Book Description
Tough Choices or Tough Times calls for first redesign of the American education system in a century. This report of the New Commission on the Skills of the American Workforce shows how the dynamics of the global economy will lead to a steady decline in the American standard of living if this country does not undertake the first thorough overhaul of its education system in a century. It shows how our country can graduate 95% of our students (not two-thirds, as it does now) after 12 years and the majority after only 10 years of grade school. It reveals how billions of dollars can be saved by changing the way students progress through the grades and how the money saved could be used to build high quality early childhood education systems, attract the best and brightest teachers, and provide the resources for even the most disadvantaged students to reach world class standards. This hard-hitting analysis describes the kind of economy needed to sustain our current standard of living and kinds of skills and knowledge that American workers need to make that economy work. It also details the dramatic changes in governance, finance, organization, and management of the American education and training systems that are needed.
Tough Choices or Tough Times was written for anyone concerned with the future of this country and the state of our schools and our job training systems. It provides a well-researched analysis of the issues and a compelling set of proposals for changing our system of education.
National Center in Education and the Economy (NCEE) is a not-for-profit organization dedicated to providing young people with the world-class skills that will allow them to succeed in a global economy. The 26-member commission includes former Cabinet secretaries of labor and education, Senators, Members of Congress, school superintendents, CEOs of major firms, union leaders, and governors.
Customer Reviews:
Releiance on Objective Tests.......2007-02-20
This is an interesting and important document from a group who have had considerable influence on education policy. My largest disagreement is the emphasis on external testing rather than classroom assessment. Good art and music teachers both teach and assess creativty. There is no external test for this ability; whose importance is emphasized in the report.
A well-written wake-up call........2007-02-04
This book by the Commission on the Skills of the American Workforce is well written in clear terms with summaries and simple graphics. It is a must read for anyone interested in the future of the US economy. The Commission points out the risks of our poor pre-university education to the US economy. India and China are now competing with the US in the high skilled labor market (not just low skilled) and at lower wages. With the Internet, many jobs can be done anywhere, and companies will hire the best at the lowest cost (Indian engineers make $7500 annually with the same qualifications as US engineers who make $45,000).
The Commission describes how US universities continue to be the best in the world, but grade schools and high schools have fallen behind. In the 20th century the US pioneered universal education, and received an influx of talent, from scientists fleeing Germany before World War II to a more recent influx of Asian students, who stayed and worked here. But now, other countries have passed us in pre-university education and many foreign students are going back to their own countries after graduating.
"A Nation at Risk" came out in 1983, saying "If an unfriendly foreign power had attempted to impose on America the mediocre education performance that exists today, we might well have viewed it as an act of war." The Tough Choices Commission points out that since then we've had a more than doubling of spending on education (inflation adjusted) with only modest improvement. The Commission concludes that the main improvement, standards testing, turns out to be misguided because it is multiple choice, not essay, and thus doesn't teach the creative, out of the box thinking needed for the US to maintain its lead. Multiple choice tests are by definition "in the box" tests.
"A Nation at Risk" proposals in 1983 for merit pay for teachers were resisted, and teachers continue to come from the bottom 1/3 of University graduates. The Commission proposes merit pay for new teachers, with an opt-in choice for existing teachers, combined with higher salaries made possible by eliminating pensions and using 401Ks instead, like other professions. Other proposals include universal pre-school, school choice with funding following students, less bureaucracy and more independence for individual schools, adult education coordinated with the business community, and inter-city schools and supporting social services being coordinated under one person, such as the mayor. Finally, partial funding can be found by reducing the number of students in the last 2 years of high school by allowing board testing at the 10th grade, with those passing going to community college then a university, directly to trade school, or directly to work.
I have separately read that having funding follow the student to encourage competition among schools has been implemented successfully at the city level in San Francisco. The Commission shows that if pensions and vacation time are included, current teacher salaries are actually somewhat competitive. But talented young people prefer money now, and don't know that they would stay in teaching long enough to earn a pension. Thus, pension money could be moved to up front salary and portable 401Ks, with existing teachers having the option of opting in or staying with their pensions.
The proposal to coordinate social services with schooling to help the disadvantaged, such as by putting all under a mayor has been done in New York recently, with great success. By providing programs for kids until 5 PM, and help to their families, the disadvantages of a poor home situation can be addressed. The US economy is healthy because of the waves of immigration it has had over the past 15 years, and we can't afford not to train those immigrants so our business have a talented labor pool to draw on.
The board exams proposed at the end of the 10th grade will provide badly needed motivation to students, since they can get out of school earlier if they work harder, rather than marking time.
To cut bureaucracy, the commission proposed principals be given free reign on how to spend the money they get (which is based on the number of students). Also, school boards would not run schools, but would contract with others (such as private companies, groups of teachers, etc.). The school boards would then become performance contract managers.
Finally, the report proposes training of people in the workforce, since these people will be the largest part of our workforce for some time, and will need more advanced and creative skills.
Finally, a comprehensive strategy forward.......2007-02-03
Citing Winston Churchill, who said America always did the right thing after it had exhausted all the alternatives, the New Commission on Skills of the American Workforce calls for a complete overhaul of American education.
Unlike the Commission Report in 1990, which recommended that we improve our high technology skills and accept as inevitable the movement of low-skill jobs to global competitors, the current Commission draws our attention to the fact that we are losing high-skill jobs to global competitors as well. Such losses are projected to grow geometrically if we fail to act with an integrated whole system response.
The Commission recommends a major overhaul of American education to include how we define needs, develop curriculum, attract and retain world class teachers, focus scarce resources, assess stakeholders, and finance public education. All familiar words, I know, but the devil or angel, if you will, is in the details. Let's look at some of the most important.
