Author: Graeme

Social Media MBA in Practice

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One of the books that I have read over the last week is ‘The Social Media MBA: In Practice’ by Christer Holloman. Although I am not in business there are a number of lessons for education and all users of Social Media. It is a book that consists of case studies of how different organisations have effectively used social media.

The book is supported by a LinkedIn Group – ‘The Social Media MBA Alumni’, search for it on LinkedIn!

Some thoughts about before beginning projects (on Social Media but could be applied to other contexts):

  • Time spent gaining understanding is not wasted, and should not be underestimated.
  • Taking the time to have a discussion can be more valuable than any report.
  • More haste, less speed. Take the time to plan and carefully implement.

Ideas about starting large scale social media projects:

  1. Start small, build confidence and get your back office in order.
  2. Get the right team of people for the job and provide training if required.
  3. Keep the messages simple and professional.

Parties in Crisis

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This are the notes from the second book that I have been reading about the decline in American political parties.

  • Parties have increasingly seen their major campaign services slip away one by one as historical eras and the nation’s needs have changed. Party services have also been severely curtailed because of modern technology. Candidates are relying increasingly on the mass media, public opinions polls, and public relations experts instead of the parties. The parties thus being challenged by non-party political actors for the delivery of campaign services.

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  • The function of the American political party can be summarised in six points:
    1. Educating the public.
    2. Mobilising and structuring the vote.
    3. Aggregating and articulating interests.
    4. Formulating policy
    5. Organising the government
    6. Recruiting leadership and providing campaign support for candidates.
  • A number of changes in the parties’ environment have helped to bring about their decline. These changes have occurred since World War I and may be summarised as follows:
    1. Changes in the party-clientele relationship: The replacement of patronage systems with merit appointment programs.
    2. Changes in the electorate: The increasing education and political sophistication of the voter.
    3. Development of the “new politics”: The replacement of the candidate’s traditional campaign techniques with the political management firm’s use of public opinion polls, advertising techniques, and mass media.
    4. Changes in the government-electorate relationship: The increasing role of government in dispensing social and economic aid to its clientele.
    5. Changes in the relationship of parties to other political organisations: The proliferation and growth of alternative political and interest groups.
    6. Changes in finance: The new legislation limits parties in their acquisition and expenditures of campaign funds.
  • Contemporary parties have lost their historical role of socialising Americans into the political system.
  • Absentee ballots are available to those who cannot vote in their districts on election day. The complexity of the process, the need for far sighted planning, and the tendency of businessmen and travellers (often Republicans) to cast absentee votes leads to a majority of absentee votes being cast for Republican party candidates.
  • Since the 1960s voters have shown their disdain for parties and candidates either by crossing party lines or by staying at home. In 1974 only about one in three Americans of voting age bothered to vote.Among those who did, ticket-spiting was at an all-time high.
  • Parties perform several basic functions that are aimed at either promoting or blocking legislation:
    1. They  select leaders who are responsible for advancing the business of the chamber.
    2. Party leasers help choose those who will fill subsidiary leadership positions.
    3. The leaders appoint members to the various committees.
    4. The leaders control the legislative agenda.
    5. The leaders serve as liaison between Congress and the executive branch.

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  • The image below explains some reasons for incumbent advantage (click for larger image)

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The Party’s Over: The Failure of Politics in America

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As part of my teaching of Political Parties in the US Politics I have been reading a couple of notable texts on the theory of political parties. This is the notes from the first.

