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A since deceased, highly-regarded fellow faculty member, Anthony (Tony) Athos, occasionally sat on a bench on a nice day at the Harvard Business School, apparently staring off into space. When asked what he was doing, ever the iconoclast, he would say, "Nothing." His colleagues, trained to admire and teach action, would walk away shaking their heads and asking each other, "Is he alright?" It is perhaps no coincidence that Tony often came up with some of the most profound insights at faculty meetings and informal gatherings. This story captures much of the sense of the responses to this month's question about why managers don't think deeply. The list of causes was much longer than the list of proposed responses. But in the process, some other questions were posed. Ben Kirk kicked off the list of reasons for the phenomenon when he commented, "… what rises to the top levels are very productive and very diligent individuals who tend not to … reflect and are extremely efficient at deploying other people's ideas," implying that this type of leader is not likely to understand, encourage, or recognize deep thinking in others. Adnan Younis added the possibility that "… managers are not trained for it." Dianne Jacobs cited the possibility that persisting assumptions borne out of success serve as "roadblocks to act on needed change" (proposed by those who engage in deep thinking?). Ulysses U. Pardey, whose comment triggered my recollection of Tony Athos, wrote that "Time-for-thinking is a special moment which can be resource consuming and an unsafe activity …" (Fortunately, Athos held a tenured position in an academic organization.) A number of comments alluded to the triumph of bureaucracies and large organizations over deep thinking. As Lorre Zuppan said, "I think Jeff Immelt's efforts to protect deep thinking reflect a nice sentiment but … If his team could carry the ball, would he need to announce that he's protecting it?" Tom Henkel was more succinct: "Ther

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NanoSight visualizes, measures and characterises virtually all nanoparticles. Particle size, concentration, zeta potential and aggregation can all be analyzed by UK nanotechology leader Nanosight.

Every person has a vision of their ideal self. Some will look at a billboard or a page in a magazine and see a slim, nicely toned, good-looking man or woman and visualize that it's roughly how they themselves look. The reality hits hard when they stand on the weighing scales or get a glimpse of their width in the mirror. The difference between these two images makes them think, "how can I get from here to there? What is the best way to lose weight?"

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Most of us are unaware of the fact that as much as 85% of what is learnt is forgotten before it is put into practice. And why does that happen? Probably because learning does not stick. So how do you make sure your learners carry the knowledge home and put it into practice?

Join Raptivity for a 60 minutes session with Jay Cross, the Guru of Informal Learning, on April 30, 2013 at 11:00 am PDT to see how you can make learning stick in your learners' minds using a variety of innovative techniques.

this is very very cool

way cool tool

chart online conversations between the people that populate communities as well as the networks that connect the Social Web