Posts Tagged ‘mark bregman’

BOB Search Places Director of Alien Defense

Saturday, April 1st, 2017

aliens pic

Executive Search Firm Boyle Ogata Bregman (BOB Search) announced today that it has filled the position of Director of Alien Defense for an unnamed Federal agency.  “When we were first approached by the Administration, we thought they meant defending against illegal immigrants, but then they explained this was for extraterrestrial aliens,” said CEO Mark Bregman, adding, “so we thought that would be an exciting search.”

BOB Search scoured the country for experts on Alien Defense, and found many candidates who knew about Aliens, but not necessarily how to defend against them.  Leading candidates included film producer Roland Emmerich (Independence Day 1 & 2, The Day After Tomorrow, Godzilla), but when it was discovered that he was a German Citizen, the hiring authorities called him off.  Another finalist was Blink 182 Co-Founder Tom DeLonge, who has been researching Aliens for years.  However, it became known that the former punk-rocker had recent contact with former Clinton campaign manager John Podesta, and this caused concerns.

The candidate chosen cannot be named officially, due to the highly classified nature of the program, but we can disclose that he is a nationally known Space Cadet, now living in a fortified compound in Idaho.  The position was originally intended to be located in NORAD headquarters or Cheyenne Mountain, both fortified bases that would feel comfortable to the candidate chosen.  Recently, the Administration has indicated that the role will be based near Mar-A-Lago, in Florida, for unknown reasons.

BOB Search is pleased to have helped keep the USA and the planet secure.

 

 

How to Communicate with Your Boss

Saturday, February 7th, 2015

communicate with boss

Communication with your boss doesn’t have to be difficult.  If you have effective communications with other people, you already have the resources to do the same with your boss.  You just need to find out what works and what doesn’t work.  Start off by making the assumption that your boss is human just like you, with needs, preferences, and stressors.  Then use these tips to help have a mutually beneficial conversation:

 

  • Listen: Listen carefully.  Seek first to understand what your boss’ point of view is, and give that position equal value in your mind (think win/win).  Perhaps you are the one who came to talk but use the two ears / one mouth principal.
  • Validate: Assure your boss that his/her needs (in the given situation) are understood.  Even better is to find a way to demonstrate that you are aligned with your boss’ goals and expectations.
  • Be Prepared: Write down the key points you need to discuss, and know in advance how you will make your case.
  • Focus on Outcomes and Solutions: No boss likes to hear about problems.  Most of their day is dealing with problems.  Arrive with a description of the issue, but always come armed with a proposed solution or two.  Be able to answer the question “What is the outcome you desire in this situation?”
  • Be Concise: Most business leaders are low data users – they make decision with very little information.  They can be impatient if you are not concise.  Use the SAR model to brief your boss:  Situation / Action / R  Keep briefing on any particular issue to 7 sentences, 1 minute.  If there is a problem in the story, include obstacles and the proposed solution in your story, but keep it brief.
  • Be Professional. Don’t gossip, complain about others or badmouth anyone.  Verbalize your issue as a positive:  “I need for Joe to do….”
  • Benefit to the Buyer: You are selling something – an idea, a proposed solution – to your boss.  What’s in it for the boss?  Make sure that the “buyer” (boss) derives a clear benefit from your solution.
  • Take Responsibility. Own your mistakes. Don’t make excuses.  Bosses love people who accept responsibility and hold themselves accountable.

 

The Angry Boss:  Is your boss like a coiled spring, ready to pounce at the first provocation?  If you have a boss who easily gets angry, use these tips to deal with the anger:

 

  • Validate where your boss is coming from, no matter what. “I understand how you feel” is easy to say even if you disagree with the main point.  Being validated can calm people down.
  • Stay calm yourself. Don’t be defensive.  Ask questions; offer suggestions empathetically.  Don’t use the phrase “you should”.
  • Don’t make it personal. Bosses see that as a sign of weakness.  Keep it about the business issue and the proposed solution.
  • Use “I” statements.  Don’t say: “You don’t value my work…”  Say instead: “I need to feel valued for what I do.”
  • Try the when you.., I feel.., I need.. conversational sequence:  When you [describe boss’ action in neutral terms], I feel [describe your feeling], and what I need instead is [the outcome from your boss, defined in positive terms].”  By the way, this works at home too!
  • Commit to being part of the solution. Get on the same side as your boss. Most bosses will tolerate debate on the issues, as long as you aren’t fighting what they need to have happen.

