Good Goals

by Margot Locker

With the school year starting, we asked some of our “GoodWorkers” about their goals for the coming school year.   A busy and impressive group, with many exciting plans!  (To learn more about any of these initiatives, please feel free to write us at margot_locker@harvard.edu.)

Bloomsburg University, Pennsylvania:

The Bloomsburg University GoodWork Initiative is focused on advancing undergraduates’ understanding of what it means to do academic Good Work as college students as well as identifying strategies and developing resources to advance their ability to achieve Good Work. To this end, the BU Good Work Initiative seeks to find ways to integrate Good Work concepts into curricular and extracurricular activities at Bloomsburg University. We are energized by the positive response we have received from all members of our campus community including support from all Colleges (Business, Education, Liberal Arts, Science and Technology) and several key Offices on our campus (Dean of Students, Diversity and Retention, Student Affairs, Graduate Programs and Research). We will continue to develop GoodWork inspired programs, such as an “On Your Honor” conference, in the Spring of 2013.

Amy Maturin, Unity Charter School, New Jersey:

After getting acclimated with the GoodWork Toolkit last year and working, along with my 1st and 2nd grade students, to fully understand the concept of good work, I am hopeful that my former students will be implementing the conversations and vocabulary they learned last year in their new classrooms. My goal for my current class is to use the activities that we developed last year while revising with more understanding. I’m looking forward to my continued collaboration with the project and to see the conversations and understandings of a new set of children.

Design for Change, http://dfcworld.com/

Design for Change is excited to be collaborating on a unique service learning and design thinking curriculum with the Harvard’s GoodWork Team. We have worked together to seamlessly integrate vital GoodWork principles of ethics, excellence an engagement into each aspect of Design for Change. We will be launching the curriculum this fall providing access to tens of thousands of students and teachers across 35 different countries. We are excited to share the GoodWork framework with children around the globe, who are all saying “I CAN!”

Patricia Kievlan, Convent of the Sacred Heart High School, San Francisco

I’m in my second year as Director of Community Service at Convent of the Sacred Heart High School in San Francisco, an all-girls Catholic high school celebrating its 125th school year. Our school has a long history of great work in philanthropy, and I hope to build on those existing partnerships with significantly more opportunities for direct service to our community here in San Francisco. Our students and faculty are eager to find new ways to serve: we do a lot of talking about needs in our community, one student said, but we don’t take a lot of action. This year, the 40 students in the Service Learning elective course will be planning new service activities on campus and will lead the charge for getting their classmates actively involved in their community on a weekly basis. We hope to use guiding questions from the GoodWork Toolkit (What constitutes GoodWork? Why is it important?) to inspire, guide, and evaluate the activities that we lead this year.

Ewa Suchecka, University of Warsaw

I work inthe Department of Education at the University of Warsaw. In my program there are 260 people – teachers and University students. The teachers are our students’ tutors from elementary schools, where they do their practices. I hope this year to give them the overview of GWP, (based on “Good Work. When Excellence and Ethics Meet.”, but also a little from “5 Minds for the future” and some articles on GoodWork from the website. On the basis of some narratives the participants will discuss what good work means to them, they’ll come up with their own definitions of GWanddiscuss the three Es, with the final goal to refer them to their own lives.I’ll also guide them to refer the 3 Es to the 4 major learning goals from the Toolkit.One of my goals is to guide them how to transfer what they’ve learnt about GW to implementing these ideas to children, in other words, to consider how to teach GW to children.

Deborah Coney, Bellevue School District

My goal as a 3rd grade teacher is to use the Good Work Toolkit to instill the E’s to my students through whole group discussion,  journal writing, and sharing. My hope at the end of the year is to demonstrate growth in their understanding of the 3 E’s and developing personal tools to live by for each child.

GoodWork Team

Here at the GoodWork Project, we are excited to work with such an energetic and diverse network of teachers. This year, we hope to get a solid sense of what is working and not working in the classroom through streamlined assessment and consistent check ins with teachers using the Toolkit. We are also excited to be working with two excellent elementary school teachers on our Elementary Toolkit so we can have a completed version by the end of this school year! We are looking forward to a great year and learning from all of you!

What are your goals for this school year?

