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Bo Adams

What Google Learned From Its Quest to Build the Perfect Team - The New York Times - 1 views

  • many of today’s most valuable firms have come to realize that analyzing and improving individual workers ­— a practice known as ‘‘employee performance optimization’’ — isn’t enough. As commerce becomes increasingly global and complex, the bulk of modern work is more and more team-based.
  • teams are now the fundamental unit of organization.
  • influence not only how people work but also how they work together.
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  • Google’s People Operations department
  • there was nothing showing that a mix of specific personality types or skills or backgrounds made any difference. The ‘who’ part of the equation didn’t seem to matter.’’
  • At Google, we’re good at finding patterns,’’
  • As they struggled to figure out what made a team successful, Rozovsky and her colleagues kept coming across research by psychologists and sociologists that focused on what are known as ‘‘group norms.’’
  • Norms are the traditions, behavioral standards and unwritten rules that govern how we function when we gather
  • Norms can be unspoken or openly acknowledged, but their influence is often profound.
  • looked for instances when team members described a particular behavior as an ‘‘unwritten rule’’ or when they explained certain things as part of the ‘‘team’s culture.’’
  • After looking at over a hundred groups for more than a year, Project Aristotle researchers concluded that understanding and influencing group norms were the keys to improving Google’s teams.
  • The researchers eventually concluded that what distinguished the ‘‘good’’ teams from the dysfunctional groups was how teammates treated one another. The right norms, in other words, could raise a group’s collective intelligence, whereas the wrong norms could hobble a team, even if, individually, all the members were exceptionally bright.
  • As the researchers studied the groups, however, they noticed two behaviors that all the good teams generally shared. First, on the good teams, members spoke in roughly the same proportion, a phenomenon the researchers referred to as ‘‘equality in distribution of conversational turn-taking.’’
  • Second, the good teams all had high ‘‘average social sensitivity’’ — a fancy way of saying they were skilled at intuiting how others felt based on their tone of voice, their expressions and other nonverbal cues.
  • psychological safety — a group culture that the Harvard Business School professor Amy Edmondson defines as a ‘‘shared belief held by members of a team that the team is safe for interpersonal risk-taking.’’
  • Psychological safety is ‘‘a sense of confidence that the team will not embarrass, reject or punish someone for speaking up,’’
  • ‘‘It describes a team climate characterized by interpersonal trust and mutual respect in which people are comfortable being themselves.’’
  • Rozovsky’s study group at Yale was draining because the norms — the fights over leadership, the tendency to critique — put her on guard. Whereas the norms of her case-competition team — enthusiasm for one another’s ideas, joking around and having fun — allowed everyone to feel relaxed and energized.
  • other behaviors that seemed important as well — like making sure teams had clear goals and creating a culture of dependability.
  • it made sense that psychological safety and emotional conversations were related.
  • The behaviors that create psychological safety — conversational turn-taking and empathy — are part of the same unwritten rules we often turn to, as individuals, when we need to establish a bond.
  • If I can’t be open and honest at work, then I’m not really living, am I?’’
  • to be fully present at work, to feel ‘‘psychologically safe,’’ we must know that we can be free enough, sometimes, to share the things that scare us without fear of recriminations. We must be able to talk about what is messy or sad, to have hard conversations with colleagues who are driving us crazy. We can’t be focused just on efficiency.
  • By adopting the data-driven approach of Silicon Valley, Project Aristotle has encouraged emotional conversations and discussions of norms among people who might otherwise be uncomfortable talking about how they feel.
  • In the best teams, members listen to one another and show sensitivity to feelings and needs.
  • ‘Just having data that proves to people that these things are worth paying attention to sometimes is the most important step in getting them to actually pay attention,’’ Rozovsky told me. ‘‘Don’t underestimate the power of giving people a common platform and operating language.’’
Nicole Martin

The Physics of Change - Education Reimagined - Education Reimagined - 0 views

  • institutional inertia seems relatively simple: institutions, organizations, and people tend to remain at rest (i.e. satisfied with the status quo) or in uniform motion (i.e. slightly tweaking the status quo over time), unless that state is changed by an external force (i.e. transformation).
  • “Orbiting the Giant Hairball: A Corporate Fool’s Guide to Surviving with Grace,”
    • Nicole Martin
       
