Shaping how we think

Yesterday there was intrigued by an article in the New York Times asking the simple question – does our language shape our thoughts (Deutscher, 2010)? In the article Deutscher discussed how our native language will assign different constructs, such as of gender to inanimate objects, which in subtle ways frame how we include these objects in our thoughts. These gender attributions may also affect how we interact with people based on gender.

This article got me thinking about other mental models. I am currently listening to an audio version of Doubt: A history: The great doubters and their legacy of innovation from Socrates and Jesus to Thomas Jefferson and Emily Dickinson, by Jennifer Hecht (2004). Hecht points out how some of the ancient Greek philosophers had problems in believing in a god who created the world. They asked what tolls, levers, or machines would he use for such a construction? What workspace would there before the development of land and space? These philosophers were constrained by a set of mental constructs that were limited to a specific plain of reality, and specific mechanical solutions. They could not conceive of a god who did not need arms and legs to move, who could exist outside the rules of a mechanical world, or for whom time was not a limiting factor.

We are all victims of our own mental models. Most of us don’t even realize that we use mental models. However, as odd and out there are as this may sound – we can’t handle reality. We are presented with mountains sensory input and raw data each day – and these inputs and data are only a small window on a larger reality. For the most part we function by applying rules of thumb and attempting to discover patterns that we recognize in the limited data that we can perceive. But, the simple fact is our business and our lives are based on the interaction of far too much data for us to even perceive, never mind deal with directly. Therefore, the only way to function is to have a handy set of mental models to short cut the process.

But which mental models do we choose? No matter how sophisticated a model we develop, our model will never match reality perfectly, and it is unlikely we will even fully recognize what the short comings are. So if we are incapable of dealing with reality without mental models, we must be vigilant in assessing if our current models are limiting us more than others. Again, we cannot be perfect in this the best we can hope for is occasionally avoiding catastrophe by identifying what  seem to be the most critical factors of our environments and monitoring those factors. Again, this is not easy. We have to deal with what we assume to be factors, and question whether these factors are simply symptoms of some other set of factors.

Put in to practical terms. Question your reality. Question your rules of thumb, and ask what environmental factors allowed these rules to work in the past. Ask what environmental factors are changing. Finally, ask your self has your past experiences and current mental models created a dangerous bias in your thinking.

Reference:

Deutscher, G. (2010, August 26). Does Your Language Shape How You Think? The New York Times. Retrieved from http://www.nytimes.com/2010/08/29/magazine/29language-t.html?_r=1&scp=2&sq=language%20&st=cse

Hecht, J. M. (2004). Doubt: A history: The great doubters and their legacy of innovation from Socrates and Jesus to Thomas Jefferson and Emily Dickinson. New York, NY: HarperOne.

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E-Mail is Sooo Yesterday

I was in the car this weekend with my high school age daughter when I passed a comment about email security. With an indignant look, and a dismissive tone, I was informed that she and her friends did not use email. Email was pas sea – the cognoscente in the youth culture communicate using text messages whenever possible (of course she did not use this phraseology). Yes some of the attitude that I was experiencing could be directly related to the  age of my daughter and the desire to rebel; however, it is an effective commentary on the ephemeral nature of technology. The very moment a technology establishes itself as an integral part of the social and business fabric is the very moment that we can begin to plan for its departure.

As predicted by Alvin Toffler (1970) – and as most people have come to see anecdotally – the pace of change is accelerating and the scope is becoming broader every day. Technologies that we have relied on as part of our core infrastructure will either disappear or dramatically transform themselves over the next decade. For example:

  • Fax machines are quickly heading to the realm of anachronism as we find alternative technologies to send document images electronically
  • About a quarter of Americans no longer have land-line telephones and rely exclusively on cell phones to communicate
  • Over the last two decades telephone as a device and the business models surrounding the telephone have dramatically changed – soon it is likely to be a free add on to a data package
  • Email will like morph to include some features that allow for more real-time interaction
  • Voice communications will  likely be more mobile and add optional features that increase the fidelity and intimacy of the conversation
  • There will like be growth in group conferencing technologies
  • Cable television will either become on-demand or it will disappear in the next decade or two

I myself have always been technology obsessed – and I am not prone to following the heard. So I am sure that over the years many of my statements and predictions of how processes should be done and why have made many people – including my parents – very uncomfortable. But the fact remains that no technology lasts forever.

