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Doris Reeves-Lipscomb

Facilitating Serendipity with Peel-and-Eat Shrimp - Grant McCracken - Harvard Business ... - 0 views

blogs.hbr.org/..._with_peel_and_eat_shrimp.html

McCracken HBR network Wok_and_Wine

shared by Doris Reeves-Lipscomb on 11 Jan 13 - No Cached
  • Doris Reeves-Lipscomb on 11 Jan 13
     
    Best short article on mixing it up in networks and forums to innovate, expand one's thinking, etc. that I have seen. By Grant McCracken, HBR, 1.4.13. Believe this short article has value for personal learning plan/network development. Excerpt: Only the person with several addresses in the conceptual world can hope for serendipity, that extraordinary moment when vexing problems vanish before the approach of deeply unexpected understanding.
anonymous

Reinventing Your Personal Brand - 0 views

hbr.org/...1

Rebrand Personal Branding WLStudio

shared by anonymous on 05 Oct 12 - No Cached
  • anonymous on 05 Oct 12
     
    This Harvard Business Review article provides tips for reinventing yourself.
Doris Reeves-Lipscomb

Put Failure in Its Place - Whitney Johnson - Harvard Business Review - 0 views

blogs.hbr.org/...put-failure-in-its-place.html

HBR blog

shared by Doris Reeves-Lipscomb on 23 Oct 12 - No Cached
  • Doris Reeves-Lipscomb on 23 Oct 12
     
    Excellent post on how to treat failure as an opportunity to learn, persevere, and try again
Doris Reeves-Lipscomb

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

www.newyorker.com/...dangerous-leadership-obsession

leadership history Rothman NewYorker womenslearningstudio

shared by Doris Reeves-Lipscomb on 22 Mar 16 - No Cached
  • 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.
  • ...14 more annotations...
  • 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.
  • Doris Reeves-Lipscomb on 22 Mar 16
     
    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. 
Doris Reeves-Lipscomb

You Are (Probably) Wrong About You - Heidi Grant Halvorson - Harvard Business Review - 0 views

blogs.hbr.org/...re_probably_wrong_about_y.html

halvorson HBR blog diagnostics WLStudio

shared by Doris Reeves-Lipscomb on 06 Aug 12 - No Cached
  • Doris Reeves-Lipscomb on 06 Aug 12
     
    blog by Heidi Grant Halvorson on HBR website re: our lack of insight when it comes to analyzing why we do/don't succeed; others know us better, July 30, 2012. See link to free diagnostics to build self-awareness
Doris Reeves-Lipscomb

The Best Leaders Are Insatiable Learners - Bill Taylor - Harvard Business Review - 0 views

blogs.hbr.org/...eaders-are-insatiable-learners

HBR Taylor Gardner learners leaders womenslearningstudio

shared by Doris Reeves-Lipscomb on 02 Oct 14 - No Cached
  • Doris Reeves-Lipscomb on 02 Oct 14
     
    Blog post by Bill Taylor, September 5, 2014, HBR Blog Network Cites John Gardner "It was on what he called "Personal Renewal," the urgent need for leaders who wish to make a difference and stay effective to commit themselves to continue learning and growing" He then offered a simple maxim to guide the accomplished leaders in the room. "Be interested," he urged them. "Everyone wants to be interesting, but the vitalizing thing is to be interested…As the proverb says, 'It's what you learn after you know it all that counts.'" What did Spence learn from Collins? "You're only as young as the new things you do," he writes, "the number of 'firsts' in your days and weeks." Ask any educator and they'll agree: We learn the most when we encounter people who are the least like us.
Doris Reeves-Lipscomb

Silicon Valley's Youth Problem - The New York Times - 0 views

www.nytimes.com/...con-valleys-youth-problem.html

technology Silicon Valley employment workforce entrepreneurship engineer NYT womenslearningstudio

