Many Generations in the Workplace

With so many generations in the workplace, how do you find common ground to work optimally together?

Currently there are four generations in the workplace.  They are:

  • WW II generation (born before 1943)
  • Baby Boomers (born between 1944 and 1963)
  • Generation X (born between 1964 and 1984)
  • Gen Y or Millennials (born between 1985 and 2005)

Research has shown that each generation views work and careers differently though many experts disagree on the degree to which their perspective vary.  Furthermore, it is necessary to realize that this is at best imprecise, and those born on or around a so-called boundary years (i.e. 1963 between Boomers and Xers) might very well be inclined to be with one generation or the other.

I believe it is still important for effective leaders to be aware of these potential differences in perspective if they are going to maximize performance and fully understand how different members of the team may approach a problem or work/life balance.   This is also not an “airy fairy” effort to achieve an artificial diversity goal but can be of value to any team for a number of reasons.

  • An expansion of the number of creative ideas available to you
  • Better contacts with your customer or client base
  • Access to a wider range of problem solvers
  • Reduction in tensions and hostilities across demographic and generational lines
  • An increased appreciation of different people, ideas, and general respect for others

Research has shown that perhaps the biggest factor in working across the “divide” is establishing trust with each other across generational lines.  This may often times require a good deal of listening by the leader to determine why and how alternative approaches are proposed.  For example, in general, Boomers tend to value competence. Xers value relationship/communication and seem to have a greater need for open discussion.

Probably the best place for the leader to start is to get the team to focus on what they agree on.  It is also important to keep in mind that other factors affect how individuals confront problems and work effectively on teams.  It should not be surprising to learn that generally men and women often have different perspectives of what leaders do and how they do it.  The literature further suggests culture also influences individual perceptions, roles and identities. Surveys of cross-generational teams also indicates that in addition to culture, gender, age, and education are important, and these factors influence each other. If you only look at one factor, it may lead you to mistaken conclusions.

It is critical to keep in remember that not every member of generation is “that way”.  Failing to keep this in mind can potentially create biases in dealing with other generations.  Finally, it is useful to keep in mind the words of Winnie the Pooh!  What makes me different…is what makes me….Me!

-Dr. Jeff McCausland

Great Organizations Do Small Things Well

Great Organizations Do Small Things Well — Find the Long Snapper

I have been thinking about what do great organizations do that differentiate them from good organizations, and there are a number of things. But one that sticks out to me is that great organizations do small things very well. Let me give you an example that I observed while watching the end of the 2016 college football season.

By any measure you would have to accept that the University of Alabama football team is successful at what they do despite losing in the NCAA football championships to Clemson University earlier this year. The Crimson Tide have won 16 national championships including four in the last eight years. They have made more bowl appearances (64) than any other team in NCAA history. Alabama has won 30 conference titles and had 11 undefeated seasons. Currently, there are 24 committed recruits to the Alabama football program in 2017. Five are ranked number one in the nation at their position, including Thomas Fletcher from Washington State. Thomas graduated from the prestigious IMG Academy and is a long snapper. [1]

Now for those of you who may not be football aficionados, a long snapper is a center who only snaps the ball on punts. This means he will likely only be on the field for seven or eight plays per game. But those plays are often crucial. Place kickers have gotten better and now may attempt field goals from well over forty yards. Consequently, punts normally occur when a team remains in their own territory. A badly handled snap can result in disaster. The long snapper must snap the ball between his legs and send it approximately fifteen yards in 0.75 seconds. He must do this accurately and repeatedly during some of the most pressure packed moments of a football game. Furthermore, he knows that as soon as he snaps the ball he is going to be hit by at least one (if not more) 300 pound defensive lineman.

After years of success, clearly Alabama’s head football coach is leaving little to chance and will consistently bring in the best players he can. But many Division 1 teams still rely on a walk-on or fourth string player who is still learning to become their long snapper. But Saban wants to insure that his organization has every advantage as they confront their competition — and all leaders can take a lesson from this. This is not encouragement to micro-manage but rather the need for successful leaders to try and “see around corners,” think a little out of the box, and encourage their team members by their actions to be thorough and relentless in the pursuit of perfection in what each does for the overall success of the team. If the leader stresses the need to “find the long snapper” then the entire team will focus on what are the small things that can potentially make a difference.

