Relevant Senior Quotes

I was so struck by Flow’s negative implications for parents that I decided I wanted to speak to Csikszentmihalyi, just to make sure I wasn’t misreading him. And eventually I did, at a conference in Philadelphia where he was one of the marquee speakers. As we sat down to chat, the first thing I asked was why he talked so little about family life in Flow. He devotes only ten pages to it. “Let me tell you a couple of things that may be relevant to you,” he said. And then he told a personal story. When Csikszentmihalyi first developed the Experience Sampling Method, one of the first people he tried it out on was himself. “And at the end of the week,” he said, “I looked at my responses, and one thing that suddenly was very strange to me was that every time I was with my two sons, my moods were always very, very negative.” His sons weren’t toddlers at that point either. They were older. “And I said, ‘This doesn’t make any sense to me, because I’m very proud of them, and we have a good relationship.’ ” But then he started to look at what, specifically, he was doing with his sons that made his feelings so negative. “And what was I doing?” he asked. “I was saying, ‘It’s time to get up, or you will be late for school.’ Or, ‘You haven’t put away your cereal dish from breakfast.’ ” He was nagging, in other words, and nagging is not a flow activity. “I realized,” he said, “that being a parent consists, in large part, of correcting the growth pattern of a person who is not necessarily ready to live in a civilized society.” I asked if, in that same data set, he had any numbers about flow in family life. None were in his book. He said he did. “They were low. Family life is organized in a way that flow is very difficult to achieve, because we assume that family life is supposed to relax us and to make us happy. But instead of being happy, people get bored.” Or enervated, as he’d said before, when talking about disciplining his sons. And because children are constantly changing, the “rules” of handling them change too, which can further confound a family’s ability to flow. “And then we get into these spirals of conflict and so forth,” he continued. “That’s why I’m saying it’s easier to get into flow at work. Work is more structured. It’s structured more like a game. It has clear goals, you get feedback, you know what has to be done, there are limits.” He thought about this. “Partly, the lack of structure in family life, which seems to give people freedom, is actually a kind of an impediment.

Eighty-six percent of the senior executives selected two qualities as being more important for career success and advancement than any others. First was the ability to set priorities, to separate the relevant from the irrelevant. Second was the ability to get the job done fast, to execute quickly.

A host of other matters that affect the lives of many LGBTQ people—among them, health care, senior centers, immigration, poverty, homelessness, diet, and education—are currently given short shrift. Even those issues still being partially addressed, like hate crime legislation, are of uncertain relevance (and even potential harm) to much of the queer population.

Had she been able to listen to her body, the true Virginia would certainly have spoken up. In order to do so, however, she needed someone to say to her: “Open your eyes! They didn’t protect you when you were in danger of losing your health and your mind, and now they refuse to see what has been done to you. How can you love them so much after all that?” No one offered that kind of support. Nor can anyone stand up to that kind of abuse alone, not even Virginia Woolf. Malcolm Ingram, the noted lecturer in psychological medicine, believed that Woolf’s “mental illness” had nothing to do with her childhood experiences, and her illness was genetically inherited from her family. Here is his opinion as quoted on the Virginia Woolf Web site: As a child she was sexually abused, but the extent and duration is difficult to establish. At worst she may have been sexually harassed and abused from the age of twelve to twenty-one by her [half-]brother George Duckworth, [fourteen] years her senior, and sexually exploited as early as six by her other [half-] brother… It is unlikely that the sexual abuse and her manic-depressive illness are related. However tempting it may be to relate the two, it must be more likely that, whatever her upbringing, her family history and genetic makeup were the determining factors in her mood swings rather than her unhappy childhood [italics added]. More relevant in her childhood experience is the long history of bereavements that punctuated her adolescence and precipitated her first depressions.3 Ingram’s text goes against my own interpretation and ignores a large volume of literature that deals with trauma and the effects of childhood abuse. Here we see how people minimize the importance of information that might cause pain or discomfort—such as childhood abuse—and blame psychiatric disorders on family history instead. Woolf must have felt keen frustration when seemingly intelligent and well-educated people attributed her condition to her mental history, denying the effects of significant childhood experiences. In the eyes of many she remained a woman possessed by “madness.” Nevertheless, the key to her condition lay tantalizingly close to the surface, so easily attainable, and yet neglected. I think that Woolf’s suicide could have been prevented if she had had an enlightened witness with whom she could have shared her feelings about the horrors inflicted on her at such an early age. But there was no one to turn to, and she considered Freud to be the expert on psychic disorders. Here she made a tragic mistake. His writings cast her into a state of severe uncertainty, and she preferred to despair of her own self rather than doubt the great father figure Sigmund Freud, who represented, as did her family, the system of values upheld by society, especially at the time.   UNFORTUNATELY,

Needless to say, elderly people taking steroids may also experience the same side effects as younger persons. So, if you are a senior and need to be on a long course of steroids, what should you do? We would suggest a practical approach—which could apply to anyone on steroids, regardless of age, but may be particularly relevant for seniors because they are particularly vulnerable to side effects: • Understand and verify the need for steroids in your own situation, weighing the anticipated benefit with the possible risks. This means that you should explore the range of other treatments that may be available for your particular condition. You need to learn about the benefits and risks of any other treatment suggested. In other words, get all the information you can prior to going on treatment, be it with steroids or other medications. • Be sure that your health is well-assessed before or at the start of therapy. If you have underlying, separate health conditions, those should be noted and followed while you are on steroids. • Assess bodily systems that might particularly be affected by being on steroids. This means an assessment of your skeletal health, your eyes, your teeth, and your internal organs. • Request guidance about staying active. Physical therapy should be planned, to minimize the chances that your muscles and joints will be overtaxed or that any existing damage might get worse. • Ask to reassess the length and dose of your medication course at various intervals. A reasonable interval is every couple of months, if you are on a long course of steroids.