      Great book- recommended by Shayna years ago as well.
  • the gravitational pull of the status quo is so incredibly strong, that escaping it can be a monumental task.
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  • Do you know teachers who claim to be doing PBL but are really doing the same teacher-centered instruction they always have, only with a project (think trifold) thrown in at the end of the year?
  • we fail to notice the ways of thinking and norms that structure the world in which we operate. As a result, we then cannot see the cultural and structural shift needed for these innovative ideas to reach their true potential.
  • the data presented showing that less than 1% of U.S. schools were actually operating in the learner-centered paradigm left me even more convinced that inertia is still winning and the only way to make any realistic change is by being much, much smarter in our approach to positive disruption.
  • earner agency; socially embedded; personalized, relevant, and contextualized; open-walled; and competency-based.
  • three change levers 1) increasing public will, 2) refining public policy, and 3) building proofs of concept—can be a powerful tool to help grow the 1% of learner-centered environments to a potential tipping point, where learner-centered environments are the prevailing approach to education in this country.
  • When more education stakeholders are able to see how learner-centered environments are having positive impacts on children, they are better able to build on this success in their own local context.
T.J. Edwards

When Everyone Is Doing Design Thinking, Is It Still a Competitive Advantage? - 1 views

  • Design thinking has come a long way since I wrote about it here in 2008. The most valuable company in the world places design at the center of everything it does. Designers are on the founding team of countless disruptive startups. Domains such as healthcare, education, and government have begun to prototype, iterate, and build more nimbly with a human-centered focus. Now that design thinking is everywhere, it’s tempting to simply declare it dead—to ordain something new in its place. It’s a methodology always in pursuit of unforeseen innovation, so reinventing itself might seem like the smart way forward. But in practice, design thinking is a set of tools that can grow old with us.
  • And I’d argue that in order to create sustained competitive advantage, businesses must be not just practitioners, but masters of the art.
  • Umpqua
    • T.J. Edwards
       
      A favorite DT story. It is a central chapter in Glimmer by Warren Berger.
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  • UK’s Design Policy Unit
    • T.J. Edwards
       
      This is an incredible document. UK's comprehensive Tech+Design curriculum work has been a favorite of mine to follow. This doc, though, shows a larger scale transformation using design. Worth considering for MVx
  • Company evangelists handed out Moleskines with tips on “how to be better-makers,” and an internal tool (built on IDEO’s OI Engine) helps teams master design thinking through open-platform challenges.
  • Design thinking even shows up in the questions asked during reviews, when employees are evaluated on how successfully they’re building its principles into everyday work.
  • Getting to that kind of mastery is our challenge for the next decade. How might organizations build deep design thinking skills and creative leadership at all levels?
  • host of resources
    • T.J. Edwards
       
      Can MVIFI be added to this list? A void/need to be filled?
  • That’s not an inborn ability, it’s a skill—OK, a mastery—learned over many years of doing
Bo Adams

Everyone a Changemaker - The New York Times - 0 views

  • The central challenge of our time, Drayton says, is to make everyone a changemaker.
  • Once a kid has had an idea, built a team and changed her world, she’s a changemaker. She has the power. She’ll go on to organize more teams. She will always be needed.
  • Today, schools have to develop the curriculums and assessments to make the changemaking mentality universal.
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  • Social transformation flows from personal transformation.
  • Drayton wants to make universal a quality many people don’t even see: agency.
  •  
    "Today, schools have to develop the curriculums and assessments to make the changemaking mentality universal. They have to understand this is their criteria for success."
T.J. Edwards

Impatient With Colleges, Employers Design Their Own Courses | WIRED - 0 views

  • That’s the fastest the university has ever introduced a new degree program, a feat it achieved by adopting off-the-shelf course materials already developed by Microsoft that the company is distributing to help turn out more employees with data and computer-science skills.
  • The courses employers have been helping to create don’t just teach skills students need to work for Microsoft, Amazon or Google, like the highly specialized training classes that are longtime industry standards
  • Instead, the companies are working with edX and others to provide what they say are the educations that all of their employees require in common, including such abilities as critical thinking and collaboration.
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  • And companies including Accenture, Boeing and Microsoft have created the Internet of Learning Consortium to speed up the production of job-ready workers by using the internet to teach them what they need to know.
  • “We talk about the days long gone when companies trained employees from the ground up and now we’re talking about companies training employees again. These organizations are saying [to the universities], ‘We need people with X, Y and Z skills and you’re not providing that.’ ”
  • While 96 percent of chief academic officers at higher-education institutions say they’re effectively preparing students for work, only 11 percent of business leaders strongly agree
  • Faculty could react more nimbly to industry demands if their universities hired more of them and gave them the resources they need to update courses or offer them online
    • T.J. Edwards
       