Noting the poor scores made by U.S. students on international tests and the prospect that we will lose our leadership position in fields that require exemplary abilities in mathematical reasoning; scientific concepts; writing; creativity and innovation; self-discipline and organization; and teamwork, the Commission calls for regional economic development authorities. These authorities would be responsible for coordinating with existing institutions to develop goals and strategies that would serve as guides for local decisions and channel resources where initiatives contributed to the achievement of such goals and strategies.
The Commission calls for significant changes in school governance. School boards and districts would find their role focused on policy making, facilitation of educational networks, operation of support service centers, reporting, and writing performance contracts with those who operate the schools. Schools would be operated by independent contractors and would have complete discretion to determine spending, staffing, calendar, organization and management ---- all subject to the same safety, curriculum, and testing standards as other schools. States would recruit and train teachers; build standard curriculum and assessment agencies; investigate, review and approve networks; contract for special services; and develop statewide schools to serve gifted children.
Teachers would be employed and licensed by the state. Their compensation would shift from current practices, which are back-loaded to emphasize pensions and defined health care benefits, to one which is front-loaded to emphasize cash compensation. Under a front-loaded approach, pay for beginning teachers would be $45,000. Competent academic-year teachers could receive $95,000 and competent calendar-year teachers as high as $110,000. In addition, incentive pay would be paid to teachers willing to teach in remote areas, tough urban areas, and in fields with labor shortages like math, science, language, and special education. The objective of all these changes is to recruit, develop, and retain individuals who had graduated from the top third of their high school graduation classes.
To discover where much of the money is coming from to pay for these changes, you have to examine their recommendation in the area of assessment. Essentially, the Commission wants to shift American education from a system that is time-based to one that is based on merit, using Board Examinations to control progression. They would allow high school students to sit for the initial board examinations at the end of their sophomore year. If they score well enough, they will be allowed to begin a two-year technical training program or to enter a four-year degree program. Those who scored less well would remain to prepare for the second board examination which, when passed, would allow them to attend a state college or university. Neither progression would permit remediation at the next highest level. In short, no one would be allowed to progress unless they are ready and no one would be held back based on a scheme that honors time more than it does competence. The Commission expects this progression scheme to save $67 billion.
In addition to teacher compensation, the Commission would spend part of the savings on high-quality, universal early childhood education for three and four year olds. Supplemental funding would be made available to help schools with high concentrations of disadvantaged students, e.g. screening and diagnosis, tutoring; community involvement, etc. School financing would be a state, rather than a local matter. And the state would use a uniform funding formula that emphasizes equity over equality. New Federal money would be sought to fund interest-bearing Personal Competitiveness Accounts. These accounts would be funded by the Federal government with a $500 deposit at birth and annual contributions made to age 16. The fund would accept tax-free contributions from employers, states, and individuals. From these funds, individuals could draw to improve their education and skills as adults.
Reactions from the educational establishment have been mixed. Predictably, all favor high-quality universal education for three and four year olds and for injections of more money into the educational system. No one, however, wants to support recommendations that would require substantial changes for their membership. The National Education Association (NEA) doesn't want to support the shift in compensation because their current membership favors back-loaded systems. Neither the NEA nor the National School Boards Association wants to give up local funding and operation of schools. Finally, the National Association for College Admission Counseling cautions against using Board Examinations if they are built on the foundation of European models.
All stakeholders need to realize that the situation has deteriorated to such a point that anything less than a major transformation of American education risks being characterized as rearranging the deck chairs on the Titanic. As the Commission emphasizes, this is not a set of recommendations to be cherry-picked. Instead, they require a thoughtful, soul searching reflection and authentic dialogue to meet the challenges that are quickly coming into view.
It's Time to Put the Professionalism in Teaching.......2007-01-29
While there are some debatable aspects of the TOUGH CHOICES OR TOUGH TIMES report, the call to elevate teaching to the professional level it deserves is certainly long overdue. One problem the report doesn't explicitly mention is that our education system right now is a two-tiered heirarchy in which educrats--the professional ruling class of policymakers, administrators, and midlevel bureaucrats who don't actually teach--wield far too much power and often earn staggering salaries, while teachers are treated like common day-laborers, underpaid and (often) undermined by the flaky, self-serving policies that educrats impose on them.
The report recommends raising teacher salaries to attract the best and brightest, i.e. those who would otherwise be doctors, lawyers, and other ambitious career professionals, by doing away with current teacher-retirement systems in favor of higher up-front cash rewards and 401(k) packages. Astonishingly, the NEA and other powerful teacher unions are opposed to this. But the fact is our schools are failing us, in part, because teachers are not treated like professionals. Yes, there are plenty of attractive benefits to teaching already, like summers off and seniority-based salary schedules. But the trade-off is that many teachers are willing to give up intellectual authority over their profession and allow themselves to be infantilized by condescending educrats. This is a Faustian bargain, and it's time to break it.
If the commission's compensation plan were implemented, more young and bright professionals would be drawn to the classroom, and they'd (hopefully) stay there rather than hopscotching up to an administrative desk job as soon as they could. They would be unafraid to challenge the bad policies of educrats, and they would serve their constituents (the students and their parents) in far more creative and effective ways, because real professionals do not allow themselves to be bullied. Teachers would finally have intellectual authority over their profession, the same way that doctors, lawyers, and other true professionals do. It may mean sacrificing some comfort and standing up to our own unions, but the long-term results would be well worth it. Independence, as we already know, sometimes comes at a high price.
