Brent was having a routine one-on-one with his boss Gail in her office. Over the six months since joining her organization, Brent noticed something different about Gail compared to his past bosses.

“Gail, can I ask you a question?” Brent asked.

“Certainly.”

“When you share your wisdom with others you are so transparent, even willing to admit when you were wrong about something. That’s very different from other bosses I’ve had. How did you get there?”

“Good question,” she said. “I learned a long time ago that wisdom is extremely valuable. Seeking and sharing it can make the difference between success and failure. Because I deeply care about not only my success but the success of others, I decided I needed to be willing to not just seek wisdom from others but candidly share my wisdom with others to improve their chances of success. I adopted what I call a wisdom steward mindset.”

“Wisdom steward?” he asked.

“Yes,” Gail said just as her phone beeped. She looked at the message. “Darn, I need to prep something for the board meeting in an hour. Can we continue the wisdom steward discussion at our one-on-one next week?”

“Sure,” Brent said.

“OK, see you later then.”

Brent got up and went back to his cubicle. “A wisdom steward?” he thought to himself as he sat in his chair.

This is part two of How an Autistic Child has Changed a Career…For the Better

In 2006 I wrote of Patty’s and my decision to homeschool our son Trevor to help provide a learning environment more conducive with his autism. It’s now twelve years later and time to write about how things worked out.

Trevor started seventh grade with a customized schooling plan. Patty focused on arts and language and I focused on math and science. He also attended a homeschool-assisted school which provided English and math classes and attended a science class at the middle school he would have normally attended. The curriculum plan was designed by Patty and me along with Trevor’s school counselor. It was a hybrid of homeschooling and traditional schooling which we felt gave Trevor the best likelihood of success. Trevor’s counselor was completely awesome in working with us and putting Trevor’s well-being first. The blended teaching worked very well in seventh grade, but we also noticed that Trevor wasn’t getting enough peer socialization. In eighth grade we decided to start the process of mainstreaming him back into the public-school system. Patty continued focus on arts and language and math and science topics were now being provided by Trevor’s middle school. I like to joke that I was fired as a homeschool teacher and that my wife and son did the firing. In reality the mainstreaming was the right answer because it allowed him to get needed socialization through spending more time at school while also giving him some additional 1:1 focus through homeschooling. In ninth grade we felt Trevor was ready to be fully mainstreamed into the public-school system. While we packed up our homeschool materials, our involvement with Trevor’s schooling and socialization growth was still strong.

In 7 Tips for Better 360-Feedback Evaluations, I discussed a situation where a non-profit leader whom I coached was reluctant to use 360-feedback evaluations due to an experience with a prior leader of the organization.

It was a textbook example of not only an unwillingness to improve based on feedback, but an unwillingness to even get feedback in the first place. The leader only underwent the 360 because the board he reported to required it. Those in the organization providing feedback insisted on it being anonymous, as they were concerned about retaliation from the leader.

An executive coach (not me) was assigned to administer the 360 process, gather the feedback through interviews, help distill the feedback, then present the feedback to the leader. The leader refused to accept the feedback and would not participate in any corrective action discussions.

The experience was so bad that even long after the leader had left the organization, those who remembered the process didn’t want to do it again with any other execs. Everyone lost, and the organization suffered as a result.
As someone who develops content intended for mass consumption, I am no stranger to feedback. Some feedback is positive, some more constructive. Some is helpful for taking action, while some falls into a vague “this stinks” bucket.

I get feedback from anonymous sources, as well as those as close to me (like my editor/wife, Patty). While I’ve learned to be better at accepting constructive feedback, sometimes it still hurts—particularly if it’s something that I’ve tried to address previously.

This part three of a three-part series on Mastering Credibility.  Part one is It's What You Know and part two is It's The Relationships You Build.

Bert was an associate at a premier management consulting firm.
Over the years he specialized in providing advice to senior management in information technology organizations.  Generally he had some pretty insightful ideas that many of the rank and file in the client organization viewed as a bit theoretical.  His advice was typically accompanied by general implementation timelines which client organizations rarely took verbatim.  Bert's advice usually culminated in some type of a Powerpoint presentation to the senior client management; then it was off to the next assignment.

For years Bert had been trying to get a foot into the door of Laner Robotics.