      Hired more industry people? Career changers?
  • In addition to long waits for programs to be approved by faculty and accrediting agencies, for example, many schools can’t find enough people qualified to teach computer science. The increase in the number of tenure-track faculty in that and similar fields has been one-tenth as much as the increase in the number of students crowding into classes, the Computing Research Association reports.
  • The Kelley School of Business at Indiana University, for example, is in the market for five or six new faculty hires per year in data, business analytics and other fast-growing disciplines, said Ash Soni, executive associate dean of academic programs. It usually manages to fill just two or three of those positions, Soni said.
  • “The pace of change and product cycles and skills demands in the economy are moving more quickly than traditional university processes and program development can keep up,” said Northeastern’s Gallagher.That needs to change, for universities’ own self-preservation, said Gordon, of Eastern Washington
  • “We’ve got to be at the leading edge of today and tomorrow,” he said, “rather than the day before.”
T.J. Edwards

What IS the difference between competencies and standards? | reDesign - 2 views

  • Competencies, on the other hand, tend to emphasize the application of skills, knowledge and dispositions rather than content knowledge.
  • Competency-based models approach content as the backdrop, while putting essential skills and dispositions front and center. In this way, content serves as the context for practicing and demonstrating “transferable” competencies that can be applied in different contexts.
  • In competency-based models, the entire system must change. Students advance upon mastery  when they are ready, not when an arbitrary academic calendar suggests that they should be.
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  • Optimally, competencies are broad enough that student pathways and demonstrations of proficiency can be vastly different, organized to encourage and nurture student passions and questions.
  • Competencies sit above standards in terms of grain size.
  • competencies tend to encompass an interrelated set of skills, knowledge, aptitudes, and/or capacities.
  • competencies are often constructed as groupings of related skills or attributes that are purposefully designed to be explicit, measurable, transferable, and empowering to students
  • Competencies define skills that are practiced and developed continuously. They are not “one and done,” like many standards, which are course-based and attached to specific grade levels or bands.
  • in truly competency-based systems, PLDs are not attached to specific grade levels
  • we believe strongly that we must guard against tying PLDs to age-based grades or cohorts.
  • PLDs are guideposts to mastery
  • When learning outcomes are defined in terms of the application of skills or the synthesis and creation of new knowledge, we’re then talking about a much more sophisticated assessment type
  • competence is about successful application of skills and knowledge to achieve a particular purpose, not simply to show basic levels of understanding
  • In a true competency-based system, students can’t fail. Instead, students receive concrete and specific feedback on their work, and are provided with opportunities for additional practice and support in order to develop and demonstrate growth in their competencies.
  • Mastery-based grading and promotion policies are radically different in competency-based systems because promotion is based on mastery of specific skills, not on completion of courses made up of arbitrary and highly varied bundles of content, skills, and concepts.
  • As competency-based education gains ground in formal K-12 schooling, there is a very real chance that the movement could lose the “spirit” of its intent and become yet another, albeit more refined, form of standards-based learning
  • In competency-based models, performance level descriptors (PLDs) clarify the developmental journey from novice-to-expert or to "mastery."
  • Quite differently, competency-based models reach back centuries, with early apprenticeship learning that created pathways for mastery and gainful employment. Think: Medieval craft guilds, masonry, baking, carpentry, shoemaking.
Meghan Cureton

How to Design a School That Prioritizes Kindness and Caring | MindShift | KQED News - 1 views

  • You can’t just snap your fingers, and show a video, and it’s done,” she said. Rather, the school needed to adopt a philosophy of kindness that was “infused and woven through
  • initiatives had to seem to come from within, organically
  • They also do a “mix-it-up” exercise, borrowed from Borba’s book, that moves students around in advisory groups to blend grade levels. And to get teacher buy-in, select students attend occasional faculty meetings to share what excites them about their project and how their classmates are responding.
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  • Simple changes can have an outsized effect. Knowing the names of all the students in school, being generous with “hellos,” and encouraging teachers to greet every student by name in class, for example, are low-burden but powerful exercises,
  • “kindness strategies” are short and focused, rooted in relationships, carried out repeatedly, and related to actual events in school,
  • Two of the most fruitful exercises Carrollwood Day embraced, both borrowed from the Harvard project, were “Circle of Concern” and “Relationship Mapping.”
Bo Adams

