- > 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
All Highlights
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- > This isnât to say that time blocking is a perfect solution, however. In fact, there are a lot of reasons why you wouldnât 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. Itâs 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 - > **Weâre 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 youâre constantly behind your schedule. Constant interruptions and âurgentâ 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 canât tell your boss that you wonât be able to get that urgent fix out today because itâs not on your calendar. A strict schedule like this doesnât 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 whatâs called âAttention residueâ after completing a task that can take anywhere from 10â15 minutes to get over. If you assume you can switch gears on the spot, youâre going to end up frustrated and behind schedule.
Page 12 - > Schedule your breaks (not just lunch). Weâre 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 donât have to be 100% productive 100% of the time.
Page 13 - > Set an âoverflow dayâ to stop you from feeling overwhelmed. If youâre constantly falling behind on tasks, youâll want to set aside an overflow day dedicated to getting caught up
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- > Be objective â Imagine youâre a consultant whoâs 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. âtasks completedâ, âhours sleptâ, and âwords writtenâ). 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
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- > 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. âFrom now on,â Kramer wrote, âshe 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.â Financial incentives, in other words, made it more likely that Montessoriâs projectâa mating of altruism and scientific inquiry, born in asylums and slumsâwould become transactional and exclusive.
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- > The first definition of wisdom, i.e., wisdom as something that you can gain and then hold onto or possess, describes the academic perspective. We talk about basic research as that which adds to the body of knowledge. The second set of definitions, i.e., wisdom as something that you both possess and use, describes the practitioner perspective.
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- > DTPs evolve through time. I wouldnât expect a first year doctoral student to know exactly what they want to answer. But I still ask them to write a DTP.
Page 2 - > I would characterize four types of DTP: 1. A pre-comprehensive examsâ DTP. In this case, the student is still doing coursework and hasnât written his/her doctoral exams. At this point, I would expect DTPs to be still draft forms of research questions, methods and expected outcomes. 2. A post-comprehensive examsâ, pre-proposal defense DTP. At this stage, I would expect the student to know his/her/their field well enough that he would have a very clear outline of what he/she/they plan to do and within what time frame. I would expect that my students would use their DTP to formulate their proposal. 3. A post-proposal defense, fieldwork-focused DTP. At this stage, I would expect that the trainee would be incorporating results from what he/she/they have found in their research. Itâs likely that by this point, one or more of their papers would be submitted to a journal. 4. A pre-doctoral defense DTP. At this stage, I would expect the student to have dominated every single element of his doctoral research, and therefore his/her/their DTP would be an extended version of their thesisâ abstract.
Page 3 - > If you liked this blog post, you may also be interested in my Resources for Graduate Students page, and on my reading notes of books Iâve read on how to do a doctoral degree.
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- > We have to learn the bitter lesson that building in how we think we think does not work in the long run.
Page 2 - > we should stop trying to find simple ways to think about the contents of minds, such as simple ways to think about space, objects, multiple agents, or symmetries. All these are part of the arbitrary, intrinsically-complex, outside world. They are not what should be built in, as their complexity is endless; instead we should build in only the meta-methods that can find and capture this arbitrary complexity.
This reminds me of Intuitionism.
Page 2 - > We want AI agents that can discover like we can, not which contain what we have discovered.
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- > It would be faster if they showed me multiple thumbnails on the screen, for me to just scan through a bunch and #ip through them; theyâre intentionally slowing me down, and showing me one thing at a time. But in doing so they get much cleaner feedback about my sentiment â and that means that the training of the algorithm happens more quickly.
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- > Where we do see stress and negative emotions loading together on the aversiveness component is in the inception stage. The role of stress as a part of task aversiveness in the Inception stage may be best understood by considering Silver (1974) (cited in Aitken, 1982) who argues that stress disrupts goal achievement by causing an individual to procrastinate by delaying the initiation of the necessary goal.
Page 13 - > problems with procrastination may arise when individuals perceive their projects as being aversive in that these projects are boring, frustrating, done resentfully, forced upon them by others and are generally more stressful, less meaningful and less structured.