The best laid plans...

I was part of a strategic planning committee for our college a while back, and at times was a tiny bit frustrated that some on the committee were acting very much like many of our students when it comes to critical thinking and planning in just wanting to leap to intuitively gleaned and superficially considered conclusions.  I suppose I was becoming a bit of a thorn to some in trying to structure the task in the traditional strategic planning fashion, especially on the SWOT analysis part, but I backed off some and became reasonably content with a process that seemed somewhat incomplete and unsophisticated, particularly for an organization's 5 year plan, as it occurred to me that a rigorous strategic planning process probably would yield only a marginally better result than the "top-of-the-head" "here's my opinion" type of ideas people were throwing out.  

Part of this stems from the discontent I had been feeling in the latter years of teaching a strategy course as I came to have some doubts about the value of rigorous strategic planning as described in so many books and articles.  This is because I am becoming increasingly impressed by the role of randomness and uncertainty in the world.  My wife will often be frustrated by my lack of a definitive answer for planning for what to me is the distant future, as all I can do is express desire, intent, and probability, and the same seems true, to a degree, for organizations.  There is so much that is unforeseeable that all we can do is reduce the amount of uncertainty and be comfortable with the concept of ambiguity.  What this means is that we can be guided by principle and develop somewhat imprecise goals, with strategies and tactics that reflect the mission but may be nimbly altered as circumstances change.  

But this is more than just contingency planning or prepared nimbleness, as it is more than alertness and flexibility that drive an organization.  At the core of company or product is value, which often is more than just economic value and includes some psychological value.  People like to buy from those that they like.  They like products that express shared values, and reflect something of themselves (and we are all "brands," in a sense).  The same is true for other stakeholders as well.  If you think smoking is bad and selling tobacco is evil, you probably wouldn't invest in Altria. (and probably why Philip Morris changed their name to reduce the perceived association with tobacco)  If you're an employee, of course you'd like to work for a company that believes in what you believe in, which often includes important elements of corporate culture, i.e., hiring "good" people, empowering employees, and all those things that make work a little less like work.

 

In other words, the endless hours developing and relying on a detailed strategic plan that will have to be  frequently altered, needs to be based on and balanced with the consideration of  the vision and culture driving the organization.  This seems obvious, doesn't it?  Well, ask people at any level in an organization and see how many times you get a clear answer as to its vision, values, and culture (at most, some might be able to parrot the mission statement).  It was during one of our strategy meetings that this dimension of vision and culture became clearer to me, as after an idea was forwarded one of the members of the committee got excited (as excited as one can be in such a meeting) and said, "I'd like to work at a place like that."  My point, then, is that while strategic planning has a place, particularly in satisfying investors/creditors and clarifying one's thinking, the sine qua non is having a clear vision and values that resonate with stakeholders, and being able to not just talk the talk, but to walk the walk.

image from stonyfield.com

"If at first you don't succeed, keep on sucking till you do succeed." (Jerome Lester Horvitz, aka Curly Howard)

It's nice to teach children that trying your best and good sportsmanship are what's most important in playing a sport, which is absolutely true, but the practice of not keeping score delivers some bad messages.

It turns out, for instance, that performance does matter.  Oh, but we don't want children to feel that they've lost, as this might hurt their delicate self-esteem.  Really, is that the way life works?   Everybody wins and everybody's a winner?   It's easy to be a good winner, and hard to be a good loser.  The latter is a very valuable skill, and being able to accept and learn from defeat is critical. It also develops skills in "picking one's battles," assessing cost-benefit, developing priorities and strategizing, and so much more, including having a grasp of reality. 

And sometimes it's OK to let a kid know that what they did wasn't great. Of course you'd never yell at or criticize a kid for making a bad play. (Hear that, win-at-all-cost coaches? And by the way, they're playing, not you, and it's just a game.)  These are "teaching opportunities," and "Nice try" is fine, but let's not go over the top in complimenting every little thing. Most people develop the ability to differentiate between a deserved compliment and a specious one.  For some, praise becomes meaningless, as do consequences, because whatever you do is great, so why try hard to do something great since you'll get complimented/rewarded regardless of outcome?  Ice cream for everybody!

And guess what, we're all the same but we're not all the same.  Some people/kids are smarter, more athletic, more popular, and more and less of a lot of things.  Learning that there's always somebody that's better than you  on some dimensions will avoid some of the Deadly Sins later and let you be content with who you are and happy for others' successes.  And in some cases, though you "deserve" better, life can be unfair, so learning this when the stakes are very low (e.g., ref's/ump's bad call) will make the road ahead much smoother.  I see enough people, especially the younger ones, with a lack of responsibility and a sense of entitlement.  Mommy won't always fix it, or as the Eagles say in one of my favorite songs (Get Over It): 

You don't want to work; you want to live like a king
But the big, bad world doesn't owe you a thing

We want to protect our children, but in doing so we sometimes do them a disservice.  I see a lot of people that have not really learned many of the lessons of sports.  They do not know how to lose, do not understand or accept the consequences of their actions, have a sense of entitlement, are not empathetic to those less fortunate, etc. There are winners and losers, better and worse, and gently teaching a child to have the courage to put oneself out there when one might fail or look foolish is a precious gift.  

"Yours is the Earth and everything that's in it, And---which is more---you'll be a Man, my son!" 

[Rudyard Kipling]

image from randomfunnypicture.com

It Never Does

Why is it that whenever anyone says, "It goes without saying," that s/he then will say it?  I guess it's better than "speaking volumes" though.




image from stuarland.com

Who cares?

