Sukkot: Back to Basics

G-dcast does it again for Sukkot! Enjoy!



Sukkot: Back to Basics from G-dcast.com
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Dropping the Baton in the Synagogue

This is from the July issue of FastCompany. FastCompany is a business magazine, and ever since the first issue came my way fifteen years ago I have read it cover to cover. Each month I find articles that make me think about my work as a Jewish educator and as a human being. There are more ideas than I have had a chance to implement and the list grows longer each month. It has introduced me to Seth Godin, the importance of Design and more recently Chip and Dan Heath.


This article made me think about the process of recruiting, and more importantly growing and maintaining the relationships with a member family in our congregation. They come in through so many different doors: nursery school, family education, social justice, a desire to enroll children in religious school, a worship experience, spiritual searching - you name it. And then we get them to join. 


Some time later - hopefully years - they resign. And we are shocked, I tell you. Simply shocked. (cue Sam on the piano - you must remember this...)


Why would they leave? Perhaps they have accomplished what they thought of as their purpose for joining. Maybe the kids have left the house so they see no reason to belong for themselves. Maybe the dues are too high. Maybe, maybe maybe.


This article made me wonder how many ways we drop the baton in our synagogues. With our students. With their parents. With the family as a whole. We should have been working to help them find multiple reasons for being connected to the temple, to develop relationships with other members and with the institution itself that go beyond the reason they joined. I began this line of thought on this blog in April. I am sure there is more to come. I invite your thoughts on this.

Team Coordination Is Key in Businesses

By: Dan Heath and Chip Heath July 1, 2010

At the 2008 Beijing Olympics, the American men's 4x100 relay team was a strong medal contender. During the four previous Games, the American men had medaled every time. The qualifying heats in 2008 -- the first step on the road to gold -- should have been a cakewalk.

On the third leg of the race, the U.S.A.'s Darvis Patton was running neck and neck with a runner from Trinidad and Tobago. Patton rounded the final turn, approaching anchorman Tyson Gay, who was picking up speed to match Patton. Patton extended the baton, Gay reached back, and the baton hit his palm.

Then, somehow, it fell. The team was disqualified. It was a humiliating early defeat. Stranger still, about a half-hour later, the U.S.A. women's team was disqualified too -- for a baton drop at the same point in the race. (Freaked out by the trend, the U.S.A.'s rhythmic gymnasts kept an extra-tight grip on their ribbons.)
Team U.S.A.'s track coach, Bubba Thornton, told the media his runners had practiced baton passes "a million times." But not with their Olympic teammates. Some reporters noted that Patton and Gay's practice together had been minimal.

Thornton's apparent overconfidence was understandable. If you have four world-class experienced runners on your team, shouldn't that be enough? Unfortunately, no, it isn't. The baton pass cannot be taken for granted -- not on the track and not in your organization.

We tend to underestimate the amount of effort needed to coordinate with other people. In one academic experiment, a team of students was asked to build a giant Lego man as quickly as possible. To save time, the team members split up their work. One person would craft an arm, another would build the torso, and so forth. (At least one person, of course, was charged with tweeting compulsively about what the others were doing.)

Often, the parts were carefully designed, yet they didn't quite fit together properly, like a Lego Heidi Montag. The problem was that nobody was paying attention to the integration. The researchers found that the teams were consistently better at specializing than they were at coordinating.

Organizations make this mistake constantly: We prize individual brilliance over the ability to work together as a team. And unfortunately, that can lead to dropped batons, as JetBlue infamously discovered back in February 2007.

You remember the fiasco. Snowstorms had paralyzed New York airports, and rather than cancel flights en masse, JetBlue loaded up its planes, hoping for a break in the weather. The break never came, and some passengers were trapped on planes for hours. If you've ever felt the temperature rise on a plane after an hour's delay on the tarmac, imagine what it was like after 10 hours. These planes were cauldrons of rage -- one stray act of flatulence away from bloodshed.

JetBlue did its best to survive the wave of hatred -- its CEO apologized repeatedly and the company issued a Customer Bill of Rights, offering cash payments for delays and cancellations. But the executives realized that these efforts wouldn't eliminate the underlying problems, which were rather unyielding: The weather is unpredictable; New York airports are overcrowded; passengers expect on-time performance anyway. If JetBlue didn't fix its operations -- learning to respond to emergencies with more speed and agility -- another fiasco was likely.

JetBlue's executives knew that a top-down solution by a team of executives would fail. "The challenges are on the front line," says Bonny Simi, JetBlue's director of customer experience and analysis. In October 2008, Simi and her colleagues gathered a cross-section of players -- crew schedulers, system operators, dispatchers, reservation agents, and others -- to determine how the company handled "irregular operations," such as severe weather.

