They say habit is second nature. In other words, knowing only about habits and addictions, you can safely draw the right conclusion about a person, seeing him for the first time. But in modern society, where so often they talk about smoking, alcohol and drug addiction, many have completely forgotten that there are not only bad, but also good habits. It is they who would like to give Special attention.
Useful human habits
A person forms his habits from childhood. And it's good if there is someone nearby who gives correct example. But often the upbringing of a child ends up doing exactly what is impossible. Bite your nails, eat at night, watch TV until late, etc. All this applies specifically to bad actions. Over time, each person begins to realize the wrongness of their actions and begins to wonder - how to change their habits? We all strive for perfection, but sometimes we do not notice the simplest actions that can not only preserve our health, but also make us successful people. As an example, here are the 10 simplest habits of successful people:
- Jogging in the morning (they help the body wake up and start active brain work).
- Compliance with the daily routine (improves well-being and helps maintain youth).
- Hygiene (helps to get rid of many diseases).
- Camping trips, picnics, etc. (help to relax, gather strength, and also find harmony with yourself and nature).
- Planning your time (helps reduce the risk of force majeure, saves your nerves and allows you to be the master of your life).
- Positive thinking (you can also make it a habit and save yourself from most far-fetched problems).
- Constant self-development (allows you to be modern and successful person)
- Engaging in your favorite types of creativity and other hobbies (helps to find peace of mind and peace).
- Keeping the home clean and tidy (order in the house guarantees order in life)
- Communication with successful people(constant striving for success will lead to career and spiritual growth).
This is only a small part of what has become the norm for people who have long become masters of their lives. And if you want to join their ranks, the first place to start is to develop a good habit.
How to develop good habits?
Having decided to change your lifestyle, you should think about what a healthy habit is. According to most people, good habits lie in the fact that they do not cause any damage to their owner and the world around them. It's not just about managing healthy lifestyle life. Even refusing to wear real fur or disposing of garbage after a trip to nature are also considered correct actions. How can you develop a good habit?
To put it simply, it's pretty easy. But in practice, creating a new way of life is sometimes very difficult. Especially when it comes to parting with old habits that have been developed over the years. Nonetheless, new habit can change you and your life forever, so it's worth a try. Psychologists say that it is possible to bring the work done to automatism within 21 days. In other words, for three weeks you need to perform the same action every day. If you miss at least one day, you need to start counting three weeks from the beginning. Create a plan or broadcast signs for yourself and cross off each day you do this action. 
It is up to you to decide which habit to form for yourself. But as an example of good habits, you can take the following.
Habits serve as the starting cell at the same time of the social and cultural life of people. They distinguish one nation from another, one social stratum from all others.
There are collective habits acquired in the process of socialization, and individual ones. Habits arise from skills and are reinforced through repeated repetition.
A habit is an established pattern (stereotype) of behavior in certain situations. Most habits are neither approved nor condemned by others. But there are so-called bad habits (talking loudly, reading at dinner, biting your nails) - they indicate bad manners.
Manners are external forms of human behavior that receive a positive or negative assessment of others. They are based on habits.
Manners distinguish the educated from the ill-mannered, aristocrats and secular people from commoners. If habits are acquired spontaneously, then good manners must be cultivated.
According to the opinion of the Austrian ethnologist K. Lorenz (1903--1989), the function of manners is to appease people, to achieve agreement between them Kravchenko A.I. Culturology. - M., 2005. - S. 95 .. Traditions and customs play the same role. A gross violation of customs leads to the destruction of society, and a petty violation of good manners. Deliberate failure to practice good manners is tantamount to aggressive behavior.
Ignorance of the cultural code of another people, including good manners and etiquette, not only causes minor misunderstandings, but contributes to the mutual hostility of peoples. The success of very large undertakings, say, political negotiations or business contracts, often depends on understanding minor features of language or behavior.
Etiquette
Separately, manners make up the elements, or features of culture, and together they make up a special cultural complex called etiquette.
The very concept of "etiquette" stood apart relatively recently. Etiquette as a ritual norm and a cultural standard is a system of rules of conduct accepted in special cultural circles that make up a single whole.
However, etiquette can be understood more broadly - as a special form of everyday communication, which contains a set of rules of politeness and special formulas for colloquial speech. Separate elements of etiquette interspersed in the cultural fabric of communication between representatives of all walks of life, but some to a greater extent, while others to a lesser extent. Etiquette is an example telephone conversation. The rules of etiquette do not recommend calling a friend to the service on private matters, and home - on official business.
The concepts of "etiquette" and "communication" are not equivalent. Etiquette is always implemented in communication, but not all communication is etiquette. The concept of communication is much broader than etiquette.
Rice. 2.
Any act of cultural communication presupposes the presence of at least two partners with different communicative status. Communication partners may differ in age, gender, social status, nationality, confessional affiliation, degree of acquaintance and kinship. Depending on them, the style, tactics and strategy of communication change. For example, the younger is obliged to listen to the elder and not interrupt his speech, a man in the communicative process does not have the right to say such phrases to the lady that may confuse her, say, vulgarity or ambiguity. The culture of communication allows for a subordinate to show some elements of flattery in a conversation with a boss, and a man in communication with a woman to show elements of flirting. In this case, etiquette should be understood as “a set of special techniques and behavioral traits with the help of which the communicative statuses of communication partners are identified, maintained and played out” Kravchenko A.I. Culturology. - M., 2005. - S. 95. . Etiquette can be compared to a system of cultural containment, as it is designed to ensure polite communication between unequal partners.
Questions and tasks
1. What is a cultural norm? Give examples.
A cultural norm is a prescription, requirement, wish for the expectation of appropriate (socially approved) behavior.
For example, a ban on murder, theft; greet at the meeting; respect for each other; do not use foul language in in public places; give up your seat in public transport to the elderly; certain requirements for a person’s clothing depending on the situation, etc.
2. How do traditions differ from customs? Observe your surroundings, what examples of both can you find?
A custom is a traditionally established pattern of behavior. A tradition is everything that is inherited from previous generations. In other words, a tradition is a deeper (in time) custom. That is, now we can create a new custom, and it will become a tradition if it is applied by subsequent generations.
Customs include the celebration of Shrovetide, Christmas, New Year, Easter. To the traditions - to put a Christmas tree in the house for the new year.
3. * The subject of research is habits, and the object of observation is your family and yourself. Day by day, look at the daily behavior of yourself and your loved ones. Make a list of 15-20 individual and collective habits.