Originally posted on www.tomcoughlan.com

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Can you teach College Prep?

Today’s New York Times ran an article about how college prep has become the latest perk for union members (Steinberg, 2010). It seems that the A.F.L.-C.I.O. and Princeton Review have begun to offer special deals to over13 million union members on course and counseling in preparing for college.  Of course as an academic nothing brings me greater joy than increasing college enrollment (I love anything that will ensure my livelihood). However, my concern is the relative efficacy of these classes.

In his book Outliers, Gladwell (2008) points out how the typical mindset of parents relative to education changes dramatically by social class. Those at lower economic levels are more likely to assume that the school is responsible for their child’s education, and those who are more affluent tend to take more responsibility for, and a more active role in, their child’s education. More affluent parents begin early developing student skills and mindset, and college prep classes are intended to polish rather than build skills.

It is important to remember that it takes over 10,000 hours, or over 10 years of hard, focused work to develop serious talent (Anders Ericsson, 2008). The sort of academic skills that it takes to be a success at a collegiate level are not innate nor can they be crammed in within a few months. They require a mindset change and constant attention over years.

Although I am all for giving college prep classes to anyone who shows interest, it is important to set the right expectations and the right mindset. Success at anything requires work and passion. We need to find a passion and take joy in the process. Without passion for the process life is just hard work. With passion, and a mindset of growth, life becomes an adventure.

References:

Anders Ericsson, K. (2008). Deliberate Practice and Acquisition of Expert Performance: A General Overview. Academic Emergency Medicine15(11), 988-994.

Gladwell, M. (2008). Outliers: The story of success. New York, NY: Little, Brown and Company.

Steinberg, J. (2010, June 21). Prep Classes for College Are Latest in Perks. The New York Times. Retrieved from http://www.nytimes.com/2010/06/22/education/22perk.html?scp=1&sq=prep%20classes%20for%20college&st=cse

Originally posted on tomcoughlan.com

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What the internet is doing to our brains

Being deeply interested in the brain and cognition, as well as having a passion for technology, you can imagine how excited I was to find three articles in today issue of the New York Time on how the internet is affecting our cognitive processing and corresponding behaviors (Connelly, 2010; Parker-pope, 2010; Richtel, 2010).  It does not take a great deal of reading in the area of cognition to discover that most of the current theorists believe that we can shape our brains. The act of thinking forces blood flow through the organ. Those parts of the brain that get used, have blood flow, and continue to develop throughout life. Conversely, those parts we do not exercise atrophy and die (Colvin, 2008; Shenk, 2010).

The articles in the Times, suggests that the always on society we live in has created stress and addictive behavior based on how we think about technology and our behaviors relative to technology.  The stress being created by the constant belief there is something out there that is happening which is either more interesting than what we are currently doing, or there something that might require our immediate attention. This nagging belief prevents us from being fully in the moment and does not allow us to concentrate on the task at hand. This inability to concentrate leads to more erratic behavior; which if constantly repeated becomes engrained and perceived as normal to the victim.

In their survey of 855 adults the Times found that 30 percent of those under 45 found that the use of internet connected devices made it harder to concentrate – yet only 10 percent of those over 45 had the reported this  issues (Connelly, 2010).  This made me begin to wonder if this was maturity kicking in, or was it deep routed patterns of behavior. What I am suggesting is that older workers are more likely to have developed methods for coping with information over load.  As Hagel, Brown, and Davisson (2010) point out in The power of pull: How small moves, smartly made, can set big things in motion , we have for some time, been a living in a world with increasing amounts of data but we are often faced with limited useful information.

