I don't know how many stars to give--3 or 4--but it was a good, quick read that makes you think about what's important and how you make your life manifest that. Kindle highlights:
two different types of factors: hygiene factors and motivation factors. On one side of the equation, there are the elements of work that, if not done right, will cause us to be dissatisfied. These are called hygiene factors. Hygiene factors are things like status, compensation, job security, work conditions, company policies, and supervisory practices. It matters, for example, that you don’t have a manager who manipulates you for his own purposes—or who doesn’t hold you accountable for things over which you don’t have responsibility. Bad hygiene causes dissatisfaction. You have to address and fix bad hygiene to ensure that you are not dissatisfied in your work. Interestingly, Herzberg asserts that compensation is a hygiene factor, not a motivator. As Owen Robbins, a successful CFO and the board member who chaired our compensation committee at CPS Technologies, once counseled me, “Compensation is a death trap. The most you can hope for (as CEO) is to be able to post a list of every employee’s name and salary on the bulletin board, and hear every employee say, ‘I sure wish I were paid more, but darn it, this list is fair.’ Clayton, you might feel like it is easy to manage this company by giving incentives or rewards to people. But if anyone believes that he is working harder but is being paid less than another person, it would be like transplanting cancer into this company.” Compensation is a hygiene factor. You need to get it right. But all you can aspire to is that employees will not be mad at each other and the company because of compensation. This is an important insight from Herzberg’s research: if you instantly improve the hygiene factors of your job, you’re not going to suddenly love it. At best, you just won’t hate it anymore. The opposite of job dissatisfaction isn’t job satisfaction, but rather an absence of job dissatisfaction. They’re not the same thing at all. It is important to address hygiene factors such as a safe and comfortable working environment, relationship with managers and colleagues, enough money to look after your family—if you don’t have these things, you’ll experience dissatisfaction with your work. But these alone won’t do anything to make you love your job—they will just stop you from hating it. - location 402
Motivation factors include challenging work, recognition, responsibility, and personal growth. Feelings that you are making a meaningful contribution to work arise from intrinsic conditions of the work itself. - location 423
Gloria Steinem framed strategy for her world as Andy Grove did for his: “We can tell our values by looking at our checkbook stubs.” - location 875
Though they may believe that their family is deeply important to them, they actually allocate fewer and fewer resources to the things they would say matter most. - location 913
As such, there is no one-size-fits-all approach that anyone can offer you. The hot water that softens a carrot will harden an egg. - location 978
Few companies have launched their product with more fanfare than the Iridium Satellite Network—mobile phones that would allow people to call from literally anywhere on the planet by tapping into a complex celestial network of satellites. Vice President Al Gore helped launch Iridium’s product by placing its first call—to Alexander Graham Bell’s grandson. - location 1003
Professor Amar Bhide showed in his Origin and Evolution of New Business that 93 percent of all companies that ultimately become successful had to abandon their original strategy—because the original plan proved not to be viable. In other words, successful companies don’t succeed because they have the right strategy at the beginning; but rather, because they have money left over after the original strategy fails, so that they can pivot and try another approach. Most of those that fail, in contrast, spend all their money on their original strategy—which is usually wrong. - location 1029
on average, parents speak 1,500 words per hour to their infant children. “Talkative” (often college-educated) parents spoke 2,100 words to their child, on average. By contrast, parents from less verbal (and often less-educated) backgrounds spoke only 600 per hour, on average. If you add that up over the first thirty months, the child of “talkative” parents heard an estimated 48 million words spoken, compared to the disadvantaged child, who heard only 13 million. The most important time for the children to hear the words, the research suggests, is the first year of life. - location 1130
And it didn’t matter that just any words were spoken to a child—the way a parent spoke to a child had a significant effect. The researchers observed two different types of conversations between parents and infants. One type they dubbed “business language”—such as, “Time for a nap,” “Let’s go for a ride,” and “Finish your milk.” Such conversations were simple and direct, not rich and complex. Risley and Hart concluded that these types of conversations had limited effect on cognitive development. In contrast, when parents engaged in face-to-face conversation with the child—speaking in fully adult, sophisticated language as if the child could be part of a chatty, grown-up conversation—the impact on cognitive development was enormous. These richer interactions they called “language dancing.” Language dancing is being chatty, thinking aloud, and commenting on what the child is doing and what the parent is doing or planning to do. “Do you want to wear the blue shirt or the red shirt today?” “Do you think it will rain today?” “Do you remember the time I put your bottle in the oven by mistake?” and so on. Language dancing involves talking to the child about “what if,” and “do you remember,” and “wouldn’t it be nice if”—questions that invite the child to think deeply about what is happening around him. And it has a profound effect long before a parent might actually expect a child to understand what is being asked. - location 1137
