📚 Roger's Highlights

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Her curiosity piqued, Gallagher set out to better understand the role that attention—that is, what we choose to focus on and what we choose to ignore—plays in defining the quality of our life. After five years of science reporting, she came away convinced that she was witness to a “grand unified theory” of the mind: Like fingers pointing to the moon, other diverse disciplines from anthropology to education, behavioral economics to family counseling, similarly suggest that the skillful management of attention is the sine qua non of the good life and the key to improving virtually every aspect of your experience.

Deep Work

Cal Newport

It turned out that the Chinese Communist Party didn’t turn to its CDC to lead the response; they turned instead to the military. More worrying, Chinese officials didn’t feel a strong imperative to keep their own public health agencies informed of events. Through December, information on the outbreak was widely shared with the medical branches of the Chinese military, but not with China’s CDC, according to US health officials I spoke with who were in contact with their Chinese counterparts. One illuminating fact: the Chinese authorities sent the head of their biowarfare program to Wuhan to oversee the response. In the US, we were misled by a belief that China’s effort would conform to the type of response that many US public health officials would have envisioned, with public health institutions taking the lead. China’s CDC was largely sidelined.

Uncontrolled Spread

Scott Gottlieb

One of the keys to successfully executing the complexities of the West Coast Offense was my devotion to the principle of persistence. We did the same drills over and over again; I said essentially the same thing over and over, discussed the same information, concepts, and principles over and over. Gradually, my teaching stuck. Eventually, successful execution became almost automatic, even under extreme duress, because like air, my teaching was everywhere. While passion, expertise, communication, and persistence are the four essentials of good teaching and learning, I would also add these nuts-and-bolts practices to facilitate what you do as a leader who is a great teacher: 1. Use straightforward language. No need to get fancy. 2. Be concise. For many leaders it’s harder to be brief than to be long-winded. We love to hear ourselves talk. 3. Account for a wide range of difference in knowledge, experience, and comprehension among members of your organization. For me it could be seen in the way I communicated one on one with an experienced superstar such as Jerry Rice or a first-year offensive guard who was learning the ropes of our system. This difference in content depending on whom I was talking to and in what circumstance was always factored in to my teaching. 4. Account for some members of the group being more receptive and ready to learn than others (for reasons out of your control). 5. Be observant during your comments. Know if you’re connecting. 6. Strongly encourage note taking. 7. Employ a somewhat unpredictable presentation style. “Droning on” is the most common style, and you may have to work on stepping it up so that you don’t fall into the “drone trap.” 8. Organize with logical, sequential building blocks in your communication. 9. Encourage appropriate audience participation. 10. Use visual aids. 11. Remember Sun-tzu: “With more sophistication comes more control.” The more you work at refining your teaching—increasing its sophistication—the greater your control of the teaching (and learning) process.

The Score Takes Care of Itself

Bill Walsh, Steve Jamison, Craig Walsh

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