Creativity and Innovation.......2007-01-24
This report, the result of the second Commission on the Skills of the American Workforce in thirty years, represents "the canary in the mine." It is a warning to law makers, educators, students, parents and business people that we must overhaul the American educational system. Emphasis on creativity and innovation needs to be added to student learning and assessment as well as high levels of critical thinking. Instead of pushing toward analysis, teachers need to devise ways in which students can synthesize their learning; for example, thematically combining the content of a World Civ class with scientific breakthroughs. Creativity and innovation is the only way in which we can claim U.S. superiority in the fast approaching future. Countries like India and Japan are already ahead of us. We need to catch up quickly or lose our standing in the world marketplace.
Customer Reviews:
GREAT.......2007-06-13
LOVE THE BOOK, GOT IT IN NO TIME!
Praise for Cowtails and Cobras.......2002-10-31
I think this is the definitive book for "adventure ed". It is well laid out and easy to use. All the activities list not only instructions but when and how you might use them in a curriculum. It also has innovative ideas about how to use metaphors that can be adapted to a variety of situations. Karl Rohnke is, in my opinion, on the cutting edge of experential education and his first book is staple in any experiental ed library.
Praise for Cowtails and Cobras.......2002-10-31
I think this is the definitive book for "adventure ed". It is well laid out and easy to use. All the activities list not only instructions but when and how you might use them in a curriculum. It also has innovative ideas about how to use metaphors that can be adapted to a variety of situations. Karl Ronche is, in my opinion, on the cutting edge of experential education and his first book is staple in any experiental ed library.
a versatile and comprehensive toolbox of activities.......1999-07-13
I have used this book at outdoor education centres, camps and in a variety of classroom applications. It provides lots of neat ideas that integrate easily into traditional curricula. I especially appreciate the philosophy and clear instructions. Definitely a staple on my reference shelf.
Book Description
Most learning on the job is informal. This book offers advice on how to support, nurture, and leverage informal learning and helps trainers to go beyond their typical classes and programs in order to widen and deepen heir reach. The author reminds us that we live in a new, radically different, constantly changing, and often distracting workplace. He guides us through the plethora of digital learning tools that workers are now accessing through their computers, PDAs, and cell phones.
Customer Reviews:
Highly Recommended.......2007-03-26
Jay Cross has written an invaluable book here for many reasons.
It can be hard to face up to, but the medieval basis of our education is suddenly and starkly out of touch with the needs of a post-network society. After reading this book, it's hard not to face up to that fact, because we now have a compelling, if nascent, alternative. The web enables a wholly different, but infinitely more effective approach to learning - through self-direction, and peer collaboration, motivated by individual choice, for example. As Jay points out, given the complexity and pace of change of 21st century life, we simply must change. (I have an 8 year -old daughter in school and it pains me to see what she's going through when it will all become obsolete in just a few years.) He outlines a kind of proto-pedagogical alternative, taking 'natural' learning as its starting point. He blends online/offline ideas with ideas from design, motivational psychology, etc, but is careful not to lose sight of learning objectives.
As an educator/trainer of over 20 years myself, I believe the book succeeds. Jay isn't a tremendous stylist, nor are his ideas wildly original, but he does exactly what is needed. He makes the case for alternative approaches to learning in a clear and simple way with plenty of diagrams, and examples. Although his focus is on corporate training, rather than traditional education, the implications reverberate. He brings years of training experience, together with an optimistic outlook to practice what he preaches. Having read his blog o ver the course of severalk months it has left it's makr on my own
The book is almost a metaphor for the kinds of challenge we face: hard to pin down, constantly changing, yet sometimes so obvious that we fail to see the significance. Jay doesn't have all the answers because that is the kind of (medieval) certainty he cautions against. He has brought an important discussion into the light of day. I don't know anyone who wouldn't benefit from this book.
Ken Carroll
Cycling to knowledge.......2007-01-03
Formal learning is like riding a bus, it goes, starts and stops when & where someone else decides (bus driver and urban transport committee) - informal learning is then like riding a bicycle, you choose the time, route and destination.
Way more learning happens in the coffee room than the classroom, but firms continue to spend way more on formal training than informal learning - there is a huge disconnect right there. The theme is similar in KM - formal structured tools, top-down mandates, ROI and the smells of project management dominance, do little to enhance agility, awareness, creativity, shared understanding and meaning - which add the real value.
Jay talks about unblended learning, emergence, grokking, envisioning, unconferencing, connecting, conversation, community, web2.0 and JDI (just do it). He makes the point that classes are dead, that every learner needs to cultivate an ecology, share via voicing, communicate using stories and build common text by collaborative editing (wikis).
Jay has written this timely book in the form of short stories and vignettes, recounting his experiences and perspectives. I did not find much new stuff, although there are many interesting examples and truths, but Jay managed to hit the high spots so often, I was nodding in agreement as I read along. Clearly we all have to assume responsibility for our own awareness, learning and critical inquiry. Jay neatly illustrates the tools, hints at the practices (which need more refinement) and paints the landscape.
http://informl.com/
10 Things I Like About This Book.......2006-12-17
First, a bit of context: I'm a seasoned (30+ years) practitioner in the field of leadership development, organizational learning, design and change. I've come to see that the work of transforming our organizations to new levels of consciousness, effectiveness and sustainability rests on our skill as practitioners and leaders in achieving a breakthrough an organization's capacity to learn how to learn--to be responsive to ever-increasing challenges and ever-increasing rates of change.
I've long been aware of the high cost and relative ineffectiveness of conventional "butts-in-seats" approaches to individual and organizational learning. The accelerating emergence of relevant learning strategies, methods, technologies and tools over the past decade has been encouraging--necessary but not sufficient. Jay Cross' wonderfully crafted Informal Learning constitutes a major breakthrough for all who care about transforming the organizations they serve.
