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Archive for the ‘education methods/programs’ Category

 And what can we do about it?

Jan 9, 2020 

If we want to improve the competence level of people in leadership positions, we need to improve our own competence for judging and selecting them, especially when they are men, says organizational psychologist Tomas Chamorro-Premuzic.

Tomas Chamorro-Premuzic  is the chief talent scientist at ManpowerGroup, a professor of business psychology at University College London and at Columbia University in New York City, and an associate at Harvard’s Entrepreneurial Finance Lab.

He is the author of the book Why Do So Many Incompetent Men Become Leaders? (and How to Fix It), upon which his TEDx talk was based. You can find him on Twitter (@drtcp) or at

Have you ever worked with people who are Not as good as they think? 

This finding won’t come as a surprise to most of us, but statistically, these people are more likely to be male than female.

That’s right — men are typically more deceived about their talents than women are. And they are also more likely to succeed in their careers. That’s because one of the best ways to fool other people into thinking you’re better than you actually are is to fool yourself first.

I’m an organizational psychologist, and I use science and technology to predict and understand human behavior at work. One of the areas that fascinates me is the relationship between gender, personality and leadership and more specifically, how gender and personality shape our choices of leaders and how those leaders then impact organizations.

Discussions of gender tend to focus on the under-representation of women in leadership, which, sadly, is more or less universal.

But a bigger problem is the fact that most leaders are incompetent.

Indeed, whether in business or politics, incompetent leaders have negative effects on their followers and subordinates, causing low levels of engagement, trust and productivity and high levels of burnout and stress.

Just google “my boss is” to see what most people think of their managers (and just maybe, you’ll feel a bit better about your manager). You’ll see words like “crazy,” “abusive,” “unbearable,” “toxic,” and other words that are too rude to repeat.

So, the main question we should be asking is Not why there aren’t any more women leaders, but why do so many incompetent men become leaders? 

My research suggests there are three main reasons, and the first is our inability to distinguish between confidence and competence.

Across cultures and countries, we tend to assume that confident people have more potential for leadership, but in any area of talent, including leadership, there is very little overlap between confidence (how good people think they are at something) and competence (how good they actually are at something).

The second reason is our love of charismatic individuals, particularly since the explosion of mass media in the 1960s.

But this has been turbocharged by the recent digital age. We appear to want leaders who are charming and entertaining, but as most of us know, there is a big difference between an effective leader and being a stand-up comedian.

In fact, the best leaders are humble rather than charismatic, to the point of being boring.

That’s why they’re rarely featured in blockbuster movies. For example, imagine a movie on Angela Merkel — she wakes up, has breakfast with her husband, goes to meetings well-prepared, lets other people talk without interrupting them, makes rational decisions, and there are no scandals about her.

In contrast, there is a surplus of captivating biopics on charismatic leaders with a fascinating dark side, who end up ruining countries and organizations.

The third and final reason for the rise of incompetent men is our inability to resist the allure of narcissistic individuals — people with grandiose visions that tap into our own narcissism. 

We’ve always admired famous people, but our admiration for people who admire themselves or are famous for just being famous has been rising for decades. At this rate, future generations will look back at Kim and Kanye and say, “Whoa! Weren’t they modest?”

Much of the popular advice that focuses on helping people become leaders nurtures and promotes a narcissistic mindset: “Love yourself, no matter what”, “Don’t worry about what people think of you” or “If you think you’re great, you are.”

Unfortunately, this creates a surplus of leaders who are unaware of their limitations and unjustifiably pleased with themselves.

They see leadership as an entitlement and they lack empathy and self-control, so they end up acting without integrity and indulging in reckless risks.

In contrast, the best leaders keep their narcissism in check. They care a lot about other people, including what they think of them, and they spend a great deal of time worrying about their reputation, which is why there are very few scandals about them.

So, how do we stop incompetent men from becoming leaders?

The first solution is to follow the signs and look for the qualities that actually make people better leaders.

There is a pathological mismatch between the attributes that seduce us in a leader and those that are needed to be an effective leader.

If we want to improve the performance of our leaders, we should focus on the right traits. Instead of falling for people who are confident, narcissistic and charismatic, we should promote people because of competence, humility and integrity.