Individual habits: get up early, morning exercises, have a good breakfast, ironed clothes, read lying down, watch TV lying down, polished shoes, smile when meeting, draw on a piece of paper while talking on the phone, drink tea without sugar, drink milk at night, always do homework tasks, falling asleep with the TV, drying your hair with a hairdryer, turning on the TV loudly, reading at night, talking loudly, using perfume daily, putting on makeup every day, singing in the shower.
Collective habits: wash your face after waking up, wash your face before going to bed, brush your teeth 2 times a day, wish " good morning" and " Good night”, a walk before going to bed, a mandatory breakfast, take a shower every day, say goodbye when you leave the house, say hello when you come home, wash the dishes, carry handkerchiefs, have breakfast with your family, feel comfortable in a cool room, ventilate the apartment before going to bed, have dinner with the family.
4. * Fashion and hobbies are what you are most familiar with. How does fashion affect the behavior of your loved ones and friends? Explain the expression "fashionable man". Think about what phenomena in human life can be associated with fashion?
There are categories of people who want to stand out and who want to be like others. Fashion contributes to this. However, among teenagers, this is a way to stand out from others (who has a cooler phone, who has clothes that match the latest fashion trends), and vice versa, other teenagers, looking at their peers, want to be like them and begin to imitate them. And behind all this, the individuality of the person himself is lost.
A "fashionable person" is a follower of fashion trends who dresses and leads according to these trends, because fashion can be not only for clothes and technology, but also for certain styles of behavior.
Fashion in human life is associated primarily with the development of society itself (economic, industrial, cultural). Also, fashion will depend on the climatic features of the region of residence, as well as on the national characteristics of various peoples.
5. What is a rite, ritual, ceremony? What do you know about them? Is it necessary to follow them?
Rite - a set of actions established by custom or ritual. Some religious ideas and household traditions are expressed in the rites. Rituals apply to all segments of the population. They accompany important moments of human life associated with birth (baptism, naming), wedding (matchmaking, bride price, engagement), entry into a new field of activity (military oath), transition to another age (initiation), death (burial, funeral service). , commemoration).
A ritual is a highly stylized and carefully planned set of gestures and words performed by persons specially chosen and prepared for this. The ritual is endowed with a symbolic meaning. It is designed to dramatize this event, to arouse reverent awe in the audience. A striking example of a ritual is the sacrifice of a person to pagan gods.
Ceremony - a sequence of actions that have a symbolic meaning and dedicated to the celebration of any events or dates. It emphasizes the special value of the celebrated events for the society or group. An example of a ceremony is the inauguration of the president, the awarding of the winner at the Olympic Games.
Rites, rituals and ceremonies have become an integral part of our lives. Ceremonies can also be of an international nature and one cannot do without them, since they concern not a single person, but several states. In my opinion, the person himself chooses to perform certain rites and rituals. Someone will simply sign in the registry office, and someone will play a wedding with all the necessary ceremonies; someone will go to church to consecrate the Easter cake, and someone will consider it unnecessary for themselves.
6. Tell us about the morals that play a huge role in our lives.
The commission of an act by a person and the consequence of his decision in a situation of moral choice in one way or another affects the interests of people and society. Since a moral choice expresses a person's real connection with other people, and the result obtained has a certain meaning for them, it always imposes a certain responsibility on this person. This responsibility can conditionally be divided into internal and external. Internal responsibility, which is an attribute of such a moral category as conscience, is the ability of a person to realize the consequences of his actions and act in accordance with this awareness, guided by moral standards. External responsibility acts as social sanctions
Like thousands of years ago, so today the morals recorded in the Bible are of great importance, such as:
1. Honor your father and your mother.
2. Don't kill.
3. Do not commit adultery.
4. Don't steal.
5. Do not bear false witness against your neighbor.
6. Do not covet your neighbor's house; do not covet your neighbor's wife ... nothing that your neighbor has.
7. What are sanctions for and how are they applied?
Sanctions are rewards or punishments that encourage people to comply with social norms.
In this case, the sanction is made by evaluating people's behavior. Evaluating any act as good, moral consciousness thereby prescribes to perform similar actions in the future. Conversely, a negative assessment means a moral ban on such actions in the future. Thus, the moral sanction serves as an additional means of regulating people's behavior, reinforces the moral requirements expressed in moral norms and principles. The peculiarity of the moral sanction is also that its implementation does not require any officially approved powers or real power. Each person, since he has a moral consciousness, is able to evaluate the actions of others and his own. The authority of a moral sanction is based not on the official or social position of the person making the assessment, but on his consciousness, is determined by how much he himself has mastered the content of moral requirements and is able to express their meaning for other people. Since morality is one of the forms of ideology, the moral sanction is applied not only to the actions of individuals, but also in relation to social institutions, social phenomena, and even to a particular society as a whole.
A certain degree of defiance exists in any community and in any group. Violation of palace etiquette, the ritual of a diplomatic conversation or marriage causes embarrassment, puts a person in a difficult position. But it does not entail severe punishment.
In other cases, the sanctions are more tangible. Using a cheat sheet in an exam threatens to lower your grade, and losing a library book can result in a fine. In some societies, the slightest deviation from tradition, not to mention serious misconduct, was severely punished. Everything was under control: hair length, dress code, demeanor. So did the rulers of ancient Sparta in the 5th century BC. e. and Soviet Party Organs in the 20th Century.
Cultural norms are different for different peoples, respectively, and the sanctions for these peoples will be different.
8. * Anticipate the consequences of non-observance of cultural norms.
Norms are a practical tool for embodying values and ideals. And if contradictions arise between means and ends, society begins to be shaken by conflicts, wars, and revolutions.
Even if you imagine for a short time that cultural norms have ceased to be respected, the following picture appears in your head. All the streets are littered with garbage, people throw garbage out of the windows of apartments. In addition to rudeness from people you will not hear anything. Old people and children are abandoned, they are not taken care of. Everyone does only what is beneficial to him.
?Problem. What do you think is the best way to deal with bad habits? Why fight them?
In society, it is generally accepted that smoking is one of the bad habits. However, bite your nails, talk loudly, read at dinner, constantly interrupt your interlocutor, walk into an apartment in shoes (especially if it is dirty), leave dirty dishes behind (wherever possible), slurp, overeat, pick your nose, do not wash These are also bad habits. Bad habits speak of bad manners. Let's briefly imagine that a friend who has all these bad habits came to visit you. And in addition, he also smoked in your room. Nobody likes that. And going out for a walk with him will be inconvenient because of his demeanor.
A person lives in society, interacts with other people. And it’s hard to interact with a person when he doesn’t listen to you and constantly interrupts. Society sets certain behavioral requirements for people that they must comply with if they want to live in this society.
