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Collaborative Overload
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Leadership Managing people
From the January–February 2016 Issue
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Executive Summary

Collaboration is taking over the workplace. According to data collected by the authors over the past two decades, the time spent by managers and employees in collaborative activities has ballooned by 50% or more. There is much to applaud about these developments—but when consumption of a valuable resource spikes that dramatically, it should also give us pause.

At many companies, people spend around 80% of their time in meetings or answering colleagues’ requests, leaving little time for all the critical work they must complete on their own. What’s more, research the authors have done across more than 300 organizations shows that the apportionment of collaborative work is often extremely lopsided. In most cases, 20% to 35% of value-added collaborations come from only 3% to 5% of employees. The avalanche of demands for input or advice, access to resources, or sometimes just presence in a meeting causes performance to suffer. Employees take assignments home, and soon burnout and turnover become real risks.

Leaders must start to manage collaboration more effectively in two ways: (1) by mapping the supply and demand in their organizations and redistributing the work more evenly among employees, and (2) by incentivizing people to collaborate more efficiently.

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The Situation

Over the past two decades, the amount of time managers and employees spend on collaborative work has ballooned. At many companies people now spend about 80% of their time in meetings or answering colleagues’ requests.

The Problem

Although the benefits of collaboration are well documented, the costs often go unrecognized. When demands for collaboration run too high or aren’t spread evenly through the organization, workflow bottlenecks and employee burnout result.

The Solution

Leaders must learn to better manage collaboration in their companies by mapping supply and demand, eliminating or redistributing work, and incentivizing people to collaborate more efficiently.

Collaboration is taking over the workplace. As business becomes increasingly global and cross-functional, silos are breaking down, connectivity is increasing, and teamwork is seen as a key to organizational success. According to data we have collected over the past two decades, the time spent by managers and employees in collaborative activities has ballooned by 50% or more.

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Depending on God to Keep My Salvation

Dr. Montia Setzler, Lead Pastor August 21, 2016 Series: Depending on God in Uncertain Times Depending on God to Keep My Salvation

Series: Depending on God in Uncertain Times Depending on God to Keep My Salvation

2 Timothy1:8-12 (HCSB)

8 So don’t be ashamed of the testimony about our Lord, or of me His prisoner. Instead, share in suffering for the gospel, relying on the power of God. 9 He has saved us and called us with a holy calling, not according to our works, but according to His own purpose and grace, which was given to us in Christ Jesus before time began. 10 This has now been made evident through the appearing of our Savior Christ Jesus, who has abolished death and has brought life and immortality to light through the gospel.

11 For this gospel I was appointed a herald, apostle, and teacher, 12 and that is why I suffer these things. But I am not ashamed, because I know the One I have believed in and am persuaded that He is able to guard what has been entrusted to me until that day.

v 8 So don’t be ashamed of the testimony about our Lord, or of me His prisoner. Instead, share in suffering for the gospel, relying on the power of God.

MY SALVATION COMES BY THE POWER OF GOD MY SALVATION IS NOT BASED ON MY WORKS

v 9 He has saved us and called us with a holy calling, not according to our works, but according to His own purpose and grace, which was given to us in Christ Jesus before time began.

Ephesians 2:8–9 (HCSB)

For you are saved by grace through faith, and this is not from yourselves; it is God’s gift – 9 not from works, so that no one can boast.

MY SALVATION IS PRESENT BECAUSE OF HIS ATONEMENT

v 10 This has now been made evident through the appearing of our Savior Christ Jesus, who has abolished death and has brought life and immortality to light through the gospel.

Romans 5:8 (HCSB)

But God proves His own love for us in that while we were still sinners, Christ died for us!

MY SALVATION IS SECURE BECAUSE HE GUARDS IT

vv 11-12 For this gospel I was appointed a herald, apostle, and teacher, 12 and that is why I suffer these things. But I am not ashamed, because I know the One I have believed in and am persuaded that He is able to guard what has been entrusted to me until that day.

Ephesians 1:13 (HCSB)

When you heard the message of truth, the gospel of your salvation, and when you believed in Him, you were also sealed with the promised Holy Spirit.

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Sane and Simple Tools to Help You Teach Middle School ELA

Teaching students how to summarize a text is important…

So important that it is part of the CCSS reading standards for literature and informational texts beginning in grade 4 and continuing (with greater rigor) through grade 12.

As educators, we know why summarizing will help students:

Here are five ways to teach this valuable skill.

Students can’t summarize what they can’t comprehend.

Be sure to provide scaffolding for students who need it — graphic organizers, comprehension questions, multiple readings, breaking down difficult passages into small sections — whatever it takes. Don’t ask your students to summarize something they don’t understand.

Use texts you know your students can read. Even using a picture book can break down the concept of summarizing for students who are struggling.

Have you read the original Womens Sue T Pa Trousers Blend bQAWN2F0S
by L. Frank Baum or The Call of the Wild by Jack London? Using just the first chapter of one (or both) of these books can help students really dig into summarizing (and so much more, but that’s for another post!).

Because both of these texts are in the public domain, you can print an excerpt or provide students with a digital link. Bringing students back to the same text throughout the year gives them more than just an opportunity to summarize. It also:

When you use a mentor text to help students summarize, you can refer back to it again and again as the year progresses — students have a reference point.

What would happen if you challenged your middle school students to summarize a Captain Underpants or Diary of a WimpyKid book, or a favorite comic book? Are middle school students ever too mature for Captain Underpants?! Ummm…no. Not only will you be tapping into a bit of nostalgia for them, you can introduce the question “what is the big idea” in the story?

Students will need to filter out the silly details to get to the main ideas of the text. Additionally, short chapter and easy-to-read books like these make a great opportunity for students to look at the elements of the plot. Because there aren’t big sub plots, the main points will be clear to your students.

Who can resist this iconic I Love Lucy episode?

I love this episode of I Love Lucy. Not only is it a classic, it is perfect for helping students practice summarizing. What’s going on here? What’s the problem? What are the big ideas of the scene? Again, students will have to filter out the details and get to the heart of the events.

Another reason to love short video clips:

I love using graphic novel styled pages to help students practice summarizing. Most graphic novels and comic books that the story through the pictures and dialogue — and the big ideas of the story are featured.

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The National Center for Interprofessional Practice and Education is supported by a Health Resources and Services Administration Cooperative Agreement Award No. UE5HP25067. The National Center is also funded in part by the Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation, the Gordon and Betty Moore Foundation, The John A. Hartford Foundation and the University of Minnesota.

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