Student Life/Values Transfer
Once the president identifies his/her dreams, goals, and values in life, start section three. This section will assist him/her and the board members in identifying the most important values for the president to focus on and then provide a method to ensure that he/she has the opportunity to learn those values to achieve dreams and goals in every area of life.
This section will provide a systematic process for transferring values. Older presidents will work with their board to determine what values they should focus on at what point in their lives. For parents who want them to get started early, there is a plan for starting with children from birth until they reach the age of twenty-five years old. Each of the 100+ traits for success has been broken down into one of five areas. We have done this to try to determine the best time to transfer these values purposefully to the president. The following pages will outline the categories to which we have assigned each value.
You may choose to use these categories or to create your own. The following should provide you with a starting place, and you can enhance it based on the needs of the president.
Values Enhancement and Development
This section is designed to assist the president in understanding how to reach his/her dreams and goals in every area of life by applying time-tested values. This section has over 100 values that can be taught to the president over a period of twenty-five years.
Taking ownership of these values will assist the president in learning why these values are critical to his/her dreams and goals and how to get the most from the application of these values in every area of life. The life development of an individual has been taken into consideration and has been broken down into the following five major areas:
1. Values
2. Skills
3. Work ethic
4. Leadership
5. Results
Based on the initial experience of implementing these and other systems, the following cycle may assist in successfully building a president's values and self-confidence and defining the contribution he/she will make to others.
The area of self-confidence seems to depend largely upon whether the president is a producer or a consumer. Producers take in more than they give out. Individuals seem to have a built-in understanding of producing and consuming. Infants will naturally be 100% consumers, and as a child grows, he/she naturally becomes more of a producer and less of a consumer.
If those around the child do not assist him/her in becoming a producer, the child's natural tendencies will be to remain a consumer. The older the child grows, the more he/she will consume. The caretaker(s) then may have a more difficult time loving and helping that child grow emotionally and mentally. Large families that do a good job helping children become producers generally have an easier time with this transition than families with fewer children who are consumer-focused.
When children are deprived of the ability to understand the benefits of producing at a very young age, he/she will start to lose self-confidence and aim lower or eliminate their dreams and goals. As their dreams and goals are eliminated, they may eventually reach the point where they do not care about choices or consequences.
It seems that the higher the potential of a president, the more he/she must produce in order to feel good about him-/herself. This can be seen in situations where those who receive the best grades feel the worst about themselves. Why? Often, those around the president are not "pushing" him/her to achieve his/her full potential. If a president has a C average in school and knows that he/she is reaching maximum potential, he/she will tend to have good self-esteem. If another president isn't applying his/her best effort and gets A's, even if everyone is praising those efforts, he/she will often have poor self-esteem, knowing it is not his/her best effort.
First-string sports stars will often burn out faster than third-string athletes if they know they are not doing their very best. Individuals seem to know instinctively what their potential is and, if we are not reaching that full potential, we feel a natural instinct to push ourselves to improve. If this doesn't work, we feel bad because we are not being wise stewards of the gifts that have been given to us, which affects our self-esteem.
On the following pages, you'll find over one hundred values that will assist the president in achieving his/her dreams in all areas of life. These values have been gleaned from documents, sources, and books that are instruction manuals to successful living. Parents who successfully raise their children to be producers with strong values, a hard work ethic, and loyalty will transfer many of these traits at an unconscious level to their children.
It is the goal of the Life Masteries Institute to provide for the president, parents, and teachers a purposeful system or process to equip presidents for life. Presidents today have challenges that past generations have not faced. It is probably safe to say that tomorrow's presidents will face even stronger challenges. We hope to work together in ways that have not been necessary in the past to give presidents additional resources that can instill in them stronger values, harder work ethics, and improved loyalty.
We at the Life Masteries Institute believe in the presidents of today and tomorrow. We believe that even though they may face additional challenges, they'll also find additional opportunities to make a difference throughout the world in ways past generations never dreamed were possible. Let's work together as a team to make a difference in our world.
We believe that the best way for presidents to reach their dreams is for parents to work with them to build these values into the family unit. Some presidents do not have this opportunity, and we would encourage them to look for adults around them who can help them reach their full potential. Even Michael Jordan had a coach! We need each other and, with a multitude of counselors, we can find much wisdom.
We recommend that the president start at the beginning and work through the 100+ values. If the president is older and already possesses these values, he/she will probably be able to go through them at a faster rate than five a year. If the president believes he/she is weak at any of the values, we would recommend taking extra time on that value.
1. Values
These are the foundational values that the parents generally teach, and at some point, the president will need to make a decision to accept or reject these values. A large number of these values are transferred to a president by the age of five.
2. Skills
These talents are learned by the president. A president will learn a large percentage of his/her skills between the ages of six and ten.
3. Work Ethic
Many ingredients make up an individual's work ethic. It is important that the first two phases be properly transferred before work ethic is transferred. If this does not occur, the president will know how to work hard but may not have the foundational values to stay on track. The bulk of a child's work ethic seems to be transferred between the ages of eleven and fifteen. It is important to remember that the concept of work ethic needs to be introduced at a very young age, which will make this phase much easier.
4. Leadership
When all three of the above steps are completed properly, you'll often see a natural tendency for the president to start to lead others. Some children have natural leadership skills, and if they do not master the above three areas, it can have disastrous consequences for those around them. Children that do not have a natural tendency toward leadership need additional assistance in this area. A great deal of this growth will occur between the ages of sixteen and twenty.
5. Results
When a president has successfully absorbed the above four areas, certain predictable results will follow accompanying actions and values. When people accomplish these goals, they become tremendous producers and will consume much less than they produce. The more quickly a child starts to see results in all aspects of life, the greater his/her happiness will be. Let's work together to help each president become a producer in every area of life.
