Saturday, December 16, 2006

EVERYONE seems to be going DIGITAL these days!












Greetings, everyone!

Please enjoy the latest issue of the CEF Circuit. Be sure to check-out the new audio download featuring Dr. Kathy Clark on the home page of our website. She was interviewed by Kalena Porter, a student from University High School. It is a part of the growing Digital Carer Roadmap being developed as another CEF project at that school!

Please forward this to anyone that might also be interested in our work.

The Circuit newsletter is also available on the CEF website:
www.cef-trek.org

Onward!

Karl


Digital Career Roadmap

In the near future, we will provide you with our "Digital Career Roadmap" that will assist you by providing some direction toward careers in engineering, science or mathematics. Until then, we will offer some websites that can helpyou along your journey!

What is an engineer, anyway?

Realizing that there are hundreds of types of engineers, we have begun to ask some professionals that we know, two basic questions. Here is what we have so far:

Len Tedesco
Vice President, Electronics Engineering, Lear Corporation


What is an engineer?
"Engineers are individuals who enjoy taking on a
technical challenge. They thrive on inventing new ideas while solving
complex problems. They obtain great satisfaction in finding solutions of a
technical nature or seeing their ideas come to fruition. They become
frustrated when things do not work as originally planned but their rewards
are magnified when they finally solve those difficult problems.
In summary, an Engineer is an inventor in a real world."

What does an engineer do?
"An Engineer is given or identifies a technical
challenge that requires in depth analysis and creative thinking. They
dissect the concern and determine possible solutions. After deciding the
best route , they proceed to construct and prove out their creation. They
are persistent in repetitive tests to assure the best solution is provided.
They are motivated by the complexity of the problem and the satisfaction of
a perfect solution."

Useful Websites!



Link to Enginuity

Link to Society of Women Engineers

Link to Society of Automotive Engineers (SAE)

Link to Institute of Electrical and Electronics Engineers

Link to the American Society of Mechanical Engineers

Link to Engineer Girl

Friday, December 15, 2006

Shuttle Sightings (Opportunities) Abound

http://spaceflight1.nasa.gov/realdata/sightings/cities/view.cgi?country=United_States®ion=Michigan&city=Detroit

Greetings everyone!

A somewhat rare set of opportunities are available to us over the next week. As you might be aware, the Space Shuttle Discovery is currently docked with the International Space Station, 220 miles above our Earth, orbiting at 17,500 miles per hour. The link above details some specific dates and times that the combined vehicles will be observable to us. Weather dependent, this is a humbling experience if the skies clear to witness the beacon of light traverse the early evening skies. Imagine the amount of thinking, planning, designing, testing, engineering, dedication, etc...that has gone into this extraordinary example of American science and engineering. In my opinion, we are not celebrating the value that our space program brings to this country nearly enough.

If you are not in the Detroit area, you can follow the link back to the prior pages and find your location. Most everyone on this mailing list should be able to use the same data. You can also Google "ISS Sightings" and it will link you to the main page. If you are not sure how to read the chart, give a call and I will gladly assist in the interpretation.

Hoping for clear skies and realigned priorities...

Karl

And a "little something" extra for your viewing and listening pleasure!
http://dingo.care2.com/cards/flash/5409/galaxy.swf

Just a TASTE of the Future, TODAY! (Key Work COLLABORATION)

Collaboration Convergence Realized: Everywhere, Everyone, Anytime, Any Which Way
This session was all about where the education community is going with the tools, policies, and practices of emerging technologies. The Committee's goal is to accelerate and facilitate the use of these technologies in K-12 schools. The presentation began with an overview of the typical educator's hopes and dreams for ideal projects, lessons, and assessments that promote authentic learning, communication, civic action, and collaboration. The presentation addressed "How does technology fit in to these ideal situations?" We now have tools like high speed networking, access to computing, instant messaging, blogging, wikis, portals, content management systems, handhelds, tablet pc's, cell phones, and laptops...

Friday, December 08, 2006

Here Endeth the Lesson (TRUTH, TRUST, DEEDS)

What Every (Everyone) Company Should Know
by Ram Charan

Lead by Putting Purpose Before Self
by Ram Charan

Thursday, December 7, 2006

In an era when many business leaders seek celebrity at the expense of their companies, others are quietly focused on something else entirely: the business.


What they care most about is carrying out the mission of the business, delivering the promised results, and building an organization they can be proud of.


They have a sense of purpose that goes beyond their own personal desire for extraordinary wealth, status, self-aggrandizement, or power. They put a broader purpose before interests that benefit only them.


Right on Target

Such leaders are often unsung heroes. Take, for example, Target -- a company widely recognized for its combination of savvy marketing, value pricing, and an emphasis on design that has wooed shoppers from both Wal-Mart and department stores.


Can you name the leader behind Target's success? Probably not. Bob Ulrich isn't a household name, though he's used his superb business savvy and leadership skills to build a strong business.


Today, after some 20 years of consistent, rhythmic work, Target is setting a standard against which its larger competitor, Wal-Mart, is being compared.


Magnetic Leadership

Look around your organization and you'll likely see leaders who are always thinking of what's best for them or what will make them look good.


Then there are others who are driven to create something meaningful and enduring. Their purpose might be to make the organization the most respected in its industry, or to develop the best workforce in the world. One CEO I know has made it his purpose to recast his company as an innovation-driven organization.


These are the leaders people typically gravitate toward. The ones we trust, and who we want to be more like -- not because of how much money they make, how much power they have, or how well-known they are, but because of who they really are, their inner substance.


Given the public transparency of the 21st century, leaders who put purpose before self are the ones to follow -- and to emulate.


Actions Speak Louder Than Words

Some leaders make impassioned speeches about their glorious mission or lofty goals, but their actions reveal their true motivations. They want their own fame, power, and fortune more than anything.


Are you the type who says the right things, or the type who does the right things? Is your self-interest served by meeting a higher purpose?


Put yourself to the test by being intellectually honest in answering the following questions:


1. Are you willing to give up some of your turf for a broader purpose?

In 2005, a $20 billion company underwent a major reorganization, and one of the senior executives approached the CEO to tell him a portion of the executive's new job really should belong to someone else.


What was he thinking? He was in a horse race to succeed the CEO and already had the smallest scope of all his peers and fellow contenders for the top job. Under those circumstances, many leaders would try to expand their span of control. But he believed the organization would work better if certain areas went to someone else.


This leader was not naïve or unambitious. It's just that he truly wanted the business to succeed. Of course he hoped that his thinking would be recognized and appreciated. When his boss and the board get close to the succession decision, no doubt they'll remember that this person revealed he's not a greedy empire builder.



Caring about the good of the organization can mean ceding a portion of your span of control, voluntarily agreeing to cut back on projects in order to meet a budget goal, or sharing part of your leadership responsibilities with an up-and-coming leader who needs a development opportunity.


It might also mean giving up valued team members who would better serve the organization in a different capacity. In today's global organization, letting go of good people is almost an imperative.


2. Do you place a high value on relationships?

Leaders who lead with a purpose understand that they must build and sustain relationships -- with customers, suppliers, employees, colleagues, and others whose favor or contributions are important to their organization's success.


They don't see relationships as an immediate exchange of benefits. Their primary concern is not "What's in it for me?" In fact, it may not even be clear exactly how a relationship could ultimately prove beneficial. Nonetheless, they're happy to devote the time and energy.


One legendary leader who understood this was John Weinberg, the former head of Goldman Sachs. He was famous for regularly calling to check in on clients, even when he had nothing to sell them. He just wanted to be available to them to help with any issue he could.


The payoff was that he built deep, trusting relationships with his clients, who would often turn to him for advice. These relationships in turn helped solidify the reputation and strength of his business. It's part of what brought him recognition as a great leader.


3. Can you value -- and leverage -- different perspectives?

If you lead with purpose, you understand that there's little value -- and much short-sighted paranoia -- in dismissing or deflecting viewpoints that differ from your own.


If you try to create a picture from a higher altitude, namely the corporate viewpoint rather than a departmental or divisional viewpoint, you'll be better able to reconcile conflicts. To do that, you have to be able to step into someone else's shoes and see things through their eyes.


Are you given to clashing with other leaders in your company, or do you seek to build strong working relationships with them based on your shared commitment to the common good of the organization? Do you automatically push back on customer demands for earlier delivery dates, discounts, or more favorable credit terms, or do you try to understand why these requests are being made and work with the customer to arrive at solutions that benefit both parties?


Leaders who put purpose before self can recognize, accept, and even leverage different perspectives -- often to tremendous advantage


4. Are you comfortable with transparency -- because you have nothing to hide?

Transparency is the order of the day, and people are more willing to work with, work for, and partner with people they trust. Trust is, after all, the crucial glue of collaboration.