Habits can be overcome through self-discipline and the development of positive qualities and habits.
Workshop. Help the loser correct the table in which the terms and definitions are given, but both are mixed up in places. (table corrected)
Bernard Ros A chapter from The Habit of Achievement. How to Use Design Thinking to Achieve Goals You Thought Impossible
Publishing house "Mann, Ivanov and Ferber"
Belonging to a group gives us the opportunity to express ourselves. Most of us belong to different groups: family, friends, colleagues, classmates, and so on. How you build relationships within these groups determines your attitude to various life situations and can enrich or, conversely, impoverish your life.
Below we will talk about how to better fit into a team, about your personal physical space, about body language and about such interaction with the team that works for you.
Teamwork
In my teaching and organizational work as the rector of the Institute of Design, I spend most of the day in interaction with different groups of people. In our d.school, teaching is usually done by teams of professors. But this method we understand differently than at Stanford: we organize everything so that the whole team of teachers is present at the lecture and practical lesson. And all of it is ready to be included in the educational process. At Stanford University, with rare exceptions, the team approach is understood as a relay race: each teacher runs his own distance and passes the wand to the next one, leaving the race. We proceed from the fact that if the whole team of teachers is present at the lessons at the same time, then students and listeners have a chance to get much more than using conventional methods. My colleague Jim Adams loves teamwork. He says: "I like teaching in a team because we can express different opinions in front of the audience, thus giving students the opportunity to better see us and understand our world." Unfortunately, not all of my colleagues have reached Jim's level of enlightenment when it comes to team-teaching competition. One thing is clear: we all benefit from expressing different opinions in the same audience.
I received a classic confirmation of the thesis about the benefits of the team teaching method when Bill called me in the evening after our first such lesson. We were members of the teaching team that taught the Transformative Power of Design course. I really wanted to work with Bill because he was my closest friend, a world-class designer who designed the first laptop, and one of the three founders of the famous IDEO design agency. There was a telephone conversation between us.
Bill: I'm interested in your opinion about our lesson today.
Me: I think it was great. L what do you think?
Bill: Yes, I liked it.
I am fine!
Bill: Do me a favor. Next time, give me your PowerPoint slides the evening before the lecture.
Me: You already know what I'm going to say. Why do you need them?
Bill: It's not about the content. I want to fix the lettering.
Me: Are you laughing?
Bill: No.
Two days later Bill and his wife Karin were with us for dinner. I showed my slides to our wives: they are both designers. Both politely said that the inscriptions are not bad. However, I suddenly realized that Bill was right. There were many mistakes. And he didn't hesitate to point them out to me: I used too many different fonts, both in style and size; but worse than that - I didn't insert the logo of our d.school. After Bill finished listing my mistakes, Karin even called him a "Nazi." We all had a great laugh.
The following week, I told this story to my group. This episode armed me with a saying that I repeated to my students for the rest of the semester: "Get your lettering in order or Bill will take care of you." All of this was fun.
I learned an important lesson from the situation. I studied engineering. I used to worry primarily about the content of the work. Bill studied to be a designer. Unpleasant appearance product gives him a headache attack. If I had led my group alone, the listeners would never have experienced the sensitivity to form that Bill so naturally showed them. The exchange and transmission of different points of view and approaches to the problem enriches the learning process for both students and teachers. This is exactly what can be achieved if teachers with different backgrounds are brought together in the same classroom.
Of course, Bill would later prepare all the presentation slides in PowerPoint format, brochures and educational materials for our general course. Everything was done extremely elegantly, and the d.school logo proudly flaunted on every piece. Now, looking at my lecture materials, I remember Bill fondly. And at the same time, I curse him for the endless time and effort I spent to make my presentations even remotely resemble the minimum level of his high aesthetic.
How students work in a team
We also require teamwork from students. Most of our courses are based on the implementation of specific projects by groups of students. The groups are made up of students from different disciplines. We usually don't restrict organizational forms in groups.
This approach is somewhat different from the traditional one. In many others educational institutions the administration usually dictates to the student teams which structure they should adopt and clearly assigns responsibilities within the teams. It reminds me a lot of my childhood. Our teacher in the third grade created a rigidly structured group of students, thinking that this would prepare us for the realities of life. However, this rigid structure killed all initiative in us, prevented us from acquiring the necessary skills, and deprived us of flexibility in solving problems.
Collaboration working on a project requires skills and abilities that are different from those used in solo work.
In addition, internal relationships are created within the team between the participants. Usually student project teams consist of four people, and with such a team architecture there is always room for different ways resolving internal disputes. Sometimes we have three against one. Or one against three! Sometimes two opinions oppose two, sometimes two oppose separately the third and fourth members of the team. Most groups generally work well and disputes are usually resolved constructively. We have a professional psychologist on staff (we call him d.shrink - a psychiatrist) who promotes the idea that the more open the interaction in the team, the more productive the team will be.
There are many theories about how to select teams to get along well with different types of personalities and different kinds skills and abilities24. I think the most important thing here is to really believe that there are significant differences between people. Students in teams are different, if only because they study in different specialties, have different study habits and manner of acting. Each team member must be aware that the way he proposes to resolve the issue is not necessarily the only correct one. Later, this will serve him well both at work and in the family.
I hope you have already realized how much I love jokes? So...
During the court session, the judge, after listening to the plaintiff, says to him: "You are absolutely right."
The Defendant excitedly exclaims, "But, Your Honor, this is how it really happened..."
The judge calmly says to the defendant, "And you are quite right." Hearing this, the spectator present at the meeting gives a cue: “Just a minute, your honor. These people cannot be right at the same time."
The judge replies, "You're right too."
The meaning of the joke is this: sometimes all statements that contradict each other are correct. Most of what we do does not fit into the laws of the game with a clear result. You can always find a special way, especially for the team. Contradictions in a team are even useful if they are formulated with respect and friendliness. It is important that they do not affect individuals and do not destroy the feeling of mutual support and understanding.
It is important that every member of the team has a stake in the overall success. When participants have different understandings of their commitments and goals, things can go wrong. Then it can easily turn out that one of the team members will begin to consider himself the only right one. In principle, it is good to own the truth, as well as to realize that it in itself cannot yet be the basis for specific actions. And it is you who give meaning to everything that surrounds you. So get together and help the team do their best work!
