Subjective Leadership Quotes

A man can only lead when others accept him as their leader, and he has only as much authority as his subjects give to him. All of the brilliant ideas in the world cannot save your kingdom if no one will listen to them.

Give as few orders as possible," his father had told him once long ago. "Once you've given orders on a subject, you must always give orders on that subject.

When you put together deep knowledge about a subject that intensely matters to you, charisma happens. You gain courage to share your passion, and when you do that, folks follow.

Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and thereby coming to know it critically, but in the task of re-creating that knowledge. As they attain this knowledge of reality through common reflection and action, they discover themselves as its permanent re-creators.

To be a jazz freedom fighter is to attempt to galvanize and energize world-weary people into forms of organization with accountable leadership that promote critical exchange and broad reflection. The interplay of individuality and unity is not one of uniformity and unanimity imposed from above but rather of conflict among diverse groupings that reach a dynamic consensus subject to questioning and criticism. As with a soloist in a jazz quartet, quintet or band, individuality is promoted in order to sustain and increase the creative tension with the group--a tension that yields higher levels of performance to achieve the aim of the collective project. This kind of critical and democratic sensibility flies in the face of any policing of borders and boundaries of "blackness", "maleness", "femaleness", or "whiteness".

Forgiveness is the subjective and fertile ground the acorn falls upon when gifted to ourselves and others.

Servitude of any sort is distasteful to all men, but especially objectionable is subjection to others in the case of those who ought to rule.

Giving birth without possessing, animating without subjecting, fostering without dominating.

Sometimes a controversial statement can be used to determine where the loyalty of the subject lies.

Since the war I have stressed altogether five main objectives. The true union of Europe; the union of government with science; the power of government to act rapidly and decisively, subject to parliamentary control; the effective leadership of government to solve the economic problem by use of the wage-price mechanism at the two key-points of the modern industrial world; and a clearly defined purpose for a movement of humanity to ever higher forms.

Different subjects and different affairs are arranged in my head as in a cupboard,” he once said. “When I wish to interrupt one train of thought, I shut that drawer and open another. Do I wish to sleep? I simply close all the drawers, and there I am—asleep.

Probably every subject is interesting if an avenue into it can be found that has humanity and that an ordinary person can follow.

He was the subject of a little respectful ribbing. But he was, of course, the captain, which meant he had to do lots of the ribbing himself.

A dream conceived from the inside-out eventually becomes reality. But a dream desired from the outside-in is subject to spoil and tragedy.

The most important subject in the curriculum in the future years will be how to love ourselves and be content.

When the qualities that now confer leadership have become universal, there will no longer be leaders and followers, and democracy will have been realized at last.

[The wives of powerful noblemen] must be highly knowledgeable about government, and wise – in fact, far wiser than most other such women in power. The knowledge of a baroness must be so comprehensive that she can understand everything. Of her a philosopher might have said: "No one is wise who does not know some part of everything." Moreover, she must have the courage of a man. This means that she should not be brought up overmuch among women nor should she be indulged in extensive and feminine pampering. Why do I say that? If barons wish to be honoured as they deserve, they spend very little time in their manors and on their own lands. Going to war, attending their prince's court, and traveling are the three primary duties of such a lord. So the lady, his companion, must represent him at home during his absences. Although her husband is served by bailiffs, provosts, rent collectors, and land governors, she must govern them all. To do this according to her right she must conduct herself with such wisdom that she will be both feared and loved. As we have said before, the best possible fear comes from love. When wronged, her men must be able to turn to her for refuge. She must be so skilled and flexible that in each case she can respond suitably. Therefore, she must be knowledgeable in the mores of her locality and instructed in its usages, rights, and customs. She must be a good speaker, proud when pride is needed; circumspect with the scornful, surly, or rebellious; and charitably gentle and humble toward her good, obedient subjects. With the counsellors of her lord and with the advice of elder wise men, she ought to work directly with her people. No one should ever be able to say of her that she acts merely to have her own way. Again, she should have a man's heart. She must know the laws of arms and all things pertaining to warfare, ever prepared to command her men if there is need of it. She has to know both assault and defence tactics to insure that her fortresses are well defended, if she has any expectation of attack or believes she must initiate military action. Testing her men, she will discover their qualities of courage and determination before overly trusting them. She must know the number and strength of her men to gauge accurately her resources, so that she never will have to trust vain or feeble promises. Calculating what force she is capable of providing before her lord arrives with reinforcements, she also must know the financial resources she could call upon to sustain military action. She should avoid oppressing her men, since this is the surest way to incur their hatred. She can best cultivate their loyalty by speaking boldly and consistently to them, according to her council, not giving one reason today and another tomorrow. Speaking words of good courage to her men-at-arms as well as to her other retainers, she will urge them to loyalty and their best efforts.

If you see a poor man come into your majlis, try to speak to him before you speak to the other people,” the king told his son. “Never make a decision on the spot. Say you will give your decision later. Never sign a paper sending someone to prison unless you are 100 percent convinced. And once you’ve signed, don’t change your mind. Be solid. You will find that people try to test you.” Fahd was delivering his basic course in local leadership—Saudi Governance 101. “If you don’t know anything about a subject, be quiet until you do. Recruit some older people who can give you advice. And if a citizen comes with a case against the government, take the citizen’s side to start with and give the officials a hard time the government will have no shortage of people to speak for them.

We seek to uncover behind the events changes in the collective consciousness. We reject wholesale references to the “spontaneity” of the movement, references which in most cases explain nothing and teach nobody. Revolutions take place according to certain laws. This does not mean that the masses in action are aware of the laws of revolution, but it does mean that the changes in mass consciousness are not accidental, but are subject to an objective necessity which is capable of theoretic explanation, and thus makes both prophecy and leadership possible.

In this first foray into politics, Lincoln also pledged that if his opinions on any subject turned out to be erroneous, he stood “ready to renounce them.” With this commitment, Lincoln revealed early on a quality that would characterize his leadership for the rest of his life—a willingness to acknowledge errors and learn from his mistakes.

