Bowling Alone Putnam, R.D. (2000). Bowling ... - EDUC709 - home

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Bowling Alone: The Collapse and Revival of American Community. .... we did three or four decades ago, and the churches we go to are less engaged" (Putnam ).
Bowling Alone Putnam, R.D. (2000). Bowling Alone: The Collapse and Revival of American Community. Simon and Schuster: New York, NY. ISBN: 0-7432-0304-3 Why is social capital important? In the United States the ability and willingness to give one's time and or energies for the betterment of the whole community (social capital) is arguably what has made this country able to achieve the greatness it has. Generalized reciprocity is valuable - it allows us to let down our guard and trust that others will return the favor. General reciprocity is more efficient - if we don't have to balance every exchange (barter) but use credit (trust) - we can get more done. Measurements: "Philanthropy - our readiness to help others - is by some interpretations a central measure of social capital" (Putnam). •

Connected individuals are more likely to give their time and money to others than those individual who are isolated.

Government: •

Social capital is necessary to achieve "buy-in" with regards to government processes. Meaning: If I am happy with my life, I am more willing to support the government. In order for the model to work, we must achieve a "vested interest" in the minds of every member of the community. o Vested community members are more likely to engage in dialog with elected officials. o Vested community members are more likely to volunteer for causes that hold meaning to them.

Educational: Colleges and universities present an opportunity for increasing social capital, which can result in more civically minded community members. With an increasing trend by schools to move towards helping students understand the mutual benefit of being involved in one's community, more students are enriching their classroom experience by engaging in their neighborhoods, which then: • • • •

Increases student learning and outcomes achievement, Encourages students to interact with one another and their neighbors, Encourages students to take increasingly effective leadership roles, and Fosters parental input and presence on campus, which benefits schools and sends signals to students that education is important and of value.

As staff and faculty do a better job of educating students of this symbiotic relationship, students can begin to see how an increase in social capital can support their learning and make them more competitive and marketable individuals after graduation. At smaller institutions, fewer numbers of students in the classrooms give a greater opportunity for building deep meaningful relationships through more intimate time with faculty and staff. This can result in greater education about the benefits of building social capital. Conversely, larger schools tend to have more options for students to get involved. Therecan be a greater number of student organizations and greater variety of involvement opportunities, which can result in a greater chance for students to find something of interest and therefore more likely to increase their social capital. Other opportunities for increasing social capital is through residence halls and offices on college campuses dedicated to providing service and volunteer opportunities for students. As students get involved with such programs on campus, they meet other students and build relationships which can enrich their college experience, strengthen their development, and potentially increase the likelyhood that they will continue such relationships with their commuinty after graduation. College presents a prime opportunity for students to learn that success is not measured in dollars but rather in the service we give to something greater, larger, and more important than the individual. Shifting the focus from teaching individualized leadership styles to servant-leadership models can be embraced both in higher education and K-12 through implementation of core educational classes dedicated to teaching the benefits of civic engagement. For example, just as math and science courses are required for graduation, "Civic Engagement 101: An Introduction to Civic Involvement" could be a core class with additional electives, volunteer services opportunities, and other service projects or leadership development programs offered for credit. Institutions that embrace offering such credit based opportunities could demonstrate their commitment to increasing students' knowledge of civic engagement and emphsize the importance of creating such opportunities as: • • •

community service letter-writing to elected officials visits to town hall

Industrial: •



Strong ties within business organizations can lead to reductions in anxiety and uncertainty o Lower levels of uncertainty can result in higher levels of employee engagement and greater levels of productivity Industry can serve as a breeding ground for recruitment in social capital building activities outside of the workplace o Corporate sponsored volunteer activities, community building activities, sports teams (bowling league with cool shirts!)

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Business/industry is a place where people from varied backgrounds meet regularly Building social capital is essential for individuals in terms of networking for business and employment "Social connectedness in the workplace might be described as a glass half-empty, not merely as a glass half-full. Most studies of personal networks find that co-workers account for less than 10 percent of our friends" (Putnam). "Shorter job tenure, more part-time and temporary jobs, and even independent consultancy -- inhibit workplace based social ties" - we connect through other means (Facebook, LinkedIn). Being connected with businesses and organizations within one's community can expand the network of resources available to him/her. Recognizing the strengths various businesses and organizations have, can be advantageous to the community as a whole.

As we begin looking at ways to promote social capital in businesses in Bowling Alone, Ohio, here are a few ideas just to get the creative juices flowing: 1. We need to promote volunteerism within businesses. How? 2. We need to encourage more teamwork within the work area. We might even push for a change in management philosophies to encourage less-autocratic organizational charts and a flattening of the companies. (I don’t know if we can argue this logically, however, because Bowling Alone had more social capital during a time when the workplace was much more top-down. I only argue this from the premise that the more responsibility that we give to our employees, the more we will build up their leadership abilities. It should then follow that they will be more engaged in the workplace with a side advantage that they will take these skills out into the community.) 3. We should encourage more diversity on the workplace. 4. We could push for a reconfiguring of worksite designs to encourage interaction and teamwork. 5. We could encourage businesses to encourage more social gatherings and interactions among the workers. This might include: 1. Company sports teams 2. Hobbyists such as photographers or scrapbookers 3. Fitness/wellness groups such as walkers, cross country skiers 4. Book clubs or movie clubs 6. Encouraging volunteerism as a factor for companies to make a hiring decision. As well, they should make it part of evaluation process. 7. Recruit local business leaders and small business owners to lead and oversee this effort. 8. Work with local media to get stories about what local businesses are doing.

Social: •



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"In short, as the twenty-first century opens, Americans are going to church less often than we did three or four decades ago, and the churches we go to are less engaged" (Putnam). We need to find ways to increase engagement involvement. Strong community ties and personal relationships build connections throughout the fabric of the community o Schools benefit from parental input and presence on campus. It sends signals to students that school is important and of value. o Community concerns are more easily addressed when communication channels are open and accessible. Neighborhood watch groups encourage neighbors to get to know one another and create a more caring environment within the community. Social capital improves the quality of life issues that may determine not only if a new business concern comes to town, but what type of businesses choose to locate within the community. o Live theater, the symphony, improv theaters o Churches o Civic auditoriums for conventions, trade shows, entertainment, and sports events

Social capital in the community plays a significant role in every aspect of our personal and community life. The basic idea of social capital is that our family, friends, and acquaintances are important assets in our lives. Whether it’s surviving a crisis, getting a job, or just enjoying the simple pleasantries of life; one can benefit from the people they are most associated. Communities that have an invested interest in social capital are capable of handling various dilemmas and are less vulnerable to life crisis. When social capital is at its peak people spend more time socializing with family, friends, and neighbors. Here are some suggestions to cultivate social capital in your community: 1. Turn off the television and call an old friend 2. Host a movie night and invite neighbors and friends 3. Participate in a local blood drive by donating blood 4. Forum a local outdoor activity group 5. Start a community garden 6. Take walks with your family, friends or dog 7. Attend a local school play 8. Help fix someone’s flat tire 9. Welcome a new neighbor to town 10. Reach out to a lonely resident or senior citizen http://chronicle.com/weekly/v55/i25/25a01201.htm http://www.cnn.com/2009/LIVING/03/26/community2/index.html

Kotter, J. (1996). Leading Change. Harvard Business School Press. Boston, Mass. ISBN: 087584-747-1

John Kotter's website.

Synthesis of discussion on Kotter's Leading Change: Key Leadership Elements: •





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Establish a clear vision for where we need to go and what Bowling Alone, Ohio will need to look like in the future. o communicate this vision Establish a urgency to change within the community. o communicate this urgency o one idea was to do this through a add campaign targeting various groups. Have a process for managing various stakeholders throughout the change process bringing people into the processes in a strategic way. o Establish our guiding coalition  With respected and/or powerful enough members of the community to give the guiding coalition weight. o Identify and leverage your opinion leaders establish short term wins or intermediate objectives - short term goals that we can reach and measure. empower people with the skills and authority to implement change

What are we trying to get them to do? They need to get out and do something together (collaboration). Understand the impact of building social capital (health, economic, safety, etc . . .) Get involved in their town/community - participate and interact with other community members. Leading Change Presentation View more presentations or upload your own. (tags: educ709) Direct link to slideshow: Leading Change -Leading Change: Kotter Introduction:

Every leader can profit from Kotter's thinking on a practical eight stage process that should help achieve successful change. His steps include; (1) establishing a sense of urgency, (2) creating a guiding coalition, (3) developing a vision and strategy, (4) communicating the change vision, (5) empowering employees for broad-based action, (6) generating short-term wins, (7) consolidating gains and producing more change, and (8) anchoring new approaches in the culture. These steps can be adapted to organizations of all sizes. Analysis of text & Questions: Step 1: A high level of complacency and a low sense of urgency, Kotter asserts, constitute the two most significant impediments to change. Where do we find complacency in the self-report Bowling Alone, Ohio? How can we create a sense of urgency? • •

I believe the the greatest ROI in this area can be gained by linking personal health and well being to social capital (see chapter 20) Target parents by highlighting the benefits of social capital and childrens' education and welfare

What should we recommend to our client in regards to avoiding complacency? Step 2: In order to actuate change within an organization a strong guiding coalition is needed. What recommendations will we make to our client for building a guiding coalition? Who will be involved? In your group how will we build a guiding coalition? Step 3: Developing a vision and strategy Vision is the explanation of why a change is needed. Kotter claims that vision is a central component to all great leadership and that it is essential in breaking through the forces that support the status quo. What recommendations/ strategies will we provide to our client for getting their leaders to share sense of problem, opportunities and commitment? What recommendations should we give them for creating a vision? •

It is critical to start with the end in mind - - work backwards in a sense

Do we know what their vision should be? What will be the vision for Bowling Alone, Ohio? What recommendations / strategies will you provide to our group in regards to visioning? Step 4: Communicating the change vision It takes time for organizations to accept and adapt changes. What communication strategy will you suggest? • •

Well developed and targeted PSA's (public service announcements) We can develop a website similar to www.realage.com that allows people to take a test and obtain their "social capital" score and what it ultimately means to their health, opportunity for economic gains, their safety and the safety of their community, etc . . .