Those who are narcissistic, who cut corners, and seek the easy path when the right path appears too difficult, and who clearly put themselves first, are less effective because they're held in much lower regard.


If, on the other hand, a higher purpose guides your actions, others will know where you stand and what you're about because you have nothing to hide.


Mark Twain observed that if you tell the truth you don't have to remember anything. He offered this as a humorous observation, but as a leader you should take the spirit of the message seriously. If you put purpose before self, you'll spend little time covering your tracks, "spinning" bad news, brandishing your image, or seeking to rebuild trust with others. And, as a result, you'll have that much more energy to devote to your purpose.

Thursday, December 07, 2006

Forget the Cute and Cudly Panda Bears and Bamboo Shoots

Articles

China's 15-year science and technology plan

As China implements its plan to improve scientific innovation, it will need to solve such political and economic problems as finding the proper balance between indigenous efforts and engagement with the global community.

December 2006, page 38

In January 2006, China initiated a 15-year "Medium- to Long-Term Plan for the Development of Science and Technology." The MLP calls for China to become an "innovation-oriented society" by the year 2020, and a world leader in science and technology (S&T) by 2050. It commits China to developing capabilities for "indigenous innovation" (zizhu chuangxin) and to leapfrog into leading positions in new science-based industries by the end of the plan period. According to the MLP, China will invest 2.5% of its increasing gross domestic product in R&D by 2020, up from 1.34% in 2005; raise the contributions to economic growth from technological advance to more than 60%; and limit its dependence on imported technology to no more than 30%. The plan also calls for China to become one of the top five countries in the world in the number of invention patents granted to Chinese citizens, and for Chinese-authored scientific papers to become among the world's most cited. In all likelihood, the MLP will have an important impact on the trajectory of Chinese development; it thus warrants careful attention from the international community.

Preparation for the MLP began in 2003. At that time more than 2000 scientists, engineers, and corporate executives were mobilized into a program of "strategic research" to identify critical problems and research opportunities in 20areas considered to be of central importance for China's future. Box 1 lists those areas, which include advanced manufacturing, agriculture, basic science, energy, human resources, and national defense.

In contrast to earlier planning efforts, the preparations—at least at the outset—were remarkably open. In particular, they included social scientists (mainly economists) and foreign scholars. Eventually, that openness gave way to a more secretive process in which the bureaucracy massaged the reports of the 20 working groups, attempted to reach compromises, and drafted the public version of the MLP. By most accounts, the drafting process was contentious and unusually drawn out. At one point, the onerous process of narrowing the plan's focus and setting priorities required direct intervention by China's premier, Wen Jiabao.

Technological problems

Graph: China's gross expenditure
Figure 1
The MLP is remarkable in a variety of ways. It builds on important policy initiatives launched in the past 25 years, including the 1995 commitment to strengthen the nation through science, technology, and education and the more recent notion of empowering the nation through talent. Under rubrics such as those, China has made great efforts in the past several years to advance its science and education. As figure1 shows, those efforts include increased expenditures on R&D, and they have led to growing numbers of scientists and engineers engaged in R&D (figure 2) and increased enrollments in higher education (figure 3). Also, as evidenced by new initiatives pertaining to intellectual property law, technology standards, and venture capital, the nation has begun to take seriously the notion of technological innovation as a complex, systemic problem.

Graph: The number of scientists
Figure 2
Despite the many signs of progress in China's S&T, the MLP comes at a time of serious concern about the nation's development. China's leaders have pledged to make the nation an "overall well-off society" (quanmian xiaokang shehui), with a per-capita income of $3000 by 2020, up from $1000 in 2002. Achieving that goal will require continued rapid economic growth. The leadership, however, is aware that the high-speed growth of the past 25 years—with its overinvestment, inefficient use of resources, and the devastating effect on the environment—cannot be sustained. The path to creating the overall well-off society will necessarily be characterized by technological innovations supporting greater efficiency and productivity, and institutional innovations supporting improvements in governance—greater market discipline and integrity, less government corruption, and greater administrative accountability.

Graph: Student enrollments
Figure 3
The MLP addresses four critical problems in China's scientific and technological development. First, despite the country's remarkable economic accomplishments, its record of innovation in commercial technologies has been weak, even considering recent improvements in its patenting performance. Instead, its dependence on foreign technology has grown consistently over the past 20 years. In part, that dependence was a consequence of the state's "market for technology" strategy, which was intended to entice multinational corporations to transfer technology in return for market opportunities. The policy, arguably, was quite successful in helping to make China the manufacturing center of the world and in stimulating the impressive rapid growth of China's high-technology exports.

However, Chinese leaders have concluded that the policy may have run its course. It has become increasingly obvious to them that those who own the intellectual property, and who control technical standards, enjoy privileged positions in, and profit most from, international production networks. In addition, as a result of continued conflicts with the US and other countries over intellectual property rights and standards, China has concluded that current patterns of control over those areas may not serve China's interests. Rather, they work to serve the international leaders in innovation. Thus, the Chinese industrial economy of the 21st century should, in this view, set its own standards and generate and incorporate its own IPR.1 Hence the emphasis on indigenous innovation and the need to create an innovation-oriented society.

The Three Georges Dam
Figure 4
Second, Chinese technological capabilities have been failing to meet the nation's needs in such areas as energy, water and resource utilization, environment protection, and public health. The negative environmental consequences of 25 years of rapid economic growth cannot be overestimated. And continued environmental degradation over the next 15 years, such as may result from the controversial Three Gorges Dam shown in figure 4, would make a mockery of any claims that an overall well-off society had been achieved—whether or not per-capita gross domestic product (GDP) targets are reached. China's quest for energy will only increase in the coming years and will require new conservation technologies, novel energy sources, and the procurement of more conventional energy supplies. In short, broad areas of social needs cannot possibly be managed without increasingly sophisticated technology.

Third, the technological challenges of providing for the national defense furnish another powerful impetus for the initiation of the MLP. Despite China's nuclear weapons and space achievements, its overall capability for defense-related technological innovation has, until recently, not been formidable. As with civilian production technology, the modernization of Chinese military technology has largely depended on imports from abroad. China has come to realize the importance of dual-use technologies, which can be utilized for peaceful purposes or in 21st-century high-technology warfare, and the country has begun to exploit the opportunities that dual use offers. But imported dual-use technology, especially more sophisticated know-how, is subject to export restrictions—above all from the US. Hence, foreign suppliers would be an unreliable source of critical technologies; again, the need for indigenous innovation seems self-evident.

Science challenges

The fourth critical problem addressed by the MLP is the state of Chinese science. As with the nation's technology, Chinese science has contained its disappointments. Despite the swelling ranks of research personnel and increasingly generous funding, the research system's performance has not lived up to expectations. Many of China's best and brightest have sought career opportunities abroad, and despite an array of incentives offered by various national and local entities, China has had difficulty attracting them back. True, some overseas-based Chinese scientists are concerned about the development of S&T in their native country and have contributed in various ways. But the way overseas Chinese talent is used at home has occasionally been controversial. In some cases, the high salaries and material incentives used for recruitment to Chinese institutions have been abused. Researchers have enjoyed the salaries without fulfilling the obligations of appointments, while their employing institutions remained satisfied to use the names and publications of those "star scientists" to improve their evaluations and qualify for increased funding.2

Simply stated, quantitative gains in Chinese research productivity have not always been matched by qualitative gains. The resources committed to scientific research have, in fact, led to rapid growth of Chinese-authored papers in Science Citation Index–cataloged journals, but their contribution as measured by citations has been disappointing.3 China has yet to establish a research tradition that is both conducive to creative achievements and tolerant of creative failures. Scientists have often been preoccupied with quick outcomes and immediate returns, and brain drain has slowed the development of high-level scientific leadership. Research is too often derivative in nature, which wastes resources and discourages creativity and independent thinking. Scientific misconduct of various types is seemingly widespread and often covered up and protected.

Thus, when China began preparations for the MLP in 2003, it did so from a position of considerable scientific and technological progress—but progress filled with soft spots in areas of critical national need. As the importance of science and innovation for 21st-century China gained high-level political attention, the Chinese turned to their legacy of science planning as the way to move toward the nation's future aspirations. In particular, they were inspired by the most celebrated of the past science plans, the 12-year plan (1956–67), which helped lay the foundation for modern science in China. Included among the achievements of that earlier plan were China's successes in its nuclear-weapons and space (liangdan yixing) programs. The 12-year plan was characterized by the central government's identification of priority projects and the mobilization of resources to work on them. The same features characterize the MLP as well.