  • “Political parties in America have a peculiar status and history. They are not part of our written Constitution. The Founding Fathers, in fact, were determined to do all they could to see that they did not arise. Washington devoted much of his Farewell Address to warning his countrymen against “the dangers of the party in the state.”
  • By 1970, half again as many called themselves political independents as had done a generation earlier. In the 1968 election, more than half the voters reported splitting their tickets.
  • But the heritage of the Eisenhower era has not been so easily obliterated. Once broken, the links between the public and the political parties, the government and teh parties, have not mended. The fateful separation between national policy and party responsibility that began sixteen years ago continues today.
  • Traffic jams, smog, pollution, crime, inflation and a dozen other problems measure the failure of the government to anticipate, to identify and to remedy the unwanted side effects of America’s prosperity and growth.
  • The dirty little secret of American politics in the 1970s is that every single essential service we depend on some public agency to provide is seriously under financed. In an era of general affluence, we are simply not paying enough in taxes to maintain the necessary basic community service.
  • The classic, academic distinction between parties and interest groups was given us by the late V.O. Key, Jr “Pressure groups seek to attain the adoption of those policies of particular interest to them; they do not nominate candidates and campaign for control and responsibility of the government as a whole. Their work goes on regardless of which party is in power in the state, city or nation. Theirs is a politics of principle. “We must be partisan for a principle and not for a party,” and Samuel Gompers, speaking for the American Federation of Labor. “Labor must learn to use parties to advance our principles and not allow political parties to manipulate us for their own advancement.”
  • An interest group that is old and well established has an advantage over one that has just been formed. One that has a single narrowly-defined objective, directly related to the economic well-being of its members, is likely to be better financed and more successful than a group with a long agenda and an altruistic approach to issues. The first rule of interest group government is to “look out for yourself.” This means to the extent we rely on interest groups we resign ourselves to a significant degree of stagnation and selfishness in our public policies.
  • What is true of the South is true of the nation as a whole: It is not a single bloc of voters, but many such blocs which have cut loose from all their past allegiances and are on the move. While the South has been growing more Republican, New England and some suburbs have been growing more Democratic. Blacks have shown increasing political independence; like other minority groups – the Mexican-American, the American Indians – they have demonstrated their growing political consciousness by showing their willingness to shift partisan alignments in order to achieve their own specific goals. As the members of congressional Black Caucus said in 1971, “We do not intend to have our vision obscured by partisan blinders where the interests of our constituents … are concerned.”
  • Presidential press conferences have been carried live on television for fifteen years; each of the last four Presidents has used the medium more extensively for speeches than his predecessor. Senators, governors, congressmen, mayors all do their TV “reports to the people.” Political expenditures for purchased television time increased sevenfold between 1952 and 1968-one of the major reasons for the inflation in campaign costs. Television not only bypasses the party as the middleman in political communication, it tends to de-emphasise the party as part of the political process.

Notes from ‘Not my father’s son’

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This book is an interesting and quick read, I first discovered Alan Cumming through his work as Eli Gold in the ‘Good Wife’.

There were a couple of quotes that I wanted to note down:

On the Eurovision Song Contest

“And tonight, as though the showbiz gods could tell that I needed levity and sparkle and wacky Euro froth, was the night of the Eurovision Song Contest!!

Most Americans of course have never heard of this great institution and I can only feel sorry for them. I know this because I sen almost all my down time between takes in the movie Sky Kids playing Eurovision trivia with Antonio Banderas, much to the bemusement of the crew in Austin, Texas. They looked at us as though we were members of a cult, and in a way, we are. IT is part of my pop DNA, it is a rite of passage, a touchstone, and eventually it transcends its awful shallow shininess to become a communal nostalgic shrine to which we make our annual drunken pilgrimages. It’s like Christmas or Thanksgiving but without the family feuds and with a pretty racy bpm. I grew up with it, and I will almost certainly die with it, or perhaps from it. IT fave us ABBA, people!!! Celine Dion won in 1988, representing Switzerland!!

I have often thought that if Americans were more exposed to this wonder there would not only be a huge surge in the understanding of British wit and irony, but they would perhaps be able to appreciate without shame the value of a good old-fashioned tacky pop song. I feel my American friends are so very worried about seeming gauche or vulgar when it comes to pop music. It’s only when certain styles of music are placed within the ironic context of retro that Americans can fully enjoy them. We Europeans have never had that problem. Sometimes the lowest common denominator is a positive thing, and people can bond over their love of pop trash.”

On Long Haul Flights

“I love long flights. The feeling of being completely unreachable is something I savour, and the limbolike state of being, having departed but not arrived, somehow allows me to catch up with myself, to regroup and check in. It’s a little contrary to think that I look forward to careering through the skies in a metal-fatigued box in order to gain some feeling of inner calm, but that’s the way I roll”

What can the railways learn from schools?

(Or the importance of relentless focus on improvement)

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This post is part post – part rant.

I get a train every day to work – at least two trains – sometimes three. I spend a significant portion of my waking day on trains.

As somewhat of a train geek I frequently will tweet Greater Anglia asking for the reason – and they are varied.

I have a lot of sympathy for train operating companies. However I really struggle with this.

In case you can’t see the problem. It is the fact that delays of 1-3 minutes are not attributed. They are seen as not worthy of justifying or coming up with a reason.

