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Perspectives on Organizational Strategy & Coordination: Optimizing for Few Coherent Goals v.s. Many Incoherent Goals
Transcript:
Speaker 1
I think one of the things where the corporate world is actually much better at this than the academic world or the educational world, because their goal is profit. So it's very clear. It's much harder to say what the goal of an educational institution is. It feels like it should be obvious, but within the general goal of like we want to produce successful, well-rounded people, there's a lot of disagreement about what the goals are. And so shaping the institutional incentives around those goals becomes extremely difficult, because not only do we have to worry about perverse incentives, but we have to worry about Vigorous disagreement about the kinds of things that are valued in the first place. And I think exactly what you're talking about, T, is something that if you went to a bunch of university administrators, let's say, or medical school administrators or doctors, and You said, what is the point to what you're doing? Is it to produce wise, well-rounded people? Is it to minimize costs to insurance companies? Is it to increase donor contributions? What is it? And there are all these competing goals. And so there's this constant infighting about among different people who have different versions of what the best version of their institution is, and it's so difficult to articulate What that is.
Speaker 2
I wonder if we're in different sides of this, because are you like worried about the hardness of it? It sounds like you think it's a problem that it's hard to come to agreement and articulate a goal, where I actually prefer the university that disagrees, has many incuit and plural goals, And worry that when it articulates an outcome clearly and starts orienting around that outcome, that's when it starts shedding a lot of what was good about the kind of pluralistic more. So let me just give you this is like from my life, right? So a university I've been employed at has started moving toward orienting everything around student success, where student success is defined as graduation rate, graduation speed, Salary after graduation. When you define that outcome, it becomes really easy to target, and the people that are targeting it, as you say, the people that target it well tend to rise, people that are willing to Go all in on targeting that stuff instead of caring about all the other weird shit that education might be for, tend to have better recordable outcomes and tend to rise in the university Structure. So I actually am happier for something as complicated with education, in which different groups have different conceptions of values about what they're doing, and we don't actually Try to settle it, and we don't hold them all to a high articulability constraint, because I think the business school and the CS department have more easily articulable outcomes than The creative writing department, art history department. A lot of the stuff that I'm writing right now is about like this defense of the inarticulable.
Speaker 1
It's a hard question to answer because I think that there are multiple levels of organization going on here. There's like a top administrator level, because these institutions tend to be pretty hierarchical. I think at the top of the hierarchy, there has to be some sort of reasonably well-defined goal, even if it doesn't specify what every individual component of the organization or institution Would do it. And I think that that trickles down to those levels though, and creates incentives. Regardless of whether or not it's a good thing, I think there has to be some sort of coherence at the very top level, even if it doesn't dictate what each individual component is doing.
Paul Smaldino & C. Thi Nguyen on Problems With Value Metrics & Governance at Scale
COMPLEXITY: Physics of Life
Balancing Intellectual Exploration and Action
• There is an anti-pattern in certain podcasts that overemphasizes intellect and underemphasizes action.
• Consuming knowledge from brilliant people can be stimulating, but it may lead to overthinking and under-practicing.
• It is important to balance intellectual comprehension with taking action, initiating projects, and practicing.
• Encouraging agency, initiative, entrepreneurship, and proactive energy is crucial.
Transcript:
Speaker 1
One piece of the puzzle, I think, is that there's an anti-pattern of podcasts, especially in the game, B space and related sort of sense making intellectual philosophical spaces, Which is I'm concerned about an overdoing the intellect and an underdoing the action. You know, there's all of the people that you interview on your show. They're brilliant people. You know, and it's like, every time I can get a new episode of my favorite podcast and listen to this person and be like, wow, they're so smart. And it's really stimulating to listen to these smart people that can communicate really clearly. And the concern that I have is that people get into a habit of just consuming knowledge, just listening to more and more different people and assembling this sort of like pristine map Of how they think reality works. And maybe they start a little bit to think about how they might initiate some kind of community or some project or something that they're interested in, but still they do this thing of Like way over engineering and overthinking it and under practicing, under experimenting. And so my energy is to try and interfere with that tendency and push people more towards their agency, more towards their initiative, their entrepreneurship, their get up and do it Kind of energy.
EP51 Richard Bartlett on Self-Organizing Collaboration
The Jim Rutt Show
How Measurability/Mathematical Bias Limits the Scope of Scientific Inquiry and Human Discovery
Transcript:
Speaker 1
So there's this old paper from the, I think, 1960s by Eugene Vigner, the Nobel Prize physicist. It's called something like, on the unreasonable effectiveness of mathematics. The fun paper, and he's like, there's no good reason why mathematics should work as well as it does. And there's no good reason why there should be a tool that allows humans to predict things as well as math does. There's no good reason. It's kind of nuts. And we should all just be grateful. And he says some other things, but he's basically just kind of being all about how great mathematics is and how there's no good reason why it should be. And it's pretty cool that it does work so well. I think that there's a counter to that, which is that not everything is that easily described that mathematics. And there's lots of things for which mathematics is not that effective at describing. And it's actually just the things that were well described or easily described by mathematics are the things that were discovered using mathematical tools. They're the things that lend themselves that were amenable to mathematical inquiry. And a lot of the things that we're interested in terms of social science and cognitive science and the related philosophical inquiry are things that are much less tangible in terms Of this kind of specification. And you can see it like in a physics equation, right, a physical theory, whether it's about mass or electricity or something else, right, you have a theory about how things work. And then you can write out equations. And all the terms in the equations have units. And they are all directly related to the things that are measurable. The theories are directly about relationships between things that are measured. And in social theories and cognitive theories, so often our theories are about relating constructs. And then we have proxy measurements, but the theory isn't about the relationship between the proxy measures. The theory is about the constructs and the relationships between the constructs that are social in nature, that are cognitive in nature, but aren't the things that are being measured. And so there's this gap. And I don't know the extent to which that gap can be overcome.
Paul Smaldino & C. Thi Nguyen on Problems With Value Metrics & Governance at Scale
COMPLEXITY: Physics of Life
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