 

Bosses put on their pants one leg at a time, they’re human, they’re flawed, and they don’t necessarily have better communication skills than you do in troublesome situations.  If you take the lead in handling the communication effectively, you can set the tone and the agenda for a positive exchange that will grow into a positive pattern of communication that repeats over time.

Los Angeles Aerospace Market

Wednesday, November 26th, 2014

la aero infographic

We spotted this interesting infographic from Aerospace Manufacturing and Design Magazine, which illustrates what hub Los Angeles County still is in Aerospace.  Good news! Happy Holidays!

30 Years of Headhunting

Tuesday, September 9th, 2014
then and now

Then and Now

This month, I will be celebrating 30 years in the executive search business, and 20 years with BOB Search.  I dispense a lot of (so-called) “wisdom” – or at least pontificate extensively – but have I learned anything?  YES!  I really relish the opportunity to learn, and appreciate learning very much.  Here’s a few things I’ve learned over 30 years:

  • Recruiting is fun.  The recruiting game is exciting and different every day.  You get to deal with new, different, interesting people every day.  Every situation can surprise you.
  • Recruiting is hard work.  Figuring out whether a company, job and person actually fit is hard to do.  You can’t phone it in.  No cruise-control days in this business.
  • Recruiting is a collaborative process.  You must always be on your client’s side (the employer), on the candidate’s side, and achieve a Win-Win-Win scenario in each engagement.  I try to picture my arm around the shoulder of whoever I’m talking to, in an advocacy posture, so that whatever I’m saying is good for the person I’m speaking with.
  • Recruiting carries a lot of responsibility.  You will be changing the candidate’s life, and hopefully impacting the employer’s bottom line.
  • Truth will be revealed in increments.  Candidates regularly hold their cards close to the vest, and so do employers.  As rapport and trust increases, an increasing amount of truth is revealed.  Many times the info withheld is really important!  So, I try to develop rapport and trust ASAP.
  • On the other hand, people say the darndest things.  Some people will reveal so much truth, you can cringe sometimes.
  • Recruiting is hard to train.  I’ve had lots of people work for me.  There is a natural combination of skills (integrity, extroversion, persuasion, logic, intuition, observational ability) that is required to do this job well.  Technique can be taught, but the basic profile of a recruiter – either you got it or you ain’t.
  • Social media and modern communications have changed recruiting.  Used to be everything had to be done by phone.  Now, candidates and even employers are often more responsive by e-mail and will sometimes initiate new relationships via LinkedIn more readily than by phone.
  • LAST BUT NOT LEAST: My team means the world to me.  I work with the best people, and I appreciate them every day.

There are probably really poignant and touching memories I’ve left out, but that’s age for you.  I look forward to continue to learn, and to celebrating more anniversaries in this business!

The Downside of Grit

Tuesday, September 2nd, 2014

Is hard work worth it, just for the sake of working hard and getting something done?  What if the thing getting done has little value?  What if the person working hard isn’t enjoying it?

“Grit”, or just merely persevering, is the subject of a provocative article by Alfie Kohn, which was published this spring in the Washington Post.  Alfie kindly allows reprinting, so I am presenting his thoughts here in their entirety.  Please visit his web page for more on Alfie, and his books, including The Myth of the Spoiled Child, from which this essay is adapted:

[By the way, I am in favor of letting kids explore their interests.  They apply their own grit once they find their passion!]

hm_alfieThe Downside of “Grit”

What Really Happens When Kids Are Pushed to Be More Persistent?

By Alfie Kohn

[This is an expanded version of the published article, which appeared in the Post‘s Sunday “Outlook” section.  It has been adapted from chapter 7 of The Myth of the Spoiled Child: Challenging the Conventional Wisdom about Children and Parenting.]