For within the very structure of family life, in families that do or did embrace the male religions, are the almost invisibly accepted social customs and life patterns that reflect the one-time strict adherence to the biblical scriptures. Attitudes towards double-standard premarital virginity, double-standard marital fidelity, the sexual autonomy of women, illegitimacy, abortion, contraception, rape, childbirth, the importance of marriage and children to women, the responsibilities and role of women in marriage, women as sex objects, the sexual identification of passivity and aggressiveness, the roles of women and men in work or social situations, women who express their ideas, female leadership, the intellectual activities of women, the economic activities and needs of women and the automatic assumption of the male as breadwinner and protector have all become so deeply ingrained that feelings and values concerning these subjects are often regarded, by both women and men, as natural tendencies or even human instinct.

Our investigation required us to answer two questions. The first question was whether classified documents were moved outside of classified systems or whether classified topics were discussed outside of a classified system. If so, the second question was what the subject of the investigation was thinking when she mishandled that classified information.

I know well the three main subjects that always stir people's minds: politics, religion and sport.

Yes. Oh no! I don't subject myself to a leadership that does not break new territories! It is the job of leadership to succeed in landing its limbs on new grounds.

There are two types of individuals— those who crumble under pressure, and those who thrive when subjected to extreme situations.

Superficial and emotional subject might sway undecided voters.

Much of life is ambiguous and subject to interpretation, but there are things that are objectively, verifiably either true or false.

Principles, unlike values, are objective and external. They operate in obedience to natural laws, regardless of conditions. Values are subjective and internal. Values are like maps

Wherever there is human intervention, there is subjective prejudice. Systems implementation is the only solution for efficiency.

In the heat of leadership, with the adrenaline pumping, it is easy to convince yourself that you are not subject to the normal human frailties that can defeat ordinary mortals. You begin to act as if you are indestructible. But the intellectual, physical, and emotional challenges of leadership are fierce. So, in addition to getting on the being and assess the tolls those changes are taking. If you don't, your seemingly indestructible self can self-destruct. This, by the way, is an ideal outcome for your foes-and even friends who oppose your initiative- because no one has to feel responsible for your downfall. _________ When you take "personal" attacks personally, you unwittingly conspire in one of the common ways you can be taken out of action-you make yourself the issue. Attacks may be personal, understand that they are basically attacks on positions you represent and the role you are seeking to play

Pop leadership abuts pop psychology, and is very destructive. In no other serious domain of human endeavor (surgery, playing the violin) is the subject distilled down to nice-sounding aphorisms that mean nothing.

The key to unlocking potential is to embrace your highest competitive advantage: you are the only one who has the full story of your life. YOU are the one subject about which there will never be a greater expert in the world.

A true leader is not meant to be greeted with unanimous praise by his people. A leader is meant to be questioned, to be suspect, to be hated. If he is not, then one can easily assume that either he has not challenged his abilities as a leader by making a decision that creates a split between the people, or he is forcing his subjects to bow before him.

If Captain Jean-Luc Picard asked you to serve him aboard the starship Enterprise, you'd likely be happy to. You would recognise him as a great leader and a good man, and so you wouldn't have any problem following his orders. This is basically the relationship God wants with us - not slaves, not pets, not possessions, we would be co-workers and friends.

Mostly we think of people with great authority as higher up, far away, hard to reach. But spiritual authority comes from compassion and emerges from deep inner solidarity with those who are 'subject' to authority. The one who is fully like us, who deeply understands our joys and pains or hopes and desires, and who is willing and able to walk with us, that is the one to whom we gladly give authority and whose 'subjects' we are willing to be. It is the compassionate authority that empowers, encourages, calls forth hidden gifts, and enables great things to happen. True spiritual authorities are located in the point of an upside-down triangle, supporting and holding into the light everyone they offer their leadership to.

The Knights of Labor originated in the late 1860s and early 1870s in Philadelphia, but slowly expanded into the rest of Pennsylvania and finally became a national organization with 750,000 members. It encompassed many trade unions and was organized geographically rather than by occupation. “The Knights attempted to organize all American productive workers into ‘one big union’ regardless of skill, trade, industry, race or sex and were divided into local, district and national assemblies, with a centralized structure”155—although substantial autonomy was granted to local assemblies, which took the initiative in establishing hundreds of cooperative stores and factories. The national leadership was less energetic on this score than local leadership. The overarching purpose of the organization was, as its longtime leader Terence Powderly said, “to associate our own labors; to establish co-operative institutions such as will tend to supersede the wage-system, by the introduction of a co-operative industrial system.”156 To this end, the Knights lobbied politically, engaged in numerous strikes, lent their support to other radical social movements, and, of course, organized co-ops. Masses of workers genuinely believed that they could rise from being “rented slaves” to become cooperators in control of their work and wages, living in revitalized and stabilized communities, no longer subject to periods of unemployment. Cooperation was a religion for some of them.

„Hitler´s dictatorship“, he said, „differed in one fundamental point from all its predecessors in history. It was the first dictatorship in the present period of modern technical developement, a dicttorship which made complete use of all technical means for the domination of its own country. Through technical devices like the radio and the loud-speaker, eighty million people were deprived of independent thought. It was thereby possible to subject them to the will of one man....Earlier dictators needed highly qualified assistants even at the lowest level – men who could think and act independently. The totalirian system in the period of modern technical development can dispense with such men; thanks to modern methods of communication, i tis possible to mechanize the lower leadership. As a result of this there has arisen the new type of uncritical recipient of orders.“ (Albert Speer)

There are a number of subjective and objective criteria that I use as a way to rank players. The subjective ones include their ability with both feet; their sense of balance; the disciplined fashion in which they take care of their fitness; their attitude towards training; the consistency between games and over multiple seasons; their demonstrated mastery in several different positions; and the way they add flair to any team for which they play. The objective ones that are impossible to dispute are: the number of goals they have scored; the games they have played for several of the best club teams in the world; the number of League championship and cup medals they have won, and their appearances in World Cups. When you employ this sort of measurement approach, it becomes far easier to define the very highest levels of performance. The people who are least confused about this are other players.