Incidentally, this would also lead to a higher proportion of female than male leaders — large-scale scientific studies show that women score higher than men on measures of competence, humility and integrity. But the point is that we would significantly improve the quality of our leaders.

The second solution is to distrust our instincts.

Most of us love our intuition, but most people are just not as intuitive as they think. In that sense, intuition is a bit like a sense of humor.

90% of people think they have a fantastic sense of humor. Yet how many people are actually funny? A much lower percentage.

One implication is to focus less on the impressions people make during job or media interviews, which are just an invitation to project our own biases and prejudices.

Even when we have good intentions, it is not easy to overcome this. For example, unconscious bias training will rarely help you ignore that the person in front of you is white, female or attractive. In fact, the more you try to suppress certain thoughts from your mind, the more prominent and present they become.

If we want to improve the quality of our leaders and help more women get to leadership positions, the last thing we should do is lower our standards when we select women. 

This means we shouldn’t ask women to behave more like incompetent men — for example, asking them to lean in when they don’t have the talent to back it up or to spend more time on self-promotion or advancing their own personal interests.

It also means not ruling out men because they lack the traditional masculine features that match our flawed archetypes of leadership.

To the extent that we can do these things, we will end up with better leaders.

However, progress starts with each and every one of us. If we want to improve the competence level of our leaders, we should first improve our own competence for judging and selecting leaders, especially when they are men.


Huge US university cancels subscription with Elsevier

The University of California system produces 10% of published research in the United States.
UC, which has 10 campuses across California, says that 18% of its researchers’ published studies are in Elsevier journals.
University of California system and Dutch publisher fail to strike deal that would allow researchers to publish under open-access terms.
Elsevier, headquartered in Amsterdam, publishes nearly 3,000 journals, which together issue more than 400,000 papers each year.

The University of California — the United States’s largest public university system — has cancelled its subscription with Dutch publishing giant Elsevier after months of negotiations over a proposed deal that would have allowed university researchers to publish in Elsevier journals under open-access terms.

The move is the latest in an escalating global row between scholarly publishers and academic institutions, which are pushing to make more of the scientific literature freely available and say that the costs of publishers’ subscriptions are becoming unreasonably expensive.

The University of California (UC) is the first US institution to have completely cancelled its subscription with Elsevier because of such negotiations.

“UC will embolden other institutions to take a hard line,” says Joseph Esposito, a senior partner at publishing consultancy Clarke & Esposito in Washington DC. “Some will be willing to walk away from deals.”

Esposito argues that pirate-paper site Sci-Hub has undermined the ability of some publishing firms to continue operating as they have before.

Tug of war

UC had been seeking to strike a ‘read-and-publish’ deal that would have allowed its researchers to read papers from the publisher, as well as to publish in Elsevier journals under open-access terms. Conventional licensing deals cover only the cost of accessing paywalled articles.

But the university — which publishes nearly 10% of US research papers — said on 28 February that it would not renew its contract, because Elsevier was demanding too high a price for the deal.

UC’s latest subscription with the publisher expired on 31 December, and researchers’ access to Elsevier journals had been extended while negotiations continued.

UC pays about $11 million a year to Elsevier in subscription fees, and the publisher wanted to increase the cost by about 80%, according to the institution’s calculations, said Jeffrey MacKie-Mason, co-chair of the UC negotiating team, in an interview with Berkeley News, a website maintained by the university.

In a statement to Nature’s news team, Elsevier called UC’s decision “disappointing”, and said that it had offered a model in which researchers could publish for free or open access and provided a path to reduce the costs for each UC campus.

In the past few years, stand-offs between academic publishers and institutes have increased in Europe, where a growing number of publishers have struck read-and-publish deals with university consortia.

Other US institutions, including Florida State University in Tallahassee, have cancelled major subscription deals with Elsevier over concerns about costs, but have continued to pay for access to a small subset of journals.

Researchers in European countries, including Sweden and Germany, have been without access to new papers in Elsevier journals for months, while national library consortia try to negotiate new deals.

‘Short-term pain’

Some UC researchers welcomed the institution’s decision.

“I’m ecstatic,” says Jeffrey Ross-Ibarra, a plant geneticist at the University of California, Davis. “I think it was the right call.” He predicts “some confusion and short-term pain” as researchers determine how to access articles without a subscription.

