Quotes About Growth

At one point quantity turned into quality.

Managements are paid for their judgment, but they are not being paid to be infallible. In fact, they are being paid to realize and admit that they have been wrong – especially when their admission opens up an opportunity. But this is by no means common.

The entrepreneur,' said the French economist J. B. Say around 1800, 'shifts economic resources out of an area of lower and into an area of higher productivity and greater yield.' But Say's definition does not tell us who this 'entrepreneur' is. And since Say coined the term almost two hundred years ago, there has been total confusion over the definitions of 'entrepreneur' and

Nothing succeeds like concentration on the right business. And if the company is not in the right business, diversification will no more make it a "growth company," than a man with a broken hip will be restored to health, by being taken on a twenty-mile forced march with an eighty-pound pack on his shoulders.

In actual practice this distinction makes no sense whatever. An enterprise, whether a business or any other institution, that does not innovate and does not engage in entrepreneurship will not survive long.

Effective executives build on strengths

Energy, resources, and time should go instead to making a competent person into a star performer.

Exploiting opportunities produces results.

thus, as the organization grows, an increasing proportion of energy diverts to managing the internal mass rather than contributing to the outside world. Combine this with another Druckerian truth: The accomplishments of a single right person in a key seat dwarf the combined accomplishment of dividing the seat among multiple B-players.

I soon learned that there is no "effective personality

We need far too many leaders to depend only on the naturals.

We need to encourage habits of flexibility, of continuous learning, and of acceptance of change as normal and as opportunity - for institutions as well as for individuals.

But,' the chairman continued, 'in this kind of store, it is normal and healthy for fashion to produce seventy per cent of sales. Appliance sales have grown so fast that they now account for three-fifths. And that's abnormal. We've tried everything we know to make fashion grow to restore the normal ratio, but nothing works. The only thing left now is to push appliance sales down to where they should be.

Families are delicate things. Who's to say why or how we end up the way we do or become who we are? Parents make mistakes. A child's job is to overcome those mistakes. We can blame our parents - and our own past - for only so long before it becomes an excuse and a crutch. That's my position on family dynamics and I'm sticking to it. Sometimes you just have to assume responsibility for your own life and grow up.

We have to remember that we are not just giving students feedback; we are also teaching them to provide it.

I'm not good at this yet" and to take steps to change that.

If you're going to offer critique, focus on the process and possibility.

The last two forms of feedback, "You tried really hard" and "You found a good way to do it; could you think of other ways that would also work?" focus on different aspects of the process—effort and strategy—and not on the person.

First, it gets children into the habit of explaining successes and failures in terms of strategy use.

The most important piece is to confirm what has been successful (so it will be repeated) and simultaneously assert the learner's competence so she will have the confidence to consider new

Marie Clay (1993) refers to this as attending to the "partially correct." Its significance cannot be overstated.

Much more important is noticing—and helping the students notice—what they are doing well, particularly the leading edge of what is going well. This leading edge is where the student has reached beyond herself, stretching what she knows just beyond its limit, producing something that is partly correct. This is the launching pad for new learning.

For example, Pegeen's students have constructed time lines of their lives, replete with photos and annotations, and posted them on the wall, inviting conversations about change.

Stephen summarizes, "It's when you look back and you learn how much you've grown and changed.