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Doris Reeves-Lipscomb

Shut Up and Sit Down - The New Yorker - 0 views

  • People who fetishize leadership sometimes find themselves longing for crisis.
  • Our faith in the value of leadership is durable—it survives, again and again, our disappointment with actual leaders.
  • f you’re flexible in how you translate the word “leadership,” you’ll find that people have been thinking about it for a very long time.
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  • Rost found that writers on leadership had defined it in more than two hundred ways. Often, they glided between incompatible definitions within the same book: they argued that leaders should be simultaneously decisive and flexible, or visionary and open-minded. The closest they came to a consensus definition of leadership was the idea that it was “good management.” In practice, Rost wrote, “leadership is a word that has come to mean all things to all people.”
  • “The End of Leadership,” from 2012, Barbara Kellerman, a founding director of the Harvard Kennedy School’s Center for Public Leadership, wrote that “we don’t have much better an idea of how to grow good leaders, or of how to stop or at least slow bad leaders, than we did a hundred or even a thousand years ago.” She points out that, historically, the “trajectory” of leadership has been “about the devolution of power,” from the king to the voters, say, or the boss to the shareholders. In recent years, technological and economic changes like social media and globalization have made leaders less powerful.
  • Max Weber distinguished between the “charismatic” leadership of traditional societies and the “bureaucratic” leadership on offer in the industrialized world.
  • Khurana found that many companies passed over good internal candidates for C.E.O. in favor of “messiah” figures with exceptional charisma.
  • Charismatic C.E.O.s are often famous, and they make good copy;
  • y the mid-twentieth century
  • “process-based” approach. T
  • if you read a detailed, process-oriented account of Jobs’s career (“Becoming Steve Jobs,” by Brent Schlender and Rick Tetzeli, is particularly good), it’s clear that Jobs was a master of the leadership process. Time and time again, he gathered intelligence about the future of technology; surveyed the competition and refined his taste; set goals and assembled teams; tracked projects, intervening into even apparently trivial decisions; and followed through, considering the minute details of marketing and retail. Although Jobs had considerable charisma, his real edge was his thoughtful involvement in every step of an unusually expansive leadership process.
  • some organizations the candidate pool is heavily filtered: in the military, for example, everyone who aspires to command must jump through the same set of hoops. In Congress, though, you can vault in as a businessperson, or a veteran, or the scion of a political family.
  • whether times are bad enough to justify gambling on a dark-horse candidate.
  • Leadership BS
  • five virtues that are almost universally praised by popular leadership writers—modesty, authenticity, truthfulness, trustworthiness,
  • and selflessness—and argues that most real-world leaders ignore these virtues. (If anything, they tend to be narcissistic, back-stabbing, self-promoting shape-shifters.) To Pfeffer, the leadership industry is Orwellian.
  • Reading Samet’s anthology, one sees how starkly perspectival leadership is. From the inside, it often feels like a poorly improvised performance; leading is like starring in a lip-synched music video. The trick is to make it look convincing from the outside. And so the anthology takes pains to show how leaders react to the ambiguities of their roles. In one excerpt, from the memoirs of Ulysses S. Grant, Samet finds him marching toward an enemy camp. Grant, a newly minted colonel who has never commanded in combat, is terrified: “My heart kept getting higher and higher, until it felt to me as though it was in my throat.” When the camp comes into view, however, it’s deserted—the other commander, Grant surmises, “had been as much afraid of me as I had been of him.” Leaders, he realizes, are imagined to be fearless but aren’t; ideally, one might hide one’s fear while finding in it clues about what the enemy will do.
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    article by Joshua Rothman on leadership and how our views of leadership have changed through the centuries and how leadership virtues don't always agree with the actions taken by "leaders" whom we admire. 
anonymous

Thomas Friedman: Sophisticated online classrooms will revolutionize education - 1 views

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    Another approach might be with engage a large or small company to guide their employees through courses that would improve their current job skills. I shared a writing course I found at the Purdue sight with me daughter. She shared it with her supervisor suggesting that their whole team take the course. There may also be opportunities to work with job centers to educate potential employees on specific job skills required by a company. I mentioned online learning at my most recent book club. WOW, they see it as a way to exchange money for a degree. The response was very negative. Now, Judge Judy is offering online access to cases - and you can weigh in on how you think it should be resolved. Online interaction is coming but, there needs to be a clear case made for its value as an educational tool. I have always had a fear about "experts" teaching the courses. It reminds me of cloning.
Doris Reeves-Lipscomb