If you still find this unconvincing, consider the following: Where did Nick Saban acquire his relentless focus on insuring his team did small things well?  He was mentored by a master, Bill Belichick, head coach of the New England Patriots. Saban worked under Belichick from 1991 to 1994. Last year Belichick stunned many in the NFL when the Patriots selected a long snapper in the fifth round of the NFL draft. 

But if you’re still not buying this idea, I suggest you simply call the Atlanta Falcons and ask them their opinion.

-Dr. Jeff McCausland

[1] Sam Borden, “An Upside-Down Priority”, New York Times, December 26, 2016, p. D1.

Day of Infamy: Leadership Lessons from the Attack on Pearl Harbor

“Yesterday, December 7, 1941 — a date which will live in infamy — the United States of America was suddenly and deliberately attacked by the naval and air forces of the Empire of Japan.”

-President Franklin Roosevelt in his speech to Congress.

“I am afraid we have awakened a sleeping giant.”

-Admiral Yamamoto, Commander of the Japanese attack force

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Every American, no matter their age, conjures up a mental image of the attack on Pearl Harbor when they hear the date December 7. Today, we commemorate the 75th anniversary. This attack was a turning point in the history of our nation and the world. The war that followed lasted nearly four years, and the entire nation mobilized to meet this challenge. But ultimately it was leadership at all levels, exhibited initially on this Sunday morning in Hawaii that allowed America to be successful.

The actions of leaders on both sides of this historic battle made the difference in the events on that day — for better or for worse — and arguably set the conditions that determined the course of World War II. It is no overstatement to say that Pearl Harbor on the beautiful island of Hawaii proved to be one of the most important and intense “leadership laboratories” in the history of modern warfare.

As we reflect on the courage and sacrifice of the brave servicemen on that day, what can we discern about the actions of their leaders? And what can we learn about leadership in a complex, rapidly evolving, high-pressure environment like the one we are living and working in today? While there are innumerable leadership lessons that can be drawn from this event let me use three examples.

Leaders must act in a crisis and feel empowered to act. The battle actually began at 0342 that morning. The minesweeper USS Condor detected a periscope at the entrance to Pearl Harbor. The captain of the Condor sent a message to the USS Ward, a destroyer on patrol in the harbor. Sighted submerged submarine on westerly course, speed 9 knots.

The Ward was commanded by Lieutenant William Outerbridge. He had assumed command on December 5, but still immediately ordered his ship to engage what turned out to be a Japanese mini-submarine that was attempting to enter the harbor.

All leaders will face a “crisis” at one point or another and several factors are important. First, crises demand that organizations have developed solid leadership and organizational preparation. Second, leading in a crisis takes more than just common sense. Leaders must establish a climate that allows those they lead to make decisions, fail, and grow. Third, it is critical that everyone in the organization even the newest person feels empowered to act.

Lieutenant Outerbridge’s quick actions are consistent with each of these.

Leaders must challenge assumptions particularly during changing times. The Army-Navy game in 1941 was played on November 29 in Philadelphia Municipal Stadium. Navy would defeat Army 14-6. The program for the game contained a full-page picture of a battleship and noted that it had “never been successfully attacked from the air.” The Pearl Harbor attack began at 0755 eight days later. Within 10 minutes half the battleships were badly damaged. The battleship was no longer the centerpiece of what 20th-century navies were all about.

Leaders must promote organizational resilience. The United States suffered 2,335 dead and 1,178 wounded on December 7. Over 180 aircraft were destroyed and 18 ships badly damaged or sunk. This included eight battleships, three cruisers, and four other vessels. It was perhaps the worst military defeat in American history. But all the American aircraft carriers were at sea.

America recovered quickly. Four months after the attack (18 April 1942) sixteen B25 bombers took off from the USS Hornet and conducted a bombing raid on Tokyo. On June 4, 1942 the American and Japanese fleets fought perhaps the most important battle of the war in the Pacific near Midway Island. Japanese Admiral Yamamoto sent four of his carriers to draw out the American fleet and hopefully destroy the carriers. But in the ensuing battle, the Japanese lost all four of their carriers while the US Navy lost won.

This can also be illustrated in the American industry’s reaction to Pearl Harbor. On December 7, 1941 the US Navy had eight aircraft carriers and 112 submarines. At the end of the war the Navy would have 140 carriers and 214 submarines.

Scientist Brian Walker and David Salt in their book, Resilience defined it as: “the capacity of a system to absorb disturbance and still retain its basic function and structure.” Bad things will happen, and effective leaders must insure their organizations can “bounce back.” Every ship that was part of the Japanese task force that attacked Pearl Harbor was sunk by September 1945.

