All Highlights

• Unknown

  - > To answer this question, I embarked on a systematic literature review and screened the 50 journals that are broadly regarded as the leading journals in management for the search term ‘serendipity’. I then ‘snowballed’ (Flick, 2009) to integrate seminal works from other sources. Based on a systematic screening of the literature, I synthesized the managerially relevant research on serendipity, and developed a multi-level theory of (cul- tivating) serendipity that captures how, why, and when serendipity can emerge and be facilitated in the organizational context. Great explanation of how the author went from research question to method (systematic literature review) through to synthesis.

  Page 3 - > I integrated event-based theorizing, sensemaking, and quantum-based approaches to management to develop a multi-level conceptualization of cultivating serendipity that captures how, why, and when serendipity evolves in the or- ganizational context. I define cultivating serendipity as ‘facilitating an interplay between unplanned events, individual effort, and organizational enablers and constraints that al- lows for surprising and valuable discoveries to emerge’.

• Unknown

  - > First, we offer a framework of leader character that provides rigor through a three-phase, multi-method approach involving 1817 leaders, and relevance by using an engaged scholarship epistemology to validate the framework with practicing leaders. This framework highlights the theoretical underpinnings of the leader character model and articulates the character dimensions and elements that operate in concert to promote effective leadership. Second, we bring leader character into mainstream management research, extending the traditional competency and interpersonal focus on leadership to embrace the foundational component of leader character. In doing this, we articulate how leader character complements and strengthens several existing theories of leadership. Third, we extend the virtues-based approach to ethical decision making to the broader domain of judgement and decision making in support of pursuing individual and organization effectiveness. Finally, we offer promising directions for future research on leader character that will also serve the larger domain of leadership research

  Page 2 - > continues to exist a significant gap between the scholarly account of character and the understanding, legitimacy and application of character to leadership in the practice of governance and management.

• Unknown

  - > This isn’t to say that time blocking is a perfect solution, however. In fact, there are a lot of reasons why you wouldn’t want to block out your daily schedule: It takes a lot of time and effort. Scheduling each minute of your day means… scheduling every minute of your day. It’s a much more labor-intensive system than just writing out the 4 or 5 tasks you need to complete. **Few of us (if any) have the same schedule every day. **Time blocking is _much _easier when you have a clear set of tasks. However, most of us need to constantly adapt to requests and demands.

  Page 4 - > **We’re bad at estimating how long tasks will take to do. **We all have a tendency to be overoptimistic with how much we can get done in a day (psychologists call this the Planning Fallacy). It can be disheartening (and stressful) when you feel like you’re constantly behind your schedule. Constant interruptions and “urgent” tasks can destroy your system. Relying on upfront planning means that when one thing goes wrong, the whole system breaks down. Flexibility is key in most workplaces. You can’t tell your boss that you won’t be able to get that urgent fix out today because it’s not on your calendar. A strict schedule like this doesn’t always jive with the demands of your workplace. You can lose sight of the bigger picture. Focusing just on each day can sometimes make it harder to think about making progress on your long-term goals.

  Page 12 - > Place buffers in between tasks. We all have what’s called “Attention residue” after completing a task that can take anywhere from 10–15 minutes to get over. If you assume you can switch gears on the spot, you’re going to end up frustrated and behind schedule.

  Page 12 - > Schedule your breaks (not just lunch). We’re not machines. Make sure you set aside time throughout the day for a quick stretch or walk to give your brain (and your eyes) a rest

  Page 13 - > Put in time for downtime, relaxation, and learning. The most productive people pair work with rest. Give yourself the time you need to relax, let loose, and even learn new skills. You don’t have to be 100% productive 100% of the time.

  Page 13 - > Set an “overflow day” to stop you from feeling overwhelmed. If you’re constantly falling behind on tasks, you’ll want to set aside an overflow day dedicated to getting caught up

• Unknown

  - > Be objective — Imagine you’re a consultant who’s been hired to assess a week in your life. Try your best to take an unbiased look at your week and lean on objective measures of your performance for the week (i.e. “tasks completed”, “hours slept”, and “words written”). Taking an honest look at your successes and shortcomings will help you plan better for the future and optimize each week.

  Page 12 - > Be comprehensive but e`cient in your approach.

  This is a paradox

• Unknown

  - > Foods that you can easily mash between your lips can be given to babies and should be about the size of a pea, or approximately 1⁄4 inch.

• Unknown

  - > Of course, what she was attempting to control was a stake in her own intellectual property. Around the age of forty, as her schools continued to proliferate and demand for her training grew, Montessori resigned from her position at the University of Rome, hoping to focus entirely on her burgeoning educational movement. “From now on,” Kramer wrote, “she would support herself and her dependents on the proceeds of her training courses and the royalties from her books and didactic materials, a situation which lent her activities a certain commercial aspect they would not have had if she had remained a salaried academic propounding her ideas in an academic framework.” Financial incentives, in other words, made it more likely that Montessori’s project—a mating of altruism and scientific inquiry, born in asylums and slums—would become transactional and exclusive.

• Unknown

  • the Stream replaces topology with serialization. Rather than imagine a timeless world of connection and multiple paths, the Stream presents us with a single, time ordered path with our experience (and only our experience) at the center.

  Page 11

  • Whereas the garden is integrative, the Stream is self-assertive. It’s persuasion, it’s argument, it’s advocacy. It’s personal and personalized and immediate. It’s invigorating.

  Page 12

  • in reality it doesn’t predict the web at all . Not at all. The web works very little like this. It’s weird, because in our minds the web still works like this, but it’s a fiction.

  Page 12

  • these abilities – to link, annotate, change, summarize, copy, and share — these are the verbs of gardening.

  Page 14

  • we see that develop into the web as we know it today. A web of “hey this is cool” one- hop links. A web where where links are used to create a conversational trail (a sort of “read this if you want to understand what I am riffing on” link) instead of associations of ideas. The “conversational web”. A web obsessed with arguing points. A web seen as a tool for self-expression rather than a tool for thought. A web where you weld information and data into your arguments so that it can never be repurposed against you. The web not as a reconfigurable model of understanding but of sealed shut presentations.

  Page 14

  • A web where where links are used to create a conversational trail (a sort of “read this if you want to understand what I am riffing on” link) instead of associations of ideas.

  Page 15

  • You want ethics of networked knowledge? Think about that for a minute — how much time we’ve all spent arguing, promoting our ideas, and how little time we’ve spent contributing to the general pool of knowledge.

• Unknown

  - > the multi-linear nature of the garden means that there is no one right view of the bridge, no one correct approach. The architect creates the bridge, but it is the visitors to the park who create the bridge’s meaning. A good bridge supports many approaches, many views, many seasons, maybe many uses, and the meaning of that bridge will even evolve for the architect over time.

  Page 10

  - > We create the garden as a sort of experience generator, capable of infinite expression and meaning.

• Unknown

  • our survival as a species depends on us getting past the sweet, salty fat of “the web as conversation” and on to something more timeless, integrative, iterative, something less personal and less self-assertive, something more solitary yet more connected.

  Page 9

  • Every walk through the garden creates new paths, new meanings, and when we add things to the garden we add them in a way that allows many future, unpredicted relationships

• Unknown

  • Note how different this sort of meaning making is from what we generally see on today’s web. The excitement here is in building complexity, not reducing it. More importantly note how meaning changes here. We probably know what the tweet would have “meant”, and what a blog post would have “meant”, but meaning here is something different. Instead of building an argument about the issue this attempts to build a model of the issue that can generate new understandings.

• ««
• «
• 2
• 3
• 4
• 5
• 6
• »
• »»