What would be an appropriate timeline? •

I think the timeline will have to be much longer than suspected. The timeline should be judged by small gains, not "set-in-stone" goals - - maybe 2-5 years?

Step 5: Empowering employees for broad-based action The concept of empowerment cannot be overlooked when implementing change efforts. Kotter speaks of removing barriers to action that will help the change effort. This allows even the lowest level employees to participate in the change effort What recommendations will we give our client in regards to empowerment? How can your group (sector) be empowered? Step 6: Generating short-term wins Short-term wins are only effective if they are visible to many, the terms are unambiguous, and the victory is closely related to the change effort. What will be the short-term wins for our client? How can our client make them concrete and visible? Step 7: consolidating gains and producing more change What recommendations will we make to our client on how to create a culture of continuous change? •

Start to move the flywheel slowly, celebrate small achievements, understand that their will be unforseen negatives along the way that will have to be overcome, motivate the core and then allow them to help spread the message, promote the core message, however, adjust the delivery and method as needed, build in a process of continual internal assessment . . .

Step 8: anchoring new approaches in the culture The real key to lasting change is not just in changing vision or mission statements or even training manuals, but in changing the corporate culture itself. Kotter looks at corporate culture as being made up of both the norms of group behavior and the shared values of a company. What norms of group behavior and shared values will we recommend that Bowling Alone, Ohio promote? What recommendations can we provide to our client in regards to promoting these values? Kotter also shares his insights regarding organizations for the twenty-first century. He compares the structure, systems, and culture of the twentieth century with those of the twenty-first century and argues that organizations can't get where they need to be through incremental change. In the twenty-first century change will be constant, increasingly frequent, and required for survival. He argues that the twenty-first-century employee will need to know more about both leadership and management than his or her counterpart. This learning will be continuous and necessary. Kotter suggests that the mental habits needed to support this lifelong learning are: (1) risk taking,

(2) humble self-reflection, (3) solicitation of ideas and opinions of others, (4) careful listening, and (5) openness to new ideas. What advise will we give our client regarding change in the twenty-first century (the future of change)? How will Bowling Alone, Ohio not only survive but thrive in the twenty-first century?

Bolman, L.G. & Deal, T.E. (2003). Reframing Organizations: Artistry, Choice, and Leadership. Jossey-Bass. ISBN: 0-7879-6427-1 We have added 5 discussion boards to our section, addressing a total of 9 questions. We are asking the cohort to pick and choose a few questions within one or two of the frames and comment on them. We are asking all cohort members to comment on the summary question after reading the discussions on the specific frames. Thanks!

Bolman describes his book in this short video- gives an overview and framework. TEXT SUMMARY AND CLIENT QUESTIONS Why "frames?" • • •

"A good frame makes it easier to know what you are up against and what you can do about it" (p. 13). "Leaders have to find new ways to see things...[they] articulate and communicate their vision so others can learn to shift perspectives when needed" (p. 13). Our "frames" are the lenses or perspectives through which we view the world. Bolman argues that we need to know everything we can about these perspectives in order to both understand them and to understand ourselves. More importantly, we need to understand these lenses so that we can put them to work for us. o There is a difference between simply possessing a skill (perspective) and knowing how to use it.

What frames exist? (Described on p. 14 - 15, summary table spanning p. 16 - 17) 1. Structural frame - emphasizing goals, roles and relationships 2. Human Resource frame - based on ideas from Psychology 3. Political frame - organizations are seen as arenas, contests or jungles 4. Symbolic frame - organizations are tribes, propelled by rituals and stories as opposed to policies and procedures Every frame holds multiple truths, but also displays the prejudices of those that own it. The single most effective managers (leaders) are aware of the existence of multiple frames and are able to transition between them as the circumstances require.

Understanding Organizations: Organizations are entities that are simultaneously complex, surprising, deceptive and ambiguous. They frequently fail to address internal issues because they default to blaming people, blaming the bureaucracy or thirsting for individual power. THE STRUCTURAL FRAME Communities are like companies, they have a flow, connections and depth to them. Some communities work within the context of their surroundings, for example, farming communities, while others try to be self sufficient or little cities onto themselves. In either case, communities must have some type of structural frame work, an order and a purpose. Communities must first look at its organization and must focus on what is important in their community. They must get organized. Organizations exist to complete goals and objectives. This process may be the most difficult to accomplish due to the fact that everyone has a different view on what is important to their family, home or business. One way to overcome the differences of opinion is to address people’s basic needs. Perhaps address Maslow’s theory of basic needs. These goals and objectives are universal and very relatable. With the community goals and objectives outlined; communities need to put some type of organizational structure in place. In order for the community to engage all the people, some type of outreach program may be put in place to pull in all parts of the community. A community task force may be formed to provide structure to the process. While all organizations have the best intentions, some community organizations may find the way they are operating ineffective and in desperate need for a change. Other reasons for restructuring, changes in the surroundings (environment), technology changes, outgrowth and leadership changes. In order for proper restructuring of community structures one must understand the goals and objectives of the community. And as always, input from the entire community is a must. Helgeson spoke of this type of inclusion as a Web of Inclusion. This type of inclusion is fashioned in more of a circular shape than a hierarchical. As in a business model, communities must look at all of the different organizational structures and decide which one will allow the community to reach its goals and objectives. The five major components to organizational structure are: strategic apex, middle management, operating core, technostructure and support staff. Once a community has set its goals and objectives, then put together some type of organizational structure, a well constructed managing process must be in place and in order to accomplish this one must look at the people involved in each task, what needs to be done, who is in control, and how are all of these efforts coordinated. Some organizations may want to stick with the traditional "One Boss" model, while others, depending on the task at hand, may prefer the "Dual Authority" team model. Whichever model is put into place, the teams must work in a way that they can withstand internal as well as external pressures to give high performing qualities (Katzenbach & Smith). These qualities must translate into a common purpose, with measureable goals. Teams must be of manageable size and have the proper mix of community expertise. Once the goals and objective have been made clear, the organizational structure and team dynamics have been put into place, then we can begin to outline the course of action, for

Bowling Alone, Ohio. Questions for Bowling Alone, Ohio: • • •

What type of organizational model do you see for Bowling Alone, Ohio? How do we get everyone involved in the process? Does Bowling Alone, Ohio function as a town because of formal structures (e.g. Mayor's office, city council, etc.)? If so, this would indicate that it is strong in the structural frame. On the other hand, if not, maybe these leaders have a feel for the problem but don't have the hearts (symbolic) or belief/trust (Human Resource?) of the pupulace.

THE HUMAN RESOURCE FRAME 4 core assumptions drive the Human Resources Frame: 1. Organizations exist to serve human needs rather than the reverse. 2. People and organizations need one another. Organizations need ideas, energy, and talent; people need careers, salaries, and opportunities. 3. When the fit between organization and system is poor, one or both suffer. Individuals are exploited or exploit the organization - or both become victims. 4. A good fit benefits both. Individuals find meaningful and satisfying work, and organizations get the talent and energy they need to succeed. (p. 115)

Organizations are responsible for meeting human needs. Maslow's research remains the best framework to understand these needs. McGregor (1960) added to the obligation by asserting the idea that managers' assumptions about employees inevitably become self-fulfilling prophecies the employee will invariably rise or fall to the pre-existing expectations. Frustrated employees tend to strike back against the organization in one of six ways: withdraw, become apathetic, sabotage progress, climb the hierarchy, form alliances or teach boredom. When faced with the debate over whether to run an organization "lean and mean" or to invest in the people that make up the organization, those that choose the latter are much more set up to accomplish long-term goals and growth. Some of the ways to invest in people include: • • • • • •

Build and implement a successful HRM strategy Hire the right people Keep them Invest in them Empower them Promote diversity (p. 136)

"The key to management is to get rid of all the managers. The key to getting work done on time is to stop wearing a watch. The best way to invest corporate profits is to give them to the employees. The purpose of work is not to make money. The purpose of work is to make the employees, whether working stiffs or top executives, feel good about life" (p. 151). Questions for Bowling Alone, Ohio: • • •

What avenues currently exist (or need to be developed) that will make the citizens feel valued as members of the community? Are the community member's basic needs being met at a high enough level that they are able to focus on building social capital (think about Maslow)? What focus on needs assessment of community members' skills and talents have been done?

