Recently, a coaching client asked me for some recommendations for paper-based resources that would help him implement "Getting Things Done."
I coach executives and professionals who use a variety of systems and tools. No matter how elaborate your systems, I find it's always helpful to have at least a few physical tools: solid reminders of ideas and tasks can be extremely helpful. Plus, the physical act of writing can help your memory and creative thinking.
In light of this, I recommended that he consider the following for his personal GTD system, all of which I've found helpful:
- Notetaker Wallet: This lets me quickly and conveniently capture ideas anywhere. It's important to have this capability, whether you use the wallet or something else
Disclaimer: I don't benefit from the sales of these products: these links are provided solely as helpful resources for your consideration.
Disney recently outsourced
an IT department with 250 positions to overseas workers—but first, they required the people who would lose their jobs to train their replacements. Amazing.
For now, I'll leave the ethical and economic discussions to someone else. What I want you to take away from this, Computer Science student, is this question: how are you equipping yourself to create value in the workplace?
Students, this is not meant to discourage you, but to make you aware of the changing landscape in the IT field. Highly motivated people like you, some studying twice as hard as you, many willing to work for much less than you, are looking forward to the opportunity to eat your lunch.
What are you going to do about it?
Any position that can be reduced to a commodity-level responsibility is likely to change dramatically by the time you graduate with your degree. Offshoring used to be limited to labor-intensive jobs, but now (thanks to technology) it's expanding to "thinking" jobs as well. These are the jobs you're preparing for.
So, how should you respond? Learn to create value and solve problems. Be extraordinary.
Whenever management makes the decision to keep or let go of personnel, they always consider the value that person brings to the organization. Since people with Computer Science degrees are plentiful, it's going to take more than just a diploma and a high GPA to succeed. It's all about working for your employer, customer, or client to create value that goes beyond your job description.
How will you prepare yourself to think critically, create value, and solve problems?
Wednesday, June 3rd, 2015
I was scanning the job board of a client that I serve and found this embedded in the description for an employment position:
I would expect this in a job listing for a juggler at a circus, not for a desk job. This is a position for a knowledge worker—someone who "thinks" for a living.
Thinking to create value requires concentration. Concentration requires focus. Both require minimizing distraction both from internal sources (e.g. multitasking) and external (interruptions, distractions). That's just how the mind works most effectively.
In my personal knowledge and information management (PKIM) seminars and workshops, I teach that focus is what you shut in and concentration is what you shut out. These are essentials skills and powerful tools for any worker.
So why would you set up a work environment that makes these things more
I realize that the HR person who wrote (and misspelled) that description was probably only trying to cover themselves, but I see this all too often. It still makes me wonder: when will leadership and management get the fact that it takes concentration to create value?
To my Computer Science students: your field is changing rapidly, and you need to be able to adapt. To do that, you need to stop thinking of yourselves as "programmers" or "IT guys" and start thinking of yourselves as problem solvers.
Here's an example of a potentially big change on the horizon: IBM Watson, a cognitive computer that draws conclusions based on semantic context of meaning (rather than rigid logic tables). It's not a solution to every problem, but it's a novel approach: click here
to watch the 8-minute breakdown.
If it's not Watson, it will be something else. The tools of computer science never stay the same for long.
What does this mean for you?
Thinking of yourself as a "programmer" is like a carpenter calling himself a "saw-user" or "hammerer." The saw and hammer are only the tools he uses: what he does
is solve problems.
It's the same for you: because of your training, programming is one tool in your toolkit that you can use to solve problems. In the same way, Watson's purpose is to augment decision-making (i.e. problem solving) capabilities. It's another tool in the 21st-century toolkit.
I teach a Technology for Business Decision-Making course that covers topics like this. I teach those students how knowledge and method are used in conjunction with technology to solve problems. These three things -- knowledge, method, and technology -- are all crucial in every field. The tools don't make the techie.
My vision for Computer Science majors is that you would all start thinking of yourselves as problem solvers.
I would encourage you to keep up with current methods and tools for problem solving in your field. Your field is changing rapidly, and you need to be ready for it -- beyond the diploma.
Image by geralt [CC0 1.0 Public Domain Dedication (http://creativecommons.org/publicdomain/zero/1.0/deed.en
)] via Pixabay
Wednesday, May 20th, 2015
IBM Verse is a new-fashioned email/social/collaboration/analytics tool that's being touted as the answer to the world's problems with information overwhelm. Although their marketing is slick, I've seen little that suggests that Verse is built to enable personal productivity and knowledge work.
Read more on my business blog, Notes on Productivity.
This Tuesday was the last day of school for Amy and Wendy. I drove them to their first day of nursery school almost 20 years ago . . .
. . . and this week I drove them to their last day of school.
I'm very proud of them and all that they have accomplished. It's been a privilege for Kathy and me to home school our daughters and watch them grow into the lovely women they have become. It's been a delight to watch them the past four years as they have grown and matured further at The Master's College. While this chapter of their academic studies has come to an end, I know that they are life-long learners and their education will never be complete.
I really enjoy consulting and coaching executives and other professionals, because it allows me to make a difference in the lives of others. There's nothing like that moment when their eyes widen and they say "I get it!" or "That's cool!"
I also get to experience this same thing with students in my Intro to Robotics
course. This course isn't just a bunch of computer science geeks doing geeky things: I use it to prepare my students to work well, both in their personal and professional lives, by teaching them essential life skills.
I know teaching life skills through robotics sounds far-fetched, so I'm going to prove it below.
In this course, one of the exercises I teach is the After-Action Review. This consists of five questions:
1. What was supposed to happen?
2. What actually happened?
3. Why did it happen?
4. What did we learn?
5. How can we do better next time?
On Monday, as I lead them through an After-Action Review, I wrote the answers to the final question on the board (as you can see on the left). The action under review was the students' preparation for their final in-class competition (which involved designing and building a robot in teams), but the answers they came up with also translate to work and life in general.
Note that these are not
in order of importance or priority. They're all lessons learned. Here's what my students had to sayplus applies to best practices for life: Continue Reading "Best Practices for Robotics Competitions, Work, and Life in General" »