Consider the following: “Will Mindik be a good leader? She is intelligent and strong…” An answer quickly came to your mind, and it was yes. You picked the best answer based on the very limited information available, but you jumped the gun. What if the next two adjectives were corrupt and cruel? Take note of what you did not do as you briefly thought of Mindik as a leader. You did not start by asking, “What would I need to know before I formed an opinion about the quality of someone’s leadership?” System 1 got to work on its own from the first adjective: intelligent is good, intelligent and strong is very good. This is the best story that can be constructed from two adjectives, and System 1 delivered it with great cognitive ease. The story will be revised if new information comes in (such as Mindik is corrupt), but there is no waiting and no subjective discomfort. And there also remains a bias favoring the first impression.

In June 1789 some congressmen wanted Washington to have to gain senatorial approval to fire as well as hire executive officers—the Constitution was silent on the subject; the House duly approved that crippling encroachment on executive authority. When the Senate vote ended in a tie, Vice President Adams cast the deciding vote to defeat the measure, thereby permitting the president to exert true leadership over his cabinet and, for better or worse, preventing the emergence of a parliamentary democracy.

Lincoln’s ambition. He would read out loud to memorize and speak. He continued to read and learn despite his fathers wishes. Eventually, he developed a skill to master one subject after another despite losing his mother, managing his negative emotions and his fathers wishes. He developed an increasing belief in his own strength and powers. He began to trust, that he was going to be something. Slowly creating a vision of an alternative future. “I’ll study and get ready, and the chance will come

Dr. Brown's book is able to make the subject matter interesting in a very pragmatic way, without losing the attractiveness and appeal of his academic writing and sound background. I would recommend the use of this book for teaching in leadership, management and organizational behavior courses knowing that it would make a great contribution to the learning experience of the reader." Alberto DeFeo, Ph.D. (Law) Chief Administrative Officer of Lake Country and Adjunct Professor of University of Northern British Columbia

The local leadership class clearly saw tickets and citations as a convenient source of cash that would fill the city’s treasury without their having to do the politically difficult work of raising taxes. The problem with raising, say, property taxes is that the most engaged, empowered citizens will revolt against it. So instead, why not just squeeze all you can out of a smaller, less powerful group of citizens by raising the revenue through enforcement? The citizens receive municipal services, and the subjects have to pay for them.

And the time was also coming when the great purges, long in blueprint, could no longer be postponed. The whole subject of the slaughter by a revolution of its children is mysterious. But it is clear that the group warfare, by the ‘logic of things,’ had opened into the next stage: the fanatical idealists of the 1880's and 1890's needed to be destroyed by the realists now in control of the Party, their younger fanatics of the apparatus, and their Calibans (a new breed). Some of the original revolutionaries had become disillusioned, and there is nothing worse than an ex-believer. Some were haunted by old romantic notions of ‘freedom,’ and therefore opposed the rough measures needed to forge a modern totalitarian state. Some probably still dreamed they could change the balance, and leadership, of the Party.

During his first week on the job, McNamara sat down with the Pentagon’s Weapons Systems Evaluation Group (WSEG), which had just completed an intensive study, known as WSEG Report #50, that found that a Soviet surprise attack on only five locations—the White House, the Pentagon, Camp David, Raven Rock, and Mount Weather—would likely destroy all of the nation’s command structure. Even simply hitting the first two would likely wipe out the military command structure, since Raven Rock and Mount Weather weren’t normally manned with senior personnel. “Both the Presidential and the SecDef-JCS levels of command are presently subject to operational incapacitation by the same events,” the report explained. Hitting all the nation’s major military commands and leadership sites would involve attacking just fourteen installations—a

There has been so much misinformation spread about the nature of this interview that the actual events that took place merit discussion. After being discreetly delivered by the Secret Service to the FBI’s basement garage, Hillary Clinton was interviewed by a five-member joint FBI and Department of Justice team. She was accompanied by five members of her legal team. None of Clinton’s lawyers who were there remained investigative subjects in the case at that point. The interview, which went on for more than three hours, was conducted in a secure conference room deep inside FBI headquarters and led by the two senior special agents on the case. With the exception of the secret entry to the FBI building, they treated her like any other interview subject. I was not there, which only surprises those who don’t know the FBI and its work. The director does not attend these kinds of interviews. My job was to make final decisions on the case, not to conduct the investigation. We had professional investigators, schooled on all of the intricacies of the case, assigned to do that. We also as a matter of procedure don’t tape interviews of people not under arrest. We instead have professionals who take detailed notes. Secretary Clinton was not placed under oath during the interview, but this too was standard procedure. The FBI doesn’t administer oaths during voluntary interviews. Regardless, under federal law, it would still have been a felony if Clinton was found to have lied to the FBI during her interview, whether she was under oath or not. In short, despite a whole lot of noise in the media and Congress after the fact, the agents interviewed Hillary Clinton following the FBI’s standard operating procedures.

one of the hottest topics today is ethics—ethics discussions, ethics curriculum, ethics training, codes of ethics. This book shows that while ethics is fundamentally important and necessary, it is absolutely insufficient. It shows that the so-called soft stuff is hard, measurable, and impacts everything else in relationships, organizations, markets, and societies. Financial success comes from success in the marketplace, and success in the marketplace comes from success in the workplace. The heart and soul of all of this is trust. This work goes far beyond not only my work, but also beyond anything I have read on the subject of trust. It goes beyond ethical behavior in leadership, beyond mere “compliance.” It goes deep into the real “intent” and agenda of a person’s heart, and then into the kind of “competence” that merits consistent public confidence.

A leader who fails to live amongst his folk will be like a blind man that does not know the light from darkness. Yet a leader who fails to serve but waits to be served will toil endlessly in his rule and he will find no meaning in his leadership. Yet a leader who aspires for glory and fame will be like a cub that can't learn the tricks of hunting. Yet a leader that seeks wars and warmongers will cause depression among his countrymen. A leader that seeks wealth rather leading will make his countrymen corrupt. A corrupt leader will make the country poorer and corrupt because it is his law to be corrupt. A leader must live like his people. A leader will be known by his deeds and not by his name and a great leader will not govern. A leader is an example for all his subjects. A great leader will not serve while the country is getting hungrier and starving but a leader will become hungry like his hungry citizens.