10 THINGS I LIKE ABOUT THIS BOOK --
1. It does a magnificent job of explaining how we actually learn. It turns much "conventional wisdom" on its head. It provides us a cornucopia of innovative ideas for how to stimulate a culture of learning and innovation throughout an organization.
2. It's clear, clean and creatively written/formatted. I was pulled into and through the book by Jay's open, straight-talking, conversational style. His use of a variety of illustrations and juicy sidebar tidbits kept luring me to go just a bit further. The accessibility of information is superb.
3. It's alive. It's up-to-the minute and it anticipates a future where organizations are becoming increasingly alive and conscious because they've mastered the art of encouraging and nurturing informal learning.
4. Jay has distilled hard-earned wisdom from a rich collection of experts and pioneers--transformation-minded innovators and practitioner-theorists who I deeply respect--infinite players such as John Seely Brown, Etienne Wenger, David Cooperrider, Juanita Brown, David Sibbet, Verna Allee, Bruce Cryer and George Leonard.
5. Informal Learning is extraordinarily comprehensive and discerning. Jay has cast a wide net and presented us with only that which is value-adding. He has separated the wheat from the chaff.
6. It's an out-of-the-box paradigm-shifting book. He shakes up our traditional ways of thinking about learning, training and education in organizations. Informal Learning provides a variety of cures for "hardening of the categories."
7. It challenges and supports HR and Training departments to multiply their effectiveness in promoting and sustaining a vibrant informal learning culture. It provides pragmatic guidance in creative ways of weaving the work of people development throughout the fabric of an organization's operations.
8. It both challenges all organizational leaders to take direct responsibility for creating and maintaining an environment--a "learnscape"--where informal learning will naturally take root and flourish. It then provides a plethora of ideas for how to make that a reality.
9. I can easily visualize a number of generative ways of planting this book in organizations--ways that will cause relevant ideas to germinate, take root, grow and spread.
10. Best of all, Jay has built a strong case for treating an organization's approach to learning as a potential core business strategy. As we move into an era of ever-increasing change, an organization's capacity to learn and to innovate will become increasingly crucial to it's sustainability.
So -- Thank you, Jay Cross! Your book is a great piece of work--a major contribution to the world of organizations, leadership development, organizational design, learning and change. Leaders and practitioners everywhere will gain much by accessing and experimenting with the many ideas and insights you have provided us in this book.
Informality at its best.......2006-04-15
Informal Learning begins with a discussion of how the passage of time is accelerating. The 21st century will see the experience of 20,000 old 20th century years. That said, I'm hardly surprised to find this book on Amazon, eight months before it will be published. (I'm still editing the copy.)
As long as you're here, I'll share what the book is going to be about. People learn how to do their jobs informally - talking, observing others, trial-and-error, and simply working with people in the know. Formal training and workshops account for only 10% to 20% of what people learn at work. Most corporations over-invest in formal training while neglecting more natural, simple ways to learn.
Learning is that which enables you to participate successfully in life, at work, and in the groups that matter to you. Informal learning is the unofficial, unscheduled, impromptu way people learn to do their jobs.
Learning is adaptation. Taking advantage of the double meaning of the word network, to learn is to optimize the quality of one's networks.
Executives don't want learning; they want execution. They want performance. Informal learning is a profit strategy. Companies are using informal learning to:
* Improve knowledge worker productivity 20% - 30%
* Increase sales by Google-izing product knowledge
* Generate fresh ideas and increase innovation
* Transform an organization from disaster to record profits
* Reduce stress, absenteeism, and healthcare costs
* Invest development resources for maximum impact impact
* Increase professionalism and professional growth
* Cut costs and improve responsiveness with self-service learning
Training is something that's pushed on you; learning is something you choose to do. Many a knowledge worker will tell you, "I love to learn but I hate to be trained." Knowledge workers thrive when given the freedom to decide how they will do what they're asked to do. They rise or fall to meet expectations.
Informal Learning is about challenging workers (and executives) to be all they can be.
Average customer rating:
- Awesome book!
- Excellent Resource
- Another Rohnke Winner!
- Good on games, lacking on the rest
- It Just keeps getting better
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Customer Reviews:
Awesome book!.......2007-02-13
Karl Ronke is the man! I wish all of his books were still in print. If you are into team building/low ropes initiatives, or if you need to get your team communicating and working together this book is for you. Very well written, easy to read and the pictures from the '80s are hilarious!
Excellent Resource.......2003-06-03
I have used many of the team challenges in this book in my work in youth ministry and public education. There are ideas for everything from ice-breakers to large group challenges that are very effective for building community and encouraging people to work together toward a common goal while having fun at the same time. While some of the ideas require more complex props, many can be done with items you have readily available around the house or office. All of the ideas would work as effectively with youth or adults in a variety of settings. Best of all, the text is written in Rohnke's witty style that makes reading about the games almost as fun as playing them.
Another Rohnke Winner!.......2002-03-11
This is another Karl Rohnke winner. If you work with experiential learning (either with kids or adults) this is a great book to have in your library. This book contains a lot of old activities as well as some new ones. As with a lot of experiential activities -- it's great to have the procedure written out. This book is well worth the price.
Good on games, lacking on the rest.......2002-02-06
I was disappointed in this book. It becomes clear as you read it that it is written for an audience already familiar with the author's Project Adventure. Unfortunately this isn't made clear on the back cover or anywhere else. The first chapter advises telling the group about The Experiental Learning Curve, The Full Value Contract, and Challenge by Choice - but none of these are covered at all in this book - and worse still, the book doesn't even refer one to where one COULD find out about them, beyond a brief mention of another book ("Youth Leadership in Action") on the last page of the book. Also, if you have a basic knowledge of leading experiential learning, then you will not learn anything from the irritatingly chatty introductory chapters of this book. Buy this book based on the games only.
