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Why Peak Performers Are High Achievers!

What is the difference between performance and success? Some say that performance is linked to the collective. When you are influenced by how you “perform”, you are concerned with a collective endurance of quality standards throughout a process until its completion. It is in progress once the process is complete or terminated. In the realm of success, you focus more on yourself and how you stay channeled toward a specific outcome. In both areas there are great advantages. Many times one will feed the other. You must have a high sense of self-efficacy (student) in order to perform at a high level for an extended period of time without coercion or supervision. Whatever task you have been given, you have no doubt that you will perform it with the skills and abilities necessary to complete it successfully. You are a high achiever with a high performance work ethic. We should all focus on preparation during the process (childhood) and not wait for the event (adulthood).

Let’s digress for a moment. We have read that the poison of high achievement is facilitated by the lack of proper concern for elementary school students by educators. If they don’t care, the child doesn’t care. If the teachers don’t care, the parents don’t care. It is a negative spiral of a self-replicating formula of low expectations generating no quality teacher-student relationship. And low performance will certainly equate to low achievement. When someone has witnessed the lack of interest in the good education of a child in the school system, he engages and does not subscribe to the current condition and lets the group think of low expectations in certain categories of the society. Or they lock themselves into promoting their own version of a pseudo-joyful life while ignoring real challenges and allowing a self-fulfilling prophecy that says “we don’t expect you to succeed, so you won’t succeed”. “If the individual lacks the skills or does not appreciate the results of performance, he may not be able or willing to achieve the expected level of performance, become frustrated and give up (Bandura, 1982, set in Journal of Instructional Psychology; 9/1/2002; Enderlin-Lampe, Scherie).

My answer; teachers must step in where parents leave off. Parents are educated at different levels of family life. They must work hard to understand their expanded role on the many facets of raising children in the broadest sense. In many ways, the parent(s) raising children are expected to know how to feed, clothe, shelter, and teach math, science, humanities, and even be a self-taught counselor, doctor, or scholar for their children. If so, then where does the accountability of schools come into play? It doesn’t matter if your child attends school for free or in a private school, there is a fiscal responsibility on a governing body to deliver results for our next and near generations. When children are not given the best opportunity to perform at a higher level, it is not their loss, it is society’s loss. Educators must themselves be well educated. Students come from diverse backgrounds and therefore have diverse learning methods. Teachers should recognize that the standard delivery may not work with all students. Just like in kindergarten where there was something to teach, they used various modalities to provide the best experience for the children. There was the verbal/audio modality in which the teacher spoke about the lesson so that some would learn better. They also showed children by reading and showing pictures for the visual modality and there was touch for this form of sensory modality. And many times for the children to really understand the lesson they had to experience it. This should normally inculcate the lesson.

Since it is not a particular group, we only focus on the source of high achievements and peak performance. Even though demographics play an incredibly central role in young people’s outcomes through adulthood, that’s not our topic here. Where will your child end up? The only real way to increase your chances of developing a level of genius is to educate yourself before the child is born, participate in your child’s school experience after birth, be active in what the he child learns in adolescence by frequently conversing with his educators and other parents. Start early and still challenge your child with advanced math, language and social skills between formal class sessions. Be a lifelong learner. Don’t get caught up in the “frenzied race” of life and forget that the next generation will have to carry the burden that our generation leaves behind. Whether it’s national or local debt, wealth or poverty, real estate development or foreclosures, innovation or deviation. Everything is relative to the high level of expectation of success that you place under your responsibility.

Now let’s look to the future. In business, it’s a little different. There is no time to go back and find out how the child did in school or if he had a great teacher-student relationship. When you start your own business or land your dream job, you better be the definition of a high achiever and resilient person.

Let’s look at what qualities are inherent in high achievers. Did you know that even though the most successful people think big, they are not always the first to have an idea. Yes, it’s true. You might have a lot of amazing thinkers in your company who aren’t always looking for attention, but if you asked them about a problem you might have, they could most likely give you a fresh perspective on the solution. This is what I call “untitled leadership”. A funny thing that comes to mind is that a friend of mine (retired from the army) always says, “You can’t lead from the back. I just laugh and agree. He meets young technicians who always speak against the grain and should normally have kept quiet. Remember; if your input is irrelevant in your mind…don’t let it slip away. Unless you are asked of course.

The top performers have implemented their strategies by evolving in a manner consistent with a major shift in the market. Normally they play just before the “S-curve”, something I like to call them “Trend-fronters”. They may not be far-sighted yet, they follow the markets (their industry) so intensely that they know what to do and when. Kind of like the job of stockbrokers dealing with stock trading. The investor relies on his broker’s best intuition to deliver the goods at the right time. As a successful business, your business expects nothing less from you. As a young student at the school this does not change, you are expected to challenge yourself to perform at the highest level of ethics and efficiency. Influenced by a theory “Y” manager, you surely lead from the front. A distant front indeed.

Another seed of high performers is influencing how the “C-level” of the business embodies new strategies for sustained growth. When new strategies or products hit the market and are successful, top performers revel in the experience to “fix what isn’t broken.” They see what others don’t look for in the growth process. Just think of it as bringing the principle of “continuous improvement” to life. If it’s good it can be better, if it’s better it can be great. So don’t settle for good when you can have great. This is the high achievement attitude. They don’t think about being better, they eliminate the competition by being 10 times better.

And finally this seed of high performers. They are aggressive readers and advocates for personal and professional development. They will not be caught off guard. The top performers stand out to consistently reach the most impressive levels. They are constantly looking for new ways to innovate during a “high” season. Look for ways to integrate great talent wherever they reside within the company. They seek out the vast talent pools in order to locate and prepare their proteges for success by anticipating their eventual progression and through the organization. This is a selection of the new breed of high achievers and their companies, they care enough to focus internally and nurture future talent with less reason to recruit externally. This cohesive approach is working and will continue to keep leaders ahead of the game.

A reference :

Bandura, 1982, published in Journal of Instructional Psychology; 09/01/2002; Enderlin-Lampe, Scherie

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