Why Westerners are so obsessed with "saving" Africa, and why this obsession so often goes awry? Western countries should understand that Africa’s development chances and social possibilities remain heavily hindered due to its overall mediocre governance. Africa rising is still possible -- but first Africans need to understand that the power lies not just with the government, but the people. I do believe, that young Africans have the will to "CHANGE" Africa. They must engage their government in a positive manner on issues that matters -- I also realize that too many of the continent’s people are subject to the kinds of governments that favor ruling elites rather than ordinary villagers and townspeople. These kind of behavior trickles down growth. In Zimbabwe Robert Mugabe is the problem. In South Africa the Apartheid did some damage. The country still wrestles with significant racial issues that sometimes leads to the murder of its citizens. In Ethiopia, Somalia and Kenya the world’s worst food crisis is being felt. In Libya the West sends a mixed messages that make the future for Libyans uncertain. In Nigeria oil is the biggest curse. In Liberia corruption had make it very hard for the country to even develop. Westerners should understand that their funding cannot fix the problems in Africa. African problems can be fixed by Africans. Charity gives but does not really transform. Transformation should come from the root, "African leadership." We have a PHD, Bachelors and even Master degree holders but still can't transform knowledge. Knowledge in any society should be the power of transformation. Africa does not need a savior and western funds, what Africa needs is a drive towards ownership of one's destiny. By creating a positive structural system that works for the majority. There should be needs in dealing with corruption, leadership and accountability.

It was Hitler’s style, his oratorical talents and his remarkable ability to transmit emotions and feelings in his speeches, that took him to the leadership of the ragtag party of misfits and adventurers that he joined in Munich in 1919 and that called itself the German Workers’ Party. The ideas he and the party spouted were all tattered; they were nothing but jargon inherited from the paranoid Austro-German border politics of the pre-1914 era, which saw “Germanness” threatened with inundation by “subject nationalities.” Even the combination “national socialist,” which Hitler added to the party’s name when he became leader in 1920, was borrowed from the same era and same sources. It was not the substance—there was no substance to the frantic neurotic tirades—that allowed the party to survive and later to grow. It was the style and the mood. It was above all the theater, the vulgar “art,” the grand guignol productions of the beer halls and the street.

And in a major speech to the Reichstag on January 30, 1939, Hitler uttered an unmistakable threat to any Jews who did choose to remain behind in his Germany:    I have very often been a prophet in my lifetime and I have usually been laughed at for it. During my struggle for power, it was primarily the Jewish people who just laughed when they heard me prophesy that one day I would become head of state and thereby assume the leadership of the entire people, and that I would then among other things subject the Jewish problem to a solution. I expect that the howls of laughter that rose then from the throats of German Jewry have by now died to a croak.      Today I'm going to turn prophet yet again: if international finance Jewry inside and outside Europe should succeed once more in plunging our peoples into a world war, then the outcome will not be a Bolshevization of the world and therewith the victory of Jewry, but the destruction of the Jewish race in Europe! When

For a patrimonial state to be stable over time, it is best ruled with consent, at least with consent from the largest minority, if not from the majority. Instinctive obedience must be the norm, otherwise too much effort needs to be put into suppressing disaffection for the regime's wider aims to be achievable. Consent is, however, not always easy to obtain. The collective view of most societies is rather conservative: in the main people prefer to see the social arrangements of their youth perpetuated into their old age; they prefer that things be done in the time-honoured way; they are suspicious of novelty and resistant to change. Thus when radical action must be taken, for whatever reason, a great burden falls on the ruler, the father-figure, who has to overcome this social inertia and persuade his subjects to follow his lead. In order that his will shall prevail, he needs to generate huge respect, preferably adulation, and if at all possible sheer awe among his people.

This point is underlined in the well-known parable which Jotham told the men of Shechem: ‘Once upon a time the trees went out to anoint a king over them; and they said … to the vine, “Come and reign over us.” And the vine said to them: “Should I leave my wine, which cheers God and man, and go to be promoted over the trees?”’ Similarly, the fig-tree declined because of its sweetness, and the olive because of its own good qualitites. Then a bramble, a barren plant full of thorns, accepted the sovereignty which they offered, though it possessed neither a special good quality of its own, nor those of the trees that were to be subject to it (cf. Judg. 9 : 7–15). Now in this parable the trees which sought a ruler were not cultivated but wild. The vine, the fig-tree and the olive refused to rule over the wild trees, preferring to bear their own fruits rather than to occupy a position of authority. Likewise, those who perceive in themselves some fruit of virtue and feel its benefit, refuse to assume leadership even when pressed by others, because they prefer this benefit to receiving honour from men.

He seemed a little surprised that writers in America do not get together, do not associate with one another very much. In the Soviet Union writers are very important people. Stalin has said that writers are the architects of the human soul. We explained to him that writers in America have quite a different standing, that they are considered just below acrobats and just above seals. And in our opinion this is a very good thing. We believe that a writer, particularly a young writer, too much appreciated, is as likely to turn as heady as a motion-picture actress with good notices in the trade journals. And we believe that the rough-and-tumble critical life an American writer is subject to is very healthy for him in the long run. It seems to us that one of the deepest divisions between the Russians and the Americans or British, is in their feeling toward their governments. The Russians are taught, and trained, and encouraged to believe that their government is good, that every part of it is good, and that their job is to carry it forward, to back it up in all ways. On the other hand, the deep emotional feeling among Americans and British is that all government is somehow dangerous, that there should be as little government as possible, that any increase in the power of government is bad, and that existing government must be watched constantly, watched and criticized to keep it sharp and on its toes. And later, on the farms, when we sat at table with farming men, and they asked how our government operated, we would try to explain that such was our fear of power invested in one man, or in one group of men, that our government was made up of a series of checks and balances, designed to keep power from falling into any one person’s hands. We tried to explain that the people who made our government, and those who continue it, are so in fear of power that they would willingly cut off a good leader rather than permit a precedent of leadership. I do not think we were thoroughly understood in this, since the training of the people of the Soviet Union is that the leader is good and the leadership is good. There is no successful argument here, it is just the failure of two systems to communicate one with the other.

