Winner’s 7
Winner’s Daily Dozen

Okay, it's just a list—and you've seen 100 like it. Nonetheless, it woke me up in the middle of the night—and I put a few Notes onto my iPhone. It—of course—made it into the electronic sunshine as a tweet. (I'm not terribly keen on "Winner's," but I couldn't figure out anything much better: "Success Factors" a little whatever; "Stuff" not too bad; pick your own—you get the idea, I'm certain.)

Winner's 7: Choose your attitude. Take the lead. Listen intently. Learn something new. Help someone. Arrive early/leave late. Eye contact. [Tweet: 139 characters with spaces]

Winner's Daily Dozen

1. Your call and yours alone: Consciously choose the attitude you take to work this morning. (Bingo: Positive, enthusiastic—regardless of how you feel inside.)
2. Realize that each day literally offers up on a silver platter a dozen leadership opportunities, regardless of your age/experience/rank/seniority/status. (So grab ONE.)
3. Arrive early. Leave late. (Out work 'em ... it works.)
4. Listen aggressively: Formally practice and improve listening skills. (Effective listening = #1 long-term differentiator.)
5. Learn something new today. Meet someone new today. (Reside permanently on the edge of your discomfort zone.)
6. Cherish your boo-boos. (No screw-ups today = Abject failure to nudge ye olde envelope.)
7. Civil. Always. (Make it a religion.)
8. Unbidden, help someone with some[little]thing. (Make it a religion.)
9. Take a nanosecond to say "Thanks" for the tiniest atoms of helpfulness. (Make it a religion.)
10. Smile. (Make it a religion.)
11. Eye contact. (Make it a religion.)
12. EXCELLENCE. Always. (Excellence is not an "aspiration." Excellence is the next five minutes. Or not.)

Manifesto/Polemic:
Best Teacher Corps Wins!

The ideas presented here—and as a PDF (revised as of
19 March 2013), hastily and in the roughest form—were developed subsequent to a discussion during my New Zealand sojourn on building a cadre of teachers that matches the likely needs of these turbulent times. (My only previous stick-your-neck-out effort of consequence concerning education is recorded as Chapter 22 in my book Re-Imagine: Business Excellence in a Disruptive Age.)

The manifesto/polemic:

"The best educated nations win."
Or: "The best educated and most entrepreneurial nations win."

There is more to life than education.
There is more to life than entrepreneurship.

Yet these two variables are increasingly important in the years ahead—and those years are rushing toward us at an unprecedented pace. In technology change, yesterday's decade is today's two years—or less.

If these two variables are important, then it more or less follows that our teaching corps—especially for the first 8 grades—are the most important members of our society. (Singapore more or less—mainly more—believes this and acts upon it.)

Implication: The very best and the very brightest and the most energetic and enthusiastic and entrepreneurial and tech-savvy of our university graduates must—must, not should—be lured into teaching. (They need not stay for life—one would be happy with 5 years, ecstatic with 10.)

In the USA and other nations (many, if not most, if not almost all), the variables set out above and associated with excellence in teaching required to meet the challenges of 2020, let alone 2040, alas, do not describe our fresh caught teachers. One could even argue, stopping short of cynicism, that those variables are often the antithesis of the ones associated with those attracted to teaching today. This is simply unacceptable in the face of the most likely scenarios for economic excellence—or, for that matter, survival.

(FYI: To reiterate one of the initial points—we must attract instinctively entrepreneurial candidates—there are more of such candidates than one might imagine. Attracting entrepreneurial candidates, of course, requires a system that is open to change and which celebrates rather than condemns rebels. Concerning the proclivity or fitness for entrepreneurial adventures, Nobel Prize winner Muhammad Yunus put it this way: "All human beings are entrepreneurs. When we were in the caves we were all self-employed ... finding our food, feeding ourselves. That's where human history began. ... As civilization came we suppressed it. We became labor because they stamped us, 'You are labor.' We forgot that we are entrepreneurs." Bottom line: Super-genes are not required to foretell entrepreneurial talent—the millions upon millions converting to entrepreneurial ventures courtesy the Web are more or less proof of Yunus' assertion.)

Finding and educating these new-criteria teachers requires a revolution in both content and the incentive structure needed to attract the best of the best—and to induce them to experiment boldly once aboard the education train.