Jay Keasling, a chemical engineer at the University of California, Berkeley, has mixed feelings about the situation. A lot of students and scientists won’t have access to publications, he says. “On the other hand, Elsevier is a bit of a monopoly and I totally get where the university is coming from. I wish they could have gotten to some point of agreement.”

Keasling, co-editor-in-chief of the Elsevier journal Metabolic Engineering, worries that UC’s break from the publisher will affect the quality of Elsevier’s publications. “Will people quit reading the journals? Will people not want to publish on them?”

Despite the cancellation, UC academics will still have access to much of Elsevier’s back catalogue and will lose access only to articles published in Elsevier journals since the expiry of the institution’s licence, because of contract clauses that cover ‘post-termination access’.

Elsevier, headquartered in Amsterdam, publishes nearly 3,000 journals, which together issue more than 400,000 papers each year.

Education system in Germany

There are No private schools or universities in Germany: the rich and poor attend the same educational institutions and are distributed according to their capacities for higher education.

سر تقدم المانيا

اعلامية مغربية في المانيا تكتب عن سر تقدم دولة المانيا تقول : سأخون ألمانيا اليوم و اخبركم عن سبب تقدمها .. سبب تقدم المانيا ليس الفوسفات او الثروات السمكية او البترول او المعادن او المقالع ..

سبب تقدمها هو النظام التعليمي نظام تعليمي يتساوى فيه الغني مع الفقير التعليم الخاص ممنوع وهو في حكم الجريمة في المانيا .. ابن رئيس الشركة يجلس على نفس الطاولة التي يجلس فيها ابن رجل النظافة هكذا اسمه وليس الزبال .. لان الزبال من يرمي الزبالة ..

هذا النظام مقسم كالاتي : المرحلة الابتدائية ومدتها اربع سنوات .. بعدها يبدأ تقسيم الاطفال الى مجتهدين جدا .. ومجتهدين .. ولا بأس به .. ومتوسط .. وضعيف ..

المجتهدون جدا والمجتهدون يتم ارسالهم إلى الثانوي gymnasium .. لا بأس بهم يتم ارسالهم الى الاعدادي الثانوي realschule .. المتوسطون يتم ارسالهم الى المدارس الرئيسية او المهنية hauptschule .. الضعفاء يتم إرسالهم الى مدارس خاصة sonderschule ..

خلا ل المرحلة ما بين القسم الخامس والقسم الثاني عشر وهي سنة الباكلوريا يمكن لاي تلميذ تحسن مستواه ان ينتقل الى المدرسة الافضل ..

والذي كان في المدرسة الاحسن وضعف مستواه سينتقل حتما الى مستوى اقل .. فالاهم ان لا ينقطع التلميذ عن المدرسة .. السنوات الالزامية لاي تلميذ في المدرسة هي تسع سنوات .. وبعدها لديه الحق في الانقطاع عن المدرسة .. ولكن يجب عليه ان يبحث عن مدرسة مهنية او تكوين مهني ..

اذا غاب اي تلميذ عن المدرسة في السنوات التسع الأولى فقط لخمس دقائق تتصل المدرسة بالمنزل لتستفسر عن سبب غيابه .. ان رفض التلميذ اللجوء الى المدرسة يتم احضاره عن طريق الشرطة مع تكليف علماء النفس وعلماء الاجتماع اضافة الى الدولة المكلفة في شخص مكتب الشباب لمعرفة السبب .. فان كان السبب اسريا .. يتم حله حبيا و ان كان غير ممكن حله يتم اخذ الطفل من الوالدين لكي ينموا الطفل في ظروف طبيعية ..

لكل طفل الحق في الترفيه والرياضة وطعام صحي واستقرار اسري .. ان اكتشفت الدولة ان سببا من هذه الأسباب فيه خلل تتدخل .. مرحلة الجامعة : هي مكمن وسر تقدم المانيا .. تنتشر الجامعة في المانيا في كل مدينة صغيرة كيف ماكان نوعها .

كل زاوية من زوايا أي مدينة خاضعة لبحوث جامعية من حيث الاقتصاد والتقنيات والجغرافية وعلم النفس وعلم الاجتماع .. لا يمكن فصل أي فرد من المجتمع عن البحوث العلمية الجامعية ..