shared by Doris Reeves-Lipscomb on 21 Aug 15 - No Cached
  • There are more platforms, more websites, more pat solutions to serious problems — here’s an app that can fix drug addiction! promote fiscal responsibility! advance childhood literacy!
  • The doors to start-up-dom have been thrown wide open. At Harvard, enrollment in the introductory computer-science course, CS50, has soared. Last semester, 39 percent of the students in the class were women, and 73 percent had never coded before.
  • I protested: “What about Facebook?” He looked at me, and I thought about it. No doubt, Facebook has changed the world. Facebook has made it easier to communicate, participate, pontificate, track down new contacts and vet romantic prospects. But in other moments, it has also made me nauseatingly jealous of my friends, even as I’m aware of its unreality. Everything on Facebook, like an Instagram photo, is experienced through a soft-glow filter. And for all the noise, the pinging notifications and flashing lights, you never really feel productive on Facebook.
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  • Amazon Web Services (A.W.S.)
  • “But now, every start-up is A.W.S. only, so there are no servers to kick, no fabs to be near. You can work anywhere. The idea that all you need is your laptop and Wi-Fi, and you can be doing anything — that’s an A.W.S.-driven invention.” This same freedom from a physical location or, for that matter, physical products has led to new work structures.
  • Despite its breathtaking arrogance, the question resonates; it articulates concerns about tech being, if not ageist, then at least increasingly youth-fetishizing. “People have always recruited on the basis of ‘Not your dad’s company,’ ” Biswas said.
  • On a certain level, the old-guard-new-guard divide is both natural and inevitable. Young people like to be among young people; they like to work on products (consumer brands) that their friends use and in environments where they feel acutely the side effects of growth. Lisa and Jim’s responses to the question “Would you work for an old-guard company?” are studiously diplomatic — “Absolutely,” they say — but the fact remains that they chose, from a buffet of job options, fledgling companies in San Francisco.
  • Cool exists at the ineffable confluence of smart people, big money and compelling product.
  • Older engineers form a smaller percentage of employees at top new-guard companies, not because they don’t have the skills, but because they simply don’t want to. “Let’s face it,” Karl said, “for a 50-something to show up at a start-up where the average age is 29, there is a basic cultural disconnect that’s going on. I know people, mostly those who have stayed on the technical side, who’ve popped back into an 11-person company. But there’s a hesitation there.”
  • Getting these job offers depends almost exclusively on the candidate’s performance in a series of technical interviews, where you are asked, in front of frowning hiring managers, to whip up correct and efficient code. Moreover, a majority of questions seem to be pulled from undergraduate algorithms and data-structures textbooks,
  • “People want the enterprise tools they use at work to look and feel like the web apps they use at home.”
  • Some of us will continue to make the web products that have generated such vast wealth and changed the way we think, interact, protest. But hopefully, others among us will go to work on tech’s infrastructure, bringing the spirit of the new guard into the old.
  • Doris Reeves-Lipscomb on 21 Aug 15
     
    Interesting article on the age divide between new guard (Stripe) and old guard companies (Cisco) and why that is so, Yiren Lu, March 12, 2014
anonymous

The Global Rise of Female Entrepreneurs - Jackie VanderBrug - Harvard Business Review - 0 views

blogs.hbr.org/...l-rise-of-female-entrepreneurs

entrepreneurs WLStudio women research

shared by anonymous on 02 Apr 14 - No Cached
  • anonymous on 02 Apr 14
     
    "Women's entrepreneurship has hit a media tipping point. The question is: Is it just a passing media fad that will soon be a blip on the radar screen, or is it actually a real, fundamental economic force that's reshaping the world? I think it's safe to say that it's the latter. Women-owned entities in the formal sector represent approximately 37% of enterprises globally - a market worthy of attention by businesses and policy makers alike. While aggregated data is often challenging to find, the recent Global Entrepreneurship Monitor (GEM) found 126 million women starting or running businesses, and 98 million operating established (over three and a half years) businesses. That's 224 million women impacting the global economy - and this survey counts only 67 of the 188 countries recognized by the World Bank."
Doris Reeves-Lipscomb

Great Leadership Isn't About You - John Michel - Harvard Business Review - 0 views

blogs.hbr.org/...reat-leadership-isnt-about-you

leadership michel HBR womenslearningstudio

shared by Doris Reeves-Lipscomb on 31 Aug 14 - No Cached
  • Doris Reeves-Lipscomb on 31 Aug 14
     
    article by John Michel, August 22, 2014. Like this excerpt: "The lesson Washington's profoundly positive example teaches is that leading people well isn't about driving them, directing them, or coercing them; it is about compelling them to join you in pushing into new territory. It is motivating them to share your enthusiasm for pursuing a shared ideal, objective, cause, or mission. In essence, it is to always conduct yourself in ways that communicates to others that you believe people are always more important than things."
Doris Reeves-Lipscomb