This phenomenon is not new. Over 20 years ago in What they don’t teach you at the Harvard Business School, Mark McCormack (1986) outlined how he would deal with the vast amounts of data that was constantly flowing to him as one of the leading managers for sports personalities. McCormack had an elaborate time management system that allowed him to have detailed plans for all 168 hours in his week. This included methodologies for tracking all the information he collected that might be useful in the future, and specific plans on how and when he would respond to phone calls, faxes, and other types of correspondence – as well as planned time to think and relax.

If you think this sort of thing is a vestige of a former age, you might pickup Tim Ferriss’s (2007) The 4 hour work week. It would seem that Ferriss to a page form McCormak and adds an internet age twist. For example, Ferriss suggest that if you are afraid that some of your associates might feel sighted if you don’t respond within minutes, you could add an auto-response that states that you only respond to emails one a day so you apologies if you are late in responding.

One excellent analogy has been suggested by Dr. Kimberley Young , of Saint Bonaventure University. Dr. Young suggests that “technology like food is an essential part of modern life”, and just as we can have an unhealthy relationship with food we can also have an unhealthy relationship with technology. Suggesting that we unplug completely is not a viable alternative for most professionals; however, setting limits and plans on how we deal with the technology and data in our lives is.

References:

Colvin, G. (2008). Talent is overrated: What really separates world-class performer from everybody else. New York, NY: Penguin.

Connelly, M. (2010, June 6). More Americans Sense a Downside to an Always Plugged-In Existence. The New York Times. Retrieved from http://www.nytimes.com/2010/06/07/technology/07brainpoll.html?ref=todayspaper

Ferriss, T. (2007). The 4-hour workweek: escape 9-5, live anywhere, and join the new rich. New York: Crown.

McCormack, M. (1986). What they don’t teach you at Harvard Business School: Notes from a street-smart executive. New York: Bantam.

Parker-pope, T. (2010, June 6). An Ugly Toll of Technology: Impatience and Forgetfulness. The New York Times. Retrieved from http://www.nytimes.com/2010/06/07/technology/07brainside.html?ref=todayspaper

Richtel, M. (2010, June 6). Hooked on Gadgets, and Paying a Mental Price. The New York Times. Retrieved from http://www.nytimes.com/2010/06/07/technology/07brain.html?hp

Shenk, D. (2010). The Genius in All of Us: Why Everything You’ve Been Told About Genetics, Talent, and IQ Is Wrong. New York, NY: Doubleday.

Originally posted on tomcoughlan.com

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Potential is Developed – Not Born

Potential is DevelopedOn Sunday May 16th The New York Times published an article titled PlanB: Skip College. This was a perfectly logical article questioning whether or not everyone should go to college, and was there a value to assuming the tremendous debt that can be associated with such an endeavor. The author took great pains to point out those who are in the bottom quarter of their high school class have an 80 percent chance of  dropping out of college before they finish. At the same time, there was an acknowledgement that the majority of high school graduates lack skills in problem solving, decision making, conflict resolution, negotiation, cooperation, and active listening (Steinberg, 2010).

As I read this, I could not help but to think of Ericsson’s 10,000 hour rule of excellence. Simply stated, if you have not put in 10,000 of concentrated work in a domain of practice you will not achieve excellence in that domain. Or put in context to this case, if you don’t put in 10,000 hours of concentrated effort to being a student you will not be a competent student, and you will not build the skills students need to be successful.

As a college professor, I have witnessed firsthand people who have slid through the system to get to college, and expect that by sliding through college they will achieve success in life. They have bought into the statistics that say that college graduates have a higher employment and earning potential than non-college graduates. Therefore, they believe if they can just get the sheepskin they are set for life. What they are missing is where the value is created, and how that value is translated in to financial success.

The value of a college education is not in the document but in the discipline. It lies in the 4 years of focused effort at building skills, problem solving approach, and intellectual process development. The university system has evolved over centuries as a method of developing not only a set of very specific skills, but also a means for developing a methodology of discovery, and discipline of thought necessary to function as a professional.