I've written a fair amount about grading over the years in this blog, often despondently (e.g., Nobody here but us chickens 5/22/08, Just following directions, 11/16/05), but maybe I should give a tip or two to help bump up a grade for those that care about such things.    And caring, or creating the appearance of caring, is one of those tips.  I remember that during the first class of the semester, or "meet the teacher day,"  I typically would describe how hard it is to get an F, as you have to show me that you don't know anything, and you don't want to.  Remarkably, there were students that did both.  

Professors do actually care about the subjects that they teach, and typically will be impressed by those that appear to care about the subject or class, and more prone to give those care about learning students a break.  I've had many conversations with professors who, when considering whether to give a student a break on an assignment or a grade, and especially the final grade, will consider whether the student has any real interest in the subject/course (sometimes measured by an often related construct, effort).  Create the impression that you care, and you'll get that extension or extra half grade.

So how does one create the perception of caring?  First and foremost, go to class.  Some professors figure that it's your dollar and you're adults, so you decide if you want to go or not, and frankly would rather not see you if you're just going to snooze or be a distraction.  Others will take it personally if you're not there.  Many will view attendance as a vital part of learning, where you not only get a better experience by being privy to the performance and discussion, but contribute to that experience.  Faithfully going to class is a big one to many professors. The smaller the class, the more important these behaviors. Corollaries for the classroom:

-Be on time (some professors are easy-going and just happy to see you there; others are offended by the interruption or the insult of tardiness.  I've known some to lock the door at the start of class.)

-Don't sit in the back.  Professors know that's where the bad students sit.

-Look like you're paying attention.  Eyes open and in the general direction of the instructor (bonus points for eye contact), body leaning forward just a touch, jot something down now and then, and give a slight smile when s/he makes his or her corny little jokes.

-Don't be Little Sir/Miss Question.  You don't have to constantly answer.  The same is true for asking questions.  Don't ask questions to which you know the answer; you think it makes you look smart, but it doesn't, and as professors probe, they generally catch on.  Don't ask questions that are so tangential that they really are disruptions- they can wait until after class.  Don't dominate discussions; let somebody else play.  All these types of things irritate the professor and your classmates.

-Don't be disruptive.  You'd be surprised at what we can see from the front.  Not only does our vantage point allow us to see everything, but any behavior that is different from everybody else just jumps out at the instructor.  Most of the time it's just talking, using phones or tablets/laptops inappropriately, cheating, and things like that.  

-Don't try to ingratiate yourself to the professor.  This one's kind of interesting, so maybe I'll expand on this in the next entry.  In sum, it might be flattering or desirable for a few professors (in my opinion, the more insecure or lecherous), but most will just be annoyed.  

For the office:

-If you set up an appointment with an instructor, be there and be on time.  One of the most common complaints I hear from professors is when a student doesn't show up.  Many's the time I've seen a professor come in just to meet with a student and then have the student not show up, and not even send an email to say s/he will be late/can't make it.  You'd be surprised at how little time professors have, at least the good ones, and blowing off an appointment will probably really hack him/her off.

-If you go to a professor's office hour, or set an appointment, be prepared when you get there.  Ask specific questions.  The last thing the professor wants to hear is, "I don't get it."  We don't know what that means.  Give some thought to what you do and don't know and indicate precisely the points of confusion.  Really give an honest effort to try and understand what you're having trouble with.  Don't ask the professor to restate the syllabus or reteach a lecture.  Communicate your understanding of the material, offer your interpretations of the assignment's requirements, suggest means on how to proceed, etc.  And by the way, the odds are high that the professor will give you plenty of clues (read: hit you over the head with information) about what will be on the test or what s/he values in an assignment.  Professors are usually eager to help those that care and have earnestly tried to help themselves.

Communication:

-If your going to class is important to the professor, let him/her know ahead of time if you're going to miss one, being appropriately contrite, and indicate a desire to "make it up" somehow.  Is there another section you can attend at another time?  Should you make an appointment for an office visit?  Is getting the notes from someone else enough?  etc.  Similarly, if it is after the fact, email an explanation and apology as soon as possible (not at the next class), with the same questions about how to make up the material.  I personally find students telling me whether they're going to class or not annoying, but a lot of professors eat this up.

-When a professor asks you a question, in class or in the office, answer the question that is asked.  Ask for it to be restated if you're not sure.  Listening to the professor communicates a positive signal about your motivation and ability.  For example, many students will approach a professor with a situation for which they want a remedy.  Most of these students are prepared to tell their story, often a long and convoluted one. Most professors will patiently listen if you insist on telling the whole story, but you are just wasting their time in cramming 20 minutes of story into 20 seconds of information.  Almost always the professor has encountered your situation before, with your specific circumstances just variations on previously encountered themes.  State briefly what happened and what you are asking for, concluding with the offer to provide more detail and an expression of caring about the class ("I'd like an extension to show you what I've learned," not "A bad grade will hurt my GPA.").  And don't try to make the professor suggest the remedy; ask what you want.

Other demonstrations of caring:

-When you want a make-up or extension, what instructors want to hear is that unforeseeable circumstances prohibited you from doing what you were supposed to do (not you got home really late and you were too tired to study), so you're asking for the opportunity to do your best work, though you understand if that is not possible or if a penalty will be involved.  Even if the penalty is so severe that it isn't worth it to do the assignment/test, consider doing it anyway; maybe even volunteer to do an assignment for no credit (most of us hate it when you ask for extra credit, by the way); do a good job on something that really won't help you and it will impress the heck out of the professor.  Your goal is to show that you care about the subject and that you want to learn.

-Don't wear a baseball cap (particularly backwards- you look like an idiot), especially on test day, and never with "NY" on it. (OK, maybe that's just me) 

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