was seen as being the way to success, not that long ago.

The fact is, becoming an athlete (particularly an elite one) is still viewed as a path to success for many people.

The fact is that these are all narrow doors.

It’s never mentioned (or rarely mentioned) in breathless articles in Inc., or Fast Company, but the vast majority of entrepreneurs would be far happier aiming at making a living creating $3 million dollars in value for clients and the market per year, than they would trying to win the start-up lottery.

The vast majority of entrepreneurs fail; the vast majority of freelancers go back to working regular jobs; and, the vast majority of people are perfectly happy being employees.

But…

If you get your head right about what exactly is on offer, and what exactly it’s going to take to attain and grow your entrepreneurial dreams, then you can stare all kinds of events, people, and incidents in the face and never blink.

Listen to the interview with Eddie and connect with him in all the ways that you can below.

And start the process of staring your dreams in the face.

Connect with Eddie all the ways that you can below:

Eddie’s Facebook Page: https://www.facebook.com/unlockyourselfU/

Eddie’s YouTube: https://youtu.be/rxfnHLrv2s8

Eddie’s Twitter: https://twitter.com/unlockyourselfu

[Podcast] Earbud_U, Season Five, Episode # 6 – Randy Shain

[Podcast] Earbud_U, Season Five, Episode # 6 – Randy Shain, Author, 173 Pages Every College Student Must Read, Entrepreneur, Speaker, Mentor & Coach

[Podcast] Earbud_U, Season Five, Episode #6 - Randy Shain

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Dear 2017 Graduates of High School and College-

Congratulations, you have come to the end of a long, traditional, mostly academic journey, whose steps and path were mainly decided for you by other people.

Now, upon graduation, you are in charge of your own decisions. And, where you may wind up at the end of the path known as your life.

I have been thinking a lot about your path, future conflict, and where you might wind up as adults.

I will not lie to you: Your seeming multiplicity of choices about when, how and why to start on your path really comes down to one deeply black and white choice. No matter what you have been told by professors, faculty members, or parents, the choice really comes down to answering unequivocally and thoroughly one black and white question:

Do you want to work or not?

Your work is not your job.

Your work is also not your passion.

I am not going to write here and tell you to “follow your passion.” That is often given, facile, advice provided to you by well-meaning, but misguided, people who operate organizations that may seek to hire you post-graduation. But more likely than not, they won’t.

But more likely than not, they won’t.

When you answer the much more interesting and pivotal question about whether or not to work in your own mind and heart, and to your own satisfaction, then you can make all of the other decisions that will cascade dividends throughout your entire life.

Let me paint you a picture:

I decided after the first ten years of being in the working world after college, that I wasn’t going to work a job—any job—another day in my life.

Think about that.

Now, make no mistake, I work at my business.

I work at my corporate training gigs.

I also work when I advise clients, take them through the sales process and get profit at the end.

I work when I write blog posts, do research, create videos and even do my audio podcast.

Like the one right here I did today with Randy Shain, author of 173 Pages Every College Student Must Read. But go get it after you read the rest of this.

In the traditional understanding of “labor,” both the Marxist and the Capitalist have it wrong: Labor is something that you can do for no money. And that labor—the labor that you decide needs no compensation—will assuredly be the labor that reflects your truest passions, desires, interests and goals.

And—trust me when I write this—money soon follows.

Your job (current or future) is not your work, college and high school graduates. Your job is merely a series of tasks that you accomplish in an organization in the pursuit of someone else’s passion.

This does not excuse you from performing in said job with excellence. As a matter of fact, it is your moral and ethical duty to perform any job task that you take on in the pursuit of working another’s passion, with excellence and moral verve.

At this point, you may be thinking, “This guy is crazy. First, he tells me that he’s not going to tell me to pursue my passion. Then he tells me something that sounds remarkably similar to that advice that I hear very often.”