Creating an innovation culture | McKinsey & Company - 1 views

  • we’re also seeing a renaissance of something decidedly traditional: the corporate R&D department.
  • We all need mechanisms and a culture that encourage the embrace of new technologies, kindle the passion for knowledge, and ease barriers to creativity and serendipitous advances
  • Conventional wisdom holds that organizations die of starvation from a shortage of good ideas and projects. In reality, they are much more likely to die of indigestion. A surfeit of projects with inadequate staffing makes delivering on anything less likely.
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  • Scientists should stick to two projects—having only one can be boring; having three can overextend you.
  • R&D leaders need to hire people who are willing to join multiple projects and to move from one to another as needed. Call them ambidextrous; call them system thinkers. These are people who want to solve problems that matter and that take them from invention to final product
  •  
    HT Christian Talbot
Meghan Cureton

ChangeLeaders Community - 0 views

  • How often do you see learners being ‘blamed’ for not understanding a challenging idea or concept, rather than that being a reflection on the teaching? To what extent is the learning architecture of our schools, the grading, grouping, and scheduling really allowing our students to learn most deeply and powerfully?
  • The reality is that today’s schools were simply never designed to change proactively and deeply —they were built for discipline and efficiency, enforced through hierarchy and routinization.    
  • It comes down to reframing our understanding of schools as learning organizations.
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  • But how much evidence do you have that your colleagues also see themselves as learners, be they teachers, principals or superintendents? How open and transparent are they about their learning? About what and how they are learning? And what and how do they learn from their mistakes? Being vulnerable, transparent and open are now prerequisites for modern leaders who are true learners
  • And finally, what about you? What have you learned about your learning? How self-aware are you about how you learn? How do you learn best, and what are the conditions that make that possible for you?
Bo Adams

Educational Leadership:The Constructivist Classroom:The Courage to Be Constructivist - 1 views

  • The search for understanding motivates students to learn. When students want to know more about an idea, a topic, or an entire discipline, they put more cognitive energy into classroom investigations and discussions and study more on their own.
  • First, constructivist teachers seek and value students' points of view. Knowing what students think about concepts helps teachers formulate classroom lessons and differentiate instruction on the basis of students' needs and interests
  • Second, constructivist teachers structure lessons to challenge students' suppositions. All students, whether they are 6 or 16 or 60, come to the classroom with life experiences that shape their views about how their worlds work. When educators permit students to construct knowledge that challenges their current suppositions, learning occurs. Only through asking students what they think they know and why they think they know it are we and they able to confront their suppositions
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  • Third, constructivist teachers recognize that students must attach relevance to the curriculum. As students see relevance in their daily activities, their interest in learning grows.
  • Fourth, constructivist teachers structure lessons around big ideas, not small bits of information. Exposing students to wholes first helps them determine the relevant parts as they refine their understandings of the wholes.
  • Finally, constructivist teachers assess student learning in the context of daily classroom investigations, not as separate events. Students demonstrate their knowledge every day in a variety of ways. Defining understanding as only that which is capable of being measured by paper-and-pencil assessments administered under strict security perpetuates false and counterproductive myths about academia, intelligence, creativity, accountability, and knowledge.
  • Organizing a constructivist classroom is difficult work for the teacher and requires the rigorous intellectual commitment and perseverance of students. Constructivist teachers recognize that students bring their prior experiences with them to each school activity and that it is crucial to connect lessons to their students' experiential repertoires. Initial relevance and interest are largely a function of the learner's experiences, not of the teacher's planning. Therefore, it is educationally counterproductive to ignore students' suppositions and points of view.
  • Constructivist classrooms demand far more from teachers and students than lockstep obeisance to prepackaged lessons.
Meghan Cureton

Time to Re-Think Design Thinking | Huffington Post - 1 views

  • Simply put, design thinking is not enough. True success comes from building a complete design system, and no organization can build such a system on design thinking alone
  • design thinking only has value when combined with design doing and supported by a strong design culture
  • successful design thinking must also include an element of making – early experience prototypes are important to validate thinking and align teams.
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  • Proponents of design thinking often get caught up in the methodologies (“how to get there”) versus the actual destination.
  • design thinking is just the beginning — a catalyst.
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