If you are going to raise standards you must be relentless. As a teacher and a school leader if I let the little things slide they would turn into big things.

Teaching is hard work. I aim for 100%.

  • 100% off homework set.
  • 100% of homework completed.
  • 100% of teacher’s achieving their targets.
  • If you are rude to me, even once, it is not acceptable.
  • If you are late – even by 1 minute I will expect a reason’ and you will probably serve a sanction.

If a teacher does not set a homework, I will ask them why. If a student has not done their homework, and hasn’t got a reasonable excuse, they will face a sanction – even if it is the first time.

That is my job.

The standard you set is the standard you accept.

If trains running two minutes late aren’t challenged, the reliability of  Britain’s railways are never going to improve.

Maybe executives from the Rail Industry should spend a day in a school to see however relentless focus on the small things makes the big things happen.

Review of 2014 and Plans for 2015

A number of the teacher’s I follow on twitter have published #Nurture1415 blogs, where they review 2014 and set goals for 2015. These have been collated in a blog post by Sue Cowley here. The original idea came from @chocotzar .

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As we live in a target driven world, and I am someone who responds quite well to specific targets I have attempted to set measurable targets for 2015; so hopefully in a years time I can come back and review whether they have been met. I am lucky enough to be able to be writing these on holiday, not only the school holiday’s but staying at a cottage in Sea Palling, Norfolk. This has the advantage of being somewhat distanced from everyday life.

Review of 2014

I did not set formal goals for 2014 so cannot reflect on them. However I will go through the key highs of 2014. I have not got five, but instead picked three.

Travel – I was fortunate enough to Travel extensively in 2014. I began the new year flying over the Atlantic returning from the USA. We (my wife and I) were luckily enough to travel extensively in the UK, to Bristol, the Forest of Dean, Leicester, and currently Norfolk. We also went on a Mediterranean cruise visiting parts of Italy, France and Spain. We both visited christmas markets in Cologne and I visited Iceland. That doesn’t even consider the amount of day trips and exploration of London.

Reading – I read a lot of books. This is in part because I am a quick reader, and in part because I have two hour long commutes each day which I am able to devote to reading. In 2014 I read 144 books, and notably read some of the books I have owned for a while but never got round to reading.

You can see what I have read here.

Results – The results for my faculty were good this year. That is good firstly and fore mostly for the students involved. However furthermore it keeps the wolves at bay, both internal and external, which in turn provides more freedom and professional autonomy.

 

Goals for 2015

Write – I spend a significant time reading; however I think it is important that I spend more time writing, whether that be attempting to get an article published, blog posts, or essays for my degree course. I would like to aim to write at least one blog post a week (50 over the course of the year), attempt to write at least one article for publication (whether it gets published or not), and carry out the writing required for my university course (see goal two below).

Learn – A few years ago I completed an MA in Geographical Education at the IoE, and almost immediately enrolled on a Msc in Educational Leadership. However I am only about half way through the programme. I need to engage with the programme and come up with an action plan to ensure that I make steps to get closer to finishing the programme by the end of 2015.

Teach – I am in my ninth year of teaching, and can therefore quite quickly plan an adequate lesson. However I want to devote more time to planning excellent lessons. This however takes time, and will me to spend less time on administrative tasks. This is is difficult to measure; however if I can produce at least one resource every two weeks that I share on this blog, that would be evidence enough.

Fitness – In 2014 my fitness and weight have stayed the same. My goal for 2015 is to improve my fitness levels. I would like to log what I eat in an attempt to force myself to be more healthy, and also think about what I am eating. I would also like to exercise in some form that is more strenuous than walking at least twice a week.

List of 100 Things – One of the books I read this year was “What the Most Successful People Do Before Breakfast: How to Achieve More at Work and at Home” by Laura Vanderkam. This is an interesting book with a range of different ideas and tips for time-management and productivity in both home and personal life. One of the ideas she talks about is making non-working hours as productive as working hours. One strategy she suggests is to come up with a list of 100 things that you want to do on weekends and then throughout the year work through the list. I am currently writing the list, though I have not got to 100 yet, (currently at 31), and by the end of 2015 I hope to have done at least 50 items on the list [and I imagine by the end of 2015 the list will have at least 100 items on. This will be a list of fun, cheap, day trip adventures, that can be done with little or no prior planning but get me and Kim out of the house on the weekend. This is something we do well anyway; however there are always things that we say we are interested in but never actually do.