Let me be even clearer: Many people, from James Altucher to Tim Ferriss talk a lot about “choosing yourself.” This is the idea that no one—not a boss, a parent, an authority figure in government or anybody else—can truly provide your life with security and meaning anymore. The rules, the safety net, and the promises of the Industrial Revolution are dead and gone. They represented a brief, flashpoint in world history and humanity is gradually and fundamentally, moving away from those promises, all the way from cradle to grave. What this means is you have to pick yourself and do the hard work of actually building yourself up. You have to research and employ the tools that are laying around everywhere for free on the Internet—but that you haven’t been fully integrated into for the last 22 or so years—to develop yourself and your truly meaningful work.

This is the work of your life that you have to choose to do. Or not

Yes, answering, truly answering, the question about whether or not you really want to work, means that you will have to commit to doing two—or more—things at once. You will have to delay gratification, show grit and persistence in the face of rejection, and preserve empathy and remain courageous, in the face of dismissal, passivity, and societal apathy.

School didn’t teach you how to deal with this.

Work—in the way that people traditionally think about it—won’t teach how to deal with this either.

The church and your volunteer civic life may have gotten close to teaching you these lessons.

These fine line distinctions that come from committing to one choice and doggedly sticking to it. But I can guarantee you that the rich, meaningful life for which you are searching, will become available to you if you answer this one question firmly, unequivocally and then act on it in the same fashion.

Oh, and by the way, don’t worry about all of those banks and student loan debt that you’ve piled up while dutifully learning and regurgitating the meaningless lessons of a dead, industrialized system. There are plenty of smart people out here who are tap dancing as fast as they can to undo the banking system, which is the second to the last edifice of the old Industrial system.

That is their passion.

Their true work.

If you really want to do something about your debt, go get a job working at one of these organizations.

They are growing, they are hungry and no one sees them coming.

So.

Do you want to work or not?

Connect with Randy in all the ways that you can below and click on the player above to listen to his thoughts on all of this:

Randy Shain on Facebook: https://www.facebook.com/randy.shain.7

Randy Shain on LinkedIn: https://www.linkedin.com/in/randy-shain-68b03010/

One on One Mentors Website: http://www.oneononementors.com/about/

One on One Mentors Blog: https://www.facebook.com/oneononecollegementors

One on One Mentors on Twitter: https://twitter.com/oneononementors

When You Won’t Need Validation

Recognizing that you once held a belief and that now this belief is changing, is the essence of learning.

And by the time you attain that essence, you won’t need the extrinsic validation from an “A” letter grade, a raise, a promotion, or any other validation that you believe extrinsically motivated you to learn in the first place.

To go a step further, you won’t care if the validation for the learning comes or not, from an external source.

And you won’t need reassurance about the actions you take to implement and execute on your newly acquired self-knowledge.

Captain of the Rescue Boats

The person who walks around while the Titanic is sinking, and calmly begins rearranging the deck chairs, organizing the evacuation, and gets everyone off the ship before it sinks becomes, by default, the future captain of the rescue vessel in the North Atlantic.

That person also becomes a new Noah.

Here is a list of 26 icebergs (non-exhaustive, your list (and mileage) may vary) where, as the Titanic ship of state known as global society collides with them and begins to sink, you can be the default captain of the rescue ships later:

Climate change
Fear of change
Growing use of A.I. based technology
Biodiversity disappearance
Lack of sufficient explanations that people can understand for necessary changes
Financial systems collapse
Refusal to be held accountable
Developing world debt
Connection economy of the Internet
Rethinking of Labor Value
The electrical grid in the postmodern world
Lack of access to creation on the Internet
Lack of courage in individuals to take risks
First world educational system
Scarcity of emotional labor
Child abuse and victimization
Lack of true, courageous statesmanship
Human trafficking
Increased spiritual hopelessness among the old
Increased spiritual hopelessness among the young
Lack of self-efficacy
Growing ability to hide from what matters
Thinking harder about the answers to binary questions
Lack of interest in self-awareness
Lack of ability to emotionally care
The increasingly intractable nature of conflicts

There are other ones out there as well. There’s no lack of icebergs. There is, however a lack of people calmly prepared to be captains in future rescue boats.

