This mirrors what I try to achieve in my career. The more adventures the better!
This mirrors what I try to achieve in my career. The more adventures the better!
“Everyone’s a critic. Whether it’s your latest essay or an upcoming performance review, constructive criticism is in your future, and you might not like what you hear. But if you’re smart, you’ll listen: research shows that your success may depend on it.
Receiving criticism can put anyone on edge. For many people, receiving feedback results in feelings of embarrassment and defensiveness. It’s a common response, but not a productive one.
A recent survey from PsychTests.com‘s Sensitivity to Criticism Test indicates that those who can handle receiving constructive criticism are more successful in school and their careers, and have higher self esteem. Among those who scored low on defensiveness, 66% had good grades, 70% were satisfied with their job, and 59% rated their self esteem as high.
But criticism can be especially difficult for students to accept. “Today’s students seemingly expect instant recognition and feedback, but perhaps handle it with greater sensitivity and thinner skin,” says author and career expert Brooks Harper. Despite that sensitivity, Harper says, it’s important for students to learn to take constructive criticism early on both graciously and gratefully. That way, they can make necessary adjustments, and also become more coachable, a quality that future employers will expect.
Constructive criticism offers a mix of positive and negative feedback, as well as support, encouragement, and strategies for improvement. It’s a full package delivered with intentions for growth, not hurt or embarrassment.
Although feeling defensive is a common response to criticism, a better one would be thankfulness. Yes, that’s right, you should actually thank others for criticizing you. Why? Constructive criticism, with positive feedback and support, is extremely beneficial. You can use it to grow, and even improve relationships with those who share feedback with you.
“[Constructive criticism] gives you an opportunity to understand the areas where you need to make improvements,” says Harper. “I mean, how can you improve if you don’t know? And it gives you an opportunity to make adjustments, and continue to sharpen your skill set and develop yourself.”
In college, constructive criticism may mean a boost for your GPA. In a study conducted by USC professor Darnell Cole, constructive criticism was found to help minority students “enhance academic success and educational satisfaction.” Rather than groaning at a less than stellar review of your latest term paper, you should view red inked notes as an opportunity for growth and success. Your professor has given you the gift of useful feedback, and you should respect their effort by taking what they’ve said to heart.
Even criticism that comes from your classmates is useful. You may roll your eyes when an English professor pairs you up with another student for a peer review session, but sharing feedback with your classmates is a good exercise for clarifying your ideas, as well as becoming more sensitive to your strengths and weaknesses. That’s why peer review has been used in serious scholarship for decades. A shared critical review among your classmates makes everyone’s work better.
Professor Marybeth Gasman has observed that often, students who push back against advice from faculty are the same ones who struggle with their job search, neglecting to follow advice from mentors. She urges students to listen closely to constructive criticism in order to reach their goals.
Taking a positive attitude toward criticism in college, whatever the source, can translate into success in your future career. It not only gives you the opportunity to improve upon your assignments and engage in deeper learning, it trains you to accept criticism for growth, which can be helpful in the professional world. A positive attitude toward criticism at work is linked to better job satisfaction, higher performance ratings, and even higher self-esteem. And showing a willingness to accept criticism may mean more job opportunities after graduation, according to Harper. “Companies are interested in employees who are coachable. So how you respond to constructive criticism is an indicator of your coachability.”
“In your career, you want to be seen as coachable,” agrees Sudy Bharadwaj, co-founder and CEO of Jackalope Jobs. “And in a perfect world, that’s what constructive criticism is: someone coaching you.” Accepting coaching, in school, in your career, can give you a different perspective and an opportunity to put good advice to work.
Sure, criticism can be very useful, but that doesn’t mean your initial reaction will be a positive one. It’s normal to feel nervous or defensive at first: someone is telling you what you’ve done wrong. But it’s healthier and more productive to put your defensive feelings aside, accepting constructive criticism with tact and a positive attitude:
“The best response is one of appreciation,” says Harper. “Be grateful to someone, be it your employer, professor, advisor, or parent, who cares enough to take the time and energy to offer feedback. So the proper response is, thank the person, then take time to process the feedback, and then make adjustments accordingly.”
It’s not enough to politely listen to criticism without incident. Constructive criticism should be used as an opportunity for growth. You may discover opportunities to better yourself from your harshest critics.
In college, at work, in life, you’ll be faced with many constructive criticism situations. Here’s how to handle the most common ones:
Constructive criticism is so much more than an uncomfortable conversation. It’s a gift that can give you the fuel you need to really find success in education and beyond. Learning how to accept and growth with constructive criticism can, as Harper says, “take you from where you are to where you want to be.””
The Condition of Education 2013 [May 2013] summarizes important developments and trends in education using the latest available data. The report presents 42 indicators on the status and condition of education, in addition to Spotlights that look more closely at 4 issues of current interest. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available.”
122 Page PDF
“The Tribeca Film Festival will feature a documentary called Out of Print, looking at the future of books and interviewing Amazon.com founder and CEO Jeff Bezos, self-published author Darcie Chan and other experts.”
I’ve linked to the documentary trailer above.
