Fast Company, my all time favorite magazine, now offers a complete set of interesting blogs for your enjoyment!
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As a Founder or a CEO, your job is to build a company that creates sustained value for its employees, customers and stakeholders. Essential to this is defining and living by a set of core values. Why? Because core values breed competitive advantage and sustained value. How? Core values are the foundation of culture, behavioral norms, and decision making in the company. Strong cultures help recruiting and retention, in both good times and in bad. Shared behavioral norms lead to more efficient execution. A common decision making framework allows the company to decentralize and scale faster.
When I founded Adchemy in November 2004, I knew that a fundamental task would be to create a set of core values with my team that would be central to everything we do: They would govern how we work with each other; how we would deal with conflict; who we would recruit and promote; and how we would make investment decisions.
Adchemy’s six core values are:
In addition to quantifiable performance objectives, everyone at Adchemy is tasked to embody these values. Today i believe our culture is our most strategic asset. How did we establish this, and how do we keep it alive despite doubling our headcount year over year?
1. UNEARTH YOUR VALUES
Early on, we had everyone in the company spend a few weeks hammering out our values. We didn’t have marketing write them or look up values books to see what Edison or Rockefeller might have written. We all had a keen sense of what was important to us, what kind of company we wanted to build, and what types of people we wanted to work with. We used an consultant to guide our thinking and came up with our values to govern all aspects of Adchemy from building products to selling to customers to running financials. The entire team took ownership since these were their values as much as mine. As a result, what we ended up with rings incredibly true.
2. BROADCAST YOUR VALUES
Values are useless if they only sit behind the CEO’s desk or buried in Powerpoint presentations from HR. Make your values visible. Hold people accountable from your board members to your most junior employees. If your summer intern can embody your values, you know you have succeeded.We market our values just as much as we market our products. They are broadcast on our Web site, across the walls of our offices. We live them day in and day out. I tell the company that if they don’t find me living by a value, they have an obligation to tell me so.
3. HIRE YOUR VALUES
If you don’t make values integral to the hiring process, all is for naught – your values and culture get diluted by the vagaries of hiring.
Most of my time in interviews is spent assessing whether the candidate is a good fit with our values. Of course, you still need to screen for competence. But competence alone necessary but not sufficient.Once you start explicitly looking for values in your hiring process, a virtuous cycle starts –prospects who share the same values become more interested in the company, and those who don’t share the same values tend to self-select out.
4. REWARD YOUR VALUES
Measure and reward what you want. In annual performance reviews we rate people on “performance against objectives” and “behavior against values”. We weigh both equally. Many people question how we would objectively rate behavior against values. There is always judgment involved, but that’s ok. It is the measuring and the discussion that is important, not whether you got an 8.2 or a 8.7 out of 10. And we celebrate values-performance: we announce “Living our Values” awards at monthly all hands meetings, and at this year’s holiday party, we awarded employees who had exemplified a company value throughout the year. In all cases, recipients are peer nominated.
Now for the hard part. You cannot tolerate behavior that violates core values, regardless of the performance of the individual or their seniority. As difficult as this might be, you need to take steps to ensure that individual changes their behavior or is asked to leave.
Knowledge | arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state |
Comprehension | classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate |
Application | apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write |
Analysis | analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test |
Synthesis | arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write |
Evaluation | appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, select, support, value, evaluate |
Question Type | Average Time Needed to Answer |
True-False Questions | 15 to 30 seconds per question |
Multiple choice (brief questions) | 30 to 60 seconds |
More complex multiple choice questions | 60 to 90 seconds |
Multiple choice questions with calculations | 2 to 5 minutes |
Short answer (one word) | 30 to 60 seconds |
Short answer (longer than one word) | 1 to 4 minutes |
Matching (5 premises, 6 responses) | 2 to 4 minutes |
Short essay | 15 to 20 minutes |
Data analysis/graphing | 15 to 25 minutes |
Drawing models/labeling | 20 to 30 minutes |
Extended essays | 35 to 50 minutes |
Make sure you allow enough time for slower students to finish the examination.
The 2007 "Most Prestigious Occupations" poll measured the public perceptions of 23 professions.
Participants were asked to rank these professions as having "very great prestige," "considerable prestige," "some prestige," or "hardly any prestige at all." They could also opt not to rank them or say they weren't sure.
Sixty-one percent of adults consider firefighters to have "very great prestige," making this occupation the most prestigious on the list.
Five other occupations were ranked as having "very great prestige" by over 50 percent of the adults surveyed: Scientists and teachers are considered very prestigious by 54 percent of adults, followed by doctors and military officers, who earn the prestige of 52 percent of Americans, and nurses, whom half of all adults consider very prestigious.
Among the least prestigious occupations are real estate brokers, actors and bankers. Only 5 percent of survey participants ranked real estate brokers as very prestigious; 9 percent gave actors this label, followed by 10 percent for bankers.