The same thing, notes Brynjolfsson, happened 120 years ago, in the Second Industrial Revolution, when electrification—the supernova of its day—was introduced. Old factories did not just have to be electrified to achieve the productivity boosts; they had to be redesigned, along with all business processes. It took thirty years for one generation of managers and workers to retire and for a new generation to emerge to get the full productivity benefits of that new power source. A December 2015 study by the McKinsey Global Institute on American industry found a “considerable gap between the most digitized sectors and the rest of the economy over time and [found] that despite a massive rush of adoption, most sectors have barely closed that gap over the past decade … Because the less digitized sectors are some of the largest in terms of GDP contribution and employment, we [found] that the US economy as a whole is only reaching 18 percent of its digital potential … The United States will need to adapt its institutions and training pathways to help workers acquire relevant skills and navigate this period of transition and churn.” The supernova is a new power source, and it will take some time for society to reconfigure itself to absorb its full potential. As that happens, I believe that Brynjolfsson will be proved right and we will start to see the benefits—a broad range of new discoveries around health, learning, urban planning, transportation, innovation, and commerce—that will drive growth. That debate is for economists, though, and beyond the scope of this book, but I will be eager to see how it plays out. What is absolutely clear right now is that while the supernova may not have made our economies measurably more productive yet, it is clearly making all forms of technology, and therefore individuals, companies, ideas, machines, and groups, more powerful—more able to shape the world around them in unprecedented ways with less effort than ever before. If you want to be a maker, a starter-upper, an inventor, or an innovator, this is your time. By leveraging the supernova you can do so much more now with so little. As Tom Goodwin, senior vice president of strategy and innovation at Havas Media, observed in a March 3, 2015, essay on TechCrunch.com: “Uber, the world’s largest taxi company, owns no vehicles. Facebook, the world’s most popular media owner, creates no content. Alibaba, the most valuable retailer, has no inventory. And Airbnb, the world’s largest accommodation provider, owns no real estate. Something interesting is happening.

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

The delightful part about digital is that if done right, it actually gets people to tell us who they are and what they’re looking for. Organizations can get an actual understanding of what their needs or aspirations are, enabling every business to be much more relevant in their engagement with customers. When that starts to happen, people get excited because you actually see the people you’re trying to reach and serve as they are. And it makes a huge difference. But for this to happen, the rate and pace of the adoption of digital for everyone has to happen quickly and in the right way to act on and harness this new power. Principally, most organizations have a skills and mindset gap with the amount of process change, tooling, and data that is being put into place. I’m convinced that the future of digital is going to change so many things. And we can’t wait. Most people are just as anxious as I am to get to that future.” —Jon Iwata, senior vice president, marketing and communications, IBM

Ecosystems require organizations that are constantly on the lookout for new possibilities, constantly scanning the horizon for new opportunities to make cross-sectoral plays and forge cooperative partnerships with others. Organizations can only be open to those possibilities and opportunities when their employees are curious and open minded. And employees are most likely to be curious and open minded when their leaders are holistically looking out for their best interests and actively searching for ways to provide them with everything they need. This is clearly most relevant to those within the senior ranks of your organization, but it really applies to everyone who serves in key roles. Above all, servant leadership helps organizations adopt all of the ideals that the ecosystem economy demands: openness, entrepreneurialism, decisiveness, a fail-fast mindset, long-term thinking, and more.

Companies consistently overvalue relevant experience when judging senior candidates. They should be more focused on what talented smart creatives have to offer.

LEADERSHIP ABILITIES Some competencies are relevant (though not sufficient) when evaluating senior manager candidates. While each job and organization is different, the best leaders have, in some measure, eight abilities. 1 STRATEGIC ORIENTATION The capacity to engage in broad, complex analytical and conceptual thinking 2 MARKET INSIGHT A strong understanding of the market and how it affects the business 3 RESULTS ORIENTATION A commitment to demonstrably improving key business metrics 4 CUSTOMER IMPACT A passion for serving the customer 5 COLLABORATION AND INFLUENCE An ability to work effectively with peers or partners, including those not in the line of command 6 ORGANIZATIONAL DEVELOPMENT A drive to improve the company by attracting and developing top talent 7 TEAM LEADERSHIP Success in focusing, aligning, and building effective groups 8 CHANGE LEADERSHIP The capacity to transform and align an organization around a new goal You should assess these abilities through interviews and reference checks, in the same way you would evaluate potential, aiming to confirm that the candidate has displayed them in the past, under similar circumstances.