When Ambition Trumps Ethics

by Howard Gardner

Below is an excerpt from Howard Gardner’s op-ed from The Washington Post:

On Monday, approximately 1,600 freshmen arrived at Harvard College. On Wednesday, I had the pleasure of spending 90 minutes with 20 of these students. They impressed me with their intellect but also with their empathy and willingness to listen to and learn from one another. They were excited by the opportunity to be at Harvard; they used such superlatives that I joked to colleagues that in a few years, they would be so critical, if not cynical, they would have a hard time believing their earlier enthusiasm.

On Thursday, I and many others learned of the university’s largest cheating scandal in living memory. According to news reports, close to half of the 250 undergraduates in “Introduction to Congress” are being investigated for allegedly cheating on a final examination. The fate of individual students is not yet known, but this event will clearly be a stain on Harvard’s reputation as large and consequential as that suffered by the service academies in earlier decades.

Many wonder how this could have happened at “MGU” (man’s greatest university). They will ask whether a large number of the same enthusiastic and loving students I met with Wednesday might well, in a year or two, be part of a cheating scandal themselves. The answer, I fear, is yes.

I’ve been at Harvard for more than half a century — as an undergraduate, a graduate student, a researcher and, for almost three decades, a professor. I know the university well, and in many ways I love it. Yet almost 20 years ago I became concerned about the effect that market ways of thinking has on our society, particularly our young. Colleagues and I undertook a study of “good work.” As part of that study, we interviewed 100 of the “best and brightest” students and spoke with them in depth about life and work.

The results of that study, reported in the book “Making Good,” surprised us. Over and over again, students told us that they admired good work and wanted to be good workers. But they also told us they wanted — ardently — to be successful. They feared that their peers were cutting corners and that if they themselves behaved ethically, they would be bested. And so, they told us in effect, “Let us cut corners now and one day, when we have achieved fame and fortune, we’ll be good workers and set a good example.” A classic case of the ends justify the means.

Read the rest of Gardner’s op-ed

Second Update GoodWork Pilot University Medical Centre The Radboud in Nijmegen, Netherlands, May – July 2011

by Alexandrien Van Der Burgt-Franken

This update of the Pilot in The Radboud Medical Centre is about sessions, methods and cases used from the (translated) GoodWork Toolkit and about our first experiences.

Yolande Witman and Alexandrien worked with three groups: medical heads of clinical departments , residentsphysician, nursing managers and nurse practitioners, 18 persons in sum.

With each group we held four sessions, planned in the period April – July 2011.

Session 1 ‘Good Work’ We started with an interview of the professionals with each other about the question: What makes you a good professional? After that we gave an introduction about the concept of Good Work. Then we asked them to give their opinion about GoodWork of other professions in cases from the toolkit. The professionals thought about criteria of good work of their own profession. We finished the first session with the value sort cards from the toolkit by each participant.  In the last session we will do this again and we are curious if there will be any differences.

Session 2 ‘Excellence’:

We asked every participant to bring along something regarding to what they see as an example of excellent work.  We also discussed the case of Alfred Bloom and the decisions that he made. We asked them to think about excellence and the relation with ethics. For this purpose we used the case about Ethical Values in Business.  After discussing this case we asked them to bring up examples of excellence from their own working experience. That resulted in all groups in inspiring stories, which illustrated the commitment of these professionals with their work.

Session 3 ‘Ethics’ This session started with a reflection about the responsibilities in daily practice and their influence on the work of the participators.  We discussed the case ’ serving a cause versus serving a client’. To conclude, the participants told stories regarding the moral dilemmas they face in their work. Emotional stories with regard to very difficult dilemmas occurred.

Session 4  ‘Engagement’. We started this session with an interview about personal engagement. Is this important in work and for the patient?  How do you want to be a mentor for others?  We discussed a case of the toolkit about mentorship, and after that we had a dialogue about their own experiences with mentors. What would you learn to others? What would you change in your work? They finished with filling in the value sort cards for the second time.

In June the medical staff and the organization decided that also a group of 8 enthusiastic medical students may participate in this pilot. In August and September we scheduled  four sessions with them. Some of them are involved in de movement Compassion for Care.

Next week we will analyze the outcomes and prepare the next joint meeting in September. In October, the groups will exchange their conception and awareness. The results will be presented to the board of the Medical Centre and the rest of the organization.