Christopher Lasch explains the process by which the therapeutic segment of the managerial elite win moral acceptance. Despite the fact that its claims to be providing “mental health” where always self-serving and highly subjective, the theapeutic class offered ethical leadership in the absence of shared principles. By defining emotional well-being as both a social good and the overcoming of what is individually and collectively dangerous, the behavioral scientists have been able to impose their absolutes upon the culturally fluid society. In “The True and Only Heaven” Lasch explores the implications for postwar politics of the “Authoritarian Personality.” A chief contributor to this anthology, Theodro Adorno, abandoned his earlier work as a cultural critic to become a proponent of governmentally imposed social therapy. According to Lasch, Adorno condemns undesirable political attitudes as “prejudice” and “by defining prejudice as a ‘social disease’ substituted a medical for a political idiom. In the end, Adorno and his colleagues “relegated a broad range of controversial issues to the clinic – to scientific study as opposed to philosophical and political debate.

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

What is it like to be made vice-president? On one level, it's a nearly hallucinatory degree of success. I was barely forty years old, and a shaky, sixty-three-year-old heartbeat from the leadership of the entire Western world. It was also like throwing up in convention-hall bathrooms before giving speeches, and after. It was sitting through dinners with men and women with whom I had nothing in common. Spending an enormous amount of time on trains. Promising thins and agreeing to things as advised by people I had barely met, on very little sleep. Huge sums of money were changing hands and everything happening on the grandest scale imaginable while still in most moments remaining pointless and usually outright seedy. I pretended to learn to fly-fish; I watched sporting events. In Maine I was assaulted by a lobster; it seized my lapel in a threatening manner. I tasted local foods and admired factories,farms, department stores, hotels, and (unless I'm misremembering) several empty plots of land.... It was like being given what was almost the nation's highest honor by a man you held in infinite esteem and regarded with perhaps a certain amount of terrified suspicion, a man who disliked you and clearly wanted nothing to do with you, who would scowl and change the subject at the mention of your name. And then being given a very important and very nasty job by that person, and despised for it, almost as much as you despised yourself.

Patronising women is another manoeuvre, an infamous example being then British prime minister David Cameron’s ‘Calm down, dear’ to Labour MP Angela Eagle in 2011.48 In the Inter-Parliamentary Union’s (IPU) 2016 global study on sexism, violence and harassment against female politicians, one MP from a European parliament said ‘if a woman speaks loudly in parliament she is “shushed” with a finger to the lips, as one does with children. That never happens when a man speaks loudly’.49 Another noted that she is ‘constantly asked – even by male colleagues in my own party – if what I want to say is very important, if I could refrain from taking the floor.’ Some tactics are more brazen. Afghan MP Fawzia Koofi told the Guardian that male colleagues use intimidation to frighten female MPs into silence – and when that fails, ‘The leadership cuts our microphones off’.50 Highlighting the hidden gender angle of having a single person (most often a man) in charge of speaking time in parliament, one MP from a country in sub-Saharan Africa (the report only specified regions so the women could remain anonymous) told the IPU that the Speaker had pressured one of her female colleagues for sex. Following her refusal, ‘he had never again given her the floor in parliament’. It doesn’t necessarily even take a sexual snub for a Speaker to refuse women the floor: ‘During my first term in parliament, parliamentary authorities always referred to statements by men and gave priority to men when giving the floor to speakers,’ explained one MP from a country in Asia. The IPU report concluded that sexism, harassment and violence against female politicians was a ‘phenomenon that knew no boundaries and exists to different degrees in every country’. The report found that 66% of female parliamentarians were regularly subjected to misogynistic remarks from their male colleagues, ranging from the degrading (‘you would be even better in a porn movie’) to the threatening (‘she needs to be raped so that she knows what foreigners do’).

A veritable pacifist when it comes to social guilds or luncheon clubs, I turn into something of a militant on the subject of the only true and living Church on the face of the earth. . . . Setting aside for a time the heavenly host we hope one day to enjoy, I still choose the church of Jesus Christ to fill my need to be needed--here and now, as well as there and then. When public problems or private heartaches come--as surely they do come--I will be most fortunate if in that hour I find myself in the company of Latter-day Saints. . . . When asked "What can I know?" a Latter-day Saint answers, "All that God knows." When asked "What ought I to do?" his disciples answer, "Follow the Master." When asked "What may I hope?" an entire dispensation declares, "Peace in this world, and eternal life in the world to come" (D&C 59:23), indeed ultimately for "all that [the] Father hath" (D&C 84:38). Depressions and identity crises have a hard time holding up under that response. . . . We cannot but wonder what frenzy the world would experience if a chapter of the Book of Mormon or a section of the Doctrine and Covenants or a conference address by President Spencer W. Kimball were to be discovered by some playful shepherd boy in an earthen jar near the Dead Sea caves of Qumran. The beneficiaries would probably build a special shrine in Jerusalem to house it, being very careful to regulate temperatures and restrict visitors. They would undoubtedly protect against earthquakes and war. Surely the edifice would be as beautiful as the contents would be valuable; its cost would be enormous, but its worth would be incalculable. Yet for the most part we have difficulty giving away copies of sacred scripture much more startling in their origin. Worse yet, some of us, knowing of the scriptures, have not even tried to share them, as if an angel were an every-day visitor and a prophet just another man in the street. We forget that our fathers lived for many centuries without priesthood power or prophetic leadership, and "dark ages" they were indeed.

In the end, the unending strain with his father enhanced, rather than diminished, young Lincoln’s ambition. Year after year, as he persevered in defiance of his father’s wishes, managing his negative emotions and exercising his will to slowly master one subject after another, he developed an increasing belief in his own strengths and powers.

I became a course or a subject to study to those who where trying to teach me lessons in life.

I became a course or a subject to those who were trying to teach me lessons in life, because they had to study me.