(FYI: Re content, there is a school of thought prevalent in the USA which demands an immediate curricular shift toward "STEM"—science, technology, engineering, and mathematics. To be sure, no harm done, lots to applaud. However, Rhode Island School of Design President John Maeda recommends instead "STEAM"—science, technology, engineering, the arts, and mathematics. His argument is based upon an assessment of future bases of competitive advantage as computers make vast inroads to existing jobs; the concept arguably—or, in my opinion, inarguably—makes a great deal of sense.)

This necessary revolution in teacher inducement and development, no matter the urgency assigned, will not happen overnight—or in the next five years, even if one and all, including teachers' unions, agreed on the premises above.

In the meantime, we cannot wait ...

Our universities today do turn out magnificent "products" who can meet the specs above and de facto launch the education revolution—today. We must immediately move to unmistakably and with governmental approval and towering private sector contributions bag these candidates as they march out of the graduation auditorium with their spanking new degrees.

(FYI: In my opinion, the impact of the new technologies is such that we need a very young teacher corps—one that has the demographics of the Facebook or Twitter new-hire corps. Assertion: With rare exceptions, older teachers—35+??—will have the devil's own time identifying with the experiences of the students who walk into their classrooms, circa 2020—and, for that matter, circa 2013. And the devil's own time embracing new "upside down" approaches to teaching. For example, as many forward thinkers have said, the teacher must in effect partner with, rather than dictate to, students who in many ways are more technically qualified than they are; and partner with students in ventures that de facto foreshadow a penchant for entrepreneurship.)

Role models needed: Teach For America is an example of an approach that appears to provide a semblance of a road map for others. It is hardly "the answer" to this "save the nation" need. But it does provide an exceptionally worthwhile and tested case—both its successes and failures, the latter of which illustrate the pushback that this entrepreneurial approach induces in, at least, the USA. Teach For America, however, is almost proof positive that, under the right circumstances, the very best and the very brightest from leading institutions can be attracted in numbers to, at least, a stint as educators; this proven attraction predates the 2007++ crash, so it cannot be written off as merely a response to a lousy job market for graduates. (Teach For America is but one example. In particular, courtesy charter schools among other efforts, a plethora of de facto experiments are in train in the USA.)

Also, in the role model set, could be the likes of the Robertson Scholars—a "full ride" university scholarship program established by philanthropist Julian Roberts and overseen by an evaluation process so rigorous that it merits comparison to the Rhodes program, though at the university entrance juncture. In one way or another, identifying these future "save the nation" teachers is a bit like developing sports champions; while one can go far too far, ID-ing talent early is an imperative strategy. Which is to say that the attraction to, in effect, nation-building-through-a-matchless-teaching-corps should mark university entrance as well as post-university work. (FYI: This latter assertion about funneling top university candidates into the system in no way suggests funneling them toward schools of education—alas, the latter are often laggards rather than leaders in developing the needed skills laid out at the beginning of this paper.)

International Women's Day

Happy International Women's Day! This may not be a traditional gift-giving holiday, but I thought I'd give your curiosity a gift today. Patricia Martin (disclosure: she's a client of mine, not Tom's) has pulled together a list of Top Women (you've probably never heard of) Shaping Digital Culture. These are some truly fascinating women doing remarkable things. From a creator of an open-source EPUB reader to researchers reporting on sociological images to the Chief of Technology at the Brooklyn Museum, these women are leading projects that are sure to spark your creativity if not your interest. Check them out.

Best of the Cool Friends
John Maeda

John Maeda became a Cool Friend back in 2006, when he was an MIT professor and a member of the MIT Media Lab. Now, he is president of Rhode Island School of Design. An arts administrator with technology in his background, he is at the forefront of the push to get STEM (Science, Technology, Engineering, and Math) changed to STEAM (A for Art), a campaign Tom has embraced, as you can see in his recent "What I've Come/Am Coming to Believe" posting. In light of the effort by both Maeda and Tom to gain recognition for the importance of art in education, now is a good time to revisit Maeda's Cool Friends interview.

