Showing posts with label organizations. Show all posts
Showing posts with label organizations. Show all posts

Thursday, April 20, 2017

Hack Your Organizational Problems

"Hackathons" are cool. But who knows what they really are and how they work?  This makes them ideal things for clueless managers to do poorly. But if we take a little time to understand their "why" and "how" they do represent a potentially useful organizational form that could have a positive impact on sclerotic, inertia bound institutions. For higher educational organizations they have special potential for moving beyond "we tried that 5 years ago" and "not invented here" and for making actual interdisciplinary teams actually effective and the experience of working on institutional problems inspiring instead of demoralizing.

This post from InnovationManagement.se is a good starting point because of how it manages to convey the essence of hackathoning outside the context of coding.

That essence is group process bound in space and time that focuses effort on well defined challenges in a short, structured design sprint.  The elements are important:
  • space/time
  • defined chalenge
  • structured process.

Especially the last. Read more at InnovationManagement.se


Wednesday, December 14, 2016

Ten Reflections from the Fall Semester

Notes from this semester. Each semester I jot down observations about organizational practices, usually inspired by events at my place of employment.  Every now and then I try to distill them into advice for myself. Most are obvious, once articulated, but they come to notice, usually, because things happen just the other way round.
  1. Always treat the people you work with as if they are smart; explain why you take a stand or make a decision in a manner that demonstrates that you know they are smart, critical, and open to persuasion by evidence and argument. Set high standards for yourself. Your institutional work should be at least as smart as your scholarly work.
    1. "it is better to be wrong than vague." - Stinchcombe
    2. If smart people are opposed to your idea, ask them to explain why. And listen non-dismissively and non-defensively. Remember, you goal is to get it right, not to get it your way.
  2. Do not put people in charge of cost cutting and budget reductions. Put them in charge of producing excellence within a budget constraint.

  3. Make sure everyone is able to say how many Xs one student leaving represents.  How much will it cost to do the thing that reduces the chance a student will get fed up with things?

  4. If most of what a consultant tells you is what you want to hear (or already believe), fire her.

  5. Don't build/design system and policies around worst cases, least cooperative colleagues, people who just don't get it, or individuals with extraordinarily hard luck situations. Do not let people who deal with "problem students" suggest or make rules/policy.

  6. Be wise about what you must/should put up for a vote and what you should not.  And if you don't know how a vote will turn out, they are are not prepared to put it up for a vote.  Do your homework, person by person.

  7. If a top reason for implementing a new academic program is because there's lots of interest among current students, pause. Those students are already at your school. What you want are new programs that are attractive to people who previously would not have given you a second look.

  8. If you are really surprised by the reaction folks have to an announcement or decision then just start your analysis with the realization that YOU screwed up.

    1. Related: and don't assume it was just about the messaging; you might actually be wrong and you should want to know whether that's the case.

  9. If you or someone else's first impulse when asked to get something done is to form a committee, put someone else in charge of getting that thing done.

  10. Train folks to realize that teams and committees in organizations are not representative democracies. The team does not want your opinions, feelings, experiences, or beliefs; it wants you enrich the team's knowledge base by reporting on a part of the world you know something about.  And that usually means going and finding out in a manner that is sensitive to your availability bias.  In the research phase, team members are the sense organs of the team. 



Monday, June 16, 2014

Toward Disruption of Disruption

Disruption's a magical buzzword these days, uncritically seized upon wherever you go. Far more than it ever was with new technologies, anyone who raises questions is an obvious counter-revolutionary, a luddite, a fan of the inefficient status quo. There's precious little quality critical thinking around innovations like taxi apps, selling restaurant reservations, and market regulation - most of the discourse is either bandwagon fandom or knee-jerk anti-ism. Lepore, more a cultural than economic historian, seems to get the organizational and economic sociology of disruption and contributes a useful bit of provocation into an otherwise too often one-sided conversation.

From The New Yorker

ANNALS OF ENTERPRISE

THE DISRUPTION MACHINE

What the gospel of innovation gets wrong.

BY JUNE 23, 2014

In the last years of the nineteen-eighties, I worked not at startups but at what might be called finish-downs. Tech companies that were dying would hire temps—college students and new graduates—to do what little was left of the work of the employees they’d laid off. This was in Cambridge, near M.I.T. .... We’d work a month here, a week there. There wasn’t much to do. Mainly, we sat at our desks and wrote wishy-washy poems on keyboards manufactured by Digital Equipment Corporation, left one another sly messages on pink While You Were Out sticky notes, swapped paperback novels—Kurt Vonnegut, Margaret Atwood, Gabriel García Márquez, that kind of thing—and, during lunch hour, had assignations in empty, unlocked offices. At Polaroid, I once found a Bantam Books edition of “Steppenwolf” in a clogged sink in an employees’ bathroom, floating like a raft. “In his heart he was not a man, but a wolf of the steppes,” it said on the bloated cover. The rest was unreadable.

...

Porter was interested in how companies succeed. ... Clayton M. Christensen... was interested in why companies fail. In his 1997 book, “The Innovator’s Dilemma,” he argued that, very often, it isn’t because their executives made bad decisions but because they made good decisions, the same kind of good decisions that had made those companies successful for decades. (The “innovator’s dilemma” is that “doing the right thing is the wrong thing.”)

...

In “The Innovative University,” ... Christensen and Eyring wrote, “will allow us to move beyond the forlorn language of crisis to hopeful and practical strategies for success.” ... Christensen and Eyring’s recommendations for the disruption of the modern university include a “mix of face-to-face and online learning.” The publication ... in 2011, contributed to a frenzy for Massive Open Online Courses.... Shortly afterward, the University of Virginia’s panicked board of trustees attempted to fire the president, charging her with jeopardizing the institution’s future by failing to disruptively innovate with sufficient speed....

See Also


Wednesday, December 18, 2013

Education Resources from NYT

A list of resources from around the Web about education as selected by researchers and editors of The New York Times.

General

News

Policy Groups

Associations

Education Unions

Philanthropies

Teaching

College Admissions

College Rankings

Financial Aid and Loans

Study Abroad

Higher Education Studies

Documents