| The men and women who worked on "the
| |
| | their souls. They put the moment in
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| pile" immediately after 9/11 are falling
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| | perspective and move on. Kids who have
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| ill presumably due to exposure to toxic
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| | not been taught, or kids who've
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| materials. While the workers say they
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| | encountered nothing but taunts react
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| were not aware of the danger, responsible
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| | outwardly and inwardly and don't move on.
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| authorities claim to have issued proper
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| | They expect more problems, prepare
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| warnings.
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| | themselves for them and react again and
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| It has been suggested that leaders should
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| | again.
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| have stopped workers from venturing
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| | The goal is to raise our children to be
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| anywhere near the pile until proper
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| | self regulating. The primary tool is
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| protection for them could be acquired. On
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| | insight.
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| the other hand, the government points to
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| | Insight begins with the willingness, and
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| the fact that many of these workers
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| | later, the ability to look critically at
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| entered Ground Zero unwilling to listen
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| | one's own process. Looking critically
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| to the cautionary disclaimers of
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| | inevitably forces us to ask the question,
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| authorities.
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| | "Is that a good idea?" Asking the
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| This leaves us to ask where the
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| | question creates a buffer between the
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| boundaries of responsibility are drawn
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| | thought and the action. The conclusions
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| for our leaders. It is challenging, at
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| | that follow are insights. It is that
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| times next to impossible, to control the
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| | first moment when you pondered why you
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| actions of impulsive, strong willed, self
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| | said or did a thing that insight is born.
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| sacrificing individuals.
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| | It is the parent's job to teach the child
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| A leader's main responsibility is to the
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| | how to ask those questions of themselves.
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| effort of leading. While they may be
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| | Insight leading to self-regulation is a
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| unable to control the actions of every
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| | process very much like learning to ride a
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| individual they are charged with the task
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| | bicycle. One can certainly learn to ride
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| of preparing them to respond to different
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| | all alone, but having an encouraging
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| circumstances, to look out for one
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| | coach allows for moments of fear and
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| another and to follow the directives of
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| | indecision followed by resolve to plunge
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| authority. A leader is responsible if
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| | ahead. Removal of the training wheels
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| they fail the requirements of leadership.
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| | with a firm hand on the shoulder and
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| A leader is not responsible if
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| | encouraging words flooding the brain push
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| everything possible was diligently
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| | through imbalance and suddenly it all
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| applied in the act of leading. Bad
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| | comes together. And it stays like that
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| outcomes happen even when everything is
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| | for a lifetime. Better yet, the moment
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| done correctly.
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| | is stored in a memory linked to the
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| In the same way that leaders are
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| | connection between parent and child.
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| responsible for those they lead, parents
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| | So, as leaders, are we responsible for
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| are for their children. Parenting is the
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| | the actions of our children? Before
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| ultimate form of leadership. It is
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| | answering that question ponder these:
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| infinitely complex because it spans the
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| | Have I devoted every possible effort to
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| development of both child and parent. It
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| | help my children reach their full
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| is the template for the child's evolving
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| | potential? Have I been mindful of their
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| perception of authority, membership,
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| | unique characteristics and understanding
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| boundaries, and fairness.
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| | that at times they may behave in ways
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| It is our job, as parents, to equip our
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| | that are difficult to control? Have I
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| children with the proper tools to deal
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| | guided them to gain insight into
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| with the myriad of situations they are
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| | themselves and their own personal
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| sure to encounter throughout a lifetime.
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| | process? Have I helped them grow into
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| When the tools are absent, children
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| | self regulating individuals? Perhaps
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| struggle. Children who have been taught
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| | then a better question is, have I taken
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| how to deal with issues, such as
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| | responsibility for the relationship I
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| bullying, don't let the taunts go to
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| | have with my children?
|