Structure and content

The MLP consists of a number of components. The first of them sets out guidelines and principles derived from the objectives of having S&T lead future economic development. One of those principles, zizhu chuangxin or indigenous innovation, has led to considerable confusion inside China and abroad. In its ambiguity—zizhu chuangxin may also be translated as independent or homegrown innovation—it has been construed by some as a regression to the self-defeating techno-nationalist notions of self-reliance (zili gengsheng) from the Maoist period, during which Chinese research and innovation were largely cut off from the international community and consequently were significantly retarded.

The continuous debates, inside and outside the country, over the meaning of the term led one senior official from the Ministry of Science and Technology (MOST) to suggest that it might be best simply to talk about innovation without any attached modifiers. In explicating the concept, however, the MLP points to zizhu chuangxin as having three components: genuinely original innovation; integrated innovation, the fusing together of existing technologies in new ways; and "re-innovation," which involves the assimilation and improvement of imported technologies.

A second component of the MLP identifies the plan's priority areas and programs. As seen in box 2, those include 11 broad key areas pertaining to national needs and 8 areas of frontier technology. Within those areas, the MLP identifies a series of priority projects. For instance, under the new-materials area of frontier technology, the plan includes work on smart materials, high-temperature superconducting technology, and energy-efficient materials.

In addition to priority areas, the MLP identifies a series of governmentally funded, conceived, and directed "megaprojects" in engineering and science (also listed in box2). As discussed further below, those programs have been a controversial aspect of the MLP. Their inclusion, though, reflects the legacy of science planning in China, especially the continuing influence of the liangdan yixing programs on Chinese thinking about S&T planning. The MLP also calls for an expansion of basic research, to include development of new disciplines and interdisciplinary areas, science frontiers, and fundamental research in support of major national strategies.

Although agriculture, energy, the environment, health, and resources receive unprecedented attention in the MLP, the physical sciences underlie many priority areas such as new materials. Most of the 13 engineering megaprojects are directly related to the physical sciences; the program in core electronic components, high-end generic chips, and basic software is an example. Physical scientists will also play an important role in the development of frontier technologies, and two of the four science megaprojects—quantum research and nanotechnology—are in the physical sciences. Moreover, protein science, another science megaproject, will take advantage of modern facilities built for nuclear magnetic resonance analysis.

A third component of the plan deals with ongoing reforms in S&T and the further development of an integrated national system of institutions supportive of research creativity and technological innovation. It highlights important objectives pertaining to the continued reform of several government research institutes, changes in the management of S&T, and the need to encourage Chinese industrial enterprises to assume a leading role in the nation's innovation system. Furthermore, it includes policies to promote industrial research and support for small and medium-sized enterprises. The new emphasis on the central role of industry reflects growing concerns that China's companies are not generating enough intellectual capital to support the introduction of new, commercially viable products and services.

An article in the Chinese People's Daily, for instance, calls attention to a recent survey indicating that Chinese industrial enterprises "aren't taking research and development seriously," as 75% of them do not employ anyone to conduct it.4 The survey report points out that in Harbin, the industrial center of northeast China's Heilongjiang Province, only 8.3% of large and medium-sized enterprises state that they are spending at least 5% of sales revenue on R&D. Another 14.1% say R&D investment has reached 3% of sales. According to the article, "The report blames the system of performance appraisal of state-owned enterprises, noting that it emphasizes increasing the value of state-owned assets but lacks criteria to appraise the technological innovation of enterprises." The survey also says that of China's fiscal input on S&T, only 10% goes to support the scientific and technological innovations of industrial enterprises.

The final sections of the MLP deal with a policy framework for the plan's implementation. That framework includes preferential taxation, high-technology industry zones, and the assimilation of foreign technology. It also includes important policies to strengthen and diversify funding for S&T, make expenditures more efficient, and develop the nation's human resources for S&T. In particular, the plan recommends the cultivation of world-class senior experts, the recruitment of talents working abroad, an expanded role for scientists and engineers in industry, reforms in education to support the goals of greater creativity and innovation, and the strengthening of intellectual property protection for Chinese innovators.

Debates

The development of the MLP involved participants from across China's S&T community, touched many local and national interests, and was not without conflict. One important issue concerned the critical relationship between indigenous innovation and technology imports. Some Chinese economists argued strongly that at China's current level of economic development and comparative advantage, the MLP should focus on maintaining China's status as the world's leading manufacturing base and that the most cost-effective way to upgrade China's technological capabilities would be to continue to encourage technology transfers from multinational corporations.

Most members of the technical community rejected that thinking and argued that foreign corporations could no longer be counted on to transfer technologies, especially advanced technologies needed by increasingly sophisticated Chinese manufacturers. They claimed that China's technical gains from multinational corporations were disappointing and noted that with its accession to the World Trade Organization, China had given up some of the policy tools it had used to leverage foreign interest in Chinese investment opportunities for access to technology. In addition, China had become increasingly dissatisfied with the relative gains it was accruing from its role in the international industrial economy. The royalties Chinese firms had to pay for foreign technology cut into already slim profit margins and often seemed excessive. China certainly cannot ignore the reasoning advanced by the economists, but given the large financial and policy resources being committed to indigenous innovation in all its manifestations, it is fair to say that the advocates of a strategic S&T policy to strengthen indigenous R&D clearly have won out.

A second issue involved the selection of megaprojects and the continued relevance of the thinking behind the 12-year plan and the liangdan yixing programs experience. The appeal of centrally planned S&T development is not a uniquely Chinese phenomenon, but the Chinese way is distinctive in its quest for comprehensiveness and detail, as reflected in the use of the term guihua, or "plan," in the MLP. Guihua implies a strategic, comprehensive, and long-term development plan. By contrast, the Chinese jihua, also translated as "plan," suggests contents and procedures for an action before its implementation.

Most Chinese planners would acknowledge that the world has changed dramatically since the days of the liangdan yixing programs; still, the notion of centrally selected R&D objectives and centrally mobilized resources to support those objectives seems to have special appeal in Chinese political culture. In the abstract, the debate has been whether strategic plans of this sort make for good science and creative innovation in China.

At the pragmatic level, however, the debate is about the efficacy of committing substantial funding to large national projects. The discussion has been sparked in part by criticisms about the effectiveness of such national programs as the National High-Technology Research and Development Program (the so-called 863 program) and the National Basic Research Program (the 973 program). Since the majority of national programs and approximately 15% of the government's R&D expenditures are controlled by MOST, the doubts expressed about the effectiveness of national programs have inevitably been taken as criticism of the ministry as well; detractors charge that MOST champions national programs not just to meet national goals, but also as a way to enhance its budget and overall importance.

In July 2004 a group of prominent US-based Chinese life scientists criticized the 863 and 973 programs and, by implication, the inclusion of so many megaprojects in the MLP. The scientists, who were attending a symposium in Beijing, communicated to Premier Wen their belief that the funding of the biosciences in the two programs was biased and inefficient, lacked transparency, and was too often subject to the preferences of MOST officials rather than scientists.5 They expressed concern that the success of the MLP would be compromised if too much attention and resources were concentrated on big national projects. A few months later, additional criticism appeared in a well-publicized article in China Voices II, a Chinese-language supplement to Nature.6 US-based neuroscientists Yi Rao and Bai Lu and senior life scientist Chen-lu Tsou of the Chinese Academy of Sciences argued for changing the ways that megaprojects are organized and funded, and suggested that MOST be dissolved, or at least have its power over research funding reduced.

In the same issue of China Voices II, Mu-ming Poo, a US-based scientist who also serves as director of the Institute of Neuroscience of the Chinese Academy of Sciences in Shanghai, drew an analogy relating the difference between big science and little science to the operation of a planned economy as compared with a market economy.7 Focusing on problems with the 863 and 973 programs, Poo argued that the pursuit of megaprojects diverts resources from programs supporting bottom-up, investigator-driven projects, which often produce more original research. In his view, large national projects have channeled funds to mediocre laboratories, often on the basis of personal connections and with little peer review. Those grants, in Poo's opinion, have had little impact on the direction of research or the productivity of the participating laboratories.

Criticisms such as those described above clearly have not carried the day, given the important role of the megaprojects in the MLP. Although most of the large engineering programs will not be run principally by MOST, the research programs in frontier technologies and the science megaprojects will be. A cynical interpretation of the MLP might be that, in its R&D foci, it represents only a repackaging of existing MOST programs and national programs administered by other agencies. The frontier technology program, for instance, includes the same project areas as the 863 program, except that "advanced manufacturing" replaces "automation."