Writing is the handmaiden of leadership; Abraham Lincoln and Winston Churchill rode to glory on the back of the strong declarative sentence

16. “Once you begin to organize and lead a people according to your subjective perception about who you think they are and not by the guiding or corporate rules, ethics, soon the lubricating experience of mutuality dries out leaving corporate efficiency in the dark...and when the leader seeks to remedy the situation through sectional appeasement, the system grinds further to an abrupt halt and that is when it becomes public knowledge that the leader has only been leading himself all along

Janet, a chemist and a team leader at a pharmaceutical company, received glowing comments from her peers and superiors during her 360-degree review but was surprised by the negative feedback she got from her direct reports. She immediately concluded that the problem was theirs: “I have high standards, and some of them can’t handle that,” she remembers thinking. “They aren’t used to someone holding their feet to the fire.” In this way, she changed the subject from her management style to her subordinates’ competence, preventing her from learning something important about the impact she had on others. Eventually the penny dropped, Janet says. “I came to see that whether it was their performance problem or my leadership problem, those were not mutually exclusive issues, and both were worth solving.” She was able to disentangle the issues and talk to her team about both. Wisely, she began the conversation with their feedback to her, asking, “What am I doing that’s making things tough? What would improve the situation?

We cannot separate our submission to God’s inherent authority from our submission to His delegated authority. All authority originates from Him! Hear what the Scripture admonishes: Let every soul be subject to the governing authorities. For there is no authority except from God, and the authorities that exist are appointed by God. Therefore whoever resists the authority resists the ordinance of God, and those who resist will bring judgment on themselves. (Rom. 13:1–2)

The closer you get to subjectivity, the further you get from objectivity

46. The future is portfolios, not transcripts. (Page 117) 29. Homework helps school systems, not students. (Page 71) 16. Embrace all technologies. (Page 39) 11. Use microcosms as much as possible in learning programs. (Page 29) 24. Teaching is leadership. Most teaching is bad leadership. (Page 59) 39. Five subjects a day? Really? (Page 99) 15. If you care about learning, start with food.(Page 37) For parents of children in traditional schools: 12. Internships, apprenticeships, and interesting jobs beat term papers, textbooks, and tests. (Page 31) 13. Include meaningful work. (Page 33) 25. Expose more, teach less. (Page 61) 43. Minimize “the drop-off.” (Page 109) 44. Increase exposure to non–authority figure adults. (Page 111) 14. Create and use periods of reflection. (Page 35) 30. Every day, adults are role models of learning (whether or not they want to be). (Page 73)

When I reported to SEAL Team One after completing Basic Underwater Demolition / SEAL Training (BUD/S), there was no leadership course. New SEALs were issued no books or materials of any kind on the subject. We were expected to learn to lead the way SEALs had learned for our entire existence—through OJT, or on-the-job training.

The existence of an official trade union negated any reason to set up an alternative union, and the party suppressed radical activists who pushed for workers’ rights that might undermine the CCP’s focus on production.48 Such structural social organizations were referred to as transmission belts in Leninist parlance, but the main direction of communication was from top to bottom, with less capacity for members to influence national policy. The workers learned that their role as masters of the country was subject to party guidance and leadership.

Seeing with our own eyes is not as good as seeing with others' eyes. Your own perspective is highly limited and subjective. Genchi genbutsu is better performed with others, particularly when looking at failures or errors. We can bring people with different experiences and perspectives together and investigate what one person alone is not likely to understand.

That’s why they don’t teach you the humanities. As long as your education is restricted to analytical subjects, your minds are not a threat to them.” “I have a starflail,” Alex objected. “Unlimited power.” “But the Rulers have programmed you. Now calm down,” she added, seeing how angry this statement made him. “Not by putting something into your brain, but by keeping something out. They’ve held back critical information, knowledge they themselves possess. Until that deficiency is corrected they continue to control how you think.” “I have freedom of action,” Alex persisted. “But you don’t know how to use it. Students on free worlds have a choice. A boy studies math and science if he wants to become an engineer or a researcher. He studies the humanities if he wants to become a leader. As it should be. One prerequisite for leadership is that a man understand himself, something math and science can’t help with. That’s why a future leader studies history and stories and art: these subjects help him understand humanity in general and himself in particular. You have to decide what you want to do here, Alex. If making robots is all you’re interested in, science will get you through. If you want to lead a revolution, you’re going to need a real education.

mathematics, reading, family history, leadership, charm, oration, deportment, and other subjects

The leaderships on both sides have everyone in a trap. They too are trapped. If Palestine Authority leaders repeatedly made statements strongly condemning all violence, many of those subject to checkpoint humiliations, night raids and house demolitions might switch support to Hamas. An Israeli government ending all repression might be accused of betrayal of Zionism. Two peoples, two leaderships, a four-way entrapment. I hope there are political scientists and game theorists working out escape strategies. Meanwhile some pessimism seems hard to avoid.

Attention must be invited to Nehru’s article written in the Hindustan Times on 20 October 1940 on the subject of ‘the content of social welfare’. Nehru had, inter alia, stated therein: ‘It seems to me that a uniform civil code for the whole of India is essential.

The retarded development of Indian generalship after independence cannot be entirely explained away by the lack of experience of senior Indian officers. There have been other breakaway armies in history, but in none has there been such a marked reluctance either to evolve an empirical, indigenous philosophy of warfare or to introduce orthodox precepts of military science. No zeal or momentum appears to have impelled the officers left over from the Raj. Clearly the seniors among them preferred to perpetuate British affectations of amateurism; their criteria for generalship were confined to a flair for leadership and battlefield panache. Nor did they encourage their juniors to acquire professional knowledge. On the contrary, officers who studied or wrote about professional subjects were dubbed ‘theoretical’ – as though theory were something that must be avoided in the pursuit of practice.

In the NGO universe, which has evolved a strange anodyne language of its own, everything has become a “subject”, a separate, professionalised, special-interest issue. Community development, leadership development, human rights, health, education, reproductive rights, AIDS, orphans with AIDS—have all been hermetically sealed into their own silos with their own elaborate and precise funding brief. Funding has fragmented solidarity in ways that repression never could.

How to demonstrate company values is not obvious by default. Often employees have a sense of “what we do,” but the “how we do it” remains subjective to each individual’s default patterns, interpretations, and preferences.