A college student who wants to file a complaint of sexual assault within the campus disciplinary system informs a university employee such as an assistant dean for student life, or perhaps the Title IX coordinator. That person eventually forwards the complaint to a university disciplinary panel that may be composed of, for example, an associate dean with a master's degree in English literature, a professor of chemistry, and a senior majoring in anthropology. Unlike criminal prosecutors, members of the disciplinary panels do not have access to subpoena powers or to crime labs. They often have no experience in fact-finding, arbitration, conflict resolution, or any other relevant skill set. There is, to put it mildly, little reason to expect such panels to have the experience, expertise, and resources necessary to adjudicate a contested claim of sexual assault. Making matters worse, most campus tribunals ban attorneys for the parties (even in an advisory capacity), rules of procedure and evidence are typically ad hoc, and no one can consult precedents because records of previous disputes are sealed due to privacy considerations. Campus "courts" therefore have an inherently kangoorish nature. Even trained police officers and prosecutors too often mishandle sexual assault cases, so it's not surprising that the amateurs running the show at universities tend to have a poor record. And indeed, some victims' advocacy groups, such as the Rape, Abuse and Incest National Network (RAINN), oppose having the government further encourage the campus judicial system to primarily handle campus sexual assault claims, because that means not treating rape as a serious crime. A logical solution, if federal intervention is indeed necessary, would be for OCR [US Department of Education's Office of Civil Rights] to mandate that universities encourage students who complain of sexual assault to report the assault immediately to the police, and that universities develop procedures to cooperate with police investigations. Concerns about victims' well-being when prosecutors decline to pursue a case could also be adjudicated in a real court, as a student could seek a civil protective order against her alleged assailant. OCR could have mandated or encouraged universities to cooperate with those civil proceedings, which in some cases might warrant excluding an alleged assailant from campus.

Your answer can actually communicate to the interviewer directly that you have relevant skills or experience. For example, you could say something like this: “I’m really interested in testing tools. For my senior project in college, I built an automated way of detecting certain types of errors. I learned a ton about different types of website errors and ways to detect them. I was really intrigued by how much impact automated testing can do, if done well—but I also learned just how challenging it is to do well. I’m excited to get back into this space and leverage what I learned.

Are my junior-year grades the most important part of the transcript? Colleges want to see strong course work with good grades all the way through. But beyond that, the most important grades on a transcript are always your most recent grades. For example, if a student is applying under an early decision program in November of senior year, the most important grades are second-semester junior-year grades (and many times the college will also call your school for a progress report on how your senior year is going). For students applying under the regular admission schedule, the most important grades are those from the first semester of senior year. “What have you done for me lately?” is the relevant question for admission officers.

In fact, minimal thought ever went into race-related issues when it came to the Sussexes. This is the same institution that suggested that Lady Susan Hussey (yes, that Lady Susan Hussey) help biracial Meghan acclimate to Palace life and navigate the royal system. The duchess turned down the offer, probably having already sensed that it might not be the best idea. When Palace aides later told reporters, including myself, that they “bent over backwards” to make Meghan feel comfortable at Buckingham Palace, this included a follow-up suggestion that perhaps the Queen’s Ghanaian-born household cavalry officer Lieutenant Colonel Nana Kofi Twumasi-Ankrah should be the one to help Meghan. Though a charming and intelligent man, it stood out like a sore thumb to Meghan and her friends that, due to a lack of Black or other non-white staff, let alone women, in relevant senior roles, the Palace had to turn to someone who was the Queen’s attendant. “I doubt Kate was offered an equerry [for guidance],” a pal said to Meghan.

Boiled down to its essence, only battlefield harmony could summon the speed I was looking for in order to shatter the enemy. This harmony demanded clearly articulated intentions from senior levels, reinterpreted at each echelon to make it relevant to their part of the effort. With a commander’s aim clearly understood down through the ranks, synergy of effort can be constantly maintained, from the senior ranks—where it is no less needed—down to the youngest troops on the front lines and deck plates. In the framework

Boiled down to its essence, only battlefield harmony could summon the speed I was looking for in order to shatter the enemy. This harmony demanded clearly articulated intentions from senior levels, reinterpreted at each echelon to make it relevant to their part of the effort. With a commander’s aim clearly understood down through the ranks, synergy of effort can be constantly maintained, from the senior ranks—where it is no less needed—down to the youngest troops on the front lines and deck plates. In the framework of this book, that means from the direct or tactical level all the way to the strategic.

Sample UFS Feedback Questionnaire My manager gives me actionable feedback that helps me improve my performance. My manager does not “micromanage” (i.e., get involved in details that should be handled at other levels). My manager shows consideration for me as a person. My manager keeps the team focused on our priority results/deliverables. My manager regularly shares relevant information from his/her manager and senior leadership. My manager has had a meaningful discussion with me about my career development in the past six months. My manager communicates clear goals for our team. My manager has the technical expertise (e.g., coding in Tech, accounting in Finance) required to effectively manage me. I would recommend my manager to other Googlers.