EDUCATION, CONFIDENCE, EMPOWERMENT-A CONTINUUM-2

 EDUCATION, CONFIDENCE, EMPOWERMENT-A CONTINUUM-2

Confidence is a mental attribute. It springs from within. Ill-equipped minds do waver and never feel confident, as they are not clear of perspectives and goals. Unless, goals and the steps of attaining them are clear, responsibility appears confronting.

Persons try to pass the buck when they feel shallow and nervous to handle a task. Confidence is thus a product of mental clarity and is not simply ‘chasing the wild goose’. No one can put on the looks of confidence for too long.

What has confidence to do with our job?          

Irrespective of our preferences, confidence is a virtue that instantly wins appreciation; for, it suggests whom to trust and for which responsibility. Obviously, there are requirements of physical ability, logical persuasion, convincing arguments, presentation of viewpoints and sustaining cordial disposition through all our interactions. So, confidence of handling situations determines the ‘utility’ of a person to the employer/ the assignment. Without confidence from the visible composure, none appears empowered.

Empowerment

Empowerment is a process of equipping the mind or body as a part of the total personality. It is a cumulative product. Being so, different attributes should come together to help the operative efficacy of the individual.

The most important among these is the ‘clarity’ of perception- relevant to an issue or work. Clarity arises from correct understanding of statements or happenings or suggestions that keep coming our way in the course of our daily functioning.

At every one of these junctures, we cannot be seeking guidance from neighbours. At least some degree of ‘decision-making’ must rest with us to fortify confidence in our working. If we fail to show signs of relevant confidence, our reliability for a specific task may look suspicious. This confers ‘inadequacy’ on to our functioning potential irrespective of our true potential.

By ignoring the ‘value’ for clarity, we are trapping ourselves in the ignominy of inability. Values cannot be infused in later life to any one as a part of our efforts for empowerment. During the days of study in schools and colleges, best part of our times is meant for learning. Also, learning can be un-inhibited as we enjoy greater freedom to ask anyone to clear our doubts. After a certain stage, inhibition to seek clarification creeps in.

Instead of admitting our ‘poor grasp’, we pretend to know most things and feel insecure, incompetent and bewildered of shouldering responsibility. So, getting empowered is a part of any learning process. Yes, I mean ‘learning’ in the true sense and not by scoring marks. Perhaps, the easiest of things is learning, if we recognize that learning is nothing but understanding by letter and spirit in right earnest.      

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