Governance and accountability

The significant expansion of government funding for research and innovation promised by the MLP is raising new concerns about the performance of the research system and whether national resources are being used wisely. Although China still is a long way from democratic accountability, the recent criticisms of the research system and frequent reports of fraud and other types of misconduct in the technical community are raising questions in the National People's Congress, in the Ministry of Finance, in policy circles, and in public discussions about the public administration of science and the management problems of government agencies. To its credit, MOST has responded quickly to recent cases of misconduct and has instituted a package of new evaluation and budgeting procedures intended to monitor research more closely and prevent and punish fraud and other forms of unethical scientific behavior.

The effective implementation of the MLP will require complex interministerial cooperation in the central government and intergovernmental cooperation between the central government and the provinces and cities, which are supposed to work out their own local plan for S&T development. To improve management at the central-government level, especially for the engineering megaprojects, MOST has proposed online systems for tracking the involvement of technical experts so as to avoid conflicts of interest, for monitoring the performance of researchers, and for facilitating funding applications.8

The ministry will seek to ensure its own continuing role in science policy and national research coordination, but the challenges of successfully implementing the MLP may engender a series of new administrative arrangements. It will be interesting to see if such a scenario comes to pass. In particular, members of the technical community have discussed the need to create a new supraministerial office of S&T policy. The office would improve interministerial coordination and provide science advice to government leaders who will face many new technical and institutional issues that arise as the plan is carried out. Quite conceivably, with the implementation of the MLP, pressures will grow for the creation of an administrative mechanism of this sort.

A grand experiment

Given its breadth and depth, the MLP is likely to have a major effect on Chinese S&T in the coming 15 years. At the very least, if China reaches its spending goals for R&D, it will have become a global scientific center. Of course, spending alone does not guarantee scientific distinction and technological prowess. The drafters of the MLP certainly recognize that point and have sought to encourage ongoing institutional and cultural change as a means to achieve the plan's goals.

For many observers inside and outside China, the MLP can be viewed as a grand experiment. It will be relevant to debates that have gone on in many countries for some time about the utility of state-directed programs of innovation versus decentralized, market-responsive approaches. Most students of innovation recognize a proper role for the state in promoting new knowledge and techniques, but determining what is proper remains contentious and varies from country to country. Resolving the question requires mechanisms for assessing and evaluating the costs and benefits of state action. Market signals in China are beginning to help in those tasks, as is the increasing commitment to formal research evaluation. The growing concern expressed about government accountability is a promising development, but the lack of full, democratic accountability deprives China of an important source of information and feedback on the appropriateness of government S&T policies.

Another interesting question for which the MLP will provide insight is that of the proper balance between indigenous efforts at research and innovation on the one hand, and involvement with global technology flows and knowledge development on the other. Despite strong techno-nationalist themes in the discourse about the plan, it is inconceivable that Chinese S&T could have progressed to current levels without the productive engagement it has had during the past 25 years with foreign universities, research centers, and corporations. Chinese leaders appear to sense that the terms of this engagement may be changing. Nonetheless, they also seem to recognize that the globalization of research and innovation continues apace and that a country is unlikely to progress without involvement in it. Indeed, China's leaders have gone to great lengths to remind their foreign counterparts that the MLP is not designed to insulate China from international cooperation and significant participation in the world's emerging global knowledge system.

The implementation of the MLP also will help scholars and policymakers better understand the role of S&T in national development. China has a vast peasant population and, as of 2005, a per-capita GDP of only $1700; by those measures it remains a developing country. But by any number of indicators of scientific activity, it is not. China ranks fifth in international S&T publications, above France, Italy, and Canada. It has a relatively comprehensive S&T system, if not among the world's most advanced, with indigenous R&D in the life sciences, nanoscience, space technology, and other internationally important fields. Its pool of about 1 million scientists and engineers devoted to R&D is second only to the US, and China is about to surpass the US in the conferring of doctoral degrees in science and engineering. Such scientific resources encouraged the initiation of the MLP. It remains to be seen whether the plan can mobilize and organize China's resources in such a way as to accelerate economic and social development.

Notwithstanding the great promise of its S&T, China has daunting problems to overcome. In addition to those discussed here, there is the aging of China's population, which will affect the long-term supply of scientists and engineers and other professionals and will require the diversion of societal resources to support those who have become less productive. As with so many other aspects of Chinese life, such as the deteriorating environment, China is in a race to acquire the knowledge and wealth necessary to solve or ameliorate its problems before they become overwhelming. The MLP represents a strategy for winning that race and ensuring the country's long-term competitiveness in the face of the rapid and dramatic changes happening in the world of S&T.

Cong Cao is a researcher at the University of Oregon in Eugene and at the State University of New York's Neil D. Levin Graduate Institute of International Relations and Commerce in New York City. Richard P. Suttmeier is a professor of political science at the University of Oregon. Denis Fred Simon is provost and vice president for academic affairs at the Levin Institute.

References

  1. 1. See, for example, R. P. Suttmeier, X. Yao, A. Z. Tan, Standards of Power? Technology, Institutions, and Politics in the Develop-ment of China's National Standards Strategy, National Bureau of Asian Research, Seattle, WA (2006), available at [LINK].
  2. 2. See, for example, H. Xin, Science 313, 1721 (2006) [MEDLINE].
  3. 3. Office of Naval Research, The Structure and Infrastructure of Chinese Science and Technology, access no. ADA443315, Defense Technical Information Center, Fort Belvoir, VA (2006), available at [LINK].
  4. 4. See the article in the People's Daily online, [LINK].
  5. 5. D. Cyranoski, Nature 430, 495 (2004) [MEDLINE].
  6. 6. Y. Rao, B. Lu, C.-l. Tsou, Nature 432 (supplement China Voices II), A12 (2004) .
  7. 7. M.-m. Poo, Nature 432 (supplement China Voices II), A18 (2004) .
  8. 8. H. Xin, G. Yidong, Science 311, 1548 (2006) [MEDLINE].
  9. 9. National Bureau of Statistics and Ministry of Science and Technology, China Statistical Yearbook on Science and Technology, China Statistics Press, Beijing (various years); National Bureau of Statistics, China Statistical Abstract 2006, China Statistics Press, Beijing (2006).

Figure 1. China's gross expenditure on R&D (GERD) has steadily grown since 1998, both in absolute terms (purple histogram bars) and as a percentage of the gross domestic product (blue curve). Absolute expenditures are given in renminbi: 1 US dollar is worth about 8.3 RMB. (Source: ref. 9.)


Figure 2. The number of scientists and engineers engaged in R&D in China has increased yearly since 1998. (Source: ref. 9.)


Figure 3. Student enrollments in Chinese higher education have risen since 1998 at both the graduate (purple) and undergraduate (blue) levels. (Source: ref. 9.)


Figure 4. The Three Gorges Dam, being built on the Yangtze River at Yichang, China, is the world's largest hydroelectric project. It symbolizes both China's developmental aspirations and the many problems associated with the country's development trajectory. Although the power it will generate should reduce China's dependence on fossil fuels, it carries a number of economic, environmental, and national security risks.

Credit: XINHUA

Tuesday, December 05, 2006

Obstacles to CHANGE / Survey Says!







Question of the Week Archive

November 27, 2006 - December 4, 2006

Technology Challenges

Attendees surveyed at the recent T&L Conference identified funding as the biggest challenge facing their school districts in the area of technology. It's likely many educators would agree.

Putting funding aside, what would you identify as your district's biggest technology challenge?
a) Integrating technology into the classroom
22%
b) Proving technology's benefits for student learning success
5%
c) Ensuring student safety online
0%
d) Providing professional development that helps teachers use technology to the best effect
51%
e) Supporting and maintaining the existing technology infrastructure
16%
f) Closing the digital divide
5%
Comments

Comment:
The key is bridging the integration divide. Using technology to support learning where and when needed - not just for those lucky enough to be enrolled in a particular course.

Comment:
Currently, at my site the technology lab and integration of curriculum is the only way some students have the opportunity to use technology as a tool. a few classroom teachers still have no use for technology interrupting their current style of teaching. The media lab and the facilitator is the individual exposing students and technology as an asset to learning and curriculum. Professional development at the district level involves admin buy in and will directly affect technology use for those technophobes.

Comment:
I'd add that convincing staff and administrators that technology is just not a "fun add-on", but an essential part of our students' education.

Comment:
If the servers keep crashing and it takes 15 minutes for some students to log in, or they can't log in at all, we may as well forget about asking teachers to integrate technology when it isn't working in the first place.

Comment:
I feel that students are to a great extent more literate with technology than their teachers. Many teachers are still using overhead projectors and a photocopy machine, instead of a SmartBoard and a digital video projector. Some of this is funding, but to a great extent is is fear or refusal to change. The learning curve for new technology is very steep. Once you start you have no problem learning how to use the next bit of technology; however, the problem as I see it is getting old dogs to learn new tricks. It can be done, but mostly the people who refuse to use the new technology are just plain scared of it. Thanks

Comment:
There isn't a choice that applies to our faculty. We have plenty of quality PD and hardware and software to implement what we learn. However, THE most challenging thing is getting the teachers to USE what we have! They take the PD because they have to, but rarely use any of what they learn because it is too much trouble or they just don't want to use it! This causes students to complain about boring lessons and teachers to complain about students that don't want to learn! It is a classic case of not wanting to change to new and better ways of doing things.