Constructive criticism
Our seminars adopt a system of criticism that I once learned in a synectics class with the late George Prince. The idea is to use criticism as support to improve student team performance. Criticism should contain two statements “I like it” and one “I would like it to…” For example, I can say: “I like that you took security into account in your project, and I generally like the design” . Then, after a short pause, I can add: "I would like this model to be smaller in size."
The first thing that immediately catches your eye in these statements: between "I like" and "I would like" there is no opposition "but". Only a short pause separates the statements. Secondly, the phrase "I would like that..." is pronounced in a positive way to encourage the team to improve their project. It involves everyone who hears the comment, including the teacher who is speaking it, in the process of finding a solution. If we use the negation no to express the same thought, then it would sound like: "This model will not work, it is too big." This is a blocking statement, while "I would like" implies "Yes, and".
This form of criticism has been used in our industrial design programs for many years. Now at the Institute of Design, it has become the rule and is used for two-way communication between teachers and students. The assessment of students' work built according to this rule can be given after each task by a group of teachers and students who want to participate in the discussion. In addition, once every few weeks there are general seminars with the participation of all students and teachers. Based on their results, the content of the course may be amended.
The “I like/I would like” method does not limit the order and number of statements. Sometimes in the group, all the theses starting with “I like” are expressed first, and then the theses “I would like” follow them. We even have a modified version of this combination, which was invented by students who were not satisfied that the final part of it was the statement "I would like to." They thus simply state that they would like to change something in this project, without specifying a specific path. So to the second statement they add a third in the form "What if...?" A specific solution to the problem is proposed (previously, for this purpose, phrases starting with “I would like to.”. Here you can build the following chain: “I like meeting with our team” - “I would like to spend more time with the team” - “What if we meet after the lectures?”
When it comes to criticizing student work, I personally prefer the “I like/I wish that...” option. The phrase “I wish that...” is effective when it comes to finding ways to improve an idea. It has a positive meaning, similar to the statement "How could we...?" The phrases "I would like to find a way to achieve ______________" and "How could we achieve __________________" - good ways encourage people to actively move forward with a positive attitude.
All options imply an effective mechanism feedback. They help to constantly improve the quality of education. Students and teachers love this technique, and it gives a sense of ownership and community to all members of the study group. These same techniques can be used for constructive criticism in many other situations; their scope is not limited to educational work with students or the field higher education.
These techniques can be effectively used both in work and in personal life.
Once we had a man who had never taught at the Institute of Design before and was accustomed to the formal European traditions of higher education. At the end of the first lecture, one of the Stanford professors explained to him that we had a tradition after the lecture to have a short session on the topic "Feedback: I like / I would like it." That teacher agreed to take part in it. What was his amazement when he saw that the students had also left for the lesson. The idea that they would tell him about their attitude to his teaching seemed to him blasphemous. But he was a man of courage and withstood that first experience. After several such shared sessions with students and teachers, he became a big fan of them. It even got to the point that if the lecture, for some reason, dragged on a bit and there was less time left for the “feedback” lesson, he insisted that it be held in full.
Behavior and characteristics of national cultures
The reading club that my wife Ruth attends has agreed to public readings of the first draft of the manuscript for this book. One of the club members, Marcia, sent me an email thanking me and letting me know that she enjoyed reading it. However, the exercises under the heading "Your turn" scared her.
“What about shy people?” she asked.
I remember it. And I remembered a very unpleasant incident, which I did my best to forget. This was perhaps the most unfortunate situation in my teaching experience.
At that time, I taught a postgraduate course in industrial design, more precisely, in the design of mechanical devices. We considered one of their varieties, which is called the four-rod mechanism. I gave the students the task to find examples of such mechanisms in life and take turns presenting the answers at the blackboard. Everything was going well until one student began to make her presentation, almost without using the terminology that we used in class. I pointed to an image of her drawing projected onto a screen (there was a drawing of an aircraft tail flap actuator) and asked what it was called. She didn't answer.
I got angry and grumbled, “This is the fifth week of the course. It is completely unacceptable to me that you cannot call a four-bar mechanism. We talked about them twice a week from the very first lecture. Where have you been?"
The girl didn't say a word. She left in tears and never returned to my classes. She was from China, and it was especially humiliating for her that I made her lose face in front of her fellow students. As soon as I realized what I had done, I felt very uncomfortable. Week after week I waited for her to come back. Until now, I very much regret that I did not find contact with her and did not extend a helping hand to her.
Two years later, she showed up at my class. I then co-hosted it with Sheri Sheppard, who had to pay special attention to the girls. At the time, Sheri was the only female professor in Stanford's mechanical engineering department. She and I used some of the techniques described in this book, and the session went very well. And then for the first time I noticed how shy this girl from China was. Now I realized what horror she had when she had to speak at the board in front of an audience filled with young designers.
When we had our last "feedback" session, this girl said to me, "Today you were much more welcoming than before." My heart was relieved, and I partly forgave myself for my earlier insensitivity to her shyness.
There are many international students at Stanford. Some come from countries where the offensive type of behavior is accepted. Such listeners are immediately integrated into the group. Others come from countries where they were taught only passive perception of knowledge and attitude towards teachers as if they were celestials. For these students, and for naturally shy Americans, the culture and customs of Silicon Valley can be an ordeal. They often find it difficult to promote themselves, work in a group, make contact with strangers, seek and find help, sneak into a teacher's office, and speak in front of an audience.
Today, many work, study and live in countries that are not native to them. Therefore, cultural and national-psychological contradictions arise. You need to be especially careful in situations where you are dealing with foreigners born in your country and speaking your language. You should not think that if someone speaks the language of your country well, he feels comfortable in a foreign culture. When you interact with such people, remember that among them you can meet strangers, and keep in mind that they may not like or understand many of the phenomena of life that are familiar to you.
These "strangers" are of two types. I once had a doctoral student from Shanghai who behaved in a very unusual way. In those days, even before the stormy economic growth in this country, Chinese students were sent to study abroad only by the government, which paid them a modest stipend. They lived very cramped, studied very diligently and usually moved either on foot or, at best, on bicycles. That listener did not fit into the general Chinese norms. Within the first few months, he bought himself a car. Then he stopped showing up at our weekly dissertation meetings. When he appeared, he did not particularly please me with his successes.
I reprimanded him several times. However, he continued to behave as before. In the end, it drove me crazy. Although it was recommended to me by a well-known colleague from Shanghai, it was time to stop the experiment. I told the doctoral student that I did not want to continue working with him and that he should find himself a new supervisor. He startled me by saying that I had no right to break off relations with him in this way. Then I asked him what decision he would consider correct.
He proposed a point system, reminiscent of the Department of Transportation's punishment system. Each violation is assigned a certain number of points. If you exceed the established limit, you lose your rights.