Random Acts of Criticism

The fact of the matter is, there is more content to read and interpret now than ever before in the course of human history.

Due to the ubiquity and persistence of Google in particular, and the internet in general, more people have more to read that ever before.

The problem is not that audiences have suddenly become alliterate, illiterate, or even semi-literate. The problem is not that there is an abundance of writing: good, bad, ugly and indifferent. The problems isn’t even in the declining power of the critic to influence and push a set of ideas.

The problem is that the act of criticism has always inherently been based upon an assumption of scarcity: both in content and in opinion.

Gatekeepers of all kinds exist to inform audiences about that which is “good” and about that which is “bad.”

But in a world where everyone can ignore the critic (or choose to revoke the critic’s power through denying them permission to influence a choice), the act of criticism has to shift from one of determining and enforcing a regime of quality to the act of educating, advocating and taking a position.

And defending it.

Of course, the critic should read, watch, listen or otherwise take in the content that they are seeking to critique. But if they don’t, then the audience owes them little in the way of attention and credibility.

Otherwise, the critic is no different than a member of the audience—albeit one with more reach, but not more impact.

The Magic Bullet Store is Out of Business

Very often, during a conversation, an email exchange, or following a workshop, the question of “Now what?” comes to the forefront.

Usually in talking about motivation, morale, or in creating the conditions that will make our workplaces better, a participant in the conversation will desire advice on how to get people to care more.

The response is that the magic bullet store is out of business.

And it has been for a while.

The real issue is that the current systems we have for education of our children (school), getting money to adults in an exchange for labor (work), and in taking care of both the Earth (capitalism) and the people on it (healthcare), grew up over the last 100, 200 or 500 years.

And no amount of hand-wringing (“It’s just terrible that this is happening?”), or desiring it to be better (“Can’t we all just ‘get along’?”) is going to change those systems in real, meaningful ways in the world we are currently living in.

The systems as designed are the problem.

Who organized the systems and what they believed is a problem.

The outcomes that benefit a few people philosophically, emotionally, and even spiritually is the problem.

The response to this is not to get mad, give up, or just ignore the problems in the systems and hope that they go away.

Or that someone else will come along and save us from ourselves and put everything “right.”

The response is to act to put your own hands to the levers of the systems in the sphere of influence that you can control (family, work, community, finances, social life, etc.), and begin to intentionally, purposefully, and deliberately push the levers of change.

And to do so with winsomeness, kindness, and grace.

But to do it tenaciously.

Persuasion, conflict management, active listening, responding to advance the conversation rather than to advance yourself, engaging without judgment to pull allies to your side—these are all skills that can be learned, taught, and passed on hand-to-heart, generation-to-generation.

Until we are thriving in the systems that we want to have, individually and corporately.

If the prospect of doing even 1% of that is too daunting for you as an individual inside of your sphere of influence, then you should be asking not “Now what?” but “What is it that I really want to accomplish in this limited life I have now?”

Fortunately for all of us, we were born at the beginning of a revolution in human affairs, human systems, and human motivations.

And all revolutions are scary and destructive before they are enlightening and hopeful.

Look for work first, and the hope will come.

Where the Hammer Will Fall the Hardest

The courage to make the decision to act in the first place is the thing that is lacking the most.

The courage to raise our hands, take responsibility, and to engage with accountability (rather than assigning blame or taking credit) is the work that your children will eventually be paid for.

But not handsomely.

It’s also the work that you’re not getting paid for now, but that your boss, team leader, supervisor, or coach really wants you to lean into.

The people who understand these two principles, that are now coming online as fundamentals of development, engagement, and interaction between people, will “win” the future.

In case you’re thinking “Well what if I don’t want to be responsible beyond my own desire to be? What’s the future look like for me and my children?”

The top three areas of growth, innovation, and development (which will translate to wealth making and value creation in the future) will be in the following areas if the current trajectory of education, work, organizations, and society, doesn’t change significantly:

Making something so “new,” no one has ever thought of it.