THE POLITICAL FRAME There are three major lessons/issues that must be accounted for in the political area. 1. The presence of political pressures which can sidetrack momentous decisions.There are four major relational concepts that that make decisions more manageable (p.200). a. Quasi-resolution of conflict b. Uncertainty avoidance c. Problematic search d. Organizational learning 2. The inability of a manager to simply avoid political issues and the necessity of a "sophisticated type of social skill: a leadership skill that can mobilize people and accomplish important objectives despite dozens of obstacles; a skill that can pull people together for meaningful purposes despite the thousands of forces that push us apart; a skill that can keep our corporations and public institutions from descending into mediocrity characterized by bureacratic infighting, parochial politics, and vicious power struggles" (p.213). In order to influence change in an organization, the manager must posses skills in four key areas a. Agenda-setting b. Mapping the political terain c. Networking and forming coalitions d. Bargaining and negotiating 3. Organizations are both arenas for internal politics and political agendas with their own agendas, resources and strategies (p.246). The major take home message is the often necessary power of large organizations may come with an asterik. The key is the balance of when organizations must be incorporated as an organization or rather as a set of individuals. Straying too far on either side could be disastrous. Questions for Bowling Alone, Ohio: •

What organizations are currently intertwined with the political system and will have a large influence on the acceptance of any recommendations?

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Who has a positive relationship with both the community at large and the political influences? If we can tap into the political structure (as opposed to the Structural), perhaps we can build a guiding coalition (Kotter).

THE SYMBOLIC FRAME

The symbolic frame focuses on the power of symbols to create meaning outside of the realm of rationality, certainty and linearity. It recognizes the complexity and ambiguity of events, relationships, and processes. The symbolic frame is based on five assumptions. · What is important is not what happens but what it means. · Events and actions have multiple interpretations as people experience life differently. · People create symbols to resolve confusion, find direction, and give them a sense hope and faith when faced with uncertainty and ambiguity. · People find purpose and passion from the symbolic significance of myths, heroes and heroines, rituals, ceremonies, and stories. · Culture creates bonds in organizations, unites people, and helps organizations reach their goals. Symbols may take the form of myths, visions, and values, heroes and heroines, stories and fairy tales, rituals and ceremony. An organization’s culture is based on beliefs, values, practices and artifacts that are built over time and passed on to new members. Questions for Bowling Alone, Ohio: · Identify some of the symbols in your community that work to create a sense of unity, community and belonging. · Can we transcend generational differences, racial and ethnic differences to create a common and sustainable culture in Bowling Ohio and how? · What are Bowling Alone, OH's symbols? Football? Robot football (heck, does anyone read this stuff?)? Industry, history, breweries?

IMPROVING LEADERSHIP THROUGH UNDERSTANDING FRAMES Each individual manages their role in the organization in ways very consistent with their preferred frame. These varying approaches are evident as the organization approaches strategic planning, decision making, reorganizing, evaluating, approaching conflict, goal setting, communication, meetings and motivation. (See chart on page 306-307) •

Structural leaders are known for: doing their homework; rethinking the relationship between structure, strategy and environment; focusing on implementation; and experimenting, evaluating and adapting.

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Human resource leaders are known for: believing in people and communicating their belief; being visible and accessible; and empowering others. Political leaders are known for: clarifying what they want and what they can get; assessing the distribution of power and interests; building linkages to key stakeholders; and persuading first, negotiating second and coercing only if necessary. Symbolic leaders are known for: leading by example; using symbols to capture attention; framing experience; communicating a vision; telling stories; and respecting and using history.

Reframing Change Leaders in every frame come across barriers to implementing important change. These barriers range from anxiety to disempowerment to confusion to loss of purpose. Leaders who excel find ways to overcome these barriers. Leaders address conflict head on as they approach training, organize realignments, resolve conflict, deal with loss and strategize goals. Bettertogether www.bettertogether.org Social Capital Tool Kit http://www.hks.harvard.edu/saguaro/measurement.htm#toolkit

Article--Bowling Alone Because The Team Got Downsized http://www.sciencedaily.com/releases/2008/09/080901084849.htm

Coughlin, L., Wingard, E., & Hollihan, K. (Eds.).(2005). Enlightened Power: How Women Are Transforming the Practice of Leadership. Jossey-Bass. ISBN: 0-7879-7787-X

Enlightened Power is a series of 31 personal narratives encompassing a number of topics. Although there are a number of topics that resonate with us, we have chosen three broad areas to discuss, and to apply to Bowling Alone. On March 4th we will discuss the power of Passion in life and work. On March 11th we will examine Power and Influence. Finally, we will discuss the role of Sustainability on March 25th. As part of our final report, with your help, we will be preparing a community assessment that will help members of Bowling Alone find their voice and their passion. Topics for Discussion Passion: (3/4)

Questions: • • • • • • • • • •







In your own life, what are you passionate about? If you weren’t in your current line of work, what would you be doing? How do you know that your present career path is the right one? How do you define a good job? To each class member: Describe a crystallizing moment in your life in which you were able to define your identity? Have you figured out a way to sustain your passion in the workplace? Is it important to create a presence of passion for our initiatives in Bowling Alone o If so, how can we promote passion? What can/will people in Bowling Alone rally behind? What's your definition of passion? Is passion necessary for progress? How can we help people find their "voice"? Civic Passion: On page 28, Eisler (2005), mentions "industrial democracy: using teamwork in factories rather than turning human beings into mere cogs in the industrial machine." How does the average citizen meld the industrial democracy model with civic engagement? Work/Life Balance Passion: How would you coach workers in Bowling, OH to approach employers about expanding parental leave, on-site child care, and flexible work options in order to develop the social capital of their chidren? When someone comes up with an idea that excites/intrigues you, how do you communicate your passion? On a scale of 1-10, how passionate do you let yourself become about it in front of the group? What event in your personal or professional life served as your wakeup call? How did that event activate your passion for life, family, career, spirituality?

Content: Chapter 5 discusses items which are significant in one’s life: family, community involvement, relationships and friendships, and social challenges. Sometimes people do not think of work as a passion, but more of a means to an end. Therefore, the author (Gail Straub) asks readers to explore their passion at work. First, “The Quest,” for passion is discussed, then Straub elaborates on finding one’s passion as well as how to sustain one’s passion in the workplace. Chapter 10 talks about combing two passions: work and family and how to find that balance. This chapter discuses why one chooses to work and what are the rewards and challenges to overcome. It also states how working mothers need to integrate both parts of their lives and figure out ways to not only take care of their families, but also take care of themselves. Any major change begins with passion (Chapter 13). As this relates to Bowling Alone, we must help the community find passion about their new lives and the vision that we set for them. Often, this involves understanding the values and interests of the area’s citizens. We are asking them to

change, and we must allow them the time to figure out what is important to them (Chapter 12). We also must give them the time to accept this new life. The commu community nity must be actively involved in this process.

Barbara Waugh details her experiences at HP (Ch. 24) while trying to start a women's conference for HP employees. In part she explains the balance between passion and the need to not alienate others. She believes ieves that people who are passionate about making differences must "aggregate and become a group, a group big enough to become a minority, because minority can and do change things." Being passionate about a cause, idea, or course of action often isn't sustainable sus without the inclusion of others. - - Does including others mean that a person must compromise their passion? In chapter 25 Eileen Fischer and Susan Schor (business owners) describe how they want their employees to "love this company". They encour encourage age this commitment be encouraging employees to find roles within the company that they are pasionate about. The intended result is to create a culture of collaboration, creativity, and social consciousness. Marilyn King (Ch. 28) describes her experience as an Olympic athlete. Her definition of "Olympian Thinking" is vision guided, passion powered, and action oriented. She writes: "When you truly care about something, your entire system shifts into high gear, and you access energy and skills that are unavailable ilable when you are only mildly interested in an activity. It is truly a heady and physically exhilarating state of being . . . When you are connected to something that matters, major obstacles become minor details and you access the creativity to find new resources and solutions. Teams, organizations, and even countries can function the same way . . . That passionate vision prompted the development of new resources and new innovations, and took humankind where it had never been before." Power and Influence: (3/11)