Shenk (2010) and Colvin (2008) points out that talent is not born it is developed using the 10,000 hour rule, and there are few if any documented cases of anyone achieving world class success without spending 10,000 (or about 10 years) developing the skills necessary to be successful. In almost all cases, what we perceive as talent is really the culmination of years of work and concentrated effort. Conversely lack of talent is usually not a genetic flaw – but rather a lack of concentration in a specific domain of practice.

One important factor in the process of what creates excellence is effective coaching. To reach their full potential students must be taught in a way that resonates with them. It is not just about putting in the hours – it is all about how you use the hours and the effectiveness of training techniques.

As someone who was classified as learning disabled as a child, and who is now the holder of terminal degree, I am acutely aware of the destructive affects that can be wrought by loose generalizations in education. If a student does not respond to a specific technique, or if their learning process in not what the developer of the process was expecting, then they are categorized not capable. My process of learning is different. I often did not respond to techniques used by my teachers used for teaching Reading, English, or Spelling; therefore, they concluded I was clearly incapable of higher order thought. So imagine how surprised they were when this clearly disabled child did exceptionally well at theoretical and conceptional subjects like History and Science.  I was either accused of cheating on the subjects I did well in, or I was accused on being lazy because I could not connect with the way English and spelling were being taught.

Far be it from me to disparage teachers. I am one myself. Most teachers approach the profession with love and passion for what they do. However, their passion does not make up for the structural issues we face in elementary and secondary education in the country – and for that matter the world. As dedicated many of our teachers are we are still facing a system that is not setup to deal with anyone who does not fit the mold of traditional academic success. This leads to far too many valuable people developing the belief that they cannot compete and should not try.

Success in education in not built at the college level. It is a process that takes decades. Claiming that colleges are not graduating 80 percent of the people in the bottom quarter of their high school class is not a reason to conclude that not everyone is meant to go to college. What this means is we have a systemic problem in primary and secondary education. These students are not building the foundations necessary for academic success. The fact that only about 30 percent of adults over 25 have a college degree suggests there is a systemic flaw in how we deliver education. We are disenfranchising 70 percent of the population. It would seem the system needs to be redesigned to get higher participation. But higher participation does not mean dumbing down the curriculum. It means rethinking goals, developing a better better understanding of the pedagogical and andragogical process, and set more efficient process in place.

Education is not passive. Degrees are not given they are earned. And, teachers are not imparters of knowledge but rather guides that help direct people on their educational journey. But as guides we need to find ways in which to communicate and inspire those on the journey. If we fail, or if we suggest that education is not for everyone, we run the risk of losing a the greatest of resources – our own potential.

References:

Colvin, G. (2008). Talent is overrated: Waht really seperates world-class performer from everybody else. New York, NY: Penguin.

Shenk, D. (2010). The Genius in All of Us: Why Everything You’ve Been Told About Genetics, Talent, and IQ Is Wrong. New York, NY: Doubleday.

Steinberg, J. (2010, May 14). Plan B: Skip College. The New York Times. Retrieved fromhttp://www.nytimes.com/2010/05/16/weekinreview/16steinberg.html?scp=1&sq=Skip%20College&st=cse

Originally posted on www.tomcoughlan.com

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What are grades worth anyway?

I read a very disturbing article this past week. The Chronicle of Higher Education reported that a law school in California – Loyola Law School Los Angeles – was retroactively changing the grades of students who graduated since 2007. The net was that effect was that all final grades were to be raised half a grade level –  for example “bringing an A- to an A, and an A to an A+” (Marchand, 2010).

The rational for all of this was that they would be open the doors for students. According to the article it would help their students get past GPA cutoffs imposed by some employers. Moreover, the school claims that changing the grades provided a true indicator of their academic rigor compared to other schools.

I am sure that tactics like this work to some degree in the short term to get some students past the cutoffs, but it is truly a bastardization of the grading process and the misuse of grading information. Grades should be a tool that is used in the educational process to help direct students, to motivate students, and to help students develop. However, using grades as an indicator of potential professional success brings in questions of reliability and validity.