Individual members of the group knew the issues in their departments, and "if we brought enough of them together," Simi says, "we would have the whole puzzle there, and they could help us solve it."
Where do you start? If you ask individuals what's wrong with their jobs, you'll get pet peeves, but those gripes may not address the big integration issues. But if you ask people directly how to fix a big problem like irregular operations, it's like asking people how to fix federal bureaucracy. The topic is too complex and maddeningly interrelated; it fuzzes the brain.

Rather than talk abstractly, Simi decided to simulate an emergency. As the centerpiece of the first irregular operations retreat, Simi announced to the group: "Tomorrow, there's going to be a thunderstorm at JFK such that we're going to have to cancel 40 flights." The group then had to map out their response to the crisis.

As they rehearsed what they would do, step by step, they began to spot problems in their current process. For instance, in severe-weather situations, protocol dictates that the manager on duty, the Captain Kirk of JetBlue operations, should distribute to the staff what's known as a "precancel list," which identifies the flights that have been targeted for cancellation. There were five different people who rotated through the Kirk role, and they each sent out the precancel list in a different format. This variability created a small but real risk. It was similar to slight differences among five runners' extension of the baton.

In total, the group identified more than 1,000 process flaws, small and large. Over the next few weeks, the group successively filtered and prioritized the list down to a core set of 85 problems to address. Most of them were small individually, but together, they dramatically increased the risk of a dropped baton. JetBlue's irregular-operations strike force spent nine months in intense and sometimes emotional sessions, working together to stamp out the problems.

The effort paid off. In the summer of 2009, JetBlue had its best-ever on-time summer. Year over year, JetBlue's refunds decreased by $9 million. Best of all, the efforts dramatically improved JetBlue's "recovery time" from major events such as storms. (JetBlue considers itself recovered from an irregular-operations event when 98.5% of scheduled flights are a go.) The group shaved recovery time by 40% -- from two-and-a-half days to one-and-a-half days.

Ironically, JetBlue's can-do culture contributed to its original problem. "The can-do spirit meant we would power through irregular operations and 'get 'er done,' " says Jenny Dervin, the airline's corporate communications director, "but we didn't value processes as being heroic." The company's heroes had been individuals -- but now they share the medal stand with processes. (Here's hoping that the next American relay team, too, extends some glory from the runner to the handoff.)

The relay team with the fastest sprinters doesn't always win, and the business with the most talented employees doesn't either. Coordination is the unsung hero of successful teams, and it's time to start singing.

Dan Heath and Chip Heath are the authors of the No. 1 New York Times best seller Switch: How to Change Things When Change Is Hard, as well as Made to Stick: Why Some Ideas Survive and Others Die.

The Young American Jewish Elite

This ran in eJewish Philanthropy.com - one of the great sources of Jewish ideas and information. It raises some very interesting ideas, and I think it tells us something about where we should be going in teaching the next generation of leaders. What do you think?

September 14, 2010 by eJP  

by Matthew Ackerman

It is (or should be) a truism of media and academic culture that what deserves the least attention often gets the most of it. In “Good to Great,” the obsessively researched management book, Jim Collins aimed to find companies who had demonstrated consistently superior performance relative to their peers for at least 15 years. He came up with a list of 11 companies, every one of which – companies like Walgreens and Kimberly-Clark, a paper company – was decidedly un-sexy. Even more telling, they were all led by extraordinarily effective leaders who had received far less media attention than their less successful peers.

So, too, of course with much of the Jewish world, a significant segment of which has been obsessed in the last decade with identifying and understanding younger Jews. From the American side this obsession grew out of Jewish population studies conducted in 1990 and 2000-2001, which revealed for many Jewish leaders what they should have known long before: that many young American Jews were alienated from Jewish life, which meant they were increasingly marrying non-Jews, which meant the Jewish population was stagnating or even shrinking. Of late Israelis have become no less concerned in this regard, as they see their country’s international standing sinking ever lower and point the finger, at least in part, on young American Jews less committed to Israel’s security.

This led to the commissioning of many studies on young American Jews as the established community sought to understand what had gone wrong. A revealing interview about this work with Steven Cohen, a professor at Hebrew Union College in New York who has written many of the most important studies of this kind, was published recently by the Jerusalem Center for Public Affairs.

