No Excuses by Brian Tracy

In his book No Excuses!, self-help, business and sales author Brian Tracy says that there are several strategies that can lead to success. Self-discipline makes them all work.

For Tracy, self-discipline is the same as self-control, self-denial, delayed gratification and self-mastery. As you might guess from this description, he relates discipline to character. One of the important aspects of exercising discipline, even more than what you achieve by it, is who you become by it. Self-discipline leads to greater character, courage and persistence.

Self-discipline is also important to having a great personal life. Our relationships with spouses, children and friends, our physical fitness, and even our happiness and internal peace can be improved by discipline.

Of course, as you would expect from Tracy, he addresses the importance of discipline in business and work. Discipline is important to success in every aspect of business.

If you’ve read many self-help or business books, you may have seen many of the ideas presented by Tracy in No Excuses! Even so, some are so simple, powerful, possibly obvious and often overlooked that they bear repeating.

-Always be improving your skills.

-Writing down your goals greatly increases the likelihood you will complete them.

-When you are at work, work.

-If you want to be wealthy, save money.

-Spend most of your time on your most valuable activities.

Tracy presents an interesting idea that you may not have seen elsewhere. Happiness is not an end to itself; it is not something you achieve. Instead, happiness arises out of the process of doing what you love, having great relationships and meeting needs. To paraphrase the cliché, happiness doesn’t come from reaching a destination, it comes from enjoying the journey.

Tracy brings up another worthy concept about discipline. Disciplining yourself in one area helps you to discipline yourself in another. Every chapter in the book is about using self-discipline in a different aspect of life. Don’t burn out trying to do it all at once. Pick an area or two that you find most important or needful and begin disciplining yourself in those areas. When you make a habit of being disciplined in those areas, it will be easier to be more self-disciplined in other areas as well.

If you’re interested in this book, you may also be interested in

How to Get Control of Your Time and Your Life by Alan Lakein

The Procrastination Equation by Piers Steel

The Richest Man Who Ever Lived by Steven K. Scott

The Thinking Life by P. M. Forni

Tracy, Brian. No Excuses! The Power of Self-Discipline. New York: MJF, 2010.

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On Becoming a Leader by Warren Bennis

I wrote this for a class in public administration back in 1997. You can tell it’s for a class because it’s longer than the reviews I’d normally write for this blog. I have the sense from reading it that the assignment must have involve answering particular questions about the book. I got an A-. The hyperlinks are added, but I haven’t changed it otherwise from what I wrote the first time.
Bennis, Warren. On Becoming a Leader. New York: Addison-Wesley, 1994.

Bennis’ premise is that leadership comes out of the state of being of the leader. Leadership starts with a leader’s capacity for self-invention, to shape himself with learning and reflection as opposed to being shaped by circumstances. In Bennis’ words, “No leader sets out to be a leader. People set out to live their lives, expressing themselves fully. When that expression is of value, they become leaders.”

Bennis’ process of self-invention begins with self-knowledge. He proposes four lessons to gaining self-knowledge. First, “you are your own best teacher”; learning is essential. Second is to accept responsibility for your own education. Third, “you can learn anything you want to learn.” Finally, reflection is necessary to develop understanding and a leader must question his experience to learn. Leaders innovate and learn from experience without fear of mistakes. According to Bennis’ definition, a leader is someone in the front, doing things others have not done.

A leader must add knowledge of the world to self-knowledge. Bennis says that a leader should learn about the world through participation rather than reaction. One learns by trying to change something as well as experiencing it as it is. The conscious learner seeks broad experience, learns from others and from mistakes.

A leader must trust his instincts. Bennis uses Emerson’s term “blessed impulse.” Blessed impulse is a tool for making decisions in a world to complex to be completely understood.

Leaders must deploy themselves. By this Bennis means a leader must practice self-expression. Deploying oneself is offset against being deployed by others or the voices of others on one’s head.

Leaders must “get people on their side.” Bennis prescribes constancy, congruity of words and action, reliability and integrity.

Bennis also speaks more generally about the characteristics and roles of leaders. These are similar to what might be found in other books on leadership.


Bennis calls the organization the primary form in American society. He challenges leaders to shape their organizations, and shape society, to make them work in a rapidly changing world. He encourages executives to empower junior leaders in their organizations to teach them leadership through experience.

Throughout, Bennis uses the experience of twelve leaders gleaned from interviews. Bennis includes a brief biography of each leader at the end.