Cognitive ability isn’t the only factor that determines how children will fare in school, let alone in life.  Drawing on a substantial body of research, science writer Dan Goleman reminded us of that fact almost twenty years ago in his book Emotional Intelligence, emphasizing the contribution of such attributes as self-awareness, altruism, personal motivation, empathy, and the ability to love and be loved.

But a funny thing has happened to the message since then. When you hear about the limits of intelligence these days, it’s usually in the context of a conservative narrative that features not altruism or empathy but something that sounds very much like the Protestant work ethic.  More than smarts, we’re told, what kids need to succeed is old-fashioned self-discipline and will power, persistence and the ability to defer gratification. They have to be able to resist temptation, put off doing what they enjoy in order to grind through whatever they’ve been told to do — and keep at it for as long as it takes.

Emblematic of this shift is Paul Tough’s recent bestseller How Children Succeed, which opens with a declaration that what matters most for children are qualities like “persistence, self-control, curiosity,   conscientiousness, grit, and self-confidence.”  But that’s the last time he mentions curiosity or self-confidence; those words don’t even appear in the index.  It’s self-control and grit that occupy Tough for much of the book.

Nor is this emphasis unique to Tough. “Grit” — defined by its most prominent proponent, Angela Duckworth, as “the tendency to sustain perseverance and passion for challenging long-term goals” — has been greeted with a degree of breathless enthusiasm unmatched since — well, since the last social science craze.

The hard-line inner-city charter school chain known as KIPP has integrated the idea of grit into its teacher training.  So has the Lenox Academy for Gifted Middle School Students in Brooklyn, as NPR recently reported.  Every school in one Houston-area school system will now “emphasize grit through a district-wide set of expectations and lessons,” according to its website. ASCD, a prominent international   education organization based in Alexandria, has just published a book called Fostering Grit.

Yet ironically, the heart of what’s being disseminated is a notion drummed into us by Aesop’s fables, Benjamin Franklin’s aphorisms,   Christian denunciations of sloth, and the 19th-century chant invented to make children do their homework: “If at first you don’t succeed, try, try again.”

The problems with grit, however, go well beyond the fact that it’s not exactly a fresh idea.  On reflection the case for its value becomes steadily less convincing — and even downright troubling.

To begin with, not everything is worth doing, let alone doing for extended periods, and not everyone who works hard is pursuing something worthwhile.  People who are up to no good often have grit to spare.  Persistence is just one of many attributes that can sometimes be useful for reaching a (good or bad) outcome, so it’s the choice of goal that ought to come first and count more.

Moreover, persistence can be counterproductive and even unhealthy.  Often it just doesn’t make sense to continue with a problem that resists solution or persist at a task that no longer provides satisfaction.  Hence the proverbial Law of Holes:  When you’re in one, stop digging.

Gritty people sometimes exhibit what psychologists call “nonproductive persistence”: They try, try again even though the result may be either unremitting failure or “a costly or inefficient success that could   have been easily surpassed by alternative courses of action,” as Dean McFarlin at the State University of New York and his colleagues put it in the Journal of Personality.  Even if you don’t crash and burn by   staying the course, you may not fare nearly as well as if you had stopped, reassessed, and tried something else.

The benefits of knowing when not to persist extend not only to the outcomes of a decision but to the effects on the individual who made it.  Following a year-long study of adolescents, Canadian researchers Gregory Miller and Carsten Wrosch concluded that those “who can disengage from unattainable goals enjoy better well-being…and experience fewer symptoms of everyday illness.”

The motives for displaying grit also raise important psychological questions.  What matters isn’t just how long one persists, but why one does so.  Proponents of grit rarely ask: Do kids love what they’re doing?  Or are they driven by a desperate (and anxiety-provoking) need to prove their competence?  As long as they’re pushing themselves, we’re encouraged to nod our approval.

To know when to pull the plug requires the capacity to   adopt a long-term perspective.  Continuing to do what you’ve been doing often represents the path of least resistance, so it can take guts to cut your losses.  That’s as important a message to teach one’s children as the usefulness of perseverance.

Doesn’t grit enjoy empirical support, though?  A review of the research cited to defend the notion raises a host of doubts.  In one study conducted by Duckworth and her colleagues, freshman cadets at West Point who scored high on a grit questionnaire (“I finish whatever I begin”) were less likely to quit during the grueling summer training program.  But what does this prove other than that people who are persistent . . . persist?