As we reflect on the sacrifices of those Americans who lost their lives on December 7, 1941 let us further consider what we can learn from this iconic event that will make each of us a better leader.

Perhaps the words of former Secretary of State Colin Powell are appropriate. Leadership is the art of getting your people to accomplish more than they may think is possible.


Dr. Jeff McCausland, Founder and CEO, Diamond6 Leadership and Strategy, LLC

The Critical Importance of Mentors

mentoringI have always known that my success in the military and since was due in large measure to several mentors who provided me critical assistance throughout my life. If you are blessed with a mentor, you know that he or she is only a phone call away despite the fact that you might not see each other for several years. I could always call my mentors day or night to seek their advice and assistance.

But what exactly is “mentoring” and why is it important? Mentoring has been described as a dynamic relationship in which a more experienced person (the mentor) acts as a guide, role model, teacher, and sponsor of a less experienced person (the mentee). It is based on several distinct elements including:

  • Reciprocity, collegiality, authenticity, and mutuality.
  • Intentional role modeling
  • A “safe harbor” for self-exploration (disclosure)
  • Transformation particularly of the mentee’s professional identity.
  • A connection that endures.

The Harvard Business Review conducted a survey of 1,250 top executives as listed in The Wall Street Journal. It discovered that 65 percent had at least one important mentor. Furthermore, the analysis suggested that executives with mentors had higher salaries, more rapid promotions, greater achievement of career objectives, and higher overall job and life satisfaction. It has also been discovered that organizations with a culture of mentorship have lower attrition rates.

Through this relationship, mentees seek better job performance that may include more involvement in professional organizations. They also want help with networking, job opportunities, and finding greater satisfaction in the organization they are part of. Over time they will likely want assistance in achieving a stronger sense of professional identity, more productivity, and having a greater impact.

I would argue that having a mentor and eventually becoming a mentor is particularly important for those who are members of one of the following professions – the military, medicine, education, the clergy, the media, or law enforcement (lawyers, judges, and police). Such occupations are focused on the continued development of the abstract knowledge associated with the profession and the critical service it provides society. Consequently, the development of the next generation in the profession is a critical requirement. I was amazed how quickly I found other younger officers seeking my advice and counsel as I progressed through my career, and I am confident that most teachers, doctors, lawyers, ministers, journalists, and policemen have had the same experience.

Effective mentors must, first and foremost, take the time to get to know the mentee. Spend the time to learn their strengths and weaknesses as well as their goals. In doing so the mentor must “affirm” the path the mentee is taking while gently shaping as well as redirecting them away from unrealistic aspirations. The mentor is both a teacher and a coach. He or she must look for “teaching moments” during their time with the mentee and, if working in the same organization, demystify the “system” for the mentee while providing the “lay of the land.” The mentor must be prepared to offer counsel in difficulty times but challenge the mentee in order to stimulate their growth. When appropriate, the mentor should actively sponsor the mentee and hopefully match opportunities with their “dreams.” This may also be part of pointing out milestones and successes to the mentee while helping them to objectively step back and appreciate their own progress. Finally, an effective mentor has to be humble and have patience. He or she must be open to feedback particularly as the mentee matures. Nobody wants a “perfect” mentor. Humble mentors model their own fallibility. Important qualities for effective mentors include patience and high-quality emotional intelligence.

Good leaders are not only effective mentors but also seek to create a mentoring culture in their organization. This is difficult to do but essential nonetheless. Leaders must continually stress its importance and how it is closely related to the organization’s mission, vision, and values. It may also require not only traditional mentoring but also peer and team mentorship. An effective program will seek to select mentors carefully, train/support them, prepare mentees, and assess/reward mentors for their efforts. It should also be a topic during annual performance review discussions, and many organizations conduct annual surveys in order to ascertain the level of satisfaction and experience with mentoring. Finally, it should be part of all exit interviews when a member of the organization is departing.

Being a mentor is crucial to the success of any organization, and I would argue a professional responsibility. An expert on mentoring described it as “the seal of approval.” He further observed, “to have a mentor is to be among the blessed. Not to have a mentor is to be damned to eternal oblivion or at least to a mid-level status.”

Furthermore, we would all be wise to remember the words of the author, Robert Louis Stevenson:

He has achieved success who has lived well, laughed often and loved much;
Who has gained the respect of intelligent men and the love of little children;

Who has filled his niche and accomplished his task;
Who has left the world better than he found it;
Who has looked for the best in others and given the best he had;
Whose life was an inspiration,
Whose memory is a benediction.