At first, it seems that Bennis says that one becomes a leader by being a leader. This is what he says, but he does not leave the reader hanging. Bennis’ perspective is what is unique about the book. Leadership is the expression of the character, qualities, values and personality of a leader. His is not a direct call for us to become leaders, but for us to become ourselves. Leadership will follow.

This may be a difficult lesson. Buyers of books on leadership are probably more interested in learning the skills of leadership and management to help them in their current situations. Bennis says express yourself. If you are doing what you think you ought to do, if others deploy you, you will not be a leader. Self-expression may take you to something different.

The first step to leadership is self-knowledge. A useful tool is self-evaluation, what Bennis calls “tests and measures.” Bennis offers a set of four tests—really four statements. One could apply the tests with pencil and paper, making lists in response to each statement. Of all the tools and suggestions in the book, this set of tests is the most clear and immediately applicable. A reader wanting to apply Bennis’ lessons would do well to start here.

Little else can be used immediately. Changes in point of view and lifestyle take time. One might argue that only a few Bennis’ suggested activities are specific to developing leadership. To me, much of it sounds fun and interesting. That is the point Bennis is trying to make: leadership comes out of broad experience, education, perspective, desire, mastery of one’s discipline and synthesis of ideas.

My own experience validates this. I am as proud of my single published poem as I am of my accomplishments as an engineer or public servant. The skills and abilities exercised by writing are different from those exercised by engineering. I am persuaded that, though seemingly unrelated, one improves the other in me.

Bennis’ somewhat artificial distinction between managers and leaders is a shortcoming. He makes a manager sound like something one would not want to be. He list skills and characteristics developed from the “education” of a leader and the “training” of a manager. All seemingly undesirable things are on the manager side. On might argue tat several management skills, like deduction and common sense, would be useful to a leader.

Most of the interviews are businessmen, but some come from public service agencies and professions. In may seem that businessmen are more susceptible to “surrendering to the context”—the bottom line, the corporate culture, the style of a boss to be pleased—but public service leaders must face their own context. A public servant may readily accept his organization’s view of the way things should be or done, what is important and who to involve without ever considering his own vision, ability and desire.

It may be more important for public section leadership to use self-expression. While a business leader may have the satisfaction of bringing a product to market, making a profit, even gaining notoriety, a public leader may never see his vision achieved. A public leaders’ satisfaction may have to come from living the life he wants to live.

A particular item addressed by Bennis that may be of use to one in public service is getting people on your side. A public leader may have little to rely on besides his integrity and “voice”—an ability to change the climate of his organization and shape it to work more effectively. As important as it is, Bennis can offer little on the subject except constancy, congruity, reliability and integrity. He says to be someone others might follow. He offers no lessons on persuasion, though if persuasion can be taught, it may be of little benefit to those who lake those characteristics.

If you’re interested in this book, you may also be interested in
The 21 Irrefutable Laws of Leadership Tested by Time by James L. Garlow
Blink by Malcolm Gladwell
Developing the Leader Within by John C. Maxwell
The Difference Maker by John C. Maxwell
Winning with People by John C. Maxwell

The Abolition of Man by C. S. Lewis

Lewis, C.S. The Abolition of Man: Or Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of School. 1944. New York: HarperOne, 2000.

I didn’t expect of find apologist C. S. Lewis discussing the Tao. He used it as a term to describe natural law or traditional values, which he defended in the three lectures collected in The Abolition of Man.

This is a hard book for me to write about, though it is short. Lewis wrote as a thoughtful and educated man to an audience he assumed could follow him. I don’t find it easy to summarize his arguments and do them justice, though I will try.

Lewis began by criticizing a trend in education that debunks emotion and sentiment in favor of reason. The particular English composition he used as an example rightly showed students how to see through the shallow sentimentality and factual falseness of bad writing, but failed to show the merits of good writing, worthy sentiments, or deeper truth.

The product of such an education is people without hearts. Instead of mastering reason, students were equipped with shallow reasonableness. By inoculating students against one kind of propaganda, the authors of the text made them more vulnerable to other propaganda.

For fruitful education, Lewis offers the Tao, teaching people to recognize and esteem the inherent value of things. As he puts it, “The right defence against false sentiments is just sentiments.”

Those who reject traditional values, even if not entirely conscious of it as may be the case of the textbook authors, are proposing new values. However, the tools they use to cut down the old work just as well on the new. They must either stick to the idea that values are cultural vestiges or conventions that have roots in unwanted sentiment instead of desirable reason, and lay the groundwork for future reasoners and reformers to overthrow the new values, or appeal to inherent, self-evident values. On this latter basis, the Tao has much history and endurance.