The offer made me laugh, and I did not reject it. Surprisingly, immediately after this, the student changed dramatically in better side. He never even came close to the line of "loss of rights." He completed his doctoral studies on time with a quite decent dissertation. After completing the course, he found a job at East coast, got married, had a child and never returned to China.
The second type of such a stranger is often myself when I go abroad. I am sometimes a little afraid to introduce foreign colleagues and students to the somewhat interactive teaching style that is adopted in California. I once taught a seminar in a crowded auditorium at a college in Mumbai. After putting in 40 minutes of hard effort to break the ice with the students, I got them to open up and do a great job in the interactive method workshop. During the class, the rector of the college entered the auditorium and, after observing our work with students for several minutes, decided to “help” me. He announced loudly: "I demand that you do not interrupt the professor until the end of the seminar and ask your questions only after it is over."
If only looks could kill!
In any group, it is important to remember that not everyone thinks the same way as you. This can occur both due to national and cultural differences, and due to personal characteristics.
When was the last time you...?
I know from experience that when students miss my class, they tend to come back later for the text of the lecture. I improvise at lectures, so I don’t have “interlinear” as such. Instead, I offer students what I think is a logical alternative: I advise them to take lecture notes from their classmates, study them, and then come to me with any questions about what they do not understand. It often happens that students do not know anyone from the group closely and are not sure who it is better to ask for materials from. One gets the impression that listeners in the same group are like ships in the night, passing each other with minimal clearance just to avoid collision.
The need to help students break down that wall was one of the factors that inspired me to create a course that would help them interact with each other. I have developed an exercise that has proven to be very effective in connecting people. These connections help eliminate the “ships in the night” syndrome and get to know the people around you better. Air travel has now become a classic example of people spending hours together and even sleeping next to each other, but not communicating.
A very powerful "icebreaker", breaking the ice of alienation between listeners, was the division of the group into pairs, in which each of the participants talks about himself. This gives students a good skill of self-expression and listening to the interlocutor. The students in one group are then asked to tell members of the other group what they heard from their partners. This is a great way to see how badly they listen and how little they remember.
After the first experience of introducing listeners to each other, larger groups are usually formed, which already include six to eight people. Members of these groups are asked to take turns completing the same sentence. The sentences I use for this always begin with, “When was the last time I…” When each participant completes this sentence, the next step begins. Everything goes in a circle: the one who finished the sentence first "passes the baton" to a friend. For each circle, I use sentences that reflect different life situations. Usually these are phrases.
The last time I laughed...
The last time I cried...
The last time I couldn't sleep...
The last time I did a good deed...
The last time I got mad...
The last time I did something wonderful...
The last time I did something stupid...
The last time something mysterious happened to me...
The last time I stole...
The last time I lied...
The last time I thought about suicide...
The last time I fell in love...
I have found that this technique works well not only with groups of students at the university. The exercise is very effective in a number of ways. It allows people to get to know each other a little more so that they can begin to form relationships within the group. It's also one way to show people that, in general, we all have very similar life experiences. We all laugh, cry, lose sleep, do things we are proud of, ashamed of, and regret. All this is part of the life of every human being.
We often hide parts of ourselves, afraid that others will not understand or approve of us. For some reason, we are sure that they don’t do anything like us. I know from experience that students from the most different countries worlds tend to have very similar emotional experiences. After all, we are all human after all. When students talk about themselves, usually trust between them is not established immediately.
I deliberately organize the space in the audience so as not to hear the answers of the listeners. By this I emphasize that this event implies confidential communication exclusively between students.
It turns out that the more frankly a person talks about himself, the more people like him. The fact that we hide some of our sides from others for fear of their rejection is the irony of life. It is the concealment of one's qualities, and not their disclosure, that leads to rejection.
Your turn
Try to apply these techniques in a normal conversation. For example, the next time you meet your new acquaintance, ask him to tell you about himself. Then tell him about the last time you could not fall asleep for a long time at night, and ask the interlocutor when this happened to him. Then try to get him to talk about when you had a good laugh about something, when you made an unfortunate mistake, etc. At the end of the conversation, pay attention to how your relationship with the interlocutor has changed after sharing interesting details from life.
Name game
Some people associate themselves closely with their names, others do not like their names, and still others are neutral about them. I once asked my students to rate attachment to their names on a scale of 1 to 10. As a result, the answers were distributed on it everywhere.
In class, I do an exercise in which I ask students to think of a name that they feel best suits them. Or, if they are completely satisfied with their name, think of some other one that they just like. After that, I ask students to talk to each other, trying to remain in the image of the new name that they have chosen for themselves. This is an interesting way to try "changing your skin" at least for a short time.
If you don't like your name, it's easy to change it. This can be done officially or privately by simply presenting yourself to the environment with a different name from what appears in your documents.
Some deliberately distort the pronunciation of their name to hide their ethnic roots. Others, on the contrary, insist on the exact and correct pronunciation of their name, which sometimes surprises people with whom they do not know closely. The choice of a name in which the ethnicity of its owner is hidden is very typical for show business. A friend of mine named Jose (Jose) Zamora told me that he unsuccessfully sent hundreds of resumes to various organizations that remained unanswered. The situation changed, as soon as he removed the letter s and became Joe (Joe). Of course, this is terribly unfair, but many experiments indicate that job applicants with Hispanic or "Negro" names (like Lakisha Washington or Jamal Jones) receive interview invitations much less often than their counterparts with "white" names like Emily Welch or Brendan Baker.
People's attitudes towards names are complex. It's hard to make any assumptions here. One thing is clear: when you are not called by your name, you bring the relationship with your partner to a completely different level than when you use your own name. Many people mistakenly believe that they have a bad memory for names. Personally, I have always been convinced that behind this "bad memory" is a person's lack of desire and concentration to remember the name of the interlocutor or partner.
Some methods suggest that in some groups of people, their members loudly and distinctly give their names. Practice shows that this method rarely leads to the fact that people remember the names of others. It's more of a pseudo-solution to the name-remembering problem. "Tags" instead of names do not help to learn the name of another person for real. Using such "tags", it is easy to pretend that people really remember the names of those around them.
If we really want to solve the problem of remembering names in a group of people, there are many other methods for this. One of them is to break the group into subgroups of two participants and work with them. The main trick is to have each member of the subgroup say something memorable about themselves. At the same time, it is desirable that this be something not quite ordinary and understandable to both. This “something” will play the role of a “hook” in the future. To remember any information, including names, it must be comprehended and repeated. When members of one subgroup meet another couple, they must not only introduce themselves, but also communicate the very “hook” that is clear to both of them. Further, you can increase the size of the group and encourage all its members to repeat their name and the “hook” associated with it.