Power Orientation Inventory power orientation.pdf

Content: Is face time over-rated? rated? Different authors in this book take different points of view. For example, Cunningham and Murray (Chapter 14) tell of their decision several years ago to begin sharing the same executive position at Fleet Boston Financial. The job sharing arrangement, they argued, made them better executives who lived more balanced lives. Unfort Unfortunately, unately, while they cited many advantages, they also admitted that they encountered a huge problem of having less time to network and build social capital with their staff and fellow managers. They said that “unfortunately seat time or ‘face time’ is still considered an indication of productivity.” They

admitted that this might have limited their level of power and influence within the company. Still, they felt more satisfied with their lives and better able to handle the pressures of the job once they moved to half-time. Power and influence also come from our ability to maintain unity even when there are major disagreements. This comes, in large part, from having the courage to tackle disagreements and personality conflicts (Chapter 16). This is often resolved through simple one-to-one communication. In this case, Patton, Gravelle and Peppet offer an example of a conflict in which the conversation goes poorly and little is accomplished. They then offer a second way to approach this disagreement: by entering the conversation with a more open mind. This allows both people to work through the matter and more clearly communicate, rather than to assume the worst about the other person along with his/her motives (Chapter 16). In developing our networks in Bowling Alone, it is important to note that there are many types of networks. Stephenson cites seven networks related to cores of knowledge that we develop and use depending upon our need (Chapter 15). For example, we have a work network that helps guide us through our organization as well as a social network that keeps us apprised on what is happening in our world. The other five are innovation, expert knowledge, career guidance, learning and decision-making networks. In addition, we need to decide what kind of hierarchy that we want to establish. The author closes with a key line: “Hierarchies can neutralize networks but networks can unhinge hierarchies. In the end, it is a dilemma — and an uneasy balance of power.” Authentic leadership comes from people who are comfortable in their own skin allowing them to act with integrity. The author defines this as two simple steps: know thyself and express thyself (Chapter 18). In researching men and women related to authentic leadership, the author noticed some interesting differences. For example, women take more time to know themselves and are more concerned about the people around them. However, men appear to be more successful as leaders in part because they encounter fewer obstacles related to authenticity. Men are less distracted by outside opinions and are less concerned about the needs of others. Bias is also a factor as shown by studies that indicate bosses of male and female executive rate both genders equally in terms of effectiveness, however the staff members of those same groups tend to rate men higher than women. In coaching our future leaders, effectiveness will increase if we are able to help people know themselves. Good questions to ask include: What do you have a passion to express? When do you feel most energized as a leader? When do you feel most drained? Which leaders do you admire most for their authenticity? Chapter 3 talks about the power we have within and through our personal stories, this power is either diminished or enhanced. The authors, Carol Anderson and Patricia Shafer, share their stories of finding their internal power. Through their professional experiences they were both able to discover as well as embrace their power and witnessed its influence in the work place. This chapter shows us how we can use this deeper power to benefit our working environment and how we can recognize the benefits it has to leadership. Chapter 4 discusses the importance of failing well. Barbara Cocoran shares her business experience and by failing, she learned one of the biggest lessons of her life. What is important to

remember is that we must learn from our mistakes and failures, because being able to "fall with style" contributes to our personal power. Failures teach us lessons as well and influence future decisions we make. Swanee Hunt discusses power and influence extensively throughout chapter 26. Born into a powerful family she spent time questioning her place int he families power structure (that included a large corporation) and how power could be used to help others. She started a non profit organization in Denver that assisted mentally ill people (her brother suffers from mental illness). As the U.S ambassador to Austria (1993-1997) she worked to include more women in the discussions of NATO roles and European Union expansion. She skillfully maneuvered through gender and age issues, national policies, and even gay and lesbian issues. As the director of The Women and Public Policy Program at Harvard she advocates "soft power" and works towards inclusion and synergistic relationships. She discusses how women are often closer to actual issues and problems at a community level which makes it necessary for them to be in (and lead) policy discussions both domestically and abroad. Rear Admiral Deborah A. Loewer, USN highlights both the struggle and advancements that women have gained in the United States Military. From women having to disguise themselves in order to serve during the civil war, to women serving side by side, under the same risks as men in Iraq, she highlights over a century of women's slow progress.

Sustainability: (3/25) Support Universal Supply Teamwork Advocate Integrate Negotiate

"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has." - Margaret Mead

Content: For this project to work and sustain itself, we must have a consistent voice and recognizable leadership. While we must seek out the involvement of everyone, we must kn know ow where we are headed. “A company, no matter how inclusive, cannot have more than one leader.” (Chapter 13). More importantly, however, is we to build flexible environment where people can “grow, prosper and be fulfilled.” To do this, we need to make sure that we are able to use the skills and traits that are found in many female leaders in this country: multitasking, natural resource optimization, intuition, collaboration and empathy (Chapter 13). For us to promote sustainable change, it is vital that ev every ery person in Bowling Alone has a role on the team (Chapter 17). Obviously, not everyone will want to take part, though those who come forward must be used in a positive manner. Just as important is making sure the team has the proper resources in place along ong with the flexibility to renegotiate when needed. McMahon also makes it clear that we must be able to clarify our purpose in Bowling Alone and should focus on engaging people rather than influencing them to change. Bowling Alone must have the confidence to face the fears that often lead people to avoid change. One way to do this is to highlight the benefits of actions, for example, making the statement, “If I change this thing, I can expect these benefits.” In talking about her own journey as a champion of diversity, Riccardi (Chapter 18) offers two innovative ideas of use to Bowling Alone. First, she mentions that within any community, there are people who identify with the majority and then those groups who are underrepresented and may not feel that their eir experiences are valid. Within her own company, she implemented affinity groups that she called circles, to bring together like groups such as minority circles, gay and lesbian circles, and parenting circles. Involvement in these circles gave members a feeling of legitimacy and a part of the bigger picture. Her second important point related to the integration of these many groups into the community. For this to happen, we must provide training for residents of Bowling Alone so that they are successful iin this new environment. Sally Helgesen discusses sustainability in Ch. 23. She believes the influence of long term thinking and not opting for the short term wins is a primary goal of sustainability. She highlights many organizations who have focused on sshort hort term profits instead of long term planning/goals - pointing out how they ultimately fail (think Enron, Global Crossing, etc.) Sustainability must be built into new models of organizational leadership in order for continued growth and development. Additional Material

Developing a Sense of Self Developing a Sense of Self.pdf 5 Keys to Passion.pdf

Short Video About International Women's Day http://www.internationalwomensday.com/video/video.asp?play=2 Christensen, C.M., Horn, M.B. & Johnson, C.W. (2008). Disru Disrupting pting Class: How Disruptive Innovation will Change the Way the World Learns. Jossey Jossey-Bass. Bass. ISBN: 0-7879-7787-X 0 Roleplays for Wednesday 4/15/09: 090415DisruptingClassRolePlays.doc Please visit: the Google Document Disrupting Class for a summary & analysis of this text. Clayton Christensen's website. In anticipation ticipation of our conversations about the book "Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns", we would like to class to consider the following questions before we begin our discussions on Wednesday, March 25: 1. What is "Disruptive isruptive Innovation"? 2. How does "Disruptive Innovation" occur? What are the three stages/areas that are impacted to make the most effective change? 3. Can Disruptive Innovation be an opportunity for Bowling Alone, Ohio? Where can Disruptive Innovation take pl place? 4. How can we help support or encourage the community to embrace disruptive innovation in its classrooms? Is there a tangible or specific manner in which we can present this change to Bowling Alone, Ohio? 5. Has anyone seen or experienced a direct form of D Disruptive isruptive Innovation in their work? How can this experience be an asset to our work with Bowling Alone, Ohio? 6. Which of Howard Gardner's 8 intelligences and learning styles most closely resonate with your own education? How do you learn best? 7. Is the idea of customizing education a reality for Bowling Alone, Ohio? If so, what ideas can we recommend?

8. According to Christensen, Horn, and Johnson, computer technology is the way of the future for diplacing the current eduation system? Do you believe this? How can this be beneficial or not for customizing education?

Text Analysis: Introduction: Christensen, Horn, & Johnson’s describe their view of what is wrong with our public school system and present a model on how to fix it. The authors start by outlining what they feel the common expectations of schools are and give, “The four common aspirations of schools,” which are: 1. Maximize human potential. 2. Facilitate a vibrant, participative democracy in which we have an informed electorate that is capable of not being “spun” by self-interested leaders. 3. Hone the skills, capabilities, and attitudes that will help our economy remain prosperous and economically competitive. 4. Nurture the understanding that people can see things differently and that these differences merit respect rather than persecution. After establishing these aspirations as the purpose for schools, they explain why other issues such as: • • • • • •

Underfunding Too few computers Unprepared students & parents The teaching model here in the United States is simply broken Teachers' unions Or a combination of all these things

are often blamed for contributing to the disfunction of our classrooms, but in fact are not the real problems. The authors assert that, in fact, the problem with the education system in the United States is intrinsic motivation. Students lack it as a result of the teaching methods being used. They go on to assert that: Students who excel in the current system do so because they identify with the teaching methods being used, and excell as a result. Text Analysis & Questions: Chapter 1 Most of us know that we all learn differently. But there is considerable uncertainty about what those differences are. The purpose of the book isn’t to classify the differences or to argue the semantics between them. Rather the purpose is to allow readers to visualize how students might learn in different ways what ever the domain, field, or subject is. Harvard psychologist Howard Gardner has led research on this known as Multiple intelligences. Gardner basically says that Intelligence, IQ is much more than a numeric score.