It Just keeps getting better.......2001-03-29
I was just starting out leading a team building group and I found this book to be an incredible help. With some creativity, almost all of the activities can be adapted for adolescents and done in-doors. The section on leadership was good but a little simplistic. Regardless I consult this book almost every week and do not know what I'd do with out it!!! I highly reccomend it!
Book Description
The Art of Teaching Science focuses on the preparation of science teachers as professional artists. This text emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, integrating a wide variety of pedagogical learning tools. These tools involve inquiry, experimentation, reflection, writing, discussion, and interaction. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, professionals, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment. The Art of Teaching Science is a science-teaching handbook designed for the professional development of middle- and high-school science teachers. The experiential tools in the book make it useful for both pre- and in-service teacher education environments, easily adapted to any classroom setting. Profound changes in our understanding of the goals of science teaching-as evidenced by the emphasis on inquiry-based activities advocated by the National Science Education Standards-underscore the need to equip a new cadre of educators with the proper tools to encourage innovation and science literacy in the classroom. Providing meaningful learning experiences and connections with the most recent research and understanding of science teaching, The Art of Teaching Science sets the standard for the future of science education.
Customer Reviews:
Dense and Inviting.......2007-02-23
I am teaching middle school science and love this book. It is packed with information and has a very interesting browsable format. Its very inviting to pick up and just start reading anywhere. There is a good balance between theory and application. It addresses the real world of teaching in multicultural, economically diverse america.
Best Investment I've Made in a Long Time!.......2005-07-19
Research based and gives lots of case studies that illustrate
how instructional tools can be implemented. Explains the theory behind the models as well. A must have for science teachers!
The Art of Teaching Science.......2005-01-12
The Art of Teaching Science is a wonderful resource for middle and secondary science teachers. The book recognizes good teaching as a creative and experiential process and it provides young educators with a framework for innovative teaching. The hands-on, minds-on activities provide useful examples of how inquiry-based experiences can help improve our students understanding and enjoyment of science. It is well worth the read.
A Treasure Trove!.......2004-12-11
Hassard is at it again! Having been one of the pioneers in exploring the application of technology in the teaching of science in his earlier books, such as Science as Inquiry and Minds on Science, Hassard's The Art of Teaching Science is a compendium containing all that a science educator needs to be fully current and effective.
Incorporating historical information I deem critical knowledge for my pre-service students, Hassard considers the curriculum implications of the science curriculum, and does a masterful job at the marriage of the theory with the current trends in best practices in Part III of his book. In Part IV, Hassard really struts his stuff as a master strategist, and takes on the reader with him. This part, for me, is one of the most important reason to get this book, although some may argue that other sections hold stronger merit.
This is one of the books to own, if just to use for reference purposes.
Charles Hutchison
Science Educator
College of Education
The University of North Carolina at Charlotte
Book Description
Why do good teams fail? Very often, argue Deborah Ancona and Henrik Bresman, it is because they are looking inward instead of outward. Based on years of research examining teams across many industries, Ancona and Bresman show that traditional team models are falling short, and that what’s needed--and what works--is a new brand of team that emphasizes external outreach to stakeholders, extensive ties, expandable tiers, and flexible membership.
The authors highlight that X-teams not only are able to adapt in ways that traditional teams aren’t, but that they actually improve an organization’s ability to produce creative ideas and execute them—increasing the entrepreneurial and innovative capacity within the firm. What’s more, the new environment demands what the authors call “distributed leadership,” and the book highlights how X-teams powerfully embody this idea.
Customer Reviews:
Good new insights in teams.......2007-10-15
X-Teams is a well-written book on teams with an important new message. This is: well working teams should look outside as much as inside. In this review, I doubted between a 3 and a 4 star rating, though I decided on 4 stars.
The book is divided in 3 parts. The first part tries to explain why our mental model about teams might result into bad teams. The second part is the main content of the book and it talks about what X-Teams are and how you can try to create them. The third part talks about implementation issues.
Part 1 shows examples of teams which follow traditional team models and yet fail. Their mistake is that they are too much inwards focused and do not pay attention to the changing world out there.
Part 2 explains what X-Teams are. X-Teams are based on 3 principles:
- External activity
- Extreme execution
- Flexible phases
External activity is the main principle and it focuses on the fact that teams need to not just focus on themselves but at the same time keep in touch with the outside environment and coordinate their work within their context. Teams do this by scouting outside, coordinating their work with others and staying in contact with the management. Extreme execution is about the team work itself. Even though they need to keep track with the outside, they still need to get work done and focus on the work inside the team also! Principle one and two together give a balanced message about teams. The third principle is, in my opinion, somewhat odd compared to the first two. It talks about that teams typically need to go through three phases and what they need to do in these phases.
The rest of part two talks about building a team support structure.
Part 3 talks about the implementation of X-Teams. I found this part very disappointing and think the book would have been better without it (reason for doubting to go to stars). It talks about setting up a X-Team program and gives some examples.
All in all, the beginning of the book is really good. Halfway I started losing some of my interest and I was getting bored with the repetition. Though the message of the book is an important one. I'd recommend to read the book and read chapter 1-5, then stop :)
Looking outward instead of being insular..........2007-09-22
Much of the literature you read on building teams in the workplace deal with the internal interactions of the group... how they get along, building morale, etc. Deborah Ancona and Henrik Bresman offer up a different take on team success in the book X-teams: How to Build Teams That Lead, Innovate and Succeed. Given my experience over the years, their methodology is likely to be more successful than the conventional approach.