Accountants, entertainers, stockbrokers, union leaders, journalists, business executives and athletes all also ranked low on the list: Less than 20 percent of adults consider any of the aforementioned occupations to have "very great prestige."
Consequently, five occupations are perceived to have "hardly any prestige at all" by at least a quarter of adults: stockbrokers (25 percent), union leaders (30 percent), entertainers (31 percent), real estate brokers (34 percent) and actors (38 percent).
At KaBoom, a nonprofit that builds playgrounds, CEO Darell Hammond started thinking about who left and why, then focused on the characteristics of workers who stayed. The list of traits: Can do, will do, team fit, damn quick and damn smart.
Hammond said he isn't afraid of scaring people off, since the best candidates "are constantly looking at themselves to excel, not just cross the finish line, but blow through the finish line."
When all 90 of the people on his staff meet that criteria, he said, "It's incredible. If you have 89 who do and one who doesn't — it's painful."
Two Brains is an application that approaches the learning process in a different way. The application is built around goals, because in the end that's what you truly care about.
U.S. workers may be significantly less literate in 2030 than they are today.
The reason: Most baby boomers will be retiring and a large wave of less-educated immigrants will be moving into the workforce. This downward shift in reading and math skills suggests a huge challenge for educators and policymakers in the future, according to a new report from the Educational Testing Service (ETS).
If they can't reverse the trend, then it could spell trouble for a large swath of the labor force, widen an already large skill gap, and shrink the middle class.
"There is no time that I can tell you in the last hundred years" where literacy and numeracy have declined, says Andrew Sum, director of the Center for Labor Market Studies at Northeastern University in Boston and one of the report's authors. "But if you don't change outcomes for a wide variety of groups, this is the future we face."
The decline in literacy is one of the more startling projections in a report that examines what it calls a "perfect storm" of converging factors and how those trends are likely to play out if left unchecked.
The three factors identified are: a shifting labor market increasingly rewarding education and skills, a changing demographic that include a rapid-growing Hispanic population, and a yawning achievement gap, particularly along racial and socioeconomic lines, when it comes to reading and math.
The number of University of Washington students seeking new medical evaluations for mental health problems such as depression and anxiety has nearly tripled in the past five years.
At SPU, one-fifth of its undergraduate student body has sought therapy, many of the students reporting that they were suffering from stress.
Universities around the country -- including the University of Washington, Seattle Pacific University and Seattle University -- are reporting increases in campus mental illness, at times creating a backlog of cases and weeks-long waits to see a therapist.
No one is certain what's behind the phenomenon. Experts suggest that students today face greater pressures, taking on college loan debt to pay for rising tuition. Therapy is more socially acceptable, prompting more students to seek help. And students who once might not have attended college because of a mental illness are being diagnosed earlier, making it possible for them to go on to higher education.
"The generation that's in college right now grew up with Prozac advertised on television," said Alison Malmon, 25, executive director and founder of Active Minds on Campus, a grass-roots organization working to reduce the stigma of mental illness.
"We need to stop endlessly repeating, 'You're special,' and having children repeat that back," said Jean Twenge , the study's lead author and a professor at San Diego State University. "Kids are self-centered enough already."
Twenge and her colleagues, in findings to be presented at a workshop today in San Diego on the generation gap, examined the responses of 16,475 college students nationwide who completed an evaluation called the Narcissistic Personality Inventory between 1982 and 2006.
The standardized inventory asks for responses to such statements as, "If I ruled the world, it would be a better place," "I think I am a special person," and "I can live my life any way I want to."
The researchers describe their study as the largest ever of its type and say students' inventory scores have risen steadily since the test was introduced in 1982. By 2006, they said, two-thirds of the students had above-average scores, 30 percent more than in 1982.
University of California Irvine Campus Launches Free Online Financial Planning Course
Tuesday March 27, 12:01 pm ET
Tuition-Free Resource to Provide Financial Planning Information to the Public
"UC Irvine is honored to be a part of the growing OpenCourseWare (OCW) movement, which aims to provide high-quality teaching and learning resources for the express purpose of increasing educational achievement and sustaining social and economic development," said Gary W. Matkin, Ph.D., Dean of Continuing Education at UC Irvine and head of UC Irvine's OCW initiative. "As part of our mission as a public university, it is important for our institution to provide educational pathways which cater to the needs of learners. The development of 'Fundamentals of Personal Financial Planning' demonstrates UC Irvine's ongoing commitment to the goals of the OCW Consortium, and provides a comprehensive university-level overview of the 'nuts and bolts' of financial planning that is free and available to interested parties across the globe."
Whether consumers intend to do their own financial planning or just need basic information before meeting with a professional, this program provides a greater understanding of financial options. The robust curriculum was developed by Don Debok, CFP®, B.S., M. of O.E., assistant planner at Newport Planning Corporation and UC Irvine Extension course instructor, and is structured into eight modules which address the following topics: determining goals, creating a net worth statement, creating a cash flow statement, taxation, property and casualty insurance; life and disability insurance; long-term care insurance, investment basics, retirement funding, funding college education, and estate planning.