Grit is usually justified as a way to boost academic achievement, which sounds commendable.  But take a moment to reflect on other possible goals one might have for children — for example, to lead a life that’s happy and fulfilling, morally admirable, creative, or characterized by psychological health.  Any of those objectives would almost certainly lead to prescriptions quite different from “Do one thing and never give up.”

Even the achievement claims seem less persuasive when you look closely.  Are more A’s given to students who report that they put off doing what they enjoy until they finish their homework (as one study found)?  Sure.  In other words, those who do what they’ve been told, regardless of whether it’s satisfying or sensible, are rewarded by those who told them to do it.  Interestingly, earlier research, including a pair  of studies Duckworth herself cites to show that self-discipline predicts academic performance, discovered that students with high grades tend to be more conformist than creative.  If persistent students get higher grades, that may not make a case for grit so much as a case against using grades as a marker for success.

Another pair of studies, of an elite group of middle-schoolers who qualified for the National Spelling Bee, found they performed better in that competition if they had more grit, “whereas spellers higher in   openness to experience — defined as preferring using their imagination, playing with ideas, and otherwise enjoying a complex mental life — perform[ed] worse.”

What’s striking here isn’t the finding itself but the lesson derived from it.  If enjoying a complex mental life interferes with performance in a one-shot contest to see who can spell more obscure words correctly, is that really an argument for grit?

But the problem isn’t just the weakness of the studies — it’s the fact that the case ultimately doesn’t rely on empirical evidence at all.  Duckworth, for example, has no use for children who experiment with several musical instruments.  “The kid who sticks with one instrument is demonstrating grit,” she told a reporter.  “Maybe it’s more fun to try something new, but high levels of achievement require a certain single-mindedness.”

Her value judgment, in other words, is that children should spend their time trying to improve at one thing rather than exploring,  and becoming reasonably competent at, several things.  But for anyone who favors breadth and variety in life, no reason has been offered to prefer a life of specialization – or to endorse the idea of grit, which is rooted in that personal preference.

That’s true for adults as well as children, by the way, but grit has been applied primarily to kids.  Grit is sometimes sold as a tool to accomplish whatever goals one chooses, but in practice the focus is   on training children to accomplish the goals imposed on them by adults.

Regardless of age, though, the concept isn’t just philosophically conservative in its premises but also politically conservative in its consequences.  The more we focus on levels of grit (or self-discipline more generally), the less likely we’ll be to question larger policies and institutions.  Consider Paul Tough’s declaration that “there is no antipoverty tool we can provide for disadvantaged young people that will be more valuable than the character strengths…[such   as] conscientiousness, grit, resilience, perseverance, and optimism.”

Really?  No antipoverty tool — presumably including Medicaid and public housing — is more valuable than an effort to train poor kids to persist at whatever they’re told to do?  Whose interests are served by such a position?

In the field of education, meanwhile, some people are trying to replace a system geared to memorizing facts and taking tests with one dedicated to exploring ideas.  They’re committed to implementing a   democratic, collaborative approach to schooling that learners will find more engaging than what they’re offered now.  But those enamored of grit look at the same status quo and ask:  How can we get kids to put up with it?

Duckworth acknowledges that it’s desirable for students to   develop a long-term interest in what they’re doing, but the main thrust of her work is that “hard things” are worth doing just because they’re hard.  Her goal is to figure out how to make students pay “attention to a teacher rather than daydreaming” and “behav[e] properly in class.”  And in her more recent research, she even created a task that’s deliberately  boring, the point being to find strategies for resisting the temptation to do something more appealing instead.

Whether that uninteresting stuff is worth doing apparently doesn’t matter.  As long as kids keep at it.

 


Copyright © 2014 by Alfie Kohn.   This article may be downloaded, reproduced, and distributed without   permission as long as each copy includes this notice along with citation   information (i.e., name of the periodical in which it originally appeared,   date of publication, and author’s name). Permission must be obtained in order   to reprint this article in a published work or in order to offer it for sale   in any form. We can be reached through the Contact Us page.