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 I am looking forward to 2015, however think that this quote is worth remembering:

“If I have a hundred balls coming at me and can only grab only two, I can stress out about missing ninety-eight balls or accept the reality I can grab only two – and make sure those are the most important ones.”

– Mark Reynoso

Notes from “Sustainable Leadership”

Notes from ‘Sustainable Leadership’ by Andy Hargreaves and Dean Fink. 2006. Josey-Bass: San Francisco

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  • “Change in education is easy to propose, hard to implement, and extraordinarily difficult to sustain. Innovations easily attract early enthusiasts, but it is harder to convince more skeptical educators to commit to the hard work of implementation.” Pg. 1
  • Sustainability in the corporate world is as essential and desirable as it is in the natural environment. Businesses that operate sustainably have a more durable record of profitability and success than those that do not. Companies that are built to last:
    • Put purpose before profit.
    • Preserve long-standing purposes amid the pursuit of change.
    • Start slowly and advance persistently.
    • Do not depend on a single visionary leader.
    • Grow their own leadership instead of importing stars.
    • Learn from diverse experimentation. (page 5)
  • Initiative Overload “the tendency of organisations to launch more change initiatives than anyone could ever reasonably handle” (page 8)
  • Sustainable educational leadership and improvement preserves and develops deep learning for all that spreads and lasts, in ways that do no harm to and indeed create positive benefit for others around us, now and in the future. (Page 17)
  • There are seven principles of sustainability in educational change and leadership are depth, length, breadth, justice, diversity, resourcefulness and conservation.
  • Sustainable leadership, like sustainable improvement, begins with a strong and unswerving sense of moral purpose. The core meaning of sustain is “to hold up; bear the weight of; be able to bear (strain, suffering, and the like) without collapse.” Inner conviction, unshakable faith, and a driving, hopeful sense of purpose that stretches far beyond the self-these are inalienable elements of moral character that truly sustain people during times of overwhelming difficulty and almost unbearable suffering. (Page 24-25)
  • Deep and broad learning can be established through productive pedagogies. These are:
    • Intellectually demanding
    • Connected to students’ prior knowledge and to the world beyond them
    • Provided within a supportive environment and learning process
    • Prepared so as to engage students and their learning with cultural differences.
  • Developing and preserving a sustainable learning involves:
    • Be passionate advocates for and defenders of deep and broad learning for all students.
    • Commit to improving the old basics of literacy and math but not focusing on them to the exclusion of everything else, while also embracing the new basics of creativity.
    • Put learning before testing.
    • Making learning hte paramount priority in all leadership activity.
    • Become more knowledgeable about learning.
    • Make learning transparent among the educators in a school.
  • Succession is a key part of sustainable leadership. Leaders should where possible be raised from inside the organisation.
  • Leadership in a school is not limited to the principal or even its teachers. It stretches across individuals, communities, and networks and up and down organisational layers. No one has to distribute leadership in a school; it’s already distributed. Leadership exists everywhere, across time and space – at lunchtime, between classes after school and on weekends, and in the school’s offices, classrooms, and playing fields. Distributed leadership can be good or bad, planned or serendipitous, focused or unfocused. Distributed leadership can enhance the sustainability of deep and broad learning for all students or disintegrate into the kind of turmoil that sucks the energy and enthusiasm out of students and staff.
  • Trust in schools is essential. Yet we behaving less and less like trusting societies Improvement secured through cultures of shared understanding, joint commitment, and mutual responsibility is being replaced by compliance enforced by impersonal performance standards and abstract accountability.

Notes from “Embedded Formative Assessment”

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I purchased this book when it came out in 2011; however I decided to re-read it over the last few weeks. This is probably the best book out there on formative assessment; it has exactly the right balance between theory and practical ideas.