We understand that every child is different and every family has their own ways of doing things, and we encourage that. Please use the system as a starting place and be creative in implementing the system. Keep us informed about how you are using the system, and we will continue to enhance the system to equip each president and family more fully.
Producers vs. Consumers
Based on our experience, a president can start to become a producer when he/she is as young as twelve to eighteen months old. When a family team is successful at producing, it can be easier to have more children because the older children will be producers rather than consumers. That is why a home with five to ten children can run more efficiently than a home with only one child; the larger family often includes many producers.
It is important to understand that the Student Life Management system is designed to work with any practices and processes the family has in place to help the president be his/her best. This system works best when the parent is actively involved in a president's life and doing some or all of the following:
* Mentoring the president in day-to-day activities.
* Networking with friends of the family that support the family's values.
* Working with teachers that support the values the family believes are important.
* Encouraging involvement with a group of individuals that supports the spiritual values of the family.
It is recommended that the president start out with value code # A01 and then work through the entire system. You may think of some values that we missed and that you would like to add, or you may prefer to instill the values in a different order; we encourage experimentation with the system!
Value Codes in alphabetical order
We encourage you to review and add your own values to the list we have compiled. The following alphabetical list will make your search easier.
Please share your additional values with us.
Success In Values--One-Year Master Plan
Name: ____________________________ LMI Personal Code #:_________
Life Masteries Certified Consultant: _____________________________ ID#____________
Age of student: ________ Number of years/months on system: ______yrs/______mos
Starting time for this phase: ___/___/___ Goal for completion: ___/___/___ Actual: ___/___/___
Success Transfer System: (22 things to focus on over the next period)
Number of specific things to transfer:
1. Values ____, 2. Skills ____, 3. Work ethic factors____, 4. Leadership skills____, 5. Results ____
Description of what to transfer Page 1 Page 2 Page 3 Page 4 Final Exam
Age of child: ________ Dates: ___/___/____ to ___/___/____
1.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
2.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
3.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
4.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
5.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
Age of child: ________ Dates: ___/___/____ to ___/___/____
1.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
2.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
3.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
4.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
5.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
Age of child: ________ Dates: ___/___/____ to ___/___/____
1.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
2.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
3.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
4.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
5.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
Age of child: ________ Dates: ___/___/____ to ___/___/____
1.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
2.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
3.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
4.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
5.___________________________ __/__/__ __/__/__ __/__/__ __/__/__ ___/___/___
Success In Values - Side One
Name: ____________________________ LMI Personal Code #:_________ ___/___/____
Value: __________________________ Code#:________ Points toward certification: ________
A. Definition:
B. Benefits of demonstrating value:
C. Historical support for value:
D. Practical daily application of value:
E. How does value tie into your own personal dreams?
F. What will be the consequences of violating value?
Short-Term:
Long-Term:
G. Who would be a great example to follow for this value?
H. Who will you assist in learning this value?
Success In Values - Side Two
Name: ____________________________ LMI Personal Code #:_________
Value: __________________________ Code#:________ Start: ___/___/____ End: ___/___/____
Steps in learning and proficiency
Learning Level Benefit Goal for completion Unconscious Incompetence Understand value: ___/___/_____ Conscious Incompetence Practice value: ___/___/_____ Conscious Competence Strength in value: ___/___/_____ Unconscious Competence Referrals from others: ___/___/_____
Step #1 ___/___/____ Practice value - Unconscious Incompetence
In your Success Journal or below, please write about opportunities in your life where you have practiced this value and the benefit it will bring you in the short-term and long-term. These may be times where you struggled with the value and perhaps failed to demonstrate it, but you learned about the importance of the value. Please write about the situation, date, time, and what you learned.
Step #2 ___/___/____ Practice value - Conscious Incompetence
In your Success Journal or below, please write about opportunities in your life where you have practiced this value and the benefit it will bring you in the short-term and long-term. These may be times where you struggled with the value and perhaps failed to demonstrate it, but you learned about the importance of the value. Please write about the situation, date, time, and what you learned.
Step #3 ___/___/____ Strength in value - Conscious Competence
In your Success Journal or below, please write about opportunities that you anticipate in the next year, the next three years, and the next five years where this value will be extremely valuable. Please write about possible situations what you think you will learn.
Step #4 ___/___/____ Strength in value - Unconscious Competence
Please give a copy of this page to several of your acceptability partners/board members or others you know. (It is recommended that you work with one individual from each personality type). Please write about a time when you have seen the student apply this value when he/she didn't know that he/she was being observed. Please give date, time, and what you observed.
Values Transfer- Section Three
Toll Free Fax Number: (888)230-2301
Name: ____________________________ ID#:___________ ___/___/_____
Please rate the following areas on a scale of 1 to 10, with 10 being the best. If an area does not receive a 10, then please give one suggestion on how that area can become a 10.
A. Written instructions for this section.
1 2 3 4 5 6 7 8 9 10
B. Ease of understanding.
1 2 3 4 5 6 7 8 9 10
C. Ease of implementation.
1 2 3 4 5 6 7 8 9 10
D. Choices for values.
1 2 3 4 5 6 7 8 9 10
E. Comprehensiveness of this section.
1 2 3 4 5 6 7 8 9 10
F. Number of worksheets within the book.
[ ]-Too many, [ ]-Just right, [ ]-Too few
How many would you like to have? _____
G. What other values would you like to see in this section?
___________________________
___________________________
___________________________
___________________________
___________________________
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1. What other areas would you like to see covered in this section?
2. What one area do you like most about this section?
3. What suggestion would you make for improving this section?
4. List one area in your life that you believe will improve because of this section.
5. What area of challenge within your life was not addressed within this section?
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