Comment:
Providing the TIME for practice, staff development,collaboration and support. None of these can be done without time.

Comment:
In a distric with a 1:1 laptop initiative, supporting and maintaining it can be a legistical nightmare. In a corporate setting there is typically 1 support person per 85-150 computer users. At my high school we have 1 to over 1000 users.

Comment:
Teachers over 40 provide the biggest challenge to integration

Comment:
I would agree that funding is the biggest issue, both to purchase items and to maintain the existing technology. However, getting teachers to use the technology that already exists and providing development to encourage this use is a problem at my school. As the technology coordinator AND a regular classroom teacher my time to lead PD classes is limited. A full time educational technologist to write grants, find funding, and teach development classes would be great!!!

Comment:
helping older teachers or less savvy teachers look at technology as a tool for teaching not an add on or in addition to.

Comment:
Teachers are so overwhelmed with what they need to accomplish in their classrooms. They need TIME to be able to keep up with new technologies so they are comfortable using it themselves and teaching new skills to students

Comment:
As a Tech Coordinator at a high school in Chicago, my biggest challenge is working with a technology challenged "old school" administration that is not really interested in integrating technology in the classroom.

Comment:
Most of our teachers are long time instructors who were trained before computers or in the early days when one computer in a classroom was the height of "integrating technology into the classroom." Many, if not most, of these teachers need a lot of help to become not just skilled in using computers, but in understanding that technology offers brand new ways to impart knowledge that have nothing to do with reading the next chapter of a text and answering the questions at the end.

Be THERE or Be SQUARE!


Tech educators to meet: The second annual Oakland County Business and Education Technical Regional Advisory Board meeting will be held Dec. 5. The event aims to help plan future career and technical education programs for local school districts and technical campuses. Speakers will include Oakland Schools superintendent Vickie Markavitch, Michigan Department of Education deputy superintendent Jeremy Hughes and Automation Alley executive director Ken Rogers. The session aims to design ways to prepare students for future careers in a global economy. The meeting will run from 5 to 8:30 p.m. at the Oakland Schools offices, 2111 Pontiac Lake Road in Waterford Township. For additional information, contact Diane Trawick at diane.trawick@oakland.k12.mi.us.

Secret Sauce for CHANGE!


8 Steps to 21st Century Learning

By Lydotta Taylor and Jill Fratto
Dec 1, 2006
URL: http://www.techlearning.com/story/showArticle.jhtml?articleID=196513461

Corporations are constantly organizing and reorganizing in search of the most up to date, innovative and efficient methods of doing business. Ultimately, businesses want to make the most of their money and increase their bottom line. They seek more efficient work practices, better products in the marketplace, and more attention to detail and quality, be it product or service.

As the building block of our society, our schools deserve the same diligence that companies give to their businesses. Re-directing schools to adapt 21st Century Learning means change – which is not always easy. No matter how you look at it, change means rocking the boat. Along with the technology tools and skills that 21st Century Learning demands, come shifts in the way teachers think and teach in the classroom. For many, this represents a huge departure from the chalkboards and lesson plans we have relied on for years. So if we know it is imperative to face the rocky waters and seriously commit to creating 21st Century Learning Environments in our schools, how can we make it easier?

  1. Communicate. Open and consistent communication is key when attempting to create large-scale change. The more your team feels involved in the process, the more they will buy in and the more smoothly things will operate.
  1. Understand the Change Process. Don’t just go into the project without really knowing what to expect. The more educated you are about the change process, the fewer surprises you will have as you actually put new procedures in place.
  1. Recognize Barriers to Change. Again, educating yourself can be your biggest ally in this process. If you know the common barriers and responses to change, you will be more prepared to “coach” your team through the process. Arming yourself with information in advance will make your job easier in the long run.
  1. Set Goals. Setting clear goals that are timely and measurable will help you navigate your course with ease. Goals help us organize our action and move forward to the results sought. Further, when everyone knows and agrees on the goals, the team can move forward with more direct focus.
  1. Work as a Team. The whole is greater than…well you know the rest. Working as a team can make the difference between sinking and staying afloat. Effective teams communicate, trust, support and inspire one another to the end goal. No matter where you are in this process, it’s not too late to enhance your team building efforts. Creating a cohesive team will be your greatest asset not only in building technology into your school, but in everything that you do together as a school community.
  1. Create Accountability. Accountability helps people stay on target and not put their goals on the back burner. By constructing vehicles for accountability, you create clear expectations and a way that your team can support each other.
  1. Evaluate. Evaluation lets you know where you are compared to where you were and where you want to be. It also helps you know what’s working and what could be improved. Evaluation is a sister to accountability because it also helps people stay on track and know how they are doing in the process.
  1. Celebrate! As we all know, technology doesn’t stop evolving, so we never “graduate” to a fully technical environment. However, it is essential that you regularly look at how far you have come and celebrate. Remember that is it not just the destination, but the journey that makes you successful in evolving to a 21st Century Learning Environment. The more fun the journey, the less you end up rocking the boat! Jump in and enjoy the process.

Monday, December 04, 2006

Don't TELL Me, SHOW ME The RESULTS! Bill Gates

With a Hefty Education Grant Come Equally Great Expectations

Gates Foundation Provides Money, and Mandates

By Jacqueline L. Salmon
Washington Post Staff Writer
Monday, December 4, 2006; A01

Irasema Salcido's heart raced when she pulled the letter from a stack of mail in her Capitol Hill office. She tore open the envelope.

The Bill & Melinda Gates Foundation is pleased to award the Cesar Chavez Public Charter Schools a grant in the amount of $1,570,000. . . .

Salcido rocketed into her staff's offices to share the news. She had landed what thousands of other nonprofit organizations are chasing: a Gates grant. One of the world's largest charitable foundations, the most important sponsor of efforts to improve U.S. schools after the government, believed in her seven-year-old educational experiment.

That moment in September 2005 marked the launch of a partnership between a Harvard-educated daughter of migrant farm workers and a charity built on the fortune of a billionaire Harvard dropout.

If all went as planned, two Cesar Chavez schools would become four. Then four might become more. With that jackpot letter, the Chavez school motto -- "Sí, se puede! Yes, it can be done!" -- seemed to have become "Yes, it will be done!"

"I thought, 'Well, Gates, they're probably going to give us the money, and we're very thankful, and that's that,' " Salcido recalled.

But Gates money doesn't just come with dreams. It also comes with demands.

* * *

With nearly $32 billion in assets and more coming from investment guru Warren Buffett, the Gates Foundation is a leading sponsor of global health and economic development initiatives. In the United States, the foundation focuses on upgrading libraries and public education. In the school arena, it seeks to raise high school graduation rates and prepare more students, particularly minorities, to go to college.

"America's high schools are obsolete," Bill Gates argued in a speech last year in Washington. "Until we design them to meet the needs of the 21st century, we will keep limiting -- even ruining -- the lives of millions of Americans each year."

The Microsoft founder has the means to do more than complain.

Overhauling schools is all the rage among the entrepreneurial nouveau mega-rich, such as personal computer pioneer Michael Dell, Netscape founder James Barksdale and home builder Eli Broad. But the Gates Foundation is lavishing unprecedented sums of money on the effort. So far, it has awarded $1.5 billion in grants to improve secondary education, including $285 million last year. Richard Colvin, director of Columbia University's Hechinger Institute on Education and the Media, called the foundation an "unparalleled force" in U.S. schools. "They are going to change the high school experience for tens of thousands of kids," he said.

Gates grants have flowed to schools and school systems in 42 states and the District, including $126 million to New York, $65 million to Chicago and $38 million to Oakland, Calif. The grants have helped open 1,100 schools and revamp an additional 700. The foundation also has sunk millions into education think tanks and policy and academic groups (including Hechinger). Its agenda is to create high schools with rigorous college-prep curricula, to replicate successful experiments and to convert giant, mostly urban schools into effective, manageable units.

Reviews of the Gates school initiatives have been mixed.

This fall, Denver shut down a high school that had received $1 million in Gates grants; officials cited plunging enrollment after the school was divided into three smaller ones and students fled to other schools.

In Lebanon, Ore., parents and school board members rebelled after a foundation-backed effort broke up the lumber-mill town's high school and cut back on traditional vocational classes. Gates pulled out abruptly in May, and the school system lost half of its $950,000 grant.