Working for the person who made the “new” thing.

Selling the “new” thing.

But since “new” things only come along once in a great while (i.e. the car, the I-phone, the Internet, etc.) the chances of being able to survive as a visionary as the first one are slim.

Which means that in the next two areas, working for someone who’s innovating, or selling the innovation, education, work, organizations, and society need more individual people to behave courageously, engage where it’s uncomfortable, and do the things that are hard now in the present-day, which will resemble a game of patty cake later.

Courage (the lack of it, the abundance of it, or just enough of it) is where the hammer of the unknown in the future will fall the hardest.

Are your children ready?

Are you?

The Model Doesn’t Work Without Content

The model doesn’t work without a base of content.

And since quality is subjective (it always has been) and quantity is overwhelming (it has been ever since Google pushed the argument of search to its logical conclusion), the only considerations in online learning that matter are the ones based on the efficacy of the content you’re offering.

But, when building a model for online learning, too many educational institutions are trapped in the Industrial Revolution conception of content, consisting of lectures, tests as performance measurements, grades as a “stick,” accreditation as the “carrot” and conformity as the ultimate goal.

The Industrial Revolution education model works well with accreditation (“Will this get me my degree?”) and supports the creation of graduates with minds that aren’t focused on the skills that matter for the future (“soft” skills) and instead are focused on reinforcing doing things that no longer have much value to organizations:

Like hiding from responsibility and accountability.

Like placing blame when a project or initiative fails.

Like competing in a race to the bottom on price.

Like sacrificing personal ethics for a public paycheck.

Like working for organizations and in industries where professional decline is considered the “norm.”

If the model for your educational organization’s online learning experience doesn’t feature robust, peer-to-peer learning opportunities (projects), “speed to market” dashes (short time frames), high quality student participation (we don’t take everybody because we are neither “massive,” nor all that “open”), and technology as an assistive tool rather than a crutch (email as a messaging service rather than a time waster) then your model of online education and learning will resemble every other model of online learning currently available.

And then you’ll attract exactly the kind of students that you have attending your brick and mortar institution.

But maybe that’s the audience and consumer your educational organization wants to attract, recruit, retain, and ultimately graduate.

But if it is, please be clear on that focus in your organizational head when building the content model for your online learning experience.

There Are No Lectures

Will this be on the test?

This is the question that we struggle with every new semester. It reveals what and where the focus of students has been trained into them over the last 12 years of primary schooling.

Will this impact my grade?

This is the question that reveals the struggle between attaining real learning, real connection with material, and real engagement, and the need for accreditation, for getting the “right” job and for fitting in all the ways that society demands of us.

Will this be in the lecture?

This is the question that reveals a deep desire for certainty and the continuing pushback against the Socratic, the uncertain, and the unpleasant friction of the unknown.

There are no lectures that can cover the ingrained need that these three questions reveal.

There are no carefully crafted syllabi.

There are no YouTube videos and there is not enough clever gaming of student’s pre-wired psychology.

And the professor that spends a semester (or several) preparing more for successfully neutralizing these questions than for engagement and connection with material that could be life-changing, is the professor who has invested in playing a game whose hand was dealt way back in kindergarten.

[Opinion] Show MBA’s the Way

MBA’s have a responsibility to save the world.

But they can only do that if the door is opened to them to believe that they can save the world.

For that door to open, someone must show them the way.

And then, when the way is shown, the door opens and the long process of saving our organizations begins.

Don’t believe me?

Well, this fall I had the honor of teaching Conflict Management Strategies for the Corporate World to a cohort of MBA students at Binghamton University in Binghamton, NY. While it wasn’t always comfortable, for the 34 students who attended the class, their lives (and perspectives) around conflict, peace, and strategy were change.

This is feedback in their own words:

“This class has taught me a lot of content that I would have not been able to learn in other classes especially the art of negotiation and how to properly apply it. I never would have imagined a class like conflict management would allow me to gain a new perspective of the kind of person I am and how I can apply myself in the business world.