Contents:
Part 1 - Why Good Teams Fail: Into a Downward Spiral; A Changing World
Part 2 - What Works: X-Team Principle 1 - External Activity; X-Team Principle 2 - Extreme Execution; X-Team Principle 3 - Flexible Phases; X-Factors - The X-Team Support Structure
Part 3 - How To Build Effective X-Teams: Tools for X-Teams - From Theory to Action; Crafting an Infrastructure for Innovation - The X-Team Program; X-Teams - Distributed Leadership in Action
Notes; Index; About the Authors
The most noticeable difference between the conventional team and the X-Team is the focus of their activity... external. Instead of spending time waiting for the team to gel and feel secure, waiting for the rules and directions to be established, Ancona and Bresman advocate for an external focus. Get out in the field immediately and start talking to the potential customers and clients. This tilt towards immediate action may well lead to a moderate level of confusion and frustration on the team in the early days, but the net result is a quick start and insights that can't be gleaned from existing knowledge. Couple this with active "ambassadorship" and flexible membership and team roles, and things get done rather than just being talked about. The authors have done a lot of study and research in this field, and many of the examples (both good and bad) are real companies with actual teams that created successful products. This emphasis on real world results is good, as otherwise this could come across as a nice academic exercise with no track record to back it up.
This would make a good read for team leaders and management who are dissatisfied with how their teams are currently functioning (or not, as the case may be). There's no promise that following these steps will make your next project smooth and successful, but it could significantly increase the odds of showing results.
Excellent book!.......2007-07-23
X-Teams is great book for those who participate on or manage any type of team within the corporate environment. The theme is that successful teams spend more time externally focused rather than internally focused on their team itself. The last 1/3 of the book are very practical tools and tips for establishing and managing successful teams. These are concepts learned from countless interviews and intensive research over the years by the leadership team at MIT. I highly recommend this book.
Xtreme Teams.......2007-07-09
Great book, really puts in perspective what we've all been taught about teamwork about focusing within the team members and not looking to the outside. It's a very concise and easy read for anyone.
A new teamwork model that combines an internal focus with an external approach.......2007-06-05
Years ago, I read Organizing Genius in which co-authors Warren Bennis and Patricia Ward Biederman examine a number of what they call "great groups" that reveal "the secrets of creative collaboration." One of their most important points is introduced in the first chapter: "None of us is as smart as all of us." That is to say, the "Great Man" theory is invalidated by the achievements of truly creative teams such as those at the Disney studios which produced so many animation classics; at Xerox's Palo Alto Research Center (PARC) which developed the first personal computer; at Apple Computer which then took it to market; in the so-called "War Room" which helped to elect Bill Clinton President in 1992; at the so-called "Skunk Works" where so many of Lockheed's greatest designs were formulated; at Black Mountain College which "wasn't simply a place where creative collaboration took place. It was about creative collaboration"; and at Los Alamos (NM) and the University of Chicago where the Manhattan Project eventually produced a new weapon called "the Gadget."
I mention all this by way of introducing my reactions to X-Teams in which Deborah Ancona and Henrik Bresman assert that in recent years, the world has changed and the old model (i.e. one with an internal focus but lacking an external approach) "doesn't work so well anymore." The title of this book refers to teams that lead, innovate, and succeed in a rapidly changing environment. According to Ancona and Bresman, an X-team differs from a traditional team in three main ways. "First, to create effective goals, plans, and designs, members must go outside the team; they must have high levels of external activity...Second, X-teams combine all of that productive activity with extreme execution inside the team. X-teams develop internal processes that enable members to coordinate their work and execute effectively while simultaneously carrying out activity...Third, X-teams incorporate flexible phases, shifting their activities over the team's lifetime."
Note the emphasis on extensive ties to those outside the given organization who enable teams to venture beyond traditional boundaries, coordinate their activities, and adapt over time. Also, what Ancona and Bresman characterize as "expandable ties" that allow X-teams to structure themselves. Moreover, exchangeable membership maximizes options to include members who join and leave the team as well as to rotate leadership.
Ancona and Bresman carefully organize their material within three Parts. First, they examine the dominant "internal view" and explain how the business world has changed in fundamental ways (e.g. rapid and extensive expansion of the space of critical knowledge) and thereby rendering the old paradigm obsolete. Next, they build a framework to overcome the challenges. They outline the building blocks needed for teams to engage in "a complex web of complementary internal and external activities." Finally, in Part 3, Ancona and Bresman "pull it all together" as they explain how managers can make the X-team model work for them. In my opinion, the most important material is provided in Part 3 but its value can only be used to maximum advantage if absorbed, digested, and applied within the context created by Parts 1 and 2.
Ancona and Bresman duly note that the traditional model (i.e. one that is internally focused and self-reflective) "works well for groups that do not need to rely on the external environment in which they function." The number of such groups seems to be decreasing, however. All of the changes and consequent challenges that Ancona and Bresman examine in this book suggest the need for a new kind of leadership, "distributed leadership," one that functions at all levels and in all areas of operations. There is also a need for more effective communication, cooperation, and collaboration between senior management and all operational levels.