In groups of 30 people or less, I prefer the direct method, where everyone stands in a circle and each takes turns saying their name. In a less stressful version, students repeat the name they just heard in chorus. In a more difficult one, each introducing himself says his name and the names of all those who spoke before him. Both options can be made more fun and funny if each person introduces himself to accompany his name with some kind of gesture or movement. Other participants will have to repeat both the name and the gesture. Gestures and movements are easy to remember. Accordingly, names are easier to remember.
It is useful to reinforce this exercise by preparing for each listener a list of the names of his comrades and perhaps their photographs. After the first session with the next group, I usually post a list of the group with photos of the audience on the stand to make it easier for them to navigate.
No matter how we act as a group, I make sure to give myself homework: to learn the names of all students no later than by the end of the second lesson. Many teachers never remember the names of students. So it happened with me. Why worry about it? But now I realized that I just didn't want to bother myself. I thought that if the memorization of names does not happen automatically, then I simply do not have such an ability. In fact, my behavior had nothing to do with my abilities. It was a classic case of how a person does not pay enough attention to the implementation of his intention. This is how the habit of not reaching the goal develops.
People who demonstrate miracles of memory, in most cases, make tremendous efforts to focus on what they remember. They know that otherwise you will not remember the information. It is not the special structure of the brain, but concentration and awareness that distinguishes “them” from “us”.
But remember that you can help others remember your name. If, introducing yourself, you accompany it with a memorable “hook”, then it will be easier for the environment to cope with the task. Those whose name has a complex spelling will help their new acquaintances by spelling it. Even seemingly simple names can confuse a person. For example, when I say my last name, people sometimes understand it as Ross, not Roth, as it is actually spelled. Therefore, when meeting new people or talking on the phone, I always spell it.
Using other people's names brings you closer to them. I should have realized this simple truth many years ago, when my wife's college biology teacher learned the names of his students before the first class. My wife fell in love with him immediately, as did many other students. To this day, 59 years later, she still loves that teacher.
By memorizing the names of other people, you bring relationships with them to a new level, more satisfying to both parties.
Who is in charge here?
When people start working in a group, the question of leadership immediately arises. It may or may not be discussed, it may be decided formally or informally. Much has been written about leadership and its styles. Since I grew up in the US, it's been hammered into my head that any organization should be formally structured with a leader at the top.
When I was in the third grade, the teacher made us choose a president, vice president, secretary, and treasurer. This is how the teacher prepared us to become good citizens. It seems that no one noticed then that this structure is meaningless, because it does not function.
In the sixth grade, we elected the mayor of the school. My friend Seymour was elected mayor of Public School 96 in the Bronx, and because I rotated his campaign posters, he made me his police chief. I think this post prepared me well for real life: I cleverly used it to cover up my sins (for example, being late and absenteeism). But rather, this childhood experience taught me more to realize the need to work in a structure with a certain hierarchy, and not to be an independent individualist.
It happened in the mid-70s, and people then rethought many aspects in the social structure of the country. It was the time I propagated his election posters on the rotator, he appointed me the head of his police. I think this post prepared me well for real life: I cleverly used it to cover up my sins (for example, being late and absenteeism). But rather, this childhood experience taught me more to realize the need to work in a structure with a certain hierarchy, and not to be an independent individualist.
My experience at Stanford - in terms of leadership, peer groups, and student groups - is remarkable and unique in its own way. Initially, I taught at the Faculty of Mechanical Engineering, the faculty of which consisted of about 25 people, distributed over three departments.
I worked in the industrial design department. The rector appointed heads of all three departments. It was a very sensible decision, because on the issues of our faculty, he had to deal with only three professors instead of 25. Most of the faculty members were satisfied with this organization, because someone else did the administrative work for them, and they could safely engage in teaching and scientific activities. However, over time, I began to notice shortcomings in such a structure.
The dean of the faculty had enough power to largely influence the heads of departments, since he controlled all the funds that were allocated to them. If the managers were also young, the dean could also influence their careers. When difficult questions arose, I felt that sometimes the heads of departments took a position in which their personal interests dominated the interests of other teachers. Moreover, sometimes the heads were simply unable to defend the interests of the departments before the dean. In the department of industrial design, things got to the point that the head took an academic leave, and they wanted to appoint an unsuitable candidate to his position without agreement with the teaching staff.
It happened in the mid-70s, and people then rethought many aspects in the social structure of the country. It was a time of student riots, massive racial protests and speeches, and a revision of many social values.
At that time, there were eight people working in the industrial design department, and we unanimously decided to restructure our group so that it was a flat organization without a leader. The dean of the faculty had many objections to this. Rejecting them, I was sure that we had created a new effective form of work for the department. Looking back, this form has been around for over 40 years and the design department has become much more successful than before.
Our new structure was based on a weekly general meeting of the faculty and all technical workers. The meetings did not have a chairman. We sat around a large round table and took turns identifying issues that needed to be addressed, reporting on what had happened over the past week and planning future activities. We acted on the basis of consensus and agreements. We almost never voted. During such meetings, there was practically no causticity or resentment towards each other. There was an atmosphere of mutual respect, collegiality and the feeling that all those present share the goals we were striving for and the responsibility for achieving them.
Before the reorganization, we rarely met each other. No one, except the head of the department, knew what was happening in general with us, and people did not want to take responsibility for the "churn". At new form work has undergone significant and very interesting changes. Now we were all in charge of our cause and we all wanted it to move forward.
When we were just starting to work in a new way, the main objection of the dean of the faculty was that if there was not one responsible person - the head, who would represent the interests before the leadership, then the department would become unmanageable. Just the opposite happened. We now represented a much stronger form of organization within the faculty, because there were many voices of real people behind our one voice.
Now neither the dean nor the rector could influence just one person, as before. Eight professors and teachers were behind the decision on each issue. If a faculty member in our department had problems with promotion or salary, we could send eight people (or other number of authorized people) to talk to the rector or dean. It was a powerful new model that replaced the traditional one-man management model. If necessary, we could appoint one of us as a "director for the day", but the need for this never arose.
We decided to share administrative duties among ourselves and switch roles so that it would be easier to interact with us as a department. One of us was in charge of finances, the other was in charge of the curriculum, the third represented the department at the weekly meetings with the dean, the fourth was in charge of the technical staff. But the most terrible duties fell on the lot of the one who was responsible for "knocking out" office and educational premises. (As compensation, we honored him with the somewhat exalted title of "King of Rooms".)