I was actually able to apply some things I learned in class to my friends who were in a toxic environment at work and showed them videos that were part of this course.

To further elaborate on this story, my friend eventually was motivated enough to leave the company and landed an offer at a better company with a flat culture and a director that has an external locus of control as compared to his old manager. The structure of this class gave the students the opportunity to engage with each other and grown to be comfortable enough to speak and discuss different topics openly. In addition, the interactive simulations such as, the quarter negotiation and the Chestnut village, were exercises completely different from the traditional learning style. Not only was I learning how to negotiate, but how to better communicate with others and read non-verbals. The readings were informative and were further elaborated in class lectures.

I would highly recommend this class. This class is a great mix of lectures and interactive simulations. It has definitely brought me out of my comfort zone and allowed me to better understand the person I am in terms of conflict management culture. I now understand the significance of conflict culture in a firm and how that may affect my future decisions in my career path. I just wish I had the opportunity to take this class earlier. In addition, this class is about becoming agents of change for the generations to come and break the barriers of the norm.”

“This class was very interesting and very informative for me. I took Negotiations last semester with [professor name redacted] and when I switched into this class I was afraid there would be a lot of overlap in the class content, but there honestly has been little to no overlap. The biggest similarity was our Chestnut Village negotiation, obviously. I learned SO much more from you about negotiations, conflict, etc than I did from my previous class, so I am very happy I decided to take this course.

Everything about the class content was beneficial and was designed to make me think. Your teaching style makes the class extremely comfortable. I think that the class structure was great. I really enjoyed the open forum feel, where everyone was building on each others ideas and opinions and although there were clearly some tensions between the students, the structure allowed for everyone to still put forth their opinions.

The content was delivered really well and even though you are not requiring us to take long tests based on memorization, everyone is always ferociously writing, which shows that we want to know what you are saying and internalize it.

I really enjoyed the negotiation, but I think it would be great if you also required us to partake in a conflict type simulation. It would take on the same format, but would require us to respond with how we would handle the situation- it might be cool to provide a conflict to us on the first day and then provide that same one to us on the last day and see how the answers change. It would be interesting for us, but I also think you would really enjoy seeing how much of an impact you have had on our way of thinking.

I would 100% recommend this class to someone else in SOM. I personally think it is the first class that critically made me think about the way I handle every situation in my life. I am also taking a leadership class and I learned and absorbed close to nothing in that class, whereas in your course I have become more self-aware and understand why I act the way I do in the workplace. I really feel as though this should be a required course for everyone before they graduate, whether it is undergrad or grad.”

“Literally everything worked for me in this class. I usually prefer to just go to class and not participate because most classes are boring and quite useless, however this class is the complete opposite. Content, structure, direction; the class is set up perfectly to engage students and force discussion, although I don’t feel discussion was forced as multiple students in the class actually were interested and learned a great deal (including me).

My friend [student name redacted], who literally hates class and school, has said on multiple occasions that this is the best class he has ever taken, and I agree. If you got him to come to class and be engaged, you are doing something right.

Definitely best class I have taken, useful, intellectual, meaningful. Also I think papers are the best way to go about grading this class and the group discussion quizzes really took out the stress factor and enabled people to think critically and share ideas.

Other students might complain about having to participate, the simulations, etc. but I would take the criticisms with a grain of salt. This class is great and I feel the only criticisms are going to come from students who don’t see the value in what you are saying and how incredibly intelligent the discussions we have are.

We just had to register for classes for next semester and I recommended this class to every person who was talking about registration, not realizing that the class was not being offered here next semester :(. A couple of them texted me on registration day asking where the class was and I then realized I had gotten their hopes up for an awesome elective. But yes, I certainly would recommend this class as an elective. The School of Management should be begging you to teach this class every semester; it should actually be a required class in the graduate curriculum.

Best class I have taken at Binghamton [University] by far.”

Show the MBA’s the way to save the world, and they will run with it.