These ideas have real social consequence. This book was first published in 1944, so the Nazi regime in Germany was very much on Lewis’ mind, as well as then-rising Communism. Though the pseudoscience that the Nazis used to justify their racist policies has been debunked, and even the Soviet Union has crumbled, the idea that a more scientific and rational governance and policy will perfect, or at least greatly improve, human society is alive an well.

As we master nature, even human nature, we also give people who acquire and control that knowledge and technology mastery over other people. Successive generations of such people will grow in mastery over others and, raised with no heart or inherently true values, they will have nothing by which to govern themselves except their own appetites and desires. George Orwell’s vision would cease to be merely an imaginative projection of the excesses of socialism and become something close to prophecy.

Lewis doesn’t see reason and sentiment as being natural enemies, only that some have tried to position one against the other. His vision would be people educated to have within them both powerful reason and powerful sentiments, especially ethical sentiments.

My own experience makes this an attractive vision to me. As a child, I had experienced strong emotions, especially anger, that threatened to overwhelm me because I lacked maturity and self-control. As I got a little older, though still a child, I clamped down on my emotions and tried to comport myself according to reason a much as possible; Mr. Spock from Star Trek was my model. This became a problem, too, in that my life and relationships lacked fullness as I deprived myself and others of something important in my connections. Now that I am a man, and I am coming to see what the fullness of that can be, I long to have both a powerful mind and strong heart. To have one without the other sets one up for many falls, but to have them together is a synergistic combination that empowers one to have greater appreciation for and effectiveness in life.

C.S. Lewis also wrote:
The Great Divorce

If you’re interested in this book, you may also be interested in:
The Road to Serfdom by F. A. Hayek
War Against the Weak by Edwin Black

Outliers by Malcolm Gladwell

Prior to reading Malcolm Gladwell’s book Outliers, I had seen it referenced by others in relation to the so-called “10,000-hour rule.” This is the concept that mastery of a complex skill takes about 10,000 hours of practice. This idea is not original to Gladwell, but his book popularized the concept.

That is not at all the point of Outliers. Instead, Gladwell takes on myths of success, especially the myths of genius and the self-made man. Certainly people of extraordinary achievement are intelligent and hard-working, but Gladwell shows that they also the beneficiaries of opportunities provided by their culture, sometimes very unique opportunities.

To start, Gladwell tackles our enchantment with intelligence (or talent). He describes research that shows that intelligence matters very little after it reaches some threshold. Once someone has enough intelligence to succeed at something, whether he succeeds for the degree of his achievement is not determined by intelligence. Other things are more important.

One of those other things is the amount of work someone puts into improving a skill (going back to the 10,000-hour rule). Even for a very motivated person, it is hard to put 10,000 hours into learning and improving any complex skill, especially while relatively young. Drawing from many cases (including Bill Gates and Mozart), high-achievers were enabled by opportunities provided by the culture (family, economic situation, law, technological development, etc.). In addition, they gained their mastery at a time when those abilities were highly valued (another cultural contribution that is often time-limited).

After establishing this foundation, Gladwell looks at other aspects of culture and success. Culture can contribute to success and hinder it. Cultures are persistent, yet some have found ways, at least in certain contexts, of overcoming limits to opportunities and opening the doors to success.

Culture matters. We like stories of the lone genius or plucky rag-to-riches go-getter. Without discounting their talent or effort, Gladwell shows that these stories typically veil the many opportunities and lucky breaks that were available to these successful people that very often were not available to others.

The implication is that we rely on luck to produced highly successful people, and luck doesn’t strike often. We could create cultures that provide more opportunities for more people. There are plenty of smart-enough people. Many of them are willing to work hard at something meaningful (itself something that is a cultural heritage). We might have many more successful people, and even more of those extraordinary performers, if we got serious about providing opportunities for everyone.

Malcolm Gladwell also wrote

Blink

If you’re interested in this book, you may also be interested in

The First 20 Hours by Josh Kaufman

The Genius in All of Us by David Shenk

Mindset by Carol S. Dweck

The Organized Mind by Daniel J. Levitin

Rapt by Winifred Gallagher

Succeed by Heidi Grant Halvorson

Your Intelligence Makeover by Edward F. Droge, Jr.

Gladwell, Malcolm. Outliers: The Story of Success. New York: Little, Brown and Company, 2008.