These Jews, Cohen says, are “alienated,” don’t feel comfortable around “upper-middle-class, in-married, middle-aged, family people,” and dislike distinctions being drawn between the Jewish and the non-Jewish. Israel is, at best, a place to support if it meets standards of “tolerance,”“human rights,” and “women’s rights” that it is supposedly lacking in. For these Jews, to even define oneself as “pro-Israel” is to buy into the “sometimes immoral policies of the Israeli government.” (Then again, any label is supposedly anathema for this set.) Jay Michaelson, a bellwether of this kind of thinking, recently went so far as to propose that support for Israel is in direct conflict with American Jewish identity.

The crucial question, though, is who exactly Steven Cohen is talking about. In his interview with the JCPA, several times Cohen obliquely noted that his comments were limited to the “non-Orthodox.” He was more explicit in this regard in a 2006 study he wrote on intermarriage, limiting his work and conclusions only to non-Orthodox Jews. So one important thing we know about these Jews is that they are not Orthodox.
The other important thing about the young Jews Cohen focuses on is that they hail from a strong web of Jewish connections. They are fluent in traditional religious practice and familiar with Gemara and other mainstays of Jewish tradition. Despite their aversion to supporting Israel, many have nevertheless spent significant time there and know Hebrew. And they all have lots of friends with similar backgrounds. (None of these traits are odd for people with an Orthodox background. And pushed as far to the “left” as it will reasonably go, the Orthodox label comfortably contains within it many people as conversant in the secular world as the religious.)

The last important thing about them, which again can easily be seen in Cohen’s casual references in the JCPA interview to the havruta movement of the 1960’s and 1970’s and “social justice,” is that they define themselves as a protest against the mainstream, which is both bereft of meaning and corrupt.
So in effect we are looking at a cohort of American Jews under 40 who define themselves against the Jewish mainstream and do not call themselves Orthodox (no labels, remember) yet have the experiences and knowledge of their peers who do. An unusual and small group that Cohen considers an “elite.” And they can be forgiven to a certain extent for thinking of themselves in similar terms, as they have been showered with fellowships, awards, and other euphemisms for money by a Jewish establishment desperate for their attention.

Left entirely unasked is whether or not any of it is worth it. Even the most successful of their generously supported endeavors, places like Yeshivat Hadar, cater almost entirely to the small group of people like themselves who are well-versed in Jewish life but yet cannot bring themselves to rub shoulders with all those annoying middle-aged people and their children. Or commit themselves to substantive support for Israel, the largest collection of Jews in the world and the first independent Jewish polity in 2,000 years (located in the same place as the polities that preceded it, with even the same capital city) that finds itself under increasing assault from an international campaign determined to cast it as fundamentally illegitimate.

If this is an elite, it is a strange one. It shares little in common with the Jews it will supposedly lead who, in any case, it refuses to take responsibility for leading. It explicitly defines itself in opposition to the center of the Jewish community (which nevertheless goes on shoveling it money). And it sees avoidance of the most frightening and important issues affecting the Jewish people as a matter of high principle.

When the story, in some distant future, of our Jewish current is written, one thing we can be near certain of is that these types of leaders will not feature largely within it. For now, it is long past time to look elsewhere for the kind of leadership American Jews need.

Matthew Ackerman is an analyst with The David Project.

Going Overboard for Yom Kippur!

G-DCAST has come up with something special from Josh Nelson just in time for Yom Kippur! Enjoy!

G'mar Chatima Tovah!




Yom Kippur from G-dcast.com
More Torah cartoons at www.g-dcast.com

There is a teacher's guide as well at http://www.g-dcast.com/sites/default/files/curricula/yk_curriculum.pdf. You will have to register with the site first, but it is worth it. If you are new to G-dcast (hate the dash), you are in for a treat. They have animated commentaries on all of the parshayot and some of the holy days as well!

We Are No Longer Accepting Comments For This Article

I spotted the new issue of Time magazine while I was in line at the grocery store with my cart loaded in preparation for my Erev Rosh Hashanah cooking marathon (actually not such an ordeal, with a great new fast and easy roast beef recipe from Arthur Schwartz). The cover was intriguing and troubling.Why Israel Doesn't Care About Peace winked out from a string of daisies in the form of a Magen David. I didn't pick it up, because I knew I didn't have time to read it and I was pretty sure I wanted to begin the New Year with other thoughts. The ideas suggested by the cover wouldn't go away if I waited for the weekend. Those kinds of ideas don't ever really go away.

By the time I got around to reading the story (and don't just read it online - the print version is fuller and presents a visual gestalt that the web version does not), there were many responses floating in the blogosphere. A partially annotated list of some of them is below. After reading the story and the blogs I am every bit as disturbed as I expected to be in the grocery store. I am glad I waited until after yontiff, since it seems like the monster under the bed of my childhood has crawled out again - and it is not cute and fluffy like Sully from Monsters, Inc.