IQ is: · The ability to solve problems that one encounters in real life. · The ability to generate new problems to solve. · The ability to make something or offer a service that is valued within one’s culture. Since we all learn differently and have different strengths those prominent strengths need to be classified if we intend to cater to those strengths. Gardner classified eight different intelligences. While most people have capacity in each of the eight intelligences most people only excel in two or three of them. They are: 1. Linguistic: Ability to think in words and to use language to express complex meanings: Walt Whitman 2. Logical-Mathematical: Ability to calculate, quantify, consider propositions and hypotheses and perform complex mathematical operations: Albert Einstein 3. Spatial: Ability to think in three-dimensional ways; perceive external and internal imagery; recreate, transform, or modify images; navigate oneself and objects through space; and produce or decode graphic information: Frank Lloyd Wright 4. Bodily-Kinesthetic: Ability to manipulate objects and fine-tune physical skills: Michael Jordan 5. Musical: Ability to distinguish and create pitch, melody, rhythm, and tone: Wolfgang Amadeus Mozart. 6. Interpersonal: Ability to understand and interact effectively with others: Mother Theresa 7. Intrapersonal: Ability to construct and accurate self-perception and to use this knowledge in planning and directing one’s life: Sigmund Freud 8. Naturalist: Ability to observe patterns in nature, identify and classify objects, and understand natural and human-made systems: Rachel Carson What all this has to do with teaching and learning is fairly obvious, and if material is presented to us in the form of our dominant intelligence, we will understand and learn it better and faster. The authors assert that the real key here is that when information is presented to us in this manner we become intrinsically motivated to learn it. It is important to remember that the intelligences are only one dimension of learning; within each there is a second dimension of different learning styles, and within this second dimension there is a third dimension of learning pace.

Given that we all learn in such different ways we might assume that we would teach in different ways. But think back to your experience in school, and it probably didn't happen that way. Use the example of algebra: •

• •

Dimension 1 – The material was probably only presented in the manner that corresponded best to how the teacher learned and understood it, probably LogicalMathematical. Dimension 2 – The material was probably only presented in one or perhaps two styles probably written on the board and/or spoken out loud. Dimension 3 - There was a set amount of time dedicated to a concept: if some students didn’t master it in the two class periods allotted, the class still moved on. Likewise, if some students only needed 15 minutes of the period to master the concept, they still had to spend the rest of the period in boredom.

If you as a student didn’t learn at a medium or faster speed, through a written and/or oral style, and by a logical mathematical intelligence, you probably either struggled to get through the class

or just sank deeper into bewilderment. Changing schools can be likened to a room with cords tying everything in the room together. You just want to put the phone on the other side of the desk but it’s tied to the file cabinet and the file cabinet is tied to a picture on the wall which is tied to a chair and so on. While you want to move just the phone, half the room gets rearranged when you move it. There are so many points of interdependence within the public school system changing just one thing can become very dificult or even impossible. The students who succeed do so largely because their intelligence happens to match the dominant paradigm used in a particular classroom and it creates a viscous cycle, the students who naturally enjoy the teaching approach they encounter in a given class are more likely to excel in that class and further pursue that subject, ultimately creating “intellectual clicks” composed of curriculum developers, teachers, and the best students in that area because their brains are all wired consistently. Chapter 2 Contrary to widespread perception, and despite the obviouse problems in schools, on average public schools have a steady record of improving on the metrics by which they are judged. Similarly companies typically improve their products at a much faster pace then customers need so that products, which at one point were not good enough, ultimately pack in more features and functions than customers can use. The products don’t change the market they just show the current users there is something better than what they have. But from time to time, things get shaken up when a different type of innovation emerges in an industry- a disruptive innovation. A disruptive innovation is not a breakthrough improvement. Instead of sustaining the traditional improvement trajectory, it disrupts that trajectory by bringing to the market a product or service that actually is not as good as what companies historically had been selling. Because it isn’t as good, the existing users/customers can’t use it, but by making the product affordable and easy to use, the disruptive innovation benefits people who had previously been unable to consume the product. Because original users don’t benefit from the disruptive innovation the companies have a difficult time engaging simultaneously in the disruptive innovation and their existing products. On page 48 the book uses the example of the Apple IIe and the DEC mini computer. Other examples might be: - Wal-Mart and Target disrupting department stores - Sony disrupting RCA with the transistor radio - Apple disrupting recording companies with the ipod How does this relate to education? America followed the assembly line to industrialize and achieve global strength, and we followed the same assembly line model for the educating our children, and with the advent of standardized tests a fixed assembly line education was further cemented as the way to educate. But as other countries have caught up and the need to provide specialized education to remain competitive, society has asked schools to pursue a new metric of improvement from within the existing organization, which was designed to improve along the old performance metric. So while businesses struggle to adapt to a disruptive innovation, schools have been forced to. Most school administrators and teachers are strongly motivated to improve, and while people have spent billions of dollars putting computers into US schools it has resulted in little change in how students learn, the result has been that educators have catered to the intelligence type that has been historically privileged in each subject.

Chapter 3 The reason for this disappointing result is that the way schools have employed computers has been perfectly predictable, and logical, but wrong. They are used to sustain and only marginally improve the way subjects are already taught. While teachers are limited by the time they teach the subjects they can teach, and the intelligences they can cater to, computers are not constrained by time and intelligences. Examples of Sony using disruptive innovation to get in and ultimately lead in a field. Powerful software and hardware often get used in limited ways to simply maintain rather than transform prevailing instructional practices. By migrating instruction delivery to custom-configured vehicles able to meet the individual students’ needs, schools can realize the dream of transforming the classroom from a monolithic one into a student centric one where all students can learn in the ways their individual minds are wired to learn. Chapter 4 - "Disruptively Deploying Computers" p. 90 "Up until this point in time, student-centric technology in the form of computers hasn't had much impact on mainstream public education. But as is the case with all successful disruptions, if you know where to look - competing against nonconsumption - computer-based learning is methodically gaining ground as students, educators, and families find it to be better than the alternative - having nothing at all." This passage is the essence of chapter 4 as the authors break down ways that disruptive innovation can be successful by 1. finding a need for a new technology (which in the case of education is a new methodology for giving students the opportunity to learn in a way that best meets their intelligences, learning styles, and learning speeds) 2. the steps in which a disruption can occur, which is to 1st develop software for computer based learning and 2nd to specialize in student-centric technology. (Create it, then specialize it to meet individual needs) 3. identifying the areas in which a market has begun to take root and can continue to grow

In addition, chapter 4 addresses how research and trends can predict where disruptions have the potential to occur by following patterns within the current market and then identifying ways in which to accelerate the pattern so that a substitution of one type of technology for another can happen. Then lastly, this chapter looks at the future of our classrooms - specifically citing examples of what those classrooms can look like physically, how these changes could change the way students learn, and the way in which we need/can shift assessing students' learning. For example the Virtual ChemLab allows students to go at their own pace and practice experiments that could be too costly or dangerous if conducted live. A potentially huge benefit of student centric learning through computer based programs is that students get to go step by step moving through a program until it is mastered instead of being forced to stay in pace with the class and only

mastering portions of the material. Questions to consider as we discuss Chapter 4: 1. Christensen mentions 7 areas where computer-based courses are taking root (AP Classes, rural schools, urban secondary schools, homebound/homeschooled students, credit makeup courses, private tutoring, and pre-kindergarten). Is it a reality for Bowling Alone, Ohio to institute these methods for students in their communities? What would be the benefits? What could be the disadvantages? 2. Are there other areas of non-consumption in Bowling Alone, Ohio where we could recommend that the community be innovative with testing new technology as a way to embrace change, create social capital, and utilize student-centric learning in addition to the 7 possible areas mentioned by Christensen?