Stevenson was clearly describing a mentor. I know because having mentors has been invaluable to me, and I only hope that I have fulfilled my responsibility of being a mentor to others along the way.

The Critical Importance of Mentors

tutor-407361_1280I lost two people who were very, very important to me last fall. They had both been my mentors. The first was my mom who has been my personal mentor throughout my life. She guided me from birth and sacrificed enormously on my behalf. There is absolutely no doubt I would have never accomplished the things I have done without her wise counsel and assistance.

The second was a senior officer who took me “under his wing” when I was a young cadet at West Point. Don was a professional mentor I could always turn to for guidance and counsel specifically about my military career. He also provided critical advice and analysis for many of the national security issues that I became involved in while working in the Pentagon, National Security Council Staff in the White House, and other efforts that I have been involved in since retiring from the military. I always knew that he was only a phone call away despite the fact that we were not frequently assigned to the same location and might not see each other for several years. I could always call him day-or-night to seek his advice and assistance.

But what exactly is “mentoring” and why is it important? Mentoring has been described as a dynamic relationship in which a more experienced person (the mentor) acts as a guide, role model, teacher, and sponsor of a less experienced person (the mentee). It is based on several distinct elements including:

  • Reciprocity, collegiality, authenticity, and mutuality.
  • Intentional role modeling
  • A “safe harbor” for self-exploration (disclosure)
  • Transformation particularly of the mentee’s professional identity.
  • A connection that endures.

The Harvard Business Review conducted a survey of 1,250 top executives as listed in The Wall Street Journal. It discovered that 65 percent had at least one important mentor. Furthermore, the analysis suggested that executives with mentors had higher salaries, more rapid promotions, greater achievement of career objectives, and higher overall job AND life satisfaction. It has also been discovered that organizations with a culture of mentorship have lower attrition rates.

Through this relationship, mentees seek better job performance, which may include greater involvement in professional organizations. They also want help with networking, job opportunities, and finding greater satisfaction in the organization they are part of. Over time they will likely want assistance in achieving a stronger sense of professional identity, more productivity, and having a greater impact.

I would argue that having a mentor and eventually becoming a mentor is particularly important for those who are members of one of the following professions: the military, medicine, education, the clergy, or law enforcement (lawyers, judges, and police). Such occupations are focused on the continued development of the abstract knowledge associated with the profession and the critical service it provides society. Consequently, the development of the next generation in the profession is a critical requirement. I was amazed how quickly I found other younger officers seeking my advice and counsel as I progressed through my career, and I am confident that most teachers, doctors, lawyers, ministers, and policemen have had the same experience.

Effective mentors must first and foremost take the time to get to know the mentee. Spend the time to learn their strengths and weaknesses as well as their goals. In doing so the mentor must “affirm” the path the mentee is taking while gently shaping as well as redirecting them away from unrealistic aspirations. The mentor is both a teacher and a coach. He or she must look for “teaching moments” during their time with the mentee and if working in the same organization demystify the “system” for the mentee while providing the “lay of the land”. The mentor must be prepared to offer counsel in difficulty times but challenge the mentee in order to stimulate their growth. When appropriate, the mentor should actively sponsor the mentee and hopefully match opportunities with their “dreams”. This may also be part of pointing out milestones and successes to the mentee while helping them to objectively step back and appreciate their own progress. Finally, an effective mentor has to be humble and have patience. He or she must be open to feedback particularly as the mentee matures. Nobody wants a “perfect” mentor. Humble mentors model with their own fallibility. Important qualities for effective mentors include both patience and good emotional intelligence.

Good leaders are not only effective mentors but also seek to create a mentoring culture in their organization. This is difficult to do but essential nonetheless. Leaders must continually stress its importance and how it is closely related to the organization’s mission, vision, and values. It may also require not only traditional mentoring but also peer and team mentorship. An effective program will seek to select mentors carefully, train/support them, prepare mentees, and assess/reward mentors for their efforts. It should also be a topic during annual performance review discussions, and many organizations conduct annual surveys in order to ascertain the level of satisfaction and experience with mentoring. Finally, it should be part of all exit interviews when a member of the organization is departing.

Having mentors was critical in my personal and professional development. Being a mentor is crucial to the success of any organization and, I would argue, a professional responsibility. An expert on mentoring described it as “the seal of approval.” He further observed, “to have a mentor is to be among the blessed. Not to have a mentor is to be damned to eternal oblivion or at least to a mid-level status.”