We alternated all these responsibilities. New loads were introduced as needed. We all had the same voice in solving problems. Sometimes the one who showed more interest in a particular issue, and dealt with it. If no one showed interest in some issue, we left it until someone took up its solution.
Our new system did long haul before evolving into a unique and powerful organizational model. Interestingly, when a new faculty member comes to our department, either because of our expansion, or to replace a retired one, or for other reasons, he usually adapts easily to our organizational form and quickly blends into our unique team. Over the years, we have slightly modified the weekly meetings: now there is a representative from students at them, and the technical staff of the department attends only every second meeting. We've also extended our meeting time limit to two hours to allow for some philosophical speculation as well.
Over 40 years of working in such a flat structure, I have developed a deep respect for this form of organization of creative work.
Moreover, this experience led me to believe that the role of many leaders is overrated. The manager always tries to take credit for any success that comes within his reach. And he gets points that he doesn't deserve, and the hierarchical structure seems more efficient than it really is. I recall the resume of one of our department heads who moved to a higher management position at another university. In the section summarizing his administrative successes, it was said that during his tenure as head of the department, he managed to triple its budget. But he forgot, however, to explain that this happened only at the expense of grants that the department earned. He had absolutely nothing to do with it. Do not judge him harshly: maybe I would have done the same in his place.
I have also come to the conclusion that the presence of a leader in the working group reduces the opportunities for professional growth of its members. If we are dealing with a hierarchical system, then leaders are necessary. If the wrong person gets into the role of leader, the whole system can go haywire. There is an old saying that in any organization there should be a boss. Even Adam Smith in his work "A Study on the Nature and Causes of the Wealth of Nations" spoke about this. Friedrich Engels also wrote about this, arguing that "each ship needs its own captain."
I'm definitely not a specialist in ships and I'm not going to argue with the classics of capitalism and communism, but my personal experience suggests that this thesis is not always true. The flat model of an organization with the personal participation of each of its members in its fate has been working great for several decades now and suits me. I think I was lucky: I spent most of my career at Stanford in just such an organization.
Our model has always worked better than the traditional forms of organization of teaching and research that are over-represented at Stanford. I strongly advise readers in academia, business, and other fields to experiment with the flat model described above and try to find options that are suitable for specific situations. If you manage to remove the blinders of traditional thinking, you can create a management structure that will prove to be a solid foundation for achieving your intended goals.
Minimize the Competition
Sometimes we cannot influence who leads the group. And where there are group hierarchies and pay gaps, you can find people who aren't shy about climbing the backs of others and up the corporate ladder.
These are gossips, dodgers and intriguers. I advise you to always stay away from such people. I can't assure you they won't rise to high positions. Unfortunately, this happens, and quite often. It is important to be able to ask yourself what kind of satisfaction you will get from being like these people. Even if you get the coveted position that you seek. Do not forget about your humanity in the pursuit of a more expensive car.
In many business structures and academic organizations such as universities, competition is used to encourage people to give their best. These are various contests and competitions (for the best results in sales, for best design etc.), in which people compete with each other professionally. American culture has a winner-take-all attitude, and I'm not a fan of that. Victory can be a strong incentive for further achievement for the winner, but it can also demoralize others. It can reduce people's motivation, increase envy and interfere with human relationships in the team. It is important for a person to get used to achieve the best results in their activities, regardless of the situation. In my experience, competition often brings out the worst in students, and cultivating the skill of interacting with others and sharing common goals brings out the best in them.
If students and trainees receive knowledge in an environment in which there is a stable relationship of mutual support in the team of teachers, this becomes an example for them. And if students are given enough freedom, they develop their own interest in learning and a sense of responsibility without experiencing the defeats and disappointments that are inevitable in the competitive model.
I often hear that contests and competitions are good incentives for active work. I agree with this, but I think that these are not the only ways to motivate to high achievements. We at the Institute of Design manage to achieve very high student interest in the development of projects, using the spirit of cooperation rather than competition (the presentation of such projects at various exhibitions attracts many viewers). The atmosphere of cooperation positively affects the motivation of students and at the same time is devoid of the negative elements of the competitive model.
Always look for what you can do for the group, not what you can stand out with. After all, your effective help to the group will more likely lead to victory than to your personal success. We should all erase the idea of competition at work from our minds as much as possible. Excessive competition leads to rumors and intrigues and generally negatively affects the atmosphere in the team, even if success is achieved. Maybe you'll get promoted but lose friends and feel the pain of having someone stab you in the back.
Often the atmosphere of competition in the team generates a complex or incorrect alignment of forces. You can have your own leader, he can have his own, and so on. Perhaps your colleague is in a better position than you. Maybe he gets more than you.
All this doesn't matter. In life - in real life - that's not what matters. You should only be satisfied with who you really are. And you don't have to worry about how things are going with your neighbor.
great way eliminate the clash of forces within the team - common walking. When I am in the office, I behave formally with my colleague. The same applies to him. And when we go for a walk to communicate, the element of hierarchy immediately disappears.
Try to avoid situations where one of you and your interlocutor is sitting at the leadership table, while the other is standing. In such a situation, a distance is created between people, it makes the person standing consider himself “less significant”. Meet colleagues in a neutral setting, as an equal to an equal.
Take a fresh look at your office
In the mechanical engineering department at Stanford, each professor has his own office. I have been using these cabinets for 43 years. For a while, I liked it.
In my office there was a large library of literature I needed, dissertations of my doctoral students, copies of journal articles, drawings and other materials. There were many dossiers on paper. Framed on the walls were nostalgic photographs of my long-standing trip to Mexico. In addition, I have placed in my office some mechanical models that I use in my lectures and which remind me of my path as a scientist. Sometimes I used them to entertain visitors.
After I linked my fate with the Institute of Design, my attitude towards my office changed somewhat. The fact is that in d.school teachers do not have separate rooms. There is a common spacious room with tables. It reminds me of City College of New York, where I began my teaching career, and the space I shared with fellow doctoral students at Columbia University. it workplace, probably not so prestigious for a professor, and even the director of an institute for science. But I suddenly found myself spending more time in this room at the Design Institute than in my personal office at Stanford.
This went on for about four years. Then two important events happened in my life. After several moves, the Institute of Design finally settled in the separate building that it still occupies. And my office in the old building of the technical faculty was taken away from me. In return I received new office, smaller, in a separate wing of the new d.school building.