Virtual Meetings Will Erase Face to Face - BusinessWeek - 0 views

  • Why do we have meetings and events? 1) to exchange information; and 2) to network. Virtual meeting and event technology can facilitate these two objectives easily.
  • The shortfalls of the traditional meeting model, with an on-stage presenter talking to a passive audience, have become clear with the rise of interactive and social networking tools. These advances have driven live meetings to incorporate better peer-to-peer and audience-to-presenter interaction. Today almost all live meetings use significant on-site and Web-based technologies.
  • These technologies allow attendees to get information without paper, interact real-time with presenters and one another, and build a community based on shared knowledge and interests—all while enjoying actual live contact with other human beings.
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    Article in Bloomberg Business by Brent Arslaner, Unisfair, Inc. and Spencer Jarrett, InVision Communications, 2009 on pros and cons of virtual meetings replacing f2f meetings.
Doris Reeves-Lipscomb

When the Computer Takes Over for the Teacher - The Atlantic - 0 views

  • "We’re at the point where the Internet pretty much supplies everything we need. We don’t really need teachers in the same way anymore."
  • I was overwhelmed by the number of articles all confirming what I had suspected: The relatively recent emergence of the Internet, and the ever-increasing ease of access to web, has unmistakably usurped the teacher from the former role as dictator of subject content. These days, teachers are expected to concentrate on the "facilitation" of factual knowledge that is suddenly widely accessible.
  • all computing devices—from laptops to tablets to smartphones—are dismantling knowledge silos and are therefore transforming the role of a teacher into something that is more of a facilitator and coach.
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  • It seems clear that they already have a distinct advantage over me as an individual teacher.
  • they all transform the teacher into a more facilitative role.
  • hey have more resources, more money, an entire staff of professionals, and they get to concentrate on producing their specialized content,
  • live-streaming and other technology are also allowing some modern churches to move toward a "multisite" format, one in which a single pastor can broadcast his sermons to satellite churches guided by pastors who—this might sound familiar—concentrate on the facilitation of a common itinerary.
  • There is a profound difference between a local expert teacher using the Internet and all its resources to supplement and improve his or her lessons, and a teacher facilitating the educational plans of massive organizations. Why isn’t this line being publicly and sharply delineated, or even generally discussed?
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    Fascinating and scary look about how the internet and the access to the widest range of resources imaginable, many of them beyond the scope of our individual capacities, is changing the role of classroom teacher to facilitator, and the role of pastor to facilitator through multi-site transmission of the sermons delivered by the best faith orators. Makes me wonder about WLS facilitation, too. Atlantic, Michael Godsey, march 25, 2015.
Doris Reeves-Lipscomb

The table napkin test - Cognitive Edge - 1 views

  • One of the golden rules of sense-making is that any framework or model that can’t be drawn on a table napkin from memory has little utility. The reason for this is pretty clear, if people can use something without the need for prompts or guides then there are more likely to use it and as importantly adapt it. Models with multiple aspects, more than five aspects (its a memory limit guys live with it) or which require esoteric knowledge are inherently dependency models.
  • So apply the table napkin test before you take up any new method, model or framework
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    post by Dave Snowden on Table Napkin Model drawing test, it if doesn't fit on a table napkin, model is too complicated, 7.31.2015
Doris Reeves-Lipscomb

Smart Workers Seek Out Advice, Study Suggests - The New York Times - 0 views

  • They are afraid to ask for advice.
  • fear it will make them appear incompetent,
  • those who seek advice are perceived as more competent than those who do not
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  • “Information sharing is very important in organizations,”
  • people who felt anxious should be cautious about seeking advice, because those who were less confident in their own judgments would be less able to discern whether a piece of advice was poor, or coming from someone with a clear conflict of interest.
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    Phyllis Korkki in Applied Science for NYT, September 2015 on when to seek advice from co-workers
Doris Reeves-Lipscomb

Why Your Department Needs Social Media - Advice - The Chronicle of Higher Education - 0 views