In the world of statistics the term reliability is used to measure how consistent an outcome and the ability to remove any bias in measurement. As we have all experienced in our own academic careers, the grading process is often highly subjective. Therefore using a GPA as an employment qualifier seems a bit ineffective.

Validity in this case would mean the establishment of a cause and effect between GPA and professional success. Again, study after study has shown that there is no significant relationship between GPA and   professional success.

Howard Gardner (2006) showed that there are at least nine types of intelligence, and that academic success only measures one type of intelligence.  Gardner posited that all real world applications of intelligence required the use of two or more types intelligence to be used in order to be successful.  When it comes to managerial or professional tasks typically high levels of emotional intelligence are required in order to be successful, which again is not measured in the traditional academic environment (Goleman, 1995).

This is not to say that some studies will not find some loose correlation between grades and professional success. However, this is more an effect than a true correlation. To explain what I mean here it might help to use an anecdote told be Gladwell (2008). It seems that there are an exceptionally large number of NHL hockey players who are born in the first three months of the year. Gladwell’s explanation of this was that cutoff for youth hockey was typically December 31th. Therefore, when these future stars were starting out, they were bigger and stronger than their younger peers; therefore they got a disproportional amount of attention and were groomed for all-star programs. Once in the all- star programs they were given more practice time and better coaches. This of course lead to additional opportunity and a virtuous cycle began. This same sort of thing may happen with grades.

However, there is an alternative scenario to consider. In a famous Harvard case study the coach of the US Army crew team at West Point measured the power of each team member on an ergometer.  The more powerful members (those with the better grades) were assigned to the varsity and the rest to the junior varsity. The only problem was that the junior varsity won two thirds of the inter-squad races.  It turned out that the junior varsity worked far better as a team than the elite players (Colvin, 2008).

The bottom-line here is that grade should not be used as a proxy to measure potential success.

References:

Colvin, G. (2008). Talent is overrated: Waht really seperates world-class performer from everybody else. New York, NY: Penguin.

Gardner, H. (2006). Multiple intelligences: New horizons. New York: Basic Books.

Gladwell, M. (2008). Outliers: The story of success. New York, NY: Little, Brown and Company.

Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books.

Marchand, A. (2010, April 1). A California Law School Will Raise All Students’ Grades – Students – The Chronicle of Higher Education. The Chronicle of Higher Education. Retrieved April 2, 2010, from http://chronicle.com/article/A-California-Law-School-Will/64949/?sid=at&utm_source=at&utm_medium=en

Originally posted on www.tomcoughlan.com

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Computing is really becoming Personal . . . and Mobile

When looking back at the science fiction of the past, one of the things that is most intriguing about their descriptions of the future is not so much the capabilities that they forecast, but rather the domains that of technology that they use to describe them. Our thoughts are driven by paradigms, prejudices, and heuristics that we understand and are familiar to us. Therefore, our vision of the future is typically built on our understanding of the present, and although we may have a desire for a new capability, our understanding of how that desire might be delivered is often built on the domains of technology and business structures we currently have.

A great example of this is the illustrations developed for Julies Verne in the late nineteenth century. For example, his description of a trip to the moon included a train like ship fired out of a large gun.  The interior of this vessel was very similar to the interiors of a railroad car or steamship of his day. So although he had the grand premise close to correct (which was no small task), his descriptions of the particulars were trapped in the domains of nineteenth century understanding.

When we imagine the future, or when we innovate, we often start with minor modifications of our current products and our current domains of understanding. Next, we move on to combining two or more domains to develop a new idea. Finally, we move to using these modified ideas are pulled together to create a new domain of understanding. However, all along the way we are hampered by our current understanding of the world.

This happens to all of us at some level, whether we are just and average Joe or a visionary like Jules Verne, and I think at some level it happened to me on my last post. In that post I imagined a world that would have more of a friends and family model a data plans. One were we would register our mobile devices (mobile phone, e-book reader, mobile entertainment device, . . .) with their current cell carrier and pay an aggregated fee just like in the popular friends and family cell phone plans. The problem I now have with that thought is that it relies too much on a current paradigm (the friends and family phone plan).

