Why 'A' Students Work for 'C' Students and 'B' Students Work for the Government
Rich Dad's Guide to Financial Education for Parents
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Narrated by:
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Tim Wheeler
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Written by:
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Robert T. Kiyosaki
About this listen
Kiyosaki expands on his belief that the school system was created to churn out Es / Employees...those "A Students" who read well, memorize well and test well... and not the creative thinkers, visionaries, and dreamers - entrepreneurs-in-the-making...those "C Students" who grow up to be the innovators and creators of new ideas, businesses, applications, and products.
The audiobook urges parents not to be obsessed with their kids' "letter grades" ("good grades" might only mean they or the student themselves were successful in jamming a square peg into a round hole...) and focus, instead, on concepts, ideas, and helping their child find their true genius, their special gift. The path they can pursue with a love and true passion.
Robert showcases success stories of "C Students" who grew up to be phenomenal successes - and HIRED those "A Students" (attorneys, accountants, and other school-smart specialists) to work in their businesses... while the more average students, "B Students", often find themselves in government-type jobs....
Not surprisingly, Kiyosaki will coin his own definitions of what "A," "B," and "C" stand for as he gives parents and their children bits of wisdom as well as insights and tools for navigating an ever-changing world...an Information Age world where the ability to change and adapt, understand relationships, and anticipate the future will shape their lives.
Please Note: The audio references accompanying material that is not included with this audiobook.
©2013 Robert T. Kiyosaki (P)2013 Brilliance Audio, Inc.What listeners say about Why 'A' Students Work for 'C' Students and 'B' Students Work for the Government
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- Harishk
- 17-10-21
#Simple Words# Live Example and Case studies#
Explain with use of simple words, easy to understand as well as live example and case studies make it more effective.
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