The Heart of MBWA

Adi Gaskell points out that social media can be used to expand your reach if you plan to incorporate Tom's MBWA, Managing by Wandering Around, practice into your management style. Social media are good for connection. Tom's agreement on that score is obvious by his immersion in Twitter, tirelessly offering strategy tips and conversing with followers the world over. Yes, a social media presence is important and useful for leaders and managers to maintain open communication with their employees. We heartily agree, especially if they're following Gaskell's important reminder: "Candor is a given."

Gaskell argues that MBWA, in its original state of actually walking around is limiting. We think his focus on the method's lack of efficiency is misplaced. MBWA has, at its heart, the element of being there in person. Talking ... face-to-face. One of Tom's often-used quotes is from Texas Bix Bender: "A body can pretend to care, but they can't pretend to be there." We think there is an enormous difference in the quality of an interaction in person versus via social media. Looking someone in the eye, shaking their hand, laughing with them when in their physical presence creates a very different kind of bond than can be achieved over social media.

Consider Tom's message in this audio clip from The Little BIG Things: travel 5,000 miles for a five-minute meeting (with credit to sports agent Mark McCormack). Finally, see Tom tell the origin story of MBWA in this video, which concludes with him urging you to get out of your office and get "close to where the work is really done."

Keep up with your presence on Twitter, Facebook, and internal channels to maintain open communication. But leave your office, wander around, have an actual conversation in addition to the virtual one. If you want to practice MBWA, in its true spirit, you have to be there.

If It's Good Enough for Bob

My great friend Bob Stone, among other things former head of the (largely) stealth successes of VP Gore's re-inventing government program, dug up a paper of mine which he plans to use in his current professorial job. Bob's Success Secret #1 (in my opinion) is cultivating change by providing positive role models, rather than focusing on what's broken (the negative stuff). Here's my favorite Stoneism: "Some people look for things that went wrong and try to fix them. I look for things that went right, and try to build off them."

Love it!

At any rate, we're attaching here the paper of mine that Bob's using. It focuses on the peril of a "systems first" approach to Big Change, arguing that systems are of the utmost importance, but mostly fail, or fail to reach their full potential by a country mile, because the organization's "culture" does not support them. Hence a "culture first" approach is usually/invariably the better bet. The paper is argued via 11 case studies from every setting imaginable.

Enjoy!

Google Authorship, Google+ & Business

The buzz around Google Authorship is gaining serious momentum. Why should you pay attention?

Google Authorship gives credit where credit is due. For all those writers whose writing can be found in various places on the Web, it's the long-overdue feature that links your identity to your writing in a standard way, regardless of the publication. The link is essentially your Google+ profile, and establishing yourself this way will add to your credibility:

Google's Eric Schmidt has hinted that the search behemoth could give higher rankings to content when it's linked to verified Google+ profiles -via Google Authorship.

That's right, he said "higher rankings." This affects businesses directly since Google+ features the ability to offer social feedback by giving +1 ratings. Google is strengthening its search results by adding a social component, not just relying on the bots to make the ranking decisions. Read Monica Romeri's The Lowdown on Google+ for Business to get a better feel for how this impacts businesses.

Google is the uncontested monarch of search. It's name is now listed in the dictionary as the equivalent of search. Adding Google Authorship to Google+ increases Google+'s relevancy for businesses, enhancing its attraction as a social network. Furthermore, Dave Lloren's Fast Company article today goes into detail about several other tools Google is bringing to bear while quickly becoming a powerful hub of business solutions we'll soon not be able to live without.

Excellent Street

Exc_St.JPG

Tom's in New Zealand escaping the New England winter. He found Excellent Street near Collingwood on South Island. Consider this his postcard to all his readers. Also, you might want to scan through his photos on Flickr—there are some other beauties.

Best of the Cool Friends
Ed Michaels

In keeping with Tom's latest eBook, People First!, we're highlighting a Cool Friend who wrote the book on Talent. Ed Michaels was part of a McKinsey & Co. group who studied the practices of 20 companies that excelled at finding and keeping talented employees. The study resulted in a 2001 book outlining the findings, and Ed Michaels was a coauthor of that book, The War for Talent. Tom's chosen to bring the topic up for discussion a decade later, so it might be a good time to take a look at this Cool Friends interview. You'll find some still useful insights.

People First

Tom's new eBook, People First!, is at the iTunes store now. The subject is Talent. It's all about treating your employees like customers. Good for them, good for your bottom line.

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