My notes are as follows:

  • To be able to use assessment formatively; or to use assessment to improve learning requires five key elements:
    1. The provision of effective feedback to students.
    2. The active involvement of students in their own learning.
    3. The adjustment of teaching to take into account the results of assessment.
    4. The recognition of the profound influence assessment has on the motivation and self-esteem of students, both of which are critical influences on learning.
    5. The need for students to be able to assess themselves and understand how to improve.
  • Any assessment can be formative and that assessment functions formatively when it improves the instructional decisions that are made by teachers, learners, or their peers.
  • Assessment is the key process in instruction. Students do not learn what we teach. If they did, we would not need to keep grade books. We could simply record what we have taught. But anyone who has spent any time in a classroom knows what students learn as a result of our instruction is unpredictable
  • The teacher’s job is not to transmit knowledge, not to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments is that they create student engagement and allow teachers, learners, and their peers to ensure learning is proceeding intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.
  • Putting learning learning objectives and success criteria in student friendly language can have some merit. However it is also important that students understand the more subject specific language used in syllabuses or curricular
  • When a study analysed teacher questions over half the questions (57%) were managerial questions, such as “Have you got your books” or “Who has finished all the questions”, another third only required recall of previously taught information “How many legs does an insect have”, only 8% required analysis, e.g.”Why is a bird not an insect?”
  • Sharing high quality questions may be the most significant think we can do to improve the quality of student learning.
  • Whether feedback is given orally or in a written format it is not important; the most important thing is students are given time to improve their work.
  • When teachers allow students to choose whether to participate or not – for example, by allowing them to raise their hands to show they have an answer – they are actually making the achievement gap worse, because those who are participating are getting smarter, while those avoiding engagement are forgoing the opportunities to increase their ability..
  • There are five key strategies of classroom formative assessment:
    1. Clarifying, sharing, and understanding learning intentions and criteria for success.
    2. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning.
    3. Providing feedback that moves learning forward.
    4. Activating learners as instructional resources for one another.
    5. Activating learns as owners of their own learning.
  • Feedback functions formatively only if the information fed back to the learner is used by the learner in improving performance. If the information fed back to the learner is intended to be helpful but cannot be used by the learner in improving her performance, it is not formative.
  • A technique for structuring feedback relating to a piece of work is called “three questions”. When the teacher sees something they would like the student to reflect they place a numbered circle at that point in the text. Underneath the student’s work, the teacher writes a question relating to the first numbered circle, leaves a number of lines for the student’s response, writes a question for the second leaves space for the student’s response, writes a question for the second, leaves space for the student’s response, and then writes a third question. The first ten or fifteen minutes of the next lesson are devoted to students responding.
  • Having students work together (cooperative learning) is successful because:
    1. Motivation. Students help their peers learn because in well structured settings it is in their own best interest.
    2. Social Cohesion. Students help their peers because it is in their own best interest because they care about the group.
    3. Personalization. Students learn more because their moor able peers can engage with the particular difficulties a student is having.
    4. Cognitive Elaboration. Those who provide help in group settings are forced to think through ideas more clearly.
  • As long as group goals and individual accountability are present, cooperative learning is equally effective for students at all achievement level.
  • Students need to be taught how to self-assess, students’ first attempt at self-assessment are usually neither insightful nor useful.
  • A technique that some teachers have found useful is a learning log; get students to reflect on their own learning by responding to no more than three of the following prompts:
    • Today I learned…
    • I was surprised by…
    • The most useful think I will take from this lesson is…
    • I was interested in..
    • What I like most about this lesson was…
    • One think I’m not sure about is…
    • The main thin I want to find out more about is…
    • After this lesson, I feel…
    • I might have gotten more from this lesson if…

 

 

Notes from ‘Talk Like TED’ by Carmine Gallo

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This is a quick read that explains some rules of public speaking and gives advice to the reader on how to make effective speeches.