Kennon Smith in their delineating of critical issues in education through the studio. Central to their investigation is a connection with other fields of design and bringing common essential characteristics to the field of instructional design. Design and narrative meet in two chapters. In the first, Katherine Cennamo relates her experiences in pairing two design forms in a multidisciplinary design studio. Not all design work is alike and different cultures exist in different disciplines. At the same time, there are lessons to be learned through this innovative studio environment. Subsequently, Wayne Nelson and David Palumbo present the crossover of an interactive design firm to engagement with instructional design. Blending processes and ideas from product design and user-experience design informs their work, beginning from their entertainment-oriented experience and moving toward an educational product. How people design—whether they are instructional designers, architects, or end users—is a valuable base for practice and education. Chapters by Lisa Yamagata-Lynch and Craig Howard examine the design process using different methods of inquiry, but both help us in our quest for understanding. While Yamagata-Lynch uses Cultural Historical Activity Theory to examine design from an end-user point of view, Howard builds on an extensive use of the case study method to examine our own practices of instructional design. As we have seen in these chapters, instructional design is a diverse field and, while the specific subject matter is important, it is but one component of education. Wayne Nelson outlines the possible scope of research and practice and finds ways to integrate the field beyond traditional educational research. The qualitative and subjective aspects of instructional design must also be addressed. The specific elements of message design, judgment, and ethics are presented in chapters by M.J. Bishop, Nilufer Korkmaz and Elizabeth Boling, and Stephanie Moore. Each is critical in a holistic understanding of the field of instructional design, touching on such questions as how we convey meaning and information, our judgment of quality in our work, and our responsibilities as designers. We began the symposium with the idea of the value of design thinking, and Gordon Rowland, in his chapter, presents a method for improving the use of design in learning and thinking. Design is “a unique and essential form of inquiry,” and Rowland’s method can advance the use of design as a full-fledged educational component. Examining design and education encourages us to address larger, more systemic issues. Marcia Ashbaugh and Anthony Piña examine leadership thinking and how it could infuse and direct instructional design. How to improve the practice of design inquiry extends to the full field of education and to leadership in higher education. Paul Zenke’s chapter examines the role of university leadership as designers. Challenges abound in the modern age for higher education, and the application of design thinking and transformation is sorely needed. Our story, the chapters of this book, began with detailed views of the work of instructional design

Teaching others the topic you want to master is a sure key to becoming an expert on the subject matter.

For more than a century America has occupied a position of scientific leadership and has gradually come to take it for granted. Although neither war nor economic depression nor political conflict has been able to threaten it, I now fear that that is about to change, for something has arisen that may indeed signal a change in our national character. That something is most visible in the debate over evolution, but it extends far beyond the teaching of a single subject in the curriculum of a single scientific discipline. It reveals a deep and profound split in the American psyche, an unease that threatens the way we think of ourselves as a people, the place we hold for science in our lives, and the way in which we will move into the twenty-first century. What is at stake, I am convinced, is nothing less than America’s scientific soul.

the New Testament offers more instruction regarding elders than on other important church subjects such as the Lord’s Supper, the Lord’s Day, baptism, or spiritual gifts. When you consider the New Testament’s characteristic avoidance of detailed regulation and church procedures (when compared to the Old Testament), the attention given to elders is amazing.

In any profession, you will be respected if you are good at your job – not because you are good at talking about your beliefs. It may be quite irrational, but the fact is that, if you are recognized as being outstanding on one thing, you will be listened to on all sorts of subjects in no way related to it... and so, if you are going to be really effective [for your cause] in your place of work, you must set out to be the best man at your job.

Pick the paper off the floor, throw it in the trash, study—even if you think you already know the subject, say thank you for an act of kindness, and be the support you want to receive. You want to become a master of the mundane, making it easier to be a sorcerer of success.

All great movements in the political and historical field have been created, have been provoked not by that sort of a negative feeling, but always by a local victory. And this is true from the very beginning. If we appreciate, for example, why we have during two years the great revolt of the slaves in the Roman Empire, under the leadership of Spartacus, it is not because slaves have the feeling of injustice and so on. Because they always have that, it’s their experience day after day. It is rather because in one small place a small group of slaves finds new means finally to create a victory—a small victory, a local victory. And after that, as the effect of enthusiasm, of affirmation, of the possibility of something new, we have the possibility of the creation of a new subjectivity at the general level.

In the closing years of John Wesley’s life, he became a friend of William Wilberforce. In England, Wilberforce was a great champion of freedom for slaves before the American Civil War. He was subjected to a vicious campaign by slave traders and others whose powerful commercial interests were threatened. Rumors were spread that he was a wife-beater. His character, morals, and motives were repeatedly smeared during some twenty years of pitched battles. From his deathbed, John Wesley wrote to Wilberforce, “Unless God has raised you up for this very thing, you will be won out by the opposition of men and devils; but if God be for you, who can be against you? Are all of them together stronger than God? Be not weary in well-doing.” William Wilberforce never forgot those words of John Wesley. They kept him going even when all the forces of hell were arrayed against him. The

CIOs may not be the subject matter expert of all IT domains, but they should understand technology enough to ensure they have a keen sense of judgment on the priorities for IT investment.

place: the credibility of the institutions of justice was at stake. Assuming, as nearly everyone did, that Hillary Clinton would be elected president of the United States in less than two weeks, what would happen to the FBI, the Justice Department, or her own presidency if it later was revealed, after the fact, that she was still a subject of an FBI investigation?

Remember how shocked I was to discover Amazon had over 8,000 branding books? Well this I know: when a specific discipline has that many opinions on one subject, something fundamental is always missing. Always. The omitted fundamental? A definition and a universal reason for branding. And it came down to four words:

In 1929 the leadership replaced institutions for long-term prisoners with work camps, designed to extract minerals in Siberia and other remote areas of the USSR where it was difficult to attract free labour. The Gulag soon expanded rapidly with the collectivization campaigns, as hundreds of thousands of kulaks, priests and other ‘enemies’ were imprisoned. By World War II, they had become subjects of an enormous slave state, and a central part of the Soviet economy, with a shocking 4 million people in the whole Gulag system.

How insightful of Finland to devise a topic-based curriculum in their schools! This means that dicreet "subjects" that are taught may cross-fertilise each other, and the possibilities in this are amazing!