They lovingly cart children around to soccer, lacrosse, basketball, football, hockey, and baseball teams; dance, gymnastics, music, and Chinese lessons; send them on a semester abroad to London; and to so many camps that many children don’t even have the time to get a part-time job in the summer. Taken individually, each of these can be a wonderful chance for a child to develop, and an excellent substitute for all the work that used to take place around the home. Kids can learn to overcome difficult challenges, take on responsibility, become good team players. They’re opportunities to develop the critical processes that kids will need to succeed later in life. Too often, however, parents foist all these experiences on their children without that in mind. Now, on one hand, exposing them to lots of activities is commendable. You want to help your kids discover something that they truly enjoy doing, and it’s actually critical for them to find something that will motivate them to develop their own processes. But that’s not always the impetus of parents imposing these activities on their children’s lives. Parents have their own job to be done, and it can overshadow the desire to help their children develop processes. They have a job of wanting to feel like a good parent: see all the opportunities I’m providing for my child? Or parents, often with their heart in the right place, project their own hopes and dreams onto their children. When these other intentions start creeping in, and parents seem to be carting their children around to an endless array of activities in which the kids are not truly engaged, it should start to raise red flags. Are the children developing from these experiences the deep, important processes such as teamwork, entrepreneurship, and learning the value of preparation? Or are they just going along for the ride? When we so heavily focus on providing our children with resources, we need to ask ourselves a new set of questions: Has my child developed the skill to develop better skills? The knowledge to develop deeper knowledge? The experience to learn from his experiences? These are the critical differences between resources and processes in our children’s minds and hearts—and, I fear, the unanticipated residual of outsourcing. - location 1595
The end result of these good intentions for our children is that too few reach adulthood having been given the opportunity to shoulder onerous responsibility and solve complicated problems for themselves and for others. Self-esteem—the sense that “I’m not afraid to confront this problem and I think I can solve it”—doesn’t come from abundant resources. Rather, self-esteem comes from achieving something important when it’s hard to do. - location 1622
I’m not advocating throwing kids straight into the deep end to see whether they can swim. Instead, it’s a case of starting early to find simple problems for them to solve on their own, problems that can help them build their processes—and a healthy self-esteem. As I look back on my own life, I recognize that some of the greatest gifts I received from my parents stemmed not from what they did for me—but rather from what they didn’t do for me. - location 1632
Although in retrospect these were very simple things, they represent a defining point in my life. They helped me to learn that I should solve my own problems whenever possible; they gave me the confidence that I could solve my own problems; and they helped me experience pride in that achievement. - location 1646
As for my mom, I have wondered what she felt when she saw me walk out the door to school wearing those patched-knee trousers. Some mothers might have been embarrassed to have their child seen in such tatters—that it evidenced how few pennies our family had to spare. But I think my mom didn’t even look at my Levi’s. I think she was looking at me, and probably saw in me the same thing I saw in the patch: “I did that.” - location 1651
“When the kids come home for a family reunion, I like to listen to their banter back and forth about the experiences they had growing up, and which had the greatest impact on their lives. I typically have no memory of the events they recall as being important. And when I ask them about the times when Jim and I sat them down specifically to share what we thought were foundationally important values of our family, well, the kids have no memory of any of them. I guess the thing to learn from this is that children will learn when they are ready to learn, not when we’re ready to teach them.” - location 1663
You can probably recall similar moments from your own childhood—the times that you picked up something important from your parents that they probably weren’t aware they were sharing. - location 1669