"Sometimes I'm not sure Gates wants all the headlines they get," Lebanon Superintendent Jim Robinson said. "When things get a little rocky, safer ground is easily found elsewhere."

The foundation, through research it has commissioned, has found that Gates-funded schools have strong attendance and more rigorous English and reading assignments. But the research also showed that test scores have improved only slightly, and math performance has been stagnant or lower compared with other schools.

So far, the foundation and intermediaries have spent about $4 million in the District. Most has gone to charter schools such as Chavez, which receive public funding but are independently operated. Gates officials have shied away from larger investments in the turbulent and troubled D.C. school system.

But now the foundation is considering a larger effort. Mayor-elect Adrian M. Fenty (D) has asked for its guidance in a possible bid to take over the public schools.

Irasema Salcido could offer the incoming mayor insight on working with Gates.

* * *

Salcido, an administrator for 12 years at Bell Multicultural Senior High School in Northwest Washington, opened the first Cesar Chavez Public Charter School for Public Policy in 1998 in a Southwest Washington supermarket basement. The school, named for the late Mexican American labor and civil rights leader, seeks to offer a college-prep curriculum to kids whose families earn less in a year than the annual tuition of pricey private schools.

The school days are long and expectations lofty. After-school tutoring and summer school are required for all students regardless of academic standing. So are internships and service projects with community groups or think tanks. Four-fifths of the students are African American, and most of the rest are Latino.

Although some kids show up academically prepared, most arrive at the high school two to six grades behind. Some struggle with basic arithmetic or with writing a paragraph. Chavez seeks to help them catch up.

Three years at Chavez changed the life of Moises Flores, 22, a Nicaraguan immigrant. "I finally realized that I could do something," he said. "I could learn, and I could excel." He graduated in May from American University and is headed for law school.

Salcido, 44, an elegant and dark-eyed woman, knows the obstacles Flores overcame only too well. She moved to the United States from Mexico at age 15 knowing almost no English. To get through high school, she memorized passages from textbooks. It took her more than a decade to get through college and graduate school.

With her life experience and vision, Salcido has proven adept at attracting students. Her flagship campus moved three times in eight years to accommodate growth, settling on Capitol Hill; a second campus with a combined middle school and high school opened east of the Anacostia River last fall. Enrollment is now more than 1,100.

However, test scores have been just slightly better than the mediocre citywide average; the latest test data show one-quarter of Chavez students were proficient in math and one-third in reading. Just as worrisome, many students leave the school after their freshman year.

Salcido reached out to the Gates Foundation in 2004 through an official she knew there, education program director Jim Shelton, who arranged for Melinda Gates to tour the school that year. (Like Buffett, Melinda Gates serves on the board of The Washington Post Co.)

Salcido said she begged the foundation for help. "This is the time to make the investment," Salcido told Shelton last year, "not later when we make mistakes."

The pitch worked. The foundation dispatched program officer Andrew Smiles to help Salcido put together a proposal.

After prowling around the Capitol Hill campus, Smiles liked much of what he saw. Girls in bracelet-size hoop earrings and boys in baggy jeans walked past hand-lettered posters listing the grade-point averages of top students. Like the tail of a kite, sheets of paper lined a hall with the names of graduating seniors and the colleges to which they had been accepted. Bates, Penn State, Howard, the University of Maryland -- every Chavez graduate has been accepted to college, according to the school.

Many teachers were former policy wonks with Ivy League degrees. Smiles also saw promise in the public policy-oriented focus that linked coursework to the world at large. The school fit with the Gates "three R's" approach: rigor, relevance and relationships.

But some classes weren't as rigorous as they could be, Smiles concluded, and inexperienced teachers didn't know how to push kids to do more than recite answers by rote.

In a few weeks, he and Chavez administrators hammered out a 30-page plan with 11 target actions, known as "deliverables," in exchange for foundation support to fix problems and add two campuses. Most of the Gates money would come toward the end of a five-year grant. The deliverables included strengthening the curriculum, training teachers, drawing up more detailed budgets and taking steps to reduce student attrition. Nearly a quarter of the freshman class, Smiles discovered, had disappeared by the time their sophomore year began.

The Gates model is more common in business than philanthropy. Experts say Gates officials seek to hold grant recipients accountable and find formulas for success. The foundation "doesn't give all that much money to a school just because it's good and they want to make it better," said Paul T. Hill of the Center on Reinventing Public Education at the University of Washington, which also has received Gates funding. "They give money to the school because it's an exemplar and they want to have it reproduced."

So far, the Chavez schools have received $370,000 in two installments and have met the foundation's conditions. Salcido and her administrators hired a dropout prevention specialist, recruited a curriculum expert for their board of directors and hired a principal to open a third campus next fall. But tough questions remain. Will the dropout rate decline? Will teacher training help raise test scores? Will the new school have a strong academic plan?

One key element of the Chavez expansion has been delayed. Two new campuses, not one, were supposed to open next fall. Salcido still aims for that fourth campus. Her enrollment target is 3,000 students.

"They've learned a lot of tough lessons over time," Shelton said of Salcido's team.

Smiles stays in constant contact by phone and in person, taking on an oversight role typical for a central office in a large school system. In July, he met with Chavez administrators to review progress on such matters as the new school calendar and dropout prevention. With pressed khaki pants and a thatch of unruly brown hair, Smiles looked like a cross between a Microsoft engineer and a prep-school English teacher as he took notes on a legal pad.

"It'd be great to get some perspective on the deliverables," he told them. "I'm also hoping that this meeting can serve as reflecting time to say, 'Here we are, getting prepared for two more schools.' "

Salcido gave a mock groan. "Do you have to remind us?" she said, as laughter rippled across the room.

Smiles grinned. "I know," he said. "Exactly."

ANOTHER First-like Imatator

Congratulations to Mike McIntyre an "Early Adopter" and of course "Special Kudo's" to Kyle Hughes the FIRST "Innovator in the Field" in Oakland County!

Robotics winners named at banquet: The Oakland County Competitive Robotics Association held its annual awards banquet last week, drawing more than 600 people to Oakland Schools in Waterford. Pontiac Central High School won the "Foundation Award," OCCRA's highest honor. It was the first time in the organization's seven-year history that a team won both the Foundation Award and the county championship. Oakland County Executive L. Brooks Patterson spoke, congratulating the students on their successes and challenging them to work harder in the future. Three new members were inducted into the county's Robotics Hall of Fame: DaimlerChrysler was inducted because of their extensive technical and material support of the league. Cynthia Skelton from Orchard Lake St. Mary's Prep was inducted as Outstanding Educator and Cheryl Drukis from the School District of the City of Royal Oak was inducted as Outstanding Mentor. Named to the All-County MVP Team were Bradley Berger of Birmingham Seaholm, Jake Mohan of Brother Rice, Brian Parkinson of Catholic Central, Alicia Steele of North Farmington, Wade Kempton of Hazel Park, Edgar Sedano of Holly, Alexander Golec of the International Academy, Matt Savela of Lamphere, Andrew Woodcox of Notre Dame Prep, Lee Coe of OSTC Northeast, Justin Perry of OSTC Northwest, Michael Murrish of OSTC Southeast, Mike DiCiuccio of Orchard Lake St. Mary's, Josh Murphy of Pontiac Central, Katarina Flores of Pontiac Northern, Patrick Pannuto of Rochester Adams, James Mathias of Roeper Upper School, Brittany Voshol of Royal Oak, Joshua Gardiner of South Lyon, Jon Carter of Southfield, Jason Weihman of Troy, Bryce Liposky of Walled Lake Northern, Rob Holt of Waterford Kettering and Guy Hamburger of West Bloomfield.

Wednesday, November 29, 2006

"Secret Sauce" of True Engineering Revealed!

Gheezz! I thought everyone knew this. Who Knew?

The Future of Work

by Richard Watson

Why the future of work could become child's play.

People divide their lives into work and play. But a clever few realize that if you pick the right work it ceases to be work and becomes play. The trick is finding something that you are passionate about and then devoting your life to it. This won't necessarily make you a fortune but it will make you happy. It may also turn you into a successful innovator, because playfulness is an essential prerequisite for invention.

In 1989 58 percent of the UK population said they were happy. By 2003, this figure had fallen to 45 percent despite a 60 percent increase in average incomes. And recently, The Observer newspaper claimed that most Britons would rather have their working hours cut than have their salaries increased. There are various explanations for all of this, but one is that people are doing the wrong kind of work. But what does the 'wrong' kind of work look like? The answer is highly personal, but in my experience it means working with people you dislike, doing something that's too easy, or doing something that's repetitive. It can also mean that you have a job that lacks meaning or doesn't make a difference.