The title of this posting comes directly from the Time Magazine web site which shows the article by Karl Vick. I assume they have shut down the comments due to either the volume or intensity of the responses they have received in the nine days since it was posted. Clearly, they would like to let their article be the last word on the subject.

When you read Daniel Gordis or Rick Teplitz - and you MUST read them, you will understand that there is trouble in River City. I could reiterate what they say. I could be alarmist, intellectual or angry. Welcome to the Next Level and Davar Acher are blogs that are primarily about Jewish Education. So I want to issue a challenge and an invitation to all of you who read them, since you are among some of the most creative educators I know.

How will we teach this to our students? Obviously there are different needs for learners of different ages. I don't think I will be pushing the issue in Kitah Bet (2nd) or Hey (5th). But Kitah Zayin (7th) and above students are going to have some questions that we are honor bound to address. I have created a document in Google Docs which can be accessed by clicking here. It is a blank document right now. Please go there and fill it with your ideas for addressing the issues raised - Anti-Semitism, Zionism, Media Bias, Anti-Israel, Civil Rights, Peace, Arab/Palestinian-Israel Conflict, or any other that occurs to you. They can be a sentence, a link or a fully articulated lesson plan. Whatever we all put there is available for all of us to use. And as you develop things, please add to the document. Invite others to share. Just having the link (http://bit.ly/diEM3D) gives you permission to edit, just like a wiki. All I ask is that you do not change other people's words. Comment freely, supplement and add your own ideas.

A Partial List of Blog Responses

• Daniel Gordis, of the Shalem Center is one of the most thoughtful people I have ever read. His response is the perfect starting point: Acceptable in Polite Society.
  
• An old  camp friend, Rick Teplitz, lives in Israel and has a really deep blog about the Arab-Israel conflict called Another Mud Pit. While he and I often find ourselves on opposite sides of the political center, he usually nails the issue without goign to extremes. He did so here! Time Magazine - the New Anti-Semitism Goes Front Page.
  
• Honest Reporting discusses Why Time Doesn't Care About Israel.
  
• Psychologist, professor and Israel advocate Phyllis Chesler writes about Time Magazine's Latest Blood Libel Against Israel.
  
• The Lebanese Forces Official Forum offers a very different perspective, although not as slanted against Israel as one might expect - at lease on this issue.
  
• Meryl Yourish takes you on a tour of some other highlights of the blogosphere on her site: Yourish.com

Cross posted to Davar Acher

What Are Jewish First-Year Students Thinking?

eJewish Philanthopy.com, run by Danny Brown is one of the blog e-mails I read first every day. He finds the most interesting postings from throughout the Jewish world (not just philanthopy) and shares it with everyone. This posting from the Hillel blog made me smile. And think. you?

Hillel is constantly changing to keep pace with college students. With the advent of the annual Beloit College Mindset List, Hillel offers the following unscientific survey of Jewish cultural influences that have helped shape the identities of this year’s freshman class.

Born largely in 1992, today’s freshmen will delight – if not surprise – their parents by becoming the graduating class of 2014 in four years. Here, then, are the Jewish ideas that are kicking around in the minds of today’s first-year students.

1. Oreos have always been kosher.

2. McDonalds has always served bagels.

3. Women have always been rabbis.

4. Soviet Union? What Soviet Union? Jews have always been free to come and go from something once quaintly called “The Soviet Bloc.” Some have even been in their towns and classrooms!

5. iPhones and Blackberrys have always included Jewish holidays.

6. Half of their parents have always been non-Jewish.

7. September 11th is a distant childhood memory.

8. They don’t remember the debut of Schindler’s List but the U.S. Holocaust Memorial Museum has always been open.

9. They don’t remember the assassination of Yitzhak Rabin or the death of the Rebbe.

10. They barely remember the bombings of the Second Intifada.

11. Israel has always had relations with Egypt, Jordan and the PLO.

12. Trips to Israel have always been free thanks to Taglit-Birthright Israel.

13. Israel has always been known for its high-tech wonders and not its kibbutzim.

14. Israel has always had first-run movies and TV shows.

15. They have more stamps in their passports than they have ever put on an envelope in their lives.

16. Community service is a requirement for high school graduation.

17. News from Israel has always been instantly available -- 24 hours a day, seven days a week -- on the Web. And Google has always translated Hebrew to English (and vice versa).

18. Calls to Israel or elsewhere overseas have always cost less than $0.10 per minute – and have always been free via Skype.