    • Motivated and energised speakers are always more interesting and engaging than bored and passive ones.
  • Invite passionate people into your life, when your surrounded by people who share a collective passion around a common purpose, anything is possible.
  • Stories are an effective method of communicating; “we all love stories. We’re born for them. Stories affirm who we are. We all want affirmations that our lives have meaning. And nothing does a greater affirmation than when we connect through stories. It can cross the barriers fo time, past, present and future, and allow us to experience the similariteis between outselves and through others, real and imagined.” – Andrew Stanton, writer of Toy Story.
  • There are three types of stories that are effective in communicating a method:
      • Personal stories that relate to the theme of presentation.
      • Stories about other people who have learned a lesson that the audience can relate to.
      • Stories that involve the success or failure of products or brands.
  • Overused metaphors can be boring; audience tunes out phrases they’ve heard a milion times.
  • Good presentations take time; one twenty minute product launch at Apple consumes over 250 hours total time.
  • There are four elements of verbal delivery: rate, volume, pitch, and pauses.
  • When you speaking don’t put your hands in your pockets; one hand is acceptable, as long as the free hand is gesturing.
  • Bombard the brain with new experiences. Building novel concepts into your presentation does require some creativity and a new way of looking at the world. One technique to jump-start your creativity is to embrace new experiences. The brain takes short cuts. Its mission, after all, is to conserve energy. Neuroscientists have found that only through bombarding the brain with new experiences do we force our minds to look at the world through a new lens. That means you need to get out of the office once in while. Experience new events, people, and places. Most important, incorporate those new experiences into your presentations.
  • If you can’t explain your big idea in 140 characters or less, keep working on your message.
  • Use shocking statistics: “The United States is very different today than it was 40 years ago. In 1972, there were 300,000 people in jails and prisons. Today there are 2.3 million. The United States now has the highest rate of incarceration in the world” – Bryan Stevenson.
  • Use quotes “Don’t fake it till you make it. Fake it till you become it.” – Amy Cuddy
  • Eighteen minutes is the ideal length for a presentation; if you must make it longer than 18 minutes include soft breaks every 10 minutes.
  • Use visuals to enhance words not duplicate.

There is a searchable database of TED quotes here: http://www.ted.com/quotes

 

Notes from ‘Who’ by Geoff Smart and Randy Street

As a middle manager in a inner city school one of the activities I spend part of my time is the recruiting of new teachers. In the last academic year we had to recruit six new teachers for my faculty, and for some of those posts we did not appoint on the first time round. In addition if the wrong person is appointed; this will create additional work, and potentially have a negative impact on educational outcomes.

I saw this book on Amazon and thought it would be worth a read.

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“The most important decisions that businesspeople make are not what decisions, but who decisions.”

– Jim Collins, Author of Good to Great

  • The book opens by explaining the problems of finding the right people, and quotes The Economist in 2006 stating that “finding the right people is the single biggest problem in business today”.
  • The author states that the hiring process is something that has resisted an orderly approach; this is in a culture that every other management process has been studied and codified.
  • The first thing that is needed is a ‘scorecard: a blueprint for success’; it is important to consider what is needed in the individual that is being hired. What specialisms, skills, and other needs are best suited for the roles. Don’t hire the generalist, hire the specialist.
  • When creating a scorecard consider the following things:
    1. Mistion
    2. Outcomes
    3. Competencies
    4. Ensure Alignment and Communicate
  • There is a list of critical competencies that should be looked for in ‘a players’:
        • Efficiency – Able to produce significant output with minimal wasted effort.
        • Honesty/integrity – Does not cut corners ethically.
        • Organisation and planning – Plans, organises, schedules, and budgets in an efficient, productive manner.
        • Aggressiveness – Moves quickly and takes a forceful stand without being overly abrasive.
        • Follow-through on commitments.
        • Intelligence – Learns quickly.
        • Analytical skills – Able to structure and process qualitative and quantitative data and draw insightful conclusions.
        • Attention to detail.
        • Persistence – demonstrates tenacity and willingness to go the distance to get something done.
        • Proactivity – acts without being told what to do. Brings new ideas.
  • When looking for potential new employees don’t forget the power of business and personal networks.

Interviewing

  • When interviewing the following tactics need to be used:
    • Don’t be afraid to interrupt to get the interview back on track.
    • Use the three P’s:
      • Previous
      • Plan
      • Peers
    • Push versus Pull – were they pushed out of any previous roles.
  • Watch out for the following ‘major flags’ or ‘stop signs’
    • Candidate does not mention past failures.
    • Candidate exaggerates his or her answers.
    • Candidate takes credit for the work of others.
    • Candidate speaks poorly of past bosses.
    • Candidate cannot explain job moves.
    • People most important to candidate are unsupportive of change.
    • For managerial hires, candidate ha never had to hire or fire anybody.
    • Candidate seems more interested in compensation and benefits than in the job itself.
    • Candidate is too self-absorbed.

Selling the Job to the Candidate

  1. Fit – tie the candidate’s goals, strengths, and values with the company’s needs, vision and culture.
  2. Family – take into account the broader trauma of changing jobs.
  3. Freedom – make the candidate aware of the autonomy they will have to make decisions.
  4. Fortune – reflects the stability of your company and the overall financial upside.
  5. Fun – describes the work environment, and personal relationships that the candidate will make.