Although all of the exemplary organizations that Ancona and Bresman examine are large (e.g. BP, Merrill Lynch, Microsoft, Motorola, Oxfam, Pharmaco, Southwest Airlines), I think that much of what Ancona and Bresman recommend - after appropriate modification, of course - can be of substantial benefit to much smaller organizations. For example, they can also engage in relatively high levels of external activity such as forging and then sustaining mutually-beneficial strategic alliances. However, as with much larger organizations, these smaller ones must remain committed to "extreme execution" within the given enterprise each day, even as these organizations proceed through Ancona and Bresman characterize as "flexible phases" (i.e. exploration, exploitation, and exportation) that may require them to change what they do and/or how they do it.
Not all organizations need an X-team. However, decision-makers in all organizations (regardless of size or nature) need to understand the X-team mindset which recognizes and appreciates the importance of "reaching out to far-flung islands of expertise" and of creating new synergies between and among all areas of operation by connecting and aligning "multiple people inside and outside the organization."
Those who share my high regard for this book are urged to read Henry Chesbrough's Open Business Models: How to Thrive in the New Innovation Landscape in which he explains that an open business model uses a division of innovation labor "both in the creation of value and in the capture of a portion of that value. Open models create value by leveraging many more ideas, due to their inclusion of a variety of external concepts. Open models can also enable greater value capture, by using a key asset, resource, or position not only in the company's own business model but also in other companies' businesses."
Also Enterprise Architecture As Strategy: Creating a Foundation for Business Execution co-authored by Jeanne W. Ross, Peter Weill, and David Robertson as well as Richard Ogle's Smart World: Breakthrough Creativity and the New Science of Ideas.
Book Description
This comprehensive resource highlights the most recent practices and trends in blended learning from a global perspective and provides targeted information for specific blended learning situations. You'll find examples of learning options that combine face-to-face instruction with online learning in the workplace, more formal academic settings, and the military. Across these environments, the book focuses on real-world practices and includes contributors from a broad range of fields including trainers, consultants, professors, university presidents, distance-learning center directors, learning strategists and evangelists, general managers of learning, CEOs, chancellors, deans, and directors of global talent and organizational development. This diversity and breadth will help you understand the wide range of possibilities available when designing blended learning environments. Order your copy today!
Customer Reviews:
Why not blend?.......2007-01-14
In this book, is "blended" creative and critically the depth of the academic reasoning with the corporative perspective oriented to the organizational performance, that is to say, it takes the advantages from the formal learning of the school with the advantages from the informal learning of the daily experiencie mixing the technologies of distance education with classroom. It makes emphasis not only in the quality of the ingredients that are blended but in the "glue" that holds all those pieces together: the interaction. Interaction's quality instructor-learner, learner-content and specially to learner-learner from collaborative learning's perspective allow building effective virtual communities of learning. It is not a recipe for a single dish, because each dish requires its own recipe. This book is oriented towards an approach blend of blends of many dimensions, more appropriate to actual requirements technological and cognitive. The Jay Crooss's question is really appropriate today: "Why not blend?"
The Most Important Educational Trend in Years.......2006-03-26
'Blended Learning,' buzzword for training that mixes formal face-to-face instruction with computer aided instruction was said by the American Society for Training and Development as one of the top ten trends to emerge in the knowledge delivery industry in 2003. I think that's understating what's going on.
For the first time, the educational system has a way to provide the individual student with instruction that can be exactly tailored to his ability, level, interest and so on. The gifted can go far beyond the standard textbook using the web as an infinite resource. The slower can get additional instruction in areas where he is having a hard time. At the same time, all students are being trained in the use of computers, a skill in its own right that is all but mandatory for the future in any job.
This book summarizes the state of the art as it exists today using institutional models from both industry and educational institutions, 'case studies' from around the world to illustrate in a practical matter what is being done, and some chapters that provide the authors thinking about where blended learning is going.
Anyone working in a teach the teachers environment needs to be aware of these developments which are rapidly growing in importance.
Book Description
In the modern economy, where most workers are knowledge workers, creativity and innovation are the most easily sustainable competitive advantages. In The Big Book of Creativity Games, Harvard trained psychologist Robert Epstein provides dozens of games and activities designed to stimulate creativity and generate innovation in the workplace.
Dr. Epstein describes the scientific principles of creativity that underlie the games, and how these principles can be applied to tasks like problem solving, new product development, and marketing. Timely and innovative, The Big Book of Creativity Games is the ideal book for managers to turn to whenever they need:
- Games that are easy to lead and fun to play
- Exercises that go far beyond standard brainstorming techniques
- Innovation jump-starters for team meetings and work groups
Customer Reviews:
Creativity from one who knows the source.......2007-02-11
The book is firmly rooted in science, and the exercises are proof: This is not a cookbook. You need to understand the rationale behind the exercises. The book builds up a coherent set of argument, points to further reading, and is a veritable treasure trove of how to be, and help others be, creative. I highly recommend it.
Hare-Brained.......2004-03-26
This book delivers so much less than it promises that I have found it virtually useless in training actual human beings. Maybe it was tested on hares. You would do much better (and be much more creative) coming up your own exercises.
Disappointed Innovator.......2004-03-06
This book was a total disappointment. I have never written a review online before, but if I can stop someone from buying this series I will feel like I've saved someone their hard-earned dollars. The subtitle says "Fun Activities for Jumpstarting Innovation". It should have said "Invent your own games because we don't have any good ones to tell you about". At least half the games were not games at all, but instructions for the participants to CREATE THEIR OWN GAMES!!!!! I COULD HAVE DONE THAT! One after the other are worded as follows: "Participants design and carry out their own exercise to demonstrate the importance of _____ for the creative process" -- (insert chapter topic in the blank). Sorry, that doesn't help me at all. STAY AWAY!