  • Social media is crucial not only because it provides a fast way to share information, but also because it makes faculty workloads more transparent.
  • What’s also crucial about Facebook and Twitter is that they make clear the fact that faculty workloads stretch beyond teaching. Announcements of the talks we give, the articles we write, the exhibits we organize, the fellowships we win, and our media appearances emphasize that some of us work on contracts in which about half of our time is supposed to be devoted to research.
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    Very nice justification of why academic depts should and can use Twitter and Facebook, Rachel Hermann
Lisa Levinson

In networks, cooperation trumps collaboration - 0 views

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    In this blog Jarche combines his work, David Ronfeldt's work, Stephen Downes work, and Dee Hock's work to look at how work gets done in various traditional, and also new networked ways. Good diagram of collaboration and cooperation from Goal-oriented to opportunity-driven (serendipitous)
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    Clear blog on cooperation trumps collaboration in networked working and learning
Doris Reeves-Lipscomb

Women and Minorities Are Penalized for Promoting Diversity - 0 views

  • We found clear and consistent evidence that women and ethnic minorities who promote diversity are penalized in terms of how others perceive their competence and effectiveness
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    Fascinating article on research showing that women and minorities may NOT hire from their demographic group without negative consequences in their careers.  Stefanie K. Johnson and David Hekman did the research, HBR
Doris Reeves-Lipscomb

Just get started - Mike Taylor - 0 views

  • Date: August 21, 2017Author: tmiket 3 Comments If you know me, at some point you’ve heard me talk about working smarter instead of harder. In all the years I’ve been talking about that I’ve never had anyone disagree. Yet, far too often when the conversation progresses to exploring new ways of working I hit the “I don’t have time for that.” objection. Or “We can’t do that here.” Or “I would love to do that but our people would never go for that.” Or a bunch of others that you’ve probably heard yourself. Don’t fall into that trap if you want to be a valued contributor to your organization. To steal a term from Jane Bozarth, be a “Positive Deviant”. “While there are individual positive deviants who work alone, a key factor is working with the community to surface, spread, and sustain solutions rather than try to force outside-in answers—as is so often the case with training. … Leveraging social tools and workplace communities, and encouraging people to show their work, can help to surface and spread solutions and to sustain application of new learning to the workplace” Anyone, anwhere can surface, spread, and sustain learning in the workplace.
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    the importance of getting started, August 21, 2017, on learning
Doris Reeves-Lipscomb

Adrienne Rich on Why an Education Is Something You Claim, Not Something You Get - Brain... - 0 views

  • One of the devastating weaknesses of university learning, of the store of knowledge and opinion that has been handed down through academic training, has been its almost total erasure of women’s experience and thought from the curriculum… What you can learn [in college] is how men have perceived and organized their experience, their history, their ideas of social relationships, good and evil, sickness and health, etc. When you read or hear about “great issues,” “major texts,” “the mainstream of Western thought,” you are hearing about what men, above all white men, in their male subjectivity, have decided is important. And yet Rich is careful to counter any misperception that taking
  • Responsibility to yourself means refusing to let others do your thinking, talking, and naming for you; it means learning to respect and use your own brains and instincts; hence, grappling with hard work. It means that you do not treat your body as a commodity with which to purchase superficial intimacy or economic security; for our bodies to be treated as objects, our minds are in mortal danger. It means insisting that those to whom you give your friendship and love are able to respect your mind. It means being able to say, with Charlotte Bronte’s Jane Eyre: “I have an inward treasure born with me, which can keep me alive if all the extraneous delights should be withheld or offered only at a price I cannot afford to give.”
  • Responsibility to yourself means that you don’t fall for shallow and easy solutions
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  • The difference between a life lived actively, and a life of passive drifting and dispersal of energies, is an immense difference. Once we begin to feel committed to our lives, responsible to ourselves, we can never again be satisfied with the old, passive way.
  • Too often, all of us fail to teach the most important thing, which is that clear thinking, active discussion, and excellent writing are all necessary for intellectual freedom, and that these require hard work.
  • passive recipiency”
  • The contract on the student’s part involves that you demand to be taken seriously so that you can also go on taking yourself seriously.
  • The contract is really a pledge of mutual seriousness about women, about language, ideas, method, and values. It is our shared commitment toward a world in which the inborn potentialities of so many women’s minds will no longer be wasted, raveled-away, paralyzed, or denied.
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    taking responsibility for your own learning
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