19. They learned the concept of Bar/Bat Mitzvah from Krusty the Clown.

20. They LOVE to laugh at anti-Semites like Borat – especially when he is speaking Hebrew.

21. The Real World has always been on television and nearly every season has included a Jewish cast-member.

22. “Dylan” is Jakob, not Bob.

23. Adam Sandler is the guy from the movies, not from Saturday Night Live (and they learned his “Chanukah Song” along with “Dreidle, Dreidle, Dreidle”).

24. Jon Stewart has always been a late night host. Who is Johnny Carson?

25. Willy Wonka is Johnny Depp, not Gene Wilder.

26. Elliot Gould is known as the father of Monica and Ross Geller, not as Trapper John McIntyre.

27. Judd Apatow is the new Steven Spielberg.
 

Inclusion By Design, Not By Default

This is turning into a week of daily posts by people who make me think. I hope they make you think as well - and react. I have known Fran Pearlman longer than she would like me to say. She is an educator's educator, and whenever we are together I learn something new. When she came to the Detroit area in the early 90's she demonstrated a mastery of special needs education that I could only hope to achieve - and this was back when most of us were just bemoaning doctors who over-prescribed Ritalin, rather than redesigning our Religious Schools to be responsive to the needs of nearly all learners. This was published today in the The Jewish Educator, Summer 2010/5770, the journal of NewCAJE. A conversation about NewCAJE is for the future. For now, I thank them for creating a new forum for Fran's learning and teaching to be shared more widely. And I cannot agree enough that we need to get much better at inclusion and meeting all learners where they are. I am very proud of the work of my congregation. We have done a lot, but we still have far to go. I would love to hear how you are addressing these needs in your setting.   -- Ira

Fran Pearlman

In 1981 I began my administrative career in Jewish education in a part-time position. The responsibilities were described as hiring, training, and supervising staff; creating programs; and writing curriculum. Nothing was shared about the students in terms of learning styles or preferences, and certainly the words “inclusion” or “special needs” were never mentioned. At that time, special education was a separate entity in the secular world and certainly in the Jewish education world. There were separate classrooms with specifically trained and experienced faculty who, theoretically, met the needs of those students who were classified as “special edu.”

Almost thirty years later, Jewish education across denominational lines finds itself facing the challenge of inclusion, modification, adaptation, and a vast, new lexicon of educational terms. To date, Jewish education has advanced only baby steps toward the inclusion of all students. The time has come to confront this need and move from being Jewish educational institutions of inclusion by default to ones of inclusion by design. The time has arrived to formally address the challenge of inclusion by providing our educational leadership with the proper training and knowledge in order to welcome all students into their schools. Jewish educational leaders need to be both educated and welcoming; to be both cognitively aware of the needs of all students and able to expend the emotional investment to invite all students into a warm and inclusive community.

Where does the transformation need to take place? The first place is in the formal training of our educational leaders. Just as innovative and up-to-the-minute pedagogy, with its strategies and philosophies, are a necessary and integral part of the education of these future leaders, special education experience and training also is an essential component. Providing the terminology, definitions, strategies, and approaches of special education and how it can be adapted to Jewish educational settings is critical. Tools and practice in communicating with parents of special needs students also is essential for the development of a successful inclusionary school. Educating these leaders about the difference between a self-contained classroom and inclusion, the benefits of each, and when each is necessary or preferred are other aspects of this education.

The second level of education needs to be directed towards the entire faculty. Statistically, 4-5% of every classroom consists of students with some special needs, diagnosed or undiagnosed. Sometimes we know who these students are and sometimes we do not, however, teaching to reach all students and to the multiple skills and intelligences in the average classroom is a charge to each and every Jewish teacher. It is up to the Jewish school and its educational leader to provide appropriate and regular guidance and education in how teaching to all can maximize the learning of all.

The demand for successful inclusion is not new to Judaism. The mandate for inclusion is steeped in Jewish tradition. Within the bounds of Jewish law, rulings specifically are articulated regarding the disabled in Jewish ritual law. Leviticus 19:14 specifically prohibits cursing the deaf or putting a stumbling block before the blind. Rather than ignoring those with disabilities, the body of Jewish law specifically addresses those who are blind, deaf and/or mute. While these categories of disabilities certainly are not exhaustive and do not address the scope of the disabilities found in our society today, it is a beginning, based on what was known then.

We are well past the beginning of fulfilling the mitzvah of inclusion. It is time that we are proactive and assertive in both our philosophy and in our actions as we move towards Jewish educational institutions of inclusion by design.

Fran Pearlman is the Director of Education at Oceanside Jewish Center, NY, and serves as a consultant for MatanKids, which provides consultation and direct service in the area of special education in Jewish educational settings. Fran@matankids.org