Chapter 5 - "The System for Student-Centric Learning" This chapter examines the details of a commercial system and why it's essential to have a new commercial system replace an existing one in order for a disruption to be successful. Additionally, this chapter reviews three basic business-models in relation to a commercial system and how the potential of student-centric learning directly correlates to these models. 1. Solution Shops: employ "experts in a field" that offer solutions to problems they diagnose. (i.e.: consulting firms, lawyers, medical specialists, etc.) (p. 126) 2. Value-Chains: take in a product, improve it, and deliver a better product after their work with the original is done. Such is the case with our current education system. Students enter school hopefully are transformed through the experiences and leave better (more educated) after they leave. (p. 126-127) 3. Facilitated User Networks: host a venue for an exchange or interaction amongst the consumers. Examples include insurance companies, telecommunications, and banking systems. The businesses are a venue for transactions to occur. (p. 127)

Education is primarily a "value-chain" system in which experts write information in books and then teachers use that information to "add value" to the students all within a commercial system where the fundamental purpose is to keep costs low and profits high. The education system at present is designed to mass-produce students and so there is limited opportunity for individualized attention or individualized tools with which to teach because it is less cost effective. Christensen discusses that books are written by the dominant intelligences, which in turn resonates most with those students who possess those dominant intelligences and therefore are most likely to excel in the current system. In relation to the commercial aspect of education, books that serve the majority are what sell because that is what decision makers push to set better prices (in essence it is cheaper to produce more of the same then less of many). So we're mass-producing tools to place in the classroom because it is cheaper and creates the greatest profits (or in the case of education, keeps costs the lowest). The system is not designed for individualized attention, so the current commercial

system needs to be replaced in order for a new teaching methodology to take place. At present the same is true for computers. It's expensive to individualize computer software, so computers are not taking root to "advance education" because in the current commercial system it is not cost-effective. While the technology exists to create software that meets individual students’ needs, it does not necessarily comply with current forms of assessment, such as standardized testing, which is the primary measure for most schools to receive funding. So placing new technology – with student centric learning programs – is not optimal or as effective unless a disruption occurs within both the business model and the commercial system. So what Christensen is saying is that the technology must change just as the “way of doing business” in education must change in order for a shift to occur. The authors state that switching to “tutorial products” rather than “course material”, a disruption will occur as the business model moves from a “value-chain” model to a “facilitated user network.” In the new system, students, parents, and teachers can self-generate technologies that meet students’ needs and offer tools to one another through a system that facilitates a platform for sharing knowledge and programs can occur. The chapter ends by citing examples, such as Merrill Lynch and Southwest Airlines, as having success in an industry by offering something competitors could not in a way not examine by the current system, which in turn disrupted the system and made a shift into something new being offered. Questions to consider as we discuss Chapter 5: 1. If the benefit of “user generated content” is that students have the power to master that which they are learning, and teaching it to others, how can we embrace this idea or leverage it to help the students, parents, teacher, and other community members of Bowling Alone, Ohio to find their passions? 2. Thinking back to our discussions on Kotter's Leading Change, can we create urgency in Bowling Alone, Ohio to institute "student centric learning" by expressing the benefits of “user generated content”?

Chapter 6 - "The Impact of the Earliest Years on Students' Success" This chapter emphasizes that a child’s ability to begin developing their cognitive skills before the age of one will directly relate to their educational success. Specifically, the more that can be done to: 1. create intellectual capacity, 2. cultivate a strong, positive self-esteem, and 3. stimulate intellectual curiosity, the greater the chance of a student’s success in school and ultimately the easier the job will be for “school systems” to educate.

The authors discuss how neuro-scientific research and other observations indicate that “language dancing” can have direct correlation to a child’s IQ, vocabulary, & reading comprehension because of the number of times that neurotransmitters are released create “more efficient” synaptic connections. In essence, the more we use our brains, the better they function. Language Dancing is defined as that “extra talk” that parents speak to their children separate from the “come do this” or “it’s time for that” type of business talk. It’s adult language directed at the child and engages the child to be attentive to the speaker. The unfortunate piece is that less educated adults tend to speak this “adult talk” or engage in “language dancing” less often the more advantaged or educated parents. Therefore creating a greater gap of disparity and disadvantage to lower-income or impoverished communities such is the case in many urban areas. One suggestion by the authors is to teach children to be parents before they are parents. For example, offer courses in “methods of early cognitive development” during high school much like used to be the case with home economics or other trade options. Questions to consider for chapter 6:

1. Can we create or encourage social capital as a way to bring the community of Bowling Alone, Ohio together at the exigency of their children’s well being/education? 2. What ways can we create urgency to encourage parents to begin a child’s education before the age of 1? How can we help facilitate Language Dancing or other forms of cognitive development?

Chapter 7 - "Improving Education Research" (pp. 159-177) Building Descriptive Bodies of Understanding, see Christiansen’s Pyramid (pp. 164, 169) INDUCTIVE LOOP (Up the Right side of pyramid)—p. 164 Descriptive 1. Step 1: Observation 1. “describe phenomenon as accurately as possible” (p. 163) 2. Create constructs “Abstractions that help us understand the essence of the phenomena being studied.” (p. 163) [e.g Chapter 1 concept of different types of intelligences] 1. Step 2: Classification 1. E.g. Small v. large school definition—operationalized based on given number of students 2. Private v. public 3. Urban v. suburban v. rural

4. “Researchers categorize in an attempt to highlight possibly meaningful relationships between the characteristics of these categories and the outcomes of interest.” (p. 165) emphasis mine 2. Step 3: Defining Relationships 1. Show correlations 2. Remember: correlation is not causation! 3. Correlation can not predict for specific students, just averages 4. “While correlative studies such as these are preliminary steps on the road to robust bodies of understanding, most educational research is trapped in this stage and does not progress beyond it.” (p. 166) 5. Disservice when researchers stop here. DEDUCTIVE LOOP (Down Left side of pyramid)—p. 169 Prescriptive 1. Use anomalies to improve the model/theory e.g. of Manned flight’s early attempts that looked to birds as experts and ignored the anomalies (bats=wings without feathers; ostriches=birds without flight. Strap wings to a person or bicycle because birds can do it did not work. Online once the airfoil was discovered did it provide ability to give lift. 2. Trick is knowing the exact circumstance that allows for improvement: a. ‘On average, teaching reading using Phonics produces better results,’ (p. 170) v. b. ‘If the student is strong in this intelligence, then teaching reading with Phonics produces better results; but if the student is strong in this other intelligence, then teaching reading with a Whole Language approach produces superior outcomes.’ (p. 170) 3. Research should focus on taking “predictably successful actions that are appropriate for their situation.” (Honig, 2006, as quoted in Christensen, p. 172) Research should focus on what is implementable and what works for: a. Whom b. Where c. When d. Why Without the specificity, not very helpful to have full correlative studies, because the optimal action, on average, doesn’t work best in each situation (p. 173). Avoid taking the “inappropriate” action for the circumstance. KEY DEFINITIONS: 1. Reliability-increase sample size to minimize probability to improve chances that relationship is not statistical chance 2. Internal validity-Conclusions can be logically derived from study premises with no other interceding explanation of correlations. Very hard to weed that second part out.

3. External validity—Great reliability (e.g. large n) does not assist. Have exhaustively and mutually exclusively categorized every possibility: “I’m in this situation, and I need to do it this way to be successful. But when I find myself in that circumstance, the same approach won’t work. I’ve got to do it that way.” (p. 173) Questions to consider for CHAPTER 7: 1. How can the citizens of Bowling Alone, OH use inductive and deductive reasoning on Christensen's pyramid model? What might this look like in real world application? 2. What level of specificity in regard to education might be acceptable to tradtionalists? Chapter 8 - "Forgin a Consensus for Change" (p. 179-196) Similar to Kotter’s Leading Change discussion of the guiding coalition and Bolman & Deal’s political framework FIGURE 8.2 The tools of cooperation (p. 187) Extent to which people agree on what they want X Extent to which people agree on cause and effect (4 quadrants)

Christensen's Tools of Cooperation (from webpage link) Mechanisms of motion: success and common language shift up and rightword. Failure and disunity shift downward and left. Power tools (structural/unhealthy political)

Leadership tools (roughly/healthy political) Culture tools (symbolic) Management tools (Human resource/ some structural) Separation strategy can be useful Questions to consider for CHAPTER 8: 1. Under what frame does your organization operate? 2. What quadrant does Bowling Alone, OH occupy? 2. Under what context is separation a good strategy?

Chapter 9 - "Giving Schools the Right Structure to Innovate" (p. 197-221) FIGURE 9.1: Relationship between the type of task and the type of organization (see p. 203) Functional/departmental—component level (product) and step level (process) Lightweight/coordinative/matrix—when a predictable level of interdependence must take place for success/transformation Heavyweight—enables transcendence of structural boundaries and interact in new ways—they bring their departmental expertise, but their mindset is not representative. Collective responsibility to improve and bring everything together. Unlike the lightweight group, needed when interdependence is unpredictable. For innovating. Expensive and coordinative overhead. If maintained indefinitely, redundant and unnecessary. “If executives kept heavyweight teams in place after they had defined a product or process architecture and worked out the interfaces among the pieces of the system, they would create redundant, unnecessary overhead cost.” (p. 207). “When managers mandate creating a new architecture for a product or a process and then expect their people to achieve this from within the confines of their departmental units, it becomes frustrating to work in a functional silo. This is because team members become encumbered with functional details before they resolve system-level choices."(p. 207). In education/schools: 1. functional/lightweight= 1. academic departments. Science dept. does not need approval from Spanish dept. to introduce a new lab experiment. 2. High school subject heads of each dept.