The financial markets had been subjected to overreaching intervention in one form or another since Greenspan assumed leadership of the Fed. Less intrusive Fed policy would have allowed for the price discovery so essential to market functionality and the prevention of the boom-and-bust cycles that so worried von Mises in his day.

Core subjects include English, reading, and language arts; world languages; arts; mathematics; economics; science; geography; history; and government and civics. Learning and innovation skills are those possessed by students who are prepared for the 21st century and include creativity and innovation, critical thinking and problem solving, and communication and collaboration. Information, media, and technology skills are needed to manage the abundance of information and also contribute to the building of it. These include information literacy; media literacy; and information, communications, and technology (ICT) literacy. Life and career skills are those abilities necessary to navigate complex life and work environments. These include flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility.

difficult situation, the Iraqi civilian trying to care for a family amid chaos and violence. They are the people who pay every day with blood and tears for the failures of high officials and powerful institutions. The run-up to the war is particularly significant because it also laid the shaky foundation for the derelict occupation that followed, and that constitutes the major subject of this book. While the Bush administration—and especially Donald Rumsfeld, Paul Wolfowitz, and L. Paul Bremer III—bear much of the responsibility for the mishandling of the occupation in 2003 and early 2004, blame also must rest with the leadership of the U.S. military, who didn’t prepare the U.S. Army for the challenge it faced, and then wasted a year by using counterproductive tactics that were employed in unprofessional ignorance of the basic tenets of counter-insurgency warfare. The undefeated Saddam Hussein of 1991 The 2003 U.S. invasion and occupation of Iraq can’t be viewed in isolation. The chain of events began more than a decade earlier with the botched close of the 1991 Gulf War and then it continued in the U.S. effort to contain Saddam Hussein in the years that followed.

Managing creative people—not so easy,” she says. “A lot of emotion, a lot of stroking. Some people need tough love. Some people need a lot of love.” Above all is the challenge of managing in a subjective realm. “There’s no right or wrong answer,” says Lyons. “When someone creates something and puts it in front of you, that thing came from inside of them, and if you make them feel bad, it’s going to be hard to fix, because you’ve actually crushed them.

Center and Ground The leader who is centered and grounded can work with erratic people and critical group situations without harm. Being centered means having the ability to recover one’s balance, even in the midst of action. A centered person is not subject to passing whims or sudden excitements. Being grounded means being down-to-earth, having gravity or weight. I know where I stand, and I know what I stand for: that is ground. The centered and grounded leader has stability and a sense of self. One who is not stable can easily get carried away by the intensity of leadership and make mistakes of judgment or even become ill.

In spite of the variety of definitions of mentoring (and the variety of names it is given, from coaching or counselling to sponsorship) all the experts and communicators appear to agree that it has its origins in the concept of apprenticeship, when an older, more experienced individual passed down his knowledge of how the task was done and how to operate in the commercial world. I’m afraid I disagree. The effect of coaching is not dependent on “an older, more experienced individual passing down his knowledge.” Coaching requires expertise in coaching but not in the subject at hand. That is one of its great strengths.

If one has never personally experienced war, one cannot understand in what the difficulties constantly mentioned really consist, nor why a commander should need any brilliance and exceptional ability. Everything looks simple; the knowledge required does not look remarkable, the strategic options are so obvious that by comparison the simplest problem of higher mathematics has an impressive scientific dignity. Once war has actually been seen the difficulties become clear; but it is extremely hard to describe the unseen, all-pervading element that brings about this change of perspective. ~Carl von Clausewitz 1   -          Why did you make that decision officer? -          Why did you go in the front door, instead of the back or side? -          Why did you not have the subject come outside to you? -          Why instead did you not set up a perimeter, containing the adversary and attempt to negotiate? -          Why did you do a face to face negotiation, with the subject armed with a knife, you know that is dangerous, don’t you? -          Did you have to take him down with force? -          Why didn’t you talk him out, use OC spray or taser him instead? -          Why didn’t you take a passenger side approach on that car stop? -          Why did you walk up on the vehicle to engage instead of having the subject walk back to you? -          Why didn’t you see the gun, weren’t you watching deadly hands? -          Couldn’t you have chosen another option? -          What in the hell were you thinking? -          The bad guy had a gun why didn’t you shoot? -          Why didn’t you wait for back-up? -          You knew something bad was happening there, why, did you wait, for back-up? -          Why didn’t you do this or do that?   These are all questions anyone who has been in law enforcement for any amount of time and has experienced a violent encounter has been asked or has even asked himself.  We law enforcement professionals what/if, if/then, or when/then ourselves so much in an effort to prepare and become more effective on the streets you cannot help but question the decisions we make. This questioning and reviewing of our decisions is, in the aftermath of an encounter helpful to us. This process of review known as an AAR or decision making critique teaches us valuable lessons helping us to adapt more effective methods and tactics to apply on the street.  BUT when in the heat of the moment, face to face with an adversary second guessing ourselves can be dangerous and risk lives, our own, and to those we are there to assist.

An old grandfather puts his young grandson on the family donkey and begins the long journey to town. As they travel along the well-used pathway, passersby say, “Look at that selfish, spoiled kid riding the donkey while the old man is walking.” Not wanting people to criticize his grandson, the old man trades places with the boy. Soon people begin to say, “Look at that lazy man making the child walk.” Not wanting to be called lazy, the grandfather gets off the donkey and walks alongside it. Observers then begin to remark, “Look at those two stupid people walking when they could be riding the donkey.” Acting on their criticism, the grandfather seats both himself and his grandson on the donkey. As they continue along, the next people watching them comment, “Look how they’re brutalizing that donkey. They’re going to break its back.” In response, they get off the donkey. They put the donkey on their backs, and carry it the rest of the way into town, arriving bedraggled, exhausted, and still the subject of bystander criticism. The point of this fable is that if you try to please everyone, you, too, will quickly feel that you have a donkey on your back. Fortunately, being a people pleaser is not the ultimate goal of leadership.

Connect by listening well and speaking relevantly without being prejudiced or sarcastic. Learn to listen with your eyes as much as you listen with your ears. Generate interest in the person and subject, that way people will become more interested in you.