According to author/philosopher Charles Handy there are three forces driving change at work. The first is globalization. As Thomas Friedman argues in his book The World is Flat, there is a single global market emerging for everything from products to people. In theory this means that soon you'll compete against everyone else on the planet for your job -- although in practice there will be a limit on what gets outsourced. Nevertheless, if your job can be done cheaper somewhere else, it might be worth looking at other employment opportunities. The flip side of this global village is that if you're really good at what you do companies will compete globally for your skills, as more jobs become mobile.

The second driver of change is demographics. Most countries face a demographic double-whammy with an ageing workforce colliding with a declining birth rate. According to the Herman Group this means there will be a shortage of 10 million workers in the US by 2010. Employers will have to get smarter at attracting and retaining good people. Because of this, we can expect to see more flexible working practices and the development of initiatives that attract older workers.

For example, B&Q -- a Home Depot style retailer in the UK -- offers jobs to retired tradesmen. The results are improved customer service and lower employee turnover. Similarly, BMW in Germany has designed a factory to attract older workers while Procter & Gamble has developed YourEncore -- a network of retirees that it dips into when it needs to crack a problem. Incidentally, one further idea implemented by P&G is 'reverse mentoring' that helps older workers (especially men) understand the problems faced by newly recruited staff (especially women).

The third driver of change is technology. Thanks to cellphones, laptops, and the Internet, work is becoming less tied to a physical location. Instead we are becoming a tribe of digital nomads working whenever and wherever we choose. This means that in the future employment contracts will have to change. Companies will realize that they are buying people for their ideas, and not their time or physical presence. In this scenario, annual contracts will be related to objectives met instead of hours worked. This will lead to an increase in sabbaticals and a further blurring between what's done at home and what happens 'at work.'

But this is just the beginning. In another twenty or thirty years artificial intelligence and robotics will have displaced another layer of workers. So if your job can be reduced to a set of formal rules that can be learnt by an intelligent and emotionally aware machine it may be worth looking for another career. It's possible that your current profession might disappear.

In other words we are facing a third industrial revolution. The first swapped fields for factories while the second -- the information revolution -- replaced brawn with brains. The third revolution will be the shift from left to right-brain economic production.

During the last century people were paid to accumulate and apply information. In doing work that requires acquisition and analysis of data, workers use logical left-brain activity. But Daniel Pink, author of A WHOLE NEW MINDpoints out that it’s an activity that is disappearing thanks to developments in areas like computing. For instance, speech recognition and GPS systems are replacing people for taxi bookings, and websites are helping people defend themselves in trials, giving mediocre lawyers a run for their money.

For further proof of a changing worklife, consider this fascinating statistic that I recently came across. Twelve years ago, 61 percent of McKinsey’s new US recruits had MBAs. Now only around 40 percent of the recruits hold MBAs. Partially, this statistic is based on an oversupply of MBAs in the domestic market, and the fact that data analysis can be outsourced to cheaper countries. But it's also because art graduates are demand. In a globalized world, products and services become homogenized and then commoditized. One of the best ways to create differentiation is through innovation, but what some people mean when they say innovation is actually design. Design involves the application of lateral thinking and physical beauty, both of which bring us right back to right-brain thinkers.

Of course some jobs cannot be done by a machine or outsourced to India. These include what I'd call 'high-touch' jobs, like nursing and teaching, both of which involve a high level of emotional intelligence. Jobs that involve the application of creativity and imagination are also safe. According to Richard Florida, one of the world's leading social theorists and public intellectuals, these types of jobs don't work just anywhere. There are specific types of cities that are attractive to right-brained entrepreneurs and innovators, because the score highly on the three Ts -- Technology, Talent, and Tolerance. Technology refers to the proximity of world-class research facilities. Talent is the clustering of bright, like-minded people from varied backgrounds, and Tolerance is an open progressive culture that embraces 'outsiders' and difference.

In the new economy, child-like receptivity and cognitive flexibility may prevail. Psychological neotency, a fascinating new theory developed by Professor Bruce Charlton at the University of Newcastle-Upon-Tyne (UK), says that the increased level of immaturity among adults is an evolutionary response to increased change and uncertainty. This sounds ridiculous when you first consider it, but it does make a certain amount of sense if you stop and think about it. Historically maturity was useful because in a 'fixed' environment it indicated wisdom and experience. However, in a rapidly changing environment experience can actually be disabling. In other words, youthfulness and playfulness may be adaptive responses to change where jobs, skills, and technology are all in a state of flux. This could certainly explain the apparently adolescent behaviour of innovators like Richard Branson and Steve Wozniak and, if true, has profound implications for everything from HR policy to office design.

First-like THUMB-Print made on the Huron Peninsula! Congratulations Award!

Students showcase alternative energy vehicle: Students in the Huron Intermediate School District in Huron County displayed their Innovative Vehicle Design project this month at the Huron Area Technical Center. In October, the students received the Innovation Award, the Presentation Award and the Founders’ Award at Convergence 2006 at Cobo Conference and Exhibition Center in Detroit. A group of 20 students from each K-12 school in the county, named Breaking Wind, built a blue one-person car named Aeolus that operates with two 12-volt batteries powered by wind energy garnered by a 24-volt wind turbine. When the batteries run low, they’re recharged by hooking up the turbine to the vehicle. The IVD project is the result of a $10,000 grant from the Convergence Education Foundation, designed for high school students to stimulate innovative thinking by blending engineering, science, math and advancing technologies to create an alternative fueled vehicle. More at the Huron Daily Tribune.

Monday, November 27, 2006

Big MAC Attack

Dear Friends and Family,
With a recent transition to the Apple Macintosh platform, I am shifting my primary e-mail account to a .Mac address. I am sorry for the inconvenience, but please update my e-mail address in your files to:
313-590-4000 (mobile)
313-647-9993 (office & fax)
Wishing all of you a wonderful holiday season!
Karl
Karl Klimek

Thursday, November 23, 2006

NSF Grant Intiative LAUNCH 2006

Details regarding same in coming "posts!"

Thursday, November 16, 2006

DENY THIS at OUR OWN PERIL!


The Workforce Readiness Crisis

By Susan McLester and Todd McIntire
Nov 15, 2006
URL: http://www.techlearning.com/story/showArticle.jhtml?articleID=193700630

from Technology & Learning

We're not turning out employable graduates nor maintaining our position as a global competitor. Why?

Back when the Soviet Union shot Sputnik into orbit, a panicked United States responded by improving math and science instruction in the nation's schools. Now that the United States is facing an increasingly competitive world market driven by digital globalization, how is our education system stepping up to the demand for graduates skilled enough to keep our country on the cutting edge? According to a survey of more than 400 Fortune 500 companies, we're not doing enough.

Released in September, "The Workforce Readiness Report Card" from the Partnership for 21st Century Skills, The Conference Board, Corporate Voices for Working Families, and the Society for Human Resource Management found the nation's new workforce entrants "woefully ill-prepared for the demands of today's—and tomorrow's—workplace." Donna Klein, president, CEO, and founder of Corporate Voices for Working Families, says the study's results were "amazing and sobering."

Klein, a former executive with the Marriott Corp. and current liaison between numerous American businesses, has seen firsthand the bumpy transition of today's new hires from school to the work world. "Education has been an area of interest for business for a long time because employers recognize that education is the pipeline into the workforce," she says. "We conducted 'The Workforce Readiness' survey essentially to verify our assumptions about what to expect from the upcoming workforce." With the Baby Boomers retiring in droves throughout the coming decade, Klein and others predicted a workforce smaller in number and without the necessary skills needed to thrive in the new technology-based economy.

But not even those commissioning the survey were prepared for the dramatic results the study uncovered.

Critical Skills for Today and Tomorrow

Core findings of the broad report identify what businesses' rate as the most important "must have" skills for new workplace entrants and also the specific areas in which new hires are both most deficient and best prepared. Skills employers cite as "very important" now and predict will be of increasing importance in the digital workplace reflect the shift in the past 25 years from a traditional economy to a knowledge-based economy. Among the skills identified as critical to success in the 21st century workforce are:

  1. a combination of basic knowledge and applied skills, with applied skills trumping basics as in the top five most important for any level of education;
  2. professionalism/work ethic, teamwork/collaboration, and oral communications, which are rated the three most important applied skills;
  3. knowledge of foreign languages, an area that will increase in importance in the next five years, more than any other basic skill;
  4. and creativity/innovation, which is projected to increase in importance for future workforce entrants.

Perhaps not surprising is the finding that employers place much greater value on the applied skills of leadership, critical thinking, and problem-solving than on more traditional basic skills such as reading comprehension or mathematics (for a full breakdown of what is meant by basic knowledge and applied skills, see the table below). Study sponsors are quick to emphasize that this does not suggest employers do not care about the basic skill level of new employees but rather that they seek a balance of the basic and applied skills. As the study states: "While the 'three Rs' are still fundamental to any new workforce entrant's ability to do the job, employers emphasize that applied skills are 'very important' to success at work."