Furthermore, we would all be wise to remember the words of the author, Robert Louis Stevenson:

He has achieved success who has lived well, laughed often and loved much;
Who has gained the respect of intelligent men and the love of little children;
Who has filled his niche and accomplished his task;
Who has left the world better than he found it;
Who has looked for the best in others and given the best he had;
Whose life was an inspiration,
Whose memory is a benediction.

Stevenson was clearly describing a mentor. I know because having mentors has been invaluable to me, and I only hope that I have also fulfilled my responsibility of being a mentor to others along the way.

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Dr. Jeff McCausland is Founder and CEO of Diamond6 Leadership and Strategy, LLC. His most challenging and unique leadership experience was leading and commanding 750 troops into the first Gulf War. He is proud to say that everyone came home healthy and safe.

Learning Leadership Lessons from History

Many of you are very familiar with the Diamond6 approach in which we use historical events as case studies to learn lessons from history. All the events we consider were “crises” for the leaders involved whether they are battles, emergencies in outer space, or political catastrophes. Each of them demonstrates that during a crisis the pressure of rapidly unfolding events compresses time. Consequently, the importance of the decisions made by leaders (both good or bad) during these trying times are much more stark and can be examined to enhance the learning experience. In each case study we carefully consider the evolution of the events of the “crisis” guided by a historical expert. As we move through the historical discussion we pause to examine what leadership principles and concepts are illustrated. Over time we have developed experiential learning seminars that use the battles of Gettysburg, Antietam, and Bull Run from the American Civil War and walk the actual fields for the maximum educational experience.

Diamond6 has also created seminars using more recent events such as the Apollo 13 crisis and the so-called Saturday Night Massacre from the Watergate crisis. These seminars can be offered anywhere. Still in order to maximize the learning experience we facilitated the Apollo 13 case study aboard the aircraft carrier USS Hornet. It was a recovery ship for the Apollo program and is now a floating museum in San Francisco harbor. We recently conducted the Saturday Night Massacre seminar for the third time at the Nixon Library in Yorba Linda, California.

We continue to expand the historical sites and crises that we believe can be invaluable to learning leadership. We have now developed a seminar using the attack on Pearl Harbor and will be working with the Pearl Harbor Institute in Honolulu to conduct this using various sites on the island of Oahu. Finally, we are finished developing a leadership seminar that will use the Battle of the Alamo as a case study and have conducted this seminar twice over the past few months.

But we have also wanted to be able to offer more of our experiential learning seminars at any location. In December we took a very important first step in that direction. We conducted for the first time what we call Gettysburg on the Road for the leadership team at the Huntington Beach School District in California. Through the use of maps and video we were able to recreate in a classroom in California the experience of actually walking the fields of Gettysburg in order to achieve the same learning experience. It was an amazing success, and we will be doing this again in Baton Rouge, Louisiana later this year.

Still some might say that this continues to beg the question “can you use historical events to learn about leadership?” In a famous essay written in the middle of the 20th century the British historian Liddell Hart argued that the object of history is “truth.” To find out what happened during a particular event and why it happened in order to ascertain causal relationships between it and other events as well as the connection between decisions and actions.

The Center for Creative Leadership used a concept called “Action Learning.” They argue that people learn 70 percent from experiences that they have, 20 percent from interaction with others, and 10 percent from training. We believe our experience over the past decade with experiential leadership seminars confirms this analysis. Furthermore, this also serves to underscore the importance of Kolb’s model for experiential learning, which has four steps. First, learning for each of us begins with concrete experiences that serve as opportunities to gather new “data.” Second, this is followed by reflective observation and “digestion” of the experience. Third, new knowledge for the student is then created by abstract conceptualization that takes into account not only the immediate event but also other experiences from their respective careers. Finally, the student must conduct active experimentation or “testing” of the new knowledge. This is why we continue to strongly recommend a follow-up discussion roughly 90 days after any experiential leadership seminar in order to discuss whether or not participants have been successful in applying what they have learned.

But we must admit that this is in many ways not a new approach. The Greek historian Polybius observed, “There are two roads to the reformation of mankind – one through misfortunes of their own, the other through the misfortunes of others; the former is the most unmistakable, the latter the less painful…the knowledge gained from the study of history is the best of all education for practical life.”

With this sound ancient advice Diamond6 will continue to expand its experiential leadership seminar offerings to the widest audience possible.