Heavyweight teams 1. Chartered schools

i. “If a student comes from a certain background nad has these life circumstances, then that student should attend this type of school that is designed to work with and fit that particular circumstance.” (p. 211) ii. “It’s OK if one tpe of school does not work for all students. We need different types of schools.” (p. 212). 2. Project-based learning schools (e.g. The Met in Providence, RI) i. Real-world internships ii. Advisers v. teachers iii. Valuable skills beyond the tests/curriculum. iv. Test scores show they are doing well. v. Project-based learning is not for all students 3. Student-centric curriculum/technologies (e.g. High Tech High in San Diego, CA) i. Not technology attached to current practices ii. “To allow school to be like the students’ real world…. Sure, technology is all over the place here. But it’s for production—not consumption. We actually have kids here who’ve received patents over the past couple of years.” (Rosenstock, quoted in Christensen, p. 215) iii. Teachers are more like coaches and were specifically selected because of that interest iv. No correlation between credential and competence, Rosenstock runs a School of Education along with the HS v. “Team taught, group learned, and assessed experientially.” (p. 215)—e.g. hovercraft that flies? 4. Boston Public pilot schools—allows a lot of freedom within each school i. Idea is to create heavyweight teams to rewrite curriculums Heavyweight team recommendations: 1. Aggressively codify (like Toyota) what makes them work, and under what circumstances organization will use them 2. Effectively utilize these teams in the right circumstance and to the right result 3. “Codification could eliminate much of the ‘overhead’ in time and effort that teachers take to create redundant solutions, which is a significant cost.” (p. 217). 4. Figure out circumstance and causality (If-then statements) 5. School districts will do more of the replication of chartered schools’ best models— change in charter school business model—Districts would treat Chartered schools as heavyweight teams of the district v. competition

Public traditional notions of what school is: “This public sentiment often arises because the more influential members of society with voices in the political arena often are those who are the most successful in traditional schools. They therefore tend to be suspect of these ‘flimsier’ notions of schools. But new types of schools should be able to get around this historical problem if they do two things They should openly acknowledge that these innovative schools are not for everone; instead, they are for specific groups of children who historically have not succeeded in the traditional schools. And, by submitting to rigorous standards of accountability…” (pp. 218-219).

Criticism of geographically-based schools re: assumptions in likeness of learning styles and preparation/ “Generally speaking, elementary schools’ structure is much better suited to accommodating children’s different needs than is the structure in the upper grades because of its more flexible nature within the classroom. But as students progress in age, georgraphic categorization makes less sense…. Do we really think that just because someone lives a block away from someone else that he or she automatically has the same schooling needs?” (p. 211) Incremental changes can be handled by lightweight and functional groups, but “When the architecture of a product or process needs to change, however, unpredictable interdependencies often arise. Components need to ineract with different components in ways that people cannot anticipate or specific in advance…. Resolving these unpredictable interdependencies often means that people must trade off one department’s interests in favor of another’s in order to achieve an optimal system level performance. Sometimes people create new components that eliminate the need for others.“ (p. 204) Autonomous—for disruptive business model innovations. “A project is disruptive if the existing business units in a company cannot prioritize it relative to other inversments they have the option of making. In such cases, an autonomous team is a tool to create a new economic model that can prioritize and profitably serve the new target market.” (p. 205). For tackling disruptive models (e.g. regular Toyota cars are functional teams v. hybrid Prius). Hybrid competitors designed with lightweight teams Shortcoming with this chapter is that it is situated only in the structural frame. Though Chapter 8's chart introduces other frames, the heavyweight team concept does not address the human relations, symbolic, or political frames. Specifically, speaking, when someone innovates and fails, are they punished? Is it easier just to play it safe? What role does the concept of innovation play symbolically? How does the structure of the heavyweight team mitigate against those operating in the political frame? From a human performance perspective, how can we train people to innovate? Example of Digital Equipment Corporation (DEC) v. Data General (DG). DEC had minicomputer out first. DG thought they were licked. Upon inspecting the internals, DG could see a roadmap of silo’d or compartmentalized processes. The framework had been laid based on DEC’s earlier successes, making it more difficult for DEC engineers to redo the whole system. Questions to Consider for Chapter 9 1. Under what type of team structure for component/product and process do you operate? For how long? 2. In the educational arena of Bowling Alone, OH where would we suggest the usage of heavyweight or autonomous teams to innovate or handle disruptive innovations in the market place?

Related video: Sir Ken Robinson - TED video on Education

learning dimensions.docChristensen, Christensen, C.M., Horn, M.B. & Johnson, C.W. (2008). Disrupting Class: How Disruptive Innovation will Change the Way the World Learns.New York, Yo NY. ISBN: 978-0-07-159206-2 Nice way for even the bus driver to feed into educa education goals: http://chronicle.com/weekly/v55/i23/23a00602.htm http://chronicle.com/weekly/v55/i23/23a00602.htm.

Goleman, D., Boyatzis, R., & McKee, A.(2002). Primal Leadership: Realizing the Power of Emotional Intelligence.Harvard Business School Press. ISBN: 11-57851 57851-486April 29th PowerPoint Presentation Presentation--PART II: Making Leaders Becoming a Resonant Leader.ppt April 29th Class Discussion -- Part II Making Leaders "Leadership ership is about empathy. It is about having the ability to relate and to connect with people for the purpose of inspiring and empowering their lives" - Oprah Winfrey Note: I like this quote from Oprah Winfre - this could be something we leverage - the use of celebraties to help triumph and inspire the use of social capital. The Power of Emotional Intelligence, April 22, 2009

Primal Leadership Presentation.ppt

Another Smiling Kid (I couldn't resist adding this thanks to Nadine's presentation). http://www.youtube.com/wat http://www.youtube.com/watch?v=9lp0IWv8QZY Video Wed. April 29th Discussion Question: Emotional Intelligence Nominations: A Resonant Leader Select a leader that your feel use emotional intelligence in their leadership style and represent characteristic of a resonant leader. This iindividual ndividual may be (dead or alive) a CEO or president, king or queen, prime minister, religious or humanitarian leader, athlete, musician, artist, educator, administrator, or a historian. This person may or may not born in the U.S. (NOTE: Place your nominati nomination on under the appropriate discussion tab.) Come prepared to discuss why you nominated your person as a “Resonant Leader.” Wed. April 29th -- Closing Question Research and Reveal an inspirational/motivational Change Quote for the people of Bowling Alone. Place lace your quote along with the author’s name on the Wiki. Please indicate if your author is unknown or anonymous. Come prepared to share, discuss and explain the significance of your ‘Change Quote. (NOTE: Place your quote under the appropriate discussion tab.) t See what a few leaders from Bowling Alone mentioned as their favorite:

Mayor of Bowling Alone: You must be the change you wish to see in the world. - Mahatma Gandhi Educator in Bowling Alone: Change your thoughts and you change your world. - Norman Vincent Peale Bowling Alone Small Business Owner: In order to change we must be sick and tired of being sick and tired. - Author Unknown Deanna: "What would you do if you knew you could not fail?" - Robert H. Shuller

Pete: I have always liked this one. "Things do not change; we change." — Henry David Thoreau Daniel Goleman's Blog - Daniel Goleman.info Daniel Goleman - TED video - Why aren't we all good samaritans?

A. Textbook Overview Primal Leadership identifies the qualities that make a good leader along with other leadership styles that resonate throughout an organization, energizing the employees and making the organization successful. The textbook describes the idea of leadership as an emotional function. The authors explore in-depth the understanding of emotional intelligence and its link to leading and building emotionally intelligent organizations. The authors express that the fundamental task of a leader is to create resonance at work, thereby unleashing positive traits and attributes in people. Emotionally intelligent leaders help the organization succeed because they inspire, motivate and foster commitment in people. B. Textbook Purpose The fundamental purpose of the book is to establish and identify prime good feelings in those who lead and uncovering the best in people. Emotion is therefore at the root cause of the primal job of leadership. For leadership success to occur – being intelligent about emotions is a critical component. Whether the individual leader, team leader, or leader in the community or organization, primal leadership demands the incorporation of emotional intelligence which drives resonance, and performance. The time for ignoring emotions as irrelevant to business has passed. What organizations everywhere need now is to realize the benefits of primal leadership by cultivating leaders who generate the emotional resonance that lets people flourish. C. Foundational Concepts Unlike most management theories primal leadership is grounded in brain research and builds on models that link to neurology. Emotional Intelligent theory has relevance in all areas of our lives, since wherever we go, we take our emotions with us. Study in brain research reveal why leader’s moods and actions have a great impact on those they lead—in how they inspire, arouse passion and enthusiasm, and keep people motivated and committed. Part One: The Power of Emotional Intelligence