Yolande and Alexandrien are leading the sessions. Their first impression is that there are different points of views within the groups, this makes the dialogue useful. The differences itself are not the most interesting aspect; the possibility to exchange professional and personal experiences in an open and safe atmosphere makes it very valuable for the professionals.

The toolkit offered us good material, for all four sessions. The toolkit is developed for students, so we changed some exercises to make them more suitable for our senior participants. Because of limited time for each session, we made choices which parts we used. We also think that we have to ‘translate’ some cases to more visible for the Dutch situation. Finally we discovered in practice the importance of Good Work and the GoodWork Toolkit

Before we started to work on this pilot, we knew the GoodWork Project from the chapter Gardner et. al. wrote in the book ‘Professional Pride’. The GoodWork Project provides values of which we believe are very important. This pilot made us see that we are ready to work with the GoodWork Toolkit. The Professional Honor Foundation want to make work of it in different sectors  in the Netherlands. Working with professionals and discussing their work shows the importance of finding the right ‘language’ for Good Work. The cases of the participants confirm the importance of trust towards professionals.

Stay tuned-In September we tell you more about the results of the plenary session and the results in the University Medical Centre in Nijmegen.

Commencement Speech Roundup!

by Margot Locker

With graduation season officially coming to a close, we have compiled a roundup of the some of the top graduation speeches from around the country. We noticed many speakers touched on GoodWork threads in their words to graduating seniors. What were your favorite speeches this year?

President Barack Obama, Barnard College

“So don’t accept somebody else’s construction of the way things ought to be. It’s up to you to right wrongs. It’s up to you to point out injustice. It’s up to you to hold the system accountable and sometimes upend it entirely. It’s up to you to stand up and to be heard, to write and to lobby, to march, to organize, to vote. Don’t be content to just sit back and watch.”

Jane Lynch, Smith College

“If I could do so much of my early life over, I would have taken more moments like this to breathe. I would have spent more time focusing on what was right in front of me, instead of recoiling from what is because it didn’t look or feel exactly as I imagined it. I wouldn’t have been forever trying to look around the corner to see “What’s next, what’s next?!”

Oprah Winfrey, Spelman College

“You must have some vision for your life. Even if you don’t know the plan, you have to have a direction in which you choose to go,” Winfrey said. “What I learned is that that’s a great metaphor for life. You want to be in the driver’s seat of your own life because if you are not, life will drive you.”

Aaron Sorkin, Syracuse University

“Develop your own compass, and trust it. Take risks, dare to fail, remember the first person through the wall always gets hurt”

“Don’t ever forget that you’re a citizen of this world, and there are things you can do to lift the human spirit, things that are easy, things that are free, things that you can do every day. Civility, respect, kindness, character.”

Michael Bloomberg, UNC Chapel Hill

“Don’t be afraid to shoot the long ball. Take the risk. Life is too short to spend your time avoiding failure. If I had worried about failure – or listened to those who do – I would never have started my company, and never run for mayor. I can’t imagine my life if I hadn’t taken those risks. Not every risk will work out, but that’s ok. Failure is the world’s best teacher.”

Adam Savage, Sarah Lawrence College

“Stay obsessed. That thing you can’t stop thinking about? Keep indulging it. Obsession is the better part of success. You will be great at the things that you can’t not do.”

“Be willing to be wrong. Don’t fight for your idea just because you want the credit. Fight for your idea because it’s the right one. If it’s not, let it go and put your muscle behind the right one. Trust your instincts.”

Colin Powell, Northeastern University

“Make public service a part of your life.”

“Do something that gives you satisfaction every day and makes our society a better place.”

Bob Woodruff, Boston College

“Let me say that I do understand that not every single person gets to find passion in their job—for some people what they do is a vocation—but people find passion in other aspects of their life, whether it’s playing music or writing books, building boats, cooking or running marathons.  Whatever it may be, I urge you to find and feed a passion.”