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Dr. Jeff McCausland is Founder and CEO of Diamond6 Leadership and Strategy, LLC. His most challenging and unique leadership experience was leading and commanding 750 troops into the first Gulf War. He is proud to say that everyone came home healthy and safe.

Critical Thinking and Myanmar

Last week I travelled to Myanmar as part of a US Track 2 negotiation team to discuss weapons of mass destruction with a group of senior retired Myanmarese officers. Prior to my departure I also taught a seminar to my students on critical thinking. It was a pretty eclectic week, and as I flew home it occurred to me that my trip to Yangon, Myanmar had expanded my understanding of critical thinking and its importance.

If you look for a definition of “critical thinking,” you may very likely find the following:

“Critical thinking is the ability to effectively receive information, evaluate the information, recall prior information, assimilate information by comparing differences and determining cause and effect, and evaluating the information to make decisions and solve problems”. It is closely related to the scientific method in our approach to problem solving and has been identified as a crucial aspect of any education.

One of the challenges of “critical thinking” is avoiding “groupthink.” This is a concept developed by Irving Janus in his book, Victims of Groupthink. Janus argued that “groupthink” occurs when a group makes faulty decisions because group pressures lead to a deterioration of “mental efficiency, reality testing and moral judgment.” The symptoms of “groupthink” include:

  • Collective rationalization
  • Illusion of invulnerability
  • Belief in inherent morality
  • Stereotyped views of out-groups
  • Direct pressure on dissenters
  • Self-censorship
  • Illusion of unanimity
  • Self-appointed ‘mindguards’

When we arrived in Yangon, we delivered a series of presentations about American concerns that were focused on weapons of mass destruction, proliferation, etc. Frankly, I expected our counterparts to express a similar concern about these critical issues. A retired Myanmar general then gave a very long summary of his concerns that included: climate change, deforestation, poor health conditions, illegal mining, excessive fishing, human smuggling, illegal drugs, counterfeiting, etc. It suddenly dawned on me that perhaps we had fallen victim to at least a variation of groupthink. We clearly believed in the inherent morality of our arguments and assumed that unanimity existed on what was really important.

This suggests a cultural aspect to groupthink that is important as we become a much more global society. The Josephson Institute has identified “Six Pillars of Character” that may frame how we perceive problems in our respective societies: trustworthiness, respect, responsibility, fairness, caring, and citizenship. These provide a framework or lenses through which we consider critical issues, but our individual definitions of even these concepts may vary. Consequently, my Myanmar friends saw the world differently Not better, not worse, but differently. If I am to avoid the pitfalls of groupthink, I have to respect that, be willing to listen carefully, and consider other examples in our increasingly smaller world.

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Dr. Jeff McCausland is Founder and CEO of Diamond6 Leadership and Strategy, LLC. His most challenging and unique leadership experience was leading and commanding 750 troops into the first Gulf War. He is proud to say that everyone came home healthy and safe.

Understanding Lincoln – Presidents at War: Conflicts with Generals

If you hadn’t heard, our colleague and resident Abraham Lincoln expert Matt Pinsker has been conducting an incredible on-line course titled “Understanding Lincoln.” Diamond6 CEO Jeff McCausland was asked to participate. This most recent session focused the conflicts Lincoln faced with his generals. The responses to the discussion from grateful teachers has been incredible so far, all of them along the lines of this excerpt:

– “I thought yesterday’s discussion was incredibly intelligent.”

Jeff has had a great time participating in these sessions and can’t wait to take part in the last discussion Wednesday, July 9 at 10 am EST. Please take a moment and watch the video embedded below.

Understanding Lincoln

Our colleague and resident Abraham Lincoln expert Matt Pinsker is conducting an incredible on-line course titled “Understanding Lincoln.” Diamond6 CEO Jeff McCausland was asked to participate. The responses to the discussion from grateful teachers has been incredible. We’ve included some below:

– “Wow!!! Great Session!!!! Best Ever!!!!  I learned so much and I have watched it again after the live presentation. I can never thank you enough for the education I get from your amazing vision on how to make better teachers in our country. It was just a big fat WOW today!!!”

– “Thank you for reading my question – how thrilling to watch a panel of experts discuss my thoughts! I really enjoyed the round table from beginning to end!”

We think the exclamation points say it all. Jeff had a great time participating in this Presidential War Powers session and can’t wait to take part in the next one on January 25 at 10 am EST. Please take a moment and watch the video embedded below.