The research in emotional intelligence (EI) reveal that emotions are essentially contagious, and a leader’s attitude and energy can have an impact on the workplace either in a positive or a negative manner. With this in mind the authors stress the importance of ‘resonance,” which is the ability of leaders to perceive and influence the flow of emotions (including motivational states) between themselves and others they work with. The fundamental importance of resonance, which essentially arrest in part upon a leader’s ability to put into practice the skill of empathic listening is explored throughout the book. The Four Dimensions of Emotional Intelligence The authors identify four emotional intelligent domains which bridges the gap between competencies that involve listening to one’s self and to others. The domains include: 1. Self Awareness, includes the competencies of emotional self-awareness, accurate selfassessment, and self-confidence. 2. Self-Management, includes the competencies of emotional self-control, transparency, adaptability, achievement, initiative, and optimism. 3. Social Awareness, includes empathy, organizational awareness and service. 4. Relationship Management, includes inspirational leadership, influence, developing others, being a catalyst for change, conflict management, and teamwork/collaboration. According to the research, an effective leader typically demonstrates at least one competence among the four domains. The creation of resonance is a hallmark of primal leadership that can only be fostered by emotionally intelligent leaders. For a leader to promote prime resonance in a group, it is important to understand these four EI competencies. Interestingly, these competencies are not innately inherent but are learned abilities. Leaders Repertoire of Styles The use of emotions in leadership function is a primal task that sets leaders apart. Great leaders move people by channeling emotions in the right direction, whether it is in formulating corporate strategy in the boardroom or a series of action items on the shop floor. Below is a list of the six distinct leadership styles: Six Styles of Leadership 1. Visionary, describes leadership that inspires people by focusing on long-term goals. 2. Coaching, describes leadership that helps people assume responsibility for a stretch of the road that leads to organizational success. 3. Affiliative. Describes leadership that creates a warm, people-focused working atmosphere 4. Democratic, describes leadership that obtains input and commitments from everyone in the group. 5. Pacesetting, describes leadership that sets ambitious goals and continually monitors progress toward those goals. 6. Commanding, describes leadership that issues instructions without asking for input about what is to be done or how: ‘do it because I say so.” Note: Leadership is learnable however it takes time and most of all commitment (p.88). Part Two: Making Leaders According the authors, for emotionally intelligent leaders, resonance comes naturally in their dealings with people. Their actions reinforce synchrony within their team and with the organization. The strength of an emotionally resonant leader lies in the emotional bond he/she forms which allows people to collaborate with each other even in the face of change and uncertainty.

Self-Directed Learning This model of learning was developed by Richard Boyatzis during three decades of work in leadership development, both as a consultant to organizations and as an academic researcher. The author provides a five-step step process for discovering better leadership skills. The Five-Step Step Discovery Towa Towards Learning Leadership Skills Step One: My ideal self – Who do I want do be? Step Two: My real self – Who am I? What are my strengths and gaps? Step Three:: My learning agenda –How How can I build on my strengths while reducing my gaps? Step Four: To experimentt deliberately with and practice new behaviors, thoughts, and feelings to the point of mastery. Step Five:: To develop trusting, encouraging relationships that provide support that enables change to take place. Sustaining Leadership Change Our authors suggest st that comparing one’s ideal self to one’s real self is a powerful tool because it helps identify strengths (areas where one is effective) and gaps (areas where one is not as effective as desired). The theories set forth in Primal Leadership suggest that these discoveries not only provoke awareness but also a sense of urgency.

Part Three: Building Emotionally Intelligent Organizations Part III Building Emotionally Intelligent Organizations.ppt The Emotional Reality of Teams When Teams Fail: ail: The Power of Norms 1. Group decision making is superior over that of even the brightest individual in the group EXCEPT if the group lacks harmony or the ability to cooperate o Leader sets the tone and helps to create the group’s emotional reality o Leaders eaders must be skilled in collaboration to keep resonance high and ensure decisions are worth the effort of meeting and recognize how to balance a team’s focus on the task at hand with attention to the relationships among the team members o Norms of the group oup help to determine whether it functions as a high high-performing performing team or becomes simply a loose collection of people working together o People automatically sense the ground rules and adjust how they behave accordingly 2. Group emotional intelligence may ddetermine etermine a team’s ability to manage its emotions in a way that cultivates trust, group identity, and group efficacy to maximize cooperation, collaboration, and effectiveness Maximizing the Group’s Emotional Intelligence 1. Requires self-awareness, self-m management, anagement, social awareness, and relationship management 2. Groups act collectively exhibiting their moods and needs 3. Self-aware Teams o Acknowledgment of individual feelings and emotions o Contributions from within the team from emotionally intelligen intelligent members 4. Self-managed Teams o Clearly stated core values, expectations, and mission o Groups members are accountable for managing how they work together o Positive norms with be maintained only if the group puts them into practice over and over again

o Group members instill and reinforce resonant norms and hold each other accountable for sticking to them 5. The Empathic Team o Triggers feelings or team pride o Identifies other key groups in the organization contributing to the team’s success and takes consistent action to foster a good working relationship with those groups o Uncovering a Team’s Emotional Reality o Leaders should start by helping the team raise its collective self-awareness – monitor the motional tone of the team and help members to recognize any underlying dissonance o Leaders should listen for what is really happening within the group and observe the group for important signals o Leaders should model and encourage team members in self-awareness, empathy and a focus on others Discovering the Team’s Emotional Intelligence 1. Look for signs that reveal whether team habits, and the systems that support them, work well 2. Get top executive teams together to have honest discussion about what is working and what is not 3. New and healthy legitimacy develops around peaking the truth and honestly assessing both the behavioral and the emotional aspects of culture and leadership 4. New habits are created in the process 5. When truth seeking comes from the top, others are more willing to take the risk

Reality and the Ideal Vision: Giving Life to the Organization’s Future When Leaders Don’t Listen – what can happen 1. Uncovering the truth and an organization’s reality to avoid being out of touch and out of tune. 2. Rigid and commanding styles prevent people from telling them the truth The Toxic Organization 1. Leader with dissonant styles results in a toxic corporate culture 2. Leaders in toxic organizations often rely on threats and coercion to get things done Where Change Begins 1. When emotionally intelligent leaders actively question the emotional reality and the cultural norms underlying the group’s daily activities and behavior 2. Leaders must pay attention to the hidden dimensions: people’s emotions, the undercurrents of the emotional reality in the organization, and the culture that holds it all together Discovering the Organization’s Reality through Dynamic Inquiry 1. Employee evaluations rarely measure subtle layers of feelings and complex norms 2. Dynamic Inquiry – enable leaders to begin to address underlying cultural issues preventing growth o Focused conversations and open-ended questions o Uncover root causes of problems in the culture and true sources of inspiration around them o Enables people to discuss what works and what doesn’t o Promotes open discussion in small group format o Process tends to snowball The Critical Shift: Moving from Dissonance to the Ideal Vision

1. Define an ideal vision for the organization · Employees share extraordinary experiences which bond them together as a group · Degree of cohesion can be a good indication of how well the ideal vision has been identified and aligned employees around that common purpose 2. Emotional leaders need to move beyond a solo scrutiny of an organization’s vision to draw upon the collective vision of the followers 3. Be the Change You Want to See (Walk the talk) · Create common ground and understanding by focusing people’s attention on the underlying issues and solutions on what needs to change and why · Focus on the ideal, · Move from talk to action Lessons: Building an Emotionally Intelligent Organization 1. Emotional Intelligence is key to the success of any organization 2. Emotionally intelligent leaders must: · Create resonant organizations, involving people in discovering the truth about themselves and the organization · Help people to name what is harmful and to build on the organization’s strengths · Bring people together around a common vision · Create and demonstrate new ways for people to work together · Build resonance · Ensure that resonance can be sustained through the systems that regulate the ebb and flow of work and relationships 3. Discovering the Emotional Reality · Respect the group’s values and the organization’s integrity · Slow down in order to speed up · Start at the top with a bottom-up strategy 4. Visualizing the ideal · Look inside · Don’t align – attune · People first, then strategy 5. Sustaining Emotional Intelligence · Turn vision into action · Create systems that sustain emotionally intelligent practices · Manage the myths of leadership

Creating Sustainable Change 1. Ensure that the entire fabric of the enterprise is interwoven with emotionally intelligent leadership 2. Cultivate leaders who will create emotionally intelligent groups 3. Understand that organizations thrive on routine and the status quo When Leadership Building Fails · The top leader must drive mandates for change personally · Top management needs to demonstrate commitment Succeed with a Process – Not a Program

1. Design a process that continually builds leadership that gets results 2. Create a safe space for learning, challenging, but not too risky 3. Focus on emotional and intellectual learning 4. Build on active, participatory work where people use what they’re learning to diagnose and solve real problems 5. Create processes that are multifaceted · Mixture of learning techniques · Conducted over a period of time · Take the culture head on 6. Build Culture Change into Leadership Development 7. Create Buzz 8. Get Bullish on Leadership 9. Maximize the Half-Life of Learning · Tie-in training to culture within the organization · Seminars built around the philosophy and practice of individual change · Make learning relevant · Creative and potent learning processes with a purpose · Relationships that support learning, such as learning teams and executive coaching Summary: Toward Resonant Work and Resonant Lives 1. Emotions MATTER for leadership 2. EI offers the essential competencies for resonant leadership 3. Create processes that make the group, team, or the entire organization more resonant 4. The best leaders lead not by virtue of power alone, but by excelling in the art of relationship 5. Resonant leaders know: · When to be collaborative · When to be visionary · When to listen · When to commence · How to nurture relationships · When to surface simmering issues · How to harmonize the human synergies of a group · Care about the careers of those who work for them · Inspire people to give their best for a mission that speaks to shared values · Creates a climate of enthusiasm and flexibility 6. Leaders with EI are: · Values-driven · Flexible · Informal · Open and Frank · Connected to people and to networks · Exude resonance with a genuine passion for their mission