اما الجامعات الطبية فهي موجودة في مستشفى وفي كل دار للعجزة ويدرس الأخلاق والرحمة قبل أن يصبح الدكتور دكتورا .. ويجب عليه اولا ان يقوم بتمرين تطبيقي اولي لمدة ثلاثة أشهر في دار العجزة لكي يمسح غائط الرجل والمرأة المسنة

ولا يعمل الطبيب في المانيا بالمستشفى فقط بل في دور العجزة كذلك وفي مستشفيات الاطفال ومستشفيات الامراض النفسية والعقلية .. المستشفيات منتشرة على ربوع المدينة وهي متساوية تقريبا كلها في التجهيزات والاطر لان هذه الاطر هي ابناء الشعب .. ولا يمكن ان يتدخل وسيط او دفع رشوة لكي يدرس تحد الطب .. المانيا تستثمر في الانسان لانه هو مستقبلها ..

الطالب او القاضي او الشرطي او الوزير او البرلماني .. لا يحتاج وساطة ولا يولد في ألمانيا طفل وفي فمه ملعقة من ذهب بل ولدوا جميعا متساوون امام القانون ولديهم جميعا الحق في التعليم والصحة والطب والشغل .. هذا سر تقدم المانيا

Can you get in this state of mind: Never letting your associates fail? Any any cost?

By Dan Rockwell?

If you hear the train’s whistle and see the light in the tunnel you know the trains coming. If you let a train wreck happen without saying something, at best you’re foolish, at worst you’re cruel.

Letting people fail isn’t:

  1. Saying nothing when a wreck is around the corner.
  2. Standing on the sidelines gloating.
  3. Forgetting about financial costs.
  4. Ignoring the negative ripple effect of failure.
  5. Passive resignation to inevitable defeat.

Never let anyone fail before you’ve done
everything appropriate to help them succeed.

If you’ve shared your insight and experience and they reject guidance, let them fail, reassign them, or fire them.

But remember, if they could be right, trust them; take risks with them.


Expect people who fail to learn, make it right, and not repeat the same failures again.

Bring consequences on repeated failure.

Correcting failure isn’t punishment it’s responsibility.

Letting people fail isn’t burying your head in the sand.


Repeated failure may indicate employees aren’t properly assigned. Reexamine job responsibilities with employee aptitude and skills in mind. Repeated failure points to leaders as much as employees.

After not before:

Letting people fail is best seen in your attitude, after failure not before.

Never punish sincere failure; always learn.

Stand with people not against. Leaders fail when they don’t develop and implement failure policies.

Benefits of failure:

  1. Learning.
  2. Humility.
  3. Open minds.
  4. Support.
  5. Connecting.

How have you seen failure handled poorly?

How have you seen failure handled effectively?

Note: I guess giving repeated chances is far fetched, unless the employee is a special case and has exhibited willingness to change is “unproductive” behaviors and the boss has plenty of time to invest in his personnel?


First general exam (Brevet): A necessity or a futility?

Le BREVET : Une nécessite ou une futilité?

Hier et Aujourd’hui, nos chers apprentis se confrontent à la première épreuve nationale dans leur vie scolaire.
Quels sont les enjeux ? Est-ce indispensable ou non ?
Tout d’abord, il faut mettre au clair certains points :

-En premier lieu, le brevet comme toute épreuve (le mot est très révélateur) est une des étapes formatrices dans la vie de l’élève. Elle lui permet de mettre en œuvre une stratégie de révisions et de s’organiser en conséquent pendant son année scolaire.

-En second lieu, l’élève fait une première expérience dans des conditions réelles d’un examen national. Ceci l’exposera à la gestion de son stress et à vivre une expérience commune qui lui permet d’éprouver le sentiment d’un destin collectif.

-En troisième lieu, elle lui permettra d’élaborer des éléments de réponses, de sélectionner et de trier des informations de justification et de gérer des documents afin de s’imprégner d’un sujet sans se perdre dans les questions. Il s’appuiera sur les compétences, les savoirs, les savoir-faire acquis durant sa scolarité.

Mais la grande question qui se pose au Liban, repose sur la pertinence des programmes proposés et leur rôle dans la construction des connaissances et des compétences à valider.