Off-Sites That Work - Harvard Business Review - 0 views

hbr.org/...4

planning retreat off-site HBR womenslearningstudio

shared by Doris Reeves-Lipscomb on 20 Oct 14 - No Cached
  • Doris Reeves-Lipscomb on 20 Oct 14
     
    good article on planning off-sites that work by Logan Chandler and Bob Frisch, June 2006, The Magazine. Has a chart listing objectives, content, meeting design and structure, and participants 60 days out, 45 days out, 30 days out, 2 weeks out, and 1 week before the meeting.
Doris Reeves-Lipscomb

You Need a Community, Not a Network - Brook Manville - Harvard Business Review - 0 views

blogs.hbr.org/...need-a-community-not-a-network

community network HBR womenslearningstudio

shared by Doris Reeves-Lipscomb on 22 Oct 14 - No Cached
  • Doris Reeves-Lipscomb on 22 Oct 14
     
    Really good blog post by Brook Manville, 9/5/14, HBR on how the "thin we" becomes the "thick we" excerpt: To borrow language from the philosopher Avishai Margalit, the web is a "thin we" type of network. Participants tend to belong for individualistic reasons. They have little in common with other members, and they're reluctant to do much for the network. A big goal requires a "thick we" network - a community of people who feel responsible for collaborating toward a shared purpose that they see as superseding their individual needs. Members of a community - as opposed to a simple network - expect relationships within the group to continue, and they even hold one another accountable for effort and performance. When networks develop into communities, the results can be powerful. Look at the accomplishments of Wikipedia contributors, open-source software developers who find and fix bugs in Linux, or doctors who help each another with difficult diagnoses as part of the Sermo social network.
Doris Reeves-Lipscomb

Peer Instruction - 0 views

mazur.harvard.edu/...detailspage.php

peer instruction peer sharing peeragogy Mazur womenslearningstudio

shared by Doris Reeves-Lipscomb on 22 Oct 15 - No Cached
  • Doris Reeves-Lipscomb on 22 Oct 15
     
    article from Mazur group on active learning methods that students engage in
Doris Reeves-Lipscomb

Are lectures a good way to learn? - 0 views

theconversation.com/ures-a-good-way-to-learn-26905

shared by Doris Reeves-Lipscomb on 22 Oct 15 - No Cached
  • This paper is so important because it combines 225 individual research studies through a technique called meta-analysis.
  • active approaches privilege “what the student does”. Courses built around active learning require students to spend class time engaged in meaningful tasks that lead to learning. These tasks might be online or face-to-face; solo or in a group; theoretical or applied. Most of our popular learning and teaching buzzwords at the moment are active approaches: peer instruction, problem-based learning, and flipping the classroom are all focused on students spending precious class time doing, not listening.
Doris Reeves-Lipscomb

Colleges looking beyond the lecture - The Washington Post - 0 views

www.washingtonpost.com/...gIQA7iUaGR_story.html

colleges lecture Washington_Post design learning womenslearningstudio

shared by Doris Reeves-Lipscomb on 22 Oct 15 - No Cached
  • rethink
  • Faculty are learning to make courses more active by seeding them with questions, ask-your-neighbor discussions and instant surveys.
  • “active learning.” Students are working experiments, solving problems, answering questions — or at least registering an opinion on an interactive “smartboard” with an electronic clicker.
  • ...8 more annotations...
  • lecture model
  • Mazur has developed an interactive teaching technique called peer instruction, in which the lecture is broken into chunks. Between topics, Mazur poses questions and students work together to answer them.
  • reduced the lecture to a commodity
  • lectures and posts them online as homework,
  • time in the lecture hall as a sort of “office hours for everybody,
  • Class time is devoted to writing programs and solving problems, with students working together and posting solutions on a projected screen.
  • put lectures online.
  • Active learning is hard work. Students say the interactive classes are more taxing than any lecture.
  • Doris Reeves-Lipscomb on 22 Oct 15
     
    article by Daniel de Vise, Washington Post, February 15, 2015, on how colleges are eliminating or reducing or redesigning lectures in class to make them available online outside of class hours, mixing them with interactive questions and discussion, and making them shorter.
  • Doris Reeves-Lipscomb on 22 Oct 15
     
    article by Daniel de Vise, Washington Post, February 15, 2015, on how colleges are eliminating or reducing or redesigning lectures in class to make them available online outside of class hours, mixing them with interactive questions and discussion, and making them shorter. 
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