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One misconception about highly successful cultures is that they are happy, lighthearted places. This is mostly not the case. They are energized and engaged, but at their core their members are oriented less around achieving happiness than around solving hard problems together. This task involves many moments of high-candor feedback, uncomfortable truth-telling, when they confront the gap between where the group is, and where it ought to be. Larry Page created one of these moments when he posted his “These ads suck” note in the Google kitchen. Popovich delivers such feedback to his players every day, usually at high volume.
The Culture Code
Daniel Coyle
Perverse Incentives Select for People Who Are the Best at Exploiting a Given System
Summary:
The original deans and administrators burn out due to their dislike of the US News and World Report rankings and are replaced by individuals driven by ranking success.
This shift reflects a difference in mentality between valuing money as a means of support versus valuing money as the sole purpose of life. Similarly, pursuing publications and citations for a job versus making them the ultimate goal shows a significant distinction.
However, these differences are connected through a temporal dynamic where initially people adapt their behavior to succeed in a flawed system.
The system then filters out those who can best exploit it, resulting in the selection of individuals with specific values.
Transcript:
Speaker 2
What happens later on, the original deans and administrators burn out because of how much they hate the US news and rule report rankings, and they get replaced by people who are all it. They think the only point is to rise in the rankings. And those people don't hold back. They only have one target. I think something similar is the difference between so realizing I need a lot of money in order to a decent amount of money to support my family, but not thinking money is the point of life. And similarly, realizing that getting a decent number of publications and citations is necessary for a job versus thinking the goal of my life is to max out citations. And for me, there's a huge gulf between those things.
Speaker 1
Well, here's where I think they're connected because I see the difference and I understand the difference you're talking about. But I think the difference is that is this temporal dynamic, right, where you start out with, let's say, perverse incentives and people saying, well, I don't necessarily value these Things, but I have to shape my behavior in order to succeed in this system. But the thing is, the system being the way it is creates a filter. And the people who are the best at figuring out how to operate in that are the ones that then end up being successful. And they're the ones that teach the next generation or emulated by the next generation. And over time, the people for whatever reasons, psychologically or behaviorally or ever their path is, are best able to exploit the system are going to be able to thrive in it. And I think that because of that, you end up selecting for people with certain kinds of values, because they're going to be the people who there's always exceptions, but are going to Be best able to thrive in this kind of thing.
Paul Smaldino & C. Thi Nguyen on Problems With Value Metrics & Governance at Scale
COMPLEXITY: Physics of Life
The Factors That Hinder Knowledge Transfer Are Often Structural
Summary:
Barriers to knowledge transfer or knowledge sharing are often structural, rather than merely the result of skill set limitations.
Lessons can be transferred through storytelling, lessons with direction reviews and debriefs, analysis and research, and by allocating workload strategically. Placing the workload at the top, instead of burdening lower-level employees with excessive reading, is crucial.
It is essential to identify the structural barriers causing the hindrance and address them.
Transcript:
Speaker 1
And if something is learnt at one end of the state, I need to transfer that to the other. Now you can do that with story, but you can also do that with lessons without direction reviews and debriefs. You can do that through analysis and research. And you can do that by putting the workload where it should be, you know, up at the top, rather than on the poor people down below expected to read 160 documents a year about everything Because they're going to remember that really, they're going to remember that, not in my experience. So what we have to do is take those really important lessons and then think, well, what are the structures that are causing that to happen?
Speaker 2
And now we've already kind of hindered around this. What are the barriers to knowledge transfer or knowledge sharing? And is it just the skill set of listening and conversation? Is that the biggest barrier?
Speaker 1
I think a lot of the barriers that we deal with are structural.
Organizational Structures That Enable Knowledge Flow With Stuart French
Because You Need to Know Podcast ™
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