As I was thinking about this, I began to think about the principle of disaggregation, where the functions of a particular device or solution are broken down into building blocks (Yudkowski, 2005). This principle allows the innovator to use these building blocks in different combinations to create new and often better solutions. Under this principle it does not make sense to have all of our devices connect to the internet separately. Internet connectivity for all your devices should be aggregated and provided through a personal router or gateway. Under such a  model functions like voice transmission, content browsing, application serving, and entertainment would be serviced independently and my float between different devices.

The domains of the past few decades have created some other logical baggage. Serious telephones and internet connectivity have been largely landline based. Mobile computing was something of a convenience and it was assumed to be of inferior quality. Therefore, we have made assumptions about future serious computing based on a tethered model. We may need to rethink this model.

The quality of mobile devices have been entering the realm of business class services, and the concept of convertible services is extremely exciting. I have not yet seen the concept of convertible services  articulated yet in the press, but it is a trend that has been developing over the past few years. The concept of convertible services in my mind would be that of a service that changes based on the available infrastructure. An example of this might be a voice over IP phone service that works through your mobile phone. When you are on the go it uses the phone’s 3G mobile service to make the connection, and when you enter a WiFi hotspot it automatically moves the connection to form the mobile 3G network to the available WiFi service to make use of the available bandwidth. However, this process should remain seamless to the user.

Technology consumers use the available paradigm, but it is not necessarily the paradigm they want. At its core technology should be an enabler. So in the case a personal technology it should be available where ever we are and accessible on a whim. These users certainly do not want to be limited by location, or limited in their mobility.

Concepts like disaggregation and convertible services will allow the development of a truly mobile personal network of services. With these developments the line between home, office, and mobile services will begin to disappear, as will the line between personal services and business services. Your personal mobile gateway will be your connection to the world.

Reference:

Yudkowski, M. (2005). The pebble and the avalanche: How taking things apart creates revolutions. San Francisco, CA: Berrett-Koehler Publishers.

First published on www.tomcoughlan.com

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E-Book Readers and Convergence

On New Year’s Eve, I was having dinner with some friends when the subject of e-book readers came up. There was the typical banter that ranged from “what’s and e-book reader” to “I love the feel of a book too much to ever use one of those”. However, the one question I keep coming back to is “what do you think will end up happening to these devices”?

One of my dinner companions suggested that they will not last very long because people will not be happy with a single function device, and to a certain degree I agree with her. However, there is a parallel here to a product life cycle. What it takes to launch a device, grow a device, and sustain a device in the market is very different at each strategy.

When trying to understand the success of individuals, Gladwell (2008) points out that circumstance has a huge role in the level of success that any of us can achieve. Yes, if you work hard, and think carefully about positioning yourself strategically, you are more likely to be successful.  However, what will work as a strategy at any given point in time is highly dependent on environmental variables, and there are often far more variables at play than an individual can account for or control. The same hold true for products.

When I think about convergence I keep thinking about the original Palm Pilot. Prior to the release of the Palm Pilot there was a lot of buzz in the market about the concept of a personal digital assistant (PDA). The problem was the market did not yet have a definition of what one would look like, what features would be important, and why anyone would bother.

Of course, many futurists in the press were portraying a device with the potential of seamlessly keep our busy lives on track. In their vision these devices would somehow know everything about us and gently prod us along to outrageous levels of efficiency and success. The problem with the vision was that it did not account for the target market and it severely oversold the capabilities of the time. This lead to many devices that made ham-handed attempts at delivering on the promise, and to devices that required advanced degrees in computer science to operate. Worse there was a lack of general understand of the value of such devices in the market. The net result was that sales volumes in the market did not take off until the introduction of the Palm Pilot.

Palm’s approach was to develop a relatively inexpensive device limited to a key set of simple yet important features – calendar, address book, todo list, and notes – yet one that had the ability to add additional applications. Among the most important feature of the Palm Pilot was it was simple to learn how to use, it functioned well on the key applications, and it delivered real utility. This helped the device develop a mass appeal that lasted an extremely long time in for a personal electronic device.