Basic Knowledge and Applied Skills

Workforce Readiness Report Card for New Entrants to Workforce
Click here or click on image for larger view.

Measuring Up

Although respondents reported that some new workforce entrants have an excellent balance of the basic knowledge and applied skills they're looking for, and also acknowledge that information technology application makes a strong standing in two of the three education level categories, there remain significant deficiencies among entrants at every educational level, especially in the areas of written and oral communications and general workplace professionalism, including leadership abilities. Beyond that, it's troubling that the majority of college graduates remain just "adequate" rather than "excellent" in key skill areas (see the table at left for how new hires fared).

Also particularly disturbing is the study's findings on the current lack of preparedness of the nation's high school graduates. In addition to the deficiencies in communication and professionalism shared by those with varying degrees of college education, well over half of new workforce entrants with only a high school diploma are deficiently prepared in all ten of the skills that employers rate critical. These include both basic skills such as writing, mathematics, and reading, as well as applied skills such as critical thinking, work ethic, diversity, and teamwork.

The Crisis

The "Workforce Readiness Report Card" sounds a serious alarm for the current state of education in the United States. The implications touch numerous areas in today's education policy, procedures, and theory and presage serious "ripple effects" for the country's domestic and international standing.

On the domestic front, the study points to the degree to which federal education policy in the form of NCLB, with its focus on basic skill reform, appears to be at almost complete odds with the applied knowledge that employers say they value most in workers. Klein sees this disconnect as an inescapable by-product of the sweeping transformations of the past couple of decades. "We have changed to a knowledge economy, culturally, socially, and economically, but have not yet figured out how to reinvent ourselves to keep up with this, including in the area of education."

On the current lack of graduates' ability to apply skills, Klein believes this may in part be a result of an increasingly narrow and segmented curriculum, due largely to the cutbacks in after-school programs we've seen in the past 25 years. "After-school programs that provide opportunities for young people to remain in school to get experience in art, music, drama, computers, community leadership, and athletics help kids develop applied skills," Klein says. "There is lots of research showing this holistic approach to youth development is more beneficial in the long run than segmented development."

Cisco Systems Global Lead for Education Charles Fadel also believes that American students' lack of ability to apply learned skills in the workplace environment may be the result of an imbalance in our instructional approach. "We Americans tend to be purists," Fadel says. "We go from one extreme to the other, conducting academic debates over the merits of such things as whole language vs. phonics, or succumb to fads like 'new math,' instead of recognizing that we need to offer practical means to learn."

Fadel, who earned physics and business degrees, says the American education system has been losing its edge in both the creativity and deeper thinking areas over the past 20 or 30 years. "In the past, we saw NASA engineers thinking daringly and creatively, and they also had the analytical background to go with it," Fadel says. "American education has now somehow lost its ability to impart analytical skills to the masses."

Communication Breakdown

Klein and others also lament the "C in written communication" grade assigned by today's employers even to four-year college grads. "It's just so hard today to find entry-level people who can communicate effectively," she says. "Businesses are currently picking up the slack in remedial instruction, but the cost of training is prohibitive."

And for the many graduates who find themselves in working situations where companies are not willing to invest in training, a lack of communication skills can be a barrier to upward mobility.

John Curson, a veteran high-tech executive and CFO and cofounder of the San Francisco Bay Area's Complete Genomics DNA Sequencing company, finds the college graduates he's hired to fill middle management positions flatly "unpromotable" as a whole. "They may have good ideas, but they are simply unable to express them, either in writing or orally," Curson says. "If you want to be reminded about how important it is to communicate well, look at Steve Jobs." And while the company's highly skilled top technology workers, success-track PhDs and MBAs, may be able to communicate ideas clearly, they too often exhibit a limited ability to interact successfully with others, especially in the area of conflict resolution. Curson suspects the digital natives' natural dependence on e-mail may be partly to blame. "E-mail has introduced incredible efficiencies, but there is no substitution for old fashioned, face-to-face dialogue when it comes to straightening out misunderstandings," he says.

Workplace Professionalism

Such complaints from employers about employee behaviors dovetail with larger survey findings pinpointing concerns about new hires' lack of professionalism. Punctuality, courtesy, and manners are among the qualities many employers see as having fallen through the cracks between the Baby Boomer generation and succeeding ones. Klein attributes this in part to the shift in America from the single-earner household to the double-earner household, a result of women entering the workforce en masse in the '70s. "Suddenly, no one was around to make sure you had table manners or were dressed neatly," says Klein. "And even more has been lost since we've become a 24/7 economy. We're dependent on female labor and that's not going to change, but we haven't figured out anything to take the place at-home moms' jobs."

Despite the concerns expressed by many employers about the workplace ethics and general behavior of new hires, others disagree. Dave Anderson is chairman and founder of Sendmail, a company that routes 60 percent of all the e-mail on the Internet, as well CEO of the newly formed Evergrid, which develops software for high-performance technical computing. He disputes the notion that new hires lack professionalism, a work ethic, and applied skills. On the contrary, he says, it couldn't be "farther from the truth." His employees—mostly one to two years out of college—deal regularly with Wall Street brokerage firms and other high-level businesses. "They're not dressed in suits, they wear jeans and shorts, but they're well-mannered and aware of business standards," he says.

All New Grads Not Equal

In the area of applied skills, Anderson reports almost the opposite of what the survey says about new hires. "They're much better at working collaboratively, as part of a team, and have a greater understanding of processes than earlier grads have had," Anderson says. "Many are much more self-taught and self-guided, with lots of experience with open source and business internships under their belts."

The broad disconnect in the experience of employers such as Anderson, who admits to "being very picky" about the quality of new hires; Curson, who notes the "incredibly advanced technical capabilities" of recent hires with high-level degrees on his staff; and the majority of employers responding to the "Workforce Readiness" survey, suggests a growing disparity between workers with the most advanced degrees from the best schools and all other employees. This broadening gap also applies to the high school educated students who can be seen as set apart from all other groups because of their deficiency in virtually every crucial skill required for today's workplace.

It is difficult not to fear that this increasing divide will create a new and more stringent workforce hierarchy in American society, a distinctly un-American system with an elite, top-educated workforce maintaining power over a less-educated class that holds little chance of upward mobility.

The Global Threat

But while the United States battles its domestic issues, serious international threats are undermining its status as a global competitor. Producing and maintaining a prepared workforce is an ongoing challenge within an era of increased mobility of goods, services, labor, technology, and capital throughout the world. American employees no longer solely have the advantages provided by superior education and technical infrastructure. Nations around the world, such as India and China, have invested in education and technology to overcome barriers of communications, distance, and time to provide competitive products and services usually at much lower costs than those produced domestically. The result is a host of new threats to the American competitiveness on the horizon.

The Solutions

The sponsors of "The Workforce Readiness Report Card" ask, "How can the United States continue to compete in a global economy if the entering workforce is made up of high school students who lack the skills they need and college graduates that are mostly 'adequate' rather than 'excellent?'"

They look to two basic solutions to ensure that the nation's students are prepared to successfully meet the demands of the 21st century workforce. First, schools must find ways to teach applied skills integrated with core academic subjects. "America needs to relearn how to grow talent indigenously," Fadel says. "Teaching content and skills together is not a new concept—it goes back to Socratic methods. Technology just helps do it on a broader scale." (T&L will explore how cutting-edge districts are dealing with this challenge in the January issue).

Second, the business community must be more active in defining the skills they need from their new employees and then partner with schools to create opportunities for students to obtain them. "We need cross-sector dialogue that is not politically charged," Klein says. "There should be ongoing discussion among all stakeholders—education, business, and government—about what the ideal state is and how we can get there."

School-business partnerships can also provide direct learning opportunities such as internships and summer jobs, employee mentors and tutors, investments in proven work preparation courses, and monetary resources to find new solutions to this challenge.

The 21st Century Digital Learning Environments Future

If one is to take at face value the findings of "The Workforce Readiness Report Card," the United States faces a perfect storm of challenges arising from the disconnect between education and workforce values, the growing disparity in the degree of preparation of new hires, and the apparent inability of nearly all graduates to communicate effectively. But how do educators feel about this? Do these findings resonate with their experiences in the field? Do they agree that education is facing a serious crisis? Or are we making good progress in keeping up with skills required for the 21st century workplace? We'd like to hear your thoughts—e-mail your opinions to smclester@cmp.com.

Susan McLester is editor-in-chief of T&L. Todd McIntire is vice president at Edison Schools.