I donated my collection of books and a selection of scientific materials to a special library at the University of California at Davis. And he took everything else with him to his new office. I go there very rarely. Sometimes I even let teachers go there who really need a room.
In d.school, teachers' workplaces are not even symbolically separated from each other. More than 20 people are accommodated in one spacious room, where there are tables, many bookshelves with folders and personal computers on each table. There is no hierarchy in who sits where. Sometimes people change jobs.
When the Design Institute first moved into the new building, we hired a woman named Kim to be our chief accountant. Prior to that, she worked for a long time in the administration and was well acquainted with the accounting and finance of Stanford in general. After two weeks, she told me that it was difficult for her to do her job in a room with so many people. I immediately told her that I would solve her problem. We bought her a new personal computer and placed it in my new office. I gave her the key to it and assured her that only she would use this office.
After 10 days, I found her at my workplace in the common room. She didn't want to work in the office anymore. Feeling the atmosphere of camaraderie and community, she could not lock herself in her private office. There she had a feeling of isolation from the team. I understood her. We even moved her new computer into the common room (I think he was also relieved).
Before we organized a common workspace at the Design Institute, I spent most of my professional life in higher education in personal accounts. It was only at the Institute of Design that I realized how much better our life in it is to establish the right relationship between the group and the individual. Such an organization works wonders in terms of the speed of exchange and assimilation of information, as well as interaction between people. Work has become my second home.
Of course, each of us has periods when we need to work without interference. In such cases, we use a very simple technique: a person puts on headphones, which serves as a signal that he should not be disturbed. If we want silence or solitude, then we use for this several rooms specially vacated for this purpose.
If you want my advice on organizing the workspace in your team, try to remove the hierarchy symbols from it. When people get used to this, they will work more efficiently in a collaborative atmosphere.
Space and body language
The location of a person in space is extremely important. Unless I need to use a podium or other platform during a lecture, I prefer to have my students and audience around me. Moreover, I often insist that this circle be as narrow and as "round" as possible. The closer people are physically located to each other, the better the group works. I have done numerous experiments with a wide variety of groups, and the results overwhelmingly favor very dense circles. This, by the way, corresponds to one of the design thinking concepts called “radical collaboration”: when people sit in a circle, there is no hierarchy between them. There are no "bad" or "good" places in the circle. The common stereotype does not apply here that excellent students sit in the front rows in the classrooms, and lazy people, clowns and truants sit in the last rows. The location of a person in a circle of comrades means that everyone sees each other. Eye contact strengthens relationships.
Changing the size of the circle has a very noticeable effect on the feeling of belonging to the group. If we want every student in the group to be active, we must not allow anyone to fall out of the common space. Everyone should be at the same level as his comrades. If someone tries to move away from the center, then both physically and emotionally he is removed from the group. And if students get too close to the center, they block eye contact with other students.
If you feel that you are on the periphery of the circle and fall out of the group, try to move closer to the center. At the same time, the chances are high that you will feel more involved in the overall work. Change your location and you will change how you feel about the event you are attending. If you're having a hard time engaging with a shared team goal, try to determine if your location is helping or hindering you. It is no secret that it is difficult to notice the work of a student who always sits closer to the exit. And if you are in the teacher's field of vision, then there is a high probability that you will work more actively on the assigned tasks.
I often use this move: I have four or more students working as a group on the same project around a small table. If someone does not show much interest in common work, and the chair he is sitting on is at some distance from the table, I gently push the student closer to the table to physically include him in the common space. Usually this ends with the fact that a person who has just shied away from work begins to show more activity. Always appreciate what your body is telling you. If you like it, keep it up. If you don't like the signals from your body, try to find a better location.
Large meetings or gatherings are a classic example of how important the physical location of their participants is. Often they take place in spacious rooms, in the center there is a rectangular table at which people sit down. When the table is too long, you cannot see all the colleagues who are sitting on the same side of the table as you. If people do not see each other, the effectiveness of their interaction is significantly reduced. And when one person leads a meeting or has a higher authority than others, your place at the table in relation to this person may indicate your position in the hierarchy.
If you want to make your voice heard in such meetings, position yourself as close as possible to the most influential figure(s) and as far as possible opposite the people you want to influence. If you want to hide, then sit as far as possible from those from whom you want to hide, on the same side of the table with them. You can even disappear from their view altogether if the room has a second row of chairs. If you have no one to hide from and want to actively participate in the event, then a round table is best suited. When seated at such a table, each participant in the meeting sees everyone else. Keep in mind that your location at shared events affects both your performance and your state of mind.
A favorable physical environment is a big plus for work. Students at the Stanford University Design Institute know this well. A book about our institute called "Create Space" describes the key aspects of the organization of space in the educational process, which develops creativity in students based on the principle of "learning by doing".
It is interesting to see how people evaluate the organization of space in d.school. Those who visit us for the first time immediately say that they are in a “creative space”. The students describe it the same way. It seems that the very space in the institute seems to be telling them: “Look, everything here is different from the rest of the university.”
When we were developing the design of our institute, there were always serious disputes between the d.school team and those who solve construction and organizational problems in other buildings at Stanford University. These people have said to me many times, “Yes, this may be good for your institute, but who wants to use this building if you leave here?” Now it turns out that this is what many people want.
The epigraph is taken from a real conversation. It happened long before there were Facebook, Twitter and others. social networks. In the above phrase, to the level of irony, one can see the difference in approaches to communication between Harold and the modern generation, "hooked" on the needle of the network. My heart is with Harold. I really don't want strangers (and some friends) prying into my business.
IDEO is a US-based design and consulting agency founded in 1991 that develops product and technology design. Recently he has been consulting on management and organizational design. It has offices in many countries. The total number of employees as of 2015 is more than 600 people. Note. transl.
My colleague Professor Douglas Wild believes that it is necessary to take into account personality types when compiling work and other teams. He wrote three books about this, the last of which is Teamnology: The Construction and Organization of Effective Teams. London: Springer-Verlag, 2009.
For synectics, see Gordon W. Synectics. New York: Harper, 1961; Prince G. M. The Practice of Creativity. New York: Collier, 1970.
Repeatedly published in Russian, for example: Smith A. Research on the nature and causes of the wealth of nations. Moscow: Eksmo, 2007.
For a deep look at the downsides of using competition to motivate, see Kohn A. No Contest; The Case Against Competition. Boston: Houghton Mifflin, 1986.
UC Davis is one of the universities in the University of California system. In 2005, it was ranked 14th among US public universities according to the U.S. News & World Report. Note. transl.
Doorley S., Witthoft S. Make Space. John Wiley & Sons, 2012.
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