Just like in the PDA market, the e-book market lacks a good definition of what the market is and what will be required for success. Like the PDA market, there are many futurists who would like to see feature rich devices that will handle a wide variety of tasks. I question this logic. As this market market initially develops it will searche for a purpose, utility, and reason to exist. If the markets lacks focus the purpose, utility, and reason to exist will not be apparent to a broad set of the potential customers. In addition, a personal electronic device is at odds with Moore’s Law and price elasticity. In the initial stages the cost of developing feature rich devices is extremely expensive. This often pushes the price of the product beyond the tipping point where it might have a broad appeal (another reason that the Palm Pilot outperformed its competitors).

Over time the PDA market have morphed in to the smart phone market of today. Devices like the cell phone, the PDA, and MP3 player have slowly begun to converge in a single device. However, it has not always been clear when it has been appropriate, from both a price and utility perspective. In order to maintain utility it often makes more sense to have devices designed to service a specific purpose. Consider the Swiss Army knife, it has many functions but is not particularly good at any of them – with the exception of being a knife. My Kindel DX can play audio books but it is not nearly as good, nor as convenient, as an iPod in doing so.

My dinner companion argued that e-book readers will like morph in to full functioned tablets, because the current e-book readers are underpowered and cannot handle very many functions. She believed that this lack of functionality will frustrate users and they will demand far more performance. This of course is an interesting point and one that would seem to be supported by conventional logic – however, it is countered by actual market trends. A close look at the netbook verses laptop markets would seem to contradict this soundly.

Netbooks are small inexpensive portable computers that are very low powered. However, they provide adequate utility when it comes to basic functions like checking email or surfing the web, and they fit a market niche between smart phones and laptops. In the past few years they have become very popular – in direct conflict to the predictions of many industry analysts who envisioned them as just low function laptops.

Bottom-line:

One cannot ignore the personal electronic market has been somewhat price sensitive over the past couple of years due to obvious reasons. Products that do not have established markets, or do not have a compelling purpose, will have a difficult time establishing mindshare and market share. Therefore, it is critical that products have a focus.

I do believe that e-book readers are on the verge of a market explosion. The top two readers (the Kindel and the Nook) provide the key features of good read ability, note taking, and mobile access to a large volume of content. Currently the price is a little high for mass appeal – however, price will likely drop dramatically over the next could of years if there is a focus on staying close to the original purpose of the device. As the market hits the growth stage of the product life cycle, the market will stratify, and it is likely that e-book readers will come in wide variety of styles and feature sets (one might consider the history of the laptop, netbook, and smart phone market when envisioning the future in this market). In order to sustain the market past the growth stage there will be low cost e-book appliances, and feature rich / expensive premium readers.

Eventually the like the PDA the e-book will run its course. It will likely be absorbed into some other personal device. However, it is not likely to happen for some time, and not without some changes in available technology. More importantly, I do not see the e-book completely replacing the book for some time. E-books are great for utility reading and will have a dramatically change the marketing and distribution of books. But why it will not replace the book might be an entire other blog post.

(Also posted at http://www.tomcoughlan.com)

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Time to rethink the content paradigm