UC Irvine is the first to offer an educational financial planning resource of this caliber, free to the public. The course not only includes worksheets and links to financial planning resources, but offers a complete online educational experience containing a thorough explanation of financial planning.
The CFP grant has allowed UC Irvine to refine the existing curriculum in its UC Irvine Extension Personal Financial Planning Certificate Program, which is approved by the CFP Board, to suit the informational needs of the general public.
About CFP Board of Standards: Certified Financial Planner Board of Standards, Inc. (CFP Board) owns the certification marks CFP®, CERTIFIED FINANCIAL PLANNER(TM), and the federally registered CFP (with flame design) in the U.S., which it awards to individuals who successfully complete initial and ongoing certification requirements. The mission of CFP Board is to help people benefit from competent, professional and ethical financial planning. For more about CFP Board, visit www.CFP.net.
About UC Irvine's OpenCourseWare Initiative: UC Irvine is the first University of California campus -- as well as the only West Coast University -- to join the OCW Consortium. UC Irvine's membership in the OCW Consortium is consistent with its public and land-grant missions and its desire to play a significant role in contributing to the social welfare of the state, the nation and the world. Open Educational Resources (OER) showcase the University's high quality education and makes courses and course materials free for everyone in the world. UC Irvine's OCW is a large-scale, Web-based resource that houses educational assets that are discoverable, searchable, modifiable, and, best of all, free and easily available. Through the OCW Movement, UC Irvine provides university-quality courses and learning assets to populations of self learners that are underserved and in many cases, unable to participate in formal education at a university. This site also offers access to UC Irvine's online continuing education offerings. For more information about UC Irvine's OCW initiative, visit ocw.uci.edu or email ocw@unx.uci.edu.
About the University of California, Irvine: The University of California, Irvine is a top-ranked university dedicated to research, scholarship and community service. Founded in 1965, UCI is among the fastest-growing University of California campuses, with more than 24,000 undergraduate and graduate students and about 1,400 faculty members. The second-largest employer in dynamic Orange County, UCI contributes an annual economic impact of $3.3 billion. For more UCI news, visit www.today.uci.edu.
Offline Americans see Internet of Little Value
Study finds dial-up subscribers are converting to broadband but few newcomers in 2006.
Twenty-nine percent of all U.S. households (31 million homes) do not have Internet access and do not intend to subscribe to an Internet service over the next 12 months, according to Parks Associates’ National Technology Scan. This nationwide project, now in its second year, found the main professed cause for non-subscribers is not economic but a low perceived value of the Internet. Forty-four percent of these households say they are not interested in anything on the Internet, and just 22% say they cannot afford a computer or the cost of Internet service.
More Than Half of U.S. Adult Workers Think America is Unprepared to Compete in Global Economy
Monday March 26, 8:51 am ET
MELVILLE, N.Y.--(BUSINESS WIRE)--56% of U.S. adult workers believe America is unprepared to compete in a global economy according to a new Workplace Insights survey commissioned by Adecco. Further, three-quarters of employed adults (76%) agree that today's U.S. employers do not invest enough in training and development to keep the U.S. workforce competitive with those in other countries.
Other findings from the survey include:
What companies can do:
Invest in your own career and training by:
The influence of law reviews, once the pre-eminent venues for legal scholarship, is in sharp decline, according to Adam Liptak, legal correspondent for The New York Times, in his Sidebar column today (TimesSelect subscription required). Judges don’t cite them nearly as frequently as they once did, preferring instead to use Westlaw or Lexis to dig up their own citations, and some jurists freely admit that they lack the time to keep up with an ever-widening galaxy of law reviews, some of them on quite narrow topics.
Meanwhile, the law-review articles have become less readable and less relevant, as the best legal writers and legal minds have reserved their analyses for blogs or for supporting briefs they file in cases that interest them. Summarizing a recent discussion at Yeshiva University’s Benjamin N. Cardozo School of Law about the dwindling influence of legal scholarship on the courts, Mr. Liptak says nearly all the judges in attendance agreed the articles had minimal impact on jurisprudence. And he quotes one judge as saying of his law-review articles, “As far as I can tell, the only person to have read any of them was the person who edited them.”
Which got me thinking...
How much of what is done in higher education is similarly falling by the wayside due to great changes in technology?
What could we do, together, to embrace technology... and reverse these trends?
Wikinomics: How Mass Collaboration Changes Everything
One of my favorite podcasts is the Harvard Business Review "Ideacast".
In Episode 31, Don Tapscott, author of "Wikinomics: How Mass Collaboration Changes Everything", talks about how online collaboration over the web changes everything, and makes possible amazing new business opportunities.
He starts off by describing how a neighbor used the Internet to find oil on property that his own staff could not find, using input from around the world, and ideas he had never even known about, much less considered.
Listen to the podcast... and read the book!