A Major Bank Scandal: Where does the Buck Stop?

by Amelia Peterson

In recent weeks, the press in England (or Britain) has been full of stories of the fallout from  a startling revelation: At various points over the past five years, Barclays bank has been fiddling with the LIBOR rate. LIBOR, or the London interbank lending rate, (in theory) reflects the interest rate banks are charged when they borrow from each other. The rate is set by banks all self-reporting the charge they have had to pay in recent weeks. However, the rate then goes on to influence the short term interest rate for loans all around the world, so it is of some import that it be an accurate estimate.The scandal is idiomatic of most cases of corporate wrongdoing: it is unclear who should be deemed ‘responsible’. As is usually the case in Britain, the CEO, in this case Bob Diamond, has left. Most commentators appear to have favour this ‘buck stops at the top’ approach.

A more diffuse picture of responsibility appears in comments that this scandal is yet another sign that the ‘culture’ of financial services must change. I fully acknowledge the power of norms, but I wonder if the LIBOR case is not an important opportunity to highlight individual responsibility throughout an organisation. In the Financial Services Authority report of the case, the individual traders, managers and rate submitters whose e-mails evidence the action are referred to only by letters of the alphabet. Yet it is these individuals who should be facing questions from MPs. In his session, Bob Diamond could claim repeatedly, ‘I did not know’, and the MPs could press him no further. But the traders and submitters would have had to provide some answer for their actions, some account of what they were thinking and why they did it.

Ultimately, this scandal came about at the level of individual decisions. We may trace those decisions back to wider factors about industry norms and incentives but further missteps will only be avoided if in the future an individual bank worker steps back and thinks: I do have another option here; and if I choose to participate in a fraud, I will be and should be held fully culpable.

So far I’ve described only one particular model of responsibility– one where we are responsible for what we directly cause.  There are other understandings of responsibility. Journalist Deborah Orr here describes Bob Diamond and Barclays as symptomatic of a private sector that, on the one hand, calls for small government but, on the other, does not take ‘responsibility’ for meeting society’s needs. This view presents a picture where we all share in responsibility for a good society. Likewise a current series of articles on ‘sustainable business’ asks about the limits of corporations’ responsibility, posing the question in terms of environmental concerns. This is responsibility as taking heed of the long-term view and ‘doing your bit’ to help us get there.

We would do well to endorse as broad a conception of responsibility as possible, but there is also a liability in the above approaches. In defining responsibility too widely, companies can pick and choose which areas they will take a stand on, and which they will quietly shirk. ‘Corporate social responsibility’ is often mocked as a cover for greater sins, and sometimes this stance seems warranted. Barclays had a very comprehensive CSR policy under the banner of ‘citizenship’. By some comparative measures it was doing well with regards volunteering hours and environmental impact. But this strand of corporate citizenship cannot discount wrongdoing in another domain – its primary domain, its professional core – that has caused unnecessary losses in the wider society.

A lack of clarity about our spheres of responsibility makes it harder to ascertain when someone has been negligent. In a modern world where individual decisions can have complex—sometimes worldwide– impacts, it is increasingly difficult to decide what we should hold each other accountable for. This makes it easier to take actions which, if we were forced to account for, might be hard to justify. Dan Ariely’s recently published The Honest Truth About Dishonesty offers a comprehensive take on our capacity for self-deception and the extent to which dishonesty is rationalized away at the personal level. There is an interesting side consideration here about the impact of bringing all these tendencies to our attention: I always wonder whether the behavioral psychology of ‘irrationality’ only gives us another tool with which to placate our conscience – it’s okay, everybody suffers from ethical fading.  As Ariely has explained in press interviews, the response to this heightened awareness must be to put more effort into reminding ourselves of moral responsibility.

To be responsible has two sets of connotations: on the one hand responsibility is a burden, a weight that we bear more or less reluctantly. Yet on the other it is a mark of adulthood. To be responsible is to be mature, trusted. It may be that foreseeing the consequences of our actions in the modern, complex world is in many cases beyond our cognitive powers. If, to use a phrase of psychologst Robert Kegan’s, we are ‘in over our heads’, how should we think about responsibility?

To start with, we must think differently about risk when others would lose from a bad outcome. Secondly, lack of foresight can no longer be a blanket excuse: the default must be that organisations are responsible for indirect as well as direct effects. Lastly, as far as possible specific individuals should held accountable for the outcomes of specifically theiractions. As we understand more and more about our behavior as social animals, we hold onto the notion of individual responsibility by a thread. We cannot afford to lose it—indeed we must strengthen this fiber and make it a seamless part of our working lives.