“Here’s a recently released “Broadband Brief” from the National Telecommunications and Information Administration.
From a Summary Blog Post:
Since June 2010, broadband availability at all speed levels has increased and basic broadband service is nearly universal in urban areas. While there is still a gap in broadband availability between urban and rural areas, 91 percent of rural Americans have access to basic broadband service as of June 2012.
While basic broadband service – which we define as advertised speeds of 3 Mbps download and 768 kbps upload – is often adequate for sending and receiving email and other services, more of today’s applications such as video streaming require much faster speeds. Across the country, broadband availability at higher speed levels has increased significantly since 2010, with the greatest gains in urban areas. Our data show that 88 percent of urban areas and 41 percent of rural areas now have access to broadband speeds of 25 Mpbs. While they have yet to match the speeds available from wired services, access to wireless broadband services also has increased dramatically from 2010 to 2012,
Other highlights from the Broadband Brief include:
- Changes: Between June 2010 and June 2012, national broadband availability increased at all advertised speed levels. During both years, the greatest rates of change occurred in the higher speed tiers, beginning with the 25 Mbps or greater tier. The percentage of Americans with access to broadband with speeds of 25 Mbps or greater has grown from nearly 50 percent in 2010 to more than 78 percent in 2012.
- Technologies: Cable is the primary technology that providers use to offer services of at least 25 Mbps or greater but less than 1 Gbps. At 3/768, 87 percent of the population has access to broadband via cable, 74 percent get this type of broadband from DSL providers and 20 percent get this broadband from fiber deployments.
- Rural/Urban: Almost 100 percent of urban residents have access to download speeds of at least 6 Mbps, while 82 percent of rural communities can access these speeds.
- Counties: In almost 59 percent (1,896) of U.S. counties, at least 95 percent of the population has access to speeds of 3/768; and in just under 10 percent (317) of counties, at least 95 percent of the population has access at 25 Mbps.
The full “brief” is available direct from NTIA (16 pages; PDF) and also embedded below.”
Ithaka S+R, RLUK, and JISC Release: “UK Survey of Academics 2012″
UK Survey of Academics 2012
Roger C. Schonfeld
From an RLUK Announcement and Summary:
The survey, funded and guided by Jisc and RLUK and conducted on their behalf by the not-for-profit research organisation Ithaka S+R, received 3,498 responses, (a response rate of 7.9%). The survey covers a range of areas from how academics discover and stay abreast of research, to their teaching of undergraduates. How they choose research topics and publication channels, to their views on learned societies and university libraries, and their collections.
Overarching themes are an increasing reliance on the Internet for their research and publishing activities, and the strong role that openness is playing in their work. Key findings include:
Access limitations– While 86% of respondents report relying on their college or university library collections and subscriptions, 49% indicated that they would often like to use journal articles that are not in those collections. (Figure 19, page 37)
Use of open resources – If researchers can’t find the resources or information they need through their university library, 90% of respondents often or occasionally look online for a freely available version. (Figures 21, page 40.)
The Internet as starting point – 40% of researchers surveyed said that when beginning a project they start by searching the internet for relevant materials, with only 2% visiting the physical library as a first port of call. (Figure 6, page 22.)
Following one’s peers– The findings suggest that the majority of researchers track the work of colleagues and leading researchers as a way of keeping up to date with developments in their field. (Figure 9, page 26.)
Emergence of e-publications– The findings show that e-journals have largely replaced physical usage for research, but that contrasting views exist on replacement of print by e-publications, where print still holds importance within the Humanities and Social Sciences and for in-depth reading in general. (Figure 16, page 34and Figures 10-13, pages 28-31.)
A Bit More From the Executive Summary/Key Findings
Decisive shares of scientist and medical and veterinary respondents are comfortable with the transition to electronic-only publishing and collecting for journal current issues, and majorities are comfortable with the deaccessioning of journal backfiles. Six out of 10 respondents overall reports having used a scholarly monograph in digital form in the past six months, but while significant shares like e-books for exploratory uses a majority prefers print for in-depth reading.
Freely available materials are seen to be having a real impact on access. Academic libraries collections are most likely to be seen as an important source for providing journal articles and books for research and teaching purposes, but following closely in second place are freely available materials online.
When an item is not held in the library collection, the highest share of respondents report that they look for a freely available version online, while the second highest share gives up, both of which outrank using the library’s interlending or document supply service. Disciplinary groupings differ noticeably in several cases in their access practices. Overall, a third of respondents report that they can almost always get satisfactory access to needed journal articles not immediately available through their institution.
Overall, about 45% of respondents indicated that they would describe themselves as very dependent on their college or university library for the research they conduct. Almost all respondents rate the library’s role as a purchaser of needed resources as very important, while other roles are less universally indicated as important.”
Direct to Full Text (92 pages; PDF)
25 Vintage Photos of Librarians Being Awesome
50 Scientifically Proven Ways to Be More Persuasive
Here are some of the tips included in this book:
How to make people believe everything they read
How to improve your influence
How to avoid messages that self destruct
How to use fear effectively
Lessons we can learn from the game of chess
This might be useful in library land!
Love this – Internet perfection . . . cats and dominoes