D’un point de vue pédagogique, ça n’a rien de glorieux. De même, les conditions dans lesquelles se passe cet examen sont loin d’être alignées avec le statut de l’étudiant et cette étape de sa vie.

Au lieu que ça soit un rite initiatique comme son objectif devrait être, il est devenu une expérience non valide et non structurante et même cruelle, terrifiante et coûteuse (pour lui et pour l’état).

Dans cette épreuve rentrent différents enjeux politiques, régionaux et même psychologiques et budgétaires très controversés. L’expérience du premier jour en dit long et surtout dans l’improvisation de solutions et le manque d’information. Ce n’est pas l’installation de logistiques de contrôle qui vont garantir l’équité dans la prestation mais une profonde réflexion sur la réforme de tout le système éducatif dans toutes ses dimensions et ses enjeux.

Revenons sur cette question d’initiation ou rite de passage qui existe dans chaque culture. Tout rite initiatique permet de se mettre à l’épreuve pour avoir la preuve de ce qu’on est d’après le psychiatre Boris Cyrulnik car « il n’y a pas de pire que l’absence d’évènement dans une vie ». (It is an event)

Malheureusement, la sélection aujourd’hui c’est l’immobilité physique, la mémorisation de certaines informations non pertinentes et quelques règles de langues ou autres. Trouver une initiation moderne tels les pays de l’Europe du Nord est devenu très urgent.

Dans ce contexte, l’état Libanais est appelé à se mobiliser intensément et prioritairement sur la question de la validité des programmes scolaires et leur teneur dans la construction humaine et éducative du citoyen libanais.

Et pourquoi ne pas penser à exclure le brevet, et réformer même le bac libanais pour qu’il soit vraiment un rite de passage valide et validant par rapport aux exigences et aux attentes du monde actuel.

Peut-être aussi que cette réforme qui ira vers le cœur du capital humain libanais nous aidera à sortir des répétitions qui ont handicapé l’histoire du peuple libanais et l’ont empêché de cheminer vers sa vraie potentialité et vers un destin humanisant, digne et prometteur

Note: There is no need for a general exam before university (Matheleme…) Let a preparatory year at the university decide the qualification for higher studies. This exam ruined my summer, my university admittance and altered my life.


Defeat comes in tiny steps. Jerk-holes usually become jerks slowly.

You show up five minutes late for a meeting, but no one says anything.

You lose your temper and like a toddler having a tantrum, you get what you want.

Anger eventually becomes your default strategy for pressuring people into conformity.

You lose respect incrementally.

Second and third chances seem like permission.

But kindness and compassion are opportunities to improve, not permission for persistent irresponsibility.

You send a text message in a meeting. Before long, its common.

People feel devalued because you exempt yourself from common courtesy.

You come to expect special consideration. Ego blinds you to the tolerance of others. After all, you’re the boss.

Kindness evokes gratitude in the humble and entitlement in the arrogant.

5 small habits that reform jerk-holes:

Small blemishes grow into giant boils. But small improvements eventually blossom.

#1. Act like it’s your first day on the job.

Three or four times a week, dedicate one hour to reconnecting with your inner novice. Show up five minutes early for meetings, not five minutes late, for example.

#2. Become the boss you wish you had. If you work for an incompetent leader, learn behaviors to avoid. Stop interrupting, for example.

#3. Never give yourself permission to do anything you wouldn’t honor if your subordinates did it.

Would you tolerate a subordinate answering an email while you are talking to them? What gives you permission to do the same?

#4. Apologize.

Humility says, “I screwed up.” Arrogance minimizes small indiscretions.

#5. Recommit to learning and development.

  1. Read books.
  2. Get a coach.
  3. Seek feedback.

Tip: Stop thinking of another person while reading this post.

You cannot habitually violate the rules of influence and succeed. You might get results. You might make money. But every time you disrespect others – you diminish yourself.

What small allowances diminish a leader’s influence?

What small improvements expand a leader’s influence?

Working backward to solve problems?

Kind you solved it and trying to figure out how you did it?

Patsy Z and TEDxSKE shared a link.
Imagine where you want to be someday. Now, how did you get there? Retrograde analysis is a style of problem solving where you work backwards from the…




March 2020

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