Unleash Your Creativity.......2003-09-07
It is probably no accident that Robert Epstein's _Big Book of Creativity Games: Quick, Fun Activities for Jumpstarting Innovation_ appears at first glance to be a book for children. Its title, colorful cover, and interior design are reminiscent of children's books. While many of the games can be used in classrooms, the primary audience for the book is adults -- people who want to improve the creativity of those in their businesses or other organizations.
The forty-eight games in the book are based on Epstein's Generativity Theory. His ideas about the creative process grew out of his laboratory research. In addition to refuting popular myths about the creative process, Epstein identifies four core competencies that help individuals express their creativity (plus four more competencies to nurture creativity in others):
1. Capturing new ideas
2. Challenging yourself so that new ideas emerge
3. Broadening your base of knowledge and experience
4. Surrounding yourself with an environment -- both physical and social -- that encourages new ideas
Despite the fact that the book is grounded in theory and research, the information it contains is practical and easily accessible. The book is written in lay terms, and the information is as easy to understand as the juvenile format leads you to expect it to be.
The games are categorized by purpose (such as "convincing people that they're creative") and by core competency. It is easy, therefore, to find games to fit a particular need. Epstein devotes about three pages to each game, providing a summary of the game, its objective, the time required (ranging from 5 to 90 minutes), the materials needed (generally readily available), the procedure, and discussion questions. The discussion questions are indeed a key feature of the book, for the games are intended not only to boost creativity but also to demonstrate creativity's basic principles.
Epstein places a high premium on failure. He says that failure causes us to recall past methods of dealing with a problem -- and often discover a new solution. Without failure, creativity is not needed (remember the Apollo 13 mission). Many games involving the second competency, Challenging, deal with managing the frustration and other negative emotions that often accompany failure.
In addition, the book includes an abridged version of Epstein's Creativity Competencies Inventory for Individuals (ECCI-i) along with a self-scorer. These tools are effective for evaluating a person's overall creativity and each of the four competencies. It is easy, then, for a person to see which areas would benefit from development.
CREATIVE PROCESS DEMYSTIFIED.......2000-11-15
Thank you, Robert Epstein, for demythologizing creativity. As a writing teacher I found this book very helpful in several ways. The games are fun and each one makes a strong point. My students respond to the core competencies with excitement and gratitude and most can't wait to develop these concrete skills. I've found nothing better for tackling the problem of "writer's block." I have used this book with students in classroom and workshop situations and recommend it to managers who want to jump start their employees' creativity.
Book Description
Chronicle of Higher Education article about the handbook:
http://chronicle.com/free/2002/08/2002081301t.htm
"The Fielding Institute authors apply an impressive wealth of organizational management theory and experience in their analyses of computer-mediated teaching and learning. The result is an enjoyable-to-read, fresh and lively book, delivering an abundance of ideas about how to establish a supportive learning environment, design a well structured course and manage electronically mediated dialog, -- in other words, how to successfully facilitate learning in the new context of on-line distance education."
¾Michael G. Moore, Pennsylvania State University and Editor, The American Journal of Distance Education
"This book is a fascinating, comprehensive, revealing array of information about online learning. It is full of practical applications and significant implications for a future where online learning will play an increasingly larger role. It is essential for any library keeping up on online learning innovations."
¾ Dr. Bernard J. Luskin, President and Co-CEO, GlobalLearningSystems, Inc. Visiting Professor, Claremont Graduate University
"This book not only is that rare breed that addresses online learning in both higher education and corporate environments but every chapter is intriguing, informative, and accurately grounded. This book provides a comprehensive, timely, and informative look at online learning in higher education and corporate training settings. For an update on the state of e-learning in educational and training environments, simply read this book."
¾ Curtis J. Bonk, Ph.D., Indiana University and Courseshare.com
"Business and Learning have enjoyed a symbiotic relationship in our culture. The pace of change, however, has created separation between these two vital elements. The "Handbook of Online Learning" showcases the latest thinking and applications in learning delivery, and offers real promise that the gap is being bridged."
¾ D.M. Verkest, AT&T Wireless Services, Vice-President-National Operations
"The authors of this book are all experienced distance educators who know what the issues are: How are people engaged in teaching and learning at a distance "present" to one another? How do you create a community in the class? How can a teacher deal with an obstreperous student? What are the teaching/learning environments in universities and corporations as they affect distance education? The essays in this book inhabit the border where the idea of distance education meets the reality. The give practical advice and provide examples informed by both theory and experience."
¾ Stanley Chodorow, Professor Emeritus, University of California, San Diego & Former CEO, California Virtual University
The demand for academic coursework and corporate training programs using the Internet and computer-mediated communication networks increases daily. The development and implementation of these new programs requires that traditional teaching techniques and course work be significantly reworked. This
Handbook consists of 20 chapters authored by experts in the field of teaching in the online environment to adult students enrolled in graduate university degree programs, corporate training programs, and continuing education courses. The book is organized to first lay a conceptual and theoretical foundation for implementing any online learning program. Topics such as psychological and group dynamics, ethical issues, and curriculum design are covered in this section. Following the establishment of this essential framework are separate sections devoted to the practical issues specific to developing a program in either an academic or corporate environment. Whether building an online learning program from the ground up or making adjustments to improve the effectiveness of an existing program, this book is an invaluable resource.
Average customer rating:
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Tradition and innovation in Psychoanalytic Education: Clark Conference on Psychoanalytic Training for Psychologists
Manufacturer: Lawrence Erlbaum
ProductGroup: Book
Binding: Hardcover
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Book Description
This book, a record of the Clark Conference sponsored by the APA, consists of a series of papers on psychoanalytic education. The book is dedicated to the memory of Helen Block Lewis, who realized the necessity for detailed re-examination and further development of all ideas in psychoanalysis.
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