Thomas Kuhn (1996) pointed out that we tend to hang on to broken paradigms well after they stop working and that when we find a new paradigm the functions we jump to it quickly. The unfortunate there needs to be someone who has the vision to come up with the new paradigm, the new paradigm needs to be valid, and that period between when the current paradigm begins to fail and the new one emerges can be very messy.  It would seem that the media industry is deep into the messy stage.
Currently there seems to be a general feeling among the incumbent media (content providers) that the revenue model is broken – but there is little consensus on what to do about it. What is even worse is they seem to ignore history, the failures of the past, and a pervasive cognitive dissonance of what is happening in the market.
Among the groups leading the charge is News Corporation. It seems they are looking to charge the consumer for content, and to limit the content that the search engines have access to. It seems that News Corporation is comparing their plight to that faced by the recording industry pre-iTunes; where content was illegally copied and shared over the internet. Worse they seem to be implying search engines and aggregators are stealing their content.
Other media companies like Simon & Schuster are looking at the delaying the release of e-book version of popular books feeling that the Kindel sales price of $9.99 would eat into the hardcover costs. It seems that they are assuming that the sales dynamics of the Kindel are the same as that of paperback books, and in their public statements they are not dealing with margin or the fact that not all Kindel versions of books are $9.99.
When you read comments made by executives in any of the media industries you often come away with the feeling you are listening to Bruce Springsteen’s Glory Day.   They all are lamenting the change in the industry and are blaming whoever and whatever they can – but the last thing they want to do is accept that things have changed. Between social changes and technology changes the newspaper as we know it will not exist a decade from now – and neither will be publishing industry. Not only will the economics change but we could even possible is free media models that have been described by Chris Anderson (2009). Neither I nor Anderson are suggesting that these industries don’t have value so the product should be given away – what we are suggesting is there are lots of ways to create revenue beyond simply charging for content and accepting advertising.
Media companies need to understand that the real market power is not in their hands but in the hands of the customer. The reason that iTunes works is not because customers were afraid of downloading free music. It worked because it was easy to use and you received value for a relatively modest price.
References:
Anderson, C. (2009). Free:The future of a radical pPrice (Kindel.). New York, NY: Hyperion.
Kuhn, T. (1996). The structure of scientific revolution. Chicago, IL: The University of Chicago Press.
(also published on http://www.tomcoughlan.com)

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Time to rethink the content paradigm

Thomas Kuhn (1996) pointed out that we tend to hang on to broken paradigms well after they stop working and that when we find a new paradigm the functions we jump to it quickly. The unfortunate there needs to be someone who has the vision to come up with the new paradigm, the new paradigm needs to be valid, and that period between when the current paradigm begins to fail and the new one emerges can be very messy.  It would seem that the media industry is deep into the messy stage.

Currently there seems to be a general feeling among the incumbent media (content providers) that the revenue model is broken – but there is little consensus on what to do about it. What is even worse is they seem to ignore history, the failures of the past, and a pervasive cognitive dissonance of what is happening in the market.

Among the groups leading the charge is News Corporation. It seems they are looking to charge the consumer for content, and to limit the content that the search engines have access to. It seems that News Corporation is comparing their plight to that faced by the recording industry pre-iTunes; where content was illegally copied and shared over the internet. Worse they seem to be implying search engines and aggregators are stealing their content.

Other media companies like Simon & Schuster are looking at the delaying the release of e-book version of popular books feeling that the Kindel sales price of $9.99 would eat into the hardcover costs. It seems that they are assuming that the sales dynamics of the Kindel are the same as that of paperback books, and in their public statements they are not dealing with margin or the fact that not all Kindel versions of books are $9.99.

When you read comments made by executives in any of the media industries you often come away with the feeling you are listening to Bruce Springsteen’s Glory Day.   They all are lamenting the change in the industry and are blaming whoever and whatever they can – but the last thing they want to do is accept that things have changed. Between social changes and technology changes the newspaper as we know it will not exist a decade from now – and neither will be publishing industry. Not only will the economics change but we could even possible is free media models that have been described by Chris Anderson (2009). Neither I nor Anderson are suggesting that these industries don’t have value so the product should be given away – what we are suggesting is there are lots of ways to create revenue beyond simply charging for content and accepting advertising.

Media companies need to understand that the real market power is not in their hands but in the hands of the customer. The reason that iTunes works is not because customers were afraid of downloading free music. It worked because it was easy to use and you received value for a relatively modest price.

References:

Anderson, C. (2009). Free:The future of a radical pPrice (Kindel.). New York, NY: Hyperion.

Kuhn, T. (1996). The structure of scientific revolution. Chicago, IL: The University of Chicago Press.

(also published on http://www.tomcoughlan.com)

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